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From YouTube: January 13, 2020 Committee of the Whole Meeting
Description
January 13, 2020 Committee of the Whole Meeting
A
A
C
D
D
That's
been
working
together
since
September
the
30th
to
put
together
some
proposals
for
transforming
early
childhood
in
Charleston,
County,
School
District,
and
the
mission
and
purpose
of
our
of
our
task
force
is
really
the
early
childhood
we
know
is
a
critical
lever
in
closing
the
achievement
gap
and
the
opportunity
gap
for
students
and
giving
them
a
firm
foundation
so
that
they
can
be
successful,
moving
forward
in
school
and
be
prepared
for
a
high-quality
life,
and
the
purpose
of
our
project
really
was
threefold.
Is
to
create
a
comprehensive
plan
to
redesign
our
early
childhood
program.
D
Presenting
some
options
for
universal
4k
and
looking
into
hiring
of
certified
teachers
for
preschool
classes,
those
three
bullets.
There
will
really
voted
on
by
the
board
on
September
the
23rd
as
through
the
mission-critical
actions,
and
so
our
team
started
by
looking
at
research
and
part
of
the
research
that
we
that
we,
but
that
we
looked
at
came
from
our
Hanover
research
group
and
mrs.
Roberts.
Buffy
Roberts
is
going
to
kind
of
go
over
that
research
with
you
right
now,
because
it
was
one
of
the
foundational
pieces
of
our
project
teams.
Work.
E
Ok
good
afternoon
on
hannover
research
is
a
reputable
research
firm,
employing
diverse
researchers
specializing
in
such
areas
as
leadership,
academics,
college
and
career-readiness
instructional
environments,
family
engagement,
talent
management
and
operational
improvement,
CCSD
partnered
with
Hannover,
in
order
to
complete
an
external
evaluation
of
our
current
early
childhood
program.
The
purpose
of
the
study
was
to
identify
the
impact
of
four
k
programming
on
later
elementary
school
outcomes,
such
as
achievement,
indicators
like
math
and
se,
ready
and
school
engagement
indicators
like
attendance
and
discipline
in
the
study,
Hannover
examines
students
who
attended
for
K
in
2014-15
and
2015-16.
E
They
compared
the
students
who
attended
for
K
during
those
years
with
students
who
did
not
attend
for
K
outcomes
were
examined
in
two
groups.
All
students
were
grouped
according
to
their
four
K
participation
or
non
participation,
and
then
the
subgroup
of
low
SES
or
socioeconomic
status
or
high
poverty,
we're
pulled
out
and
grouped
according
to
their
four
K
participation
or
non
participation,
because
for
K
programs
generally
serve
high
poverty.
Students
looking
at
the
outcomes
of
four
K
participants
and
non-participants
in
this
way,
provides
a
clearer
picture
of
the
effectiveness
of
our
four
K
programs.
E
We
do
see
some
mixed
results:
low
SES
for
k,
traditional
and
headstart
participants
experience
slightly
more
disciplinary
incidents
than
non
participants
in
grade
two
low
SES
for
k,
traditional
Montessori
pick
and
Head
Start
all
had
fewer
disciplinary
incidents
than
non
participants
in
grade
3.
However,
Montessori
students
in
this
low
SES
subgroup
experience
at
the
disciplinary
incidents
than
that
of
their
for
K
non-participants.
In
summary,
based
on
these
outcomes,
overall
low
SES
students
who
participate
in
4k
programs
do
benefit
from
their
participation.
E
Based
on
another
key,
finding
of
the
study,
participation
in
current
4k
program
was
not
shown
to
close
the
opportunity
and
achievement
gap
between
the
low
SES
students
and
students
for
more
socioeconomically
advantaged
families.
However,
revolt
results
again
suggests
that
low
SES
students
still
benefit
from
participation
in
the
current
program
for
achievement
results.
E
The
study
revealed
that
non
participants
and
Montessori
4k
participants,
outperformed
other
4k
participants
on
map
reading
and
math
math,
and
grade
2
and
non-participants
outperform
4k
participants
overall
on
map
reading
and
math,
as
well
as
SC
ready
in
grade
3
for
student
engagement,
Montessori,
4k
and
preschool
intervention
participants
had
higher
attendance
rates
than
non
participants
and
traditional
4k
participants.
Overall,
however,
non
participants
experienced
fewer
disciplinary
incidents
than
4k
participants
overall.
E
Ultimately,
the
study
confirms
what
we
know
to
be
true.
4K
program.
Participation
as
it
is,
does
not
close
the
opportunity
gap
between
our
low
SES
students
and
students
form
or
socio-economic
ly,
advantaged
families,
but
it
does
benefit
and
positively
impact
low
socio-economic
students
in
their
achievement
and
behavioral
outcomes.
E
And
number
3
consider
providing
additional
support
for
Head
Start
students.
The
early
childhood
task
force
has
responded
to
these
recommendations
and
they're
very
generally
described
on
the
screen.
As
you
see
here,
Action
Center
on
expanding
early
childhood
program
access
established
in
an
early
childhood
education
center.
D
So
after
got
all
that
information
from
Hanover
our
task
force
was
was
charged
with.
What
are
we
going
to
do
and
what
are
we
going
to
do
next
and
what
are
we
going
to
lay
our
foundation?
Well,
our
task
force
is
using
the
National
Association
for
the
education
of
young
children
or
NAEYC
in
a
UIC
as
a
driver
of
change
for
more
than
30
years.
Macey
is
the
national
gold
star
of
standards
for
early
childhood.
D
By
meeting
these
national
standards
of
quality,
we
will
be
able
to
ensure
that
we're
providing
high
quality,
early
childhood
programs
and
experiences
for
our
students,
so
the
accreditation
system
that
Maci
has
is
very
rigorous
and
a
critical
component
moving
forward.
If
our
early
childhood
is
that
our
district
will
be
seeking
accreditation
by
that
by
AC
in
the
future,
we'll
be
starting
next
year,
and
it
is
a
multi-year
process
to
become
AC
accredited.
D
It
is
quite
rigorous,
and
we
do
not
expect
they
do
not
may
see,
does
not
expect
them
someone
to
get
accredited
in
a
year,
or
maybe
even
two,
but
it
is
something
that
we're
going
to
take
on
as
using
it
as
part
of
our
driver
of
change
and
I'll.
Be
referring
to
may
see
a
couple
more
times
in
the
presentation.
D
Our
task
force
also
really
felt
very
very
strongly
about
creating
our
theory
of
action.
What
do
we
believe
in
and
if
we
book,
if
we
believe
what
we
believe
in
then
what
should
we
do
and
then,
if
we
do
those
things
that
we
believe
in
what's
going
to
bless
that
going
to
lead
to
you?
What's
that
going
to
be
our
outcome?
D
Learning
standards
that
are
high
in
rigorous
data-driven
assessments,
quality
curriculum
holistic
supports
and
the
list
goes
on.
