Regular Board Meeting - November 5, 2025

001Good afternoon. >> All right. Uh, welcome to the November 5th, 2025 regular meeting of the Savannah Chattam County Board of Education. Um it is great to see so many people present today. I I always love to see a almost packed house. Um to start today we will start by asking you to stand for the national anthem. >> Who do we have singing today? Good afternoon everyone. I am very pleased to present to you today to sing the national anthem the Garrison Voices Glee Club. These students are sixth, seventh, and eighth graders. They're already um members of the classroom time ensembles, but these students audition and they stay after school and they uh work on different repertoire and they're very much the face of Garrison's music department. They are directed by Kristen Donaldson who is um

002in her second year. Um we are so fortunate to have her today and the Garrison Voices Glee Club. Would you please remain standing after the pledge um after the singing of the national anthem [singing] sayoud [singing] we held at the [singing] twilight last gleaming who stripes and [singing] bright stars through the perilous [singing] we [singing] were so gallently streaming and the [singing] rockets came through through the [singing] night that our flag was still there. Oh, [singing] say that star spangle [singing] for the land [singing] of the free and the hope of the [singing] brave. [music] >> [applause] >> I pledge allegiance >> to 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. [applause] Great job. >> That

003was great, guys. Excellent. >> Excellent. >> Great job. Let's hear it again for the kids from Garrison. [applause] >> Okay, I'll accept a motion to approve the agenda. >> I make a motion that the board approve the agenda as printed and presented and or make any amendments needed. You're >> fine. Okay. Um, >> all right. >> Second. >> Yeah. Yeah. I'm sorry. Second. All in favor? >> All right. >> Dr. Watts. >> Yes. >> Good afternoon, everyone. As November is our family engagement month, I wanted to start off this meeting with a message that I feel is vitally important. Um because our families and our students are our partners in education. Um as you all know, families play an important role in how our we educate our students and they also play a role in

004how students are prepared for school each and every day. Parents and families, your work to ensure students follow the expectations of behavior at school is also important. Um, and I want you to know that what you do each day as a parent to convey the importance of [snorts] expected behavior contributes to the way we um establish a positive learning environment in each of our schools. I want to take a moment to recognize and thank an overwhelming majority of our students and our families that come to school each day, make good choices, show respect for others, contribute positively to our school communities and our school district as a whole. I want to acknowledge that our families and our students their your actions reflect the values for again for the majority of our students that we strive

005to uphold and help build upon a safe environment. Your actions and choices do not go unnoticed. But the safety of our schools is not just one person's responsibility. It's our collective responsibility. Unfortunately, there have been some incidents this year where our students have not demonstrated correct choices and their behavior has been disruptive and harmful and those incidents have took place in the forms of fighting, making threats on social media and other disruptive behaviors. Violence has no place in our schools. Not today, not tomorrow, and not ever. Some students choose disruption over discipline. We have a few students that choose aggression over respect and we have students that also make choices around violence instead of peace. We cannot and we will not allow those choices to define our schools. So let me be absolutely clear. Any

006student who engages in violence on one of our school campuses will face consequences. Those consequences are clearly laid out in our student code of conduct and those choices will mean or could mean some very serious legal charges as well. Criminal acts will be reported to law enforcement and the district attorney. There are no exceptions and there will also be no excuses. If you choose violence, if you choose to fight, if you choose to be disruptive on one of our campuses, you as a student will be held accountable. These are choices that not only have a negative impact on students today, but could also have an impact on their futures. And that is what we do not want to do. Accountability alone won't solve this. We need everyone, students, parents, teachers, and staff to help stand

007together on this. We need students to speak up when they see something that is going to go wrong or something that has gone wrong. If you see something, say something, tell a counselor, tell an administrator, tell a parent if you are having an issue that you cannot get resolved on your own. We need our students to step up and have courage to report things in a proactive way so that we can intervene before they cause disruptions. And parents, let me be clear and form at home with you that you need to also be clear and firm at home. We need you to reinforce expectations of behavior to make it clear that when students make bad choices, there will be consequences. We need you to partner with us in education. These conversations create defining moments. Moments

008when we decide the kind of schools we want here in Savannah Chattam County Public Schools and the kind of schools that I believe we both want are those that have no place for disruptive, negative behaviors that keep the majority of our students from learning each day. As your superintendent, it is my expectation that every school, not just some schools, but every school is defined by an environment of respect and calm and joy so that it is a conducive learning environment. We will meet this challenge together and we will continue to celebrate so many students in our district who are making right choices and doing the right things every day. Let's continue to work together to ensure that every school remains safe, respectful, and inspiring for every student to thrive. Thank you. >> Thank you, Dr.

009Watts. >> All right, our announcements today. Um, Monday, uh, November 10th, uh, is a staff planning day. That is no school for students. Veterans Day is Tuesday, November 11th. Uh it is a holiday for all district staff, school staff and students. Finance committee meeting is next Wednesday, November 12th uh at 9:00 uh here at Whitney. Capital Improvement Committee meeting is Tuesday, November 18th, uh here at 2 PM. Academic Excellence Committee meeting is Wednesday, November 19th, uh at 2 PM. Our Thanksgiving break is Monday the 24th and I'm sorry, Monday. Oh, and Friday and Friday, November 25th. That doesn't sound right. Um, look at that. Is that correct? >> That's wrong. >> That's I'm sorry. Monday and Tuesday, November 24th and 25th. >> That doesn't look right to me. Anyway, >> for all district, >> here

010you go. And then thank >> Exactly. Right. >> We're gonna take a few days off. >> Just Thanksgiving. >> Uh Thanksgiving break. This is the holiday from Thursday the 26th through November 28th. All district facilities will be closed in observance of the Thanksgiving holiday. And there's more. audit committee meeting December 11th uh here at Whitney uh at 800 am and our December board meeting is December 17th um here at Whitney. Um, remembrances. Um, William Loadman, date of passing 83 2025. He was in uh tech specialist support in the technology department. If we all could stand for a moment of silence. for the student. >> So, on to some positive student of the month announcements and our celebrations for the month of uh November. So, the superintendent student of the month for October is a sixth

011grader at West Chadam Middle School. This student is described as ambitious and eager to learn. She participates in the rep reading program to help her excel in that subject. And she now is passing that class with flying colors and holds a 94 average. Her regular ELA class, that's English language arts, is steadily going up, and her hard work is paying off. Oh, do I need to slow down? West participant. This student's regular ELA class grade is steadily going up and her hard work is paying off as her understanding of the subject grows. The student of the month's nominator, Miss Michaela Seeta, says she is very studious and always does her work. She is quiet, respectful, and smart. and all of her teachers say that she is helpful and very focused. And our student was nominated

012previously by her art teacher, Mrs. Bole, who said she worked very hard in art and even did extra work when she finished. Our student of the month goes out of her way to make sure other Spanish-speaking students knew what they were doing and understood their projects. And this made a notable difference in class with her presence. When asked what drives her to succeed, our student of the month said she is very motivated to get good grades so that she can obtain a scholarship for college to become a nurse one day to help people. Please help me congratulate Sulamita Sento Pineda, the students, the superintendent student of the month for September. Superintendent. [applause] Good job. >> [applause] >> Sulamita will be taking home several gifts from our sponsors including Members First Credit Union, Advertising Specialties, Georgia

013Southern [clears throat] University, Gulfream, and Savannah Schools Federal Credit Union Georgia Southern GFream. In addition, Sulamita and her reading class will receive copies of her favorite book, The Cat in the Hat by Dr. Donated by our sponsor e shaver book seller shaver book seller. I would love for parents and family to please stand. >> [applause] [applause] >> and also Sulamita's West Chattam middle school family. Wildcat, the Wildcat family, if you will please stand. [applause] Special thanks to her nominator Michaela Sea and her school principal Donna Jones. Dr. Donna Jones. [applause] Thank you so much. >> Misimas gracias. >> On to more good news. The superintendent's good news and more calls for applause. The Georgia Department of Education announced the 200 the 2025 list of distinguished and reward schools designations which honor the highest performing and

014most improved title one schools in the state. Distinguished schools recognize the highest performing title one schools in Georgia while reward schools are title one schools making the most significant improvements in the state. Savannah Classical Academy was recognized as a distinguished and a reward school, the only distinguished school and Savannah Chattam County Public School System and one of only nine schools recognized with both designations across the entire state. Four other schools were awarded with a reward school recognition, including Georgetown K8, New Hamstead K8, the School of Humanities at Julian Gordon Lowe Elementary, and Schuman Elementary, the former Schumer Ele. Congratulations to those schools, and uh your hard work is recognized and applauded. Congratulations also to Marsh Point Elementary student Dorothy Dean. Dorothy Dean was named the overall grand prize winner of this year's Fair Bear Writing

015Contest. Dorothy was one of 3,349 students who submitted an essay statewide in the competition. The Fair Bear Writing Contest invites students to hone their writing skills by writing a story inspi inspired by Fairbear, an American black bear that roamed near the Georgia National Fairgrounds in the 1980s and early 1990s. Dorothy was not the only winner from Marsh Point Elementary School. Savannah AC was also named Savannah Chattam County Public School District's fifth grade winner. Congratulations to Marsh Point uh Elementary School and their very talented students. >> Distinguished. They're all here. The principles are here. >> Uh those students are here. >> No, no, >> the principles >> at this distinguished and >> the if the principles of our distinguished and reward schools would please stand. >> [applause] [applause] >> Yes. Please come forward. Again, [clears throat]

016congratulations to those principles. their teachers and also their students for their hard work and thank you for making it known that they were here. I did not know that you all were here. Uh so I apologize for the oversight, but I'm glad someone caught me so that you could be properly acknowledged. Hats off to our outreach and engagement team and their family engagement coordinators. SECPSS has been recognized as a high achiever in family engagement by Project Apples Seed, a national campaign for public school improvement that advocates for public school families in America, working to empower parents and communities to take an active role in their children's education and advocate for policies that support student success. our family and community engage engagement advisory council. Um our partnership with parent university and innovative efforts like the digital

017family learning workshop um ensures that families are supported and equipped as essential partners in education. Well done. Also congratulations to our reach scholars. Grady's cu kubas cordona from pilaskis k8. April Estrada Flores from New Hamstead K8. Isabella Wyn from Godley Station K8, Allison Miranda Reyes from Savannah Classical Academy, Destiny Roberts from Charles Ellis Monasauri K8, and Carter Strickland from Coastal Middle School. All of these students have been designated reach Georgia students. Um, and it's the first state of Georgia um, needsbased mentorship and college scholarship program. Students who complete program requirements receive a scholarship of up to $10,000 to be used towards the cost of attendance at a University of Georgia school in the system or a technical college system of Georgia post-secary institution. The program has been in place since 2012 and SECPSS has participated

018since its inception. We are very proud of these students and wish them the best as they not only finish out school in our school district but move on um to postsecary opportunities. Congratulations to the students in the 28th class of the Memorial Medical Explorers who put on their white coats at a special ceremony last month at the Mercer Medical School auditorium. Students from Beach Jenkins New Hamstead High School and Savannah Early College as well as Woodville Tommpkins gained uplose firthand experience in the medical field as a part of the 202526 class. This milestone celebrates their progress and commitment to exploring and advancing health careers. We are very proud of these future health care providers. And finally, congratulations to all of our certified administrative professionals. We are proud to celebrate Tiffany Kohl's, Cortea Smith Westendic, Tanya

019Walker, and Terresa Lawson Lton for successfully completing the administrative professional certification program through PA Douglas. This professional development milestone reflects their commitment to excellence and growth in their roles with the district. The training has equipped them with enhanced skills in communication, organization leadership and strategic support, further stren strengthening their contribution as administrative professionals. Please join us in congratulating them on this outstanding achievement. [applause] >> Please come come forward. [applause] >> [applause] >> Thank you. Thank you so much. And I will now pass the next agenda agenda item, a report from professional senate over to our teacher of the year. Our last meeting was held on October 23rd. Our session was focused on district grading practices. Um, and this was facilitated by Dr. Butler and his team. Teachers were broken into small groups and held conversations

020on topics about grading formula, makeup work, extra credit, and credit recovery, and minimum number of assignments. Our dialogue was structured around the guiding questions of what's working, what's challenging, and what should we look at or rethink or redesign. The Senate is looking forward to continuing this conversation about the district's grading practices in the future. And our next Senate meeting will be held on Thursday, November 20th. Thank you, >> Mr. Hadker. Thank you, Mr. Board President. Continuing on your agenda [clears throat] today under board matters, we have several policies for the board to review. Item 6.01 is board policy BBFA. This is policy on school councils. This is under a 4-year review. First reader, we'll come back for a second at the next subsequent meeting of the board of education. Subject to your review and comments.

