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From YouTube: August 26, 2019 CCSD Board Meeting
Description
August 26, 2019 CCSD Board Meeting
B
B
D
A
D
F
A
It
is
with
great
sorrow
that
we
acknowledge
the
passing
of
one
of
our
CCSD
family
members.
Please
join
me
in
remembering
miss
nakisha
Bennett
Wilson.
She
was
an
employee
at
Mary,
Ford,
child
care
and
Family
Development
Center,
who
passed
away
on
August
21st.
She
found
her
calling
for
helping
others
and
working
with
children
when
she
became
employed
at
the
Child
and
Family
Development
Center
with
the
Charleston
County
School
District,
where
she
served
for
more
than
15
years
until
her
passing.
A
Should
we
finally
remember
for
her
dedication
to
education,
our
to
educating
young
students,
I
recall
in
past
readings
and
currently
tonight
and
first
Thessalonians,
the
fourth
chapter
xiii
of
the
fourteenth
verse,
where
these
words
reside
concerning
those
who
have
fallen
asleep
brothers
and
sisters
do
not
be
sad
like
those
who
have
no
hope
for
if
we
leave
that
Jesus
died
and
rose
again,
God
will
bring
forth
with
Jesus
all
who
have
fallen
asleep
believing
in
him.
Thus
ending
those
reading
amen.
Maybe
now
pause
in
a
moment
of
silence.
B
A
F
A
H
Good
afternoon
board
chair
Mack,
vice-chair
Darby
board
members,
dr.
postulate
and
guess
who
are
here
with
us
this
evening.
We
have
two
special
recognitions
in
the
first
I'd
like
to
ask
mr.
Reginald
McNeal
to
please
come
forward
chaired
arbic,
chair
Mack
and
vice
chair
Darby.
Please
come
down
as
well.
H
H
The
mission
of
the
leaders,
the
mission
of
leadership
Charleston,
is
to
identify
and
motivated
leaders
and
to
develop
their
skills
by
introducing
them
to
the
realities,
opportunities
and
challenges
of
civic
and
business
communities.
Reggie
was
a
part
of
the
45th
leadership
class,
which
is
made
up
of
individuals
representing
a
diverse
cross-section
of
public
and
private
businesses
and
educational
institutions
throughout
the
low
country
he
began
a
ten
month
program.
H
H
The
Lowell
Milliken
Center
for
unsung
heroes
in
Fort
Scott
Kansas,
is
an
international
educational
nonprofit.
It's
a
it
has
awarded
its
prestigious
fellowship
to
our
fifth
grade.
Pbl
teacher
Mary
Huffman
of
Carolina
Park
Elementary
School
in
my
Pleasant
The
Fellowship,
is
awarded
on
the
basis
of
mayor
two
educators
who
have
distinguished
themselves
and
teaching
respect
and
understanding
through
project-based
learning
or
who
have
the
potential
for
this
distinction.
H
The
center
selects
exemplary
teachers
from
across
America
and
Europe,
drawn
from
a
variety
of
disciplines
to
collaborate
on
projects
that
discover,
develop
and
communicate
the
stories
of
unsung
heroes
in
history,
while
in
Fort
Scott
fellows,
gain
knowledge,
educational
resources
and
ongoing
support
to
enhance
their
classrooms
and
help
students
cultivate
a
passion
for
learning
by
creating
projects
that
initiate
positive
change.
Congratulations,
Mary,
we're
proud
of
you.
A
I
I
So,
as
you
know,
it's
always
an
exciting
time
for
educators
and
board
members,
parents,
teachers
and
students.
When
we
start
a
new
school
year,
it
is
a
happy
school
year,
a
happy
new
year
for
all
of
us.
We
have
back-to-school
events
that
start
the
weekend
before
school,
open.
So
on,
Saturday,
Hootie's,
home
ground,
homegrown
roundup
was
held
at
Burke
high
school
five
hundred
students
from
the
school's
mentioned
were
there.
It
is
a
huge
job
to
coordinate
all
of
that
as
well
as
receiving
free,
backpacks
and
supplies.
I
There
were
volunteers
on
hand
to
do
free,
dental
exams
exams
and
give
haircuts
so
Clare
Wilson
helps
coordinate
all
of
that
effort.
The
following
day
the
city
of
Charleston
sponsored
along
with
the
School
District
the
first
day
festival
and
over
3,000
students
came
and
participated
in
activities
received
a
lot
of
supplies
that
they
can
use
for
school,
as
well
as
engaging
in
a
lot
of
fun
and
games.
I
So
in
in
preparation
for
school,
the
staff
members
you
see
sitting
out
in
the
audience
plus
many
who
aren't
here,
prepared
a
welcome
back
for
our
new
teachers
and
there
you
see
some
of
the
pictures
from
that
event.
Over
180
new
teachers
came,
we
have
more
teachers
than
that,
but
a
hundred
eighty
more
new
teachers
than
that.
But
a
hundred
eighty
of
them
responded
to
the
invitation.
I
There
were
over
thirty
five
sessions
and,
as
you
can
see,
from
the
testimonial
from
one
of
the
of
the
participants,
it
was
well
worth
while
also
before
school
starts.
We
have
thousands
of
teachers
who
go
through
professional
learning,
opportunities
in
Leawood
II
and
her
staff.
Many
of
the
learning
services
HR
finance
communications,
every
division
you
can
think
of
was
involved
in
providing
the
additional
days
of
professional
learning
for
teachers
over
200
different
sessions
were
offered.
I
That's
quite
a
feat
to
get
all
that
all
that
finished
in
the
short
time
before
students
start
our
enrollment
figures
are
very
preliminary.
They're,
usually
down
a
little
bit
this
time
of
the
year,
and
as
you
can
see
they
this
year
is
no
exception.
