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From YouTube: September 23, 2019 CCSD Board Meeting
Description
September 23, 2019 CCSD Board Meeting
C
D
C
C
D
F
G
F
F
F
D
F
A
I
J
C
F
C
C
Chair
for
item
5
public
comments,
these
are
for
items
that
are
on
our
agenda.
We
don't
know
I.
Think
of
all
the
public
comments
for
folks
that
have
signed
up.
Those
are
non
agenda
items,
so
those
will
be
at
the
end
of
the
meeting.
But
please
let
me
say
because
I
know
a
lot
of
folks
are
here
about
some
things
with
that
were
recommended
to
us
at
the
Committee
of
the
Whole
meeting
last
week
on
our
agenda
tonight.
C
The
only
item
that
we
will
be
addressing
that
was
discussed
at
our
Committee
of
the
Whole
meeting
last
week
is
item
7a,
which
is
a
motion
to
direct
staff
to
bring
back
a
plan
to
revamp
early
childhood
education
by
February.
2020
is
the
recommended
action
so
tonight
we
will
not
take
any
action
on
any
of
the
zoning
or
rezoning
or
partial
magnets,
and
we
will
in
case
any
of
you
are
not
here.
C
L
A
L
Thank
You
mr.
chair
coming
across
you
now
are
the
attendance
data
for
this
year.
The
final
day
9
count
summary.
We
have
fifty
thousand
three
hundred
twenty
three
students
enrolled
in
the
school
district.
This
year
we
were
only
seven
students
off
the
projection,
so
that's
closer
than
we've
had
on
the
progression
projection
for
a
number
of
years.
L
L
Services
staff
today
and
counted
over
40
meetings
that
will
be
held
in
the
next
five
to
six
weeks
with
teachers,
parents,
community
members
staff
members
in
in
order
to
get
feedback
on
some
of
the
ideas
we
presented.
We
had
all
this
information.
The
administration
brought
some
recommendations.
We
don't
have
any
hold
on
the
best
ideas.
There
may
still
be
some
better
ideas
out
there
about
how
to
accomplish
the
board's
goals.
So
these
meetings
are
meetings
that
are
specifically
set
up
for
board
members.
They
are
tentative
dates
at
this
time.
L
Erica
will
be
checking
with
schools
tomorrow
to
make
sure
that
the
dates
are
available
and
at
a
location.
Just
so
everyone
in
the
audience
will
know.
The
proposed
dates.
Are
this
coming
Monday
for
districts,
1
&
2?
There
were
minimal
changes
in
districts,
1,
&
2,
but
a
lot
of
interest
in
partial
magnets,
Tuesday
October
1st
for
district
23.
There
was
a
recommendation
to
combine
two
Elementary
School's
after
new
construction
in
district
23
on
October
7th,
a
town
hall
meeting
scheduled
for
district
4
in
North
Charleston.
M
L
On
Thursday
October
24th
district
in
the
West
Ashley
area,
and
then
there
are
two
constituent
board
meetings
in
district
3
and
up
in
district
1,
where
Reggie
McNeal,
I'm,
Jeff,
Rowley
and
others
from
facilities,
but
primarily
Reggie
McNeal
will
gather
input
about
the
phase
5
building
program.
So
those
are
the
tentative
dates
that
are
the
board
meet
the
board.
Members
dates
for
your
big
town
halls,
in
addition
to
the
meetings
that
we
have
scheduled.
So
any
questions
about
that.
Yes,.
D
Exactly
what
are
you
presenting
for
them
to
vote
for
for
input?
Are
you
going
to
give
them
the?
Are
we
going
to
publish
for
the
communities
and
the
meetings?
What
was
given
to
us
at
the
CAO
meeting?
Are
you
taking
some
of
these
items
out?
What
exactly
are
you
get?
Can
feedback
from
on
these
meetings,
the.
L
Morning
after
the
committee
of
the
whole,
we
published
the
slides
that
you're
referencing.
Then
we
did
a
narrative,
that's
a
little
more
detailed
than
that.
It
explains
each
of
the
proposals
and
that
is
on
the
website.
I've
seen
that
place
on
the
website
today,
when
we
go
we'll
be
taking
some
specific
information
that
pertains
to
each
of
the
the
school's
computers
we're
going
to
be
meeting
at
the
school
level,
and
we
all
have
a
few
listening
sessions
where
we
will
have
that
general
information.
But
basically
we
would.
L
D
I
think
it
would
help
us
if
we
know
what
is
being
sent
out,
because
we
have
mission
critical
into
the
nine
people
on
this
board
mission.
Critical
means
the
meetings
that
were
concluded
in
June
and
then
we're
using
the
term
mission
critical
now
for
something
different.
So
I'm
gonna
be
very
clear
on
what
we're
sending
out
and
asking
for.
L
All
we
added
was
a
narrative
that
further
explains
those
slides
so
that,
if
you
didn't
get
to
hear
the
voiceover
for
the
slides,
there's
a
narrative,
there's
nothing
more.