Certified
educators,
family
engagement
opportunities,
community
partners,
all
of
those
things
CCSD
really
needs
to
provide
if
we
do
believe
in
the
importance
of
early
childhood,
and
we
believe
that
if
we
do
that
that
we
will
end
up
with
substantially
increased
achievement
levels
for
our
students
coming
out
of
our
early
childhood
programs
and
ultimately,
we
will
have
an
exemplar
model
for
future
early
childhood
programs
in
CCSD.
D
You
can
refer
back
to
that
theory
of
action
throughout
as
you
as
you
read
this
presentation
over
again.
These
are
the
NAEYC
standards.
Again
there
are
ten
of
them.
They
are
hyperlinked
with
MIT,
which
means
that
on
your
and
your
computer,
if
you
want
to
to
click
on
any
one
of
those
standards,
that
will
give
you
what
that
standard
means,
but
even
more
importantly,
what
you
would
look
for.
What
may
see
looks
for
what
we
should
look
for
going
into
early
childhood
classrooms,
for
example
in
relationships.
D
It
gives
you
the
explanation
of
what
relationships
are
and
if
you
go
into
classrooms,
what
should
you
see?
You
should
see
teachers
interacting
with
students
in
a
certain
way.
You
should
see
the
teacher
assistant
having
a
small
group
of
students.
You
should
see
students
interacting
with
each
other
in
a
certain
way,
and
each
one
of
those
standards
are
very
clearly
defined
and
NAEYC
of
what
the
expectations
are.
D
One
of
the
first
things
we
did
is
we
began
the
research
and
beginning
the
process
of
an
AC
accreditation.
By
talking
with
the
folks,
it
may
see
and
doing
some
more
research
also
there's
been
we've.
The
board
has
approved
the
establishment
of
the
mary
for
early
childhood
and
family
engagement,
Center
at
Mary
Ford,
that's
to
open
in
August
of
2020,
so
that
we've
been
doing
work
in
that
area
and
that
addresses
every
one
of
the
ten
NAEYC
standards.
D
You
also
asked
for
we
created
a
centralized
plan
for
application
and
screening
for
CD
students
that
will
be
done
centrally
and
that
the
the
outcome
for
that
is
that
we're
going
to
be
able
to
identify
students
and
screen
them
earlier
and
have
the
parents
know
about
their
acceptance
much
earlier
than
in
the
past,
and
that's
moving
forward
for
2021
you'll
see
the
NAEYC
standard
thereof
standard
for
that
meets
NAEYC
standard
for
this.
Another
component
of
this
plan
was
to
provide
some
information,
Universal
4k,
possible
implementation,
possible
suggestions
to
that.
D
We
also
spend
a
great
deal
of
time,
looking
at
curriculum
in
for
early
childhood
and
that
meets
up
with
the
standard
number
two,
which
is
the
curriculum
standard
and
macey.
He
spent
a
lot
of
time
looking
at
best
practices.
Looking
at
early
childhood
programs
throughout
the
United
States
that
we're
really
doing
well,
I
actually
visited
one
in
Nashville,
and
you
said:
what
are
you
using?
What
curriculum
are
you
using?
What
do
you
see?
D
What
are
you
getting
the
best
results
with
and
we're
making
some
recommendations
in
that
area,
but
it's
not
just
curriculum,
because
you
have
to
have
professional
development
and
supports
for
your
teachers,
and
your
teacher,
assistants
and
I
would
say
also
for
your
administrators.
We
have
to
provide
ongoing
and
supportive
professional
development
in
order
for
anything
to
be
successful.
G
D
Going
to
be
using
assessments
to
god,
instructional
decisions,
that's
another
key
part
of
NAEYC
standards
along
with
collaborating
communication
of
us
and
a
strategic
marketing
plan,
and
we
also
need
to
determine
our
Early
Head
Start
and
Head
Start
grant
application
if
that's
also
one
part
of
our
of
our
task
force.
So
those
are
the
things
that
we
have
been
working
on
and
will
continue
to
work
on.
You
know
in
the
area
of
early
childhood,
I'm
gonna
talk
next
a
little
bit
about
Mary
for
early
childhood
center
early
child
in
a
family
engagement
center.
D
D
Again,
just
underlying
again
the
standard
of
excellence
that
we're
using
the
Macy
expectations
as
a
benchmark
to
make
sure
that
we
align
all
of
our
decisions
for
the
Mary
Ford
Center,
better
they're,
aligned
to
Macy
standards
and
expectations
and
levels
of
rigor
we'll
be
pursuing
the
Macy
accreditation
for
our
Center
beginning
next
year.
That's
a
collection
year
and
a
learning
year
in
completing
documentation
year.
There's
no
expectation.
In
fact,
Macy
does
not
allow
you
to
become
accredited
in
one
year,
so
it
it
would
be
the
second
year
that
we
would
actually
do
the
application.
D
But
we
want
to
once
we
are
in
the
Macy
accreditation
at
Mary,
Mary,
Ford,
early
childhood
and
family
engagement
center.
We
want
it
to
that
to
also
be
spread
through
other
through
other
programs
or
childhood
programs
in
the
district,
and
that
we
would
continue
to
keep
that
accreditation
post.
Our
initial
accreditation
and
onward
moving
forward
throughout
all
the
renewal
processes.
D
Mary
fort,
is
definitely
going
to
be
a
place
to
learn
and
grow,
and
the
current
Mary
Ford
site
is
will
be
renovated
this
summer
to
accommodate
six
four
year
old
classrooms
and
six
five-year-old
classrooms.
We're
going
to
be
updating
our
classroom
furniture,
the
front
office
area
of
the
building
will
be
renovated
to
provide
a
secure
and
welcoming
area
for
for
parents,
students
and
faculty
there'll
be
a
new
outdoor
area
at
Mary
Ford.
They
have
one
beautiful
playground
now,
though,
but
we'll
be
adding
a
second
one.
D
That's
specifically
for
early
childhood
there'll
be
spaces
for
earlier
for
related
arts
support
services,
parent
engagement
rooms
and
the
media
center
in
the
cafeteria
will
be
housed
with
furniture
that
will
be
appropriate
for
little
folks.
So
we're
gonna
have
it'll,
be
a
really
it'll,
be
a
center.
That's
really
centered
on
young
people
for
them,
for
the
other
folks
still
learning
ground
our
curriculum
at
Mary
Ford.
The
foundation
at
the
reticle
base,
of
course,
is
going
to
be
our
South
Thailand
early
learning
standards
we're
going
to
be
using
the
pyramid
model
for
social
emotional
supports.
D
Well,
our
core
curriculum
is
going
to
be
the
creative
curriculum
version.
Six
deluxe
second
steps
and
we're
going
to
have
curriculum
supports,
so
the
curriculum
will
be
very
engaging
very
rigorous,
very
appropriate
for
early
childhood
and
we'll
be
measuring
our
success
in
this
area.
By
doing
fidelity,
checks
and
quality
data
assessments,
progress
monitoring
and
really
making
sure
that
the
curriculum,
the
rigorous
curriculum
that
we're
putting
them
into
place
is
being
implemented
correctly
and
appropriately.
H
Afternoon,
mate
accreditation
standards
not
only
require
rigorous
curriculum
and
high
quality
teaching
and
learning,
but
they
also
call
for
comprehensive
supports
for
children
and
families.