We
almost
always
pick
up
students
after
Labor
Day,
so
the
those
are
the
numbers
as
they
sit
right
now.
Our
preschool
students
started
today.
We
don't
have
the
numbers
collected
for
those
students,
yet
we
started
the
school
year.
I
This
is
a
picture
of
a
big
sign
that
was
in
the
front
yard
of
Deer
Park
middle
school,
and
there
was
a
traffic
backup
because
parents
were
stopping
to
have
a
photo-op
in
front
of
this
sign
with
their
children
was
up
really
a
great
start
to
the
school
year.
You
see
in
the
picture
there.
She
needs
Radice
and
her
office
staff,
who
were
at
at
Deer
Park
middle
anyway.
We
started
this
school
year
with
12
essential
openings.
The
predominant
number
of
those
openings
are
in
special
education.
I
I
That
is
a
program
that
our
HR
department,
led
by
mr.
Brickman,
had
approved
by
the
State
Board
of
Education.
So
we
can
actually
offer
from
Charleston
our
own
alternative
certification
program.
So
the
individuals
seen
there
are
individuals
who
were
college
graduates
in
some
other
field
and
are
getting
their
certification
that
is
managed
by
Charleston
County
Schools.
I
We
also
have
a
program
called
teach
local
and
that
recruits
high
school
students
brings
them
to
Early
College
High
School,
where
we
have
a
partnership
with
tried,
a
Technical
College
in
the
College
of
Charleston
students
who
participate
in
that
program,
two
years
of
the
required
teacher
college
coursework
under
their
belts,
and
then
they
go
on
through
that
program
at
either
Trident,
Tech
or
eventually
College
of
Charleston.
What
are
we
doing
about
next
year?
We're
already
beginning
to
advertise
the
activities
to
start
the
teacher
recruiting
for
this
coming
school
year?
I
It
takes
a
lot
of
creativity
and
an
activity
on
part
of
those
who
recruit
teachers.
For
us,
we
want
to
highlight
really
quickly
some
of
the
programs
and
learning
services
that
align
with
the
mission-critical
actions.
Second
step,
which
is
in
social-emotional
learning
program,
has
been
implemented
in
all
first
grade
classrooms.
Thirty-Eight
elementary
schools
chose
to
pick
it
up
this
year
and
then
there
it's
in
all
middle
school,
so
that
is
a
curriculum,
total
curriculum
that
addresses
SEL
issues.
G
I
It
addresses
the
soft
skills,
personal
responsibility,
teamwork,
that
sort
of
thing
conflict
resolution.
Then
we
know
that
phonics
that
our
reading
program
hasn't
been
strong
enough
in
phonics,
so
the
open
court
phonics
is
now
implemented
in
34
elementary
schools.
We
started
piloting
that
year
before
last
to
see
what
kind
of
impact
it
would
have.
It's
now
expanded
to
34
elementary
schools
and
the
precursor
program.
The
program
that
connects
the
open
court
phonics
world
of
Wonders
is
implemented
in
the
CD
classrooms
in
the
district
and
in
15
preschool
intervention
classroom.
You
know
classrooms.
I
You
know
that
our
math
scores
have
actually
lagged
behind
our
literacy
scores.
Recently,
the
state
textbook
adoption
in
mathematics
was
held
a
few
years
ago
that
mathematics
textbook
that
we
chose
to
use
didn't
seem
to
be
strong
enough.
So
three
years
ago
we
began
making
the
switch
over
to
a
stronger
mathematics
program
called
bridges
mathematics.
It
was,
as
you
recall,
piloted
in
some
schools.
We
expanded
to
20
elementary
schools
and
put
an
illustrative
math
in
six
middle
schools.
I
That
is
a
slower
roll
out
than
we
would
like,
but
we
have
to
fund
that
ourselves
so
that
until
the
state
adopts
new
mathematics
textbooks,
any
change
that
we
make
in
curriculum
materials
has
to
be
funded
by
our
district
and
there's
something
unusual
that
I
wanted
to
mention.
Is
we
talk
about
readiness?
I
It
wouldn't
be
back
to
school
without
mentioning
transportation,
so
we
want
to
stay
on
days.
One
and
two.
We
had
a
hundred
seventy
one
issues
which
is
not
bad,
considering
the
challenges
that
we
have
covering
the
routes
in
a
district
this
size
and
the
fact
that
you
it's
been
virtually
impossible
to
attract
trained
and
maintain
CDL
license
licensed
drivers,
so
Dorman
still
short
drivers,
but
they
are
taking
every
avenue
that
they
can
think
of
and
that
we
can
assist
with
to
try
to
fill
those
vacancies.
I
They
are
still
making
some
double,
runs,
double
routes
and
once
and
allow
it.
It
results
in
students
being
delayed
either
for
pickup
in
the
morning
or
return
home
in
the
afternoon.
On
a
happier
note,
we
want
to
mention
our
new
facilities
and
show
you
some
pictures.
Dunston
Elementary
would
not
be
recognizable
to
anyone
who
knew
it
only
as
its
former
self
as
you'll
recall.
This
is
one
of
the
more
difficult
construction
projects
that
we
had,
because
the
school
is
rebuilt
on
the
same
site
and
it
was
a
very
small
site.
I
It's
being
completed
now
the
final
paving
of
the
bus.
We
will
probably
conclude
in
November.
If
you
would
like
to
visit
any
of
our
new
schools.
If
you'll
contact
Erica
Taylor,
she
will
arrange
for
you
and
anyone
you
might
want
to
bring
with
you
to
tour
this
schools
getting
clearance
if
the
if
the
construction
crew
is
still
in
charge
of
a
part
of
the
site,
so
Erica
is
happy
to
help
you
if
you
need
assistance
with
anything.