021Primary changes were to add some more clarity to the uh rationale of what school councils really do as stipulated by state law. Uh sometimes we get some questions about school counselors councils. They are an advisory board, advisory group. They're also subject to the same open meeting law requirements as our very own board of public education for example. So those things were added to the uh policy that you will see and we also stipulated the uh school council's role when there's a vacancy for a school principal for example. Uh first reader will come back uh December 17th for second read adoption. Thank you. Uh um Miss Kowalsski, >> um having been a former school council member for many many years, um I certainly appreciate the role that school councils play um in our schools and just

022want to ask for some clarification on one of the roles um that has historically been served by our our school councils and I think is being modified based on trying to um receive broader input when we have changes in leadership at a school. And so I just want to clarify that um the last paragraph, the change of the last paragraph really shifts the role of the school council from the more hands-on involvement maybe in the um uh interview process to a more advisory role in crafting the leadership profile that would be utilized to recruit the person. So that's more about the profile and less about the individual. Is that accurate? >> Yes. >> Okay. Um I know this will be a change for some of our school councils and I hope that they will work

023with us as we move forward. Um unfortunately in the past we have had um school councils really abuse that opportunity um to the detriment of another school and it was extremely disappointing. Um I think that this change is good. aside from that particular incident. Um, but I think this is a more robust way to continue to engage our school councils, but also engage our broader communities as we look to fill those really important positions of uh, school leadership. Thank you. >> Continue. >> Continuing on your agenda, item 6.02 is another policy review for the board. This is a first reader. We'll come back for a second read adoption. You'll note that we do have a mid-period review here. What triggered the look at this particular policy area was the note that there is safety requirements

024under state board of education rule uh for students and staff who may be uh working in labs for example uh and handling dangerous materials uh such as uh milling, grinding or stamping of solid materials, heat treatment or tempering of killed kiln firing materials. there's a requirement to wear safety goggles, safety glasses, safety protection of the eyes. Uh we have taken that language which is um memorialized in the state board of education rule and lifted it into our policy to be very clear about that component. We did when we looked at this policy realize there was a little bit of overlap where you had emergency drills referenced under safety when we already have an emergency drills policy. So we appropriately took that language out and you'll see on your next item we put it in there.

025So policy EBB mid-period review will come back for a second read adoption in December. >> Uh Dr. Howard Hall. >> Yes, thank you. um the last paragraph that's a type is a um slight typo in officers with the Fs lower case uppercase and also since this policy isn't accompanied with a regulation we might want to include the entry protocols by the superintendent for school entrance within integrated within this policy or perhaps include a regulation because many schools don't have the same they don't really use all the same procedures and protocols we want to be consistent across the board. So, it just might be good to integrate those entry protocols by the superintendent. >> U Mr. Corowski, >> um on page two under breakins, it looks like we're changing the language from um shall be promptly

026reported to should be promptly reported. It's my understanding in the use of those words that shall is mandatory and should is not. So can you explain the difference while we're checking that? >> So uh when we went through that you'll see that actually in a few areas in this particular policy where the review from a statutory requirement of reporting that we will be reporting those instances. But there was a concern from the legal team that that created a ministerial approach in policy >> that would set us up for policy violations. So it remains as written that it it needs to be done but it was changed from the must uh to the the other language to get us out of that concern about that ministerial duty. >> Okay. So that's if and if there's oversight

027and not immediately reporting that we won't get ourselves stuck. Is that >> it? It it it the commitment should be the same whether it shall or should. Uh this is really speaking to Georgia appellet courts or other courts in terms of what that language is. It's a it's a there's a legal design behind it. >> It should not affect operationally whether it should or shall. We we should be doing it and people are held accountable for not doing the shoulds as well. >> Okay. >> It's just based on the current state of the law. It feels like a prudent approach. >> Okay. I will certainly defer to the attorney on the appropriate language. Thank you for the explanation, >> Dr. Bringman. >> Uh, Mr. Bringman, we get on your microphone, please. [laughter] >> Well, your

028microphone. >> Shall I shall or I should I Is this your ministerial duty to tell me I should or shall use my microphone because I mean, should is not >> Yeah. Oh, I know that kid that broke into the school and I don't want him to get in trouble and I only should report it, not shall report it. So, I'm not going to report it and I'm not and I think in that I'm not breaking my policy. >> I mean, it's just that's how I read this as somebody uh this said I should not that I have to that I should but but I'm not a lawyer and lawyers like to mince words around. >> H school reporting. >> It's It's the school reporting to law. It's the language is pertaining to a school reporting

029it to the appropriate law enforcement agency. >> Correct. >> Is it? It doesn't explicitly state that. If I pull out that one paragraph, it just says breakins regardless of the extent or loss of damage should be reported >> to the law enforcement agency. We have a law enforcement agency. >> I mean, I'm I'm the I'm the teacher. I'm the principal that wants to cover up the student, too. I'm not reporting it because this says I don't have to. I don't know. That's just it. It it it is confusing to me and that's how >> Dr. Howard Hoskins Brown. >> Thank you. Yeah, the I I agree with you Dr. Bringman. Um I have you know battled on this mountain before about should and shall in policy. So I agree with you. We've gotten the same

030explanation. It's it's a it's an execution and enforcement issue. I think we I think we should um I understand the rationale. So, I'm with you on this. I I I don't know if it will continue to be a losing battle, but it it creates much more responsibility on our part to use the word shall. Um and there and apparently there is a reason that legal and I I trust our legal guidance. There is a reason perhaps failure to do similar things in other ways that that leeway is important for us or perhaps there are instances where the intent of shall is met without having reported it in the way that is listed here. Mr. Bowski, >> would it provide a stronger um uh motivation to without using the word shall to say failure to do

031so shall may result in consequences as determined by the superintendent or something to that effect. >> May as well push out. >> Well, well, also what is the current protocol policy set by the superintendent? the current protocol policy set by the superintendent might say you have to do this >> right >> but that's not attached so >> well >> right >> maybe regulation >> Dr. Howard Hall. >> And that's what I that was my point. I just didn't say anything. When I gave my recommendation, I didn't get any feedback on entry protocols being consistent across the board. It just went on to the next person's hand raised and there were there were no discussion on it. And my my concern was I noticed that some schools you you may have the scanners where that visitors

032are required to scan their license and maybe other schools that they don't have scanners just for an example. So I recommended that those be integrated. >> The um protocols are integrated within this policy or attached to regulation. There was just no feedback. So I was just sitting here. Well, >> you want to say anything? >> Uh yeah. So I your feedback was certainly taken as as far as uh staff goes and u noted it right here. Regulation on school entry protocols. One of the things to to note, however, is we do have the RAP Raptor entry visitor uh hardware, which is a piece of technology that by law, anyone who's a visitor to a school has got to report to the front office and sign in and use that system. So if we have a

033school somewhere that is not doing that, we need to know about it so we can follow up appropriately and ensure that it's being done because that is a requirement by law and we spent money and invested in that Raptor system to ensure the safety uh of our students for those who are visiting our buildings. >> Dr. Howard Hall, are are there other aspects of school entry that you're speaking of other than what Kurt is mentioning around having the license camp? Are there other just >> well sometimes it's just great for a policy to be accompanied with the regulation for example clear bags >> clear bags >> for clear bag in my car because many times I forget when I visit a school I have my my purse so just it's just sometimes good to have

034an attachment of a regulation to so that the readers can be clear and the public can be clear protocols >> because just this year we had a lot of confusion about clear bags so being more explicit about what is actually required and should be happening at every school. Shall be happening at every [laughter] >> will. Subject to any other comments of the board, we are happy to take this back to legal and talk more about the should shall and see where the uh strongest level of enforcement is before triggering the concern uh that they have. And Dr. Howard Hall. We will certainly look at a regulation to accompany this as well uh for the reasons stated. >> Continue on agenda. We have uh which is related to uh the policy we just reviewed. This is

035board policy EBBC emergency drills. This comes under the 4year review. However, this was a great uh opportunity for us to really look at the co-mingling of language with an existing policy uh and ensure that it lives in the right place. What we were able to do in this review was take the drills that was referenced in safety, put it under the correct area of EBBC and also state and provide some updates on the work that we've done uh through following best practice under uh emergency protocols uh from state and federal agencies uh which came to us on recommendation from our emergency manager under the campus police team. Uh so you have this in front of you. This also is a first reader. We'll come back for a second read adoption in December. >> Miss Kowski,

036>> sorry I'm asking all the questions. Um, do we have a uh protocol about parent notification particularly for um like active shooter drills? I believe there is a requirement in state law about parent notification. >> Yes, we do. Yes, ma'am. Um, sorry, a little I know you're having to multitask. >> So, uh, we do work with our schools under that requirement of those, uh, intruder drills, right? >> And when we do have a safety drill that is, uh, required that a school is doing, we have some pre-planned language for them to utilize, uh, whenever that drill is, uh, happening. We like to, uh, notice our parents in advance of that. I will say when we originally started doing that, the energy around ensuring that was done was strong. >> So if there are instances where

037some schools uh may not be having that same energy, we'll certainly send out those reminders. Uh but we do have language for schools to utilize whenever there is an intruder drill that is being done so they aren't concerned and obviously think that there's a true actual intruder in the school when the drill's being done. So, I raised that to ask if that needs to be embedded in our regulation um to require that not that parent not. >> We'll take a look at it. Yeah. Parent notification and communication would be a simple ad to the uh regulation. Yeah. So they don't have >> subject to any other comments of the board. Moving along on your agenda, we have another policy for you. Uh this is item 6.04, board policy. We'll back that up a little bit.

038We uh we'll get back to JCAB searches and interviews. There it is. This is item 6.04, mid-period review. This is only changes to the regulation. So, no modifications to policy on this one. So, we bring it forward to the board for the board's review and feedback subject subject to any comments uh conducted [clears throat] here today. We'll move forward with um with the the changes of this regulation. One of the reasons that we brought this forward was there's some language in here when it talks explicitly under an administrative search of a student which if it's administratively being done that is not a duty of a police officer. So our SRO's would not be involved in the administrative search of a student. However, to add clarity in the language, we did state which is allowable that

039for the purpose of safety, a SRO officer could be present during the search but not to conduct the search. This is again administrative regulation for the board's review. >> Dr. Hoskins Brown, >> thank you. Um on the on the policy, I just have the question about um paragraph 4. The board reserves the right to apply this policy to any student um who is on board property. Um and my question about this and I know I raised it last year when we reviewed this um are we clear with our students that this means even if you are on property but have been dismissed? >> And the reason I asked that is I remember a young person who got in trouble because they had been dismissed. They were on a bench waiting to be picked up by

040a parent. The school was doing a search. And so all the children who were in classrooms were out lined up to be searched. The child was asked to comply. And the child was like, "No, I'm I'm dismissed. I'm waiting on my >> on my parent." And they got into a whole world of trouble by not following instructions. But in their mind, I'm dismissed. So I'm not part of the core of students. So just raising that to to make sure that folks know because that young person got in trouble and went through a whole lot more trauma for no good reason. >> Yeah. >> Um because as far as they were concerned once they had been exited from school they were not subject to any other school activities. >> Yeah. >> Um of that nature. >>

041Yeah. Great point. We appreciate you raising that up. I mean, we can certainly add some clarifying language on the policy side that does say that the the execution of this um component of our policy in onampus meanings at any time of the school day before or after or extracurricular activities after etc etc. We can find language I think to make that very clear. >> Okay. Thank you. >> More of a language in the policy or communication because in the moment a kid's not going to say let's refer to the policy. Well, so it was two things. The the campus police were incorrect. >> Got it. >> Because the campus police were drilling on this young person and they again, it may be communication with everyone. >> Got it. >> Because the child >> to me

042it's a communication gap. >> Yeah. So, and and I'm fine with it being handled by communication in education or in the policy. I'm just raising that example because it was pretty stark to me and I was like, man, that kid was not wrong. >> No, it's an excellent point. I I think that when we think about the administrative search, it's based on the idea the student is subject to the school and the school action. So, I could see a legal argument. I've been dismissed. I'm not subject to that administrative search yet. You're subject to a safety based search or you're on property that you could be subject to a safetybased search. So maybe it would make sense for us to clarify. So we just have an eye towards that scenario and fit it through the

043right in the right category as to what that would be. >> Thank you. Because if you're a young person who's already being dismissed because you're in trouble, you're already on seven or eight, you know, and then somebody comes over and messes with you, it's goes further. Um but um my my my main comments were about u while under regulation, while on district property, students are not permitted to use their own personal Wi-Fi, data plans, all that. Is there a technical barrier for that? Don't nope. Do we have blocks? >> So, you're jumping ahead. >> Sorry. >> But but we can certainly >> Okay. Never mind. >> We can talk about that. [laughter] >> Never mind. No comments on the current regulation. Wonderful. Double-sided copies. Thank you. Okay. >> Okay. U Mr. Smith, >> thank you