This
is
what
is
planned
for
which
is
so
exciting
for
Mary
Ford.
This
slide
highlights
some
comprehensive
supports
that
are
being
considered
for
Mary
Ford.
These
supports
were
built
on
the
existing
resources,
partnerships
and
community
and
parent
involvement
that
already
are
in
place.
It
will
build
on
the
programs
and
opportunities
that
the
Charleston
Promise,
Neighborhood
and
other
community
organizations
and
community
groups
have
pads
to
continue
implement
at
Mary
fort.
H
This
Center
will
go
above
with
me
on
the
project
team,
examined
Macy's
best
practices
for
family
engagement
and
what
other
early
childhood
centers
across
the
country
are
doing,
such
as
the
Ross
Early
Learning
Center
in
Nashville
that
we
already
referenced.
Our
research
led
us
to
organize
the
opportunities
for
famine
into
four
categories:
enrichment
activities
for
students
and
Families
parent
and
caregiver
education,
leadership
and
family
engagement.
H
H
The
possibilities
of
what
could
be
offered
for
family
there's
also
a
link
at
the
bottom
to
a
spreadsheet,
which
documents
the
current
programming
activities,
funded
and
offered
by
Charleston,
Promise,
Neighborhoods
and
other
resources,
as
well
as
identifying
additional
potential
offerings
under
each
of
the
categories
are
listed.
It's
very
exhaustive.
H
The
project
team
wants
to
emphasize
that
the
final
offerings
will
be
determined
and
identified
by
the
families
staff
community,
which
is
the
reason
why
you
see
words
such
as
potential
possibility,
because
we
want
to
turn
them
we're
going
to
determine
them
with
the
community
and
the
families
and
the
staff.
This
will
begin
on.
January
28th,
when
the
families
from
the
shakoora
and
Mary
Ford
will
come
together
to
review
plans,
provide
input
and
guide
the
continued
direction
of
the
Mary
Clark
program,
a
full
slate
of
this,
a
lot
of
them's
particular.
H
G
D
Part,
that's
the
end
of
the
information
about
Mary
Ford,
but
the
project
team
also
worked
on
some
other
initiatives,
one
of
those
being
the
centralized
enrollment
and
screening
that
you're
gonna
hear
about
as
soon
as
I
finish.
This
slide,
Universal
for
K,
district-wide,
professional
development
and
district
ride
wide
curriculum
and
support,
so
Christine
Zambo.
He
our
director
and
early
childhood,
is
going
to
talk
about
the
centralized
enrollment
and
screening
and
she's
really
excited
cuz.
We
getting
ready
to
kick
that
off
right
pretty
soon.
F
Thank
you
good
afternoon.
My
name
is
Christine's
and
bogi
I've
had
the
honor
to
work
on
the
early
childhood
task
force.
We
have
four
additional
initiatives
that
support
the
early
childhood
process
in
CCSD.
You
can
see
those
on
your
screens
centralized
enrollment
and
screening
Universal
for
K
district-wide,
PD
and
district-wide
curriculum
support.
F
Beginning
January
28
we
have
created
well
beginning:
we've
created
a
subcommittee
to
examine
and
redesign
the
enrollment
application
and
screening
process
for
the
growing
Charleston
County
School
District
community,
beginning
January
28th.
The
early
learning
department
will
support
CCSD
parents
and
students
through
an
aligned
application
timeline
for
all
early
learning
student
options,
including
Montessori,
headstart
and
pre-k
child
development.
The
district
will
provide
four
ways
for
parents
to
apply.
There
will
be
a
paper
intake
form
at
each
school.
They
can
attend
a
community
event
in
each
zone.
They
can
download
and
print
intake
forms
or
complete.
F
An
online
intake
form
redesigning
the
enrollment
application,
and
screening
process
will
provide
several
benefits.
Centralized
application
protects
teachers,
time
keeping
teachers
in
the
classroom
focused
on
instruction
pre-k.
Students
can
also
attend
school
longer
with
centralizing
this
process
paper
and
online
intake
forms
will
also
provide
a
smooth
transition
to
universal
pre-k.
F
As
we
look
at
our
application
data,
we
continue
to
receive
more
applications
each
year
as
Charleston
County
community.
We
continue
to
grow
and
we're
seeing
more
interest
in
our
pre-k
programming
to
assist
with
a
growing
demand.
This
is
great
news,
and
now
we
have
a
systematic
way
to
support
teachers
and
parents.
D
And
now
Universal
4k,
this
is
going
to
take
some
planning
and
in
determining
where
to
start,
this
committee
did
some
suit
a
lot
of
research.
We
use
multiple
data
points
to
first
determine
school
need.
Is
there
a
need
by
looking
at
test
results,
give
me
kindergarten
area
demand
in
the
community
etc.
But
what
used
with
several
different
data
points
in
determine
schools
that
had
the
greatest
need
for
for
4k,
we
examined
the
number
of
the
current
kindergarten
enrollment
looked
at
trends.
D
Talk
to
our
folks
in
that
do
Ruhlman
projections
and
kind
of
we
needed
to
have
a
way
to
project
the
number
of
additional
classes
that
we
would
need
if
we
were
to
move
towards
universal
4k
offering
for
can
four-year-old
kindergarten
to
every
child.
That
is
four
by
September
first
and
then
we
move
from
that
to
me
examine
the
ability
of
our
current
facilities
to
support
those
additional
classrooms.
D
This
is
a
graph
of
schools
that
have
a
high
need
for
four-year-old
programming
and
they
have
some
space
available
and
you'll
see
those
schools
listed
on
the
bottom.
I'll
just
take
the
first
one
as
an
example:
Dunston
Elementary.
They
currently
have
three
early
chop.
A
currently
have
three
four-year-old
programs
in
their
school.
They
have.
They
have
space
to
add
another
one.
If
we
believe
that,
if
they
added
that
fourth
class,
that
we
would
capture
everyone,
that's
four
in
there
their
enrollment
zone.
D
Ellington
right
now
has
two
four-year
old
programs,
and
they
currently
do
not
have
a
waiting
list
and
we
believe
we're
capturing
those
students
in
the
enrollments.
And
so
we
really
are
providing
Universal
4k
for
those
students.
So
if
you
look
across
look
across
you'll
see
many
of
those
have
just
blue
and
there
are
four
additional
classrooms,
so
we
could
potentially,
if
you,
if
the
board
was
interested
in
dealing
with
an
addition
of
four
additional
classrooms,
we
could
have
start
eight
down
the
road
for
universal
4k
with
those
high
needs
schools
and
space.
D
Now
I
would
imagine
in
your
head
right
now,
you're,
probably
asking
well
what
about
those
schools
that
have
high
needs
and
no
space
do
we
have
any
of
those
we
do.
We
have
schools
that
that
have
high
needs,
but
they
don't
have
the
space.
For
example,
AC
Cochran
has
for
early
childhood
4-year
old
classrooms
in
order
to
capture
everyone
in
their
attendance
zone.
That's
four:
we
estimate
that
we
would
need
three
additional
classrooms
for
a
total
of
seven
and
there
is
no
space.
