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From YouTube: February 10, 2020 CCSD Committee of the Whole
Description
February 10, 2020 CCSD Committee of the Whole
A
Item
b4
state,
that's
the
student
dress,
dress,
uniform
second
reading.
I
know
this
is
Reverend.
Collins
policy
he's
been
working
on
for
some
time,
but
but,
however,
I
do
know
of
the
importance
of
dressing
the
dress
code,
you
know
purses,
you
know,
students
in
staff,
likewise,
which,
which
is
important,
that
we
have
a
clean,
effective
policy,
but,
however,
I
still
feel
that
that
policy
needs
some
additional
work,
some
additional
cleaning
up
and
before
we
even
enter
into
a
second
reading
room
Casa.
B
C
B
A
B
D
E
My
name
is
cat,
Martin
and
I'm
here
in
regards
to
the
proposed
updates
to
the
student
dress
code
and
uniform
policy
I'm,
a
parent
of
an
of
a
CCSD
child.
My
son
is
in
first
grade
and
we
have
had
no
challenges
with
dress
code
ourselves.
However,
it
came
to
my
attention
that
this
is
not
the
case
for
many
families.
In
our
district
and
I'm
very
concerned.
E
The
proposed
changes
from
the
reading
today
when
our
rescheduled
will
add
additional
restrictions
and
will
further
discriminate
against
students,
specifically
girls,
students
of
color,
low-income
families
and
children,
with
sensory
challenges
and
developmental
delays
in
the
district.
If,
if
the
district-wide
dress
code
does
not
protect
the
learning
and
safety
of
all
students
than
it
is
not
fulfilling
its
purpose,
the
policy
is
lacking:
equity
and
consideration
for
students
with
different
body
shapes
and
sizes,
options
for
families,
with
limited
financial
means
and
protections
for
students
of
all
genders
and
races
from
punitive
and
shaming
enforcement.
E
The
proposed
policy
changes
also
imply
that
our
children's
bodies
are
a
distraction
and
not
students
in
their
own
right
data,
and
the
stories
I
collected
show
that
this
type
of
policy
is
most
often
enforced
against
girls,
restricting
their
learning
time,
creating
anxiety
and
inflicting
shame.
This
is
discrimination
and
is
the
basis
of
rape,
culture.
No
student,
male
or
female
is
responsible
for
the
actions
or
achievements
of
another.
These
policies
and
their
enforcement
are
discriminatory
and
dangerous.
E
F
My
name
is
Kathy
Moore
and
I
have
a
13
year
old
boy
or
13
year,
old
girl
and
a
16
year
old
boy
in
the
Charleston
County
school
Schools.
Like
hat
my,
my
son
has
no
trouble
at
all
my
13
year
old
daughter
and
I
struggle
on
a
regular
basis
to
meet
the
dress
code
policy
when
I
left
for
work
this
morning,
I
didn't
give
a
second
thought
to
my
clothes,
but
when
I
saw
the
agenda
for
today's
committee,
meeting,
I
knew
I
needed
to
come
and
participate
in
the
public
comments.
F
I
thought
about
what
I
was
wearing
a
wide
neck
sweater
that
my
bra
strap
peeks
out
of
distressed
jeans.
I
am
a
forensic
scientist.
I
have
a
good
job.
This
is
typical
of
what
I
wear
to
work.
My
daughter
has
no
such
luxury.
She
can't
choose
her
workplace
she's
a
13
year
old
in
the
Charleston
County
Schools.
She
has
been
dress
coded.
Her
female
friends
have
been
dress
coded.
The
boys
in
her
class
have
not
well
other
schools
in
the
country.
Move
forward.
Ccsd
seeks
to
move
backwards
with
a
more
restrictive
dress
code.
F
Our
current
code
is
sexist
and
the
proposal
to
change
it
makes
it
only
more
so
more
restrictive.
Girls
are
dressed
coded
more
often
than
boys,
and
children
of
color
are
dressed
coded.
More
often
than
white
students,
girls
and
students
of
color
lose
significantly
more
class
time
due
to
dress
code
violations.
The
message-
girls,
education-
is
less
important
than
their
appearance.
Girls
bodies
are
a
distraction
and
shameful
girls
bodies
should
be
covered
so
that
boys
can
learn.
Boys
cannot
be
responsible
for
their
own
behavior.