This
is
a
New
Bern's
Elementary,
which
was
also
a
rebuild
on
the
same
site.
I
It
wasn't
so
so
tight
or
so
precise
in
scheduling,
because
there
were
not
students
in
the
old
Byrnes
elementary
as
the
new
one
was
as
it
was
renovated.
The
new
one
was
constructed
and
then
stone.
Oak
Park
is
a
beautiful
building.
You
actually
enter
it
from
the
opposite
side
of
this
of
the
block
where
you
used
to
enter
it,
but
it
is
an
absolutely
gorgeous
facility
and
we
are
anxious
for
the
open
houses
on
all
of
these
schools
when
they're
ready.
I
We
wanted
to
mention
the
facility
upgrade
at
Moultrie
middle,
the
picture
that
you
see
the
extensions
twelve
additional
classrooms
were
built
that
building
was
built
over
ten
years
ago
and
the
architect
and
a
construction
firm,
kept
searching
until
they
found
exactly
the
right.
A
match
on
the
brick,
so
when
you
look
at
the
building,
you
cannot
tell
there
has
been
an
extension
unless
you
already
knew
where
the
where
the
old
site
was
paving
of
st.
James.
I
Santee's
parking
lot
is
completed
and
it
is
absolutely
lovely
if
you're
up
that
way
and
when
I
Drive
through
its,
it
really
improves
the
appearance
of
that
site
at
Deer,
Park
middle
there's,
a
new
refinished
gym
floor
and
a
new
seating
area
for
the
cafeteria
that's
outside
under
a
covered
awning
to
relieve
some
of
the
overcrowded
nough
sin
that
school
at
lunchtime
very
quickly.
Some
other
operational
highlights.
I
Sixty
major
projects
were
included
this
summer
work
concluded
this
summer,
including
ten
air
conditioning
systems,
eight
new
roofs,
seven
playground,
renovations,
seven
buildings
were
painted,
five
restrooms
were
renovated
and
five
complete,
not
just
five
stalls.
Five
whole
restaurants
were
refurbished
and
four
schools
got
new
flooring
day,
one
we
would
mention.
We
had
thirteen
hundred
more
students
eating
lunch
and
breakfast
than
we
had
last
year.
I
Our
IT
help
desk
calls
were
down
and
most
were
responded
to
in
less
than
five
minutes,
and
we
had
a
few
schools
with
air
conditioning
issues,
which
is
to
be
expected
when
all
those
warm
bodies
return
and
we
turn
down
the
temperature
to
cool
the
building.
So
most
of
those
are
resolved
by
the
end
of
day.
One
a
couple
are
going
to
take
some
some
major
attention,
but
the
buildings
are
cooled
in
the
interim,
while
we're
waiting
for
the
longer
term
fixes
today,
our
district
unveiled
a
new
website.
I
So
if
you
care
to
take
a
look,
it
is
much
easier
to
find
materials
information
on
it
and
then
finally,
I
wanted
to
conclude
the
back-to-school
update
with
something
we'll
do
we'll
try
to
do
this.
Every
month
we
want
to
put
a
spotlight
on
the
progress
that
specific
school
has
made,
and
today
we
want
to
talk
about
North,
Charleston,
High
School.
Our
mission
has
to
do
with
ensuring
that
more
and
more
children
are
ready
when
they
leave
us
to
do
something
productive.
I
I
The
preliminary
on-time
graduation
rate
for
last
year's
seniors
shows
the
best
mark.
In
years
they
were
at
almost
76
percent
graduation
rate
and
that's
an
increase
of
6
percentage
points
from
the
low
of
two
years
ago.
One
year
ago,
only
two
students
qualified
to
take
dual
enrollment
courses
that
try
to
in
tech
this
year,
20
students
qualify
and
so
far
15
have
enrolled.
I
They
improved
from
just
15
students
completing
the
Career
and
Technology
program
so
that
they
could
have
certificates
that
would
allow
them
to
walk
into
fairly
high-skilled
jobs
next,
when
they
left.
So
we
had
15
this
year
we
went
to
37
completers
and
then
for
the
first
time
in
nine
years,
the
ROTC
program
at
North
Charleston
is
on
par,
it's
not
yet,
where
everyone
wants
it
to
be.
But
it's
made
a
lot
of
progress.
If
you
were
around
North
Charleston
High
School
on
the
first
day
of
school
and
I
know
that
some
of
you
were.
I
There
was
huge
community
support
greeting
students
as
they
entered
the
building,
encouraging
them
and
there's
a
community
group
that
is
piloting
a
North,
Charleston
high
school
conflict
resolution
program.
They
are
the
Friends
of
North,
Charleston,
High
School,
and
a
specific
Club
that
supports
that
school,
so
that
those
are
the
highlights
on
the
opening
of
school
this
year,
along
with
a
spotlight
on
ones,
cool,
that's
making
some
impressive
gains.
J
I
K
F
C
I
B
J
J
A
I
Moving
on
into
the
second
item
that
was
under
the
superintendent's
report,
it's
entitled
opportunity
matters
and
it's
today's
mission,
critical
discussion
and
it's
to
set
the
context
for
some
of
the
items
that
will
be
on
the
agenda
at
your
September,
9th
Committee
of
the
Whole
meeting.
So
the
excerpts
that
we're
going
to
see
today
are
from
the
advanced
set
accreditation
teams
report
and,
as
you
recall,
advanced
IDI
is
our
accrediting
agency
and
so
there's
aren't
recommendations
there
requirements.
I
If
we
don't
follow
the
guidelines
that
advance
IDI
gave
us,
we
risk
not
being
accredited
when
they
return
for
their
follow
up
visit.