And
our
communications
department
told
me
today
that
I
should
stop
using
mission
critical
with
in
conjunction
with
this,
because
that
confusing,
because
all.
F
L
L
L
We
had
that
scheduled
for
you
to
receive
from
the
folks
who
published
that
test
at
your
Committee
of
the
Whole
meeting,
but
we
had
so
many
other
things
on
that
meeting
agenda
that
we
postponed
it.
So
we're
proposing
to
provide
the
insights
report
and
the
individual
school
data,
the
a
little
bit
say
an
hour
or
an
hour
and
a
half
before
the
board
meeting
that
you'll
be
coming
in
for
on
October
28th.
H
L
L
Beat
the
states
South
Carolina,
ready
scores
should
be
out
in
early
October,
so
when
we
meet
in
October
we'll
be
able
to
go
over
those
okay
and
then
I
just
wanted
to
mention
quickly.
Cindy
Ambrose
is
here.
She
is
working
on
a
regional
accountability
system,
she's
connected
with
state
and
national
representatives,
policymakers
experts
and
is
trying
to
devise
with
Berkeley
and
the
to
Dorchester
districts
a
better
way
at
getting
at
the
growth
and
achievement
measures
that
schools
use.
L
So
at
this
point,
she's
been
advised
that
it
might
be
possible
for
our
region
or
a
few
districts
in
our
state
to
pilot
something
for
the
federal
government.
If
the
state
approves
that
Geoff
Meroe
got
the
same
feedback
when
he
made
a
visit
to
Washington
or
earlier
this
summer,
so
we're
very
hopeful
that
we
will
be
able
to
continue
to
participate
in
an
effort
that
will
develop
an
accountability
system.
That's
more
representative
of
student
readiness
to
make
the
transition
successfully
into
a
career
or
college
can.
A
L
A
I
A
B
G
D
O
So
that
3.1
million
includes
additional
staff
in
schools
exclusively
in
schools.
Last
summer
last
year,
when
we
developed
the
budget
and
the
school
board
adopted
the
budget
and
our
school
principals
and
level
leaders
were
constantly
identifying
positions
that
were
needed
in
schools
based
on
what
the
school
principals
were.
Seeing.
O
O
A
few
years
ago
we
made
downward
adjustments
and
musicians
and
we
haven't
adjusted
those
positions
yet
and
so,
instead
of
going
through
this
same
type
of
dynamic
year
after
year
as
we
as
we
work
through
the
budget
for
fiscal
year,
21,
the
foot
one,
the
first
things
on
that
on
that
set
of
processes
is
really
taking
a
look
at
the
allocations
that
we're
currently
doing
in
schools
and
making
sure
that
we
bring
a
full
allocation,
but
the
full
needs
of
schools.
So.
D
O
G
E
D
E
E
E
O
Correct
so
the
only
thing
that
we've
allocated
in
this
proposed,
the
revision
is
the
five
hundred
twenty
three
thousand
to
expand
the
mental
health
and
social
emotional,
and
so
we
have
additional
staff,
physicians
and
other
our
supports
for
our
students
that
need
those
services.
And
so
that's
not
thing.
That's
being
taken
out
of
this
budget,
plus
some
thirty,
eight
thousand
for
all
the
other
managers
that
manage
the
activities
so.
O
O
F
O
Yes,
miss
Coates
indicated
so
that
the
information
on
page
one
yeah
page
one
on
the
dock
of
the
document
that
shows
the
schools
that
you
mentioned.
Those
are
support
as
part
of
their
school-based
allocations.
That
would
go
through
each
each
year,
and
so
it's
completely
separate
from
the
five
million
dollar
absurd
that
was
set
up
in
this
industry.
A
D
I
H
E
D
H
I
F
D
K
A
D
So
we're
talking
about
the
2011
16
to
be
clear
because
to
make
sure
we're
all
understanding
there
was
a
list
of
about
40
projects.
We
expected
to
be
able
to
fund
about
21
or
22
of
those
are
all
40
of
those
projects.
Could
I
go
pull
that
referendum
and
every
one
of
those
projects
is
getting
done?
I'm.
H
F
P
P
C
N
D
F
K
D
D
C
Okay,
so
thanks
very
buddy,
you
stayed
for
public
comment
in
case
you
haven't
been
here
before
you
walk
up
to
the
podium
right
there
we'll
have
a
timing
device,
and
you
have
two
minutes
and
no
speaker
show,
may
use
public
comment
to
discuss
personnel
matters
or
matters.
Otherwise
private
or
confidential
speakers
are
to
discuss
issues,
not
individuals.
So
first
on
our
list
is
saying.
The
first
three
are
not
can
come
up:
Nina
Britt,
ocula,
Barry
and
Florence
Peters.
Q
I'm
Nana
fields
bred
a
district,
20
resident
and
abuse
parent
I'm
disheartened
by
ccsd's,
apparent
desire
to
make
sweeping
changes
at
district
20
schools
that
do
not
seem
to
be
tied
to
any
identified
goal
and
are
devoid
of
evidence
that
they
will
produce
any
discernible
benefits
for
students.
