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From YouTube: March 9, 2020 CCSD Committee of the Whole
Description
March 9, 2020 CCSD Committee of the Whole
D
E
F
Hello,
it's
my
first
time
doing
this,
because
something
I'm
passionate
about
I
want
to
understand
why
we're
trying
to
implement
changes
in
our
dress
code
that
require
clothing
to
just
above
the
knee
a
dress
code
that
requires
kids
cover
their
shoulders.
A
dress
code
that
prohibits,
prohibits,
leggings
without
a
long
tunic
style
top.
F
Are
my
daughter's
legs
shoulders
and
leg
shape
shameful?
We
live
in
a
society
that
turns
our
girls
into
sex
objects.
We
must
fight
this
culture,
my
daughter's
body,
any
girl's
body,
is
not
responsible
for
boys
thoughts.
We
must
teach
our
boys
right
from
wrong
period.
Girls
are
equal.
Two
boys
must
be
treated
as
such.
I
expect
this
to
be
a
lesson
taught
at
home
and
in
school
and
must
be
the
culture
we
create
in
Republic
schools
in
order
to
fight
toxic
masculinity.
F
So
you
know
really
we
don't
want
to
have
a
sexist
dress
code
and
I.
Don't
think
anybody
goes
into
creating
a
dress
code
with
that
intention
in
mind,
but
there
are
really
great
studies
out
there
and
there
are
good
examples
and
models
of
what
a
dress
code
should
be.
The
American
Psychological
Association
says
that
girls
are
the
highest
group
of
people
being
sexualized,
so
let's
not
contribute
to
that.
Let's
do
our
part
to
change
that.
F
Also,
studies
show
that
when
people
are
thinking
about
their
appearance,
so
if
we're
making
a
big
issue
out
of
this,
it's
preventing
our
students,
our
children
from
performing
well
on
cognitive
tests
like
math
tests,
it
leads
to
more
experiencing
more
girls
experiencing
eating
disorders,
low
self-esteem
and
depression.
Again,
not
I,
don't
think
anybody's
intention,
but
a
part
of
the
problem.
F
G
Good
afternoon,
I'm
here
today
to
respectfully
share
a
few
important
areas
of
concern
in
relation
to
restrictive
jes
codes
and
the
points
I'm
about
to
make
here.
Our
cover
are
based
on
research.
Restrictive,
dress,
codes
that
highlight
certain
types
of
clothing
are
as
distracting
promote
a
culture
that
suggests
girls
are
responsible
for
wearing
clothing.
That
does
not
distract
boys.
This
puts
responsibility
for
boys
behavior
on
girls.
In
effect,
it
excuses
boys
behavior.
These
messages
are
dangerous
and
promote
a
culture
in
which
girls
are
more
likely
to
hide
instances
of
sexual
assault.
G
Restrictive
dress
codes,
focusing
on
fit
disproportionately
affect
students
with
varying
body
types.
These
kids
have
much
more
difficulty
buying
clothing
that
does
not
violate
the
dress
code.
Even
when
dress
code
verbage
does
not
call
out
gender.
Specifically.
The
differences
in
clothing
available
for
girls
and
boys
place
disproportionate
difficulty
on
girls
to
find
clothing.
Girls
of
color
are
often
hyper
sexualized
infused
as
older
than
they
are.
G
As
a
result,
african-american
girls
are
disproportionately
disciplined
for
dress
code
violations,
dress
codes
that
focus
on
what
boys
and
girls
are
supposed
to
look
like
are
particularly
harmful
to
queer,
transgender
and
non-binary.
Youth,
we
have
opportunity
here
to
teach
our
children
both
to
teach
our
children
mutual
respect
for
each
other,
for
each
other's
bodies
and
different
lifestyles.
G
H
Hello,
I'm
Kat,
Martin
I'm,
a
CCSD
parent
and
I'm
concerned
about
the
current
CCSD
dress
code,
as
well
as
the
revisions
that
are
being
proposed
on
today's
agenda.
As
you
just
heard
from
Lisa,
the
research
shows
that
restrictive
dress
codes
are
harmful
to
students
and
I
believe
that
when
one
student
in
our
community
is
harmed,
our
entire
community
is
harmed.
I
think
that
we
can
work
together
to
create
a
dress
code
that
protects
the
educational
opportunity
of
all
of
our
students.
H
We've
organized
a
group
of
concerned
parents,
teachers
and
students
who
completed
the
research
that
Lisa
just
shared
and
more.
We
also
have
found
other
school
districts
that
have
done
the
work
to
improve
their
dress
codes.
This
work
took
these
districts
months
and
months,
sometimes
over
a
year
of
meetings,
as
well
as
public
comment
and
research,
and
we
have
the
privilege
of
using
their
work
as
a
starting
place
for
our
district.
This
morning,
I
sent
an
overview
of
our
research
and
a
model
dress
code
written
by
Oregon.
Now
to
the
board.
H
We
share
the
same
values
of
this
organization.
We
believe
that
all
students
should
be
able
to
dress
comfortably
for
school
without
fear
of
discipline
or
body
shaming.
We
believe
that
all
students
and
staff
should
understand
that
they
are
responsible
for
man,
their
own
personal
distractions.
Without
regulating
individual
students
clothing,
we
believe
that
teachers
should
focus
on
teaching
without
the
additional
and
often
uncomfortable
burden
of
dress
code
enforcement.
We
believe
that
students
should
not
face
unnecessary
barriers
to
school
attendance
and,
finally,
we
believe
that
reasons
for
conflict
and
inconsistent
discipline
should
be
minimized
whenever
possible.
H
We
understand
that
members
of
the
administration
and
principals
have
asked
for
clarity
on
dress
code
enforcement.