The
Clemson
inclusion
and
equity
study,
our
recommendations
and,
of
course
the
Harvard
document
from
1998
is
recommendations.
So,
let's
start
by
just
looking
at
the
strategic
plan
in
our
strategic
plan,
one
of
the
key
strategies,
one
of
the
key
goals,
is
to
provide
equitable
learning
opportunities
that
allow
every
student
to
develop
and
demonstrate
talents
interests
and
modern
workplace
skills.
I
They
just
share
several
quotes
from
the
Clemson
equity
and
inclusion
study.
In
effect,
the
district
is
comprised
of
two
parallel
school
systems,
one
successful
and
predominantly
wealthy
and
white.
The
other
rife
with
failure,
mainly
poor
with
mostly
has
been
and
african-american
students,
the
district's
job,
first
and
foremost,
is
to
close
this
readiness
gap.
Its
leaders
and
the
community
must
be
prepared
to
do
whatever
it
takes
to
meet
this
challenge.
It
is
time
to
acknowledge
that
choice
and
magnet
schools
for
all
their
merits
currently
perpetuate
inequity
and
disparate
achievement.
I
Clemson
study
under
one
of
the
main
recommendations
reform
the
system
to
ensure
access
to
quality
schools.
We
must
address
the
effectiveness
of
the
district's
magnet
and
choice
programs
in
terms
of
determining
if
they
are
achieving
the
goals
under
which
they
were
formed.
The
board
must
be
willing
to
take
actions
to
open,
closed,
merge
and
redesign
ineffective
schools
or
programs.
The
district
must
also
ensure
equitable
access
to
high
quality
programs
and
courses
for
all
students.
I
The
final
quote
from
the
Clemson
study
acknowledged
the
inequity
of
a
system
of
charter
and
magnet
schools
that
disproportionately
serve
the
wealthy
white
population
and
currently
are
largely
inaccessible
to
minority
and
poor
students
review
and
identify
the
outcomes
and
impacts
of
the
system
of
choice.
Schools
on
minority
and
low-income
students.
I
However,
if
the
district
and
its
communities
focus
on
preserving
customs
and
practices
of
the
past
every
learner,
no
matter
how
gifted
will
be
ill-equipped
for
their
future.
Another
reminder
from
the
advance
said
accreditation
unit.
The
disparities
in
learning
environments
and
educational
opportunities
for
students
throughout
the
district
is
significant
and
will
require
sustained.
Effective
leadership
and
community
fortitude
to
overcome
district
leaders
in
the
community
must
sustain
their
commitment,
remain
focused
on
serving
every
learner
and
have
the
courage
and
conviction
to
persevere
regardless
of
the
roadblocks
or
hurdles
that
must
be
overcome.
I
To
the
extent
possible,
neighborhood
elementary
and
middle
school
should
have
spent,
should
have
standard
an
equal
programs
so
that
students
won't
have
to
leave
their
attendance
area
that
access
a
program
optimal
school
size
should
be
attained
to
make
these
programs
cost-effective.
For
example,
elementary
schools
should
have
at
least
500
students
in
order
to
provide
standard
recommended
programs,
and
we
understand
don't
have
to
be
exceptions
for
extremely
isolated
schools.
Two
that
come
to
mind
are
st.
I
So
if
we
get
to
optimal
sizing
for
our
schools,
then
we
need
to
have
a
standard
for
staffing.
So
here's
an
of
a
recommendation
for
middle
school
middle
school
should
have
a
standard
staffing,
including
foreign
language,
fine
arts,
physical
education
and
Career
and
Technology
education
as
the
community.
The
committee
thinks
about
partial
magnets.
They
agreed
that
geographical
area
or
constituent
districts,
socio-economic
factors
and
programming
that
is
as
equitable
as
feasible
has
to
be
considered.
Now
when
changes
are
implemented,
a
student
currently
enrolled
in
a
partial
magnet
would
be
grandfathered
in.
I
I
But
there
are
ideas
and
suggestions
for
your
consideration
are
presented
to
you
on
September
9th,
we'll
have
a
pretty
heavy
work
day
on
September
9th
you'll
be
getting
results
from
nwea
officials
who
administer
or
not
administer,
who
create
and
manage
the
math
test.
You'll
be
seeing
a
lot
of
data
from
our
own
student
achievements.
Results
you'll,
be
seeing
some
of
the
indicators
of
evidence
that
you've
asked
for
on
the
investments
that
the
board
has
made
of
in
programs
over
the
past
couple
of
years
and
you'll
be
receiving
some
recommendations
regarding
partial
magnets
and
perhaps
magnets.
I
So
the
final
thing
I
want
to
do
tonight
is
just
look
at
where
we
are
with
the
mission-critical
board
directives
on
the
high
level
timeline
sort
of
our
update.
The
first
directive
was
to
establish
the
school
level
explicit
and
measurable
expectations
for
academic
achievement
and
growth.
That
has
been
done.
We
talked
to
you
a
little
bit
about
what
the
district
numbers
for
those
three
goals
should
be.
I
That's
been
done
and
we're
working
with
a
consultant
who
has
a
lot
of
experience
in
this
area
to
try
to
help
us
make
sure
that
we
have
a
really
solid
plan
to
move
forward,
a
plan
to
involve
the
appropriate
communities
in
vetting
the
applications
and
solicitations
that
we
get
and
a
plan
to
reach
out
to
those
who
are
currently
operating,
successful
schools
in
other
areas
of
the
country
and
who
might
be
interested
in
this
approach.
So
all
of
that
is
underway
and
then
finally,
I'll
mention
directive.
I
Ten
increasing
the
district's
to
execute
mission-critical
actions,
we'll
be
talking
with
you
about
some
recommendations
that
we
have
regarding
specific
initiatives
that
we
need
to
accomplish.