F
If
it
is
girls,
responsibility
to
keep
from
tempting
boys,
there
are
girls,
then
become
guilty
of
Co
conspiring
in
their
own
sexual
assault
and
sexual
assault
never
becomes
forbidden.
The
lack
of
faith
and
male
capacity
to
be
responsible
means
that
we
fail
to
teach
and
expect
responsibility
from
boys
in
closing
I'd
like
to
just
say
from
title
9
that
it
says
no
person
in
the
u.s.
F
B
D
H
B
J
K
In
your
packet
there
was
some
information
about
their
scores,
I
think
Steven.
You
may
have
the
PowerPoint
to
put
on
the
screen,
so
everyone
could
see
and
it
started
with
slides,
showing
that
their
achievement
is
higher
than
schools
that
have
80%
plus
poverty.
It's
somewhat
higher
in
English
language
arts,
it's
the
other
ones
Steven.
Thank
you.
K
50
percent
of
children
at
Meeting
Street
are
on
grade
level
and
none
of
the
other,
yet
next
slide
Steven.
If
you
would
go
one
more
that
shows
in
mathematics,
we're
meeting
Street
students
are
scoring
compared
to
others
other
students
and
that's
on
SC
ready.
We
do
the
same
kinds
of
trend
results
if
you'll
back
up
now.
One
slide
that
shows
the
reading
that
they're
slightly
above
you
back
back
up
one
more
slide
that
shows
readiness
when
students
come
in.
J
J
C
B
C
B
C
K
K
Alright,
alright,
those
show
all
of
the
elementary
schools
in
the
district.
If
you
lump
together,
reading
and
math,
the
red
shows
the
percent
of
poverty
in
the
school
and
the
blue
on
the
top.
The
red
on
the
bottom
shows
the
percentage
of
poverty.
The
blue
on
the
top
shows
achievement.
If
you
advance
one
more
slide,
please
the
the
yellow
arrows
point
to
meeting
streets,
so
you
can
see
across
the
the
district
meeting
street,
takes
more
children
in
poverty
and
brings
them
to
higher
levels
of
achievement.
C
D
C
C
The
woman
is,
in
other
words
we
wouldn't
be
considered
a
true
middle
school,
so
I'm
asking
you
know
so
I
know
the
obstacle
facilities.
If
you
have
a
middle
school,
you
have
a
certain
requirements
to
the
building
and
and
I
think
I
think
very
used
to
be
in
middle
school
memories
for
having
about
the
damaged
gymnasium,
I
believe
so
well.
So
I
was
trying
to
see
what
were
we
looking
at
a
separate
middle
school
or
just
simply
K
through
8
program?
No.
C
K
C
I
D
K
It
will
not
cost
us
more
than
it
would
if
students,
so
we
pay
a
certain
amount
for
our
middle
schools
for
all
of
our
children
every
school,
and
we
have
a
memorandum
of
understanding
with
meeting
Street.
The
Memorandum
of
understandin
standing
at
Meeting
Street
Brentwood
says
that
we
pay
them
the
average
of
what
we
spend
on
students
in
similarly
situated
schools,
from
which
the
meeting
Street
attendants
own
Brentwood
was
carved
and.
I
C
But
can
you
clarify
at
that
point
look
there's
my
understanding
that
all
the
teacher
salaries
coming
alive,
but
not
theirs,
but
maybe
that's
good
clarify
that
to
make
sure
that
we're
that
they're,
not
there,
they
actually
pay
the
teachers.
I
never
heard
that
Kyle's
been
told
that
we
pay
for
all
the
teachers.
I
mean
it's
with
everyone.
We
pay
for
every
teacher,
every
employee
we
pay
Horst.
We.
K
D
K
Right
those
are
state
scores,
but
50
percent,
more
than
50
50
percent
of
their
children
are
scoring
at
or
above
grade
level
in
on
the
mathematics
portion
of
the
test.
They
aren't
scoring
so
high
on
the
ela
they're,
still
higher
than
our
comparable
schools,
but
they're
not
as
outstandingly
high
as
in
mathematics.
Those
are
the
state
scores,
yeah.
J
K
B
B
K
There
were
several
parents
who
want
to
come
and
speak
in
support
of
this
proposal
and
we
explain
to
them
that
if
they
want
to
come
and
speak
in
support,
but
they
would
have
to
miss
work
today
we
explained
them.