This
is
a
perfect
opportunity
for
us
to
ensure
that
our
policy
is
a
good
policy
that
makes
our
schools
stronger
and
improves
the
education
of
all
of
our
students.
Thank
you
for
your
time.
Please
work
with
us
to
move
this
district
forward.
Thank.
C
Thank
you.
We
are
just
the
tip
of
the
iceberg.
As
Kat
said,
we've
heard
from
and
met
with
many
more
concerned
parents
and
teachers
who
want
to
be
involved,
but
couldn't
be
here
today.
Due
to
the
time
of
this
meeting,
we
have
offered
to
serve
on
a
committee
with
administrators,
educators,
parents
and
students
to
craft
a
better
code,
but
no
such
committee
has
been
formed.
C
We
have
requested,
but
not
receive
data
from
the
district
on
disciplinary
referrals
due
to
dress
code
violations,
with
no
data
showing
support
for
the
implementation
of
a
stricter
dress
code
and
nationwide
data,
showing
that
such
codes
disproportionately
affect
girls
and
minorities.
I
fear
that
this
revision
is
a
policy
in
search
of
a
problem.
C
The
genesis
of
this
revision
was
a
request
to
clarify
the
appeals
process
for
parents
who
do
not
want
to
comply
with
uniforms.
This
proposal
does
not
address
that
request.
Granted.
We
haven't
yet
seen
the
revisions
to
the
original
proposal,
but
that
makes
it
doubly
important
that
we
have
time
to
review
and
comment
on
further
revisions.
The
50,000
children
in
the
ccsd's
schools,
their
parents
and
educators
will
be
affected
by
this
policy.
Every
day
and
deserve
a
thoughtful,
transparent
and
deliberative
process,
I
want
to
emphasize
that
we
are
stronger
together.
C
We
are
not
here
to
cast
stones
at
the
CCSD
board.
Only
by
collaborating
can
we
build
a
dress
code
that
is
equitable
to
our
kids,
regardless
of
race,
gender
or
shape
a
code
that
is
enforceable
by
school
staff,
allows
our
children
to
express
their
individuality
and
doesn't
body,
shame
all
those
who
are
already
vulnerable.
C
Please
vote
against
this
proposal
and
let
us
help
immediately
start
crafting
a
dress
code
appropriate
for
our
schools
and
our
children
by
including
parents,
students
and
educators
we'll
be
teaching
our
kids
and
valuable
lessons
compromise
debate,
civics
that
they
can
affect
change
in
the
world.
These
skills
are
much
more
important
in
the
workplace
than
skirt
links.
School
is
for
learning.
Let
this
debate
over
the
dress
code
be
a
teacher.
Thank.
A
I
D
I
have
a
question:
if
I
may,
okay
go
ahead,
some
mrs.
Belcher
when
we
adopt
these
for
the
appropriate
school
I
mean
middle
school
math.
Well,
all
the
schools
use
this,
or
is
there
an
opt-out
policy
where
some
of
these
schools
may
choose
not
to
use
these
textbooks
I'm
just
trying
to
figure
out
if
we're
going
to
be
consistent
or.
D
And
does
this
we've
purchased
some
online
programming
in
math
in
particular,
and
I
honestly
didn't
have
time
to
research
it
and
look
it
up
this
weekend,
but
something
with
Florida,
State
or
FSU,
but
we've
got
some
online
math
programming.
Is
that
throw
up
drop
your
memory
dr.
post
away,
we
piloted
algebra
nation
that
right
do
we
still
have
that
it.
D
K
K
Not
one
of
them
were
using
the
district
issues.
Math
look
I've
won
either
world
on
the
tables
just
when
the
class
would
have
table
somewhere
on
the
show,
the
back,
but
all
the
teachers
had
well
when
I
come,
maybe
syllabus
or
work
they
print
off
a
line
somewhere
or
so,
and
if
you
could
tell
you
the
source
reckoning,
Pro
with
all
the
packages
are
on
their
own
one
different
directions.
There
wasn't
any
instability
at
all.
So
that's
what
I
saw
when
I
spoke.
K
Eli
said
well
some
in
us
in
the
book
where
you
coming
from
sort
of
looks
and
when
we
can't
find
it.
So
we
were
emailed
by
the
teachers
and
said
well
where
do
getting
us
from
it.
So
some
could
provide
some
reference.
No
one
in
the
school
was
supporting.
That's
all.
So
when
that
happens,
you
let
the
great
miss
Perry
have
the
great
such
a
great
disparity.
K
So
if
you
having
the
math
now
among
the
different
reason,
is
that
some
kids
are
getting
it
and
many
kids
are
not
getting
it,
and
so
hopefully
this
will
put
us
caught.
The
tell
teacher
said
hey:
this
is
what
we're
using
anything
else
ago
is
have
to
be
approved
for
the
districts
that
some
type
of
means,
if
we
approve
y'all,
can
have
been
on
the
same,
please
you
would
the
same
work,
learning
the
same
thing
at
one
time
and
I.
K
Wanna
have
chaos,
and
you
look
at
our
map
you
saw
it
did
not
do
it
across
Johnson
can
design
office
for
minority
children
in
Spanish
children.
We
have
to
do
better,
so
I
think
that's
much
much
of
the
problems
that
these
are
teaching
from
different
sources
and
we
can't
account
for
and
I
really
want
you
going
online
I'm
very
impacted.
It's
about
kids
to
learn,
then
I
look
to
go
with
it.
They're
provided
look
with
that
con
story,
I
kind
of
had
reference.
K
D
Just
for
clarification,
because
we
sit
on
the
board
and
we
have
access
to
information
that
a
lot
of
the
community
does
not.
