►
Description
September 16, 2019 COW Open Items and Strategic Education Committee
A
B
A
D
A
E
You
this
is
my
first
time
doing
this
I'm
a
parent
at
meminger
I'm
here
today,
because
I'm
angry
with
how
the
whole
mission-critical
action
proposals
have
been
rolled
out
and
I
wanted
to
speak
to
you,
two
things
in
particular
in
the
very
short
time
you
give
me
to
speak.
One
is
the
lack
of
transparency
that
has
characterized
this
whole
process.
E
There
has
been
a
lack
of
transparency
from
the
very
beginning,
I
learned
about
this
because
of
social
media,
other
parents,
rumors
whisper
campaigns
and
frustrations,
rather
than
any
sort
of
formal
communications
with
from
the
district
from
the
board
from
our
school.
Our
school
administrators
also
seem
to
feel
out
of
the
loop,
as
have
do
the
other
teachers,
staff,
members
and
many
of
the
parents,
and
so
I'm
very
concerned
about
this.
E
There's
a
lot
of
things
that
I
value
about
some
of
the
proposals
and
the
mission-critical
action
plans,
but
I
feel
like
the
whole
process,
is
being
rushed
and
very
secretive,
I'm,
not
sure
why,
and
that
concerns
me.
The
second
thing
that
I
wanted
to
speak
to
you
specifically
regarding
the
proposed
consolidation
of
schools.
Again,
my
two
sons
attend
meminger,
which
was
directly
affected
or
potentially
affected
by
some
of
these
proposals,
but
I
want
to
speak
to
all
of
the
schools
that
are
being
affected
here.
E
I
hope
that
the
Board
considers
the
value
of
small
student-teacher
student-to-teacher
ratios
when
they're
reconsidering,
considering
all
of
these
plans,
one
of
the
things
I
value
about
meminger
is
the
small
size,
I'm,
not
sure
the
size
of
the
school
right.
Now,
it's
a
little
over
300
I
believe
my
students
have
had
small
class
sizes,
and
this
is
one
of
the
reasons
why,
as
a
magnet
parent
I
choose
for
my
students
to
be
there
one
concrete
example
of
how
of
something
that
came
up
just
this
week.
E
The
board
is
switching
around
unannounced
teachers,
it's
disrupting
and
impeding
education
of
our
students.
It's
causing
low
morale
amongst
the
teachers
at
our
school
and
I
fear
that
this
continued
lack
of
transparency
in
communication
is
only
going
to
further
affect
the
education
my
sons
receive
and
the
reasons
why
I'm
happy
to
have
them
at
member.
Thank
you.
Thank.
F
Hello,
a
nine
of
fields:
four,
it's
a
district
20
resident
and
a
parent
of
abus'd
Academy
kindergartner
I
believe
that
diversity
abuse
should
be
increased.
One
of
the
benefits
of
public
schools
is
the
education
of
our
children
in
an
environment
that
is
reflected,
reflective
of
the
socio-economic,
racial
and
ethnic
makeup
of
our
community.
I
also
strongly
believe
that
additional
resources
must
be
devoted
to
lower
performing
district
20
schools
so
that
they
can
be
the
neighborhood
schools.
We
all
want
our
children
to
attend.
F
What
concerns
me
is
the
notion
that
these
goals
should
be
accomplished
through
measures
that
would
lower
the
academic
criteria,
abuse
and
would
implement
ideas
that
have
not
been
adequately
studied
or
demonstrated
to
benefit
affected
students.
Indeed,
the
mission
critical
recommendation
for
district
20
mergers
expressly
concedes
that
its
process
quote
felt
short
of
the
due
diligence
that
is
required
for
such
significant
changes.
F
The
the
Clemson
study
makes
clear
that
the
goal
should
not
be
to
cut
standards
for
magnet
schools,
but
to
open
up
access
to
them
through
such
things
as
the
reduction
of
certain
logistic
and
economic
barriers
to
entry
and
the
materials
I
saw,
there
appeared
to
be
no
research
cited
to
suggest
that
combining
a
high
performing
school
with
a
lower
performing
school
will
benefit
the
students
of
either
school.
The
statistics
in
the
mission
critical
documents
nearly
suggest
that
such
combinations
would
create
the
appearance
of
a
better
district
20
by
blending
proficiency
rates.
F
But
that
says
nothing
of
what
it
would
do
for
the
students,
before
rushing
into
significant
changes.
I
implore
the
board
to
find
ways
to
fix
the
underperforming
district
20
schools
and
to
increase
proficiency
rates
at
those
schools,
which
is
what
our
commune
deserves
to
increase
diversity
abus'd
by
formulating
an
outreach
plan
to
identify
those
minority
and
low-income
students
who
meet
existing
criteria
and
encouraging
and
assisting
their
families
in
applying
and
to
thoroughly
study
the
impact
of
proposed
changes
on
students
by
engaging
expert
educators
and
parents.
Thank
you.
Thank.
A
H
G
G
Generally
first
thing,
I
want
to
say
is
that
kind
of
I
stand
in
full-hearted,
both
throated
support
for
making
all
of
Charleston
schools,
specifically
d20
schools,
more
racially
and
economically
equitable,
and
so
to
the
extent
that
the
board
is
committed
to
that
and
committed
to
doing
that
in
a
way
that
can
actually
set
it
up
for
success.
I
stand
with
the
board.
G
Maybe
the
only
time
for
us
to
talk
at
length
at
these
issues
at
a
time
when
teachers
can
attend
because
their
teaching
staff
largely
can
attend,
because
they're
working
and
I
can
attend
only
because
I
have
a
work
schedule
that
allows
me
to
lose
half
of
a
day
of
work
to
come
here
to
a
meeting
in
the
middle
of
the
day.
So
if
the
intention
is
to
make
schools
more
racially
and
economically
and
socially
equitable,
equitable
I
stand
with
it,
but
this
can
fail
horribly
and
that
failure
can
be
experienced.
G
I
can
have
drastic
impact
on
the
education
of
our
students
if
we
don't
set
it
up
for
success
and
engage
with
parents
with
staff
with
teachers
on
how
best
to
implement
these
issues,
and
with
that
in
mind
and
and
as
part
of
my
time,
I
want
to
just
tell
everyone
concerns
stakeholders
here,
which
include
board
members
that
certain
parents
and
staff
members
have
organized
a
public
community
forum
on
Wednesday.
This
Wednesday
at
6
p.m.
at
the
Arthur
W
Christopher
Community
Center,
to
provide
a
space
for
people
concerned
stakeholders.
You
can.
A
G
A
J
Good
afternoon
my
name
is
Meredith.
English
perón
I
have
lived
in
Charleston
for
18
years,
first
on
James,
Island
and
now
in
North,
Charleston,
lucky
to
work
downtown,
so
I
could
get
over.
Here.
My
daughter
is
a
kindergartener
at
North,
Charleston,
creative
arts,
elementary,
a
partial
magnet
that
could
be
affected
by
the
changes
you're
discussing
today
we
moved
to
our
neighborhood
from
James
Island,
so
that
we
would
be
zoned
for
this
incredible
school.
It
hit
all
the
high
notes
for
us
most,
especially
for
its
arts
programming
and
for
its
cultural,
socio-economic
and
racial
diversity.
J
J
Among
the
student
body
there,
North
Charleston
creative
arts
elementary
was
created
to
serve
the
children
of
the
North
Area,
with
a
fundamental
arts
education
to
improve
their
chances
of
attending
a
school
in
their
own
backyard,
I'm
speaking
today,
because
I
don't
want
to
see
the
arts
programming
stripped
from
the
creative
arts,
Elementary
School
as
a
by
product
of
the
partial
magnet
changes.
In
fact,
North
Charleston
creative
arts
could
serve
as
a
model
for
the
school
district.
Certainly,
to
quote
the
upcoming
discussion.
J
Neighborhood
elementary
and
middle
school
should
have
standard
and
equal
programs
so
that
students
don't
have
to
leave
their
neighborhood
for
a
quality
education.
The.
Why
limit
arts
programming
to
schools
with
a
minimum
number
of
students
if
it's
valuable
programming,
it's
valuable
at
all
levels
and
for
all
of
our
children
I
ask
that
you
look
at
the
partial
magnet
schools
on
an
individual
basis
and
not
throw
out
the
baby
with
the
bathwater.
Thank
you.
Thank.
C
Hi
I
am
a
mother
of
three
at
North
trails
and
creative
arts.
An
active
volunteer
there
and
nor
trails
on
creative
arts
elementary
holds
a
very
special
place
in
my
heart,
so
I'm
simply
gonna
read
a
letter
from
my
heart.
I
am
I'm
writing
in
regards
to
the
current
discussion
regarding
recommendations
of
changes
for
partial
magnet
schools
and
to
show
my
support
for
North
trails
and
creative
arts
to
remain,
as
is
an
arts
focused,
parcel
marshal
magnet
school.
C
When
my
husband
and
I
bought
our
home
in
North
Charleston
in
2008,
we
had
not
thought
about
where
our
future
children
would
go
to
school.
When
our
daughter
was
a
couple
years
shy
of
a
school
age,
we
learned
an
elementary
school
would
be
built
right
in
the
center
of
our
neighborhood
great,
we
thought
and
then
it
would
be
arts
infused
well
and
then
it
would
be
a
partial
magnet
to
ensure
smart
spots
for
help
for
children
surrounding
the
school
children
of
diverse
socioeconomic
statuses.
C
In
fact,
it
would
be
a
title
one
school
where
a
high
percentage
of
kids
would
come
from
Loic
and
not
low-income
households.
We
were
very
excited
for
this
future
school.
It
would
be
a
place
where
our
daughter
would
love
would
walk
to
school,
a
place
where
she
would
have
the
opportunity
to
delve
into
the
arts
a
place
where
she
would
learn
alongside
neighbors,
who
wouldn't
have
some
of
her
same
resources
in
life,
a
place
where
her
childhood
could
look
a
little
more
like
our
own.
My
husband
and
I
grew
up
in
low-income
neighborhoods.
C
We
would
often
look
at
our
daughter
and
think
about
how
differently
her
childhood
was
beginning
from
our
own,
and
we
often
felt
she
wasn't
experiencing
the
real
world
as
me
knew
it.
We
wanted
her
to
have
a
better
sense
of
how
different
life
can
be
when
people
just
don't
have
the
same
means
as
one
another
without
question.
We
knew
we
wanted
to
enroll
her
in
or
Charlson
creative
arts
a
title
one
school.
We
could
not
have
imagined
how
incredible
a
fit
in
CCA.
C
It
would
be
for
her
family,
our
daughter,
Callie
thrived
from
the
beginning
with
arts,
infused
math
and
reading
lessons
and
the
opportunity
to
attend
classes
in
drama
music,
dance,
art,
piano
and
especially
violin.
The
violin
teacher
told
us
from
the
beginning
when
Callie
was
in
kindergarten,
that
she
isn't
natural
now
as
a
5th
grader,
she
amazes
anyone
who
hears
her
play.
C
Are
a
large
part
of
the
heart
of
in
ccae,
but
there
is
so
much
more
principal
Hanson
has
created
a
culture
where
you
can
tell
walking
through
the
building
that
the
teachers
and
staff
are
happy
to
be
there
ready
to
meet
the
rewards
and
challenges
of
teaching
every
day
the
kids
are
painting
dancing
and
acting
in
their
homeroom
classes
as
they
learn
about
whether
famous
inventors
and
how
to
add
and
subtract
dr.
Johnson
is
walking.
L
C
Let
me
let
me
just
tell
you
then,
about
one
girl,
my
daughter,
my
daughter
has
befriended
a
girl.
This
year
she
was
on
a
field
trip
with
her
recently
and
the
the
girl
had
pointed
out
her
home
on
the
way
back
home
from
the
from
the
field
trip.
She,
my
daughter
showed
me
the
home
later
that
day
and
it
is
a
home.
C
B
M
You
thank
you
for
allowing
me
the
opportunity
to
speak.
My
name
is
Beth
Bailey
I
am
a
downtown
resident.
I
am
a
mother
of
three
children
and
I
served
on
the
mcat
committee
for
district
20
and
I.
Am
a
parent
abused
I'm
not
here
to
speak
about
used--.
In
fact,
I
think
you've
heard
that
I
think
you've
heard
today.
I've
been
at
every
board
meeting
for
the
past.
M
I
think
six
board
meetings,
you've
heard
from
a
wide
variety
of
people
and
that's
what
I
would
like
you
to
keep
in
mind
when
looking
at
the
agenda
today,
one
thing
that
we
you
have
done,
you
have
hired
the
consultants.
You've
asked
your
consistents
for
their
advice
and
we
have
provided
it.
I
know
that
you
will
continue
to
us
for
constituent
advice,
but
the
time
is
now
to
make
change.
Our
students
deserve
it.
Our
parents
deserve
it.
This
is
county-wide
change.
It
is
not
limited
to
one
area.
M
In
fact,
you
ret,
you
asked
em
CAG
from
Johns
Island,
North
Charleston
in
downtown
and
as
a
downtown
parent
I
can
tell
you.
It
is
really
hard
to
see
I'm
a
product
of
a
public
school
system,
a
Spartanburg,
a
traditional
public
school
system.
I
would
like
nothing
more
than
my
children
to
be
in
a
traditional
public
school
system,
but
I
have
to
leave
downtown
Charleston.
To
do
that,
I
would
love
for
my
children
to
go
to
Burke
high
school.
M
You
are
not
providing
them
the
opportunities
for
them
to
have
certain
courses
that
they
can
have
and
the
new
Lucy
Beckham
high
school
I
asked
for
you
to
truly
look
at
this
countywide
student
wide.
Every
student
is
different,
but
the
one
thing
they
have
in
common
is
they
all
should
have
the
ability
to
learn
the
way
they
should
learn.
Thank
you
thank.
A
N
So
I
just
wanted
to
make
a
few
points
here
now
we
are.
The
agenda,
obviously,
is
a
lot
to
talk
about
diversity
and
the
the
schools,
and
we
I
know
you
guys
did
for
the
use
the
Clemson
report
as
a
basis
for
a
lot
of
things,
but
the
Clemson
report
in
and
of
itself
was
a
very
poorly
put
together.
As
a
matter
of
fact,
only
had
this
biased
statements
no
saw
Brock
Wendt
only
seven
references
and
three
of
them
were
referred
to
the
same
item
now
downtown
schools.
N
Abus'd
has
a
81%
white
in
eighty
eight
percent
african-american,
but
the
thing
is
also
the
county
itself.
Charlton
County
self
is
74
percent
white
and
22
percent
african-american,
and
there
have
been
many
just
a
simple
Google
search
of
ways
to
address.
This
are
things
that
I
notice
we
haven't
even
looked
at.
For
example,
have
you
considered
the
fact
of
Sochi
anomic
diversity
as
consideration
on
the
Century
Foundation
explores
recruiting
and
enrolling
a
diverse
student
pop?
N
They
use
a
lottery
system
which
the
lottery
list
has
for
those
that
are
eligible
for
reduced
or
free
lunch
prices.
We
have
you
guys,
looked
at
anything
like
that
for
the
adjustment
of
the
lists
and
the
merging
cuz,
the
merging
of
schools
just
haphazardly,
among
other
things,
does
not
seem
to
be
a
very
good
idea.
I
mean
look
at
st.
