►
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
B
Approval
of
january.
D
B
E
F
E
E
So
this
is
different.
Like
I
said
what
we
did
was
again
pull
out,
that
list
of
projects
that
we've
always
had
at
the
end
with
summer
lists
and
all
the
capital
projects,
and
that
is
gone,
but
we
still
take
you
through
a
review
of
what
instructional
programs
are
and
what
some
of
those
needs
are
that
affect
facilities.
E
E
As
always,
I
start
with
the
planning
triangle.
We
look
at
programs,
we
look
at
facilities
and
look
at
demographics,
because
why
a
triangle,
if
you
make
a
move
to
one
of
those
things
it
affects
the
other
two
sides
of
that
and
planning
goes
that
same
way.
So
start
out
with
that,
and
then
the
book
is
laid
out
in
that
exact
same
format.
E
So
looking
at
programs
initially,
we
cover
what
all
the
different
programs
instructional
types
of
programs
that
are
in
there
and
that
doesn't
just
talk
about
choice
programs
that
talks
about
early
childhood,
special
education,
career
tech,
those
things
that
not
aren't
necessarily
a
choice
program,
but
are
things
that
we
do
often
in
schools,
even
just
the
variance
between
regular
elementary
fellow
and
high
versus
instructors.
E
We're
talking
a
little
about
alternative
programs
and
build
education
this,
so
those
descriptions
are
in
there
and
we
would
work
closely
this
year
with
instructional
services
staff
and
dr
strattos
in
developing
this.
We
also
talked
this
year
because
the
board
had
directed
us
to
take
a
look
at
programmatic
capacity.
E
So
there
is
a
section
on
program
capacity,
and
this
this
chart
just
gives
you
a
highlight
of
the
differences.
The
last
time
we
calculated
it
was
in
2018,
so
we're
showing
you
that
that
calculation,
this
year's
calculation,
the
actual
building
capacity
with
and
without
moles.
C
I
just
need
you
all
to
speak
up
just
a
little
bit
when
you're
asking
your
questions,
since
we
don't
have
a
mic
in
front
of.
E
So
we
we
use
the
basic
funding
ratio
that
we're
given
from
finance
department
and
then
we
work
closer
with
special
ed
to
really
kind
of
drill
down
into
what
their
specific
needs
are,
because
I
think
before
we
had
just
a
generic
12-1
or
2018.,
but
so
this
these
are
the
numbers
we
used
specifically
this
year.
But
I
saw.
A
E
It
kind
of
depends
on
how
they
use
their
title,
one
teacher
money,
but
that
is
true
as
well,
so
we
we
did
dive
a
little
deeper
and
I
don't
think
we've
got
that
less
than
one
we
probably
should
have
been
for
title
1
teacher
funding
and
it
may
be
at
15..
I
know
we
did
have
some
calculations
that
were
at
a
lower
rate
of
certain
teacher
classrooms
than
what
let's
say
it
was
third
grade
all
reported
as
it
should
have
been
22
and
they
were
getting
funding
for
lower
teacher
ratio.
E
A
E
A
F
F
E
G
B
E
A
F
G
F
F
E
Yeah
yeah
right
right,
right,
yeah,
so
I
I
do
think
this
lens
for
more
continued
discussion.
You
know
yeah,
you
know
we
calculated.
D
G
What's
going
to
impact
that
is
like
right
now,
finances
meeting
with
the
schools
talk
about
the
number
of
teachers
they
need
and
it's
really
set
now
so
throughout
the
year
they
may
grow
and
request
additional
teachers
due
to
growth,
but
it's
very
hard
to
get
teachers
throughout
the
year.
So
they
may,
let's
just
say,
had
all
the
intention
of
right
now
being
22-1
and.
G
They
got
a
big
influx
of
students
and
they
can't
hire
more
teachers.
Well
guess
what
those
ratios
are
going
to
come
up.
E
B
E
About
the
referendum:
well,
if
we
you
know,
if
we
agree
to
to
this
and
support
this
referendum,
it
has
to
be.
A
D
D
Not
only
just
now
not
only
the
cheating
and
they're
going
to
be
having
an
I,
I
I
a
achievement,
achievement
achievement
gap
over
here,
but
also
we
we
have
an
opportunity
to
make
right
with
the
utilizing
space.