044for your u comments so far. You're bringing this to us. Two quick questions for you. Uh should or shall parents be notified before or immediately after uh a search is conducted on a student? >> Asking. >> Yeah. I So there's a requirement of notification. Uh let us look at that language and get that very clear. >> Okay. >> And we will uh confer with our legal team on that. But yeah, I mean that that's part of this process. It's why it's named. Uh but we want to make sure the language is um explicitly correct. >> Okay. Another question. Uh can you tell me in the in the writing it says reasonable grounds. Can you define uh what reasonable grounds are and who does defi define that? Is it a school by school or is it

045a consistency across the board? >> Yeah. Yeah. So, I'm going to I'm going to tee up our uh council attorney Dennison to help a little bit with this one. The but I will say the the reasonable grounds has a certain level of inherent safety in it. allowing our administrators and our team who are who are in schools that if they have a uh a rightful concern, which is where you get to that language of something that is occurring that could affect safety of the schoolhouse that can trigger these searches. Um I will ask attorney Dennison to expand a little further. I the the purpose of that language is I think the same reason the courts gave that language to us is so that we could apply that reasonable standard in a case-byase situation because it's

046very difficult when you talk about the fourth amendment to really uh say this is exactly what happens every time. That's why we have 400,000 cases interpreting the fourth amendment. And that reasonable ground is a standard that's sort of applied in a case-byase situation. is a more generous standard in terms of allowing that search to happen for the school officials than it would be for law enforcement. Um, and and that's that language is really a term of art that is applied and it's based on the whole all the circumstances in the situation and what is deemed reasonable for the people involved in that situation. >> The short answer is it's the principal's discretion. reasonable system. >> The the law is designed to allow people to to use their reason to determine whether they should do it

047or not. [snorts] >> This that's a great example of having quality policy language that is obviously supported legally to give our administrators a flexibility to make good decisions that are based in this instance in safety. Because you may you may have a scenario at one school that appears one way and children can can approach it. And uh we all know that um you have to be flexible in the way that you you manage and keep your your eyes and ears open to uh what's happening in the hallways and on the campuses of our properties in the spirit of safety. >> And let me just backtrack to your your point about the shs and we will find there are shs. The shs live in our policies. there in many places we are looking at shalls and

048shoulds in scenarios where someone could say you didn't do that and therefore you presented a risk like I can see how there could be an argument that that particular provision resulted in a risk you talk about using dignity when you search a student we do not want any really anyone not exercising the dignity of the student in the search because we know that requirement is already there um but what we are trying to guard against is creating liability for us keeping our students safe. And those shoulds are shoulds that will be done, but we do not want to be sort of punished in terms of legal liability because we're doing the right thing. So, we want to set up policies that keep the students safe. We want to be aligned with the laws that do

049that, but we also when we look at something that is safety related, sometimes you'll find that language that we'll be more careful about those shalls and shoods for that reason. It's just a strange state of where the law is right now. I understand everyone's concern. We may be coming forward with more shall and shoods, but we're not catching all of them. As you can see from this policy, there's other shallows that are still there. Um, but that is the process that we're going through because we believe it's in the best interest of the of the district and and our and all the taxpayers of this county. And >> I just want to add to that um there we have limitations what we can do as a law enforcement officer. And so this language is really

050important and help maintain safety in our schools because where we may have limitations, the administrator or the uh principal uh has some uh some leeway to do more to help us make that that school safer and and address the situation. So language is uh very important and um it is part of what we call our it's all in the layered security actually and in terms of how we address situations and everything is situational. >> Any other comment? >> Excellent feedback. Uh all dy noted and again we'll continue to work on this one. It was originally deemed as a regulation change, but some of these uh feedback may trigger an actual policy review that we'll bring back for second read adoption December. Okay. The big policy for today is the next one that does contain references

051to Wi-Fi. Uh this is the JCDAF and this is use of electronic devices by students. of course HB340 that we're all very familiar with which is the distractionfree education act that requires no use of electronic personal electronic devices belltobell for K8 students. There is a requirement under this law that boards of education have policies in place by January 1, 2026. So we have a first reader for you today with a a scheduled second read adoption in December. There are some nuances to this policy uh that we want to make sure are very clear. And because this is a a large shift in the way we've been doing things for a number of years, uh our chief academic officer, Mr. Derek Butler, has uh come to the podium and has a few slides just to call

052out some key components of policy in here because we have extended it with a recommendation to go beyond the K8 spectrum and have some controls for high school. Mr. Butler? Yep. So, thank you, Mr. Hediger, and great afternoon again. Uh, wanted to highlight some key updates, and here we are on the screen. Uh, as part of our first policy read, as Mr. Hediger indicated, um, we wanted to highlight those key updates that represent, um, an important shift from a bring your own device model, uh, which is part of the current, uh, policy and regulation to, uh, obviously the distraction-free learning environment model. uh in alignment with uh House Bill 340. Uh so wanted to uh first uh just kind of share the language here for the board and for the public as well. Um as

053you can see in your uh policy language, a lot of red. Uh so I wanted to emphasize again just the shift uh here in the policy language. The most important piece that we wanted to bring to your attention uh just to note uh the regulation is in alignment with the distraction-free education act. Uh we did want to call out for our elementary and middle school grades K8. Uh that the language does reflect during school hours and we specified uh those times just for clarity. Uh so that's instructional time, class change time, recess, etc., etc. We also wanted to highlight some of the technology that would be considered personal electronic devices. Uh so that is uh included in the regulation language as well. Uh and then of course uh as part of what is expected uh

054we wanted to highlight the storage requirements as part of the language. It does not provide the specific storage device, but we did want to highlight the district approved storage device, and you'll see that here in just a moment, uh, with our, uh, 912 grade ban as well. As Mr. Hediger indicated we did include uh as part of feedback that we've received from the board uh from our schools and even from our principles uh here recently as well uh the uh expansion of the distractionfree model at grades 91 12. Uh we do want to highlight here uh that the regulation does allow for some flexibility. Um, and so you'll note here that it indicates during instructional time and it does not specify during the instructional day. So wanted to be very clear and note here that

055they would be permitted to use during class uh change during breakfast, lunch etc. So that is the distinction between the K8 language and the 912 language. However, you'll note uh with the language for the storage protocol uh it is pretty consistent. The same is true for the compliance and enforcement as well. Devices must be collected and stored daily in accordance with the established procedures testing protocols. That language currently exists within the regulation. Um and then of course uh we made some changes uh regarding the uh disciplinary process. I removed the language in the regulation uh but reference the student code of conduct. Uh so again wanted to share that um to outline some of the consistencies uh across uh K12 but also show the distinction uh between uh K8 uh and the high school level.

056notwithstanding administrative guidance as well as parent communication uh that would provide some more specific information regarding how we operationalize this. So at this time I'll turn it over to the board for any discussion and any questions. >> Sure. There are question miss. >> Um I like this. It's very comprehensive and I guess the storage devices we'll get to. Um without knowing when I wrote these notes that we would have the shall conversation. I do think that the progressive uh discipline model that we reference in the student code of conduct the language is like a little squishy for my liking. The uh behavior contract signed may be required before privilege reinstated. that kind of language. Um I I don't think that should be debatable. Um otherwise there's no teeth in the policy, but it's just me.

057Um I'll make one more last stitch effort to make this uh extendable all the way into high school. I I find that these students are based on the evidence the most developmentally prone to, you know, the distractions that we look for. and some of the negative side effects of cell phone use. So, uh I'm not sure that ris I I understand fellow board members reasoning why they want to limit it but still give them some autonomy um and decision- making. The the only thing is is that some of the issues that we see involve things that are happening during class change or you know where fights are brewing or um the ability to manage crisises is even or crises are even you know restricted in in situations where there's a multitude of cell phones and

058everyone's calling out. Um, so I I guess I would just ask that we we think about the fact that we do issue Chromebooks, that it's not like they don't have access to electronics, and that we do what we can with that which is, you know, within our lane, which is education, what happens inside of the school buildings. We can't control anything that happens outside, but we can control what happens inside. and we can offer them a different way which is not to be distracted all day or be waiting for class change or a lunch so that they can just immediately get on their cell phones but just my opinion. Thank you. I do like this policy otherwise >> Mr. Smith and then um Mrs. Hall >> again thank you for this uh policy. My question

059to you would be how can we um distinguish the difference between distraction and innovation reasonably? >> So is this in relationship to the the the use of the electronic devices in the classroom? >> Correct. >> Yeah. So I think what's important and um board member Campbell I thank you for sharing that uh we are provisioning our students with devices and I think it is important for us uh to make sure that we provide our students with uh the opportunities to leverage technology uh new and innovative ways uh and we will be able to do that as part of our onetoone uh and I know that may open up another conversation uh but it is something that as part of our review of this policy, we needed to make sure that we had the capacity to

060do that. Uh and so, uh just want to note that although they will not shall not have access to their devices during instructional time, they will have access to um district provision devices that allow for uh those kind of innovative learning experiences. >> Those thing those uh those tablets or those devices have great um blockers Is that correct? >> Yes. I'm not sure if that's the the term, but it might be, >> right? Yeah. I mean, >> blockers. Yeah. >> What's the what's the right >> restrictions? Filters. Gotcha. Okay. >> Uh, Mrs. Hall, Mr. Gashbar, then Hoskins Brown. >> I'd like to ask Dr. watched um in your conversations with our student senate. What is the general attitude and uh input from our students, our high school students? >> Allude to that or share. >>

061Yeah. So, I think our our students um as you might imagine um I think they want to have the opportunity uh to maintain their vices. Um uh and many of the students that we engage with at Student Senate uh are students uh that are generally responsible with technology uh during class, but they also recognize that sometimes it's a distraction for them. So, I think they appreciate um having some parameters, but uh they recognize that again, you know, they they're tethered to their electronic devices. Um but I think they appreciate the opportunity to have some parameters uh particularly during instructional time. Um so I I'll I'll I'll leave it at that. There was some really engaging conversations around that. uh in fact uh we'll have them here at an upcoming uh committee meeting to share some

062of uh their findings and conversations uh related to some other topics but there'll be opportunity for them to share with you as well um the conversations around the use of electronic devices in classes >> and since you did ask I will give you their words from yesterday's student senate meeting >> so as recent as yesterday when asked about the topic of cell phones we asked them to preface their statements with the term with the phrase what if. We were encouraging them to think boldly. So, I'll read you just the first few comments they made. What if teachers and students were all held accountable for use of cell phones? What if students had mandatory brain breaks? What if teachers included cell phones in their lesson plans? What if students were taught how to use tech AI

063and other technology correctly? What if class was engaging? >> That that's straight from the students. I read it straight from the chart that they produced yesterday. >> Very good. >> Mr. Catchmar, >> are you done with that? >> Um, well, just I'm very happy to know that they'll be coming uh to engage with us on this. My other thought is, are our principles ready to behave consistently across [clears throat] our 11 high schools so that we don't get calls that this happened with my child at Jenkins, but then my child at Johnson was able to blah blah, you know. So, is there a consistency um embedded in this that we can expect from our administrators? >> Yeah. No, and I think that's one of the things that um they uh they really desire. They they

064want some guidance that provide um some specifics uh so that there is consistency uh across all schools. Um and so uh just as recently as this week uh we had a chance to get uh some final feedback from them uh prior to sharing um the policy as a first read and um um you know obviously uh they recognize the importance of having a distraction-free learning environment, but they also understand that we have to prepare our students for um the future. and and part of that is teaching them how to um manage, be responsible, make good decisions uh even in the face of some of the temptations to pick up their devices. But generally speaking, uh they appreciate uh some guidance that allows for consistency across all schools. I noticed at our legislative breakfast on Monday

065that the principal made the cell phone discussion part of his morning announcements and it was an elementary school where they are not allowed you know to have them at all but he specifically said remember da da da da da your phones go by so that daily reminder as so I can't tell you that h I forgot because daily the principal is starting the day off with that reminder of what the conduct should be about your cell phones. So I think things like that help really embedded with the faculty and the kids when they hear that consistently dayto day on those morning announcements. And as you may know, um, as we've shared before, many of the schools have already uh taken the liberty uh to put in place some structures uh that uh restrict cell phones

066during certain times. So uh this transition will be helpful in ensuring consistency across all >> um so this used to be the personal it's use of electronic devices but it was focused on personal electronic devices. I think in the edits for elementary, middle school, and in high school, we don't clarify between personal electronic devices and any school supplied devices. So, it just says, for example, high school students will not use, display, or turn on a list of devices, including electronic devices, during instruction time for non-instructional purposes. So, that would mean you can't turn on a electronic microscope, you can't turn on a Chromebook, you can't turn on a school supplied computer. We just need to clarify what we're actually going after here um for both categories for elementary, middle, and in high school. And if

067I'm misreading it, tell me. But later in at towards the end of the policy, we specifically reference personal devices multiple times. So, I just think we need to clarify what is permitted and what isn't. Um my question, and I have a question and a comment. In the high school section, it says high school students will not use display or turn on uh the list of devices during instruction time for non-instructional purposes. Then it also says lock up your personal devices. So, does this mean a teacher can say, "Go get your cell phone and do the flat the flashc card quiz to prep for this exam or everybody get your iPad if you have one and do some research?" >> So, that is something that we're going to go back and um make some revisions around.