Is
it
true
that
out
of
19
middle
schools,
we
have
the
vast
majority
of
them
not
using
their
math
books
about
the
heat?
He
said
that
he's
called
schools
gone
into
schools
and
the
vast
majority
of
the
middle
schools
were
not
using
math
books.
I
mean
I
would
like
to
find
out
if
that's
true
or.
L
D
D
J
A
J
J
L
N
G
L
A
L
L
Teachers
that
are
a
good
fit
philosophically
for
that
school
playground
and
that
they're
hiring
early
enough
to
always
have
access
to
the
most
talented
applicants
within
the
pool
our
goal.
Also,
as
you
know,
it's
a
longer
term
investment
in
building
a
leadership
pipeline.
So
then,
as
we
have
vacancies
in
any
of
our
principal
ships,
but
particularly
in
our
acceleration,
schools
will
have
a
cadre
of
folks
who
already
for
the
position
and
we
can
easily
move
them
into
that.
So
that's
the
University
of
Virginia
partnership
in
there,
which
the
next
agenda
item
goes.
G
L
Strategy
is
really
to
go
to
this
kind
of
goes
through
each
other
I
know
we're
just
talking
about
I'm
coral
curriculum
as
the
district,
in
a
way
that
I
really
admire,
as
invested
in
things
like
adaptive,
technology
and
other
outside
of
tools,
the
actual
instructional
core
like
what
does
it
mean
to
teach
reading
writing
math
really.
Well,
what's
that
look
like
what
are
the
key
curricular
choices
that
were
making
so
that
every
student
across
that
County
is
hitting
a
similar
instructional
experience.
N
L
If
you
move
from
one
school
to
another,
it's
not
dramatically
different.
What
is
that
work?
We
need
to
invest
to
go
deep
in
that
around
professional
development
and
in
places
where
we
have
some
gaps
actually
start
to
pilot
some
things
to
the
Werner
stronger
place
longer
term.
So,
for
example,
right
now
we
have
having
the
wonder
of
bridges
and
Western
map
in
part.
That's
because
those
are.
L
Are
on
the
best
missed
across
the
country
within
math?
They
they
cover
both
procedural
matter
because
conceptual
understanding
in
real
world
problems,
and
they
do
it
in
a
spiral
strategy
for
the
ideas
that
are
constantly
reinforcing
skills
and
concepts
over
and
over
again.
So
that
has
to
get
more
in-depth.
Kids
are
still
practicing.
L
L
Came
to
seventh
grade
at
least
or
k3
has
the
phonics
program.
Systematic
phonics
is
just
part
of
to
the
science
of
reading,
particularly
for
kids
in
schools
that
are
chronically
under
resource.
The
systematic
phonics
is
a
key
to
the
language
of
and
up
until
third
grade
you're
learning
how
to
read,
and
then
a
third
grader
reading
tomorrow.
So
it's
really
important.
We
have
that
strong
foundation
and
so
for
the
acceleration
schools
are
going
to
be
fast,
particularly
in
making
sure
they
all
have
open
court.
L
They
have
professional
development,
use
it
Wow
and
that
they
have
a
way
of
making
sure
that
the
wraparound
literacy
program.
So
this
is
beyond
phonics.
This
is
reading
comprehension,
reading,
fluency
and
being
able
to
pull
from
text
to
make
meaning
for
yourself
or
answer
text
based
questions
that
those
pieces
are
also
in
the
curriculum
program
and
that's
where
there's
a
whole
across
the
system.
So
some
schools
are
still
using
the
curriculum
around
the
last
adoption
to
the
point
you
are
making
about
math,
which
would
have
been
literacy
by
design.
L
So
how
do
we
make
sure
that
more
of
the
intellectual
lift
is
coming
on
the
kids,
and
some
of
that
is
like
teachers
having
the
confidence
to
give
a
little
bit
of
free,
more
freedom,
children
to
grapple
in
a
productive
way
with
hard
materials?
So
that's
our
aim
on
the
second
strands
of
talent,
improving,
rigorous
curriculum
and
then
the
last
piece
is
making
sure
that
the
larger
environment
is
supportive
and
helpful
to
the
school
principals
vision
if
they
have
one.
L
L
That
the
issues
are
very
different
depending
on
the
school,
just
not
shocked.
Some
of
them
vary
based
on
the
grade
level
of
kids,
but
others
are
very
busy
some
of
the
challenges
that
they
have
so,
for
example,
North
Charleston
Elementary,
has
been
a
cig
program.
It's
a
part
of
the
student
that
may
grant
there's
access
to
a
decent
amount
of
financial
investment.
That
grant
is
coming
to
an
end.
L
L
N
D
N
D
This
document
that
they've,
given
us
references,
priority
schools,
references
certain
schools
and
some
other
things
where
I
think
it's
got
mission
creep,
where
it's
going
into
district-wide
non
education
strategies,
but
to
this
part
alone,
are
they
think?
Are
they
thinking
14
out
acceleration
schools,
while
you're
thinking,
14
acceleration
schools,
I
mean
I'm
looking
at
two
different
bodies,
you
and
them,
and
in
two
different
ways
of
approaching
and
I'm
wondering
if,
if
we're
duplicating
overlapping
are
not
coordinated,
so
is
UVA
focusing
on
the
14
acceleration
schools.
This.
L
But
that's
the
difference,
so
we
UVA
is
focusing
on
the
14th.
In
this
perspective,
so
the
pozole,
you
know
they
originally
made
a
proposal
as
part
of
the
RFP
that
was
issued
and
they
do
a
lot
of
work
generally
and
turn
around
the
world
across
systems
and
providing
additional
support
in
that.
So
we
got
a
proposal
from
them
and
as
part
of
their
what
they
do,
a
diagnostic
come
and
interview.