D
That
was
that
we
do
have
I
mean
so
so
I
I
don't
I
I
don't
see
the
same
problems
being
or
view
review
the
issue
that
we
see
as
an
unused
use
of
space
make,
but
maybe
we
should
figure
out
ways
of
ways
and
way
and
ways
that
we
couldn't
utilize,
which
that
we
do
have,
including
smaller
class
sizes
and
other
and
other
things
to
to
help
help
out
with
the
achievement
again.
So
so
I
I.
D
I
think
that
that
we
kind
of
splitting
our
wheels
no
in
the
right
direction,
that
with
that,
where
that
was.
That
was
that
we
should
not.
You
know
yeah,
I
mean
sure
or
something
I'm
sure.
Everyone
feels
some
time
to
worry
about
also
well.
What
what,
if
you
ask
me?
What
would
you
do,
what
do
some
of
the
principles,
how
some
of
they
have,
how
they
see
or
or
what?
What
is
the
superintendent?
D
F
B
E
So
no
one
here
is
saying.
I
want
to
say
that
loud
and
clear.
No
one
here
is
saying
that
there
are
not
great
opportunities
to
give
some
individualized
and
small
group
and
program
changes
to
utilize
the
facilities
that
we
have.
That's
why
we
started
this
group
so
that
we
could
explore
those
options
and,
like
ms
crutchfield
said
you
have
to
I
mean
you
have
to
look
at
operations
and
instruction
and
everything
together
before
you
can
move
forward.
E
E
B
E
I
have
program
capacity
on
that
line
that
you
see
from
each
little
individuals-
and
I
added
the
program
passing
on
here
so
interestingly
enough-
this
one
and
kind
of
some
different
ones
so
broad
river,
the
program
capacity
is
actually
higher
than
the
building
capacity,
and
then
the
blue
line
is
what
the
student
numbers
are.
The
dotted
line
is
what
we
say
is
that
needed
capacity.
E
One
thing
that
addresses
mr
smith's
concern
is
dr
strata
has
really
sort
of
developed.
What
she
sees
academic
needs
are
that
affect.
E
Like
all
schools
should
have
adequate
dedicated
space
for
professional
development.
That
means
a
space
they
can
meet
and
do
what
they
need
to
do
get
their
teachers
where
they
need
to
be
or
develop
stronger
to
work
on
that
achievement
gap.
If
you
don't
have
the
space
to
do
that,
it
makes
it
harder.
So
if
we're
that's
a
wonderful
use
of
any
extra
space-
and
you
see
that,
like
broad
river
they've.
E
What
they
use
and
that
that
should
be
something
to
do:
literacy,
coaches
again,
because
they
can
see
small
groups
bigger
groups,
they
can
work
with
folks.
They
should
have
a
space
to
be
able
to
do
that.
So
these
are
some
of
those
things
that
were
taken
into
account
in
the
program
capacity
calculation.
Then
we
need
to
kind
of
look
at
that
a
different
way
so.
C
For
what
can
happen
in
our.
D
In
fact,
they
had
a
meeting
last
night
there
too
one
in
burton
wells,
and
they
had
one
of
them.
E
G
E
E
E
E
E
We
do
the
projection
there
and
we
do
the
transfers
in
and
out
and
remember.
That
is,
for
all
reasons,
not
just
choice.
That
includes
employee
courtesy.
E
That
would
include
special
edit
if
someone
was
in
a
specialized
center
program
and
then
we're
still
reporting
the
ethnicity
between
the
attendance
and
the
zone
because
of
office
civil
rights,
because
this
goes
to
them-
and
they
ask
for
that-
can
answer
a
question
about
that:
okay,
so
underneath
the
chart
projected
resident
students
and
then
down
below
that
we'll
have
two
first
year
anticipated
growth
and
then
minus
nine
through
the
fifth
year
anticipated
growth.
So
as
so
that
correlates
with
this
the
chart
above
the
chart.
E
And
it's
just
not
it's
for
the
the
gray
total,
not
the
choice
of
fiction,
and
so
basically
what
you're
saying
based
on.
However,
you
do
your
magic
algorithms
you're
saying
that
you're,
anticipating
that
five
years
from
now
they'll
be
down
nine
students
right:
okay,
okay,
how
do
you
in
in
in
layman's
terms?
How
do
you
figure
that
out
so.
C
E
At
for
elementary
and
for
kindergarten,
pre-k
and
first
grade
it
looks
at
births
from
four
five
and
six
years
ago.