068So, I I'll I've made note of that. Those are conversations that we had prior to the to the first read. Um >> Okay. >> So to answer your question, the answer is the expectation is that students utilize district provision devices. So personal electronic devices will not be utilized for instructional purposes. So we do need to make sure we clarify that language. That of course assumes everybody has immediate access to a working district device if it's being used in that school or in that classroom. >> That is correct. There is a there is a capacity piece that uh we've had an opportunity to collaborate with the office of technology and business systems around to make sure that we are ready to make this shift so that all of our students and our classes have access to

069operable devices in a timely manner consistently. Okay. Um, my other question or point is we state that devices should remain stored and locked in district approved storage devices, but then we say do what we tell you with your devices, but then we assume no responsibility or liability for theft, loss, or damage to your personal devices. So, I think we're going to get some push back on that. Um, we just need to figure out how those two work together. Uh, I have concerns about trying to disclaim liability when we're telling them what to do with their devices. And then my final comment is, um, we talked about this at the retreat. I think I was the lone voice. Um, I do not think we should be banning personal electronic devices in high school. Um, I think

070we have existing rules about when they can and cannot be used. Um, I think they need to be enforced first and then if they're not enforced, they should be handled as a disciplinary matter with the students and a coaching matter with staff. Um, I think instead of banning uh cell phones or personal devices outright because of some a small group of misconduct or a small group of >> kids engaged in misconduct, >> we are harming the majority based on the acts of the minority that we deem inappropriate. And what we should be doing is teaching digital literacy to our students. We should be teaching proper, timely, contextual use of their personal devices because when they graduate from high school and go into the workforce the next day, their boss is not going to say, "Give

071me your cell phone so you're not distracted when you're working on this program or you're working on this project." They're just going to say, "Don't do it." And if you do it, you're fired. We're not helping prepare them for real life. In the military doesn't say, "I'm going to hold your cell phone." The boss doesn't do it. college professors don't do it. Um, so I don't think we're helping the majority of our kids who use their devices appropriately and it's a it's a it's a discipline issue. It's a policy enforcement issue. Um, I have had a high schooler in my house for a decade. Um, and I've had their friends in my house for decades. I've been on trips with them. I've been in schools with them. They are constantly using their cell phones. not

072just for Instagram or Snapchat or Tik Tok or whatever. They are constantly using them to go through flashcards to prep them for tomorrow's test. They're constantly using them to prep for an AP exam. They're doing both. Do I think Do I think personal electronic devices and social media are harmful to our youth? Yes. They're harmful to me and I'm in my 50s. They're harmful to teachers who are scrolling through social media at school. They are they are a problem not just for kids and banning them outright because of a small cohort of misuse to me is not the right answer. So I can't support banning in high school. Um I do support strengthened discipline and strengthen rules around them. And then the final thing I will say is we discussed this with our student with

073our teacher senate and we did surveys and the majority of the teacher senate which is our teachers of the year and support pe persons of the year for our schools were not in support of a ban in high school period. Majority of the responses we got in our surveys from families were not supportive of a ban in high school. All right. So, this board is deciding to take an action um that is inconsistent with the feedback we've gotten from a majority of our professional educators uh and from the public. Um so, I'm just pointing that out. We still we are up here, we're elected to make a decision that we think is in the best interest of the district. I understand the arguments about why cell phones and personal devices should be banned. Uh I

074I don't disagree with a lot of that reasoning. Where I come come out on average though is we should teach proper use and accountability and not an outright ban. >> Uh Dr. Howard Hall. >> Oh, I'm sorry. Dan Howard >> and Rki. >> Thank you. Yeah. So I really just was going back to my question about enforcement and accessibility to technology. Um but I I will agree with a lot of what Mr. Kashmar said. um using technology um the use of technology connects to part of the psychology of addiction that we're not going to manage well when they were when it was banned before and we when it was when it was banned before it was a nightmare to manage and then we unbanned it and it's been a nightmare to manage and now we're

075banning it again and it's going to be a nightmare to manage. So, I'm empathetic with all of the scenarios around the use of technology because it's just not going to be easy to manage at the high school level, period. Um, I so I just I don't really have strong feelings like, oh, we shouldn't ban it or we should ban it. It's going to be a behavioral problem either way. And I think we will continue to learn and emerge. I appreciate our our staff, our teachers, and our leadership that have given their best guidance on on how to do it. Um, but it's just it's it is going to be problematic. It's problematic in meetings where you're watching adults struggle to put down their technology and pay attention at the meetings. So, I'm with the kids

076who said, "Hey, show show us how to do it and then we'll do it because y'all not doing it." So, um, let me let me get to something I can get my hands around. simple like um students not being permitted to use their own Wi-Fi data. Do we have barriers? Do we have blocks in the schools? I know at one time we did and then I don't know if we still do. Not blocks to just some sites. I mean blocks to being able to use an outside network. I don't think we have a block, do we? >> No. >> Okay. >> No. >> We're getting a no. So it's not blocked. Okay. Um will it >> if if >> are we looking to try and block it? Well, I believe and I know I would

077lend to our attorney here, but I believe it could be an FCC violation to block uh to have any type of uh jammer for that. >> Thank you. I appreciate that. Okay. So, that's why we don't do that. Um >> we're getting positive here. >> We're getting a positive from our affirmations from our team. >> Okay. Thank you. Thank you. I appreciate it. Um I love learning at work. Okay. And then how are violations of not photographing, reproducing video or audio other staff members and students, how does that enforce? Because we see clips and videos of young people all the time. So how what's the real practical way? And this might not be your area. So you might need to defer me to someone else. But >> yeah, I mean, >> but it's against the

078rules. >> So why are we putting the rules if we can't? We don't know when a student has recorded something. >> Well, when it's posted and we see it, >> but we don't know who posted it. It could be it could have been air dropped from my phone to your phone to her phone and she could have actually be the one that posted it on social media. >> So, fair enough. Why do we have this in here if we can't enforce it? >> I don't know. I'm one, two, three, four, five, six, seven, eight. I'm at eight starting with no student. >> Okay. Thank you. one case. >> Okay. Um I'm just pointing out challenges to enforcement that we Why do we even try to modulate that? And also in Georgia, isn't it the case

079that you can record as long as one person is aware and they're not a minor? >> Yeah. >> Okay. We th this policy is not based on that particular um limitation. It's more based on the ability to to govern what happens in the sites on the sites and investing that in the principal. So you see there's an exception where the principal site supervisor can direct other uses. We did try to carve out that exception because we know that there are violations and problematic behavior that gets caught on film. They're supposed to or on video. They're supposed to give us that those photos immediately to the administrators. I don't know how often that's happening. So, there's supposed to be some immunity there. But there's also the restriction under the parents bill of rights that against uh

080you know with with parents having the right to opt out from any recording or video um of their children or photographing of their children while at school and whether we don't know if every if schools have you know how many people how many students have exercised that right or parents have exercised right in in a school. That's another prohibition against the the the general filming of students that's out there based in the law. So we do we we concur with your concern about the the enforcement and the consistency of enforcement and how you know if we have a rule it needs to be enforced and that's a similar concern as you see in this policy about not using your own personal Wi-Fi service because we know that people are at school saying come mom pick

081me up I'm on the phone you know or are you there and these sorts of things so you know that's one of the reasons we made that adjustment But it is important that the rules we have in place that we are enforcing them. That is we agree with that principle. >> Thank you. I just it's it's a shall like you know can are are we going to do it? Can we do it? And why chase our tails if we know that we can't do it. Um thank you. I appreciate it. >> Dr. Howard Hall. >> Okay. You because he's looking over there. I was wondering Yes, I know that we've already piloted these um use of electronic devices at some of our schools. >> So, what does it look like typically in a high school

082classroom at the beginning of class as students um secure their devices and the end of class when they unsecure their devices? >> Yep. So, good question. Uh several schools have leveraged the existing uh policy uh to enforce uh restrictions of cell phones during in during the instructional block. Uh and so that may look like when students enter the classroom. Uh teacher may have a cell phone locker. The students place that in a secured device and schools have different ways of securing that. Um and at the end of the class period uh as students exit the classroom uh they retrieve their device uh during that class change time. Um there are circumstances uh currently where schools uh have that process in place uh and teachers may although we don't see this often uh in those scenarios

083they may allow students for instructional purposes to use that device. Um but generally speaking that structure is in place where students secure that device upon entering the classroom and they retrieve that device um once they leave the classroom. >> There been any any issues with students um devices being stolen >> during that process of um unsecuring those devices. So I'm not able to provide [snorts] any reports around that. Uh based on my observations uh and visits to classes uh in schools that uh have um started this process um and conversations that has not been something that has been a concern. Um but again uh they have very strong procedures in place. Um but I'm not able to report of any specific scenarios. >> So I will chime in there. Just just I just say this

084right quick. Just lastly, I think that um we're kind of coming we're in the middle of the road with high school. We hadn't banned the phones totally. We are allowing them to use them during transitional times and lunchtime um before and after school. So, I think it's almost fair in my opinion that we're not taking them totally away. We are giving them some leeway at the high school level and and um I appreciate this comprehensive plan for that reason. >> Barnes. Yeah, I do want to chime in about the um theft of devices or cell phones. Um so we haven't had a um anything major concern raised up to our office regarding that. Um and and the reason being is many of the principles have purchased devices that can lock up the actual cell phone

085um in the classroom and the actually desk um lockers. And so it is pretty hard for students to try to steal it because it is secure and it's most of the time it's on the teacher's desk or behind the teacher's desk. Um where we have seen them you know the large concern is not so much in the classroom it's just during the transitions where they may not have been locked up but in terms of you know the security we have not seen that to be a major concern. >> Um Mr. for >> um thank you and thanks for the work on this uh policy. A couple things on the um securing of the devices. In the first paragraph it says district approved storage devices provided by the school and then in the second paragraph talking

086about high schools um it says district um approved storage devices. I would uh like to see a strike provided by the school until we determine what devices we are using. Um we've had conversations about some device storage things that are pretty expensive and if we are looking at something that's a more expensive alternative. Um, I think we need to maintain flexibility and not limit ourselves in our language as to what those storage devices are and if there might be a cost associated with them. I'm not saying that's what we should do, but I think we need to leave ourselves that leeway uh until that determination is made. Um, so I just would suggest striking provided by the school. >> Thank you for that regulation. Just for clarification, was that for um just 912 or >>

087Well, right now it's only in the uh in the younger in the K12, it's only in the first paragraph that it says provided by the [clears throat] school. In the 912, it's not specified that they'd be provided by the school. >> Okay. >> Um the conversation earlier about um you mentioned that you were looking at modifying the language about the high school students. Well, first let me just say I can see both sides of the argument that Miss Campbell and Mr. Couchmore made. Um, I can definitely see both sides. I do think that given the what's before us um it's proposed I would like to see us leave um the flexibility for our teachers if they see a benefit to cell phone use in the classroom that we allow the teachers to have that option.