Andrews
has
a
very
good
ratio:
52
percent
white
36
percent
african-american,
and
it's
very
successful
in
diverse,
and
we
were
on
the
waiting
list.
There
have
you
guys
looked
at
why
that
is
successful.
N
Sure
my
name
is
Braxton
wimps.
I've
got
my
children,
my
daughter
is
in
the
beus
school
and
there's
I
have
many
other
points,
but
clearly
I've
just
here
at
the
last
second.
But
you
know
we
are
a
little
concerned
about
things
being
scheduled,
the
other
haphazardly
not
finished
and
there's
a
lack
of
trust.
N
So
in
fact,
a
few
years
ago,
you
implemented
a
$10,000
stipend
for
new
teachers
to
teach
at
troubled
at
districts
that
weren't
listen,
we're
I'm,
looking
for
at-risk
districts,
$10,000
stipend
for
two
years
and
if
I
may
be
wrong
here,
but
they
only
got
three
thousand
dollars
and
then
the
program
was
canceled.
So
how
do
you
expect
us
to
think
you
can
handle
merging
them?
Schools
if
you
can't
pay
your
teachers
properly?
Thank.
A
You,
the
next
item
up,
will
be
turning
over
just
for
the
record.
We
have
consistently
raised
teachers
and
all
employees
salaries
well
above
what
the
state
requires,
so
that
we're
tied
for
the
highest
in
the
state
right
now
and
would
like
to
go
further,
but
because
we
appreciate
our
teachers.
Next
item
we're
turning
over
to
mr.
Priscilla
Jaffe
before
I.
Do
that
we've
got
you've,
got
time
limits.
A
Besides
what
we're
going
to
try
to
do
today,
we're
gonna
try
to
stay
within
those
so
that
we
can
get
everything
covered
and
then
so
that
the
public
will
know.
The
only
thing
that
is
likely
for
action
today
will
be
related
to
early
childhood
and
then
the
other
recommendations
coming
forward.
The
board
will
go
out
and
the
community
will
listen
to
the
community
and
get
feedback
on
it
and
then
we'll
come
back
to
vote,
but
no
earlier
than
the
October
meetings
for
other
action
items
on
this.
O
P
Mr.
Garrett
mentioned
we
have
several
items
coming
before
the
board
today,
the
only
one
we
think
the
board
may
want
to
take
action
on
so
that
you
can
vote
on
it
next
week
is
the
one
recommending
that
we
revamp
and
increase
the
effectiveness
of
our
early.
Try
education
program
we'll
be
looking
at
early
childhood
education
at
partnership,
schools
at
programs
and
facilities
to
match
some
of
the
recommendations.
P
There
will
be
a
presentation
from
some
alumni
who
went
to
academic
magnet,
who
has
some
suggestions
about
moving
to
a
different
sort
of
formula
for
entrance
to
academic
magnet,
and
then
you
have
some
recommendations
or
ideas
coming
forward
regarding
partial
magnet
as
well.
Today
your
you'll
hear
to
reports.
The
one
report
is
on
the
achievement
data
that
are
available
so
far.
The
South
Carolina
ready
and
College
Board
achievement
results
are
still
embargo,
but
we
hope
to
have
those
for
you
by
the
next
meeting
and
then
you
had
asked
for
some
impact
indicators.
P
What
kind
of
return
are
you
getting
on
some
of
the
investments
that
the
board
has
made
over
a
couple
of
years?
So,
just
to
recap
the
process.
For
the
last
18
months,
we
have
been
getting
input
from
various
sources
from
the
clemson
inclusion
and
equity
study
from
the
advanced
debt
accreditation
process,
which
accredited
this
school
system
for
the
first
time,
effort
ever
but
gave
us
some
very
specific
actions
that
we
had
to
take.
P
If
we
wish
to
maintain
our
accreditation
from
all
of
that
input,
then
the
shared
future
group
was
formed
from
the
shared
future
group.
We
brought
back
to
the
board
some
recommendations
to
narrow
your
goals
and
sent
specific
asks
to
mission-critical
teams
in
four
communities.
So
we
that's
been
getting
input
today,
we're
generating
ideas
and
suggestions
for
your
consideration
after
you
give
us
direction
today,
then
the
next
phase
will
be
taking
action
which
is
not
going
to
occur
today.
So
again,
the
process
sort
of
looks
like
you
have
these
slides.
B
P
You
you
have
a
brand
new
set
at
your
table
because
I
added
the
introductory
so
I
move
my
slides
to
the
introductory
section
which
caused
the
page
numbers
to
differ.
So
that's
why
we
made
you
a
new
set
for
today.
So
I've
I've
already
talked
about
all
this.
The
first
step
was
getting
input.
The
second
step
we
are
on
today
and
that's
bringing
some
ideas
and
suggestions
recommendations
getting
direction
from
the
board
about
whether
or
not
this
is.
This
is
directionally
where
you
want
us
to
head.
P
Looking
at
the
fact
that
we
don't
have
effective,
meet
middle
schools
for
all
the
children
to
feed
into
as
they
come
through
our
systems.
Looking
at
the
fact
that,
in
several
of
our
constituent
areas,
the
feeder
patterns
aren't
as
high-quality
or
smooth
as
we
would
like
them
to
be.
We
recommended
that
we
take
a
look
at
leadership
in
our
low-performing
schools.
We
talked
about
SEL,
which
we
will
not
be
mentioning
today,
and
then
we
talked
about
seeking
out
educational
programs
that
have
proven
to
be
far
more
effective
than
anything.
P
We've
tried
in
some
other
areas
of
the
country
so,
as
I
thought,
all
that
input
justice
up,
Madeleine
Hunter,
would
say
this
is
the
anticipate
or
he
set
for
today's
meeting.
Just
as
the
reminder,
these
were
the
big
themes
that
we
heard
back
from
all
of
those
groups.
All
of
the
groups
had
this
in
common
that
we
need
to
provide
effective
early
childhood
for
all
of
our
children
near
in
or
near
their
neighborhood
schools,
and
early
childhood
in
our
minds
goes
through
kindergarten.
P
The
next
thing
we
needed
to
do
is
to
make
sure
that
all
of
our
schools
have
high
quality
options
and
many
of
the
recommendations
were
contradictory,
but
they
either
all
said
to
either
eliminate
or
change
the
school
choice
processes.
Third,
they
asked
us
to
be
more
intentional
about
our
feeder
patterns.
Fourth,
they
asked
us
to
provide
equitable
programs
and
supports
five
to
higher
outstanding
leaders
and
give
them
greater
autonomy
also
to
create
a
leadership
pipeline.
So
we
would
have
that
talent
pool
coming
through
the
system.
P
So,
in
the
mission-critical
workshop,
the
first
section
is
on
early
childhood
programs.
We
will
try
to
keep
our
remarks
four
to
10,
to
15
minutes
and
leave
the
remainder
of
the
time
for
board
discussion
today.
We
all
know
Yogi
Berra
famously
said.
If
you
come
to
a
fork
in
the
road,
take
it
and
we
believe
we
are
at
a
fork
in
the
road
in
many
instances
in
Charleston
County
Schools,
particularly
with
early
childhood
education,
we
must
make
sure
that
more
of
our
children
are
entering
first-grade
ready
to
learn.
Q
Going
to
talk
through
most
of
the
slides
I
would
like
this
team
to
introduce
themselves.
So
the
all
board
members
know
them
and
know
who
they
are
and
what
they
do
and
then
I'm
also
going
to
ask
a
member
in
the
honors
of
the
district
staff
to
stand
up
and
introduce
herself.
So
we'll
start
with
you,
Michelle.
H
Q
All
right,
Reverend,
dr.
Mac,
vice-chair
Darby
members
of
the
board,
dr.
puss
away,
I'd
like
for
you
to
think
about
a
six
year
old,
a
six
year
old
that
you
may
know
now
or
six
year
old
that
you
knew
because
I
don't
think
about
two
six
year
olds
and
I.
Think
it's
important
that
we
keep
these
students
front
and
center.
This
conversation
today
because
just
to
stop
the
post
awaits,
and
we
are
at
a
point
where
we
can
make
some
decisions
to
impact
the
two
students
I'm
going
to
describe
to
you.
Q
I
actually
taught
first
grade
many
years
ago
and
my
two
students
that
I'm
gonna
share
with
a
little
bit
about
our
jamala
and
Brad
Jamal
bounced
into
my
door
yelling
a
teacher
work
day.
She
bounced
and
she
had
beautiful,
braids
and
beads.
She
was
smiling
and
she
read
that
room.
She
could
read
every
cubby.
She
could
read
the
books
on
it
on
the
table.
She
could
read
every
chart,
she
pulled
whoops
off
the
shelf,
she
could
read
them
and
around
the
corner
came
Chihuahuas
grandmother.
Q
She
kept
her
she'd
actually
been
my
teacher
in
fourth
grade
and
she
retired.
When
that
child
was
born,
she
took
two
jamala
to
preschool
storytime
at
library,
because
she
read
to
her.
Jamala
was
ready.
She
was
so
proud
of
herself
and
so
confident
and
on
the
first
day
of
first
grade,
her
excitement
really
three
second
child
Brad
Brad
was
actually
not
six.
When
he
entered
first
grade
that
year,
Brad
was
seven
he'd
been
retained
once
in
kindergarten.
Q
Brad
Oz
mother
told
me
that
when
he
was
four,
they
discovered
that
he
had
a
hearing
impairment
and
they
had
not
discovered
until
he
was
four
years
old.
He
missed
some
of
those
critical
milestones
for
speech
and
language
development
and
all
year
long
Brad
struggled
so
both
those
students
sat
in
my
class
that
years,
of
course,
a
teacher.
We
have
thousands
of
Brad
and
Jamaal
us
in
our
classrooms.
Q
If
you
look
at
that
agenda
action
for
my
poll
free
for
you
from
the
research,
some
of
the
factors
that
make
students
at
risk
and
learning
to
read,
it
could
be
a
hearing
impairment.
It
could
be
a
language
delay,
it
could
be
the
socio-economic
level
of
the
home.
It
can
be
the
mother's
age
at
that
first
child's
birth,
a
teen
parent,
all
those
things
factored
in.
Q
So
when
we
have
these
conversations
today,
we
need
to
think
about
the
Brad's
and
Jamaal
is
out
there,
but
then
used
to
make
some
decisions
that
can
make
sure
that
more
children
in
Charleston
County
are
ready
to
learn
to
read
so
a
whole.
Some
of
the
data
for
you
nationally,
because
it's
pretty
clear
whether
you
go
to
the
hunt
Institute,
whether
you
go
to
the
pace
preschool
project,
whether
you
look
where
I
looked
at
the
first
five
years
fund,
all
the
research
out
there
will
share
that
early
childhood
programs
can
make
a
difference.
Q
If
there
are
quality
high
quality
early
childhood
programs
can
prevent
students
from
falling
behind.
It
can
also
intervene
if
they've
already
fallen
behind,
but
it
has
to
be
quality,
but
almost
all
those
studies
will
have
a
caveat,
and
that
caveat
is
this.
The
fade
effect
and
probably
the
best
description
of
the
fade
effect
on
the
verb
comes
from
Barron
Holmes,
who
was
Kids
Count?
He
was
actually
called
to
testify
in
the
advocate
lawsuit
and
what
he
said
to
individuals
across
the
state.
Q
At
that
time
was
this
early
childhood
programs
are
key,
they're
important,
but
I
caution.
You
don't
put
all
your
eggs
in
that
one
basket
the
a
long
that
is
not
a
vaccination
against
forever
having
any
difficulties
in
school.
That's
that's!
Not
a
cure-all.
It's
important,
it's
an
important
first
step,
but
those
factors
that
made
those
children
at
risk
to
begin
with.
If
a
student's,
ending,
didn't
change,
they're
still
there
so
make
sure
you
have
supports
along
the
way
I.
Q
B
Q
Q
About
these
programs
on
this
slide,
we
want
to
talk
about
early
good
start,
which
is
jerk
for
thirty
six
months
or
actually
like
six
weeks
to
thirty
six
months,
Head
Start
programs
in
Charleston
we've
made
the
decision
for
that
to
surf
three-year-olds.
We
have
a
thousand
fifty
four
children
served
in
those
programs.
We
have
child
development
programs
in
this
county.
That's
four
year
olds.
Child
development
programs
are
offered
across
that
state,
where
typically
half-day,
sometimes
they're,
full-day
they're
funded
in
Charleston
through
three
revenue
streams.
Q
That's
early
childhood
money
from
the
state
that
comes
specifically
for
that
purpose.
We
use
at-risk
money
that
comes
from
the
state.
You
might
be
at
risk
of
academic
difficulties
and
we
also
use
general
fund
money.
We
have
two
thousand
one
hundred
and
thirty
six
children
right
now.
There
are
and
I
need
to
share
with
you.
Q
We
picked
up
some
three
year
olds,
where
the
classes
didn't
feel
I'll
talk
more
about
that
in
a
bit
and
the
state
says
you
can
do
that
if
you
pick
up
those
three
year
olds
that
are
significantly
development
in
the
delayed
in
Montessori,
we
have
about
one
hundred
and
sixty
three
children
and
then
grouped
in
there.
We
also
have
two
classes
of
three-year-olds
1/4
fee-based
and
one
that's
free
and
I
think
that
it's
on
the
peninsula.
That's
a
leftover
from
a
partnership
with
the
College
of
Charleston.
Q
So
you
can
see
we're
at
a
crossroads
where
we
need
to
think
about.
Are
we
gonna
do
universal
4k
or
the
new
4k
for
the
children
with
the
greatest
needs?
What
three-year
old
program
is
gonna?
Look
like
how
do
we
want
Head
Start
to
look?
Those
are
the
decisions
we
after
made
and
then
we
have
258.
You
don't
have
to
back
up.
We
have
258
preschool
intervention
students
in
preschool
classes.
We
sometimes
call
those
pick
classes.
Those
are
special
education,
students
they've
been
identified
there.
Q
They
are
really
developmentally
delayed
and
that's
the
best
setting
than
to
receive
those
services,
and
we
have
some
itinerant
services.
That
means
we
have
folks
that
go
out
into
the
homes
in
the
preschool
programs,
because
the
students
are
so
developmentally
delayed.
We
want
to
make
sure
we
meet
their
needs.
Q
Those
students
are
supposed
to
be
students
that
are
at
risk
of
academic
difficulty
as
some
of
the
criteria
they
look
at
are
these
when
making
decisions
and
look
at
age
of
the
mother,
the
mother
of
the
first
child's
birth,
the
state.
They
look
at
socio-economic
level
of
the
home,
whether
or
not
a
parents
incarcerated
whether
or
not
the
child's
in
foster
care.
They
look
at
whether
the
child
has
an
IEP
and
then
they
also
look
at
how
a
child
the
child
does
on
the
dial
for
screener.
Q
Okay,
so
we're
gonna
talk
about
all
those
factors,
but
that
just
sets
the
stage
for
what
those
programs
are
designed
to
do
and
I've
just
got
this
piece
of
language
from
the
State
Department
in
the
last
week,
I
asked
them
to
send
me
some
clarifying
information.
If,
for
example,
if
you
don't
fill
up
all
your
slots,
let's
say
you've
got
full.
This
is
for
child
development.
You
don't
fill
up
all
your
spots.
All
your
seeds
you're
supposed
to
pick
up
that
most
at-risk
students
and
use
socio-economic
level
as
that
criteria.