Last
week
we
heard
a
proposal
that
would
create
a
district
20
middle
school
to
house
the
beust
middle
school
alongside
others,
and
in
the
process
closed
and
merged
schools.
Q
Ultimately,
creating
larger
elementary
schools
include,
including
abuse
where
additional
slots
would
be
created
for
eligible
students,
a
term
that
was
not
defined.
This
proposal
presented
by
someone
in
charge
of
operations
in
infrastructure,
not
academics,
would
combine
three
disparate
academic
programs.
Ib
Montessori
and
traditional
in
middle-school
would
displace
many
students
from
their
existing
neighborhood
school
that
they
love
and
would
undermine
successful
programs
such
as
abuse,
where
a
thriving
culture
and
an
academic
environment
depend
on
school
size,
its
academic
standards
and
the
interaction
between
students
of
varying
grades.
Q
If
the
goal
of
these
bigger
schools
is
increasing
diversity,
that
is
commendable,
but
the
recent
changes
that
be
is
show
that
adding
slots
and
lowering
standards
isn't
going
to
do
that.
We
have
to
do
that
in
other
ways,
and
the
proposal
on
the
throat
on
the
table
threatens
to
do
just
the
opposite.
If
the
goal
is
economy
of
this
scale
other
than
some
ilusory
examples,
you
haven't
identified
the
economies
that
would
be
produced
and
how
they
would
inure
to
the
benefit
of
any
districts.
20
student.
If
the
goal
is
improving
performance,
dr.
Q
Postel
weight
has
acknowledged
that
combining
schools
in
a
building
won't
necessarily
fix
any
underlying
problems
that
may
exist
in
the
classroom.
So
what
exactly
are
you
trying
to
do
with
this
proposal?
Because
it
comes
as
at
a
significant
cost
to
a
number
of
district
20
schools?
Not
just
beust,
as
abuse
parent
I'm
concerned
that
whether
intended
or
not,
this
proposal
would
dismantle
beust
as
it
currently
exists
for
no
demonstrable
benefit
to
anyone
and
I
questioned
ccsd's
judgment
and
motivation
and
having
the
facilities.
Department
proposed
logistical
changes
that
would
dismantle
if.
C
P
Hello,
my
name
is
Aquila
berry
I
am
speaking
as
a
former
student
of
Mitchell
Elementary
I
have
children
that
have
graduated
from
then
I
also
have
a
child
that
is
currently
enrolled.
As
a
student
there
for
most
of
us,
Mitchell
is
more
than
just
a
school
as
a
family.
I
know
when
I
was
at
Mitchell,
there's
still
some
staff
members
here
like
miss
Johnson,
she
was
my
guidance
counselor.
My
son
is
three
years
old.
P
He
was
terrified
to
go
to
school,
but
because
of
his
teacher
Miss
Connor,
he
loves
going
to
school
now
by
displacing
and
disbanding
Mitchell.
You
are
doing
a
great
disservice
to
all
of
us.
If
you
move
us,
where
are
we
supposed
to
go
because
the
options
that
are
provided,
if
most
of
us
wanted
our
children
to
go
there,
we
would
have
enrolled
them
there
in
the
first
place,
but
we
chose
to
enroll
them
at
Mitchell.
As
you
can
see,
the
Buse
parents
also
don't
want
to
do
this.
So
why
do
it
well?
J
My
name
is
shawni
to
my
memory.
Thank
you
all
for
your
hard
work
for
Charlton
County
students.
However,
I
do
not
feel
that
the
proposal
suppose
Mitchell
Elementary,
is
in
the
best
interest
of
our
children
I'm
here
speaking
on
behalf
on
their
behalf,
I
have
two
that
are
currently
attending
and
one
that
graduated
I
speak
in
reference
to
their
eagerness
to
learn
and
how
each
teacher
has
made
a
relationship
with
not
only
my
children
but
many
of
the
children
under
10
to
make
sure
that
every
need
is
met.
J
J
I
wanted
to
go,
get
up
and
go
to
school
and
wanting
to
attend
to
them
wanting
to
attend
daily
with
grades
with
their
grades,
to
match,
from
straight
A's
to
a
BR
neuro
students
I
like
to
continue
on
with
this
relationship
and
continue
giving
them
something
to
look
forward
to
splitting.
My
children
would
rob
them
of
their
family
feeling
and
comfortableness
that
they
currently
have
with
each
teacher
that
attends
Mitchell
even
the
principal.
J
These
are
the
fun
to
make
fun
DeMint
fundamental
years
that
were
there
molding
their
minds
and
are
important
of
them
being
in
a
friendly
learning
environment,
family
environment,
which
further,
which
will
with
that,
will
further
their
ability
to
continue
to
grow
into
great
young
men
and
women.
Mitchell
is
not
just
the
building
as
a
family.
Thank
you.
R
Hi,
can
you
hear
me?
Okay,
I'm.
Sorry.
Can
you
hear
me
okay,
yeah
good
afternoon
my
name
is
Deborah
orsic
and
my
daughter
here
is
in
the
city
program
at
Mitchell
Elementary.