So
I
get
that
birthday
and
then
it's
proportioned
out.
You
know
by
zones,
and
so
it
looks
at
how
many
kids
that
were
born
five
years
ago
showed
up
for
kindergarten
this
year
to
come
up
with
a
survival
rate,
a
cohort
survival
rate.
What
percentage
of
kids
did
kooza
get
of
those
firsts
okay
and
then
so
it
does
that
for
all
of
the
schools.
A
E
And
all
those
moving
through
and
then
it
puts
a
weighted
average.
So
it
takes
the
most
recent
trend,
most
reasonable
and
puts
more
weight
on
it
and
less
weight
on
the
past
years.
So
it
assumes
that
whatever
trend
you're
seeing
now
is
sort
of
a
more
valid
trend
than
five
years
ago.
Trent,
which
is
yeah
yeah.
G
E
G
She
was
tuned
after
me,
sent
off
that
was
like
2006
federal
government.
It
was
due
to
the
immigrants
and
a
lot
of
immigrants
placed
in
bedford,
county.
E
G
E
E
The
schools
north
of
abroad-
and
you
start
looking
okay
in
five
years
down
eleven
down
nine,
you
know
you're
not
seeing
there
were
very
few
that
were
positive.
I
think
maybe
port
royal
was
positive.
It
was
up
19
in
five
years
from
now,
but
you
know
so.
I
just
thought
that
was
really
very
interesting.
Information.
E
You're
familiar
with
those
you've
seen
yeah
and
then
we
just
take
sort
of
the
big
picture.
Look
at
everything
too.
We
put
all
the
data
together
because
we
have
had
a
pandemic
with
code
19.
I
wanted
to
be
able
to
say:
let's
look
at
all
the
projections
for
the
past
three
years.
So
when
I
look
at
the
district
wide
and
the
north
abroad
and
in
each
cluster
I'm
showing
the
projections
from
19
I'm
showing
the
projections,
certainly
in
19,
we
were
on
a
different
path
than
we
are
on
now.
F
E
E
C
E
Whole
southern
beaufort
county
as
a
whole
and
then
each
cluster,
so
for
beaufort
cluster.
You
know
that
trend
line
didn't
change,
just
dropped
a
little
lower
last
year,
yeah
for
battery
creek.
You
know
it
really
took
dip
and
from
what
we
were
projecting
in
19,
where
we
were
actually
projecting
a
little
increase.
We've
seen
some
new
students
every
year
and
that
couldn't
change
again,
which
is
why
we
do
projections
every
year.
Sorry.
B
A
G
E
It
definitely
is,
but
yeah
it's
looking
at
predicting
some
growth,
at
least
at
the
high
school.
But
again,
if
you
remember
with
the
kova,
we
didn't
see
a
big
drop,
no
drop
whatsoever,
the
high
schools.
It
was
all
at
the
elementary
level
and
then
could
you
know
minimal
change
of
the
middle
school
level.
So
I
think
that's
still
being
reflected
there.
A
E
So
here's
where
we,
the
facility
master
plan,
is
actually
that
section
third
part
of
the
triangle
where
it's
really
where
we
see
some
different
changes
from
what
we,
because
again,
there's
no
project
basically,
and
we
divided
these
projects
up
into
three
different
categories:
additional
student
capacity,
strengthening
district
infrastructure
and
then
facility
monitor
station.
So
that
whole
section
there
takes
those
projects
and
inserts
out.
F
F
A
E
For
the,
I
think,
it's
funny.
E
F
E
Action
for
capacity
triggers
it
says
less
than
fifty
percent
closure,
slash
consolidation
level
carefully
examined
school
in
relation
to
neighboring
schools.
I
mean,
I
think,
that's
key,
and
it's
also
in
relation
to
academic
intent
and
plans
and
so
on.
So
this
was
capacity
usage.
Is
this
building
capacity
or
pro.
F
E
So
so
that
was
part
of
the
reason
that
this
I
think
this
committee
was
designed
was
because
it
looks
like
we
have
hit
that
trigger,
and
so
therefore
you
know
some
thought
has
to
be
put
into
it.
I
don't
know
necessarily
exactly
which
road
to
go
down
or
how
to
ascertain
that.
You
know
it's
going
to
have
to
be
a
discussion
way
more
than
just
the
building
capacity,
like
you
just
said,
but
there
are,
there
are
several
schools.