They
have
a
format
around
the
key
priorities
that
helps
them
set
the
agenda
for
the
ways
in
which
we're
going
to
do
this
work
so.
L
D
Think
that
does
involve
development
and
we'll
go
to
the
UVA
thing
later,
because
they're
not
saying
here's
a
gap,
they're
saying
here's
a
gap
and
if
you
enter
into
an
agreement
with
us
we're
going
to
help
you
be
recruiting
and
training.
That's
not
what
we
asked
them
to
come
talk
to
us
about
only
not
that
it
doesn't
need
to
be
done,
but
we're
you
know
like
this
mission
creep.
So
when
I
look
at
your
analysis
here-
and
you
are
exactly
correct-
we're
talking
money.
So
this
is
an
information
item
and
I
have
to
ask.
D
D
Then
UVA
is
talking
about
a
leadership
to
leave
their
work
done
and,
as
you
can
see,
that
starts
to
look
like
a
lot
of
people
and/or
dollars
that
we're
not
making
any
decisions
on
and
we're
not
being
told
about
so
I
just
want
to
kind
of
get
where
we
are
on
this
I
don't
want
to
come
and
find
out
that
we've
got
to
raise
taxes,
because
we
agree
today
not
to
stop
you
from
doing
this.
I
massive,
that's
as
a
worst
case
scenario.
In
a
bad
example,
the
problem,
the
easiest
ones.
L
Right
now
we
haven't
given
up
date
and
we've,
given
the
update
to
the
board
of
other
mission-critical
items,
and
so
we're
overdue
just
to
have
a
sense
of
where
are
we
now,
as
we
think
about
the
mission
critical
work,
any
additional
investments
and
it
comes
to
the
board
to
the
budget
process.
So
I
will
tell
you
that
some
things
that
were
clearly
thinking
about
is
piloting
some
ela
curriculum
now
I
am
NOT
expecting
that
anything
you're
saying
today
is
saying
that
you
agree
to
that.
My
assumption
is
it's
going
to
come
in
a
board
proposal?
N
L
N
G
L
M
D
Because
I,
if
I,
could
piggyback
I
don't
want
those
numbers
to
be
part
of
a
budget
decision,
they
need
to
be
part
of
an
education
decision
that
drives
our
budget
and
far
too
often
we
get
a
budget
that
says
we
need.
We
need
you
to
improve
this
budget
and
inside
this
budget
we
are
going
to
do
these
six
things.
You've
got
here
formulas,
rigorous,
educational
conversation
with
a
budget
aspect,
rather
than
it
being
on
the
last
page
of
the
budget.
L
N
L
O
L
In
part,
because
we
didn't
have
much
of
approval
and
I
think
we're
still
up
in
the
opportunity
might
be
able
to
do
it
with
less
of
a
head
count.
So
we
won't
have
those
conversations
internally.
I
can
tell
you
that
the
high
level
we're
looking
to
repurpose
the
rule
previously
as
an
executive
director
of
the
acceleration
school.
So
some
we
are
who
has
a
similar
level
of
turnaround,
expertise
that
dr.
L
Williams
has
and
has
that
gravitas
that
could
come
in
and
work
specifically
with
those
schools,
I'm
thinking
about
some
of
the
coordinate,
the
curriculum
piece
and
that
could
be
from
our
own
important
instruction
team.
So
that's
the
question:
can
we
leverage
our
existing
resources?
Someone
who
spoke
this
is
on
talent,
for
those
schools,
specifically
so
making
sure
that
they
hire
early,
making
sure
that
we
know
where
their
upcoming
gaps.
There's
a
selection
piece.
L
L
It's
a
rigid
instructional
program.
They
have
creative
clients
of
the
way
where
kids
are
performing
and
in
a
way
that's
a
high
quality
arts
experience
which
reinforces
the
instructional
program.
So
what's
that
Hulk
around
some
of
these
other
schools,
they
haven't
had
the
opportunity
to
go
to
that
conversation.
It
doesn't
seem
like
something
we
want
to
tell
them
something.
We
want
to
make
sure
that
we're
hearing
from
the
community
on
what
would
be
the
right
fit
and
I
do
think.
L
We
want
to
continue
to
make
sure
that
we're
paying
attention
to
proven
providers
and
whether
there's
a
way
in
which
we
can
leverage
any
models
that
important
across
our
system,
but
all
of
that
would
come
with
so
that's
sort
of
the
general
structure.
But
again
there
might
be
ways
we
do
save
funds
by
cost
shifting
within
our
hour.
So.
O
Last
question
at
some
point:
I
probably,
and
it
may
be-
that
I
need
this
behind
the
scenes,
but
I
need
you
to
walk
me
through
what
this
actually
looks
like
with
the
school.
You
know
it's
like
we
take
these
these
recommendations
and
it's
like
eventually,
people
are
going
to
be
impacted.
So
I
would
like
to
at
some
point
take
one
of
the
14
schools
that
maybe
we
are
looking
at
doing
something
with
early
on
and
walk
me
through
each
and
I'm
happy
to
meet
with
you.
A
L
N
L
L
D
So
again,
it
may
be
a
better
conversation
to
have
when
there's
time
devoted
just
to
this,
but
I
heard
different
words
mean
different
things
to
different
people.
What
I
heard
was
we
need
a
district-wide
fill
and
there
was
three
or
four
times
after
that,
one
of
which
was
a
teacher
recruitment.
I
thought
this
was
a
leadership
development,
I
didn't
know
it
was
a
recruitment
contract
and
in
the
next,
and
it
says,
and
we're
willing
to
help
with
that
or
craft
that
so
I
I
think
we
might.
If
we
enter
into
a
UVA
contract.