She
began
as
a
three
year
old
last
year
and
during
her
time
there
we
have
seen
her
behavior
and
knowledge
improved
tremendously.
The
teachers
have
cultivated
a
special
relationship
with
her
and
have
helped
provide
her
with
language
skills
and
exposure
to
American
culture
that
we
cannot
provide
as
immigrants.
R
My
husband
and
I'm
Mitchell
provides
many
opportunities
for
families
to
be
engaged
during
the
school
day.
The
location
is
convenient
and
accessible
so
that
many
families
are
able
to
participate.
We
are
done
well
done
for
Mitchell
and
if
our
daughter
were
to
be
moved,
we
would
no
longer
be
able
to
walk
her
to
school,
as
our
family
has
only
one
part.
We
are
not
the
only
family
that
would
face
this
hardship
and
we
are
that
you
were
considered
possibly
not
relocating
the
students
of
Michio.
Thank
you.
S
Good
afternoon,
dr.
post
await
and
members
of
the
board.
My
name
is
Mia
pace
and
I
have
served
as
the
Mitchell
Elementary
Teacher
of
the
Year,
as
well
as
the
2018
district
Teacher
of
the
Year.
Many
of
our
staff
and
community
members
are
here
this
afternoon
and
I'm
going
to
ask.
They
briefly
stand
up
so
that
you
can
see
who
they
are.
We
are
all
here
to
bring
to
your
attention
the
challenges
that
our
students
and
families
stand
to
face
if
our
school
is
split
between
two
separate
campuses.
S
Please
note
that
the
hard
decisions
you
face
are
not
lost
on
us.
We
only
ask
that
you
make
plans
for
the
hope
of
a
better
opportunity
for
our
older
students
and,
in
the
meantime,
please
don't
forget
the
community
of
Mitchell
and
the
success
that
they
must
experience
before
they
enter
in
to
this
new
middle
school
model.
If
their
k5
foundation
and
opportunities
are
inadequate,
your
best
intentions
will
not
have
proved
successful.
We
are
asking
that
you
seriously
consider
ways
to
keep
our
students,
our
families
and
our
community
partners.
Together.
S
We
are
asking
that
you,
let
us
continue
the
hard
work
that
we
have
done,
of
building
trusting
relationships
that
matter
and
continue
to
provide
the
stability
that
makes
the
difference
for
our
students
our
students
flourish
because
of
the
talented
staff
that
serves
them
each
and
every
day,
the
opportunities
from
our
community
partnerships
and
the
trust
that
we
have
built
with
our
families
over
time.
Thank
you
this
afternoon
for
your
time
and
attention.
T
Hello,
Charleston
County,
School,
District
Board
of
Directors.
First
of
all,
I
want
to
thank
you
all
for
all
that
you
do
for
Charleston,
County
Schools
I
am
the
program
coordinator
of
Charleston
hope,
a
local
nonprofit
that
works
to
empower
that
students,
teachers
and
leaders
of
title
one
schools
in
Charleston
I'm,
also
the
site
coordinator
of
our
office
at
Mitchell
Elementary,
and
have
been
there
for
three
years.
The
culture
and
climate
of
the
school
at
Mitchell
Elementary
are
ones
that
are
truly
enviable.
T
We
call
ourselves
the
super
shark
family
because
it's
what
we
truly
are
a
family.
The
proof
of
desirable
cultural
culture
lies
in
the
low
teacher
turnover
rates
of
the
school
and
the
generations
of
families
that
have
attended
this
school
for
over
a
hundred
years,
teachers
and
staff
at
Mitchell
choose
to
stay
at
Mitchell
because
of
the
way
we
support
one
another
and
work
together
as
a
team.
T
These
are
facts
that,
don't
you
don't
see
in
other
schools,
culture
and
climate
is
something
that
doesn't
exist
because
of
programs,
but
because
of
people
and
the
people,
students,
teachers
and
staff
at
Mitchell
are
what
matter.
The
community
partnerships
at
Mitchell
are
able
to
seamlessly
work
together
to
support
students
and
teachers
because
of
the
space
that
has
been
created
for
us,
there
is
space
to
collaborate
and
come
together,
but
ultimately
everyone
knows
they're
lame.
At
Mitchell,
many
smaller
community
partnerships
are
able
to
thrive
because
of
the
space
that
has
been
created
for
us.
T
Charleston
hope
would
not
be
where
we
are
today.
If
it
wasn't
for
Mitchell
elementary.
If
Mitchell
does
not
exist,
there
is
the
possibility
of
partnerships
choosing
not
to
support
other
schools,
because
Mitchell
is
a
school
that
is
willing
to
work
with
smaller
community
partnerships.
It's
closing
means
our
students
would
not
receive
the
quality.
Small
group
supports
that
they
currently
get
at
Mitchell.
Thank
you
for
taking
the
time
to
listen
to
us.
I
greatly
appreciate
you.
Thank
you.
M
Want
to
thank
you
for
allowing
me
to
share
my
love
for
Mitchell
tonight.