E
F
E
49
think
it's
very.
This
is
very
interesting
just
looking
again
just
at
northwest
college
schools
and
you
look
at
the
building
the
percent
for
the
building
capacity
in
the
event.
But
then
the
percent
for
the
program
capacity
like
beaufort
dell,
goes
from
38
to
49
still
under
the
50
capacity
trigger.
But
that's
you
know
again,
but
then
you
look
at
something
like
ladies
island
middle
school,
44
building
but
60
capacity,
so
it
wouldn't
be
triggered
if
we
were
look
just
looking
at
capacity.
E
I
mean
I'm
not
saying
anybody
doesn't
know,
I'm
just
trying
to
make
it
all
make
sense,
and
I
think
that's
part
of
why
you
all
asked
us
to
take
a
look
at
programs
knowing
that
buildings
do
get
used
in
different
ways,
because
what
right?
D
Davis,
what
percentage
of
that
building
is.
F
B
E
Don't
have
any
space
right
now
that
you
know
there
may
be
a
classroom
that
they're
using
for
something
that's
something
empty
space.
F
E
Think
another
very
interesting
graphic
that
you
showed
for
just
north
of
abroad
was
the.
E
F
E
E
That
puts
it
up.
I'm
just
iep
meetings
mandatory
lease
it
puts
you
know
so
so
that
too
has
to
be
part
of
a
conversation.
I
think
when
you're
looking
at
maybe
utility
utilizing
building
space
and
administration
appropriately,
you
have
one
school
that
has
that
so
between
buford
l.
E
G
E
F
E
E
I
know
dr
white
was
talking
about
some
movement
things.
Do
you
remember?
One
of
the
future
topics
is
supposed
to
be
special
education,
and
this
is
the
reason
it
prompted.
That
was
because
I
know
there's
been
some
shifting
in
philosophy,
there's
been
shifting
and
things
and
also
in
locations
and
stuff,
like
that.
It'd
be
really
good
information
to
have
to
understand
what
our
population
is
where
it
is
and
how
it's
being
served.
You
know.
F
E
And
that,
and
so
tying
that
into
this
right,
will
give
some
of
the
meat
to
what
you
said
carol
that
perhaps
some
of
those
placements
were
temporary,
so
it
would
just
be
you
know,
so
you
look
at
this
well,
this
24
is
going
to
drop
down
to
18,
because
the
plan
is
once
some
x
days
go
by.
Students
will
move
back
so.
G
F
D
F
D
But
once
again,
that's
what
I
was
asking,
because
if
it
sounds
like
as
after
you
start
to
discuss
the
budget,
that
this
is
definitely
something
that
needs
to
be
a
conversation
prior
to
budget
discussion
that
could
be
because
because
it
if
those
things
can
be
put
in
place
or
or
our
process
can
be
started,
then
those
you
know
that
maybe
you
want
to
do
something
that
that
is
better
better
than
more.
D
You
know,
as
in.
D
The
the
necessary
attention
expected
and
right
now
we
do
all
know
that
that
we
don't
have
expressions
about
buildings,
and
so,
if
about
you,
imagine
when
we
do
get
them
in
there,
you
know
we
don't
work
happens
to
have
a
spiritual
feel
that
she
has
a
huge
workload
and
she
can't
serve
our
kids
if
we
can,
if
we
can
get
an
outline
of
how
we
can
better
serve
them
and
where
we
can
serve
that,
I
think
that
would
that
that
would
be.
D
D
D
D
And-
and
I
hear
what
you're
saying
about
in
terms
of
using
facilities,
if,
if
we're
having,
if
we're
having
more
students
in
certain
buildings,
but
for
instance,
offices,
we
can
use
referendum
by
elementary
school,
a
referendum
elementary
school
has
a
large
amount
of
spent
students,
then
maybe
we
may
need
to
have
certain
more
aspect,
classes
and
teachers
to
serve
those
students
and
and
not,
if
we
have
it
right
in
reference
and
restaurant
in
elementary
school.
If
we
have
more
open
classrooms
or
space
that
is
under
use,
then
maybe
we
can
create
that.
F
E
F
E
E
B
F
E
B
B
E
G
E
E
G
No
exactly
I
mean
so
there's
been
some
side
buttons.
There's
been
nothing
that
specific.