D
There
there's
actually
an
area
of
opportunity
listed
in
here
that
it
discusses
the
fact
that
we
need
to
clearly
articulate
our
goals.
Well,
we
don't
articulate
our
goals.
How
are
we
hiring
somebody
to
help
meet
the
goals
if
we
don't
have
them
someone's
bringing
their
goals
to
us?
Not
things
of
that
nature
seem
to
be
again.
This
could
just
be
that
report,
but
that's
actually
page
four.
D
If
you
want
to
go
back
and
reference
that,
and
so
it's
going
to
the
next
things,
it
says
you
know
identifying
high
potential
leaders,
creating
systems
to
identify
high
potential
leaders
and
all
I
can
do
is
find
four
motions
in
the
last
two
years,
where
the
board
approved
initiatives
brought
to
the
district
to
hire
and
find
high
quality
leader,
and
this
is
listing
it
as
a
gap.
That's
a
disconnect.
You
know
we're
not
doing
what
the
board
thought
we
were
doing
when
we
approve
those
funding
and
initiatives
or
they
don't
know
what
we're
doing.
D
N
D
L
N
L
But
I
think
they
are
putting
it
all
out
on
the
table
with
what
are
your
biggest
priorities
and
as
any
vendor
does
here's
how
we
can
help
oddly,
the
way
in
which
we're
thinking
they
can
help
is
specifically
around
this
question
about
recruitment
selection
and
for
a
turnaround
school
leader
specifically
now
I
do
think
you
know
you
mentioned
leadership
and
previous
investments.
There
are
initiatives
on
the
table
within
Charleston
County
around
leadership,
but
they
don't
necessarily
cover
our
leadership
pipeline,
so
it
doesn't
take
away
from
those
pipelines
it's
they're
necessary
but
insufficient.
N
L
N
J
I
Is
it
also
safe
to
say
that,
because
we're
looking
for
top
talent
individuals
to
come
into
the
district,
with
the
changes
that
that
were
proposing
for
student
success
that
there
could
possibly
be
an
increase
financially
simply
because
to
recruit
these
kinds
of
people,
we
have
to
actually
be
able
to
bring
them
from
wherever
they're
coming
from,
if
they're,
not
local.
So
so
some
of
what
we're
doing
is
working.
I
But
according
to
this
diagnostic
report,
comparing
to
where
we
are
now,
there
are
some
greater
advantages
for
us
in
this
report
to
help
us
to
improve,
to
get
to
what
we're
trying
to
be.
As
far
as
student
success
and
recruiting
top
travel
sources
into
our
schools,
I
mean,
if
we're
going
to
make
it
work.
Definitely
there
has
to
be
some
changes
to
what
we're
doing
in
and
and
an
industry
port.
I
If
you
take
a
deeper
dive
into
it,
you'll
find
that
there
are
some
areas
to
what
we
can't
improve
in
CCSD
to
help
us
reach
the
goal
that
we're
trying
to
reach.
So
so
I
would
say
that
you
know
in
the
budget
process.
I
I
anticipate
some
type
of,
but
there
to
be
able
to
get
to
where
we're
trying
to
get
to
here.
If
this
is
what
we're
really
truly
talking
about
and
making
happen
inside
the
classroom
and
abroad
as
we
move
forward
so
I.
D
Would
reassure
you
that
we're
all
in
agreement
on
that?
We
know
this
is
going
to
take
new
initiatives,
new
ideas,
new
strategies
and
possibly
new
monies.
We're
just
saying
we
don't
want
to
go
straight
from
this
to
the
budget,
but
yeah
I
agree.
We
can't
we
can't
do
the
same
thing
and
buy
the
same
thing
and
get
different
results
so.
A
I
You
next
mr.
McKenna
and
I
think
it
may
be
a
good
thing
Carolee
to
bring
to
us
a
walkthrough
model
of
what
one
school
would
look
like
in
those
changes
and
kind
of
walk
us
through
the
process.
Well,
here
is
school
a
and
take
us
through
those
step
as
to
what
those
redefining
errors
would
look
like.
So,
whichever
school
you
pick
up,
it
doesn't
matter,
but
I
think
if
it's
as
the
board
is
in
agreement,
I
think
that'll
be
a
good
process
for
us
to
see
what
that
would
look
like
that.
B
A
D
A
L
L
B
D
Good
in
I
guess,
what's
going
through
my
mind,
is
athletics,
after-school
activities.
Clubs
we
successfully
have
dual
course:
students
who
complete
tech
courses
and
still
manage
to
have
what
is
considered
a
normal
high
school
year.
I
want
to
make
sure
you're
thinking
of
that.
You
know,
of
course
the
expenses
come
along,
but
if
this
is
aligned
to
tech
and
not
aligned
to
to
the
high
school,
are
there
any
unintended
consequences
for
those
students
who.
L
L
A
Right,
the
next
item
up
is
the
audit
and
Finance
Committee
review
the
three
items
on
there.
The
spring
bond
anticipation
note
is
coming
forward
capital
program.
Budget
reallocation
is
just
moving
funds
around
to
where
they're
needed
and
something
we
formally
will
approve
at
our
next
meeting
and
reallocation
of
real
estate
funds
is
taking
the
sale
of
the
Charlestown
Academy,
originally
Reverend
Collins.
The
motion
had
been
for
that
to
go
to
Dunston,
since
Dunston
is
already
complete
the
recommendations
that
the
funds
go
to
lad,
sand,
L
land
adjacent
to
for
Ladson
elementary
know.
O
K
K
D
K
O
N
A
G
D
D
You
so
I
would
like
to
make
a
motion
to
accept
the
second
reading
changes
of
the
red
writing
in
page
on
page
two
that
I
think
somebody's
somebody
referenced
that
that
addresses
the
appeal
process.