They
would
the
opportunity
to
come
at
the
regular
February
board
meeting,
but
there
are,
as
we
understand
it,
many
parents
asking
about
whether
or
not
their
fifth
graders
or
their
sixth
graders.
You
can
continue
at
Meeting
Street,
so
so.
H
H
I
D
K
D
L
N
Roberts
assessment
evaluation,
Michelle
Simmons,
elementary
learning,
okay,
so
good
afternoon,
mr.
chairman
Reverend
Mac
miss
vice
chair,
Darby,
Board
of
Trustees
members
and
superintendent
post
awake.
We
appreciate
you
providing
time
for
us
today
to
share
our
program
impact
report
on
student
achievement
as
it
relates
to
digital
content
being
offered
in
our
district.
N
We've
provided
a
copy
of
the
program
impact
report
in
your
board
Docs,
but
we
also
wanted
to
take
some
time
now
to
just
sort
of
go
through
those
individual
programs
outlined
and
discuss
the
overall
outcomes
we
were
able
to
establish,
based
on
our
available
data.
You'll
find
one
of
three
descriptors
on
the
slides,
a
green
dot,
a
yellow
dot
or
red
dot.
The
green
dot
represents
what
would
be
considered
positive
trends
of
effectiveness.
The
yellow
dot
indicates
that
there
is
some
evidence
of
a
positive
trend
of
effectiveness,
but
the
data
may
not
be
as
robust.
N
All
right
so
we'll
start
out
with
a
chi
3000.
We
use
data
over
two
years
from
the
program,
as
well
as
from
our
map
reading
assessment
in
order
to
determine
if
a
correlation
of
usage
and
achievement
translated
into
learning
gains
on
the
math
assessment.
What
we
found
in
this
study
was
that
achieved.
3000
has
been
widely
implemented
across
time
and
shows
Lexile
gains
over
time.
We
also
found
that
average
activities
completed
in
the
Chi
3000
may
not
be
a
good
indicator
or
a
predictor
of
student
learning
gains
on
the
map.
N
Reading
assessment,
but
average
Lexile
increases
observed
in
the
achieve
program,
do
somewhat
translate
into
mount
learning
gains
though
lek
saw
increases
in
achieve
3000
and
map
reading,
do
somewhat
correlate
or
align,
because
there's
not
a
moderate
to
strong
correlation
and
because
there's
a
lack
of
correlation
between
increased
activities
completed
in
the
program
as
well
as
those
map
learning
gains.
The
program
receives
an
effective
rating
of
yellow
recommended.
O
So
one
question
that:
can
we
go
back
to
one
slide
to
the
readings
light?
That's
okay,
so
one
question
I
think
we
have
as
we
look
at
our
reading
program
is
acheived.
3000
was
intended
to
be
a
supplement
to
enhance
or
as
an
intervention
to
give
kids
a
couple
of
different
options,
one
for
content
to
have
it
at
multiple
levels,
so
they
could
still
learn
science
or
social
studies,
content
depending
on
the
reading
levels
and
then,
most
importantly,
for
increasing
the
Lexile
level
of
students.
O
Reading
so
Lexile
level
is
a
measure
of
the
complexity
of
text.
The
more
dense
a
book
is
the
more
high
level
vocabulary,
the
more
than
that
has
higher
level
of
literacy.
Literature
features
to
it
like
alliteration
or
some
symbolism,
the
more
complexities.
So
the
one
of
the
challenges
is
that
right
now,
I
think
we
might
be
over
utilizing
it
as
the
primary
instructional
material
to
actually
increase,
reading,
fluency
and
comprehension,
rather
than
making
sure
that
kids
are
getting
exposed
to
grade
level
text
and
really
getting
stretched
to
actually
accommodate
that.
O
So
I
think
one
of
the
opportunities
of
this
study
is
to
make
sure
that
we're
going
back
to
schools
and
ensuring
that
they're
using
this
as
a
support
and
a
strategic
support
around
a
clear
function
that
the
school
needs
and
students
need
versus
using
it
quite
as
widespread
as
it's
been
used.
Without
that
clarity
of
the.
Why.
N
All
right
for
Alex,
we
use
data
over
two
years
from
the
program,
as
well
as
from
our
map,
math
assessment,
in
order
to
determine
if
a
correlation
of
usage
and
achievement
in
the
program
translated
into
growth
on
that
math.