G
E
G
Point
may
be,
or
one
of
the
things
to
investigate
is
that
could
adult
ed
use
some
of
the
extra
capacity
that
we
have?
Could
the
called
pre-k
program
earlier.
G
D
I
I
think
that
we're
saying
by
saying
that,
though,
to
me
is
kind
of
deviated
from
her
question
and
and
and
basically
I
I
agree,
because
I
was
actually
before
what
time-
and
I
kind
of
did
thought
that
when
I
when,
when
I
was
moving
into
myself
learning
about
choice,
I
was
going
to
worry
about
my
right
person.
But.
D
So
you
know
how
did
that
so?
Realistically,
I
think
that
all
all
of
our
buildings
should
be
in
there
and
in
there
because
of
the
fact
that
it's
our
job
not
just
to
just
worry
about
one
building
or
worry
about
being
there.
D
A
F
F
G
More
well,
that's
where
the
academic
side
has
to
guide
us,
because.
G
Correct,
but
there
are,
when
you
get
into
adult
education
and
right
choices,
those
are
special
populations
that
have
special
needs
that
may
not
mix
in
all
situations
and
so
really
adult
yeah
concurrently,
or
even
I
mean
we've
had
programs
where
the
right
choices
have
been
more
in
buildings.
Now
that
has
its
pluses
and
minds,
you
may
use
utilization
of
space
better,
but
it
may
not
be
the
best
atmosphere
for
those
sets
of
kids.
G
So
that's
where
that
has
to
be
negative.
I
mean
that's
where
a
partnership
discussion,
if
we
start
to
look
at
making
those
rules.
Now
to
your
point,
maybe
the
it
sounds.
F
F
F
A
E
And
I
do
think
that
there's
only
you
know
this,
this
committee
doesn't
necessarily
have
the
expertise
that
you
got,
that
you
guys
have
to
to
bring
that
together
and
and
subject
make
suggestions
like
okay.
So
we
have
this
facility,
you
know
that
we're
paying
insurance
and
upkeep
and
it's
falling
apart
and
it
needs
this,
but
we
have
an
idea
that,
because
of
this
to
get
you
know
less
capacity
in
this
building,
we
could
probably
transfer
this,
and
we
talked.
I
just
sometimes
feel
like
I,
you
know:
okay.
Well,
what's
the
next
step?
A
A
G
So
what
I
think
I
just
heard
tell
me
if
this
is
not.
What
I
just
heard
is
that
you're
asking
us
to
come
up
with
a
plan
for
the
use
of
some
of
the
additional
capacity
that
we
have
in
northern
beaufort
county,
which
would
include
items
such
as
king
street
early
childhood,
moving
out
of
them
getting
into
it
and
right.
F
D
I'm
not
sure
I
I
mean
I'm
not
necessarily,
I
think
more
of
what
is
going
on
in
the
building
and
updating
a
little
bit
with
the
building,
so
how
you
update
this
one,
hong
kong,
what's
going
on
in
high
school
in
the
same
way
how
you
updating
us
what's
going
on
heights
that
have
been
the
pink
house?
What
do
you
see
could
be
these?
Is
it
growing?
D
You
know,
because
not
not
long
ago
before
us,
there
was
just
a
a
a
it
was
just
and
and
basically
it
was
the
information
that
the
pig
house
probably
needed
another
place.
So
whatever
that
with
that
being
said,
then,
let's
understand
what
they
have
so
the
so-and-so.
A
A
A
Is
our
I.t
in
the
right
place?
I
mean
there's
a
there's
a
whole
lot
of
issues
because
that's
what
they
see
as
they
drive
by
and
I
I'm
constantly
stuttering
and
stammering
and
saying
you
know
I
walk
down
the
halls.
I
see
people
working
in
offices
and
no
one's
there's.
A
basketball
court
of
over
here
is
being
used,
but
you
know
that's
that's.
G
G
Just
so
you'll
know,
y'all
did
approve
last
year
for
renovation
of
this
building.
We
do
have
an
architect
currently
working
on
and
actually
started
last
week,
walking
a
meeting
with
the
chief
officer,
so
that
is
yes
and
then
as
well,
and
I
I
need
to
double
check
this
as
far
as
keying
streets,
king
street,
being
evaluated
for
the
facilities
assessment.
E
G
We
need
to
make
sure
king
street,
and
I
mean
we
can
do
a
pink
house.
I
mean
the
thing
about
and
I
say
that
because.