D
James
Allen
Elementary
would
need
an
two
more
and
there
is
no
space
wide
sunny.
We
all
know
the
growth
at
Lanson
and
they
would
need
many
more
I.
Think
it's
five
I
can't
read
my
graph
from
here,
but
it's
four
or
five
classrooms.
They
would
need
additional,
but
that's
that
is
good
information
to
have,
as
we
plan
building
programs
and
do
some
other
things.
Those
are.
D
I
Good
afternoon,
everyone,
as
you
know,
a
well-placed
plan,
needs
preparation
and
training
and
professional
development.
That's
ongoing.
So
in
order
to
provide
a
rigorous
and
meaningful
child
early
childhood
program
with
fidelity,
we
would
need
to
follow
as
an
AC
standard,
six
staff,
competencies,
preparation
and
support
within
our
district.
I
So
a
PD
calendar
is
being
developed
to
include
ongoing
specific
training
for
curriculum
implementation
assessments
and
DSS
requirements,
because
we
do
have
our
Early
Head
Start
Head
Start
program
housed
in
some
of
these
programs
as
well
in
some
of
these
locations
as
well.
So
as
you
can
see,
this
is
some
of
the
outline
of
the
professional
development
that
we
would
be
looking
at
as
we
start
to
move
forward.
D
And
just
to
wrap
up
I
wanted
to
let
you
know
that
this
project
team
was
multifaceted.
It
we
reached
across
departments
from
human
resources
through
our
curriculum
learning
services.
We
had.
We
had
members
on
the
project
team
from
finance.
We
had
retired
educators,
community
partners,
teachers
and
a
retired
teacher,
so
it
was
a.
It
was
a
multi-faceted
team.
J
The
first
one
being
I
want
to
touch
on
the
high
needs
into
space
first.
Well,
the
high
knees
without
space
with
the
universal
okay.
So
obviously
that
that
means
that
there
is
no
room
there
in
a
particular
school
to
construct
classroom
spaces.
So
so
I
guess
my
question
then
becomes
how
or
what?
How
will
we
capture
these
students,
because
that
is
the
goal
right
to
reach
these
students
early
on,
so
that
they
can
be
better
prepared
when
they
get
to
kindergarten.
So
so
what
are
we
doing?
D
A
great
question:
ABS
absence
of
absent
of
space
to
actually
put
another
classroom
in
I,
don't
know
that
we
have
an
awful
lot
that
we
can
do.
There's
a
school
nearby
that
has
space
and
we've
done
this
before
we
tried
we
try
to
get
the
students
into
a
school
that's
nearby
with
space.
Unfortunately,
you
probably
see
up
there,
Cochrane
lads
and
they're
all
kind
of
up
in
that
North.
Those
in
the
north
part
of
our
district
and
there's
not
space
I
mean
I.
Guess
we
could.
D
We
could
potentially
look
at
whether
mobile
classrooms
as
a
possibility
and
no
there's
no
space
on
the
lights
in
campus
to
even
add
a
mobile,
so
we're
we're
in
a
little
bit
of
a
predicament.
I
know
that
the
board
does
have
some
plans
into
using
school,
combining
and
making
some
other
early
childhood
centers
and
in
places
and
that's
an
answer.
But
it's
not
an
immediate
answer.
So
I
don't
know
that.
There's
an
immediate
answer
that
I
have
yeah.
J
D
G
J
That
we're
not
capturing,
but
but
these
will
be
students
that
will
be
coming
into
our
schools
and
not
being
rate
at
all
and
that's
what
we're
trying
to
get
to
right
what
you
were
trying
to
capture
them
early
on.
So
it
seems
as
though
that
we
have
to
find
a
way
of
capturing
these
students
early
on,
even
though
we're
we're
moving
in
other
capacity
where
there
are
space.
B
K
Pressed
to
do
it
in
the
timeframe,
three
three
quick
questions,
and
they
should
be
yes
knows,
and
the
four
year
old.
The
four
case
study
that
we
did
to
show
whether
we
were
making
progress
for
those
that
were
exposed
to
it
and
those
that
weren't
are
those
certified
teachers
that
are
teaching
those
classrooms
today
versus
what
we're
talking
about
in
the
future,
which
is
making
sure
we
have
certified
teachers
in
all
of
it.
K
C
K
L
D
D
Classroom
what
what
one
way
is
that
it
sets
the
foundation
of
expectations
and
things
to
look
for
mmm-hmm.
It
is
a
over
it's
been
around
for
more
than
30
years.
It's
considered
the
gold
standard
that
we
look
for
and
if
we
can
achieve,
if
Macy
can
come
into
our
schools
and
into
our
classrooms
and
really
take
a
look
at
our
what
we're
doing
and
give
us
the
approval
and
we
earn
the
accreditation,
then
we
really
are
providing
for
our
students,
some
of
the
very
best
early
childhood
experiences
that
we
can
offer.
L
L
E
L
E
G
E
When
you
look
at
those
come
when
you
look
at
the
effectiveness
of
that
program
in
order
to
sort
of
compare
apples
to
apples,
you
want
to
look
at
students
who
are
in
that
subgroup
in
the
lowest
SES
subgroup,
who
are
participants
in
4k
and
who
are
not
participants
in
4k.
The
all
students
category
does
not
do
that.
It
just
looks
at
all
students
overall,
so.
G
E
L
G
N
Just
one
question:
really:
this
covered
majority
of
it
being
in
North
Charleston.
We
have
a
population
of
52
percent,
African,
American
and
most
concentrated
area
I
want
to
copy
your
PowerPoint
if
possible.
So
I
can
read
it
some
more
my
own
time,
but
how
do
you
feel
the
4k
program
will
be
interjected
in
that
area
and
I
knew
start
talking
about
many
mainly
Mary
for
but
and
the
other
areas
going
up
to
Dorchester
Road
corridor
to
the
Latin
area?
What
do
you
see
that
being
an
objective,
more
song
with
concentrate
Larry.
D
I'm
not
sure
100%
I,
understand
your
question.
However,
all
of
our
schools
in
North
trust
we
have
four
year
we
have
a
hundred
and
fifteen
four-year-old
programs
throughout
Charleston
County
School
District.
So
we
have
a
number
of
four-year-old
probes
and
many
of
those
are
in
there
in
all
of
our
elementary
schools
in
North
Charleston.
Now
so,
and
so
tell
me
what
your
question.
D
D
One
of
the
things
that
I
think
that
this
Mary
Ford
is
going
to
be
a
place
where
the
entire
school
being
the
whole
school
is
focused
on
the
learners
from
toddlers,
because
the
Head
Start
will
have
toddlers
up
through
the
end
of
kindergarten.
So
that's
zero
to
five.
That's
gonna
be
the
total
concentration
of
that
entire
school.
The
cafeteria
will
be
set
through
young
children,
though
the
media
center.
All
of
the
support
services
that
would
be
put
in
place
is
for
it's
all,
concentrated
the
everything
that's
100%
focus
on
early
childhood
at
Batman,
okay,.
N
D
N
A
C
B
C
Ma'am
and
make
orchard
has
just
moved
to
the
table.