The
thing
that
we
are
working
on
now
that
third
bullet
established
a
process
to
engage
parent
educator
and
employee
representatives
in
considering
the
substantive
changes
to
programs,
facilities
and
school
reconfigurations
will
happen
in
earnest.
After
the
board
has
heard
some
ideas
on
September
9th,
then
there
will
be
a
very
intentional
strategy
to
involve
representatives
from
the
areas
that
are
impacted
and
I've
already
mentioned,
magnet
school
choice.
I
Some
ideas
are
coming
to
you
on
September
9th
another
directive
directive
7,
so
that
by
January
we
bring
some
recommendations
regarding
school
mergers,
facility
users,
significant
program,
modifications
and
will
actually
start
that
discussion
with
you
with
some
ideas
we
put
on
the
table
on
September
9th.
So
those
are
the
updates
that
we
wanted
to
get
about
the
opening
of
school
and
where
we
are
in
consideration
of
mission,
critical
tasks.
I
J
F
These
were
approved
by
the
board
in
May
of
2019,
and
in
some
of
them
they
specifically
talked
about
things
we
expected
to
the
specific
professional
development
before
the
beginning
of
this
year.
School
is
so,
and
this
may
be
a
longer
conversation,
but
this
has
four
directives.
This
says
four
directives
and
they're
not
the
same
fit.
I
They
are
related
to
one
another.
The
document
that
you
have
today
the
board
directives
is
the
list
that
we
are
working
on,
that
we
gave
the
board
last
time
it
was
developed
from
the
June
24th
list,
so
they
locked
high
back
that,
for
example,
that
particular
bullet
that
you
just
read
occurred
in
August
before
before
students
started
back
to
school,
so.
F
Because
it
says
ensure
all
personnel
understand
the
board's
expectations
direct,
also
human
and
physical
resources
to
reduce
continuous
growth
of
Lexile,
quantile
work,
ethic,
personal
skills
and
read
readiness
levels
for
all
students
and
that
the
schools
will
be
evaluated
by
this
criteria
by
the
board.
So
they
know
that
there's
do
we
know
what
that
criteria.
Rubric
looks
like
garden
to
the
schools
that.
I
F
I
I
D
F
F
F
Out
of
the
56
pages
of
the
Clemson
report,
I
do
appreciate
the
things
that
you
said,
but
I
would
have
preferred
that
we
focus
on
the
concrete
actions.
Am
I
understanding
that
you're
going
to
bring
to
us
a
way
to
change
magnet
schools
in
the
2021
school
year
at
the
same
time
you're
bringing
to
us
a
way
to
ensure
equity
in
all
the
schools
in
the
2021
school
year
and
I
guess?
F
I
The
magnet
and
partial
magnet
piece
has
to
be
addressed
so
that
we
know,
then
how
to
address
other
neighborhood
school
changes
you
might
want
to
make
the
magnet
and
partial
magnet
have
an
impact
on
neighborhood
schools.
So
we
have
to
make
it
the
be
clear
at
the
board.
What
it
is
you
want
your
partial,
magnet
or
magnet
schools
to
accomplish,
so
that
we
can
then
look
to
see
what
other
changes
need
to
be
made,
so
they
do
fit
together,
we're
bringing
them
in
the
sequence
that
we
think
makes.
The
most
sense
can.
B
B
Sometimes
when
we
have
a
number
of
small
schools
in
the
urban
area
and
that
the
county,
and
so
perhaps
as
we
make
recommendations,
we
may
make
some
recommendations
to
make
some
schools
bigger
in
certain
ways
and
then
it
will
be
easier
and
well
not
easier,
but
I
think
we'll
be
able
to
accomplish
that
goal
of
creating
equity,
like
all
the
middle
schools
having
the
same
similar
kind
of
equal
offerings.
Well,.
F
And
I
do
I
absolutely
understand
that,
but
I
think
this
entire
Clemson
report
says
that
magnet
schools
are
a
product
of
our
neighborhood
schools
and
that
because
people
don't
believe
they
can
get
the
educational
options
that
they
want
in
their
neighborhood
schools.
We
have
a
proliferation
of
choice,
transfers
and
magnets
partial
magnets,
so
I,
don't
know
how
fixing
the
magnets
and
partial
Magnus
becomes
the
first
step
when
we
know
they
were
created
by
not
having
solid
neighborhood
schools.
That's.
I
F
Think
our
conversation
is
just
the
chicken
or
the
egg
which
one
comes
first,
which
one
do
you
have
do
we
have
to
accomplish
first,
in
order
to
have
credibility
that
will
accomplish
the
next
one
and
I
think
that's
I
think
we've
said
for
several
years
now
that
that
is
getting
these
neighborhood
schools
to
a
position
that
that
people
have.
We
eliminate
the
reasoning
inside
those
schools
that
people
have
to
seek
out
other
choices.
C
It
digitally
I'm,
sorry
taking
you
spoke
about
submitted
or
some
of
it
making
a
choice.
You
know
neighborhood
schools,
equality,
equity,
which
I
do
agree
that
the
you
should
be
working
on
equity
in
equality.
Just
to
me,
which
is
the
bigger
picture,
you
read
from
your
own
slide
that
we
had
two
school
districts,
one
for
the
richer
kids,
it's
an
on
the
Caucasian
event.
It
will
be
well
for
the
poor,
kids
or
Hispanic
and
african-american,
and
to
me
that's
that's
the
lady.
C
A
matter
of
all,
as
opposed
to
combining
schools,
are
closing
schools
or
making
radical
changes
of
schools,
but
to
get
more
parents
involved
in
our
schools.