Q
But
but
I
need
to
share
this
with
you.
We
went
in
and
dug
in
the
data
last
year.
It's
been
a
lot
of
time
in
that
early
childhood
data
trying
to
see
what
kind
of
summaries
we
could
draw
from
that.
What
were
our
takeaways
and
when
we
dug
into
that
data
and
dug
down
in
to
the
doll
assessment
we
discovered
we
have
some
high
four
top
children,
the
end
of
that
program,
the
screener
to
see
if
you're
ready.
Q
Q
We
discovered
that,
because,
historically,
we
had
allocated
classes
to
schools
that
in
some
schools
some
of
those
students
were
in
the
top
two
quartiles
on
that
assessment.
I,
don't
I,
don't
think
that's
what
we
meant
to
do,
but
there's
some
complicating
factors
around
that.
The
fact
that
we
don't
have
a
lot
of
space
in
Charleston
the
fact
that
we
had
not
centralized
those
procedures.
You'll
recall
that
Miss
Michelle
Simmons
Michelle
English
Watson
and
Miss
Christine
Sam
buki,
asked
for
something
in
the
budget
last
year,
so
we
could
centralize
those
services.
Q
If
you,
if
you
know
where
the
students
are,
you
can
slide
those
students
or
you
can
slide
the
program
in
the
classes
around.
If
you
have
space,
if
you
have
space,
but
the
lack
of
centralized
services
really
impacts
that
so
we're
going
to
talk
about
centralized
centralization
of
the
services
and
centralization
of
some
of
the
screening
processes.
So
then
we
dug
into
the
data,
and
we
wanted
to
look
at
first
grade
because
first
grade
is
where
it's
going
to
happen
when
a
child
learns
to
read
that's
a
key
grade
before
that.
Q
That's
early
preschool
literacy
and
it's
early
literacy
structures.
But
when
you
hit
first
grade
in
2nd
grade,
that's
learning
to
read
when
you
hit
3rd
grade,
that's
reading
to
learn,
you
shift
over
into
comprehension,
and
so
when
you're,
a
1st
grader
and
a
2nd
grader
you
have
to
match,
sounds
to
letters.
You
have
to
be
able
to
decode
on
the
fly.
You've
got
to
read
fluently.
Q
You've
got
to
have
some
basic
vocabulary
and
you
start
really
working
on
comprehension,
so
all
that
happens
in
first
and
second
grade,
but
if
you
come
in
with
developmental
delays,
sometimes
that
can
alter
your
trajectory
and
that's
where
the
school
systems
have
to
intervene
and
be
very
strategic.
But
these
are
the
data
for
our
students
that
were
entering
first
grade
ready
last
year.
This
was
our
fast
results,
fast
bridge.
Q
So
that's
your
higher
socio-economic
level,
school's
title
one
fifty
point
seven
and
then
we
asked
her
to
pull
it
and
look
at
those
in
schools
where
that
65
percent
free
and
reduced
lunch
or
higher,
and
you
see
that
for
only
forty
five
point,
seven,
that
means
more
than
half
are
not
ready,
they're,
not
where
they
need
to
be
to
learn
to
read.
We
can
advance
the
slide.
So
so
you
mean
to
take
your
question
now.
You
want
to
do
this
last
little
wrap-up
and.
A
Q
Right,
so
it
is
really
really
important
if
we
want
students
to
be
successful
in
learning
to
read
that
we
meet
them
where
they
are
and
intervene
if
they're
behind
and
if
their
own
track,
that
we
make
sure
that
the
programs
are
strong
enough
to
prevent
them
from
ever
falling
behind
our
recommendations.
Are
they
we
feel
like?
We
are
at
a
crossroads
and
it's
time
for
us
to
re-examine
those
early
childhood
programs
think
about
the
investments.
Q
When
we
write
that
headstart
grant,
we
can
make
a
decision
about
whether
or
not
we
with
a
number
of
students
we
serve.
We
can
make
a
decision
about
whether
or
not
those
are
taught
by
certified
faculty
and
staff.
We
have
a
really
difficult
time,
staffing,
our
headstart
programs.
We
can
make
a
decision
as
a
decision
again
to
serve
three-year-olds.
Like
we've
done,
we
can
make
a
decision
about
whether
or
not
we're
going
to
seek
the
early
headstart
round.
All
of
those
are
decisions
that
can
be
made
in
regards
to
our
four-year-olds
again.
Q
We
need
to
make
a
decision.
Is
it
Universal
for
K
or
is
it
for
K
for
the
neediest
students?
And
if
it's
for
K
for
the
neediest
students,
what's
going
to
give
us
the
best
opportunity
to
slide
those
seats
where
the
students
reside,
where
we
have
the
greatest
needs,
because
all
this
county,
it's
very
diverse,
it's
very
different
and
right
now,
we've
got
actual
classrooms
with
students
sitting
there
in
those
top
two
quartiles.
Q
They
are
the
jamala
that
bounced
into
my
classroom,
reading
the
room
and
they're
being
served
in
four-year-old
and
there's
nothing
wrong
with
that.
If
that's
what
you
want
to
do,
but
if
you
want
to
put
those
classrooms
where
the
greatest
needs
are,
we've
got
to
think
about
how
to
centralize
the
screening
processes
how
to
spend
centralized
services.
Q
How
can
we
put
them
in
a
center
that
would
make,
may
alleviate
some
of
the
transportation
issues
or
some
of
the
access
really
issues,
because
you've
got
more
students
in
one
hub,
maybe
not
so
much
transportation
as
it
is
access
if
Jeff's,
the
principal
of
a
school
and
I'm
a
principal
of
a
school
he's
got
spaces,
but
my
kids
can't
get
over
there
if
we're
bringing
them
to
a
hub
already.
That
makes
it
more
accessible.
So
there's
lots
of
things
for
us
to
think
about.
Q
So
we're
asking
you
to
direct
us
to
bring
you
back
a
detailed
plan.
We
want
to
have
conversations
with
you
about
what
it
is.
You
want
these
programs
to
be
and
we
want
to
bring
you
back
a
detailed
plan
in
by
February.
So
if
you
could
direct
us
today
and
make
a
motion
to
do
that,
we'll
get
started
all.
A
R
Q
R
Q
Fits
on
all
it,
it's
a
lot
of
factors,
for
example
parenting,
I
didn't
get
into
parenting,
but
often
when
you
have
robust
early
childhood
programming,
you've
got
a
parenting
program
that
that
work
goes
out
and
works
with
the
community
and
works
with
the
pediatricians
and
they
work
with
the
the
pediatricians
to
make
sure
their
literature
in
their
offices.
So
they
can
reach
families
and
let
them
know
how
important
it
is
and
it
tracks
low
birth
weight
students
when
babies
are
born
if
they're
low
birth
weight
they're
at
risk.
It's
working
with
social
agencies.
B
Q
Q
A
couple
places
because
we
allocated
by
site
and
and
I'm
just
telling
you
the
way
it
was
I'm
not
making
it
not
gonna,
make
any
judgment
about
that.
But
because
we
allocated
by
site
you
all
are
principals
and
I
gave
you
two
classes.
I
gave
you
three
classes,
we
we
didn't,
have
the
agility
to
make
decision
and
move
those
classes
around.
We
didn't
have
the
personnel
here
at
the
central
office.
Miss
Simmons
and
Miss
Sam
Buki
have
been
working
on
that
and
they've
been
working
at
pulling
those
processes
in.
So
if
mr.
Q
B
Q
D
D
Q
You
just
ask
what
I
would
call
$60,000
question.
These
are
all
the
students
and,
and
we
one
of
the
recommendations.
If
you
look
at
that
recommendation
slide,
it
is
the
last
recommendation
deals
with
sorry.
I
got
my
papers
continue
with
full
evaluation
of
child
development
program
to
pinpoint
specific
areas
of
improvement.
Our
data
collection
system
right
now
is
an
area
for
improvement.
Miss
Kathy,
Melanie's
been
working
with
us.
Buffy
Roberts
has
been
working
with
us,
I,
don't.
D
Q
But
we've
got
to
get
our
data
collection
systems
better,
but
you're,
absolutely
right
once
we
do
that,
I
can
extract
out
and
monitor
them,
and
I
did
that
in
another
system
in
which
I
worked
and
what
I
saw
is
they
were
really
strong
kindergarten
students.
When
the
program
was
strong,
they
were
strong
kindergarten
students
they
matriculated
up,
so
when
they
hit
middle
school
they
needed
supports
and
I
could
track
and
monitor
over
time.
I
did
that
for
about
six
or
eight
years.
T
Q
S
S
S
Q
Got
another
data
set
that
we
that
I
don't
have
an
aside?
We've
got
schools
with
four
percent
of
their
kids
ready
for
first
grade
four
and
they
were
in
early
childhood
and
they
were
in
child
development.
We've
got
a
variety
of
levels
of
readiness
across
the
board,
and
so
we
absolutely
need
to
revamp
to
make
sure
that
all
those
students,
the
Jamal,
is
and
the
Brad
no
matter
where
they
go
to
school
already.
I,
don't.
S
V
J
V
Q
V
A
O
W
So
I
wholeheartedly
agree
that
there
needs
to
be
a
change
or
revamping
in
our
early
childhood
division.
Certainly
we
have
the
different
makeup
of
kids
coming
from
the
different
sector
of
the
county.
Some
then
already
some
that
are
partially
ready
and
there
are
some-
does
not
ready
at
all
to
even
enter
into
the
early
potion.
W
So
it
gives
the
the
work
of
having
to
how
do
we
look
at
those
that
are
fully
ready,
partially
ready
and
not
ready
at
all
to
develop
a
program
that
will
capture
and
move
kids
at
a
pace
that
will
have
them
writing
when
they
get
to
first
grade
I
am
in
full
supporter.
You've
talked
early
about
direction,
in
which
angle
we
should
take
or
the
dishes
should
take,
but
you
know
I
fully
support
the
universal
4k
initiative.
W
If
we're
going
to
get
our
kids
ready,
then
then
we
have
to
put
in
the
time
the
energy
and
the
resources
that's
needed
to
get
them
ready.
I
think
we've
been
talking
about
this.
For
some
time
we've
been
talking
about
the
changes
that
need
to
happen
and
just
not
have
not
fully
implemented.
The
change.
I
think
we
need
to
be
very,
very
bold,
very
aggressive
in
the
changes
that
needs
to
happen.
You
have
data
set.
W
You
have
talked
about
it,
your
resources,
your
team,
to
present
and
give
us
those
types
of
work
that
you
have
already
done,
and
I
fully
support
the
fact
that
those
changes
must
happen
if
we
want
to
see
better
results
for
our
kids
as
they
move
forward,
because
again,
we've
already
seen
that
if
they
are
not
ready
coming
out
of
fourth
going
into
kindergarten
ready
for
the
first
grade,
that
the
data
shows
that
that
they
will
continue
to
struggle
throughout
an
elementary
school.
So
we
know
this
right.
W
U
X
O
X
B
Does
it
look
like
going
to
a
needs-based?
Only.
Does
it
look
like
expanding
it
beyond
the
20
to
97,
so
I
fully
support
that
we're
going
in
the
right
direction,
but
I
am
concerned
that
we're
gonna
come
back
in
six
months
with
something
that
doesn't
look
like
what
we
were
thinking
and
it's
gonna
be
we're
in
budget
cycle.
So
yes
or.
B
B
Q
I
say:
can
I
think
this
I
worked
in
a
state
that
was
behind
South,
Carolina
and
rolling
out
full-day
kindergarten,
so
I
walked
through
that.
You
don't
just
take
everybody
in
one
year.
You
can't
they
could
not,
and
the
other
thing
you
have
to
determine
is
whether
or
not
you've
got
the
funding.
So
we
need
to
bring
you
back
to
multiple
proposals.
They
may
be
Universal
4k
with
an
implementation
plan
over
time
and
it
could
be
4k
as
we
have
it
now,
but
making
sure
we're
zeroing
in
on
the
neediest
students.
Q
Y
S
S
Yes,
message:
it's
that
if
you're
going
to
go
out
to
the
community
and
have
stakeholders
meetings
engagements,
then
perhaps
you
can
Sketch
up
and
down
for
just
kind
of
give
us
a
little
sketch
or
something
is
we
can
see
when
you're
talking
about
to
the
public
to
the
community,
so
we
at
least
know
where
you
are
so
we'll
be
so
far
placed
and
then
I
don't
know.
If
you
necessarily
need
a
motion
to
to
work
on
making
a
plan
to
improve
early
child
education,
let
your
actions
are
mostly
go.
S
Z
S
B
So
I
would
like
to
move
to
have
staff,
go
back
and
begin,
create
begin
their
full
program
evaluation
and
bring
us
back
that
part
by
December.
That's
just
evaluation
that
that's
the
plans
so
that
we
don't
so
that
we
actually
have
a
benchmark
of
where
we
think
we're
headed
between
December
and
February.
AA
B
X
O
X
B
Well,
the
difference
would
be
is
that
February
is
bought
budget
cycles.
So
when
it
comes
back
to
us
in
February
it's
coming
back
as
an
up
or
down
vote
for
the
2020
school
year.
I
would
like
to
see
something
between
now
and
February.
So
we
have
an
idea
where
they're
going,
because
what
do
we
do
if
they
come
back
in
February
and
say
they
want
to
eliminate
Montessori
under
the
age
of
five
or
what
do
what
they
do
and
come
back
in
February
and
say:
we've
got
a
budget
put
together.
Will
you
approve
the
budget?
R
Q
AB
AC
AD
AD
AB
B
X
W
Me
a
second
so
before
you
make
that
can
make
a
comment,
so
I
think
it's
important
that
we
that
we'd
be
very
bold
and
aggressive
here.
I
think
we've
been
kicking.
This
can
down
the
road
for
some
time
about
changes,
that's
needed
for
four-year-old
our
three
old
kids
being
ready
and
prepared
for
for
school.
I.
W
Think
we
have
been
talking
about
this
for
so
long
and
and
it's
and
it's
good
to
get
the
evaluation
and
all
of
the
other
data
set
as
we
go
along
I
think
there
needs
to
be
a
end
date
as
to
when
this
needs
to
be
in
effect,
so
that
staff
will
know
that
what
to
work
towards,
and
so
in
other
words
by
February.
We
said
we
want
a
detailed
outline
ready
to
go
description.
However,
this
may
be
for
effective,
August
2020,
but
as
we
as
we
go
along
that
process
periodically,
you
give
us
an
update.
W
We
talk
about
those
things,
but
you
you
already
know
what
our
end
result
is
so
that
we
don't
kick.
This
can
down
the
road
any
further
I
think
that's
important!
That's
key!
If
we're
really
going
to
make
this
happen
and
really
make
this
work,
I
think
that's
what
we
need
results
so
as
giving
this
being,
September
I
think
it's
important
for
us
to
make
sound
decision
now.
In
that
way,
we
will
be
able
to
accomplish
his
mission
and
we
won't
be
having
this
same
exact
conversation
come
February,
just
a
pointing
point.
A
O
W
K
O
W
W
Let
me
read
this
part
of
it
that
we
direct
staff
to
bring
back
a
detailed
plan
for
early
childhood
education
by
February
2020
and,
in
addition
to
overall
program
recommendation,
that
we
would
like
to
see
options
for
Universal
folk'
and
hiring
certified
teachers
for
preschool
classes,
and
we
will
liked
staff
to
give
updates
every
60
days
until
the
plan
is
recommended.