I
would
vote
to
ocean
with
the
right
words
are,
so
someone
can
help
me
with
the
language
approve.
Second
reading
of
that
portion.
I
I
K
Be
I
want
to
I
want
to
see
if
I'm
making
the
most
of
that
bar.
Unless
you
want
to
do,
okay,
okay,
so
you
guys
have
a
copy
of
the
policies
from
the
other
dishes
that
I
seen
you
guys
do.
I've
got
some
copy
that
one's
next
time,
I
billet
stuff
by
the
yeah.
They
were
over,
my
yes,
okay.
So
when
you
look
at
their
policies,
there's
very
little
difference
from
where
they
have
been
already
the
we're
talking.
Our
policy
they've
already
had
yes,.
D
K
B
I
I
I
D
A
K
A
K
K
Some
of
our
barely
covered
up,
there's
a
thing
showing
it
should
not
be
shown,
and
we
agree
as
a
responsible
adults
and
to
set
an
example
our
kids
come
to
school.
These
are
adults.
We
didn't
we
dealing
with
children
that
don't
know
better.
Yet,
if
we
don't
you
to
cover
themselves,
have
respect
for
their
bodies.
Nobody
else
will
it's
not
our
responsibility
to
say
something
in
place
and
tell
the
child.
K
Well,
if
a
minister
has
to
show
it
put
it
to
this
list,
some
schools
say
well:
have
it
three
inches
passive
fingers,
some
say
just
past
the
longest
finger
than
I
in
some
say
to
the
knee.
Some
signal
only
need
the
ant
are
something
in
place:
the
cestas
standard.
What
we're
trying
to
come
strong
broke
three
sets
of
policies
in
here
the
neighboring
schools.
You
guys
can
see
when
I
pass
the
Bible
Obama
go.
These
aren't
mine.
These
policies
here,
I'm,
stricter
than
what
you
have
in
place
already,
are.
N
K
A
K
K
A
A
A
A
P
Chair
committee,
chair
vice-chair
board
members
in
superintendent,
as
the
safety
and
health
of
our
students
and
staff,
was
first
and
foremost
in
our
mission,
monitoring
the
conditions
developing
and
implementing
preventive
protocols,
ensuring
that
our
school
district
is
ready
to
react
to
the
changing
conditions
of
the
corona
virus
disease
2019,
kovat
19.
It
is
our
top
priority
joining
me
here
today
are
just
a
few
of
the
many
heroes
that
are
working
on
this
each
and
every
day.
So
my
immediate
right
is
block
brock.
Clary
he's
our
emergency
preparedness
coordinator
to
his
left
is
Ellen.
P
It's
our
director
of
nursing
services
and
you'll,
hear
from
her
in
a
few
minutes
and
finally,
Dennis
Burgess
I'll
get
right
on
her
Dennis
Burgess,
our
plant
operations
officer
responsible
for
our
cleaning,
crews
and
distribution
of
supplies,
and
certainly
last
but
not
least,
mr.
Ryan
Crump's.
Our
associate
for
facilities
management
I
won't
cover
all
that
you've
heard
in
the
national
news,
but
I'd
like
to
share
an
overview
related
to
schools,
which
was
received
just
a
few
hours
ago
from
the
South
Carolina
Department
of
Health
and
Environmental
Control.
P
That's
how
fast
things
are
changing
Cove
in
nineteen
is
a
respiratory
illness
caused
by
a
new
virus,
and
everyone
is
learning
about
it.
Each
and
every
day,
there's
no
current
vaccine
to
present
prevent
against
Cove
at
19.
At
this
point,
the
best
way
to
prevent
infection
is
to
avoid
being
exposed.
The
virus
that
caused
it
stopping
transmission
or
the
spray
of
the
virus
through
everyday
practice
is
the
best
way
to
keep
people
healthy.
P
We
as
a
school
district,
working
together
with
our
local
health
departments,
have
an
important
role
in
slowing
the
spread
of
this
disease
to
help
ensure
students
have
a
safe
and
healthy
learning.
Environment
school
serves
students,
staff
and
visitors
from
throughout
the
community.
All
of
these
people
may
have
close
contact
in
the
school
setting,
often
sharing
spaces
equipment
and
supplies.
Our
current
posture
is
in
a
widening
with
the
details
of
this
DHEC
guidance
today
and
I'm,
going
to
cover
a
few
of
those
items
with
you
today.
Right
now.
P
First
and
foremost,
we
continue
remain
engaged
with
all
the
area
authorities
in
Coppa
19,
including
DHEC,
the
State
Department
of
Education
Charleston,
County,
emergency
management
and
local
municipalities
within
our
schools.
Our
daily
and
nightly
cleaning
uses
EPA
registered
disinfectant
that
are
effective
in
neutralizing,
kovat,
19
type,
viruses,
there's
nightly,
cleaning
of
all
horizontal
touch,
surfaces
and
other
high
touch
areas
like
light
switches,
door,
knobs,
etc.
Soap
dispensers
are
checked
three
times
a
day
and
at
night
and
filled
if
necessary.
P
We
also
have
a
stock
of
our
placement
soap
dispensers,
as
we
do
have
a
couple
of
schools
in
which
kids
are
deciding
to
do
some
damage,
so
we're
ready
to
replace
those
again
three
times
a
day
and
at
night
most
recently,
we've
got
a
plan,
a
place
to
provide
free
label
disinfecting
spring
bottles
filled
at
central
stations
within
each
school,
with
the
recommendations
how
to
safely
use
these
to
any
teacher
that
wishes
to
have
one.
This
will
help
prevent
unauthorized
cleaners
from
coming
into
the
schools.