G
A
G
If
I
go
look
at
it,
what
it's
going
to
be,
it's
like
this
is
similarly.
E
But
when
you
hear
that
you
know
and
I'm
not
picking
on
the
pink
house
but
but
if
you
hear
that
okay,
it's
a
place
where
our
apparent
liaisons
are
and
that
it
stores
early
childhood
materials
and
the
buses
park
there
and
then
right.
Next
door
is
ladies
island
middle.
E
E
You're
asking
yes
what's
kind
of
a
plan
what's
a
plan,
so
you
know
again
to
mr
smith's
point
sure
this
is
how
it's
used.
These
are.
You
know
the
pink
house
process
for
insurance
and
everything
you
know
x,
zillion
dollars
a
month,
and
so,
but
if
we
were
to
move
this
around-
and
you
know
just
that
kind
of
forward-thinking
planning
of
our
facilities.
B
E
E
No,
you
don't
you
don't
need.
I
mean
teaching
treating
teachers
like
professionals
so
that
they
do
have
a
professional
place.
That's
not
they're,
not
displaced,
because
you
have
to
have
an
iep
meeting
in
that
room.
You
know,
or
just
you
know,
you
have
to
set
our
schools
up
for
the
20
25
and
20
30..
I
mean
it
can't
look
just
like
1957.
G
Have
a
shrinking
population,
yeah
student
population
and
you
have
aging
facilities,
so
really
what
you
want
to
do
is
right-size
the
facilities
and
improve
them
along
the
way,
so
they
can
last
for
the
next
10-20
years,
because
we
know
that
the
facilities
that
we
have
if
everything
continues
the
same
direction,
we
we're
going
to
need
to
find
better
uses
for
them
and
reconfigure
them.
I
mean
one
of
the
things
about
older
buildings.
Is
they
have
all
the
smaller
classrooms?
So
maybe
they
need
to
be
renovated.
G
C
E
D
But
I
just
I
do
think
that
this
side
of
it
it
is,
it
is
beginning
to
start
growing
back
as
well.
Are
you
talking
about
powers
right
now,
who's,
making
a
push
to
stop
opening
these
facilities
back
up
that
helps
people
or
some
people
are
going
to
start
feeling
more
more
comfortable,
now
moving
the
kids
over
here,
knowing
that
that
goes,
that
those
doors
aren't
opening
back
up,
so
you
know
so
that
that's
that's
another
thing.
Just
to
put
there
too,
that
we
want
to
have
to.
A
G
E
Right
right,
you
know
and
question
going
through
this
and
what
early
childhood
center
service
is
the
beaufort
cluster.
E
F
G
E
Ladies
island
elementary
mossy
oaks,
port
royal-
where
are
those
am
I
not
asking
the
right
questions.
F
F
C
F
F
B
E
E
G
G
F
G
D
B
D
Right
so,
and
then
also
you
have
we
have
we
have
head
start
who
are
already
serving
those
those
students.
So
do
we
want
to
go
and
pee
on
them
and
do
that
if
they,
if
they're
there
they're
getting
services,
so
you
know
we
have
to
be.
We
have
to
be
very
friendly
on
how
we
do
that.
I
think
that
could
create
some
if
it's
a
federal.
E
Principles,
it
were
but
they're
like
that
way.
We
know
that
when
everybody
is
five
and
in
kindergarten,
we
know
what
they've
done
right
so
to
have.
I
hear
what
you're
saying,
but
but
when
you
go
out
and-
and
that
was
in
what
some
of
our
school
visits
that
we
went
to
see
and
talked
about
that
they
said
zero
degree.
D
G
F
G
G
G
D
I
think
I
see
your
consistent
right
now
more
of
of
dr
white
dying
and
and
and
dr
stratos,
and
seeing
what
what
what
they
are,
anticipating
in
terms
of
programs
and
functioning
on
this
album
on
this
side
of
the
broad
before
they
had
their
heads
out
that
hairstyle
piece
I
or
the
four-year-old.
D
I
don't
think
that
I'm
saying
that's
what
the
person
would
want,
but
the
principal
are
not
not
at
the
helm
of
the
table
to
ensure
what
we're
doing
with
the
with
with
what
the
building
and
how
we
are
keeping
them.
So
I
think
that's
a
member
of
this
committee.
I
think
that
that's
just
for
me
what
I
see.