She
is
she
my
teacher
and
halftime
support
for
the
instructional
coaches.
She
helped
develop
the
calendar,
but
that
all
we're
asking
is
so
we
put
these
four
out
for
public
comments
so
that
the
public
select
the
one
that
they
prefer.
Okay,
mr.
just.
K
P
P
We
went
back
to
the
drawing
table
and
made
edits
based
on
those
recommendations
from
those
teachers,
and
then
we
took
it
to
the
level
leaders
who
made
a
few
shifts
in
some
of
our
professional
development
dates.
The
biggest
change
there
was
looking
at
front
loading
those
at
the
beginning
of
the
year,
knowing
some
of
our
curriculum
requirements
that
are
on
the
horizon:
new
math
textbook
adoption,
new
social
study
standards,
and
we
wanted
to
reach
the
teaching
core
in
August
before,
obviously
they
embarked
on
the
year
rather
than
later
on
in
February.
P
And
so
you
see
really
a
couple
of
options.
Abc
and
D
is
kind
of
where
we
eventually
landed
after
taking
into
account
all
those
groups.
We
did
reach
out
to
Berkeley,
County
and
Dorchester
County
to
see
if
we
could
align
our
brakes
along
those
knowing
that
a
large
portion
of
not
only
our
teaching
core
but
also
our
parents
and
families
in
Charleston
County
also
touch
upon
Berkeley
County,
particularly,
we
did
not
their
dates.
P
They
had
not
fully
confirmed
their
spring
break,
particularly
which
is
where
we
were
most
interested
in
trying
to
align
and
some
of
the
private
schools
that
we
reached
out
to
hadn't
identified
their
calendar.
We
do
are
as
much
earlier
in
the
year
because
we
do
public
voting,
so
I
agree.
We
want
to
align.
We
want
to
make
our
stakeholders,
whether
their
parents
or
students
as
happy
as
possible
with
the
calendar
options,
but
we
had
to
proceed
by
kind
of
the
calendar
to
make
sure
that
we
had
a
viable
calendar
option
for
the
district.
P
We
have
had
that
in
a
couple
years
past.
Sometimes
we
try
to
schedule
our
professional
development
along
those
days,
you'll
notice
that
we
do
not
have
a
February
professional
development
and
so
we're
able
to
use
the
12th
as
a
weather
make
up
day,
which,
of
course,
in
your
call
up
most
recent
years.
We've
had
to
use
all
of
our
make
up
days
and
then
the
15th
is
as
a
guaranteed
day.
L
P
L
P
That
was
a
big
driving
factor
in
the
calendar
this
year,
because
it's
a
presidential
election
there's
really
two
concerns
one.
We
want
to
obviously
make
it
available
for
everyone
to
vote
and
to
the
safety
of
our
students.
We're
voting
precincts
are,
is
they're
very
high
priority,
and
so
that
day
is
completely
off
the
calendar,
which
really
shifted,
really
fall
semester
and
made
it
very
challenging
to
fit
as
many
days
as
possible
in
the
fall
semester.
P
G
A
A
C
G
C
Neglected
to
introduce
to
the
board
dr.
carolyn
bowser
who's
here,
she's
our
new
chief
academic
officer,
she's
right
here
in
case
you
have
not
had
an
opportunity
to
meet
her
yet
and
I
wanted
to
mention
that
the
vetting
committee
met
last
Wednesday.
Robin
Jones
is
our
staff
person
who
helps
facilitate
that
process
and
I
believe
that
Miss
Jeffery
is
going
to
give
the
report
to
that
group.
The.
G
Q
So
we
reviewed
the
academic
for
urban
school
leadership
and
everyone
on
the
committee
gave
feedback.
We
had
a
rubric
that
we
we've
had
a
very
structured
rubric
that
we
went
through
with
all
of
the
applicants.
The
finalization
of
that
has
removed
this
applicant
I
have
the
information,
but
it
says,
remove
the
applicant
from
further
consideration,
because
the
majority
of
areas
were
not
sufficiently
addressed.
Q
Q
We
said
remove
this
applicant
from
further
consideration,
because
majority
of
areas
were
not
sufficiently
addressed
and
the
third
one
was
okay,
so
I'll
just
address
those
two.
We
asked
for
partners
to
work
with
us
to
improve.
Well,
you
know
our
schools
and
we
did
not
feel
that
either
of
those
two
organizations
or
ones
we
previously
reviewed
gave
us
evidence
that
they
could
do
that,
so
that
the
the
third
one
that
we
looked
at
was
orange
grove
wanting
to
expand
into
Stono
and
we
as
a
whole
committee.
Q
Q
Q
L
C
There
were
probably
a
variety
of
responses
that
those
who
were
interested
in
working
with
us
could
give
that
was
outlined
in
the
original
solicitation,
Reverend,
Collins
and
I.
Don't
have
it
in
front
of
me
today,
but
it
ranged
from
the
partnership
with
engaging
creative
minds
at
Sandra's
Clyde
to
enrich
the
arts
to
the
College
of
Charleston's
teacher
residency
program
where
they
are
going
to
help
brand-new
teachers
get
master's
degree.
We
have
a
similar
collaboration
with
the
University
of
South
Carolina
that
we
working
at
with
the
sixth
grade
academy
in
the
West
Ashley
area.
C
The
College
of
Charleston
is
also
asked
to
partner
with
the
district
in
developing
a
robust,
rich
early
childhood
and
family
engagement
program
at
meminger.
So
those
are
some
of
the
examples
of
the
partnerships
that
fit
very
nicely
with
what
we
were
doing
and
then
there
were
some
other
partnerships
or
proposals
that
were
more
like
charter
schools
and
those
are
the
ones
that
I
think
the
committee
said
they
didn't
feel
were
appropriate
right
now.
I
didn't
serve
on
the
committee,
I
don't
really
know,
but
the
solicitation
would
have
spelled
out
with
specifics.
So.
G
L
C
C
You
like
this
you're,
like
what
I
would
like
to
see
is
students
who
have
been
sitting
in
schools
languishing
for
about
20
or
more
years
without
achievement,
significantly
improving,
have
an
opportunity
to
learn
in
higher
levels.
We
have
one
example
of
that,
where
we've
been
able
to
make
some
significant
differences
and
I'd
like
to
see
that
happen
for
all
of
our
children
in
all
of
our
schools
by.
C
L
N
C
B
Recent
meetings
you
had
brought
to
us
an
idea
that
there
were
some
organizations
you
thought
should
develop
more
intent
of
piaces
and
I
can't
remember
that
stands
for
right
now,
but
you
we,
you
suggested
that
some
of
these
groups
we
go
back
and
ask
them
for
some
more
in-depth
information,
University
of
Virginia
Darden
School
of
Business
College
of
Charleston,
but
in
our
Friday
update,
you
mentioned
something
called
the
Wallace
foundation.
That's
doing
the
same
thing.
The
University
of
Virginia
Darden
School
of
Business
proposal
is
so.
B
If
we
have
entities
doing
this,
I'm
just
wondering
why
we're
continuing
to
get
new
entities
to
kind
of
double
up
on
the
same
thing
that
the
the
you
know,
UVA
proposal
is
strictly
educator
development
and,
according
to
you,
the
Wallace
foundation
is
educator
development.