Overall,
the
program
is
being
used
in
more
schools
over
the
past
two
years
with
consistent
mastery
of
standards.
This
may
provide
some
evidence
that
the
program
is
being
used
more
effectively
over
time
or
in
different
ways,
potentially,
even
with
specifically
specific
learners.
N
This
dis
data
actually
led
to
an
effectiveness
rating
of
green,
because,
if
quality
student
engagement
in
the
programs
observed
as
measured
by
the
progress
in
standards,
mastery
and
Aleks,
then
the
growth
on
the
math
is
likely
to
be
observed
as
well.
So
it's
a
match.
Our
next
steps
for
this
program
is
to
consist
of
continued
professional
development
to
support
data-driven
decision-making
for
student
instruction
to
support
the
Aleks
program.
Data
usage
for
flexible
student
grouping,
as
well
as
for
lesson
planning,
and
will
also
continue
to
monitor
implementation
in
the
program
to
determine
its
continued
effectiveness.
N
The
analysis
conducted
using
dream
back
dreambox
usage
and
achievement
data
and
map
achievement
data
suggests
that
time
using
the
dreambox
program
and
lessons
completing
and
the
completed
in
the
program
are
not
necessarily
good.
Predictors
of
student
learning
gains
of
the
map.
Math
assessment.
However,
again
demonstration
of
mastery
in
the
dreambox
system
may
be
a
better
predictor
of
mat
learning
gains.
In
other
words,
if
growth
and
standards
mastered
in
dreambox
is
observed,
we'll
likely
see
the
same
thing
in
our
map.
N
Math
data
overall
dream
boxes,
widely
implemented
with
fidelity
and
program
uses
and
student
learning
in
the
program
is
relatively
consistent.
The
program
does
show
promising
results,
but
because
there
were
some
dips
noted
from
2017
to
18
to
18
to
19
in
usage
as
well
as
percent
growth
per
student,
the
effectiveness
level
was
placed
at
yellow
as
we'll
want
to
review
this
the
same
kind
of
information
at
the
end
of
the
year.
N
It's
also
important
to
note
the
decline
in
usage
that
we
noted
in
two
18:19
could
be
attributed
to
additional
grade-level
access
of
Alex
in
grades
three
through
five.
So
it's
a
competition
of
the
digital
content.
Dreambox
aligns
really
well
with
the
emphasis
on
conceptual
understanding
over
procedural
learning.
This
emphasis
on
conceptual
understanding
aligns
with
the
math
curriculum
seen
in
bridges,
as
well
as
in
our
gap
strategies.
N
N
Although
I
ready
has
been
in
the
district
for
a
couple
of
years,
it
has
only
been
implemented
widely
in
the
district
for
this
current
school
year.
For
this
reason,
it
was
impossible
to
examine
learning
gains
on
standardized
assessments
for
schools
using
the
program,
so
we
did
not
provide
an
effective
effectiveness
rating
for
I
ready,
but
only
provided
the
use
of
stages
in
terms
of
2019
program
usage
already
is
currently
being
used
to
support.
Reading
instruction
in
20
schools
with
5,000
567
students
approximately
and
math
instruction
in
five
schools
with
approximately
665
students.
N
It's
important
to
note
that
16
of
the
18
elementary
schools
that
selected
I
ready
for
the
1920
school
year
chose
to
implement
it
in
3rd
through
5th
grade
and
reading
as
an
alternative
to
Lexia.
Most
middle
schools
have
actually
opted
to
transition
to
other
adaptive,
digital
content,
titles
for
reading
and
math
such
as
a
chi,
3,000
and
Alex
over
the
past
two
years.
N
A
common
reason
provided
for
this
shift
is
that,
although
content
is
appropriate
for
grade
levels,
some
of
the
graphics
and
characters
that
are
found
in
I
ready
may
present
is
a
little
too
young
for
middle
school.
Students
to
middle
schools
actually
still
continue
to
use
already,
but
only
for
reading
or
ela.
Our
next
steps
would
include
continued
monitoring
of
usage
and
impact
on
student
achievement
and
performance.
So
we'll
revisit
this
one.
N
The
analysis
of
Lexia
usage
and
achievement
data
and
map
reading
days
suggests
that
Lexia
usage
and
mastery
of
grade-level
content
in
Lexia
are
not
good.