Second,
okay,.
B
O
S
V
A
D
Just
one
quick
question:
there's
a
price
tag:
we're
gonna
have
to
have
choices
cuz.
This
is
not
going
to
McDonalds
to
get
a
cheeseburger
I
mean
this
is
a
big
number
and
this
has
got
real
material
impacts.
So
we
have
to
have
choices
somewhere
along
the
way
to
say.
Maybe
we
can't
afford
that
one
we'll
have
to
start
here.
So
I
just
hope.
That's
part
of
the
conversation,
yes.
P
S
A
A
S
It
does
the
pose
no
justice
to
they
rushed
us
through.
We
begin
them
with
some
of
the
ceilings
of
our
career,
affecting
these
children
and
every
time
we're
doing
this
you're
hurrying
into
the
process,
the
one
or
two
questions,
and
what
do
you
expect
to
accomplish
at
the
end
of
the
day,
if
you
got
30
seconds
of
speaking
last
question,.
B
B
P
You
our
recommendation,
is
to
create
partnership,
schools
that,
through
a
contract
with
the
board,
have
greater
flexibility
and
decision-making
authority
with
a
higher
degree
of
accountability,
to
implement
turnaround
models
that
accelerate
student
growth
and
achievement.
That
is
in
your
packet
on
slide
18.
We
are
not
asking
you
to
vote
on
that
today,
we're
simply
starting
by
telling
you
what
this
presentation
is
about
in
June
of
2019.
P
The
legislature
gave
us,
through
a
budget
proviso,
a
brand
new
option
and
option
three.
If
you
will,
we
have
traditional
schools
and
charter
schools,
and
now
we're
allowed
to
have
more
than
one
partnership
school.
So
our
recommendation
is
that
we
follow,
through
with
the
solicitation
for
interests
that
you
voted
for
us
to
advertise
in
August
and
that
we
set
up
some
partnership
schools,
as
we
have
the
opportunity
the
slides
are
going
to
share
simply
give
you
some
more
background
information
about
that
again.
P
There
is
no
vote
required
from
you
today,
but
we
would
appreciate
it
if
you
tell
us
that
you
think
we're
headed
in
the
wrong
direction.
The
first
slide,
we'll
look
at
is
one
you've
seen
before,
with
the
blue
line
used
by
the
nwea,
on
with
hundreds
of
thousands
of
student
data
points
from
assessments
they
do
across
the
country.
The
blue
line
represents
the
achievement
of
children
who
are
not
in
poverty,
and
the
red
line
represents
the
achievement
of
children
in
poverty.
P
So,
for
the
purposes
of
these
few
slides,
red
and
blue
are
going
to
be
used.
We
normally
use
stoplight
colors,
but
for
these
lives
we're
using
red
and
blue.
So
the
point
is
that
the
civil-rights
challenge
of
our
era
era
is
to
make
sure
that
children
of
generational
poverty
achieve
at
higher
levels
than
public
schools
have
traditionally
accomplished
for
them.
That
requires
a
very
different
approach
to
teaching
and
learning
that
we
have
used
public
schools
in
the
past.
Here
is
an
example
from
our
own
neighborhoods.
P
This
slide
represents
all
of
each
of
the
elementary
schools
in
district
2.
The
blue
shows
you
the
percentage
of
poverty,
the
percentage
of
students
in
district
2
who
are
not
in
poverty,
and
the
red
shows
you
the
percentage
of
students
in
a
particular
school
in
district
2
that
are
in
poverty.
So,
as
we
think
about
the
Mount
Pleasant
schools,
we
see
that
the
predominance
of
students
in
Mount
Pleasant
come
from
homes
that
are
not
below
the
federal
poverty
line.
Ok,
the
next
slide
shows
you
this
same
graph
on
the
bottom.
P
So
on
the
bottom,
it
shows
you
the
poverty
rate.
The
top,
however,
in
the
blue
color
at
the
top
of
those
graphs,
represents
the
percentage
of
students
who
scored
at
or
above
ready
on
s-see
ready
in
reading
and
math.
When
we
mash
that
together,
the
blue
color
on
the
top
represents
the
percentage
of
students
that
met
or
exceeded
SC
ready.
So
does
that
make
sense
the
bottom,
the
blue
is
showing
you
children
who
are
not
in
poverty.
P
The
top
is
showing
you
the
percentage
of
children
who
achieved
at
or
above
met
or
exceeded
the
state
expectations
on
SC
reading.
So
what
you
were
attempting
to
do
is
to
reduce
the
amount
of
red
in
the
top
slide,
all
right.
Let's
move
to
the
next
slide.
This
slide
shows
you.
The
number
of
elementary
schools
in
North,
Charleston
or
Charleston
has
a
little
more
than
2,000
more
students
than
Mount
Pleasant,
so
they
are,
but
there
are
15
elementary
schools,
so
you
see
more
circles.
This
first
slide
shows
you
the
percent
of
poverty.
P
What
we
want
to
do
on
this
slide
is
to
increase
the
blue
in
the
top
slide
and
reduce
the
red,
because
the
more
blue
on
the
top
slide
means
more
children
met
or
exceeded
the
SD
ready
expectations.
So
we
see
there
are
a
lot
of
our
schools
in
North.
Charleston
are
growing
children
there's
a
greater
slice
of
blue
at
the
top
than
there
is
at
the
bottom,
but
one
of
the
schools
in
particular.
We
want
to
call
to
your
attention
it's
the
fourth
school
from
the
right.
P
So
over
time,
meeting
Street
has
brought
more
children
of
poverty
to
higher
levels
of
literacy
than
our
other
schools
in
North
Charleston
area.
So
what
are
those
components
that
we
look
for
when
we
find
a
school
that
is
making
an
outsize
difference?
There
are
lots
of
research
studies
that
have
been
done,
hundreds
if
not
thousands,
of
research
studies
and
they
all
boil
down
to
five
or
six
or
seven
key
correlates
or
common
elements
that
we
find
in
schools
that
are
making
an
unusually
large
difference
in
achievement
for
children
who
come
from
impoverished
backgrounds.
P
P
We
operate
like
an
assembly
line.
So
we
allow
enough
time
to
teach
a
chapter
we
test
and
even
if
a
child
fails,
we
have
to
go
on
to
the
next
chapter.
These
schools
organized
differently.
The
next
box
is
parental
involvement,
and
one
of
the
research
studies
use
this
phrase.
Pressure
to
achieve
there
has
to
be
motivation
for
children
to
achieve,
to
set
goals
for
themselves
and
to
learn
the
self
discipline
that
it
takes
to
achieve
those
goals
in
successful
schools.
P
We
find
safe,
supportive
collaborative
environments
and,
of
course,
none
of
these
things
happens
without
a
highly
effective
leader.
So
these
are
the
elements
or
the
characteristics
that
we'll
be
looking
for
when
we
look
for
partnership
schools
so
just
to
review
for
the
board.
We
talked
about
this
when
we
issued
the
solicitation
for
interest
partnership.
Schools
we'll
have
a
neighborhood
there
in
neighborhood
school
with
a
set
attendance
zone
and
they
have
a
commitment
to
serve
all
the
children
who
live
in
that
neighborhood.
There
they
have
a
unique
contract.
Not
every
partnership.
P
School
contract
would
be
the
same
outlined
in
that
contract.
Are
the
services
to
be
provided
the
amount
of
money
the
school
would
be
paid.
The
expectations,
the
outcomes,
the
governance
structure
and
so
forth
key
to
this
success
of
operative
partnership
schools
is
that
is
that
they
have
the
opportunity
to
operate
with
greater
flexibility
and
decision-making
authority,
which
is
only
possible
by
this
change
state
law
that
allows
these
partnership,
schools
or
innovation
schools,
schools
of
choice
to
waive
some
of
the
key
requirements.
So
here
are
some
examples.
P
A
partnership
school
could
start
school
the
1st
of
August,
whereas
other
schools
are
not
permitted
to
do
that.
A
partnership
school
could
run
a
longer
school
day
or
could
run
a
year-round
school.
A
partnership
school
could
could
choose
to
hire
a
different
set
of
experts
as
long
as
they
meet
the
basic
certification
qualifications,
they
could
choose
to
deliver
courses
in
a
different
way
than
is
required
under
the
state
regulations.
Providing
this
board
approves
that
and
then
that
waiver
is
taken
to
the
State
Board
of
Education.
P
The
the
partnership
school
has
greater
autonomy,
but
they
also
have
greater
accountability.
They
have
to
have
an
agreement
to
create
better
results
than
comparable.
Schools
are
getting
and
obviously
a
partnership
zone
of
schools
would
have
to
have
their
own
leader.
There
has
to
be
someone
who's
full-time,
is
to
get
up
every
morning
and
make
sure
that
the
students
in
that
school
are
outperforming
their
record
in
the
past.
P
The
assumptions
we
make
about
partnership
schools
are
that
parent
representatives
will
have
an
opportunity
to
help
that
the
choices
to
provide
input
that
partnership
schools
are
directed
by
outstanding
leaders
who,
as
we've
mentioned,
would
have
authority
to
select
the
talented
staff
that
the
optimal
school
size
is
achieved.
We
can't
I
doubt
that
we
could
operate
a
partnership
school
with
200
children.
It's
just
not
financially
feasible,
so
we
need
to
achieve
optimal
school
sizes
in
order
to
make
it
cost
reasonable.
P
Our
educators
would
be
supported
during
any
transitions
and
then
the
last
bullet
is
really
important.
Partnership
schools
aren't
charter
schools.
They
don't
operate
like
a
charter
school
under
the
charter,
school
law
they
don't
have
locations,
they
take
all
the
children
in
the
neighborhood,
but
some
organization
that
currently
operates
as
a
charter
could
come
in
and
if
the
board
agrees
enter
into
a
partnership
agreement
with
this
board
to
be
that
third
governance-
hybrid
alternative,
not
traditional,
not
charter,
but
partner.
So
here's
the
the
difficult
decision
that
we
have
to
make
as
a
board.
P
These
are
some
possible
partnership
schools
that
we
would
recommend
that
the
communities
in
those
schools,
the
educators
in
those
schools
and
the
board
consider
as
part
for
partnership
possibilities.
The
schools
are
listed
because
they
are
our
schools
that
have
tried
a
number
of
different
approaches
over
a
period
of
time
and
despite
the
heroic
efforts
of
educators,
philanthropist
community
groups,
parents,
we
simply
aren't
seeing
the
achievement,
take,
hold
and
move
forward
and
gain
and
sustain
momentum
as
we
would
have
wanted.
P
So
if
you
see
a
school
by
an
asterisk
that
has
an
asterisk
beside
it,
that
means
that
the
school
is
part
of
a
an
attendance
zone,
for
example
at
Sandra's
Clyde
Elementary
this
year.
There's
a
really
interesting
partnership
going
on
with
engaging
creative
minds
around
the
arts.
They
are
also
seeking
some
deep
support
with
literacy
development.
If
that
would
have
proved
successful,
we
would
want
to
see
some
sort
of
feeder
pattern,
then
into
Simmons
Pinkney
middle
school
and
into
Burke
high
school.
P
So
we're
just
saying
that,
rather
than
having
a
lot
of
schools
around
the
district
apply
for
partnerships
that
these
schools
would
have
the
first
opportunity
to
be
considered
for
partnership
opportunities,
there's
no
way
we
could
do
all
of
them.
We
wouldn't
have
enough
applicants.
There
won't
be
enough
applications
to
to
run
a
partnership
agreement
in
all
of
those
schools,
but
we've
met
with
those
principals
and
they're
aware
that
they
may
have
this
opportunity
to
be
considered.
P
So
the
next
steps
regarding
partnerships
would
be
to
identify
the
potential
partnership.
Schools
we've
suggested
that
Liz
to
you
today
recruit
a
partnership
school
zone
leader.
We
have
a
vacant
position
right
now
that
we
need
to
revise
and
riad
vert
eyes
in
order
to
have
that
partnership,
schools,
the
leader,
the
solicitation
for
interest,
has
been
posted
since
August,
we'll
continue
to
search
for
partners.
We
have
three
responses
right
now
to
the
solicitation
for
interest
that
timeline
we
set
at
October
4th
we
Nate.
P
We
might
need
to
extend
it
just
a
little
bit
given
on
the
given
the
feedback
we
received
so
far.
We
would
engage
parent
representatives
and,
of
course,
educators,
community
representatives,
but
most
importantly,
parent
representatives
in
vetting
or
analyzing
the
options
as
work
progresses.
We
keep
families
well
informed
and
the
final
extremely
important
point
assure
that
all
of
our
staff
who
are
working-
those
schools
know
that
if
they
should
be
displaced
because
a
partnership
agreement
is
occurring
that
providing
their
job
evaluations
are
satisfactory,
they
would
be
guaranteed
positions
to
continue
to
work.
In
our
district.
P
We
have
a
turnover
of
four
to
five
hundred
teachers
every
year,
so
it
would
not
be
difficult
to
make
sure
that
any
teacher
who
is
displaced
is
relocated.
So
those
are
that
the
ideas
again
no
vote
today.
This
is
work
underway
with
partnership
schools
and
we
simply
wanted
to
bring
you
up
to
speed,
are.
S
R
Don't
never
turn
this
group
apart.
This
is
deal
I'm
gonna
be
straight-up
one
when
they
went
in
Lobby
to
stay
house
to
change
when
they
lobby
the
State
House
to
change
the
rules.
I'm
concern
one
that
we
get
partnership,
schools
that
want
the
come
for
a
profit
more
so
than
the
goal
of
changing
education
and
couple
proven
education,
because
you
know
then
becomes
a
numbers
game
too.
R
I
have
seen
this
on
my
tour
in
Georgia,
where
they
had
a
part
of
Georgia
that
did
this
and
it
did
not
work
out
well,
and
they
admitted
that
this
is
too
much.
I
can't
see
why
the
district
ain't
come
up
with
a
program
like
I've,
seen
in
other
districts,
to
improve
the
schools
that
are
failing
to
bring
it
back
and
make
hard
decisions
within
ourselves,
but
they're
bringing
a
third
party
agency
into
the
district.
Then
what
are
we
here?
For?
What
do
we
need
this
agency?
For
that's
just
one.
R
O
You
and
I
would
like
to
interject
that
I
also
am
opposed
to
this
I
think
public
school
money
should
be
staying
with
public
schools
and
that
thank
you.
I
was
in
Denver
when
some
of
these
things
were
imposed
in
Denver
and
the
school
district
in
Denver
right
now
is
very
different
from
the
one
that
I
worked
in.
That
was
working
perfectly
well
and
I'm
well,
miss
Coates.
Do
you
have
something
to
say
sure.
B
B
So
I
agree:
we
told
you
to
do
this,
and
this
is
what
you're
supposed
to
be
so
I.
We
appreciate
that
I
know
that
there
are
ways
that
this
can
go
wrong.
I
would
submit
to
you
that
under
performing
public
schools
are
also
showing
a
way
that
this
can
go
wrong
and
is
going
wrong,
so
I
understand
the
need
for
the
board
to
say
well.
B
What
are
we
here
for
if
we're
creating
these
partnerships
and
I
I
would
support
us
continuing
very
rapidly
to
go
down
this
road
and
look
at
these
options,
because
this
isn't
about
who
gets
to
be
the
boss?