So
how
many
of
these
entities
do
we
need
to
have
coming
into
our
district
is?
If
we're
wondering
I,
think
where
my
thing
is,
is
number
one:
that's
a
nightmare
to
manage
multiple
contracts,
doing
the
same
thing
because
you'll
get
we.
B
C
Actually,
this
is
a
conversation
we
had
recently.
We
actually
have
four
different
approaches
right
now
to
creating
a
leadership
pipeline.
One
is
the
regional
approach
through
the
Center
for
educational
leadership.
That
is
we're
sharing
among
the
four
districts
regionally.
The
second
is
the
Wallace
foundation,
and
that
came
about
as
a
result
of
a
grant
that
I
believe
our
local
business
community
helped
us
acquire.
Then
the
third
is
the
proposal
that
came
from
the
University
of
Virginia
to
work
with
I
believe
for
they
would
be
working
with.
C
The
proposal
is
for
schools
they
might,
they
might
do
more
than
four,
but
the
proposal
was
for
four
schools
and
there's
is
an
intensive
school
turnaround.
Effort
training
people
to
make
a
difference
within
three
years
in
terms
of
student
achievement
efforts,
and
then
we
also
have
our
own
leadership
development
pipeline.
So
one
of
the
primary
responsibilities
of
dr.
Belcher
is
to
pull
together
in
a
cohesive
way.
What
that
entire
from
classroom
to
boardroom
leadership
pipeline
would
look
like.
Did
you
want
to
say
anything
more
about
that
doctor
culture.
R
B
S
N
For
mr.
Scylla,
why
not
schools
and
the
critical
needs
be
able
to,
or
maybe
dr.
poster
would
seek
autonomy
in
themselves
to
operate
their
schools?
The
way
they
need
to
build
their
teams
to
a
breed
success
instead
of
on
courses
is
that
in
process,
which
you
already
determined
that
no
needs
will
qualify
to
meet
those
standards.
Yes,.
C
Sir,
that
is
what
we're
doing
meeting
with
the
principals
of
those
schools
now
and
the
principals
are
to
be
conferring
with
teachers
to
bring
back
to
the
board
those
the
areas
of
policy
or
regulation
that
they
would
like
us
to
seek
waivers
that
we
had
hoped
to
have
that
ready
in
January.
We
don't
because
there
we
don't
have
enough
input
from
principals.
Yet,
but
mr.
straw,
Durman
is
working
with
those
principals
and
we
should
have
that.
Those
requests
ready
for
the
board's
consideration
in
February,
but.
C
We
gave
some
examples
in
December.
One
example
is
the
waiver
from
certain
time,
restrictions
for
curriculum
so
that
if
students
need
more
time
to
learn,
they
could
have
more
time.
You're,
probably
aware
that
under
that
uniform
grading
scale
at
the
high
school
level,
now
the
course
selection
and
placement
criteria
have
really
tightened
up.
So
if
you
decide
you
want
to
try
algebra
two
and
you
get
in
it
for
about
three
weeks
and
realize
that
you're
not
quite
ready
for
it.
There's
a
punitive
structure
around
getting
you
out
of
algebra
2.
C
If
you
decide
you,
if
we
decide
that
you
might
succeed
in
algebra
2,
if
we
thought
it
90
minutes
a
day
across
two
semesters,
that's
a
very
difficult
thing
to
do
right
now,
so
there
might
be
some
policy
waivers
around
curriculum
instruction.
You
might
have
seen
a
letter
to
the
editor.
There
was
a
misunderstanding:
when
we
talked
about
teacher
certification
and
the
example
we
gave
was
that.
N
C
N
C
C
A
Comment
is
that
you
know
with
through
a
lot
of
ever
coming
up
with
this,
whether
it
was
in
looking
at
this
and
a
focus
on
doing
things
that
we
have
as
a
district
tried
everything
the
district
Excel
has
self-diagnosed
over
my
time
on
the
board
and
for
12
years
before,
for
example,
a
love
college,
charleston,
wonderful,
I
appreciate
them
doing
less.
Actually,
we
also
partnership
with
one
of
these
school
here
when
the
state
tried
to
take
over
one
of
our
schools
and
we're
essentially
the
same
place.
A
B
B
S
B
L
G
C
For
the
information
to
find
its
way
down
the
down
the
road
here
on
the
documents
were
in
the
boards
board.
Docks
but
I
know
it's
difficult
to
keep
changing
documents,
while
we're
talking
here,
so
we
made
hard
copies
again.
The
document
that's
on
the
top
is
the
superintendent
evaluation
general
agreements
that
the
board
approved
in
2018-19
and
I
know
that
when
you
met
last
fall
to
complete
my
annual
evaluation,
many
of
you
expressed
frustration
with
that
process.
C
So
I
wanted
to
just
start
with
this
document
and
say
if,
if
the
board
wants
to
make
changes
for
the
coming
school
year,
it
would
be
a
good
time
to
think
about
what
changes
you
wanted
to
make
and
I
wanted
to
call
your
attention
to
the
last
page
of
that
document,
which
is
just
spells
out
the
evaluation
timeline,
the
step
one
foot
was
for
us
to
establish
goals,
and
we
did
that,
as
you
recall,
last
fall
step.
Two
is
the
mid-year
progress
review,
which
is
what
we're
going
to
discuss
today.
C
Step
three
is
the
year-end
report
and
the
summative
evaluation,
which
is
to
occur
in
July
and
then
step.
Four
is
that
we
will
share
with
you
as
they
become
available
the
student
achievement
data
and,
of
course,
you
set
the
three
specific
achievement
goals.
You
want
us
to
focus
on
to
this
year,
so
I
just
I
wanted
to
start
by
pointing
out.
You
know
what
the
timeline
calls
for
and
what
the
process
looks
like
that
the
board
approves
so
the
next
page
in
your
board,
Doc's
are
in
the
handout.
It's
just
a
progress
report.
C
Sometimes
we
focus
so
intently
as
we
should
on
those
areas
where
we're
not
meeting
children's
needs
that
we
don't
stop
to
celebrate
and
recognize
the
accomplishments
that
our
teachers
and
other
staff
members
have
made.
So
we
wanted
to
take
just
a
moment
to
talk
about
some
of
the
accomplishments
that
rest
squarely
with
teachers
and
voules
the
online
graduate
that
our
our
on-time
graduation
rate
keeps
moving
up
not
as
quickly
as
we
would
like
it,
and
we
have
two
schools
where
that
is
still
a
problem.
C
One
of
the
schools
serves
many
children
who
come
to
into
our
schools,
not
speaking
English
well,
but
once
they
enroll
in
our
schools.
We
are
to
graduate
them
within
four
years
of
the
time
they
enroll.
So
that
continues
to
be
a
challenge
for
us,
but
our
on-time
graduation
rate
is
increasing.
Our
scores
that
are
nationally
normed
are
above
the
national
average,
and
that
is
a
really
great
thing.
Our
SC
ready
scores
are
higher
than
they
have
been
since
those
tests
were
be
normed.