088Um I use the example I believe in the retreat of band teachers that students will use their phones as metronomes. It's really hard to put a Chromebook on a music stand with music. Um, so I would make that suggestion and perhaps some additional conversation with teachers could be helpful um around that. I appreciate Mr. Katchmar's comments about because I hearing Miss Campbell talk like the part of me I have a high schooler, you know, and there's part of me that I would love nothing more than for him not to look at his phone all day long. But to Mr. Katchmar's point, I have seen him use his phone in ways that are productive and so it's it's really it is a complicated issue. Um, in the policy currently, we had language in there, and I'm

089not seeing it right now, about a principal being able to determine the cell phone usage at his or her school. Is that flexibility still within this policy? So if you had a high school p a high school principal who wanted to say no cell phones bell to bell, could they still could they do that under this proposed policy? >> So no. Uh and that's part of what we wanted to as part of the revision to move towards a more uh consistent uh approach. So um I'm not sure if the language sort of uh discourages that. >> Uh but that's not the idea. The idea is that they're implementing uh this in the very same way across all of our high schools. >> Okay. And is that something that the principles want to see happen? >>

090I just if we've talked about culture a lot, right? >> Yeah. And I have been in high schools where um as a guest I'll go into a classroom and I don't see a single student on a phone. >> I've been in another high school. I was actually there as a guest speaker for my work. I don't think a single student made eye contact with me because their head was in the phone. Um and I was like, "Wow." >> [laughter] [gasps] >> So um so again I see both sides and if the anyways I just think that would be something that might be worth some additional discussion if there are we just talked about discipline right and if the culture of the school is one where discipline is a challenge and this is a tool that

091a principal feels is appropriate for a bell-to-bell cell phone ban. I just would like our principles to have that ability to implement that if they think that's what is necessary um to maintain a more rigorous and structured environment. >> Y thank you for that. >> Sorry. >> All right. Um anyone else? >> Yes. >> Saying to me that raises an equity issue. I could see all kinds of problems um with that. Although I see exactly what you're saying, you know, but I I can certainly see where um the schools where the kids are more prone to be disobedient. Uh I I just think that going for at least trying for consistency is best. either that or let's go Sean's route and say we're getting you ready for the world and we're not going to deal

092with this one or the other. Although I still say the state we're going to do all of this wonderful work and the state's going to send something down here that tells us what we're going to do, but we'll see. >> Dr. Bringman, >> thank thank you, Mr. Kowski for bringing up that this would supersede our current policy that some principles have used to ban from bell to bell all day long during instructional time. Correct. >> Yes. But what I will say is that I and I would have to yield to Dr. Barnes uh for those schools that are uh doing it bellto bell at the high school. >> Yeah. At the high school that's happening at our high schools currently. Oh, I thought I thought I thought we had a couple that were pretty much

093bell to bell. No, >> no, >> but we have some that have gotten pretty close to this. >> Sure. Yes. >> Okay. Yes. >> What I would like then we'll go around the circle again, Dr. Watson, just keep spitballing. It's fun. Um, it would be interesting knowing that we have a sample size that is already implementing something similar to paragraph 2 or the intent of paragraph 2 to see some of the metrics coming out of that school both academic and disciplinary versus our schools that have not implemented anything in terms of of cell phone because I feel like those sample sizes will be large enough to appease our resident um PhD on the study size and to maybe wash out some of the other confounding variables of of students. >> Yeah. >> Sorry, I was

094on my technology. I wasn't >> That's okay. No, that ain't me. I ain't got Oh, no. That's Dr. Oh, please. No, never never assume me with the greatness. I am I'm below that PhD. I I don't have that. No, no, that would all I'll defer to Dr. Hosins Brown on the sample size needed um and any other co-founding variables that we need a large enough size to to wash away what could be >> well I'm furoughed right now but when I get back to work I'll do that analysis for you >> this is this is analysis for the school board we haven't furled you there you got all that time in your slippers >> Miss Campbell >> I at the risk of belaboring this any longer sorry um one thing I would say that Miss

095Kowalsski very astutely brought up and I had not considered is that if we're going to create a policy that applies universally whether it be from K to 8 or 9 to 12 I would ask that at least we keep some autonomy within the leadership at these schools that says they can ban it or not. It can be this policy. It can be a total ban in the high schools if need be because as we crack down on, you know, behavioral expectations and the like. I think we should leave it up to each administrator at each school who knows exactly what the students need and what their struggles are. I would hate to not give them the ability to further restrain the the policy or make it looser. It seems like now they have no option

096except for doing exactly what this policy says. >> Well, for K8, they have no option because it's a Georgia. >> Of course, it's Georgia. Oh, you know, I'm here for that. I just I mean in 9 through 12 >> as far as the principles go, >> Miss Gravelski, >> I just So, I do like in high school not having it for instructional time unless it's for instructional purposes. And I realize somebody may say, "Well, how do you know if it's for instructional purposes?" That already exists. I don't know if it's a district policy or just in a school where they're not supposed to use email for something that's not a an academic purpose. Um, and I know teachers have caught students using email inappropriately and I think that the same thing could happen on devices

097as well. So, I just want to because that was brought up. I I do support not having the cell phones in high school during instructional time unless it's for instructional purposes. So, I just want to clarify that. >> Okay. Uh, Dr. Dr. Howard Hall, >> I just want to be just be we need to be sure that the expectations and the guidelines are clear and consistent per each school because if we aren't careful, we going to begin to stereotype certain schools because this school here, they they get to do this with their cell phones, but the other school, they're not allowed to. So to be fair, it needs to be clear, consistent, and fair for each school. We don't need to start giving the the schools the autonomy to um do as they please regarding

098this policy because if that's the case, we there's no reason why we should have one. So the policy needs to be clear and consistent per school. So I So until 8th grade, they're not allowed to use them at all. Right? So a child has gone through our school, gone all the way to eighth grade without being able to use it. And we are now going to give that opportunity to an age that has not been trained on the proper use of cell phones or has just looking at the way kids are. If you're not allowed to do something, as soon as you're allowed to do it, what happens? >> You you do it you do it with a vengeance. So, um, you know, these are this is not going to be an easy decision. I

099do understand what everyone is saying, but I also I also want to remind us we are here for academic excellence and to provide the best opportunity for our kids to learn. So anything and I love I love I love that it's called distractional. any distraction we need to eliminate. We have not even talked about the other things that kids are doing with cell phones. We have not we have not talked about the planning of fights. We have not talked about the cyber bullying. We've not talked about any of that. [snorts] And I know that when you start talking about that, you're like, "Well, but but that's not most of our kids." Well, it only has to happen to a couple of our kids. So, I I just encourage us to look at and all of

100our kids count and and all of our kids matter. And um if doing without a cell phone all day and oh my god having to concentrate on your academics all day, well that's the business we're in. So all right, anyone else? Okay. >> Thank you. I know this hard work. >> Excellent feedback from the board. Thank you very much. We have continued to work to do on this particular policy. Do want to remind our viewing audience that uh the requirement is a policy in place by January 1st. However, the full implementation of this policy would not be applicable until the following school year. So, the law says no later than July 1st of 2026, which would be the 26 27th school year that is coming up. So that's an important nuance and that will be

101part of our communication plan in second semester as we ready for this shift in the way we um offer education in Chattam County. The next item on your agenda, item 6.06 is board policy GA. This is a 4-year review general personnel. You'll see a number of revisions here, but the real energy behind this one is to provide some real clarity on those things that would make an individual ineligible for employment within our public school system and how the requirements of screenings for a full-time regular employee is the same used for those seeking temporary employment. This is a first read. We'll come back for a second read adoption in December. Dr. Ros, >> thank you. Um, in looking at the second section on full-time and part-time employment that the appointment of an employee to a position

102um, a principal, central office department head or any higher position may be made after board action where required by law, the selection process for principles will involve the participation of the school council. My question is if it's required for one school, wouldn't it be required for all in terms of the involvement of school councils? Do we have Okay. >> Um the [snorts] the problem sometimes has been that we appoint a principal versus going through the normal process. Um but what I think will happen as a result of the initial uh policy that we looked at on school councils now that we'll be leveraging that group of people to provide um input on the profile um it will include it will allow all the all the councils and even I think we have two schools that

103don't have active councils. Is that correct Mr. Barnes? >> Yes, that's pretty much correct. Um, it will provide an opportunity. It will better define how they get involved and allow for broader participation in how that principal is selected to inform the superintendent on who the selection of the principal will be. >> Okay. So, I'm comfortable with that. I'm looking at this where required by law. Is it required by Georgia law? >> It uh I I >> because if it is, we should just say pursuant to Georgia law, you know, whatever section blah blah blah. I defer. >> If it's not required by law, then >> we don't care and we can just eliminate that >> part of that sentence. >> Um, so if if we could know that at the second read, that might I

104mean, yeah, I think we're just that's not required, but I think we were just using that as a catch-all in the future, but we can we can revise that. >> Okay. Thank you. Um, and then applicants are ineligible for employment with the district if they are at the bottom. And one of them is under indictment and awaiting trial for any criminal offense. And then there's the the superintendent may at their discretion recommend to the board an applicant if the conviction was a misdemeanor um and has demonstrated continuous lawful conduct for at least five years. I have two questions. So indictment and awaiting trial for any criminal offense. Um can you be awaiting trial and not indicted? >> Yes. >> Okay. And then and indicted means formally charged. You've gone before. That's what I need some

105help with. What does indicted mean in this instance? um it's typically going to be a felony charge because it's going to be subject to grand jury and there'll be an indictment. So if you're facing a charge that's not at the level of indictment, you'd be at a different posture until you were convicted. >> So if you've been arrested but you haven't gone to jury yet, >> what I'm saying is that you are in a it is a more serious the indicted offenses is are a more serious category of offenses because they were going to be what's going to go to the grand jury. you know, it's going to be a fel typically be a felony offense, >> right? I I understand that part. What I'm asking is if you've been arrested for [clears throat] an

106offense that would go to grand jury, but you haven't gone to trial yet, you're just kind of floating before your court date, how do you sit in this instance? If you haven't been indicted yet for something, >> well, if you have gone to court and you have just been arrested, you've gone to court, >> you've gone to recorders court, you're going to state court, you're not subject to indictment. So, you that you wouldn't be you wouldn't meet the requirement there at that point in time. >> I'll talk to you some more because I'm thinking about an an instance where I think they would fall out of this, >> right? Okay. that they haven't gone to grand jury, >> but they are they have goneal. >> Yeah, got it. It's a violent offense, but I I'll

107talk I'll talk with you offline. Okay. >> Um and then the five years of lawful conduct for people who have um been convicted of a misdemeanor. How did we determine five years as a as a good date? Because there are some folks that are still awaiting trial >> for things that they've done. any date before and I think it's something Dr. Watson and I approve people all the time. I think we were just trying to come up with a number that we can have as a baseline to kind of look at. So I think that's why we did it because it was really nothing in there before telling us at all and we've been doing it. So we're just trying to get some guidance to ourselves to some degree and the public to know kind

108of what to look for, what we'll be looking for there. >> Thank you. And then my final question is um temporary employment in the bottom paragraph is limited central office departments are limited to 90 consecutive calendar days but temporary assignments in other uh in school buildings or other places don't have a a limit. >> That is true. Think about a substitute. We have a substitute teacher that may be working all year. Not that substitute is in line to this, but the schools we treat a little bit differently because they may be a little bit longer. We're watching kind of what's going on at the central level, but it just has to be renewed. It's not like any It's not like they can't do continuously throughout. It's just that it has to be looked at through

109administration throughout. >> Oh, okay. So, it would just be temporary assignments and central office departments are limited to 90 consecutive calendar days and then they need to be renewed, right? >> Okay. cuz this reads like >> temporary for 90 days and you have to be made permanent or you have to go away. >> Agreed. >> Okay, >> we might just get reviewed every 90 days. >> Okay, I would be fine with that. Thank you. >> Subject to review. >> Yes. >> Okay. Uh Miss Hall, Dr. Ringman, >> Miss Corowski. >> So, Dr. Watts. If we have someone who's already employed and they are arrested but not indicted, do they continue in their assignment on what they were arrested for? >> As long as the arrest doesn't cover these particular items here, sexual and >> I

110think it totally depends on what they were arrested for. >> Yeah, we'd have to look at a individual situation. It's not as that that doesn't fall under here. So, we have to look at what what that situation is that they may have. It's not [clears throat] a cut and dry that just because they have an offense that we would do it. We'd have to look at the circumstances around it. We would we would also look at, you know, it could be that somebody accused somebody and there's not really it was an accusation, but we're not just going to, you know, we're going to look and see what it is. So, >> so when you said we, you're talking about you and the superintendent. >> Superintendent could be campus police involved. Yes. >> I see. >>

111At the same time. >> Okay. Dr. Ringman. >> Yes. I'm going under uh the applicants ineligible for employment um number two. So I'm convicted of a felony. I never ever ever can work again in our district. >> That has been how we've been. >> Is that Georgia law or is that just Chattam County law? >> Chattam county. That's cuz it cuz that's been us. >> Cuz I could be on the school board. >> Yes. and hire and fire the superintendent, but I couldn't work in our district. And that to me seems very odd that I could have my restoration of my civil rights, wait my 10 years after the restoration of my civil rights and the 10 years from when I was last incarcerated for my felony. I've done what I've supposed to do, but

112and then I could run for office. I could be on the school board in the state of Georgia, but I couldn't work any job inside of the school district. And that just seems odd to me. I couldn't after five years I can get a gun. So it's just it's very interesting to me that we have that bar set so high. Um and I understand y'all are talking already case by case. Are there certain felonies that we would have to have a longer list? Yes, case by case. But I did something stupid when I was 18. It was a felony. I did something with money. >> Now I want to be a mechanic. >> I can't be a mechanic here. >> And but also think about a lot of those. there's first offender. So, think about

113it. You can have a felony that goes through the first offender process that would not show up. So, there is a court process way to get around it, too. So, if it stays, that's kind of because there is a way to get around most of those through the um through the first offender. >> I wouldn't get >> I don't I would >> it's a very it's a very >> we can look at it but yes >> short tur statement that to me doesn't seem like there's any flexibility because two sent three sentence later we we talk a bunch about a misdemeanor and flexibility but the felony is like boom felony done um I'm you know just >> and 10 years is a long time for somebody to restore themselves. >> Yes. Oh, it's a law.