P
We
have
a
lot
of
folks
that
really
want
to
help
us
by
dropping
off
supplies.
We
want
to
make
sure
that
the
supplies
we
use
are
safe
for
our
kids,
so
those
instructions,
those
bottles
along
with
the
ability
to
refill
those
will
be
completed
by
the
end
of
this
week
and
I
hope
that
it's
actually
early
earlier
than
that.
P
We're
also
looking
at
having
a
central
location
for
hand.
Sanitizer
refills,
so
every
teachers
got
hand
sanitizer
bottles
in
their
classroom,
but
we
want
to
make
it
convenient
to
get
those
refilled
and
I'd
have
to
worry
about
bringing
in
the
smaller
bottle.
So
we're
hoping
that
again
by
the
end
of
this
week,
we
have
a
Central
Station.
At
least
one
in
each
school
can
come
back
and
fill
up
those
smaller
smaller
bottles.
If
they
need
to
our
buses.
P
We
now
have
a
standardized
protocol,
so
we
don't
have
bus
drivers
just
doing
the
best
that
they
can
or
best
that
they
want
to
do.
We've
established
protocol
that
all
bus
drivers
are
doing
exactly
the
same
thing
from
both
of
our
service
agents
once
a
day,
we're
monitoring
our
attendance
rates
for
students,
teachers
and
other
key
staff.
P
We're
comparing
that
average
rate
of
attendance
per
week
to
the
typical
attendance
rates
and
if
we
exceed
if
we
exceed
the
numbers,
we'll
certainly
take
a
deeper
dive
into
those
schools
and
that's
something
that
Ellen
knits
works
with
with
the
students
and
has
been
each
and
every
day
in
the
past
field.
Trips
currently
outside
the
district
are
still
proceeding
in
accordance
with
the
current
DHEC
and
CDC
guidance.
Today,
there
has
been
an
update
to
that
recommending
that
we
consider
postponing
or
canceling
student
international
travel
right
now.
P
Certainly
we
don't
want
them
go
into
the
four
countries
in
the
level
three
list,
but
we'll
take
a
closer
look
at
that
with
leadership
tomorrow,
especially
with
the
Spring
Break
coming
up,
and
the
fact
that
we
do
have
classes
that
are
going
planning
to
go
out
of
country.
Our
office
of
strategy
and
communication
will
continue
to
be
proactive
and
keeping
our
families
and
faculty
informed.
We've
had
two
district-wide
messages
that
have
gone
out
by
closing
bids.
P
Today
they
come
up
with
a
rolling
update
that
will
have
very
clearly
displayed
on
our
website
so
that
you
can
look
day
to
day
as
we
get
information
in
and
what
we've
done
so
that
you
don't
have
to
wait
for
an
email.
You
don't
have
to
wait
for
a
message.
They
can
click
on
the
web
on
our
web
page
to
see
where
we
stand
as
it
stands
right
now
with
that,
let
me
turn
it
over
to
Ellen.
Q
Good
afternoon,
some
of
the
things
that
we
were
trying
to
do
through
nursing
services
is
to
take
a
very
proactive
and
preventative
approach
with
all
of
our
schools.
That
includes
our
staff
and
our
students.
So
we
have
unveiled
a
program
today,
which
is
our
hand-washing
kits.
These
kits
were
delivered
over
the
weekend
to
every
school
inside
you
will
find
there's
educational
material.
It
is
a
bottle
of
Glo
germ
as
well
as
a
UV
light.
It's
a
very
simple
kit
to
be
able
to
use.
Q
Instructions
have
been
sent
to
to
all
of
the
school
nurses
and
staff
as
well,
because
we
want
classroom
education
to
be
going
on.
This
is
a
very
it's.
It's
a
very
visible
product
as
soon
as
you
put
a
pea-sized
on
your
hand
and
rub
it
in
you,
use
it
like
a
lotion
and
then
use
the
UV
light.
It
actually
will
produce
a
germ
like
appearance
showing
how
germs
can
be
on
hands.
I'm
asking
for
teachers
to
go
through
and
have
three
volunteers.
The
first
person
would
shake
number
twos
hand.
Q
The
second
person
would
then
give
a
high
five
to
the
third
person
to
show
the
transmission
of
how
germs
can
occur.
Okay,
very
simplistic,
then
another
student
comes
up
shines
the
light
on
these
germs
to
be
able
to
show
how
that
the
germs
are
spread
from
person
to
person,
then
that
the
kids
are
asked
to
go
and
wash
their
hands
their
normal
way
without
any
education
being
done
beforehand
as
they
come
back.
We
investigate
again
with
the
UV
light.
Q
Q
Mistake
I
was
talking
to
a
third
grade
class
that
picked
me
today
and
Henry
said
that
as
well
anyway,
the
twenty
second
hand
wash
and
therefore,
when
you
shine
the
light
after
you
know,
the
kids
go
back
and
continue
their
twenty
second
wash
and
shine
it.
They
can
see
that
they've
removed
almost
all
the
germs.
Just
with
that
small
educational
piece.
This
is
not
only
for
code.
Nineteen.
This
is
something
that
we
had
implemented
back
with
h1n1,
which
has
been
2009.
Q
So
this
is
another
program
that
we
just
kind
of
rejuvenated
again,
making
sure
supplies
were
there
for
each
and
every
school
I
do
have
refill
available
for
these
bottles.
So
if
you
know
we
run
out
at
one
of
our
larger
schools
were
able
to
do
that.
You
get
about
seventy-five
to
a
hundred
applications
with
this,
but
I
actually
did
a
demonstration
in
the
classroom
today.
That
picked
me
and
had
great
great
response.
Not
only
you
know
from
the
students,
but
there's
a
buzz
with
the
teachers
too.