C
Four
or
five
years
ago
we
had
an
increase
in
the
number
of
students
who
are
National,
Merit,
finalists
and
semi-finalists,
with
the
junior
scholars
at
an
all-time
high,
and
we
had
the
highest
ever
SAT
scores
with
more
students
taking
the
SAT.
So
the
problem,
the
challenge
for
us,
is
that
that
kind
of
success
is
not
equitably
distributed.
Some
of
our
students
are
experiencing
tremendous
success,
we're
moving
more
children
and
more
diverse
students
into
that
group
of
children
who
are
experiencing
success,
but
we're
not
closing
the
gap
as
rapidly
as
we
would
like.
C
But
I
did
want
to
point
out
some
of
these
indices
that
are
directly
attributable
to
the
work
that
principals
and
teachers
do,
let
alone
students
and
parents.
Our
Advanced
Placement
pass
rate
is
higher
than
it's
ever
been
and
we
have
more
students
taking
event
placement
courses,
so
I'm
not
going
to
spend
a
lot
of
time
on
these
accomplishments.
I
just
want
to
mention
that,
while
we
focus
on
the
need,
a
great
deal
of
hard
work
is
occurring,
the
15
schools
that
we
had
that
were
targeted
by
the
state
last
year
greatly
improved
this
year.
C
We
just
had
three
schools
targeted
by
the
state.
Now
we
have
a
number
who
sit
right
there
on
the
edge
and
we
all
have
to
watch
them
every
single
year
to
make
sure
that
we
keep
moving
ahead.
Now,
half
of
the
accreditation
score,
the
accountability
score
is
based
on
the
rapidity
with
which
we're
growing
students
and
the
way
this
works
in
the
in
the
South
Carolina
accountability
system.
You
have
to
grow
your
students
that
are
faster
rate
than
all
the
other
schools
in
the
state.
So
it's
it's.
It's
an
idiosyncratic
sort
of
measure.
C
It's
not
just
how
quickly
you
grow
your
students,
you
have
to
outrun
everybody
else,
so
it's
it
that
changes
every
year,
so
it
and
it's
a
difficult
measure
for
our
schools.
If
we
were
in
the
Indianapolis
500-
and
you
ran
your
record-breaking
pace
this
year
next
year,
in
order
to
stay
out
of
accountability
trouble,
you
have
to
run
a
faster
pace.
You
have
to
beat
your
time
of
the
previous
year,
so
you
have
to
keep
improving
the
improvement.
That's
not
a
bad
thing!
C
We're
not
yet
at
the
point
where
we
have
all
of
our
children
growing
one
year
per
year.
That's
where
we
want
to
be
there's
no
district
in
the
country
that
has
all
children
grow
one
year
per
year,
but
we
want
to
be
up
more
toward
the
70th
to
75th
percentile
on
that
if
we
can
move
in
that
direction,
so
one
of
the
things
I
want
to
mention
is
about
the
tremendous
effort
of
our
chief
financial
officers
over
time
and
the
discipline
of
the
board
moving
us
from
where
we
were.
C
Four
years
ago
we
were,
we
were
in
serious
financial
difficulty
to
today,
where
we
have
a
budget
surplus
that
we'll
be
able
to
use
to
offset
some
of
the
mission-critical
work
that
we
want
to
do
and
offset
the
the
funding
cliff
that
we're
going
to
face
in
three
years.
If
we
don't
have
a
little
bit
of
relief
from
act,
388
I'm
gonna
cause
there
to
see
if
there
were
any
comments
or
questions
about
just
that
overview
of
some
of
the
some
of
the
accomplishments.
A
K
Congratulations
to
everybody
on
the
team,
because
it
is
a
team
effort,
so
I
want
to
applaud
that
doing
better
than
we've
done
is
good
and
I.
Guess
I
would
just
ask
that
maybe
if
we
had
aspirational
districts
that
have
similar
to
the
extent
there
are
districts
that
have
similar
makeup,
how
do
we
do
against
places?
We
want
to
be
emulate
if
you
will
be
good
to
have
some
aspirational
communities
that
we
could
look
at
to
say
wow
if
we
were
really
successful,
we've
been
doing
as
well
as
X,
Y,
Z
and
I.
K
C
So
if
you
look
at
this
slide,
the
top
right
hand
corner
there,
we
had
more
students,
rated
college
ready
because
we're
getting
a
whole
lot
more
students
into
dual
credit
and
and
scoring
higher
on
the
college
ready
mark
than
any
other
district
in
the
low
country
and
in
than
any
other
large
school
district
in
the
state.
So
we
try
to
compare
ourselves
with
the
large
school
districts
in
the
state.
There
are
about
five
of
them
and
we
watch
ourselves
on
maybe
ten
indicators.
C
C
N
C
We
we
started
with
stating
the
explicit
and
measurable
goals.
You
know
we
have
done
that.
We
we
have
that
down
to
a
fine
point.
We
work
to
make
sure
all
of
our
personnel
understood
the
expectations,
the
third
goal,
directing
all
human
and
fiscal
resources
toward
priority
goals
we
marked
as
progressing
but
not
on
track.
You
heard
today
the
report
from
the
early
childhood
program
evaluation.
We
would
like
to
get
clearer
about
the
the
program
effectiveness
before
we
bring
the
next
piece
of
the
budget
to
you.
C
So
we're
a
little
bit
behind
on
that
because
of
all
the
other
work
that
we
did
last
fall,
but
as
we
bring
the
budget,
mr.
Kennedy
and
others
are
working
really
hard
to
make
sure
that
we
do
a
better
job
of
aligning
here's.
How
what
we
think
a
program
did,
and
this
is
why
we
recommend
either
investing
in
it
again.
For
next
year,
or
not
investing
in
it,
so
we
gave
ourselves
a
a
cautionary
light
there,
because
we
think
we
have
more
work
to
do
number
four,
revising
our
magnet
and
partial
magnet
programs.
C
We
have
spent
a
lot
of
the
fall
doing
that
that
is
on
track,
and
we
will
see
all
of
the
three
pages
there
of
detail
about
Oh
what
it
took
to
do
that
we
get
to
the
next
goal,
then
of
the
improving
preschool
and
family
engagement
programs.
We
are
on
track
with
that.
The
next
goal
is
the
acceleration
schools,
while
we
didn't
follow
through
with
any
of
the
specific
solicitations
for
interest
in
the
way
that
the
board
might
have
originally
envisioned.
C
We
do
have,
we
think
some
good
partnerships
that
are
emerging
from
that
some
better
metrics
around
it
and
then,
if
we
look
correctly
at
these
waivers,
that
the
trade-off
has
to
be
greater
autonomy
for
greater
accountability.
So
those
are
the
pieces
we
have
to
work
on
as
we
move
forward,
but
we're
on
track
to
do
that.
The
seventh
goal
creating
optimal
school
size.
We
are
on
track
with
where
the
board
asked
us
to
be.
C
You
have
a
report
due
to
you
in
February
with
some
recommendations
around
that
and
that,
frankly,
is
a
place
where
the
board
is
going
to
have
to
decide
how
the
board
majority
feels
about.