Predictors
of
student
learning
gains
of
the
map.
Reading
assessment.
Additionally,
Lexia,
is
not
being
widely
implemented
or
implement
with
fidelity
within
the
district.
For
all
these
reasons,
let
CEO
was
assigned
an
effectiveness
rating
of
read
next
steps
for
the
current
year.
N
For
this
analysis,
we
actually
examined
change
in
median
SC,
ready
and
and,
of
course,
assessment
text-dependent
analysis,
data
or
their
writing
scores
over
two
years
to
identify.
If
no
reading
usage
actually
impact
a
school-wide
writing
scores.
Implementation
has
been
consistent
over
the
past
few
years.
Among
the
twenty
schools
that
had
SC
ready,
TD
a
data,
eighteen
showed
no
improvement
in
median
TD
a
score
and
two
showed
a
slight
decline.
This
analysis
does
not
provide
evidence
that
no
red
ink
is
improving
student
writing
scores,
as
measured
by
the
writings
portion
of
se.
N
Reading
among
the
19
schools
that
had
a
OC,
text-dependent
analysis,
data
6
showed
a
decline
in
the
median
text-dependent
analysis
score
from
2017
to
18,
to
2018
to
nineteen
seven
shows
no
change
and
6
showed
an
increase.
Additionally,
average
topics
mastered
per
month
was
compared
to
changes
in
median
TDA
scores
to
see
if
narrating
usage
was
greater
among
the
schools
that
had
gains
in
writing.
Scores
and
results
revealed
that
no
evidence
of
no
red
ink
usage
impacting
those
increases
on
those
writing
scores.
N
The
current
analysis
over
the
2017,
18
and
1819
school
year
suggests
that
no
red
ink
does
not
necessarily
positively
impact
SC,
ready
and
IOC
writing
results.
For
this
reason,
it
was
assigned
an
effectiveness
rating
of
red.
However,
it's
important
to
note
that
this
year
no
red
ink
has
actually
released
a
new
writing
component.
That
features
writing
them
revising,
as
well
as
a
writing
assessment
that
is
more
closely
aligned
to
our
South
Carolina
at
college
and
career-ready
writing
standards.
N
So
we
would
want
to
look
at
that
and
see
what
the
results
from
this
just
a
new
development
and
no
red
ink
would
have
so.
Our
next
steps
would
be
to
work
closely
with
no
red
ink
in
this
writing.
An
assessment
component
provide
additional
professional
development
in
best
practices
for
integration
of
know,
reading
and
writing
instruction
to
supplement
not
to
replace
and
to
revisit
and
reevaluate
reevaluate
progress
at
the
end
of
the
year
to
determine
an
implementation
plan.
Thank
you.
I
said.
B
N
What
we
will
do
most
likely
is
to
work
with
the
data
that
we
have
to
make
some
recommendations
for
whether
or
not
we'd
want
to
to
implement
those
again.
One
of
the
things
that
we've
discussed
in
learning
service
and
great
depth
is
really
looking
at
streamlining.
What
we're
doing,
and
maybe
targeting
some
of
this
digital
content
for
very
specific
purposes
and
grades.
O
O
That
there's
something
around
the
changes
to
the
program.
My
sense
is
that
this
district
has
well
invested
an
adaptive.
Digital
content
has
a
lot
of
options
and
the
real
challenge
is
really
focusing
in
on
what
when
use
it,
and
why,
for
what
particularly
learning
need
so
I
would
say,
less
is
probably
more.
Okay,.
H
G
N
O
Think
the
other
thing
is,
we
need
to
clear
out
the
noise
and
make
sure
the
core
instruction,
so
the
basic
teaching
of
reading
and
mathematics
that
most
of
the
instructional
time
is
being
spent
on
that
and
things
like
I
ready
or
achieve
through
thousand
or
any
of
our
adaptive
technology
are
to
support
and
enhance,
but
are
not
the
core
instruction.
So.
J
O
Right
so
something
like
achieves
3000,
for
example,
it.
It
essentially
allows
kids
to
do
to
read
different
passages
and
as
they
get
more
comfortable,
the
the
difficulty
of
the
passage
goes
up
over
time,
but
there's
no
point
where
someone's
actually
teaching
them
how
to
do
more
complicated
text.
And
so,
in
the
absence
of
someone
actually
doing
that
work
and
some
there's
work
that
can
be
done
using
the
cheap
3000.