They
have
more
inclusion
tonight
and
offer
and
have
more
cool
things
like,
but
foreign
languages.
For
my
visa
office,
a
lot
of
foreign
languages.
These
are
the
things
that
build
a
school
and
parents
find
the
options
available
for
math
foreign
languages,
but
the
the
magnet
school,
for
example,
kids
plying
their
magnet
schools
and
a
lot
of
times
when
all
the
kids
don't
get
in.
C
Ninety
cent
don't
get
in
so
my
fault
is
that
if
you
often
say
well
we're
not
gonna
lower
the
Spanish,
not
gonna
reduce
anything
so
others
can
get
in,
but
there,
but
there's
a
difference
in
lowering
the
standard
and
changing
the
standard.
It's
a
meter
to
meet
different
diverse
groups
needs
where,
as
employers,
an
agent
student
me
test
different.
When
I
can
african-american
student,
when
you
do,
you
might
take
a
a
restaurant
student
math
test
different,
my
Caucasian
student,
so
I
think
a
lot
of
times.
C
It's
the
way,
we're
testing
the
kids
and
we
can
not
law.
We
cannot
load
a
standard
to
begin
to
make
tests
that
a
student
friendly
but
their
culture.
For
that
background,
you
bring
out
the
academics
at
this
their
talent,
so
they
can
make
higher
scores
to
get
in
and
I
did
they've
been
studies
done
that
certain
tests
have
been
geared
to
a
certain
recently.
C
People
think
those
are
that
rates
they
they
perform
better
in
that
sense,
whereas
this
was
designed
by
one
african-americans
and
I'm
on
the
99,
but
you
might
only
make
a
signatu
or
vice
versa,
so
we
have
to
consider
that
also
who's
actually
designing
the
criteria
and
it's
has
magnet.
Schools
are
missions,
the
process
and
what's
bus,
lead
into
discrimination
because
I,
don't
believe,
I,
don't
believe
one
bit
there.
There's
one
eraser
students,
they're
smarter
than
other
another
group
or
when
one
group
is
better
than
another
group.
C
I
think
I
mean
that's
all
of
the
verse,
but
you
need
to
help
at
every
talk
and
learn.
We
have
yet
to
put
that
nail
in
the
board
and
then
st
the
end,
if
the
trial
on
that
that
every
styler,
no
matter
what
school
they're
in
so
sorry,
really
wants
to
look
at
the
choice
and
magnet
schools.
What
can
we
do
differently
to
improve
the
process?
It'll
be
more
inclusive
of
all
children
and
what
can
we
do
to
bring
equity
and
quality
to
the
schools
now,
but
you
have
and
and
then
kind
of
go
forward.
B
J
J
B
Know
many
previous
year,
so
congratulations
on
that
and
just
to
comment
on
on
Sydney's
point
I
see
and
again
what
we
all
talk
about
is
what
we
individually
see
and
actually
take.
Is
the
majority
I
see
that
we're
trying
to
work
on
both
of
those
things
getting
you
know
it's
like
dr.
Crosthwaite
mentioned
today.
What's
going
on
Highschool,
my
personal
perception,
though,
is
if
we
have
partial
magnets
out
there.
People
are
talking
with
people
they
always
perceive
and
draw
parents.
B
They
perceive
that
that
partial
magnet,
because
it's
partial
magnet,
is
better
than
their
neighborhood
at
school.
So
I
think
that's
a
part
of
the
problem
that
we've
had
is
we've
had
those
schools
which
must
have
move
done
a
great
job,
but
they
have
pulled
kids
out
of
our
neighborhood
schools.
So
we
got
to
work
on
both
both
of
those
things.
B
A
As
we
begin
to
look
at
a
no
magnet
and
the
choice,
options
is:
is
one
item:
that's
one
of
the
of
top
priorities
for
a
number
of
people,
but
I
do
feel
that,
as
we
begin
to
dive
into
these
magnet
choice,
options
that
that
will
be
coming
forth
to
us
that
that
we
are
looking
very
robust
at
the
current
system
and
the
way
it's
set
up
right
now
and
how
we
begin
to
move
forward.
I.
A
Think
if
we're
going
to
to
really
make
it
equitable
across
the
board
and
address
all
of
the
issues,
then
they're
gonna
have
to
be
some.
Some
major
changes
to
the
current
magnet
and
partial
magnet
type
setup
that
we
have
right
now
which
which,
in
its
beginning,
has
been
created
for
a
particular
purpose
but
may
not
be
serving
the
purpose
now.
So,
as
we
begin
to
dive
into
this
I
believe
we're
gonna
have
even
more
deeper
diving
conversation
just
to
get
it
to
the
point
to
where
we
needed
to
be
equitable
across
the
board.
So.
F
So
before
you
start
talking
about
how
you
have
to
fix
the
choice,
we
have
to
acknowledge
the
13
out
of
22
schools
in
an
area
that
has
a
lot
of
students
accessing
choice,
our
by
every
measure
imaginable,
not
educating
children,
and
if
we
don't
prove
that
we
can
fix
that,
then
I
can't
support
taking
away
the
options
they
have
to
access
schools
that
can
provide
that
education
and
those
13
schools
include
the
only
two
men
attendance
zone:
schools,
high
schools
in
North
Charleston.
You
cannot
attend
in
an
attendance
zone,
neighborhood
high
school
in
North
Charleston.
F
E
F
J
M
F
A
F
C
A
J
C
So
I
don't
want
to
make
it
loud
to
make
a
brief
change
in
them
and
the
red
routing
piece.
It's
really
please,
to
you,
know
the
mobile
communication
policy,
which
there's
a
school
leadership
team
in
conjunction
with
their
school
improvement,
Council
may
modify
cell
phone
used
to
meet
the
needs
of
their
school,
and,
if
I
created,
my
the
school
team
should
be
communicated
their
parents
and
a
copy
shared
with
the
schools
as
equity
rector
also
so
month.