This,
too,
is
clear
to
us
that
the
board
is
divided
and
it
makes
it
difficult
for
us
as
an
administration
to
know
what
to
do
when
when
the
board
is
not
in
unison
around
this,
so
it
it's
a
conversation.
The
board
needs
to
have.
C
The
next
goal,
developing
talent
we
marked
ourselves
a
little
behind
in
because
we
haven't
you
heard
mrs.
Quentin-
is
the
Coates
question
earlier
today.
We
can't
really
talk
to
you
about
the
specificity
of
that
talent
pipeline
that
you
asked
us
about.
We
still
have
some
work
to
do
there.
We
hope
to
have
that
done
by
February,
but
it's
not
exactly
where
we
hoped
it
would
be.
In
January,
so
we
marked
it
as
a
caution:
number
nine
revamp
the
gifted
program
is
well
underway
and
then
number
ten.
C
The
new
master
plan
for
the
proposal
of
the
2020
referendum
is
on
track
and
we'll
be
coming
to
you
soon.
So
that's
the
the
mid-year
goals
report.
If
you
have
any
concerns,
I
hope,
you'll.
Let
me
know
now
so
that
we
can
make
some
course
corrections
and
not
be
at
a
place
in
July
learning
that
we
wish
we
had
done
something
differently
in
January.
Thank
you.
Alright,.
A
B
C
B
K
R
T
U
You,
mr.
Garrett
good
afternoon,
members
of
the
board
and
dr.
postulate
Allegro
charter
school,
is
excited
to
update
the
board
with
some
future
plans
for
our
facilities
location.
As
you
may
know,
we've
been
located
downtown
Charleston
adjoining
the
Cathedral
of
st.
John,
the
Baptist
for
the
five
years
we've
been
open.
U
Now
that
we
are
looking
to
revitalize
the
former
Shakur
elementary
school
that
is
currently
owned
by
the
city
of
North,
Charleston
it'll
be
a
multi-use
building
with
a
Metanoia
run
early
childhood
program
in
it.
A
cultural
arts
component
surrounding
the
auditorium
in
this
school
that
the
city
of
North,
Charleston,
cultural
arts
department
will
be,
and
then
the
primary
tenant
will
be
allegra
located
on
three
different
floors
of
the
school
we've
met
with
both
do
tea
in
the
office
of
school
facilities,
not
their
preliminary
approval
to
be
moving
ahead.
U
Our
current
location
is
very
inadequate
for
our
students
at
lacks
science
labs,
to
teach
our
high
level
courses
elack's
the
ability
to
have
working
water
and
electricity.
Sometimes,
when
things
downtown
go
a
little
bit
sideways,
we
are
really
looking
forward
to
being
in
a
new
renovated
building,
with
good
space
and
after
many
years
are
very
hopeful
to
have
this
partner
in
this
future.
Building
in
front
of
us.
A
S
U
M
A
G
A
B
G
T
T
A
A
A
A
B
A
G
A
O
N
A
O
This
the
magnet
school
wording-
if
you
remember
it
a
mass
meeting,
we
had
some
concern
about
the
wording,
all
the
changes
that
we
may
want
it
to
make,
and
so
we
asked
miss
ham
if
she
would
follow
up
with
the
appropriate
people
that
come
back
to
us
today
on
the
suggested
wording
for
what
we
were
trying
to
do,
and
you
see
it
in
your,
you
see
it.
The
red
part
in
the
proposed
policy
miss.
B
L
It
going
down
to
the
third
to
the
last
paragraph
on
the
first
page.
I
then
go
into
the
second
page
to
the
top
of
the
second
page.
When
it
says
the.
If
there
are
more
qualified
for
kids
that
that
position
is
available,
then
a
random
lottery
must
be
used
to
select
those
students
admit
it.
This
isn't
something:
I've
talked
with
a
lottery
being
used.
Then
they
go
right.
M
M
L
From
the
bottom,
in
that
paragraph,
then,
the
next
week
is
talking
with
additionally,
as
he
saw
a
villa
by
countywide
Academy
maintenance
schools,
but
the
fate
of
essential
shall
first
be
offered
to
students
who
meet
his
criteria
in
also
zone
for
a
school
located
in
Johnson
County
has
a
carbon
index
of
80%
or
higher,
so
the
to
contradict
to
country
would
conflict
with
each
other.
What's
the
cons
lips?
How
about?
If
we
can
do
the
ferry
percent
they're
just
spacing
for
students,
then
much
better
this
one.
L
So
whether
do
you
think
one
of
the
other
things
we
have
to
do
or
somehow
fix
it,
we
don't
know
having
a
lottery,
one
set
of
kids
and
then
we
have
in
if
I
have
sent
for
another
set
of
kids
and
now
lottery
kids
get
in
first
and
the
third
don't
get
in,
but
afraid
of
Saint,
given
an
honor
don't
get
in
so
it
seemed
like
a
lottery
kids
beginning
first,
based
on
this
seemed
like
the
way
is
written.
That
is
so
I
think
I
needs
a
little
bit
of
work
so
before
it's
approved.
L
Okay,
see
right
here,
we
did
will
see
that
sentences
as
a
disagreable
in
a
time
period
for
such
an
applicant's
knowledge
in
two
weeks.
There
are
no
Club
applicants
that
positions
available.
Then
a
random
lottery
must
be
used
to
select
those
students
admit
it.
Then
you
go
to
the
next
page,
additionally
see
so
available.
It.
S
L
Like
manage
news
up
to
30
percent
first
be
offered
students
in
the
interest
cards
here
and
have
this
zone
for
schools
talking
kinda,
eighty
percent
poverty.
So
what
I'm
saying
is
one
or
the
others
gonna
feel
I?
Don't
think
you
don't
have
the
library
students
apply
and
then
another
two
kids
apply.
Also
to
get
in
is
it
seating
is
limited
already,
so
it's
either
gonna
be
a
lottery.
They
all
use
the
lottery
or
you
have
to
use
this
part
of
the
second
page
at
the
thirty
percent
off
to
the
kids
of
trauma.
L
L
B
T
V
I
think
I
want
to
try
and
address
Reverend
Collins's
issue.
It's
so
Reverend
call
is
this
this?
The
part
on
the
second
page
that
indicates
that
is
that
30%
of
the
seats
are
academic,
magnet
academically,
magnet
academically,
inclined,
magnet
schools.
Our
first
offer
to
those
students
who
are
zoned
for
a
school
that
has
a
poverty
index
of
80%
or
higher.
The
rest
of
those
seats
are
classified
via
via
lottery
rank
order.
So
you
get
a
score.
I
think
that
these
two
provisions
work
together
is
what
I
think
I'm
trying
to
say.
L
V
L
Q
Q
M
L
Litter
for
the
other
paragraphs
is
if,
if
they
are
more
qualified,
this
comes
first
now
in
the
policy.
This
come
first
well,
if
they're
difficulties
and
it
be
a
lottery,
then
the
next
page
us
with
them
had
a
favorite
scent
so
anyway
block
down
that
I
think
it's
confusing
myself,
but
I
don't
want
to
make
a
big
thing
out
of
it.
Yes,.