114I mean, there's lots of Georgia law and restoration of civil rights and stuff that we could I was just and I was glad Dennison was behind you shaking his head on was this Georgia law, which I could see totally it being Georgia law that they don't but but if it isn't it it warrants some discussion. I mean, I'm not the person making the final decision anyhow, but I don't want to close doors on people that have done what in other areas of Georgia law society deems they are okay to have their rights restored and be in certain positions and and things like that. And we're just going like, "Nope, you can't work for us at all." Maybe we don't want the person that did X or Y to teach. We don't want the person that

115embezzled a bunch of money to be in finances, but there are definitely places where individuals that have done their time to society could work for us. >> We're adding that now, right? >> I mean, it it it is in red, so it is new. >> Oh, it's not new. I mean, that was there. No, that was there. It was It's in that strikeout section. It's not new. We're not adding something new. That's always been there. >> Well, then it's in there. That makes it >> Okay. Um I Mr. Gravelski >> um under the acting appointments for principles um says acting appointment shall be for a period no more than 90 days. Um however an extension may be grant I know we have at least one acting principal who's been in place for more than 90

116days. Um do we feel that 90 days is the right amount of time? Does that need to be >> I I think going back to Dr. Hoskins Brown's point about maybe changing that to review at 90 days. >> Okay. So, she was talking about that part too because I thought that was >> she was talking about I think >> with temporary employment but >> we can do review there. >> Yeah. But I think we could apply the same language. >> Okay. >> Um because that's in essence what we kind of do in practice. We review it >> and then it just kind of rolls. >> Right. >> Okay. So I I like changing it to we will review it in 90 days instead of >> to me the way it's worded now looks like it

117stops at 90 days and then we have to do some formal thing to restart it. >> Right. Right. I do think with the role of acting principal in particular having some clarity just for the benefit of the person in that position is helpful >> and the continuity of the school >> and yeah absolutely so but I like the adding of review. Thank you. >> Okay Dr. Howard off I think >> also looking at the 90-day temp labor in title one we would hire teachers retired teachers to go out into the private schools to teach in those schools on a 90-day temp labor um application and then every 90 days we had to renew it. So has that changed? are they allowed now um 12 for the entire school year maybe 8 to 10 months or

118do we still use the >> still the same for those except except they're in our schools. So anything outside of our schools is still the 90 days and then it gets reviewed. So certainly we can we can revisit that and do something different if that's the will of the board. We can do six months if that's how we want to do it. That's just something we've done as a check um to be able to make sure that um but we could we could change that. I'm not I'm not bound to that. If the board feels differently about that 90day review and would want it to be a little longer, that's >> I think the sentiment of everyone is, if I'm capturing it correctly, and I want to make sure I am so we can get

119it right, okay, the next time we bring it through, >> is that everyone is fine with the 90 days as long as we add for review because I think the way it's worded now, it's worded in a way such that it um lends itself to at the end of 90 days, something stops and then we have to do another formal process to restart it when in practice that's not really happening. In practice we're just it's a checkpoint for us to determine but the way it reads is different >> and I think you know that is happening in that context related to um those contracts do end and do have to be formally renewed again. It's the schools that don't but for those 90 days that's what's happening that is having them to have to do

120that again. So, I think we just probably need to change it to twice a year >> or in review. Well, it's hard to do review because there's a we we receive something that has a specific date. If we don't get something that says the date changes, it's we need some So, we I think it's just better probably to change it to six months and then that way once a semester >> and then that way we're not doing it every 90 days. Um, I think that might be the answer. >> That makes sense. >> Okay. >> Um, Mrs. Hall, >> I just want to say Dr. watch it would seem 90 days that's a clear end of a semester that's a you know >> it depends on so I I wrote a note to myself is

121it 90 working days or is it 90 calendar like is it work days or is it day days days >> because 90 days is really short >> it's calendar days >> so it doesn't take us to the end of a semester >> it's calendar >> takes us barely to like a little bit after a quarter or about a quarter We could also simply add in there 90 days and may be renewed because it doesn't mean the way it's written right now it sounds like it's 90 days and it must stop and that's not the case. It can be reviewed >> and the thing would be to try to avoid disruption if possible. >> We want to write it in such a way that lends itself to continuity. >> Right. >> Anyone else? Thank you. So,

122uh, continue work on that one. Again, we'll bring that back for a second, uh, review in December for official adoption by the board. Final policy review for the board today is item 6.07, GMBB, possession of weapons by employees. This is a midperiod review. very simple addition in this uh language to the policy uh which again because it is a uh policy will come back for a second read adoption in December. We've added references to uh Georgia code if 35-1-20 which is specific to >> I don't think we have that one Kurt in the packet. I know what you're talking about but it's not in the packet. >> Okay. Um, GMBB was something that um, that's correct. We we issued this electronically to the board on Monday for inclusion with this agenda because it has a

123certain timeliness to it. >> Yeah. >> And the time >> for instructional purposes [laughter] >> and you shall be okay. >> You shall use the phone. However, this um it's it's one line that has been added into the language and it is specific to existing code 35-1-20. And there is the uniqueness of the fact that we have a police agency department within our public school system. And this line clearly states the allowance for an officer to retain their weapon and badge upon retirement from the school district. That was not previously included in this policy language. And that is the only singular change to this particular area of policy. This is a first review, first reader, >> would not be official until December that is known and was discussed in advance of this meeting. >> Yes.

124Uh, Mr. Corbell, >> clarification, does the officer's firearm belong to that officer or does it belong to the district? It belongs to the district but under Georgia law it can be um it upon retirement can be given to the uh officer. >> And what's the value? >> Um the value would depend on which what the weapon is? >> Average >> uh chief um or assistant chief got >> $100. >> What's the average costie? I'm sorry. >> Average cost of a weapon $800. >> A weapon? >> Yeah. average cost of the firearm. This is customarily done throughout law enforcement that once you reach the retirement um requirements that the award for that service for that um police officer, he's awarded his badge and his firearm. >> I want to know the amount >> the amount it

125would be a depreciated amount because it wouldn't be a brand new weapon. It' be the weapon that the officer carried during his duty service. >> Okay. >> So, it's a depreciated valued weapon. So we retired the weapon with the officer. >> I mean in theory I don't have a problem with it particularly if it's a tradition but I have a problem with us providing a material value for an officer when we don't do it for all of our employees. I like I just I don't know maybe I need to learn more about the >> tradition in law enforcement that I don't know that would be a tradition in this in the education >> education prof I I need to I need to like think about this one a little bit more what would you get

126>> there's a unique crossroads here obviously with the fact that we have sworn officers that are employees of the school district and again this is codified uh in law and and the law is specifically mentioned in the policy. >> So is it something that we have to have included in our policy because it's >> it's our option. We have the option of adopting in our policy what the law allows. So there's a special legal statutory allowance for it and then we have to adopt a policy where we can do it and the police also have to have their own protocol regarding the same. >> Okay. >> Thank you. Okay. >> Dr. Hoskins Brown. >> Thank you. Um, I can understand unreiness in putting into policy a a gift, you know, a regular gift. Um, I

127would ask that we consider um that the depreciation associated with a service weapon. They're not being bought a new weapon to take with them into retired life. Um, just like my kids are laughing at me because I have a iPhone 6S. >> [laughter] >> See, look at y'all. Y'all are laughing, too. But I have my board phone is the iPhone 6S, which I have not lost or broken or damaged. >> And you can take it with you. >> I cannot take it with me, but [laughter] I would hazard to offer that if I were to ask as a get off the board gift, can I have my iPhone 6s? >> You can have it. [laughter] As soon as you say, >> I think it would be $50 under our policy. Actually, 50. We'll put it

128on a plaque for you. >> So I So I asked that we consider this with the tradition in mind. Also considering the cost of many glass plaques and other gift type items that we give retirees that perhaps were not so far a field of what it is. But your concern at least, >> you know, is concerned and it is um is heard and they can do the research to find out the act the value and the depreciation and whether it's not a responsible use of taxpayer resources. >> Miss Campbell, >> um probably no surprise, but I I support this. I I think I think that this is a great thing for our police officers. I think that we're talking a Glock, I'm sure. Right. And it's depreciated. They've carried it the entire time that they've

129been >> and they have been in the service, you know, in service and protection of our students and the community at large for some time now and may not have a weapon at home that's as functional or that's as taken care of or at all. >> That's correct. and they've trained with this weapon their entire career and uh they know the weapon well and so typically when we bring a new officer on we we give them a new weapon and so uh once if they reach retirement um we think we they deserve that and that's the custom throughout the nation actually. >> Yeah, I support that. I think that's amazing and I I you know so it is a new weapon or it's the one that they had >> the one that they carried doing

130service. >> Oh, so the depreciation as Dr. Hoskins Brown is I mean it it depreciates like a car, you know, when you drive it off of a lot. So yeah, I'm I'm for that. I like this idea. I didn't know it was a thing, but that's amazing. >> Thank you. >> I just want to be I'm not opposed to it. I just am sensitive to the perception that we're doing [clears throat] something for one group of >> Oh, >> David Bringman. Anyways, >> we pick Oprah and everybody when you retire gets a go. [laughter] >> No, that is I definitely would be opposed to that. >> All right, >> let's move on. >> Okay, very good discussion. That was item 6.07. Comes back for a final adoption in December. Uh that concludes the policy reviews

131of today's board agenda. We have two proclamations for the board to uh read into record and officially adopt. Item 6.08 is proclamation American Education Week. Okay. American Education Week Proclamation. A proclamation is now presented recognizing American education week to highlight our public education systems as the backbone of our great nation. Providing young people with the tools they need to maintain our precious values of freedom, civility, and equality. Today and every day, we celebrate public education and take a moment to honor and recognize the individuals working to ensure that every student receives a quality education. All employees of our public school systems are united in their work to equip young Americans with both practical skills and broader intellectual abilities in support of their productive futures. Thus be it resolved that the week of November 17th through

132the 21st, 2025 be proclaimed by this board of public education as the 103rd annual observance of American education week in the Savannah Chattam County public school system and all throughout Chattam County. >> I'll accept a motion. It's moved and seconded. All in favor? >> All right. And we actually have someone here to accept that's today. Our teacher of the year, >> Jennifer Hughes. [applause] [applause] >> Oh, man. Thank you. >> What's going on? >> All right. >> Next item on your agenda is 6.09 Proclamation Retired Educators Day. Maybe we should put proclamations prior to policy. So, our apologies. You've been sitting out there for a while. [laughter] >> Sometimes we have short policies review and other times there. They can be pretty extensive. But, however, we appreciate you and I would just read the abbreviated

133version for the sake of time. >> Retired teachers, retired educators day. A proclamation is now presented for retired education day to recognize the retired [clears throat] educators who have touched and influenced the lives and generations of young people and who have motivated and inspired their students to use their innate talents and abilities to their fullest potential, prompting them to become responsible contributing citizens. Retired educators possess valuable knowledge and use their vast experience and skill to enrich the education process in varied settings, often continued as a major source of insight and direction in education for our state and nation. Thus be it resolved by the board of public education that the day of November 5th, 2025 as declared by Governor of the state of Georgia be recognized as retired educators day in Savannah Chattam County Public

134School System and that every citizen join us throughout the entire month of November to recognize the lasting contributions of retired educators, Mr. Roger Moss, board president, Dr. Denise Watts, superintendent. And I just like to personally say thank you retired educators for touching the future of so many children throughout this generation. Thank you. [applause] >> I accept the motion to accept. >> So moved. >> Moved and seconded. All in favor? >> And we have uh representing a retired educators, Miss Brenda Roberts [clears throat] >> and others. >> [applause] >> This month you love so much. appcate. >> Thank you so much. >> [music] >> Thank you, Mr. Board President. That concludes the board matter segment of today's board meeting. Returning the agenda to you for the consent and other matters of today's agenda. >> I'll accept

135a motion to accept the consent agenda. >> Been moved and seconded. All in favor? Thank you. All right. We do have item 8.01, which is a budget amendment for the 21st Century Community Learning Center grants. Miss Rosalyn Nathaniel will bring the budget amendment toward the board for action. >> Good afternoon. Um, budget amendment title 4B21 21st Century Community Learning Center Grant Fund 462 Program 1839. The Georgia Department of Education has aotted Savannah Chattam County Public Schools federal title 4B 21st century community learning center funds for fiscal year 2026. Since the original allocation of 2,362,767, the GDAU has allocated an additional $997,233, bringing the fiscal 26 total to $3,360,000 [clears throat] as detailed by location in the chart provided. Accordingly, the chief financial officer requests board approval to increase the fiscal 2026 title 4B 21st century