I
think
that
is
where
we
approximately
better
serve
to
start
and
see
certainly
not
figure
out
how
we
can
start
formulating
the
space
that
we
do
have
well.
Also
what
I
still
don't
need.
D
Them
right
now,
hairstyle
has
a
waiting
list.
It
depends
upon
your
income,
how
much
money
you
make
and
there's.
G
F
E
B
D
G
G
So
our
plan
on
something
like
that
is
adding
bathrooms
to
the
existing
classrooms
and
kind
of
rolling
that
out,
and
where
are
we
going
to
do
those
so
that
we
can
convert
those
buildings
to
more
pre-k,
get
started.
F
C
D
Once
again,
I
think
that
we've
lost
focus
into
saying
that
we
have
a
chance
to
utilize
our
classes
that
we
displace
that
we
do
have
for
smaller
class
sizes,
because
now
we're
now
regarding
where
we're
going
fishing
upon
that,
we
don't
have
to
be
we're
talking
about
helping
the
kids
that
we
do
have
achieved
a
possibly
achieve.
I
I
think
that
it
will
be
more.
It
will
be
more.
D
It
would
be
more
fruitful
for
us
to
worry
about
kids,
the
achievement
goals
that
we
have
right
now
and
be
able
to
better
serve
our
kids
in
smaller
class
sizes
and
other
things
versus
going
into
saying.
Let's
just
take
the
easy
option
and
do
a
head
start
to
me.
I
actually
have
these
yeah
the
easy
as
an
easier
option.
E
D
G
G
To
be
down
15
and
less
it's
going
to
be
you
look
at
will
branch.
I
think
freddie
was
saying
you're
down
to
12
12
students
for
every
teacher
so
and
what
we're
seeing
is
the
trends
is
those
are
going
to
get
smaller,
so
the
student-to-teacher
ratio
is
already
there.
It's
already
created
itself,
so
those
are
in
existence
today.
In
those
places
now
we
might
say
that
we
need
to
create
more
student
teacher
race
through
incusa
and
broad
river,
but
outside
of
that
all
the
other
ones
are
pretty
we're
already
pretty
low.
B
F
A
A
E
G
A
A
F
E
G
G
A
plan
on
how
to
use
the
spaces
that
we
have,
whether
it
is
academic
recovery,
whether
it
is
finding
space
for
adult
ed,
whether
additional
space
for
adult
day,
whether
it
is
and
we
need
the
guidance
on
the
early
childhood
additional
early
childhood
spaces.
What
are
we
wanting
a
plan
for
how
those
spaces.
E
F
E
Those
conversations
as
well-
and
I
agree-
and
so
I
think
sometimes
it's
difficult
to
know
what
the
next
step
is,
but
it's
got
to
start
somewhere
and
you
know
because
it
is
so
comprehensive,
but
you're
right.
Some
of
the
principals
with
whom
we
spoke
said
they
wanted
to
even
have
you
know,
a
place
where
kids
could
stay
the
night
if
they
needed
a
safe
place.
G
F
D
And-
and
then
I
think
also
also
when
it
comes
to
the
early
childhood,
I
I
I
think
that
early
childhood
has
happened
a
director.
I
think
that
we
need
to
invite
you
to
the
table
as
well,
because
I
I
want
I'm
going
to
continue
to
say
that
we
must
be
good
neighbors
to
other
agencies,
because
I
have
gotten
reports
that
we
haven't
been
good
at
neighbors.
D
So
therefore,
that's
why
I'm
going
to
put
that
out
there,
because
I
have
known
of
it
and
I
I
am
not
going
to
move
in
a
way
that
that
disrupts
my
community
or
it
brings
problems
to
to
to
to
what
we're
trying
to
do
so
yeah.
So
I'm
I'm
gonna
say
that
yeah
that
definitely
that
we
should
have
left.
D
D
D
Headstock
but
we
cannot
change
our
policies
in
our
safety
combined.
D
Citizens
that
they
did
and
now
that's
what
they're
asking
this
can't
believe
they
actually
be
good.
Neighbors
says:
that's
how
I
understand
I,
I
think
you
are
your
father.
No,
what
I'm
saying
is
this
even
when
they
talk
about
the
cleaning
of
the
building,
you
know
we
headed
all
the
way
over
there
and
about
about
the
grass
cutting
you
know.