This
is
about
who
gets
to
go
to
Furman,
who
gets
to
go
to
USC
on
our
side
of
the
country
and
the
other
side
of
the
country.
So
I
think
that
we
need
to
be
very
cognizant
that,
as
a
board,
we
have
a
duty
to
be
open
to
new
ideas
and
in
more
specificity.
B
So
I
appreciate
that
you
followed
the
board's
directive
and
have
begun
this
process
and
I
would
like
you
to
continue
it
in
all
expediency,
because
I
think
the
real
discussion
will
begin
when
we
start
seeing
those
solicitations
and
we
start
having
conversations
I
would
like
you
to
do
everything
you
can
to
keep
the
October
4th
deadline.
Reverend.
O
S
More
miss
Coombs,
respectfully,
though,
what
I
couldn't
disagree
more.
We
need
to
spin
our
dollars
and
our
schools,
our
employees,
programs
and
the
schools
wrapper.
They
all
work.
But
one
thing
is
confusing
me:
dr.
posts.
What
you
say
partnership.
Do
you
mean
a
partnership
or
merger?
What
do
you
mean
exactly
10?
What
you
really
mean
you.
P
S
P
P
Rocketship
schools
that
have
established
some
really
amazing
schools
in
some
other
areas
of
the
country
wanted
to
come
here
and
operate
XYZ
Elementary
and
they
were
to
bring
in
what
they
would
do
and
the
kinds
of
results
they
would
guarantee.
You
could
talk
with
them
about
what
the
details
of
that
arrangement
would
be
and
what
results
you
would
expect
and
they
would
then
come
in
and
operate
that
school.
You
could
keep
the
principal
or
not
keep
the
principal,
that's
all
negotiated
in
the
contract.
So
it
isn't
one
thing:
it's
whatever
the
board
decides.
S
When
you
say
the
word
that
even
operate
the
school,
they
would
operate
the
school,
that's
private
along
alongs,
be
the
most
like
somebody
results
to
a
meeting,
Street
Academy
some
of
the
results,
but
some
of
our
schools
are
doing
almost
almost
just
as
good,
without
two
teachers
in
the
classroom,
but
I,
but
I
want
us
to
have
our
own
training
programs.
We
can
that
we
can
have
partnerships
included
and
became
programs
in
our
schools,
begin
contract
partnerships
to
come
in
and
do
things
in
our
schools.
S
V
P
V
W
W
W
See
the
data
we
see,
we
see
them
time
at
the
time
and,
as
we
begin
to
look
at
this
list
in
my
opinion
and
I,
fully
support
looking
into
partnership
schools
coming
in
to
help
and
assist
with
some
of
these
schools
that
we
know
need
the
additional
resources
and
additional
help.
I
am
sick
and
tired
of
us
kicking
the
can
down
the
road
of
where
the
resources
needs
to
be
had
in
the
scores
that
we've
seen.
W
How
much
longer
are
we
going
to
dive
into
these
kind
of
conversation?
I?
Think
it's
time
that
we
do
something,
and
we
do
it
now
another
year
or
two
can't
go
by
with
us
without
us,
trying
to
find
a
way
of
improving
these
schools
and
bringing
them
to
the
level
to
where
they
need
to
be.
As
we
talk
about
these
partnership,
I
think
we
need
to
keep
in
mine
as
aboard
that
as
we
entered
to
potentially.
W
If
the
board
decided
to
go
in
a
direction
into
contracts,
we
can
help
manage
those
levels
as
to
how
far
or
what
level
these
particular
individuals
or
partners
that
what
could
be
coming
into
the
schools
will
have
control.
We
have
that
leverage
to
do
that.
I,
don't
think
we
I,
don't
think
we
have
time
to
waste,
trying
to
figure
out
other
avenues.
When
we
know
these
schools
need
help.
It
is
on
us
to
make
timely
and
sound
decisions
as
to
what
we're
going
to
do
to
improve
the
qualities
of
these
schools.
W
I
hear
someone
say:
well
what
do
we
here
for
that's
what
we're
here
for
we're
here
to
look
at
ways
of
improving
our
schools?
It's
not
so
much
about
who's
in
control,
but
it's
about
what
can
we
do
to
get
the
best
quality
education
within
our
schools
to
help
improve,
to
make
sure
that
those
kids
are
college
career
ready
and
to
make
sure
that
they're
able
to
go
on
to
the
next
grade
learning
a
year
and
a
half
or
better
as
they
go?
W
O
Agree
with
you
can
I
just
answer
him.
I
agree
with
you
and
students
have
been
my
career.
I
would
just
encourage
the
board
to
look
at
research
and
there's
a
lot
out
there.
I
read
it
all
the
time
of
other
districts
that
have
gone
this
direction
and
then
and
then
you
may
make
up
your
own
line,
but
please
look
at
what's
happened
in
other
communities
and
there's
plenty
of
research
out
there.
Yes,
I.
R
So
hardly
with
you
122
saying
you
really
before
we
can
even
talk
about
this
kicking
the
can
down
the
road
we
have
to
evaluate
with
what
we
have
done
in
the
three
years
that
I
have
been
here.
Well,
we
have
done.
Is
we
uproot
the
system
and
move
principles
around
disrupted
the
teachers,
coffee
unhealthy
working
atmosphere
which
a
dim
reflects
to
children?
Now
we
have
to
be
responsible
and
accountable
for
what
we
have
done
and
what
we
are
allowed
to
have
done
in
our
school
system.
R
So
therefore,
we
just
can't
call
ourselves
farming
it
out
to
someone.
Now
we
don't
even
know
and
don't
even
know
how
they're
gonna
operate.
Our
system
I
think
it's
owed
to
us
to
correct
our
system
first
and
put
forth
the
best
in
our
system
before
even
try.
This
measure
now
I
mean
I'm,
just
not
going
to
be
reciprocal,
irresponsible
to
to
do
something
like
this.
That
could
cause
chaos
down
the
road
for
our
system.
A
R
A
A
So
we're
trying
to
stay
within
the
publicly
published
times
and
if
the
main
purpose
of
the
day
is
to
give
you
all
information
about
the
direction
of
where
the
district
is
going
and
rather
than
us,
given
all
given
our
opinions,
which
we've
got
nine
opinions,
and
each
of
you
spent
a
ton
of
time
each
week,
looking
at
our
and
trying
to
do
your
best
to
lead
as
board
members.
But
if
we
can
keep
our
discussion
down
and
focus
on
questions
for
the
district
as
we
go
through
these
presentations
today,.
O
Okay
and
can
then
I'm
just
going
to
volunteer
that
any
board
members
that
have
any
ideas
about
this
or
concerns
or
questions.
Can
you
direct
them
to
me
and
I'll
try
to
get
them
to
wherever
they
should
go
or
to
dr.
post
a
wait
and
I'd
be
more
than
happy
to
have
to
discussions
with
people
so
equity
and
access
facilities,
programs,
jeff
bar
away.
S
Sir
remember
make
mention
about:
we
had
a
trying
different
things
in
high
schools
to
make
them
work.
You
know
they
did
not
work.
So
what
we
like
to
see
happen
is
that
some
of
our
underperforming
schools
that
we
get
really
hire
a
very
good,
diverse
staff.
A
lot
of
students
are
predominately
one
or
two
reasons.
Sometimes
the
staff
is
office
office
at
races.
In
predominantly
in
this
communication
like
these.
Are
socialism,
like
the
kids,
are?
The
kids
are
start
over
at
each
other?
They're,
not
they're,
not
friends
and
I.
S
Think
education
to
be
in
an
environment.
That's
friendly,
welcoming
something
similar
to
a
good
home
teachers
are
comfortable
and
supportive
and
I
think
a
lot
of
times.
I
think
what
you
seen
the
results
of
that
is
some
of
these
teacher,
maybe
there's
some
time
discouraged
to
feel
unsupported
or
students
good
on
the
same
way.
Parents,
let
you
know,
have
a
voice
or
say
soil.
S
We
have
to
do
a
better
job
on
how
many
place
people
and
put
them
in
areas
where
they
can
working
and
they
can
produce
their
strengths
and
within
it,
because
they
weren't
the
right
person
and
teach
any
child
I
want
you
they
can
learn,
and
with
me
approaching,
is
that
we
achieve
me
treating
children,
but
these
children.
Here
we
can't
educate
these
kids
ourselves.
We
can't
teach
these
children
we're
not
able.
So
that's
quite
hard.
The
bustling
you
someone
else,
they
can
do
it
and
that
kind
of
never
cut
upsets
me
a
little
bit.
A
This
is
a
point
of
order.
This
is
not
a
forum
for
us
to
just
open
every
thought
that
hits
our
mental
listening.
Haven
tangentially
related
to
the
subject.
If
we
can
focus
with
questions
and
then
we're
gonna
have
a
month
for
at
least
most
of
these
items
to
consider
and
bring
back
to
the
superintendent.
If
we
can
focus
this
on
questions
and
then
give
her
all
the
feedback
between
now
and
when
we
actually
vote
on
them.
Mr.
O
AE
B
AE
Is
a
good
story,
though?
Okay,
so
my
first
slide
here
on
program
facility
timeline.
This
dove
table
dovetails
with
dr.
Pollard
slide
on
what
is
the
process
and
so
from
a
facility
program
perspective.
This
is
where
we
stand
over
the
last
several
months
and
even
beyond
that,
we've
taken
hard
looks
at
different
documents
that
are
available.
Political
board
directors
include
the
early
ed
childhood
early
childhood
education
redesign,
the
referendum
we've
got
coming
up
as
well
as
proven
school
approaches,
we're
presenting
information
to
you.
AE
Now
we
will
go
out
on
on
items
that
we
have
to
go
out
with
and
talk
to,
stakeholders
what
I
mean
by
stakeholders
to
school
stakeholders,
it's
those
that
are
at
the
school's,
whether
they
be
the
the
parents,
the
faculty,
those
that
have
a
vested
interest
in
those
locations
and
then
come
back
to
you
all
in
the
November,
starting
in
the
November
time
frame
with
recommendations
for
implementation,
bringing
back
changes,
challenges
of
hurdles
that
we'll
have
to
overcome
to
implement
any
of
those
ideas.
So
I'm
going
to
talk
about
some
elementary
and
early
ed
projects.
AE
The
overarching
message
and
all
these
is
the
goal-
is
to
expand
program
opportunities
by
consolidation
of
functions
like
early
ed
by
increasing
sizes
of
schools,
so
that
more
children
can
get
more
programs
that
are
available
at
larger
at
larger
schools.
Some
of
these
ideas
are
on
a
very
tight
timeline.
If
we
want
to
do
them
right
away,
a
number
of
them
involve
the
next
sales
tax
program
which
push
them
out
a
bit
farther,
but
I
wanted
to
put
them
all
on
the
table
here
today.
So
the
first
one.
AE
First,
three
bullets
are
talking
about
North
Charleston,
starting
from
the
south
working
our
way
north
and
that
isn't
that
is
setting
up
an
early
education
center
consolidation
of
functions
at
the
Mary
Ford
campus.
In
a
number
of
you
have
heard
that
idea
already.
Essentially,
what
this
would
do
would
be
to
have
Mary
Ford
be
an
early
yet
Center
right
now,
we've
got
it.
AE
There
are
school
districts
that
out
there
out
there
that
offer
community
space
that
actually
dovetail
and
support
schools.
That
is
a
possibility
on
that.
On
that
campus.
This
is
something
that
could
be
done
in
the
fall
of
2020,
although
would
be
a
rapid
fire
and
would
have
to
be
done
before
you
all
approve
an
early
ed
recommendation
next
spring
early
next
spring,
because
we
have
to
go
out
to
the
Constituent
boards
and
rezone
for
this
to
happen
in
2020
20.
AE
But
I
will
tell
you
that
there
are
only
300
children
in
the
Mary
Ford
Zone
less
than
250
of
those
at
ten
Mary.
Four.
There
is
capacity
in
both
shakoora
and
Meeting
Street
at
bernis
to
accommodate
those
K
through
five
for
us
to
put
the
the
little
kids
at
this
Center
second
bullet
moving
up
into
what
I
call
the
Dorchester
corridor.
We
have
three
schools
within
2.9
miles,
only
park
to
the
north
lambs
in
the
middle
and
go
to
one
to
the
south.
On
that.
On
that
stretch,
we've
already
talked
to
the
Air
Force.
AE
Lastly,
all
the
way
to
the
farthest
portion
of
North,
Shore
Elston
and
that's
last
and
we've
attempted
to
buy
more
land
at
lassen.
We
either
have
birds
and
bunnies
wetlands
on
one
side
which
we
can't
tap
or
we've
got
issues
with
landowners.
They
don't
want
to
sell
to
us.
We've
already
got
12
trailers
on
that
campus.
AE
We
move
down
to
downtown
district
20.
We
have
excess
capacity
in
our
elementary
schools.
We
we
can
take
three
to
make
two
in
a
number
of
scenarios.
The
scenario
that
we
would
present
to
you
for
consideration
is
taking
Mitchell
elementary
school,
combining
it
with
meminger
and
Charleston.
Progressive
Academy,
Charleston
progressive
Academy
is
a
is
a
magnet.
There
are
only
90
students
from
district
20
in
that
school.
AE
So,
if
you
look
at
it
from
a
math
perspective
of
district
20
students,
those
three
schools
could
fit
in
meminger
and
CPA
CPA
there
could
be
a
zone
or
the
meminger.
Cpa
combination
could
be
a
primary
like
an
early
ed
center,
and
the
other
school
would
be
the
1st
grade
through
fifth
grade
students,
and
you
wouldn't
have
to
have
a
zone.
They
would
just
be
the
same
same
school.
AE
Those
are
the
first
two
bullets
and
any
I'm
gonna
say
the
second
bullet,
the
remaining
students,
the
remaining
space,
would
go
to
D
20
students
and
any
vacant
students
could
be
distributed
throughout
the
constituent
areas.
Third
bullet
is
to
expand
the
Buse
campus,
essentially
creating
a
second
campus
for
middle
school
students.
If
we
maintain
the
existing
building
for
K
through
five,
we
can
grow
by
one
grade
at
that
at
that
building
which
gives
us
another
150
students
K
through
five
first
eligible,
would
be
the
d20
students.
Any
vacancies
would
be
distributed.
AE
Countywide
for
the
early
ed
of
this
whole
idea.
Right
now,
we've
got
121
students
and
Sanders
Clyde
and
potentially
Mitchell
I
mean
potentially
manager
or
CPA
would
be
the
other
portion.
We
do
not
have
a
single
campus
right
now
that
we
could
use
for
early
yet,
but
we
would
have
that
really
parcel
parceled
out
into
two
organizations
or
two
campuses.
AE
So
standing
on
the
peninsula
I
just
mentioned
the
consolidation
with
a
Mitchell
campus
that
frees
that
building
up
to
create
what
you
could
call
a
middle
school
mall
I
would
love
to
have
a
location
where
all
middle
schools
on
the
peninsula
would
be
in
one
building
without
affecting
Berk
or
without
affecting
Charleston
math
and
science.
I
can't
do
that.
AE
With
the
comments
base
being
in
the
second
floor,
you
can
see
here
would
include
Montessori
middle
from
James
Simmons,
the
middle
school
IB
program
beust,
and
offering
up
space
the
child
Charleston
Development
Academy,
which
right
now
is
in
leased
space
and
has
a
small
number
of
six
through
eighth
graders.