Q
They
all
are
very
eager
to
get
this
kit
and
get
it.
You
know
to
get
it
used
right
away.
So
that's
some
of
our
pre
are
preventative,
proactive
measures
from
nursing
services.
The
other
thing
that
I
want
to
assure
you
is:
we
have
a
hundred
school
nurses
throughout
the
district.
These
nurses
are
also
busy
assessing
our
kids,
we're
taking
temperatures.
We
are
charting
that
we
actually
have
a
feature
within
our
electronic
documentation
system
that
allows
us
to
run
biosurveillance.
Q
That's
actually
what
you
know.
Our
medical
professionals
are
also
hearing,
so
our
next
step
is
that,
of
course,
if
our,
if
our
kids
meet
any
of
that
criteria
or
staff,
they
are
instructed
to
go
home,
call
their
their
physician
and
we're
telling
people
call
don't
just
go.
Musc
has
actually
partnered
as
well
allowing
people
to
do
telehealth
visits,
okay,
which
is
which
is
a
wonderful
thing
and
then
from
there.
They
are
instructed
on
their
next
recommendation.
P
So
if
we
have
a
positive
result
in
some
form
of
fashion,
somebody
in
the
school
or
out
of
the
school,
each
event
has
to
be
evaluated
on
a
case-by-case
basis.
We
can't
come
out
and
say
we're
going
to
do
X
and
we're
going
to
do
Y
or
we're
going
to
do
Z,
because
we
have
to
evaluate
where
when
and
how
this
happened.
First
and
foremost,
we
would
follow
any
guidance
that
we
received
from
DHEC
in
regards
to
school
cleanings
closures,
other
activities
related
to
Co
fit
19.
P
If
that
guidance
is
not
provided,
we'll
implement
a
number
of
activities
and
Braque
here
has
reached
out
to
a
number
of
school
districts,
Washington
State
in
particular
that
has
already
had
closures.
So
we've
gotten
some
ideas
of
how
other
districts
have
handled
things.
They
they
delegate
it
to
the
school
district.
So
the
school
district
made
the
calls
on
the
closures
at
least
up
until
recently,
but
we
would
have
to
decide
upon
early
release,
delays
or
closings.
P
We're
going
to
increase
this
greening
and
our
affected
schools
by
nursing
services
and
certainly
maintain
our
communications
with
our
support
personnel
and
our
families
right
now,
learning
services
and
in
the
event
that
that
does
happen,
we
will
evaluate
and
immediately
make
a
decision.
However,
there
are
a
couple
of
things
that
have
to
be
done.
P
We're
working
on
right
now
is
learning
services
looking
at
the
continuity
of
Education
in
the
event
that
we
have
to
close,
very
important
to
try
to
find
a
way
to
continue
to
do
our
jobs
and
a
lot
of
the
students
to
continue
to
get
educated.
Our
IT
department
has
identified
that
capabilities
available
for
continuity
of
Education
will
be
briefing
those
with
leadership
tomorrow
and
move
ahead
with
developing
that
plan.
P
D
We
don't
spend
all
day
thinking
about
these
things,
so
thank
y'all.
You
came
up
some
things,
I
hadn't
thought
about
which
does
bring
up
the
student
sponsor
travel
out
of
country.
You
said
we're
going
to
have
to
be
making
some
decisions.
Is
there
a
mechanism
to
make
sure
the
board
knows
about
that
one
way
or
the
other,
because
that
could
be
a
question
that
that
question
is
my
race
and
radar?
The
other
thing
is
and
I
don't
know.
This
may
involve
miss
ham,
the
legality
of
this,
but
employees
traveling
over
spring
break.
D
Do
we
have
a
employees
and
students
traveling
over
spring
break?
Is
there
some
sort
of
plan
for
re-entry
to
assess
what
happens
when
they
travel
and
come
back
because
I'm
thinking
we're
gonna
have
kids
gone
for
a
week
who
know
going
places
possible
overseas
travel
and
then
on
Monday?
We
all
show
back
up
at
school
and
work
again.
E
D
We
don't
impose
something
to
have
a
way
of
finding
out,
for
example,
the
one
the
one
presumptive
positive
in
Charleston
County
was
an
employee
who
traveled
overseas,
who
came
back
and
said
to
their
employer,
I
traveled
overseas
I.
Think
I
should
stay
home
I'm,
not
saying
we
should
stop
them
from
doing
what
they
want
to
do.
I'm
wondering
on
the
other
side
of
it.
Are
we
prepared
to
reaccept
everybody
back
into
school
when
it
opens.
E
M
Have
a
student
or
two
or
three
who
may
have
been
exposed
in
finding
individualized
way
to
keep
their
education
going
so
that
they
don't
get
the
Helen,
so
I
think
I
hope.
That's
part
of
the
conversation.
I'll
also
tell
you
that
America
University
has
a
limited
number
of
kids
to
test
people
with,
and
so,
unless
they
are
highly
symptomatic,
they
are
reserving
the
right
not
to
test
people
than
just
sending
them
home
and
telling
them
to
stay
there
for
a
while.
A
P
K
K
We
just
never
stuff
doesn't
mean
the
kills.
It,
though
well
I'll,
say
because
you
even
think
you
can
actually
in
cleaning
you'll
actually
spray
into
trash
in
one
table
all
tenants
in
it
throughout
the
whole
building,
if
he's
already
using
the
same
one
call
for
same
one
right,
but
I
kind
of
what
I'm
asking
is
either
somebody
can
get
this
disposable,
and
once
you
clean
you
at
one
time
you
can
get
rid
of
it.
That's
not
a
message
that
you
have
it.
Actually
anything.
Can
you
maybe.