136grant revenue and expenditure budget by 997,233 to align the budget to the grant allocated. Thus be it resolved upon the recommendation of the superintendent that the board approve the budget amendment shown above to the amount of $997,233 to align with the title 4B 21st century community learning center budget with the grant allocation as approved by the Georgia Department of Education. I'll accept a motion to accept. Moved and seconded. Any any discussion? There being none, uh, all in favor? Thank you. Item 9.01, 01 budget transfer fund 110th day staffing adjustment. The Department of Budgeting Services requests a 7 million818,734 budget transfer for staffing and salary adjustments between schools because of the 10th day enrollment count. Thus be it resolved upon the recommendation of the superintendent that the board approve the budget transfer above in the amount

137of 7,818,734. >> All accept moved. Seconded. Any discussion? Yes, Dr. Bringman. >> Yeah. And maybe I've just have not caught this in years past, but it's like we know that this money is there and we're going to spend it for staffing and salaries. And I'm sure this is between a bunch of different schools, but why do we have to move it from our bank account to our bank account for salaries and staffing? It would make more sense to me if this was actually like showing how the money moved from one school to another. Um I I don't know if that just this this means nothing to me as a board member or as like a citizen to show that we we had to move a bunch of people around because of the 10day count. Parents

138understand that if they've ever been affected by it, but this is how much. Okay. Thanks, But it seems like we moved it from the same account to the same account. I mean, maybe the X's are different in there, but I would think that they're the same account if it's salaries. That's what the X's stand for. The X, we're saying that we're having to It's 7,818,000 that we're moving between the schools. So, the X's represent all the different opportunities, >> all the different schools. So, you'll be removing it from a school that had fewer students. And >> Yeah, I understand. I understand what's getting moved. It just this looks like we're moving from salaries and benefits to salaries and benefits where it really should be Georgetown Elementary this much money heard this much money or we

139have pulled this much money out of all of the schools after the 10day count and here's how it is being reallocated to all the schools. So, so I can understand, but also I think our citizens can understand what schools have been allocated different funding and what schools lost funding based on their 10day count. And that's not anything that's just what I would like to see going. I'm getting a lot of nods, so maybe I'm barking up the right tree. >> I don't I didn't >> I don't have that page. Uh Dr. Hoskins, I'm sorry, Dr. Hoskins. >> Thank you. Yeah. Um I agree. It's it's the way the resolution is. >> It just happens. >> Yeah. >> One after financ >> the So the only one I have after financial >> that's school food service

140>> is the food service one. >> Here's the point I'm making. >> This has a breakdown. All the accounts it's being moved from and to >> Yes. Oh, you're saying that's how you like it. >> That's what we're saying. Yes, that's that's what it would look better. Okay. I thought you were like, "Oh, so I thought you actually had some I thought you had like all the schools." I was like, "How did you clarify?" >> You're saying that's the desired state. >> You want to see the breakdown in that form? Yes, I got it. >> Yeah. >> But that Well, that wasn't what I was asking for. I would love that. That is a lot. >> Um but I'm I like to get a lot. Um I was going to suggest more simply that the

141explanation in the resolution the narrative be broader to say >> that could help too. Yes. >> You know the department is requesting this transfer for the 10th day enrollment count period. The action being taken is to move students in between school students at um and move staff in between 13 schools to blah blah blah to align with the 10day count. Okay. Just another sentence that clarifies right like like you said why that account number is the same. It's not like we normally do transfers. Normally we're transferring from different accounts and this one we are transferring from different buildings. >> Thank you. >> Cample um along the same I don't did did you see what Mr. Kashmar was showing? It was the food service. Okay. I I like that and that was what I was going

142to ask is something like that that's more line items so that we have you know some sort of unified position control model. it I I you know I know we have to reactively forecast in the middle of you know 10day mark or whatever to make sure that our QBEs match up with our student populations at schools but having it line item I I know it seems like a lot but I don't think it actually is since we are accumulating this money into an account to move it based on the amount we took right from these hard >> yeah okay so we can line item them in a chart okay thank you so much Thank you. >> Okay. Um, our financials. >> Oh, I'm sorry. Yes. All in favor? >> There you go. Thank you. Um

143the financials that were in your packet this month covered us through um September 30th. Um we're at 25 year um percent of our fiscal year. We're at 10% of the school year at this point. Our general fund revenues, our property taxes are are almost exactly the same as as our collections last year at 28.7 million compared to 28.8 last year. Total revenues um are lower this year by 12.83% at through September 30th. our general fund expenditures, our salaries and benefits are on track for this point of the year. Um, one thing we wanted to highlight was our en energy expenditures are lower than last year um by $1.7 million. Um, it's a 19% decrease of budget compared to um 2.6 um last year. Um, our annual energy budget was reduced by 2 million compared to

144last year um from $11 million to 9 million and that was based on our actual usage um or last year and we just increase our total energy expenditures last year um by 5% um for that $2 million reduction in energy. Overall, our total expenditures are running higher this year than last by um we're at 23.26% of budget compared to 15.24%. Um we detailed in your report our um facilities repairs in um fund 300. We were showing $16.8 8 million in purchase orders for repairs that are are current that were currently outstanding at the end of September um for work that's been um contracted on our facilities. Um, in our eastlos we've got encumbered purchase orders outstanding of $10.5 million. In esplash 3, esplash 4, we've got almost $97 million um outstanding right now in purchase

145orders and contracts that have been um generated. um our school nutrition program. Um year to date we are showing a loss of $658,000. Um at this point we have not transferred any of our um $3.1 million that we have allocated and budgeted for from the general fund in school nutrition. So, those are the highlights in some of our accounts and our different funds through September 30th. Um, at this point, I have nothing else to report. If you have any questions on any of the funds, >> first have a motion to >> approve the report. Yes. Yes. Why are you looking at me? >> Yes. Anyone second? >> I'm I'm sorry. You just have to discussion. Let's go. Uh >> in >> Okay. Thank you. Um Oh, I need more chocolate. Um Mr. Catcher. Um page

14635 um where we talk about our East Bloss. I see a line item of $60 million for East Bloss 5. I'm assuming that it's a transfer from fund balance and it's not that we've actually collected $60 million in one month. >> Correct. >> Yes. >> Correct. Okay. >> That was the contingency dollars I think that we >> the money that Yes. >> That's the transfer from fund balance on the budget. >> Yes. Yes sir. Those are specifically reserves are for uh bull street and for payments associated with the non- studentent related as well as the Georgia Tech invoices and the movement. So that is >> all those things. >> Okay. >> Anyone else? >> Continue. >> Okay. Um 10.3 I'm sorry 10.02 budget transfer fund 600 school food services with the closure of Schuman Elementary.

147The school food service department is requesting a budget transfer to move all of the revenue and expenditure account lines. The funds must be moved to allow flexibility and control of transfers from central accounts. A portion of the funds transferred will support a satellite school nutrition program um that is housed at Savannah Arts Academy. The sat satellite location provides meal services to various sites. Um, and as you notated a few minutes ago, the details of the transfers are are shown in the schedule that has been provided for you. Thus be it resolved upon the recommendation of the superintendent that the board approve the budget transfer above in the amount of 1,189,833 moving Schuman Elementary School account lines to the school food service department. >> Moved and seconded. Any discussion? Yes, >> this is I guess more

148of an operational question, but so is this like the food service done at a time outside of when Savannah Arts is normally doing their meal preparation? >> Uh, no ma'am, this is a we have are running the satellite food nutrition program from Savannah Arts. >> Oh, so it's just running the program itself. It's not actually the food. >> It's the food preparation in the kitchen. Yes, ma'am. >> But that food prep happens. I just want so it doesn't conflict with the food preparation for the Savannah Arts students. >> It does not. Okay. It's um so some of the staff may be pulled to help prepare those items, but it's basically running the satellite program from Savannah Arts. >> Okay. I just know they have a tight window for their lunch periods and just wanted to

149make sure that that's I mean I know you've thought through all that, but >> Yes. Yes. most definitely. It is not impacting the children at Savannah Arts ability to eat or any of those pieces. >> Okay. Thanks. [clears throat] [laughter] >> Okay. Any other questions? All right. Um, no. This one we do have to vote on. All right. It's been moved and seconded. All in favor? Good. Thank you. >> Item number 10.03, bid 26-05, school nutrition paper products and supplies annual contract. The purchasing department received 15 bids in response to bid 26-05, school nutrition paper products and supplies annual contract. The vendors submitted a bid response were always available wholesales and supply services co-op, Atlantic tape and packaging, Central Poly Bag Cor forum Plastics Company, Imperial Bag and Paper, doing business as Paper Chemical Supply,

150Inter Burrow Packaging, Kentucky Cleaning Solutions LLC, Nashville Medical and EMS Products Incorporated. Pyramid Paper Company doing business as Pyramid School Products. Sam Tel and Sun Incorporated. Southeastern Paper Company LLC and its affiliates. Brady Plus Companies. Haskins Savannah LLC doing business as Haskins Doyle Chemical and Supply. Unipac Corp. United States USA Corpse VIP VIP Office Furniture and Supply Incorporated. The intent of the bid was to select a qualified vendor to provide paper products and supplies for the district school nutrition program. The performance period is for an initial 12month period with an option to renew for two additional 12-month periods. staff recommended a split award based on the lowest cost to the following items. On your packet, you have the list of all of the vendors along with the items that they are being awarded and the

151estimated costs for all of those items. The funding source for this will be school nutrition um supply paper supply count line. Thus be it resolved upon the recommendation of the superintendent that the board approves the award of bid 26-05 school nutrition paper products and supplies annual contract to the companies that I named earlier [laughter] um for an an initial 12-month period with an option to renew for two additional 12-month periods at a total award award cost of 1,843,810.95. >> Move. Moved and seconded. Any discussion? Miss Corowski. >> Um I every time I go into a school, I um hate to see the amount of disposals we are using. Uh that we are literally throwing money away. Um, I've already had some conversations with Miss Davidson and she and her team are being very proactive and

152looking at ways that we can reduce our consumption of um, disposables and in particular I would really love to see us move away from styrofoam as soon as possible. It is extremely harmful not only its production and its disposal but there also human health consequences of using styrofoam. Um, so I would really in all plastics I would really love to see us get away from um our overdependence on disposables. Thank you. >> Anyone else? >> It's not. >> Does Miss Davidson actually have some means of procuring other items or is this just a vision? >> It's just a vision right now, Miss Hall. Um, one thing we are looking at is just our consumption of the products and to see how we can reduce that. We're challenged, excuse me, we're challenged to balance um the

153the fiscal responsibility that comes along with that. Unfortunately, uh or fortunately, styrofoam is cheap and yes, we we know the environmental concerns and other pieces as well as the time in the line. So, our food items are generally pre-portioned into small cups so that it can move you through the line quickly. As we have had more students participate this year in our lunch, we're very excited about that. But it also lends to longer lines. And so, we have we're trying to evaluate all the pieces in one uh to make sure that where possible, we can absolutely limit those um plastic and other products where possible. So, we're not going into the fine China business anytime soon. >> No, ma'am. No, ma'am. [laughter] >> Oh, I I have a question. So, have we looked at other

154districts and how because I'm sure there are other districts that are doing a better job at this of reducing the amount of plastics and styrofoam that's used. Have we looked at other districts who are being able to and and I I get the fiscal side, but I think being fiscally sound and also, um, health sound. Uh, it's not an eitheror thing. So, um, what have what have we found? So I will tell you I have not looked at any other districts. I will ask my team to make sure we keep that in the loop. It is a very comprehensive review. We have taken dishwashers out of our facilities or dismantled dishwashers. So if we choose to go back to um a non-disposable product that is going to be a a adjust for capital projects to

155go back and add in dishwashers or other pieces. So to um like historically you would take your tray, it would be a a hard tray. You would get your food and when you got done you would take it up to a a line in which it would be run through a dishwasher. We we don't utilize those in most of our schools anymore. >> Would [snorts] there also be a staffing implication? >> Absolutely. Yes, ma'am. >> So I I I don't think you're getting what I'm saying. I don't I think there are other disposable products that are not styrofoam or plastic. >> Absolutely. Yes, there are paper products. >> More expensive, but >> they're also >> better for the Yes. [clears throat] >> They're better better for our kids. >> Yes. Absolutely. We can look into

156those paper products or other products from a disposal standpoint, >> Mr. Kashmar. Yeah, they're compostable products, but they're a lot more expensive. Um, I do remember, and some of us have been on the board for a long time might remember, there's a former congressman who advocated to give kids their own forks, knives, spoons, and plates, and cups, and when they were done eating, they would go wash them themselves and put them away um to have some shared responsibility for keeping um the cafeteria and surrounding areas neat and tidy. So, there's lots of options out there. Um, I'm not advocating for that. I am [laughter] I am advocating for uh compostable products, though. There's a balance. >> All right. Um Oh, I'm sorry. All in favor? Opposed? that. >> Okay. >> Uh, no. Yes. Okay. >>

157Yes. You may continue. >> Okay. Item 10.04, bid 26-06, school nutrition, food products and distribution services annual contract. The purchasing department received one bid in response to bid 26-06 school nutrition food products and distribution services annual contract. This bid was advertised for over o was advertised to over 700 vendors via SSC excuse me seccs bonfire portal and the Georgia procurement registry. The vendor submitting the bid response was the incumbent Williams Institutional Foods. The intent of the bid was to select a qualified vendor to provide food products and distribution services for the district's school nutrition program. The performance period is for an initial six-month period at an estimated cost of 5,167,565.78 with an option to renew for three additional 12-month periods. staff recommend an award to Williams Institutional Foods as the lowest responsive and responsible bidder.