We
would
look
at
a
multi-purpose
room
on
the
back
of
the
building
where
the,
where
the
playground
is
as
an
option,
and
this
is
the
only
elementary
building
that
hasn't
been
recapitalized
on
the
peninsula.
AE
We
have
a
renovation
project
that
is
funded
under
face
for
sales
tax.
That
would
give
us
the
opportunity
work
on
that
building
when
one
school
moves
out
before
another
school
moves
in
the
second
bullet
on
here.
Unfortunately,
my
brain
couldn't
come
up
with
something
to
share
and
doesn't
seem
like
anybody
else
had
anything
right
away,
but
to
know
that
that's
on
the
on
the
agenda,
we've
got
to
come
up
with
something
in
North
Charleston
we've
got
more
to
decide
middle,
which,
from
a
facility
perspective,
I'd
love
to
have
recapitalized.
We
have
the
Garrett
campus
available.
AE
We
have
meeting
street
students
that
now
have
ministry
that
it
now
has
sixth
grade.
We
have
to
come
up
with
a
solution
for
the
lower
half
North
Charleston
right
now.
The
zones
don't
help
us
vertical
zones
throughout
North
Charleston,
so
we've
got.
We've
got
kids
that
travel
past
Morningside
and
past
zuker
to
be
zoned
for
North
Woods
that
that's
a
challenge
for
trying
to
reconfigure
this
whole
space.
That's
something
that's
going
to
have
to
be
looked
at
real
hard,
just
know
that
we've
got
it
on
the
on
the
list.
AE
Let
me
move
out
to
the
west.
I've
got
one
bullet
for
district
nine,
one
bullet
for
district
23.
This
year
we
are
now
at
capacity
angel
angel
oak.
We
just
built
additional
capacity
in
there
with
their
renovation,
and
we've
got
a
significant
increase
in
the
number
of
kids
going
to
angel
oak.
We're
gonna
have
to
build
a
new
school
down.
The
road
to
accommodate
that
increase.
AE
Mount
Zion
is
almost
at
capacity.
Angel
oak
is
at
capacity.
We
were
looking
for,
including
a
new
Elementary
School
for
John's
Island.
In
the
next
building
program
we
have
land
and
River
Road
that
could
be
considered
back
in
the
last
sales
tax
program.
Hot
gap
was
considered
as
a
location
for
that
school,
but
that's
something
we'd
like
to
get
out
and
talk
to
folks
about
and
come
back
with,
a
solid
recommendation
on
where
that
would
be.
AE
In
the
interim,
we've
got
to
come
up
with
a
solution
for
next
year,
because
angel
oak
is
at
capacity
moving
over
to
district
23.
We've
got
many
hues
with
187
students.
We
have
EB
Ellington,
13
or
so
miles
away
that
has
space
in
the
building
and
we
also
have
the
ability
to
build
on
each
end
of
the
main
wing
of
that
building,
so
that
we
could
accommodate
additional
growth
if
we
consolidated
those
two
elementary
schools
we'd
have
well
over
500
students,
546
students
to
provide
us
those
program
opportunities
for
a
school
of
that
size.
AE
AE
S
S
That
makes
it
pretty
hard
with
the
community
tentacles
for
schools,
but
then
you
are
willing
to
1200
students
to
the
school
that
lambs
campus
concerns
me
also,
primarily
because
legitimate
schools
that
are
predominately
poor
families,
and
sometimes
heaven
have
you
losing
our
mind
that
by
combining
all
the
poor
children
together,
you
offer
them
over
and
they've
been
a
long
them
in
bigger
buildings.
Combining
them
become
more
than
one
location,
but
that
seems
to
be
the
solution,
but
it
hasn't
worked
not
one
time
yet
not
one
school.
S
S
What's
gonna
be
different,
that's
gonna
have
to
get
these
children
I,
relocated
in
and
put
them
in
another
school
buildings,
other
facilities
with
all
those
children
that
are
struggling.
What
are
we
gonna?
Do
that's
different?
The
earlier
you
heard
the
fools
about
the
partnership
for
someone
else,
come
and
educate
our
children,
so
by
combining
skills
and
coders
who
then
relocating
children.
How
does
that
reduce
anything
in
the
classroom?
How's
that?
How
does
that
help
teach
them
around?
S
How
about
the
faith
teachers
already
feel
they
have
too
many
kids
in
the
classrooms,
so
sending
more
students
in
those
schools
it's
going
to
do.
What,
for
us,
I
really
need
to
have
that
addressed
on
post
way.
How
is
combining
two
children
ever
struggling,
but
most
of
them
children
reduce
in
academic
reserves.
S
P
If
you
want
me
to
answer
that
today,
what
I
can
tell
you
is
that
what
we
cannot
do
is
hire
enough
reading,
interventionists
or
social
workers
or
parent
advocates,
or
mathematics
specialists
or
art,
music
and
PE
teachers
to
get
around
to
all
of
our
schools.
So
the
fewer
students
that
you
have
into
school
the
fewer
offerings
and
supports
those
students
have
when
we
get
them
into
one
central
location.
It
may
be
that
they
need
to
be
in
multiple
wings
or
buildings
on
the
same
campus.
P
But
when
there's
centralized
on
the
same
campus,
we
can
get
a
whole
lot
more
supports
to
them.
I
can
easily
envision
that
that
building
could
be
designed
to
bring
other
social
support
agencies
onto
the
same
campus,
so
that
you
have
a
whole
one-stop
concept
where
you
have
the
agencies
that
support
families
in
the
same
location
as
that
children
are
located.
AF
S
Know
you
will
you
hit
the
nail
right
on
the
head?
It
doesn't
mean
that
we'll
have
academic
achievement
progress.
So
now
we
typically
not
funding
about
fund
balance
fund
balance
budget.
You
might
have
a
fifty
million
and
seventy
million
dollars,
then
we're
hiring
people
all
the
time.
The
positions
change
the
positions
leading
additional
staff
support
different
programs.
We
have
millions
of
dollars,
we
have
we
can
tap
into.
So
if
you
need
to
get
psychologists
or
the
psychologists
you
need
reading
in
event,
if
you
need
math
specialists,
we
can
do.
S
We
can
do
something
with
some
of
our
resources
without
closing
on
combining
schools.
Now
we
can
make
progress
in
one
or
two
schools.
We
can't
do
all
at
one
time
there
sure,
because
we
ought
to
be
able
to
shine
some
wind,
North
Charleston
better,
have
at
least
several
spoons
of
North
Charleston
that
I
really
producing
because,
but
it
is
not
supporting
those
schools.
So
it
said
to
me
that
we
got
to
put
everybody
on
one
campus
to
get
out
to
it.
So.
P
P
Afloat,
you
know
that
and
that's
a
large
amount
and
secondly,
unless
act
388
changes.
This
board
is
going
to
hit
a
funding
cliff
in
two
or
three
years,
you're
going
to
need
every
sense
you
have
in
that
fund
balance.
The
third
thing
I'll
say
is:
we
are
taking
some
of
that
funding
and
increasing
social-emotional
learning
supports
social
workers
and
mental
health
counselors
to
the
various
schools
you've
mentioned
and
you'll
see
that
coming
through
and
your
budget
revision
recommendations
likely
next
week.
P
So
how
we
put
the
programs
together
is
a
map
we
can
discuss
on
another
day
when
we
set
aside
time
for
that,
but
I
mister
burrow.
He
isn't
saying
that
automatically.
If
you
put
this
put
more
children
on
one
campus,
things
will
get
better
we're
saying
it
enables
a
lot
of
other
changes
to
occur.
We
we
have
a
it's
a
there's,
a
hiring
crisis
out
there.
We
have
a
talent
crisis,
so
we
can't
find
all
these
people
you.
O
X
You
so
a
couple
things
reven
column
said:
I
think
this
is
something
I
talked
about
a
lot
since
I've
been
on
this
board
I,
it's
dawned
on
me
how
we
really
need
to
address
our
school
size,
okay
and
but
I.
Don't
know
that
we're
always
clear
when
we
say
we
want
to
have
a
school,
a
bigger
school
that
doesn't
mean
we
have
bigger
class
size
by
any
means,
and
sometimes
it
can
be
a
smaller
class
size
because
of
the
economies
of
scale
of
right.
X
Now,
let's
say
in
that
scenario
of
those
three
schools
we
might
be
paying
for
three
principals,
but
none
of
them
may
qualify
for
an
assistant
principal
because
of
their
size,
and
we
we
talked
a
lot
and
we
hear
all
the
time
from
people
who
say
we
want
the
same
programs
at
this
school
as
you
do
in
Mount,
Pleasant
schools.
Well,
the.
X
Is
that
the
schools
are
bigger
and
because
they're
bigger
they
get
the
teacher
points
than
the
allocation
because
they
have
so
many
kids,
the
North
Charleston
we
have
a
North
Austin
has
about
a
thousand
more
kids
in
enrollment,
right,
well,
2001
with
its
14
and
16,
but
you
have
twice
as
many
schools
and
so
I
think
that
there's
so
many
more
things
that
we
can
offer.
Kids
like
the
wraparound
services,
the
arts.
We
talk
about
that
all
the
time
when
we
have
schools
that
are
under
500
in
the
urban
areas
of
the
county.
X
It's
where
we
just
cannot
serve
our
kids
and
the
issue
isn't
having
enough
money
to
pay
psychologists
or
those
it's
finding
people.
The
unemployment
rate
is
so
low
that
if
you
can't
find
people
and
if
we
had
people
if
we
were
looking
for
one
psychologist
for
one
school
versus
three
psychologist
for
three
schools
or
one-and-a-half,
that
would
be
easier.
So
I
want
I'm,
not
necessarily
gonna
change
your
mind,
but
I
just
want
you
to
be
open
to
this
discussion
because
it's
a
change.
We
need
to
make
one.
D
I
AE
I
mean
I
just
know
that
I
I
know
the
target
if
we
want
to
get
to
a
target
of
having
universal
four-year-old.
If
we
use
that
as
a
target,
we
have
3,600
children
in
kindergarten
36
in
first
grade
36.
In
second
grade
and
mrs.
Coates
mentioned.
The
number
that
we
had
right
now
in
pre-k
is
down
in
the
2200
million.
D
AE
13
on
our
kids
now
that
they
all
need
pre-k,
maybe
not,
but
we're
trying
to
look
at
we're,
trying
to
look
at
it
by
location
and
start
with
it
start
with
the
kids
who
need
it,
the
most
so
eventually
we'll
get
to
that
big
number.
But
if
I
just
look
at
the
Mary
Ford
Shakur
area,
if
I
just
look
at
the
Dorchester
corridor
area,
we
can
cover
those
two
areas
with
the
schools
that
answered.
O
O
P
Buffy
Roberts
has
done
an
amazing
job
with
her
team
in
analyzing
the
results
we
don't
have
as
I
mentioned,
South
Carolina,
ready
results
in
and
those
are
the
ones
they're
using
the
accountability
system.
So,
for
today
we
are
not
presenting
disaggregated
data.
We
will
do
that
just
as
quickly
as
we
get
the
South
Carolina
ready
results
and
we
will
present.
We
will
take
them
apart
and
show
you
how
different
demographic
groups
of
children
are
achieving,
but
there
was
simply
no
need
to
do
that
today.
P
It
would
be
meaning
to
us
because
we
don't
know
whether
what
we
would
present
now
will
be
the
same
thing
that
the
state's
accountability
assessment
results
will
show.
So
we
do
have
some
generally
overall
good
news
and
we
are
anxious
for
miss
Roberts
to
have
an
opportunity
to
share
the
good
news.
The
last
time
she
presented
to
the
board
there
was
there
were
a
lot
of
questions
about
what
she
was
doing
and
how
so
we
hope
that
this
is
a
moment
to
take
a
break
and
celebrate
for
a
few
minutes.
So
mr.
Roberts,
okay,
okay,.
AB
I'm
good
afternoon,
thank
you
for
this
opportunity
to
talk
about
some
of
the
good
things
were
going
on
in
CCSD.
Although
we're
unable
to
release
those
passing
rates
for
aap
until
the
embargo
is
lifted,
we
can
say
that
ccsd's
AP
passing
rates
have
consistently
been
above
the
state
and
nation,
and
we
are
quite
optimistic
that
that
trend
will
continue,
and
this
is
really
important,
because
we
know
that
students
who
pass
just
one
AP
exam
are
26
to
34
percent,
more
likely
to
complete
college
with
the
degree.
AB
According
to
both
a
CT
and
College
Board,
exposing
students
to
dual
enrollment
courses
increases
their
likelihood
of
entering
and
completing
college,
as
well.
Last
year,
CCSD
increased
the
number
of
students
successfully
completing
a
dual
enrollment
course
with
a
C
or
higher
by
779
students.
This
is
an
eighty-seven
point.
Two
percent
increase
from
the
previous
year.
AB
M
AB
For
a
CT
overall
has
remained
constant.
Ccsd
has
made
gains
at
the
average,
a
CT
composite
score
for
11th
grade
students
increasing
to
nineteen
point
five,
which
is
above
the
state.
Seventeen
point
five
score.
It's
also
important
here
to
note
that
the
national
average
composite
score
for
first-time
test
takers
on
a
CT
is
actually
twenty
and
for
many
11th
grade
students.
This
is
their
first
time
taking
the
AC
t--,
making
ccsd's
current
11th
grade
composite
of
nineteen
point
five
on
the
very
cusp
of
reaching
this
national
average.
AB
The
district
also
increased
average
scores
on
all
sub
tests,
English
reading
math
and
science,
as
well
as
this
composite
the
average
a
CT
score
for
English
increased
by
one
point.
Four
points
to
eighteen
point:
five:
math
increased
by
one
tenth
of
a
point
to
nineteen
point:
two
reading
increased
by
nine
tenths
of
a
point
to
twenty
point:
three
science
increased
by
six
by
six
tenths
of
a
point
to
nineteen
point:
six
and
the
composite
increased
by
half
a
point
to
nineteen
point.
Five.
AB
A
CT
also
provides
college
readiness
benchmarks,
which
predict
the
likelihood
of
students
being
prepared
for
college
courses,
so
students
who
meet
college
readiness
benchmarks
have
a
50%
chance,
making
a
beer
higher
or
a
75%
chance
of
making
a
C
or
higher
on
corresponding
courses.
For
instance,
a
student
meeting,
the
AC
T
English
benchmark,
has
a
50%
chance
of
making
a
b
or
higher
and
a
75%
chance
of
making
a
C
or
higher
in
English
Composition
or
if
they
meet
the
math
benchmark.
AB
They
have
that
same
likelihood
in
college
algebra
in
reading
this
same
likelihood
into
Social
Sciences
such
as
American
history,
psychology
and
so
forth,
and
they
meet
the
science
benchmark.
They
have
the
same
likelihood
in
college
college
biology.
We
also
have
the
stem
benchmarks.
This
is
a
combined
score
of
math
and
science
students
who
meet
these
bent
the
stem
benchmark.
They
have
the
same
likelihood
of
doing
well
in
college
calculus,
chemistry,
biology,
physics
as
well
as
engineering.
AB
So,
as
you
can
see
on
the
screen,
the
percent
of
11th
grade
test
takers
meeting
those
stem
benchmarks
increased
by
two
percentage
points
to
17%,
that's
above
the
state's
eight
eight
percent.