I
am
a
proud
parent
of
two
recent
graduates
and
a
very
dedicated
and
passionate
Mitchell
teacher.
When
I
started,
teaching
at
Mitchell
I
made
a
decision
for
my
family.
That
I
will
never
forget
in
the
words
of
The
Wizard,
the
Oz
and
Dorothy
says:
there's
no
place
like
home
and
that's
how
my
boy
isn't
I
feel
about
Mitchell,
even
with
one
gifted
son
and
one
with
a
lot
of
anxiety
in
a
504,
the
teachers
at
Mitchell
collectively
adapted
their
chameleons.
M
They
change
to
the
teaching
styles
that
need
that
my
boys
needed
and
they
treated
them
equally
teachers
that
Mitchell
go
hard
after
the
clock
and
they
don't
wait
for
visitors
to
come
in
the
building
to
show
off
their
very
best
because
they
do
it
every
day.
It
is
our
principals
expectation
and
she
treats
us
as
a
veteran
staff
with
so
much
respect
him.
You
just
give
it
back
to
her
110
percent,
but
my
oldest
tonight
is
not
here.
He
had
to
get
a
soccer
practice
and
he
wanted
me
to
read
this
to
you.
M
He
said
dear
board,
thank
you
for
letting
my
mom
speak
for
me.
I
was
very
successful
at
Mitchell
and
I'm
still
friends
with
many
of
my
classmates.
Sometimes
my
brother
has
to
live
in
my
shadow,
like
he
does,
unfortunately,
now
in
middle
school,
but
not
at
Mitchell
and
Mitchell
teachers
like
Miss
Holbrook,
who
volunteered
for
robotics
and
mr.
Terry's
fraternity,
who
took
on
the
holiday
market
and
mr.
Terry
himself,
who
taught
us
about
black
history
and
how
important
it
was,
and
then
we
got
to
compete
and
we
were
always
number
one.
M
My
brother's
favorite
day
was
in
third
grade
at
miss
wing
guards
class
when
he
made
on
Earl.
It
was
the
first
time
ever
and
our
whole
family
was
there
and
we
were
so
proud
of
him.
I
cannot
forget.
Miss
Johnson,
who
provides
clothing,
presents
furniture
to
my
friends
and
anything
else
they
need.
So
they
were
proud
to
invite
me
over.
Please
don't
take
these
opportunities
away
from
the
children
Thank
You
chase.
My
son
said
it
perfectly.
M
U
My
name
is
luis
tic
and
I'm
a
member
of
the
School
Improvement
Committee
at
st.
Andrews
school
of
math
and
science.
We
as
a
committee
support
changes,
need
to
be
made
so
that
all
Charleston
counties
could
students
can
be
successful.
We
don't
feel
that
these
are
the
correct
changes
that
need
to
be
made.
We
used
to
be
a
failing
school
before
we
are
a
magnet
before
we
were
magnet
school
and
now
we're
successful
school
with
approximately
46
percent
free
and
reduced
lunch.
U
Those
are
things
you
don't
see.
Also
your
proposal,
you
don't
see
other
schools
that
are
listed
for
change.
There
are
art
schools
throughout
the
area
that
don't
have
the
diversity
and
don't
reflect
the
rest
of
Charleston
County.
If
we,
if
you
take
away
our
extra
teachers,
then
we
and
we
become
a
regular
school.
We
lose
some
of
our
success
and
it
basically
does
the
opposite
of
what
I
think
we're
trying
to
do.
We
want
everyone
to
be
successful
and
by
allowing
our
school
not
to
be
successful
is
not
going
to
help.
U
B
B
B
B
Oh
yes
and
I
just
wanted
to
know
that
there
was
a
there's,
a
safety
issue.
There,
cars,
that's
a
big
busy
parking
lot.
Children
were
going
around
the
bus,
there
was,
they
were
looking
for
their
parents
and
it
just
alarms
me.
It
scared
me
and
I've
been
there
once
a
week,
I'm
a
grandmother
and
a
nurse.
Thank.
C
V
If
we
take
a
step
back,
I
think
we
could
all
agree
that
we
are
all
here
to
determine
the
best
way
to
help
students
succeed.
There
are
different
paths
and
different
ideas,
but
the
end
goal
is
really
the
same,
and
I
respectfully
suggest.
Teacher
and
parent
surveys
on
what's
working
and
what's
not,
and
suggestions
for
improvement
would
provide
you
with
vital
information
that
you
need
to
help
all
of
our
kids
I'm,
a
parent
abuse
and
we're
family.
V
My
sixth
grader
Zachary
has
been
there
since
the
new
building
open
six
years
ago,
which
was
specifically
designed
for
K
through
eight
his
teachers,
his
classmates
and
other
parents
have
become
a
part
of
our
family,
a
part
of
his
family,
so
we
were
thrilled
when
our
six-year-old
Ryan
was
admitted
to
kindergarten.
Last
year,
five
years
after
he
took
his
first
steps
in
his
Kilgore's
classroom
at
a
parent-teacher
meeting
and
now
he's
a
student
in
her
first-grade
class,
the
older
kids
helped
the
little
ones
and
the
little
ones
look
up
to
the
other.