D
F
B
G
F
E
F
E
E
E
Obviously
I
mean,
I
don't
think
this
is
you
know
an
edict,
you
know,
so
I
have
to
follow
this,
but
it's
the
right
thing
to
do
to
get
the
community
involved.
But
what
does
that
look
like
and
is
this
something?
Where
does
one
start
with
this,
and
so
I'm
throwing
it
out
there.
A
Other
thing
we
designing
this
thing:
here's
what
we
think
we
ought
to
keep
informing
about,
inform
the
public.
Here's
our
channel
lay
all
the
play
all
the
data
and
be
specific
to
their
area
and
say:
okay,
now
here's
what
we're
trying
to
deal
with
we're
trying
to
deal
with
capacity
we're
trying
to
deal
with
efficiency.
A
A
C
B
F
A
A
F
A
D
D
Why
start
us
our
store
for
harnessing
that
we
don't
have
to
until
we
have
some
solid
facts
about
hey?
This
is
what
we're
thinking,
but
also
what
are
y'all
thinking
and
and
then
now
they're
listening
to
defense,
because
they're
understanding
that
we
put
some
work
in
and
trying
to
make
good
do,
especially
the
existing
space,
and
also
you
get
your
feedback
versus
just
going
in
there
saying
look
here.
D
B
D
B
D
D
B
And
driving
sideways
rollers
love,
you
need
a
gym.
They
can't
play
basketball.
D
A
A
But
until
we
know
and
and
you
know,
who's
going
to
come
people
that
are
going
to
come
to
that
first
one
are
going
to
be
the
people
that
are
going
to
stay
and
look
and
see
what
we
come
back
with
right
and
so
let
them
vent
on
us.
You're
right,
it's
gonna,
it's
gonna,
be
emotional.
It's
gonna
be
a
storm.
F
G
If
I
can
I'm
gonna,
I
I
agree
with
most
of
what
you
say.
G
I
want
to
throw
a
different
approach.
Maybe
we
start
with
what
is
their
idea?
What
we
have
today?
What
does
everybody
see?
Because,
let's
take
saint
helen
elementary
prime
example,
I
don't
think
I
was
disheartened
to
hear
you
say
that
you
believe
that
they
think
they're
going
to
close
it,
because
under
no
plan
we've
ever
talked
about
yeah
and.
B
G
A
C
So
one
of
the
things
that
came
in
a
passive
strategic
plan-
it
was
some
years
ago
you're
talking
about
community
at
broad
river
in
one
of
the
strategic
plans
they
talked
about
having
dental.
F
G
A
E
D
E
Campbell,
if
he
feels,
as
chair
of
this
committee,
it's
appropriate
to
ask
robert
to
come
back
with
some
ideas
of
how
a
community
could
happen,
how
what
would
be
the
best,
I'm
sure
frank,
has
some
ideas
on
whether
dick's
idea
is
correct.
Your
idea,
what
what
would
be
a
way
he
would
want
to
start
to
address
the
stated
concern
that
there
has
to
be
a
community
committee.
E
Will
we
follow
the
same
format
where
every
board
member
would
recommend
a
few
community
community
members,
because
that's
what
we
did
last
time,
what
what
what
might
be
some
ideas
of
how
to
get
it
started?
But
if
this
is
never
put
on
the
table
to
talk
about,
that's
never
going
to
happen.
So
I'm
not
running
down
to
try
to
get
something
done
overnight.
I'm
trying
to
get
a
process
started.
D
About
I'll
tell
you
we're
not
going
to
tell
you
we're
not
waiting
there,
but
I'm
just
saying
that
the
speed
of
it
is
concerning,
because
right
now
we're
emotional.
It
should
look
like
someone's,
really
emotional
about
getting
things
done,
and
I
think
that,
unlike
some
people,
I
want
to
just
make
emotions
based
off
of
what
I
said
now.
She
you
should
already
have
time
to
think
about
it,
because
apparently
she
brought
it
forward.
So
I
want
time
to
think
about
it
and
how
I
can
best
serve
my
community.
D
A
E
G
Well,
we're
I
think
we
talked
the
other
day
and
actually
to
a
meeting,
and
just
talking
about
it,
we're
looking
at
probably
bringing
the
eight
percent
list.
G
So
the
next
meeting
we're
gonna
come
back
with
a
outline
of
how
to
address
the
northern
alpha
line
of
capacity
use
in
northern
vietnam.
An.