Well,
above
the
state's
eight
percent,
I
should
say
the
percent
of
11th
grade
test
takers,
meeting
three
or
four
benchmarks
increased
by
four
percentage
points
to
34%
again
well
above
the
state's
19
percent
and
the
percent
of
11th
grade
test
takers.
Meeting
all
four
benchmarks
increased
by
two
percentage
points
to
24
percent,
again
above
the
state's
12
percent.
AB
So
all
good
news
in
1819
for
CCSD
students,
our
National
Merit
Scholarships
in
the
follow
of
1826
CCSD
students
were
named
National
Merit
semi-finalists.
This
fall.
Forty-Two
CCSD
students
have
been
named,
National,
Merit,
semi-finalists
and
increase
of
17
students.
In
the
previous
year.
The
number
of
eighth
grade
students
qualifying
as
South
Carolina
junior
scholars
increased
from
294
students
in
1718
to
327
students
in
1819
and
increase
of
33
students.
AB
Sd
also
showed
increases
on
their
math
achievement
based
on
the
2019
NWA
insights
report.
Ccsd's,
reading
math
and
overall
achievement
on
map
is
above
the
national
average
and,
as
you
can
see,
on
the
screen,
59
percentile,
the
59th
percentile
overall
62nd
percentile
and
reading
and
54th
percentile
math
are
well
above
the
50th
percentile,
which
is
considered
the
national
average
and
just
to
provide
alright.
AB
Just
provide
a
little
more
clarity
on
math
achievement,
NWA
places
CCSD
achievement
in
reading
and
math,
combined
at
59
percent
among
districts
nationwide.
That's
nine
percentage
points
above
the
national
average
that
reading
achievement
across
to
grades
2
through
8
was
at
the
62nd
percentile.
That's
12
points
above
the
national
average
and
map
math
achievement
across
the
same
grade
levels
with
it
was
at
the
54th
median
national
percentile
four
points
above
the
national
average.
AB
Ccsd
also
showed
I
think
I
might
be
a
little
presentation
tool
challenge.
Sorry
CCSD
also
showed
increases
on
map
growth
as
well
see
CSD.
Overall,
growth
on
map
is
considered
slightly
above
average
in
comparison
to
the
NW
national
average
of
the
figures
percentile
with
CCSD
presenting
at
the
52nd
percentile.
Overall,
that's
two
percentile
points
above
the
previous
year's
median
percentile.
Reading
this
at
the
53rd
percentile,
an
increase
of
one
percentile
point
from
last
year:
status
and
math
at
the
52nd
percentile
an
increase
of
four
percentile
points
from
the
previous
year.
AB
Again,
all
of
these
rise
above
the
national
average.
It's
important
to
note
that,
with
percentile
growth,
it's
considered
accelerated
growth,
if
you're,
if
you're
making
that
percent
great.
So
it's
not
to
just
maintain
the
status
quo,
but
we're
actually
rising
above
what
we,
what
would
be
considered
normal
growth
and
to
provide
a
little
bit
more
clarity
on
map
growth.
AB
The
district
median
growth
is
at
the
52nd
percentile
again
two
points
above
the
national
average
and
increase
from
the
50th
percentile
that
we
had
in
2017-18
and
map
reading
fall
to
spring
growth
for
grace
to
3:8
was
at
the
53rd
national
percentile
3
points
above
the
national
average
and
increased
from
the
52nd
percentile
from
the
previous
year
and
map
math
fall
to
spring
growth
for
grades.
2
3
8
was
at
the
52nd
national
percentile
again
2
points
above
the
national
average
increasing
by
4
percentile
points
from
the
previous
year.
AB
Csd
also
showed
increases
in
the
percentage
of
students,
meeting
map,
reading
growth
targets
or
their
individual
growth
growth
goals
and
reading
CCSD
went
from
the
40
from
forty
seven
point:
four
percent
of
students
meeting
their
growth
targets
to
fifty
five
point.
One
percent
of
students
meeting
their
growth
targets
in
reading.
AB
Overall
CCSD
experienced
a
28%
increase
in
the
number
of
students
meeting
Career
and
Technology
education,
completer
status,
CTE
Career
completers
increased
by
192
students.
That's
a
total
of
806
886
student
CTE
completers.
Additionally,
opportunities
for
those
CTE
experiences
were
expanded
in
the
district.
Six
thousand
four
hundred
and
seventy-seven
students
and
596
educators
participated
in
a
hundred
and
ninety-three
work
based
learning
experiences.
AB
District
also
saw
increases
in
the
percentage
of
students,
with
no
referrals
increasing
by
5%
from
72%
to
77%
over
a
two-year
period.
The
number
of
truant
students
across
the
district
was
reduced
by
four
thousand
three
hundred
and
thirty
students
over
a
three-year
period.
While
we're
making
continual
progress
in
this
area,
we
do
recognize
that
truancy
is
still
an
area
of
concern.
AB
The
top-two
initiative
and
ace
initiative
at
academic
magnet
high
score,
showing
positive
results
as
well
of
the
48
top
two
eighth
graders
involved
in
the
program
28
applied
and
28
were
accepted
to
academic
man
in
high
school
through
the
jack
kent
cooke
foundational
grant,
the
district
is
providing
a
bridge
support
program
for
middle
school
students
based
on
academics
as
well
as
poverty
status,
13,
eighth
graders
participated.
Ten
are
now
enrolled
in
academic
man
in
high
school,
representing
five
minority
students.
AB
S
S
S
AB
S
AB
S
H
V
AB
AB
S
S
AH
AH
Sam's
garden,
which
is
raise
your
hand
Sam
it's
here
on
the
end,
actually
approached
the
district
about
some
some
issues
that
he
was
made
aware
of
when
he
attended
his
10-year
anniversary
of
graduation
from
from
academic
magnet
high
school,
he
graduated
back
in
2006
they've
got
four
presenters
today,
they've
graduated
I
believe
in
oh
six,
oh
seven,
oh
two
and
oh
three,
if
that's
correct,
there's
also
a
group
of
alumni
here
to
support
them
today.
I
actually
worked
with
this.
AH
This
group
of
esteem,
young
professionals,
just
to
provide
them
with
support
and
information
that
they
needed
from
the
district
in
order
to
get
this
work
done.
I
also
wanted
to
make
sure
a
little
bit
selfishly
that
their
presentations
met
legal
scrutiny.
So
so
we
of
course
refused
some
some
legal
background
information
with
them,
but
they
were
always
on
top
of
it
and
I'm
very
excited
for
them
to
present
their
own
ideas.
To
you
all
today,
thank
you.
AH
I
Good
afternoon
good
afternoon,
my
name
is
Jarret
Hudson
I'm
from
the
academic
magnet
high
school
class
of
2003
I'm,
an
architect
here
in
Charleston
II.
On
behalf
of
my
colleagues
and
fellow
alums
presenting,
we
would
like
to
extend
a
thank
you
to
the
school
board
for
giving
us
this
opportunity
to
come
speak
with
you
today.
We'd
also
like
to
thank
the
CCSD
staff
for
their
help
and
working
with
our
alumni
group,
and
also,
we
would
like
to
thank
the
MHS
alumni
current
students
and
others
who
are
here
today
to
show
their
support.
I
I
I
In
the
way
the
student
body
looks
it's
not
the
same
in
what
the
student
body
or
sorry,
it's
not
the
same
in
what
areas
of
the
county
that
the
students
represent,
and
it's
not
the
same
in
the
terms
of
their
household
economics.
I
think
we'd
all
agree
that
every
student
in
Charleston
County
deserves
a
chance
at
the
best
educational
opportunity
possible,
which
is
the
academic
magnet
high
school.
AI
AI
We
have
consulted
with
legal
scholars,
constitutional
law
experts
who
have
evaluated
diversity
in
typically,
these
cases
of
arisen
in
the
context
of
post-secondary
education,
we've
looked
at
other
models
as
you'll
see
later
in
our
presentation
for
public
high
schools
that
have
found
similar
success
to
academic
magnet
with
different
admissions
policies
and
then
finally,
we've
also
looked
at
the
University
of
Texas
did
with
their
own
diversity
initiative
policy.
So
with
that
said,
this
is
our
recommendation
and
it
has
three
parts.
AI
The
first
is:
we
would
propose
to
create
the
the
three
source
of
diversity
that
we've
talked
about.
The
first
would
be
we
would
automatically
offer
admission
to
the
top
5%
of
every
Charleston
County
school
district
middle
school
student.
Now,
with
the
caveat
that,
if
more
than
50%
of
that
group
or
that
group
yields
50%
of
the
seats
at
academic
magnet,
then
those
top
5%
students
would
not
then
be
automatically
admitted,
but
instead
what
they
would
do
is
they
would
be
submitted
to
a
randomized
Daughtery.
AI
Look
12
may
be
considered
for
admission
to
active
the
magnet
and
what
the
committee
then
could
do
is
based
on
other
factors.
Not
just
did
this
student
perform
the
best
on
a
standardized
test,
or
these
combination
of
factors,
but
did
they
do
they
excel
in
one
particular
academic
area
did,
were
they
a
leader
in
their
community?
Were
they
particularly
involved
in
extracurricular
activities?
This
would
allow
academic
magnet
to
create
a
student
body
that
was
more
representative
of
Charleston
County
as
a
whole.
AI
Now
the
final
part
of
our
proposal,
our
recommendation,
is
in
order
to
ensure
that
there
is,
of
course
racial
diversity
and
socio-economic
diversity.
Geographic
diversity,
as
you'll,
see,
is
also
lacking
at
academic
magnet,
so
sort
of
the
catch-all
at
the
end
is
if,
through
this
first
and
second
round
of
applications,
there
is
not
at
least
two
students
from
every
zip
code
that
is
wholly
within
Charleston
County.
The
school
would
then
admit
the
highest
to
performing
students
from
that
group.
So
that
way,
we
have
sort
of
a
a
holistic,
diverse
representative
student
body
at
academic
magnet.
AI
It
will
provide
immediate,
a
quicker
solution
to
producing
multiple
forms
of
diversity,
academic
magnet,
but
to
be
clear,
there
will
need
to
be
additional
outreach
so
that
you
know
earlier
I
think
we
saw
a
statistic
that
48
top
two
students
were
admitted,
but
only
28
applied
I
think
there
will
be
additional
outreach.
That's
needed
to
ensure
these
students
do
have
the
chance
to
attend
academic
magnet
if
they
otherwise
qualify.
So
with
that
said,
I
will
turn
it
over
to
Austin
Williams.
AJ
Hello
board,
thanks
again
for
having
us.
My
name
is
Austin
Williams
academic,
magnet
class
of
2002,
I
am
a
speaker
and
a
philanthropist,
and
my
portion
in
this
is
making
sure
that
we
address
what
we
now
know
to
be
true,
that
there
are
some
things
that
prevent
our
students,
specifically
our
middle
school
students,
from
having
the
needs
that
they
need
met
in
order
to
become
successful
students
at
academic
magnet.
So
what
we
propose
is
multi-tiered.
First,
we
would
like
to
address
the
outreach
issue.
AJ
I
spoke
with
one
woman,
also
academic,
magnet
class
of
2000
she's,
an
attorney
here
in
Charleston.
Her
name
is
Amanda
Baker
clivus,
and
she
said
you
know
why
I
went
to
academic
magnet
and
even
applied,
because
the
principal
came
to
my
school.
She
brought
an
article
from
Seventeen
magazine
that
talked
about
how
great
this
school
was,
and
she
said
if
you
want
to
change
your
life.
AJ
This
is
a
school
that
can
do
that,
and
so
we
would
like
to
incorporate
that
same
type
of
outreach
to
students
who
might
be
in
communities
that
might
be
less
less
addressed
less
seen
and
make
sure
that
we
partner
with
and
leverage
the
alum,
that's
already
in
our
community
and
willing
to
participate
in
endeavors
like
these.
In
order
to
make
sure
that
students
know
that
this
isn't
a
program
or
school.
AJ
That's
for
other
children,
but
it's
there
for
them
and
that
it's
ready
and
waiting
for
them
and
that
we're
willing
to
do
what
we
need
to
do
in
order
to
meet
them
where
they
are
so
that
they
can
succeed
at
magnet.
That
looks
like
increased
engagement
in
churches
in
City
recreation
departments
in
non-traditional
settings,
so
that
again
we're
reaching
students
who
may
not
be
addressed
in
school,
although
they
absolutely
should
be.
In
addition
to
that,
we
want
to
make
sure
again
that
these
students
are
prepared.
AK
Thank
you
all
my
name's
Sam
scarred
and
I'm
class
of
2006
alum
I'm
gonna.
Take
you
through
some
of
the
data
and
research
we
did
in
developing
this
proposal.
I
think
the
important
thing
to
know
like
Jarrett
said
is
the
magnet
has
a
diversity
problem
on
many
fronts:
race,
geography,
socio
economics,
three
of
the
most
obvious
ones,
and
we're
here
and
I
think
we
have
the
new
perspective
of
saying
that
it
hasn't
always
been
that
way
that
the
magnet
we
experienced
was
much
more
diverse.
AK
So
that's
why
I
want
to
take
you
back
to
2002
in
terms
of
racial
diversity.
Here
the
the
chart
you
see
on
the
right
is
a
graphic
representation
of
the
data.
That's
on
the
left.
Basically,
in
2002,
the
school
was
extremely
representative
of
Charleston
County,
early
2000s
you're,
looking
about
59
to
65
percent
white
students,
35
to
40
percent
non-white
students
and
just
a
very
dramatic
decline
in
the
diversity
since
then
to
2014-15
was
actually
the
low
point.
AK
Only
2%
of
the
students
enrolled
a
magnet
or
black,
and
now
that's
that's
up
to
4%,
because
there
has
been
some
success
in
that
top
two
program,
but
obviously
our
goal
is
not
4%.
Here
we
identified
four
events
over
the
last
two
decades
that
really
fueled
that
change.
The
first
is
I
think
you
can't
have
this
conversation
without
acknowledging
that
Buse
Academy,
which
is
the
the
main
feeder
school
of
the
academic,
magnet
used
to
have
a
race-conscious
admissions
policy
in
2002.
AK
There
was
litigation
against
that,
and
actually
the
story
were
aware
of
is
that
the
district
didn't
contest
the
at
the
time
did
not
contest
the
litigation
and
change
the
policy
to
be
away
from
race-conscious
and
that
had
a
immediate
effect
on
just
a
trade.
You
know
removing
the
diversity
from
both
beust
and
then
down
the
line.
The
academic,
magnet
I
think
it's
important
to
note.
The
first
top
10
ranking
happened
when
this
was
still
an
extremely
diverse
school
hanging.
These
conversations
there's
often
a
very
ugly
and
and
false
choice
between
quality
and
diversity.
AK
That's
not
the
case
and
the
matter.
One
of
the
shining
jewels
of
all
public
education,
South
Carolina,
and
it
started
that
national
recognition
as
an
extremely
diverse
school
and
I
think
we
should
all
be
very
proud
of
that.
Then
you
have
the
recession
and
the
new
building
with
which
both
drove
a
lot
of
demand
from
private
schools.
AK
There
was
all
of
a
sudden
magnet
was
competing
for,
or
there
are
students
competing
to
get
in
who
are
coming
from
private
schools
and
now
actually
I
think
about
a
third
of
magnet
freshmen
or
actually
did
not
spend
their
eighth
grade
year
in
a
CCSD
middle
school
geographic
diversity.