V
Upperclassmen
Zachary
has
never
forgotten
when
he
was
in
first
grade
and
the
middle
schoolers
came
down
to
help
them
learn.
Lots
for
their
wax
museum,
he
was
so
excited
when
he
found
out
a
little
when
his
brendon
mentor
JV
was
valedictorian
and
it's
really
motivated
him
in
fourth
grade
when
he
found
out
a
little
boy
named
Hamilton
was
his
kindergarten
buddy.
He
came
home
and
said
he
was
so
lucky
because
he
had
the
most
adorable
kid
in
the
class.
They
pick
up
their
buddies
and
take
them
to
house
meetings.
They
have
socials
with
their
buddies.
V
They
interact
because
we're
a
family,
not
just
a
bunch
of
different
grades
in
a
building
and
Ryan,
gets
excited
every
time
he
sees
his
buddy.
The
smaller
size
of
our
school
have
helped
us
form
a
family
bond.
Our
kids
are
all
together
under
one
roof,
sharing
their
lives
and
succeeding
together.
If
the
price
of
separation
is
a
geometry
teacher
or
some
other
perks
that
aren't
provided
because
we're
not
a
larger
school,
then
it's
not
worth
the
price
of
separation.
V
C
W
Ready
yeah
good
evening,
dr.
post
awaiting
board
members,
my
name
is
downing.
Child
I
know
most
of
you
as
chair
of
the
d20
school
board,
on
which
I've
served
for
seven
years.
I
speak
today,
not
on
behalf
of
the
board,
but
as
the
mother
of
twins
who
attend
two
separate
high
schools,
both
good
schools,
but
not
the
school
that
we
are
zoned
for,
because
we
like
most
downtown
families,
did
not
feel
that
our
zoned
school
was
an
option.
I
come
today
to
ask
you
to
provide
a
high
school
that
serves
our
collective
community.
W
That
school
is
not
Brook,
High,
School,
historically
Burke
high
school
is
one
of
the
most
significant
african-american
high
schools
in
the
country,
as
stated
in
the
plaque
outside
of
Burke
high
school
erected
by
the
Alumni
Association.
Several
years
ago,
Burke
has
held
a
mission
to
educate
African
American
students
for
over
100
years.
It
leaves
an
incredible
legacy
of
accomplished
alumni.
W
It
is
unacceptable
that
in
this
competitive
world,
students
who
live
in
downtown
Charleston
are
not
guaranteed
a
seat
in
a
high
school
that
will
suitably
prepare
them
for
the
college's
they
want
to
attend.
After
many
years
of
thinking
about
our
downtown
schools.
I
do
not
believe
that
changing
Burke
is
the
answer.
Perhaps
Burke
high
school
should
be
designated
as
a
countywide
magnet
and
all
downtown
students
zone
to
another
school
that
can
effectively
serve
everyone.
W
After
all,
the
county's
long
wait
lists
give
us
a
good
idea
of
additional
programs
that
parents
want
asking
that
all
downtown
students
be
zoned
for
a
high
school
can
suitably
prepare
them
for
college
shouldn't
have
to
be
a
request.
It
is
a
fundamental
responsibility
of
the
school
board
to
provide
this
access
to
all
students.
Thank
you.
X
Afternoon
my
name
is
Cynthia
Gordon
and
I'm
also
is
a
product
of
material
of
Mentor.
Ii
I
have
two
daughters
who
graduated
from
Mitchell
under
mr.
Johnson
as
the
Guardians
counselor
and
right
now,
I
have
a
five-year-old
granddaughter.
Mitchell
school
has
been
there
for
years.
I
grew
up
on
Perry
Street
right
across
the
street
and
I
would
not
want
to
see
any
changes
to
Mitchell
school
middle
school
is
a
family.
All
the
teachers
test
goals
has
been
going
up.
Teachers
has
been
working
individually
with
the
students
and
everything.
X
So
my
idea
is
to
just
to
leave
Mitchell
school.
The
way
it
is
Mitchell
school
have
never
never
had
a
gym.
So
I
understand
that
you
guys
wants
to
build
a
gym
where
the
kindergarten
play
it.
So,
if
you
want
to
build
a
gym,
build
a
gym
but
leave
the
school
the
way
it
is
and
leave
our
children
there,
because
we
have
parents
that
live
here
and
they're
five
minutes
away,
and
you
want
to
bust
these
kids
from
the
neighborhood
school
to
other
places,
and
it's
not
fair.
My
granddaughter
is
five.
X
She
loves
getting
up
in
the
morning
going
to
school.
She
gets
up
at
6
o'clock
6:30
in
the
morning,
get
dressed
for
school
on
her
way
to
school
right
across
the
street,
so
my
idea
is
just
to
leave
Mitchell
school
to
where
this
Mitchell
have
great
teachers,
the
principal
work
with
these
kids
and
interact
with
them.
So
this
is
my
motion
for
Mitchell
Elementary.
Thank
you.
Thank.