C
That
sends
what
I
understand
the
modifications
shall
be
posted
to
the
school's
website
for
at
least
fifteen
days
prior
implementations
that
the
modification
should
be
posted
on
the
school's
website.
Are
these
15
days
prior
to
implementation
and
that
what
that
does
is
whatever
changes
the
school
is
going
to
make
to
the
cellphone
use
policy.
They
can't
happen
overnight.
They
can't
come
to
school
the
next
day
as
well,
no
cell
phones
on
campus.
They
have
time
to
read
it
in
the
receipt
and
not
just
it,
and
then
it's
posted
on
the
school's
website.
C
B
C
F
F
C
F
A
N
B
C
L
F
C
C
But
that's
gonna
have
any
with
what
you're
saying
that
that's
after
this
year,
it'll
be
published,
but
for
now
he
didn't
contain
this
year.
They
do
have
some
notice
with
seven
days
enough
time
to
publish
it
in
the
school's
website
of
ten
days
or
how
much
time
to
need.
If
you're
gonna
make
a
change
their
policy
next
month,
the
settings,
probably
at
local
school.
How
much
time
do
you
need
to
get
the
word
out.
A
L
A
B
It
sounds
like
what
Reverend
Collins
is
trying
to
accomplish
by
putting
that
in
the
policy
you
all
are
already
planning
to
do
early
this
year.
If
the
school
decides
to
make
these
changes,
you
will
put
it
on
the
website.
Do
thumb
calls
put
it
in
their
newsletters
all
of
those
kinds
of
things
right?
So
if
they're
going
to
do
that
and
then
next
year
it's
gonna
be
done
before
school
starts,
so
it
can
be
in
the
handbook.
Would
you
be
okay,
you
know
not
putting
in
the
10
days
or
15
days
since.
F
C
F
B
D
F
N
G
E
A
F
A
This
advisory
group
will
be
led
by
mr.
Kennedy
in
comprising
a
an
advisory
group
of
individual
was
with
expertise
in
this
area.
We
will
advertise
and
seeking
volunteers
to
participate
on
this.
They
will
respond
back
to
mr.
Kennedy
and
and
that
group
will
be
formulated
from
the
volunteers
that
are
names
that
came
that
comes
in
so.
F
We're
creating
a
committee.
Yes,
so
should
we
create
the
parameters
of
the
committee
like
we
did
for
h,
AC
or
any
other
committees,
or
do
they
create
their
own
parameters?
We
created
the
parameters
for
audit
and
Finance.
We
created
the
parameters
for
h
AC.
Should
we
create
the
committee,
create
the
parameters
and
then
have
mr.
Kennedy
manage
the
process?
Are
you
asking
him
to
create
the
parameters
of
the
committee
so.
A
I
am
asking
mr.
Kennedy
to
create
what
this
advisory
group
would
look
like
what
the
expertise
that's
needed
as
far
as
the
mission-critical
action
is
concerned.
So
with
with
that
expertise
and
crafting
that
guideline,
he
will
then
at
that
point
be
receiving
volunteers
through
those
criterias
that
are
set.
What's.
A
So
the
golden
a
mission
is
to
craft
duties
and
responsibilities
in
line
with
the
mission-critical
action
and
all
the
work
that's
moving
forward,
trying
to
come
up
with,
in
other
words,
a
duty
responsibility
for
a
chief.
Let
me
just
say
this:
a
chief
equity
officer
online
with
the
mission
critical
work
that
we
have
moving
forward
so.
H
A
F
A
Yes
for
this,
for
this
reason,
because
of
the
nature
of
what
we're
trying
to
craft
and
the
nature
of
the
position
and
intensity
of
the
mission-critical
action
piece
that
that
we're
moving
within
CCSD
is
important,
that
we
have
the
right,
skilled
and
crafted
person
to
fill
this
position
and
I.
Think
it's
critical
because
you
just
said
it.
We
have
not
written
a
Job
Description
as
such,
but
they
are
expertise
out
there.
That
has
the
mindset
in
and
the
foresight
to
craft
just
what
those
duties
and
responsibilities
right.
F
I'm,
just
I
think
what
I'm
trying
to
say
is:
why
are
we
cutting
out
the
district
leadership
in
creating
a
Job
Description,
because
we
do
have
a
Job
Description?
We
just
let
them
create
when
we
took
out
the
charter,
schools
created
a
whole
new
position
for
managing
charter
schools
and
all
those
alternatives.
F
N
Yes,
I
would
probably
think
that
with
Dawn's
leadership
he
is
part
of
the
district's
leadership.
Okay
and
I
would
assume
that
any
any
background,
information
or
anything
Donn
would
have
access
to,
but
the
the
others
and
I'm
hoping
this
would
not
be
a
large
committee,
but
the
others
would
be
lending
their
expertise
to
make
sure
that
what
Don
has
I
mean.
That's
my
assumption.
That's.
K
J
C
Having
achieved
arrested,
officer
I
would
like
to
see
also
the
AuSable
secured
by
the
motion
here
that
mr.
Kennedy
have
to
say
limitation,
they're
individuals.
Personally,
you
have
to
choose,
they
have
to
be
invited
in
order
to
apply.
We
have
some
it's
well
known
of
modern
image
that
there'll
be
good.
This
work
of
mr.
Kennedy
on
this
committee
and
I
think
it'd
be
wonderful.
We
can
have
to
board
mr.
servo
mr.
Kennedy.
The
cup
form
is
committed
it.
What
miss
green
for
sample
and
mr.
Allen
said,
fill
out
an
opportunity
work.