158The total annual 12-month estimated cost of this award is 10,335,13155. >> So moved and seconded. Uh any discussion, Mr. >> Catcher? I'm sorry. Wait, she wasn't done. >> Oh, I'm sorry. [laughter] Thus be it resolved upon the recommendation of the superintendent that the board approve the award of bid 26-06 school nutrition food products and distribution services annual contract to Williams institutional foods for an initial six-month period at an estimated cost of 5,167,565.78 with the option to renew for three additional 12-month periods at an estimated annual cost of 10,335,13155. >> So moved >> and and second discussion Mr. Cash. >> Um I'm a little concerned. We put this out to bid on our site and the Georgia procurement registry and we got one response. >> Correct. Is there something about our bid that scared people away

159or is it just food is hard to process and deliver in a budget friendly manner? What's going on? >> My understanding is the challenge that we're asking for the vendor to deliver the food to so many individual sites. So in the future, if we did have more of a central kitchen in which food could be delivered to one site, then we're hopeful to have more response. We actually extended the bid hoping to have more responses, but we only received one response. >> Did in that bid um was the delivery to multiple sites a separate line item so we know how much extra that costs? >> I don't believe so, but I can pull it just to clarify. >> Yeah, it >> we need to do something better next time. This is concerning because if they

160don't want to do business with us, we're not going to have vendors. So, >> yes. >> Okay. >> Anyone else? >> All in favor? >> Thank you very much. Item 10.05, M25857, Financial Assessment and Professional Consulting Services. The Office of Strategy, Innovation, and Performance requests board approval of a contract with Alvarez and Marcel Public Sector Services LLC of Nashville, Tennessee in the amount of $1,360,000 to conduct conduct related financial assessments and improvement support. The request aligns with strategic priority number four, stewardship performance objective A, which calls for the district to conduct comprehensive and objective evaluations to pro promote continuous improvement and district effectiveness. The proposed assessment will serve as a tool for monitoring the district district's financial performance and guiding short and long-term improvements. Based on the preliminary assessment of the district's financial outlook, processes,

161and capabilities, SECCPSS has identified the need to strengthen the capacity of the financial division and undertake a series of financial operation operational improvement initiatives. This important work will empower SECPSS to improve accountability and transparency, align financial investment with our strategic priorities, and confirm the financial processes are executed with fidelity. Engaging A&M to provide financial leadership, project management, execution, and change management support will help drive the planning, implementation, and in sustained improvements to financial systems and processes without interrupting the financial team's support of day-to-day operation. &M will augment the financial leadership team, strengthen internal [snorts] project management oversight, and direct technical support to the leadership and financial teams. Anticipated activities shall include the following. Provide executive level leadership support to the finance department and collaborate with district leadership to align financial practices with best practices and

162district goals. Establish and lead project management office responsible for oversight of all phase 2 improvement activities and change management support. Co-develop financial modeling capabilities including multi-year integrated financial model as well as improvements to analyze and reporting. lead budget process improvement initiative to prepare to use a modified zerobased budgeting approach for a fiscal year budget that advances ROI capabilities. develop prioritize roadmap of near-term improvement opportunities for SECPSS's ERP Tyler Munis and related systems and support SCCPSS team in executing priority improvements. provide analytical and systems systems remediation support for addressed challenges known and yet to be identified related to the accuracy and effectiveness of financial processes. The process support will engage&M experts in financial modeling, budgeting, process improvement, and systems implementation and will provide consistent leadership for oversight efforts beginning immediately and through the 2025 2026 school

163year. Additionally,&M's team which include experienced senior leaders who have provided executive level CFO support for K12 and local government institutions. Different from the assessment phase, this support includes on-site activities such as key meetings, workshops, and training sessions. This work will empower SECCPSS to implement priority recommendations from the assessment strength strength strengthen financial management cap capacity across the district. Align programmatic strategy with financial decisionmaking and build lasting project management and govern governance oversight which will support the district in ongoing financial improvement efforts. Staff also requests the following budget transfer to provide funding for this service. The proposed budget transfer is as follows. Transferring from fund 100 um general fund 1,360,000 to fund 100's professional services expense account. Thus be it resolved upon the recommendation of the superintendent that the board approve the contract to the firm

164of Alvarez and Marcel Public Sector Services LLC to provide professional financial assessment consulting services at a total cost of $1,360,000. And be it further resolved upon the recommendation of the superintendent that the board approve the use of fund balance and the required budget amendment of $1,360,000. >> So move and second uh discussion. Mr. Kashmark. Um, I'd like to move to amend the resolution uh because um after this was posted, I know the district engaged in ongoing communications with this entity about the contract and there were some clarifications that were shared uh I think since this was posted through today. So, I move to amend this resolution to authorize a superintendent to enter into a contract with Alvarez and Marcel up to $1.4 million and also allowing and providing for early termination by the district. um

165if the goals and services that we're trying to >> accomplish in the judgment of the superintendent have been accomplished and that the transfer from fund balance to the professional services account listed be 1.4 million and not 1,360,000 >> moved and seconded. >> Yes, Dr. Hkins. >> Mr. Cashmore, the intention for it to be 1.41 for one million >> $1,400,000 >> that is less than the scope of work that was emailed. Are we [clears throat] just comfortable? >> What was the scope of work? >> It was 1,410,000. >> Okay. So I will >> look I just >> 1,410,000 and no sense. This this amount >> this amount reflects a potential an up to $50,000 in travel expenses in addition to the contract fee. [clears throat] >> Any any other discussion >> On the amendment. >> You

166want me to restate it? >> Yes, please. >> Please restate it. I'm going to withdraw my previous garbled motion to amend and restate my motion to amend. I move to amend the resolution to authorize a superintendent to enter into a contract in the amount of up to $1,410,000 and no sense with the firm of Alvarez and Marcel and that the contract also allow for early termination by the district if the goals of the contract in the judgment of the superintendent have been accomplished and that the amount of $1,410,000 and no cents be transferred from fund 100 fund balance to the professional services line item articulated in the resolution. >> Yes. >> Moved and seconded. Um, all in favor of the >> Any any more discussion? >> The amendment >> of the amendment. >> Okay. All

167in favor of the amendment. >> All right. Okay. >> Now we have to vote for >> the amended resolution. the amended resolution. >> Okay, >> here we go. All in favor of the amended resolution, >> not >> Here we go. >> Are we not doing discussion on the >> We discussed the amendment discuss the resolution. Okay. Any I'm just following Robert. >> Okay. Any other discussion on the original? >> Yes. >> The original >> Dr. >> Yes. I would like to thank the district um for assessing our financial um in financial services across all of the district and [snorts] seeing that we needed to bring in a third party um a international third party to do a deep dive into all of our processes um and that we as a board and as a district

168listened to them um and said we need to move ourselves forward. forward and instead of just having somebody hand us a report and then sit on it, we are taking action and moving forward um to better budgeting, better processes that really should transform um us at the upper level administration, but all the way down to how our schools finance um and how we might be able to make um a lot of changes to save money for the district um across the board. Thank you, >> Miss Mrs. Hall. I think having heard the report from um this firm at the retreat, we're all in a position to understand and uh absorb the complexities that they're going to be facing and we're ready to be cooperative with them. >> Absolutely. >> Anyone else? >> Yes, Dr. Hoskins

169Brown. Um, I just want to commend our our financial team um because this is a this is an action that they initiated knowing some of their weaknesses. Um, I want to commend uh the superintendent for bringing in a firm that could do the work. This is this is a big lift to do this kind of analysis. Um, and I want to thank our um, leadership for being cooperative and working to get the best level of service um, that we can out of this contract and and out of our leadership. >> Dr. Howard Hall >> is this we're my thing is you say it should but this is a return on investment and we shall >> yes [laughter] >> see the return of this investment because it is astronomical. It's a lot of work that would

170be involved. So we shall see a return on this investment. >> Can I just make a couple more comments please superintendent? I don't want to for that dollar amount. I want our community to know that uh I acknowledge that $1.4 million is a significant amount of money and I don't want us to just breeze by that, right? That is a lot of money. Um, but the point of it is is that I as the superintendent will be relentless to build a culture of fiscal es excellence in this district and I will do everything that I can to be sure that every resource aligns with student and student success and this was necessary. We need the support. Uh we need the monitoring. Uh we need to be um ongoing with our efforts to be transparent to

171the community. Um and so this is money well spent. it will be a one-time expenditure and then we will be reset and we'll be able to move forward um in a way that I think uh I we can reach that that excellent standard that I just named. So I I just did not want to breeze by 1.4 because that's a lot of money. um but it is needed at this time in a way um that is extremely important as we go into a future of uh maybe some limited resources that we have not had in the past. >> So um one of the most important duties of the board is fiscal responsibility. [clears throat] Uh, I want to commend the superintendent for taking that very seriously and I want to thank our board for empowering

172our superintendent to take that very seriously. Um, it is sometimes you have to have difficult conversations, uh, uncomfortable conversations. Sometimes when you look in the mirror, it's not as pretty as you want it to be. But I want to assure the public, as Dr. for what said this is a very needed investment that will pay dividends and um thank you board. Okay. Now, yes, business own >> I'd like you uh Miss Nathaniel, first of all, thank you for your service and I'd like you to extend to the rest of the finance department the board's gratitude on their remaining steadfast and thoughtful and hopeful that this process is going to um bring a lot of improvement and excellence to the department. So, please thank them for all of us. I will let them know. Thank you

173so much. >> Thank you. >> All right. Now, >> now let us now we shall vote [laughter] on the acceptance of >> of this financial assessment and professional consulting service. It's been moved, seconded. I know we we've already had that, but let's just in case. All right. All in favor. Wonderful. Thank you very much. All right. We have we now have appearances before the board and we have one appearance now. Uh it's Rick Rooney. Good afternoon, Mr. Moss. Board members, Dr. Watts. Um, I have a little piece I want to talk about early education. But before [clears throat] I start that, I want to congratulate you on the vote you just made. This is a transformative thing you've done. It's equivalent to what you did a couple [snorts] years ago when you voted to do

174the science of reading and invest in letters and teach our kids a new technology with a new technology of how to read. This could be just as transformative as that. So I congratulate each and every one of you. Big step. So today back to literacy, my favorite subject. Uh as you know the district is doing a pilot project with Ignite Reading this year. It's in four district schools. It's also uh doing the pilot in two charter schools, Savannah Classical Academy and Susie King Taylor. Last month, Jessica Sverki, who's the CEO of Ignite, came to Savannah to do a visit of the Ignite pilots. I accompanied her to the visits in Savannah Classical Academy and Susie King Taylor. It was quite inspiring to watch those second graders engage with their individual tutors. They were excited. They

175were learning. They were high-fiving the tutors when they got things right. It was just quite exciting and inspiring. Uh at the end, we talked with the teachers and uh the teachers in both those schools were very excited about the support that they're getting from Ignite. One teacher said, "I've got 20 kids on Ignite, 15 minutes every day. That's five hours of very personalized instruction these children are getting, and there's no way I could do that. I couldn't provide that." So, it's it's a big hit. It'll be interesting to see how the results come out over the next few months and at the end of the year, but I'm very encouraged by how it's going. If you haven't had an opportunity to visit one of the schools and see Ignite in action, I highly recommend you

176do it. I heard later that the trips to the four district schools also went very well and that the teachers there are excited about what's happening as well. Yesterday I received an email from Mrs. Sverki, excuse [clears throat] me, with the results of a new study that was just done by John Hopkins, John's Hopkins on the Ignite program. I think it was done in Massachusetts. The uh report documented results of Ignite being used in kindergarten and first grade. It showed that if students tested at benchmark at the end of first grade after using agnite in kindergarten and first grade that 85% of them were reading at grade level in third grade with no further interventions. That's pretty dramatic. It reminds me of things I've heard Dr. Watts say and Dr. Barnes that we're not going

177to intervene our way out of this literacy problem. We have to get it right in the beginning and the beginning is kindergarten and first grade. We talk about third grade reading level, but that's not where it happens. It happens much before that. So that's why it's really important to have meaningful KPIs and measures of our progress in kindergarten and first grade. And I know the team is working on those and I look forward to hearing those measures I think in the wintertime uh when the midyear tests are done. So thank you very much. Thank you again for all you're doing. >> Thank you. [snorts] All right. Uh any There you go. We've been moved and seconded. Any discussion? We shall >> We We shall adjourn. >> Wait up.