So
you
can
expose
a
child
to
a
grade
level
text
and
give
them
support.
But
that's
a
teacher
teaching,
not
the
tool
yeah.
F
N
G
G
It
includes
tutorials,
but
it
really
focuses
on
on
the
individual
students
and
they
establish
their
foundation
their
benchmark,
and
then
they
walk
through
I
like
to
strengthen
their
their
understanding
in
each
one
of
those
different
areas
of
mathematics.
It
could
be
third
all
the
way
through
high
school,
to
support
their
understanding
into
to
remediate,
if
necessary.
So.
C
C
C
G
A
teacher
would
need
to
focus
on
whatever
that
particular
students
needs
are
up
there.
Students
with
similar
needs-
and
you
can
work
with
those,
but
then
this
is
a
reinforcement.
This
is
the
practice
to
become
math
to
be.
You
know
to
master
that
particular
area
or
whatever,
so
that
would
be
a
sign
of
pre-teaching,
maybe
be
necessary.
So.
C
C
C
Yes,
I'll
say
once
Dave
and
I
wrap
it
up.
So
reason
access
goes
in
Johnson
County
School
District,
both
African
Americans,
mostly
african-american
citizens.
Overall,
the
far
behind
the
white
students
in
math,
we're
struggling
the
math
and
we're
trying
to
I'm
trying
to
get
to
the
bottom
of
it.
What
is
in
invention
to
address
that,
though,
do
we
leave
the
kids
there
and
continue
going
on
to
the
next
students,
or
do
we
put
something
in
place
to
catch
those
kids?
Let
me
see
they're
constantly
falling,
that's
really
what
I'm
trying
to
get
it!
Your.
O
D
O
Value
of
any
of
these
tools
is
just
to
give
us
some
insight
into
where
kids
are
struggling,
where's
their
misconception.
What
don't
they
understand
about
the
topic
and
if
the
teacher
doesn't
do
anything
differently
based
on
that,
then
it's
not
so
helpful.
Now
there
is,
you
know
in
math,
there's
three
big
ideas
here:
comprehend
conceptual
understanding
so
understand
that
one
object
is
one
thing
in
number
one
right:
it's
the
fluency
select
times
tables
that
we
don't
to
think
about
it.
We
just
know
it
about
a
lot
of
the
value.
D
O
Allows
the
teacher
more
individualized
work
with
other
kids
and
builds
the
fluency
over
time.
It
is
not
a
substitute
for
conceptual
understanding
and
then
I
think
the
last
piece
of
that
is
real-world
problems
so
trying
to
help
kids
understand
like
what
does
this
matter
like
what
am
I
gonna
use
this
and
some
of
these
adaptive
technology
and
I
will
admit:
I
don't
have
as
much
knowledge
about
Alex,
but
they
do
a
good
job
of
making
connections
to
real
world
like
money
when
you're
talking
about
decimals
right
or
looking
at
different
visuals
around
fractions.
O
So
that's
useful
in
that
they're
getting
practiced
not
just
in
the
routine
but
in
the
application.
But
you
know
a
bottom
line.
Is
we
agree?
Adaptive
technology
is
not
core
curriculum.
It's
a
support
and
our
job
is
to
make
sure
that
we
use
it
as
a
support
and
I
think
that's
the
next
stage
of
this
work.
O
N
Just
add
one
thing
to
and
and
to
think
about
the
way
you
can
use
digital
content
the
data
within
that
these
platforms,
you
can
actually
use
to
help
you
determine
where
those
areas
are
that
students
need
extra
help
so
like
when
you're
thinking
about
flexible
grouping
and
that
and
what
types
of
skills
to
target
for
that
particular
student.
So
that
is
one
way
that
digital
content
can
help
with
that.
Thank.
H
C
The
folks,
like
I,
saw
addresses
to
you
for
a
little
the
end
of
thinking,
so
you
ain't
talked
to
leave
it
about
a
briefly.
But
my
concern
is
that
the
Ehrlich
we're
already
dealing
with
children
to
have
discipline
issues
begin
with
that's.
Rather
that's
rather
right,
Daniel,
Jenkins
and
most
honest
father
Liberty
humans
have
some
other
disability,
so
so
the
example
that
is
set
by
older
children,
older
boys
and
then
you
have
I,
have
a
boy,
18
years
old,
my
girl
only
13
years
old
on
the
same
campus.