Mr.
C
C
F
This
in
the
1920
budget,
because
we
did
create
the
budget
and
we
we
would
be
literally
taking
away
money
from
the
mission-critical
classroom
items,
but
I
do
agree
for
the
need
to
create
the
job
and
I
would
say
Reverend
Collins.
That
eric
has
been
very
specific,
that
he
didn't
he
want,
while
it's
being
crafted
by
individuals
with
Don
outside
the
district.
These
would
be
individuals
with
an
extraordinary
level
of
expertise
in
this
work
and
I.
C
You
look
you
exactly
right.
So
what
I'm
saying
is
that
mr.
green
and
so
how
I
said,
support
mr.
Kennedy
and
selecting
those
people
for
that
field?
They're
not
hiring
the
person
themselves,
but
they
can
saleable
in
the
committee
with
him.
They
can
choose
the
best
candidates
for
this
job
to
fill.
It
and
I
think
that
when
you
have
spare
ms7
on
the
committee
having
that's
the
best
possible
recommendations
and
the
best
candidates,
but
they
go
to
the
Job,
Description
I,
don't
know
I,
don't
know
what
point
we'll
get
a
candidate.
A
C
A
C
Not
the
ones
creative.
If
you
get
five
members
on
it,
then
I
would
difference
over
that
one
or
two
vomit
surgery.
It's
a
better
process
and
a
well-rounded
and
represents
a
represents.
The
whole
community
of
Johnson
County,
as
opposed
to
one
individual
Colin
doing
it's
an
individual
in
imitations.
Some
people
he
know
were
discovered.
I.
C
Don't
think
that
part
is
good,
that
one
person's
an
invitation-only
I,
don't
agree
at
that
point,
but
like
weird
idea
of
having
a
committee,
that's
why
I
have
to
be
put
bullet
members
or
somebody
need
to
serve
somebody
to
serve
as
well.
That
was
not
a
loanshark
thing.
Go
so
Mike!
It's
about
you!
You
see
what
favoritism
here
it
was
only
you
and
I
did
get
a
chance
because
you
didn't
like
me
or
I,
wanted
to
private.
You
don't
trust
me
or
you
don't
know
me,
you
don't
care
for
my
background.
C
J
F
F
F
C
G
C
A
J
A
D
B
N
A
G
A
G
A
A
N
A
N
N
N
A
A
A
A
F
A
C
Like
what
this
we
go
out
when
the
buffalo
wild
weather
music,
critical,
this
wouldn't
record
now,
there's
others
think
of
them
sitting
back
on
September,
9th
afraid,
the
bullying
committees
that
maybe
we
should
have
a
workshop
in
the
stairs
I
think
you
know,
because
there's
been
such
a
big
brought
up
again
so
important
I
know
something.
Sometimes
they
come
to
the
meeting
inspected,
both
in
just
getting
information
if
it
is
probably
a
little
bit
sometimes
a
bit
hard
to
digest.
September.
J
I
So
I
covered
it
really
quickly
and
and
I
will
try
to
explain
it
better.
We're
bringing
ideas
and
suggestions
on
the
9th
for
the
board
to
massage
to
say
two
of
these
one
of
those.
None
of
that
there
will
be
ideas
and
suggestions.
You'll,
you'll
you'll
hear
information
about
which
schools
you
think
are
about
the
schools
that
we
think
are
in
that
lowest
quadrant
and
the
lowest
performing
and
the
lowest
growing
schools.
We
have
to
make
some
decisions
about
that.
You'll
hear
some
information
about
that.
I
I
You
also
have
a
policy
that
requires
that
parents
know
30
days
in
advance
of
those
changes,
and
you
also
want
the
magnet
and
choice
opportunities
posted
in
January.
So
we
didn't
have
enough
time
last
year,
so
we're
we're
just
trying
to
think
it
through.
We
would
be
very
happy
if
the
board
would
conduct
a
workshop.
Look
at
all
the
deliverables
that
you
think
our
priorities
and
tell
us
what
success
looks
like
because
in
a
way
we
the
work
is
so
complex
and
I
know
how
deeply
each
of
you
cares.
F
I
F
Are
a
list
of
board
approved,
magnet
school
changes
sitting
out
there
as
a
board
director
from
the
December
2018
board
meeting
we've
accomplished
two
of
the
nine
things
on
that
list.
Those
are
board
approved.
The
question
is:
are
you
going
to
ask
us
to
disregard
those
and
start
over
or
are
those
things
you're
going
to
implement
and
you
want
us
to
think
about
other
things,
but
I
think
we
can't
discount
the
board
actions
of
the
past
that
have
happened.
Those
are
actual
items
of
fruit.
Where
do
they
fall
into
this
conversation?
They.
I
As
you
say,
are
on
the
books
and
I
believe
we've
addressed
more
than
two
of
the
nine,
but
that
that
spins
we're
not
you
may
decide
you
want
to
change
your
mind
about
some
of
them,
but
that's
up
to
you,
but
we
know
we
know
what
you've
told
us.
We
know
it's
on
the
books
and
we're
not
suggesting
that
we
make
anything
more
complex
or
difficult
than
it
needs
to
be.
We.
N
A
L
I
Actually
worked
on
on,
you
really
have
to
work.
These
committee
of
the
whole
agenda
this
far
in
advance,
so
the
staff
has
done
a
lot
of
work
and
they're
coming
there
we're
meeting
again
in
the
morning,
but
it
looks
as
though
we'll
need
to
start
by
noon
and
plan
to
run
till
5:00
5:30
that
afternoon,
if
we're
really
going
to
get
into
some
of
these
way
the
issues
we
we
know
that
it's
difficult
for
board
members
to
make
it
before
noon.