R
Y
Evening,
good
evening
my
name
is
Amy
ray
I
am
a
parent
of
two
kids
at
st.
Andrews
Math
&
Science,
one
graduate
of
st.
Andrews
math
and
science
and
I'm
here
tonight,
asking
you
to
rethink
the
the
plan
to
eliminate
magnet
schools
and
partial
magnet.
I
have
two
two
thoughts
is.
If
it's
going
to
happen,
you
have
to
consider
grandfathering
in
these
siblings
you
just
have
to,
and
another
thing
is
one
of
the
reasons
that
magnet
programs
work
is
the
teacher
allocation.
We
have
two
extra
teachers.
It
makes
a
huge
difference.
Y
You
have
to
keep
that.
It
feels
like
kind
of
a
cheap
fix
to
eliminate
magnet
programs
and
partial
magnet
programs.
I
understand
that
there
clearly
needs
to
be
things
fixed.
That's
what
people
are
saying
here.
This
is
the
quick,
cheap,
easy
way
out.
I
think
there's
a
larger
discussion
to
be
had
I
was
pleased
tonight
to
hear
that
there's
going
to
be
town
hall
meetings,
so
we
can
talk
about
it
further.
This
seems
really
fast.
I.
Think
that
you
know
a
larger
conversation
might
be
to
eliminate
school
choice.
Y
N
My
name
is
Kristen
Smith
and
I'm.
The
parent
of
a
second
grader
at
st.
Andrews,
math
and
science
I
have
serious
concerns
about
limiting
the
choice
opportunities
in
Charleston
County.
Eliminating
the
partial
magnet
status
of
nine
schools
means
less
choice
for
families
and
no
opportunities
to
seek
STEM
focused
learning
outside
of
the
private
sector
unless
you
happen
to
be
zoned
accordingly,
according
to
the
Post
and
Courier,
the
number
of
choice
applicants
tripled
from
2015
to
2018.
Over
six
thousand,
students
submitted
more
than
12
thousand
applications
for
less
than
2,500
available
seats,
as
our
population
grows.
N
I
can't
help
but
wonder
what
kind
of
inequity
will
be
created
when
there
are
less
seats
available
with
more
students
applying
than
ever.
The
argument
for
proposing
this
change
to
partial
magnet
schools
in
the
area
seems
to
stem
from
a
study
suggesting
that
the
choice
schools
create
inequity
at
the
neighborhood
school
level.
Again,
this
is
problematic
logic,
since
the
numbers
seem
to
tell
a
different
story
based
on
the
figures
stated
previously.
60%
of
students
applying
for
choice
programs
are
not
granted
a
seat.
N
Those
students
have
to
go
somewhere
by
the
board's
logic,
presumably
to
their
neighborhood
schools.
If
a
majority
of
students
attending
their
neighborhood
schools
is
somehow
going
to
fix
inequity,
we
should
already
be
there
and
neighborhood.
Schools
should
already
be
improving,
eliminating
the
need
to
disrupt
current
students
with
this
change.
I've
also,
yet
to
see
any
plan
that
addresses
how
creating
less
public
school
choice
opportunities
will
help
struggling
neighborhood
schools.
N
In
fact,
some
suggest
that,
when
faced
with
no
options,
families
with
financial
means
that
are
zoned
for
failing
schools
will
opt
for
private
education
opportunities
or
look
to
move
to
other
districts.
This
further
weakens
the
public
school
system,
choice
or
no
choice.
Mr.
B
has
been
quoted
by
the
Post
and
Courier
as
saying.
Sometimes
we
see
an
exodus
from
certain
schools
with
people
going
to
partial
magnets
because
they
perceived
that
they
were
better
and
really
they
might
not
have
been.
N
C
Z
My
name
is
Deanna
Miller
and
I'm
in
the
school
improvement
Council
at
st.
Andrews
school
of
math
and
science.
I
currently
have
two
children
enrolled
in
the
Advanced
Studies
magnet
program
at
hot
gap
and
one
fourth
grader
at
st.
Andrews
school
of
math
and
science.
My
older
children
also
attended
st.
Andrews
and
we
are
a
product
of
a
partial
magnet
education.
So
I
want
to
first
publicly
thank
the
school
communities
for
wealth,
welcoming
us
as
a
partial
magnet
family
through
both
schools.
My
children
have
experienced
what
a
snapshot
of
the
real
world
looks
like.
Z
There
is
a
variety
of
backgrounds,
ethnicities,
personalities
and
socio-economic
statuses
at
both
schools,
through
both
schools,
they've
received
above
standard
curriculum
that
I
wish
I
would
have
received
when
I
was
growing
up.
Second
I
want
to
address
the
proposed
changes
to
partial
magnets
for
the
2021
school
year,
I
think
back
in
2010,
when
my
five
year
old
was
getting
ready
to
enter
kindergarten.
I
was
shocked
that
I
had
to
apply
to
schools
and
at
the
school
down
the
road
wasn't
good
enough.
We
tend
to
trust
in
others
when
making
decisions
for
our
first
board.
Z
So
we
applied
to
st.