C
That
way
after
the
fact
that
it's
done,
we
want
to
come
back
said
well,
you
didn't
tell
us,
be
they
have
a
chance.
You
moving
our
kids
here,
they're,
you
know
some
of
the
confusion
we've
had
in
the
past,
I
start
to
avoid
that
I'd
like
to
see
their
parent
engagement
take
place.
First,
you
know
be
vote
today.
I
want
us
to
still
include
that
will
have
their
parent
engagement
seat.
The
parents
support
it.
Yes,.
K
C
K
Would
like
to
arrange
a
visit
for
the
board
members
and,
secondly,
I
think
you'll
be
delighted
to
know
that
the
staffs
already
met
with
all
the
parents.
This
cocoa
could
say
more
about
that,
but
all
of
the
parents
are
in
support
of
this
move.
And
thirdly,
when
you
go
through
a
due
process
procedure,
the
parent
has
to
be
notified
and
have
an
opportunity
to
have
them
hoods.
So
I
think
that
you'll
be
very
pleased.
D
M
P
Thank
you
board
members
I
personally
called
every
parent
of
our
8th
grader.
He
took
us
a
couple
days
to
get
that
done
and
both
spoke
personally
with
every
parent.
They
are
excited
about
the
opportunity
for
their
children,
the
fact
that
they
have
a
larger
facility,
the
fact
that
they
are
going
to
be
taking
teachers
with
them
from
Liberty
Hill
to
Daniel
Jenkins
and
the
opportunities
for
them
to
possibly
gain
credits
in
high
school
credits,
as
well
as
a
grant
program
that
mr.
P
M
Q
First
good
afternoon,
everyone,
my
name,
is
Tuan
Williams
I'm,
the
interim
principal
of
Daniel
Jenkins,
and
we
will
provide
intervention
so
I'm.
Some
of
the
great
things
we're
doing
is
we're
looking
at
trauma,
skilled
schools
and
we're
looking
at
social-emotional
learning
to
provide
supports
for
students.
So
whatever
isn't
working
we're
going
to
find
strategies
to
give
those
students
to
support
that
they
need.
Q
One
example
is,
and
when
we
talk
to
the
students,
they
were
so
excited
about
the
opportunity
to
have
advance
credit
that
will
help
them
when
they
do
go
back
to
their
home
school,
because
these
are
students
who
are
already
struggling
if
they
can
even
get
a
half
credit
or
a
whole
credit
and
then
go
to
their
home
school
as
a
freshman
with
an
advanced
credit.
That's
going
to
help.
The
other
concern
is
when
students
come
to
our
campus.
There
are
four
communities
within
our
school
and
those
communities
are
separate.
Q
So
the
eighth
graders
will
not
have
any
interaction
with
the
other
students
because
they'll
be
in
the
yellow
community
and
they
will
have
their
breakfast
there
and
then
they
will
transition
to
lunch
at
a
separate
time,
and
so
we've
done
everything
to
make
sure
that
there
aren't
any
interactions.
And
then
we
have
enough
staff
on
campus
to
make
sure
that
if
something
does
happen,
we
know
about
it
right
away
to
intervene
before
it
becomes
a
problem.
It's.
C
M
If
this
change
does
happen,
that
that
counselor
kids
could
serve
those
students,
while
we
begin
on
the
transition,
so
we
would
not
want
to
just
move
them
without
their
services
that
they're
already
getting
and
just
have
all
new
people
working
with
them.
So
we
have
worked
through
that.
If
this,
if
this
were
to
be
approved,
we
would
have
all
those
things
in
place.
Just.
C
Lastly,
I
understand
and
I
said:
they've
decided
decided.
We
want
to
go
when
you're
looking
forward
to
it,
but
I
don't
want
to
be
that
we
did
something.
We
turned
into
a
a
career
for
the
students
out
there
that
a
year
later,
this
too
at
the
school
18
months
later
distill
their
it
hadn't
transition
back.
I
do
not
want
that
at
all
and
I
want
to
be
a
smooth
transition.
They
get
him
out,
but
the
Deden
work
you
let
us
knows
we
can
get
him
out
of
there.
Yes,.