Andrews,
and
that
was
our
launch
pad
for
our
educational
journey.
Then,
as
that
same
child
was
entering
middle
school,
we
applied
again,
as
we
were
nervous
that
our
district
decided
to
combine
two
middle
schools
together
on
James
Island
and
for
a
first
year
middle
school
I
thought
that
would
be
a
little
chaotic,
so
hot
gap
became
our
bridge.
I
have
seen
the
benefit
of
diversity,
I've
seen
the
benefit
of
the
science
and
math
focused
at
st.
Andrews
and
I'm
happy.
Z
My
daughters
and
son
could
gain
the
extra
knowledge
with
the
STEM
education.
So
let's
fix
the
schools
first
and
change
the
perception
of
the
public
by
using
schools
like
st.
Andrews
and
Hawke
gap
as
an
example,
and
not
being
penalized
for
fixing
a
problem
that
started
years
ago.
In
the
long
run
we
can
return
to
the
school
down
the
street,
but
a
harsh
fast
decision
will
not
sustain
itself
in
the
long
run.
It
takes
us
four
years
to
build
school
here,
but
it
could
take
one
vote
to
break
them
all
down.
Z
AA
Our
assist
scholarship
was
designed
to
help
a
new
teacher.
We
know
how
important
it
is
to
retain
our
teachers,
and
we
felt
that
this
was
a
important
gift
to
give
to
someone,
and
so
we
we
do
that
in
and
we
know
that
we
value
the
stem
programs
because
of
what
they
do
for
children,
especially
for
women
and
girls.
So
thank
you.
Thank.
C
C
AB
Here
to
speak
about
9
homeschool,
my
family,
at
Mitchell,
elementary
school
Mitchell
Elementary
is
really
a
family,
it's
not
a
school
that
there
are
students
and
their
teachers.
There
are
family
because
they
take
the
kids
on
as
they
are.
They
only
I
have
two
kids
that
was
special
need
that
went
to
Mitchell
Elementary.
But
if
you
look
at
them
today,
there's
no
special
need
in
them.
The
elementary
family
admit
you
taught
them
what
they
needed
to
know.
AB
My
son
is
a
mass
Stewart
8
at
Simmons
Pinkney
school,
but
the
doctor
said
he
wouldn't
be
able
to
do
this.
My
daughter
goes
to
North
Tustin
high
school,
the
things
they
say
they
couldn't
do,
Mitchell
help
them
to
do
it.
Mitchell
is
a
place
that
take
care
of
children,
no
matter
where
they
come
from
of
what
they
have.
The
staff
at
Mitchell
elementary
school
takes
us
as
a
family,
and
we
consider
ourselves
a
family.
AB
My
children
are
not
there
no
more,
but
they
will
always
be
in
my
heart
because
when
they
started
there,
they
didn't
know
nothing,
but
when
they
leave
there,
they
know
everything
thanks
to
Mitchell
family
Miss,
Smith,
miss
Johnson
mr.
Terry
and
all
the
Mitchell
Family
they
takes
on
children.
They
don't
take
on
students,
they
take
on
children
like
family,
and
this
is
what
we
need
today.
More.
AB
AC
If
your
goal
is
to
improve
diversity
at
magnet
schools,
including
the
East
Academy,
we
support
you
100%
in
that
goal,
and
we've
talked
to
you
and
brought
forth
some
thoughts
about
important
ways
that
we
think
we
can
increase
diversity,
but
the
last
meeting
we
heard
something
new.
We
heard
it's
about
cost
savings.
AD
AD
This
beautiful
new
school
was
built
to
support
a
math
and
science
partial
magnet
program,
and
taking
these
resources
away
from
us
would
be
a
disservice
to
earth
current
students
and
future
students
are
two
extra
specialized
teacher
positions
that
we
have
are
a
huge
impact
on
the
success
of
our
students.
I
have
personally
seen
my
son
flourish
in
the
math
program.
With
the
help
of
Julie
style.
We
have
a
math
Bowl
and
when
I
tell
my
friends
that
they
are
amazed,
you
know
they
have
my
friends
at
Mount.
Pleasant.
AD
Schools
are
amazed
that
we
have
these
additional
programs.
It's
really
unique
and
it
is
special
I
agree
that
you
guys
have
great
challenges
on
your
plate
with
underperforming
schools,
but
I
do
not
agree
that
taking
away
additional
resources
from
us
from
a
school
that's
performing
well
to
solve
those
problems.
Is
your
solution.
Thank
you
for
your
consideration.
C
A
You
so
much
for
those
that
came
out
with
the
public
comments
tonight
at
this
time
now.
I
just
want
to
the
consent.
Agenda
items
have
already
been
approve
at
the
beginning
of
the
meeting,
just
like
to
remind
everyone
of
the
upcoming
meetings
are
scheduled
on
October
14th
will
be
the
Committee
of
the
Whole
meeting
and
October
28th
will
be
the
regular
scheduled
board
meeting.
Also,
the
superintendent
has
passed
out
a
list
of
tentative
town
hall
meeting
dates
that
has
been
set
forward
as
we
move
forward.