M
Sir,
so
this
moving
now
would
give
us
the
rest
of
this
year
to
see
how
this
works
with
our
eighth
graders
in
that
environment,
and
we
would,
at
the
end
of
the
year,
bring
back
there's
any
success
rates
that
we
have
for
this
and
and
make
a
final
decision
for
next
year.
We
are
hoping
that
we
can
improve
on
the
amount
of
students
restored
to
our
schools,
and
so
currently
at
Liberty.
Hill.
M
Seven
ethers
are
all
in
one
area,
and
so
that's
one
of
the
challenges
that
we
have
in
the
building
there,
and
so
we
feel
like
separating
them
at
Daniel
Jenkins
in
the
one
community
by
themselves,
will
really
allow
us
to
support
them
in
a
better
away,
and
we
wouldn't
bring
this
in
another
year
if
we
had
thought
and
worked
through
it
very
thoughtfully,
because
this
is
a
strange
time
to
move
students.
We
certainly
agree.
Thank
you.
H
J
M
M
All
of
our
students
with
special
needs
have
the
option
to
be
on
special
needs
transportation
if
that
team
decides
that
that's
what's
most
important
for
them
on
their
transportation
to
and
from
school.
So
a
majority
of
our
students
in
the
day
treatment
program
are
on
specialized
transportation.
Okay,.
K
H
H
So
I
do
have
a
question:
there's
a
because
I
did
read
it
and
a
three
day
out
of
school
suspension
and
I.
Think
everyone
already
knows
that
I'm,
not
in
favor
of
that
of
school
suspensions,
because
then
kids
are
out,
whereas
if
they
were
in
a
proper
in-school
suspension
space,
they
would
be
hopefully
getting
their
work
done
and
monitored
by
an
adult.
Whereas
out
I'm,
not
I
used
to
teach
high
school
out
is
out
and
you
might
be
fooling
around
and
doing
your
work.
H
H
C
C
C
K
R
It
going
Jeffrey
on
board
Nathaniel
Pearson
assistant
principal
at
North,
the
trolls
in
high
school.
Yes,
sir
I'm
here
for
mr.
Darby
who's
out
right
now
on
a
stem
conference,
educational,
so
I
brought
with
me
mr.
Mohammed
Robert
Mohammed,
as
well
as
mr.
Ravenel.
To
talk
about
you
know,
combined
intervention
and
everything
we
have
in
North
rolls
in
high
school
I
mean
what
was
questioned.
Ivy.
C
R
C
R
The
practicum
in
school
with
next
day,
then
that's
that's
fine.
We
view
the
parent.
We
discussed
the
actors
they
out
there.
Then
they
come
out
only
for
one
day
again
with
the
mind
all
of
the
suspension.
Yes,
so
one
day,
regardless
one
community.
Yes,
if
they
come
up
with
a
parent,
then
that
meets
that,
then
that
that
term
right
there
so
so.
H
R
H
R
R
Again,
we
only
have
about
five
percent
of
our
students
who
truly
are
concerns
in
the
school
and
that's
kind
of
why
we
kind
of
want
to
implement
this
planet
is
in
to
really
address
it
and
come
up
with
a
flexible
plan
that
addresses
really
that
there's
five
percent
of
students
who
just
we
can
give
them
what
they
want
and
they
and
they
won't
respond
to
it.
The
others
will
conform
along
with.
H
R
R
H
R
L
Speaking
of
numbers,
kid
do
you
have
any
data
I
mean
you
may
not
have
brought
this
with
you
related
to,
for
instance,
the
number
of
severe
disciplinary
actions
you
have
over
the
course
of
a
year,
and
how
does
that
compare
with
maybe
some
of
the
other
high
schools?
Do
you
have
any
of
that
information
with
you?
Because
if
you
don't
I,
don't.
L
M
C
R
C
Probably
can
biggest
most
Richter
than
that
because
I
think
at
the
student
leaders
class
three
times
my
permission,
that's
a
serious
issue,
because
it
you
can't
give
a
count
for
that
child.
You
don't
know
what
about
their
safety,
so
maybe
after
the
second
time
me
but
my
element,
the
suspension
and
maybe
bring
the
parent
in
instead
of
waiting
to
the
third
time
that
and
I
think
tools
enough.
Nobody
got
to
give
a
copper.
The
kids
know
where
they
are
for
the
own
safety,
correct,
happy
Hanna
for
the
baby.
We
do
it
three
four
one.