You
said
multiple
elements
of
diversity.
AK
Here
the
blue
bars
you'll,
see
on
the
right
represent
the
portion
of
the
population
under
18
in
Charleston
County,
so
the
percentage
of
population
under
18
in
Charleston
County,
so
on
the
left
there
you
have
downtown
has
about
6%
of
kids
under
18
in
Charleston
County
and
about
5%
of
the
magnet
student
body.
So
that's
this
very
representative
of
downtown.
You
see
James
Allen,
John's,
Island,
West
Ashley,
actually
pretty
evenly
represented
in
the
magnet
student
body
relative
to
their
populations.
AK
The
difference
is
in
North
Charleston,
which
only
has
about
a
quarter
of
the
representation
it
should
based
on
the
number
of
students
who
live
there
and
then
my
pleasant
that
has
significantly
more
and
then
this
is
somewhat
similar.
Concepts
show
in
a
different
way.
This
is
the
acceptance
rate
by
geography
so
where's.
If
code
students
apply
for,
are
they
getting
into
the
school
or
not?
AK
School-Wide
rate
is
about
63%
and
you'll,
see
james
island
johns
island,
downtown,
West,
Ashley
right
in
that
neighborhood,
but
North
Charleston,
significantly
lower
and
mouth
wasn't
significantly
higher
and
then
economic
diversity.
We
talked
about
it's
just
pretty
stunning
stat
there
that
53%
of
Charleston
County
school
students
are
experiencing
some
kind
of
poverty,
and
only
5%
of
academic
magnet
students
are
a
couple
things
we
did.
We
looked
at
the
admission
policies
of
other
top
magnet
programs
in
the
US
news
right
now.
AK
The
magnet
requires
a
85th
percentile
standardized
test
score
to
even
be
considered
for
admission,
including
if
you're
admitted
to
a
top
two
program.
You
still
have
to
have
cleared
that
threshold.
That's
significantly
higher
than
any
of
the
comparable
schools.
The
the
we
picked.
Those
four
because
they're
the
most
comparable
setup
to
the
academic
magnet
in
that
US
News
list.
AK
AK
This
basically
said
the
best
way
to
identify
gifted
and
talented
students
is
to
measure
them
against
their
immediate
peers
in
the
classroom,
not
on
a
standardized
test
that,
where
they're
being
compared
to
students
across
the
state
or
across
the
country,
the
best
way
to
determine
a
a
gifted
talented
student
is
how
they
do
relative
to
the
students
sitting
next
to
them
in
a
classroom.
That's
why
our
proposal
focus
is
on
top
5%
of
your
class,
and
a
CCSD
middle
school
will
qualify
you
for
admission
to
the
academic
magnet.
AK
The
Duke
study
like
I,
said,
verifies
that
I'm
gonna
skip
over
the
rest
in
the
interest
of
time,
but
we
happy
to
answer
questions
about
them
and
then,
just
to
let
you
know,
we
did
do
some
research
on
what
kind
of
makeup
this
would
produce
in
a
class.
If
we
have
implemented
the
policy
right
now
and
did
it
next
year,
based
on
top
taking
top
5%
students
from
every
CCSD
middle
school,
about
40%
of
all
top
5,
eighth
graders
right
now
are
not
white.
AK
So
if
they
made
up
half
the
academic
magnet
class,
they
would
mean
at
least
20%
of
that
class
would
be
non-white,
wit,
full
of
students
that
obviously
a
very
high
potential,
and
we
have
a
great
video
producer
on
our
team
here,
so
I'm
going
to
pass
it
back
to
Austin.
So
she
can
show
you
our
stories
from
the
alumni
we
spoke
with.
I
would.
AJ
Like
to
before
I
allow
you
all
to
see
the
video
that
we've
produced
for
you
that
shares
the
stories
of
other
academic
magnet
graduates.
I
want
to
share
a
personal
one,
I
graduated
in
2002,
but
before
that
I
went
to
beust,
Academy
and
I
did
very
well
abused.
I
was
a
great
student.
I
was
well
rounded
and
did
all
kinds
of
extracurricular
activities,
but
I
was
not
accepted
into
academic
magnet.
However,
I
had
teachers
who
were
willing
to
advocate
for
me
and
I
had
a
mom
who
was
willing
to
advocate
for
me.
AJ
So
I
had
two
teachers
from
beust
go
to
magnet
and
say
you
guys
have
made
a
mistake,
and
you
need
to
admit
this
student.
That
student
was
me
and
I
ended
up
graduating
for
a
magnet
with
honors
I
got
a
full
academic
scholarship
to
college,
and,
while
I
did
not
meet
the
thresholds
on
paper,
I
have
been
a
very
successful
businesswoman
in
2014
I
was
the
first
African
American
woman
to
win
the
title
of
Mrs
America.
Today,
I've
traveled,
all
over
the
world.
AJ
Fighting
human
trafficking
I
have
been
named
humanitarian
of
the
year
for
the
work
that
I've
done
in
human
trafficking
and
I
won
the
prestigious
Phoenix
award
presented
by
the
city
of
Atlanta,
which
is
the
highest
honor
given
by
the
city
for
my
work
in
human
trafficking.
Just
last
week,
I
was
talking
about
human
trafficking
at
the
Congressional
Black
Caucus
legislative
conference.
I
am
a
woman
who
did
not
get
accepted
into
academic
magnet,
but
when
provided
with
the
opportunity,
I
was
able
to
thrive,
because
what
the
current
admissions
process
does
not
take
into
consideration
is
grit.
AJ
K
AJ
Used
to
say,
you
have
to
give
a
dang,
and
your
current
process
does
not
take
into
consideration
whether
or
not
a
student
gives
a
dang
and
was
willing
to
put
in
the
work
to
be
successful
in
order
to
change
their
lives.
I
am
evidence
that,
if
you
give
students
the
opportunity
to
be
great,
they
can
be.
AL
X
AJ
AK
Yeah,
we
we
discovered
in
the
process
of
organizing
support
for
this
proposal,
how
many
alumni
we
have
a
lot
in
Charleston,
but
a
lot
of
spread
all
over
the
world
I
think
mentioned.
Bangkok
was
one
of
the
farthest
we
found,
but
we
want
to
have
a
way
to
incorporate
all
of
their
input
and
their
support
and
their
feedback.
That
was
the
idea
behind
doing
this.
This
video.
AI
I
AK
AM
B
One
of
the
things
that
we
keep
bumping
up
against
as
a
board
is
the
limited
number
of
students
in
academic
magnet.
The
size
of
academic
magnets
remain
the
same
while
the
student
population
of
the
district's
grown
by
about
11,000
kids
a
year
over
year.
Do
you
feel
like
the
school
could
have
a
larger
than
160
kids
per
grade
class
and
match
its
current
success.
I.
AK
We
couldn't
do
that
at
the
academic
magnet
because
you
would
fill
up
the
school
and
then
some,
if
you
did
that,
if
you
did
10%
from
Charleston
County
middle
schools,
so
we
had
to
cut
it
to
five
and
even
that
will
fill
up
about
half
the
class.
Maybe
a
little
more
and
you'd
have
to
go
to
a
lottery
system
among
them,
so
yeah
that
the
lack
of
seats
is
a
limitation.
B
AJ
Have
no
data
to
support
my
theory
but
absolutely
I
think
when
you
get
a
bunch
of
students
together
who
are
ready
and
willing
to
do
hard
work
I
think
you
just
end
up
with
more
students
create
competition
with
one
another
and
it
drives
them
all
to
be
better.
That
was
my
experience
at
magnet.
I've
seen
that
I
would.
I
Agree
with
Austin
on
that
I
think
that
the
the
type
of
students
that
usually
end
up
at
academic
Magna
are
the
ones
that
are
willing
to
put
in
the
work.
So
I.
Don't
think
that
that
you
suffer,
you
know
from
having
larger
classes
or
even
just
more
students.
There
I
think
those
those
kids
would
be.
You
know
willing
to
compete
and
continue
to
do
well.
S
AK
AK
The
scholars
we
talked
to,
essentially
their
recommendation
on
a
good
admissions
policy
that
will
promote
diversity,
is
that
it
should
be
multi-layered
and
so
that
there's
essentially
concepts
in
there
that
are
a
little
bit
redundant,
but
the
idea
being
that
there,
if
for
some
reason,
one
didn't
produce
a
desirable
amount
of
diversity,
the
next
one
might
and
then
the
next
one.
After
that
might.
S
You
get
three
or
four
schools
with
difference
of
who's,
gonna
be
very
well,
but
but
number
two
is
kind
of
low
I.
Think
I
thought
you
could
come
back
with.
Maybe
four
or
five
recommend
four
or
five
means
the
food
to
was
a
better
shot
at
the
diversity,
those
guys.
Sometimes,
when
you
only
get
to
Texas
good
you,
they
mean
it
diversity
so
easily.
S
S
O
K
AN
Z
AQ
AR
AT
AL
AG
Y
AA
Day
at
work
and
on
the
streets
of
New
York,
City
I
interact
with
a
variety
of
people,
most
of
whom
are
very
different
from
me,
but
I.
Believe
much
of
my
success
in
one
of
the
most
diverse
cities
in
America
is
because
I
learned
to
value
differences
between
me
and
others.
A
tough
lesson
to
learn
had
it
not
been
for
my
experience
at
magnet,
diverse.
H
AP
AS
AC
A
magnet
helped
me
to
become
comfortable
with
different
ideas,
different
viewpoints,
different
thought
processes
and
understand
the
validity
of
these.
As
someone
in
Washington
DC
right
now,
I
would
say:
there's
no
more
important
time
for
us
to
understand
the
viewpoint
of
others.
I
believe
that
having
different
racial
socio-economic,
religious
backgrounds
at
magnet
will
allow
for
more
conversation,
more
civility
and
more
partnership
within
our
communities.
Diversity.
AU
At
magnet
taught
me
how
to
appreciate
and
really
celebrate
cultures
that
are
different
from
my
own
here
in
Canada
I'm,
lucky
enough
to
have
students
from
all
over
the
world,
but
especially
Syria
and
Somalia.
Without
a
doubt.
My
time
at
magnet
really
helped
me
become
a
better
teacher
for
them
and
a
better
person
overall.
As
a.
AT
T
Z
AT
AI
AI
B
K
O
K
D
Z
S
S
AD
AD
K
AD
AD
Think
back
30
years
ago,
when
we
opened
Ashley,
River,
creative
arts
and
I
hope
I'm,
not
the
only
one
in
the
year
back
that
far
and
then
we
open
beust
a
couple
of
years
later
and
then
we
opens
anymore.
All
of
these
were
to
provide
opportunities
for
children,
and
we
have
added
many
different
forms
of
choice,
another
type
of
magnets
through
the
years
and
these
options
were
opened
in
order
to
provide
better
opportunities
and
they
have
in
many
instances.
AD
But
in
some
cases
we
have
seen
unintended
consequences
for
neighborhood
schools.
Many
times
our
neighborhood
schools
were
left
and
didn't
have
the
adequate
opportunities
and
programming
to
compete
and
I.
Think
while
I
don't
want
to
recruit
all
the
different
studies
that
you
have
read
over
time.
I
think
it's
very
interesting
that
all
of
these
studies
say
basically
the
same
thing
about
what
we
have
done
as
a
result
of
providing
many
opportunities
for
some
and
limited
opportunities
for
others.
AD
Many
years
ago
there
were
no
transfers
and
once
that
door
was
open,
we
have
had
many
many
many
students
transfer
and
to
look
at
what
we
were
going
to
do.
We
had
to
look
at
a
fair
way
to
do
it
and
I
have
to
applaud
the
hard
work
of
Michele,
Simmons
and
Joe
Williams,
who
worked
with
their
middle
and
elementary
schools
to
determine
just
where
they
were.
What
had
happened
as
a
result
of
adding
these
partial
magnets?
So
I
might
ask
dr.
AW
As
a
start
to
the
process,
we
wanted
to
establish
some
principles
to
help
guide
us
as
we
evaluated
our
partial
magnets,
and
these
principles
are
listed
on
the
screen:
geographical
area,
constituent
districts,
socio-economic
factors,
the
original
purpose
of
the
school
and
also
equal
programming.
So
these
principles
led
us
to
looking
at
our
current
partial
magnet
schools
and
evaluating
of
robustness
or
looking
at
how
effective
the
partial
magnet
teams
were
in
each
of
these
schools.
AW
So
in
this
evaluation
process
for
each
school
we
looked
at
the
amount
of
partial
magnet
seats,
filled
academic
growth
in
reading
and
math
the
number
of
classes
that
support
the
theme
and
PD
to
support
growth
of
the
themes.
So
our
evaluation
rendered
that
many
of
these
programs
were
not
robust.
So
we
don't
want
to
disregard
all
the
hard
work
that
we
know
that
the
school
leaders,
the
teachers,
parents
and
communities
put
into
these
schools
just
wanted
to
note
that,
so
we
saw
that
many
of
the
schools
made
academic
gains.
AW
AW
AW
So
we
have
a
visual
we'd
like
to
share
with
you
all
that
can
explain
this
a
little
better.
So
if
you
can
follow
me
on
the
slide,
we
have
middle
school
a
and
we
have
middle
school
B.
We
can
see
that
middle
school,
a
has
six
hundred
and
fifty
eight
scholars
and
middle
school
B
has
six
hundred
and
sixty-two
scholars
so
we're
going
to
go
down
for
each
one.
We
see
that
each
school
has
visual
arts.
AW
We
see
that
each
school
has
performing
arts
bands
strings
and
percussion,
but
I
like
to
note
that
school
a
has
three
versus
school
B
having
to
each
school
has
PE.
Each
school
has
health.
Each
school
has
CTE
school,
a
has
course
school
B
does
not.
Each
school
has
a
foreign
language
school
a
has
GTT
and
also
school
B
when
we
get
to
the
bottom.
We
sue
that
see
this
hue
has
careers
and
school
B
does
not
now
I'd
like
to
note
a
few
things
school.
AW
R
AW
B
O
K
AW
O
K
AW
AX
Thank
you,
a
recommendation
for
your
consideration
to
perhaps
go
into
effect
for
the
2020
twenty
one
school
year
with
an
annual
review.
You'll
notice
that
these
are
the
partial,
current
partial
magnet
schools,
starting
in
Constituent
districts
and
district.
Two.
There
are
two
James
B
Edwards
and
Jenny
Moore,
and
the
recommendation
is
to
for
James,
be
Edwards
to
eliminate
the
partial
Magnet
status,
but
to
continue
the
allocation
to
support
the
program
in
place.
AX
Jenny
moore
would
be
kept
as
a
district
to
magnet
with
attendant
zone
an
application
for
magnet
seats
as
space
allows
Sullivan's,
Island,
also
partial,
magnet
in
District
two.
The
recommendation
is
to
eliminate
the
partial
Magnet
status,
but
to
continue
to
support
the
program
in
place,
and
there
is
a
and
also
down
there,
a
possibly
reason
that
would
be
a
district
constituent
district
to
job
lang,
also
district.
AX
Let
me
see
if
I
can
move
this
slide.
Oh
did
I,
okay,
okay,
thank
you
and
on
through
district
nine
hot
gap
return
to
a
true
middle
school
grades,
six
through
eight
and
continue
to
support
the
program
in
place.
St.
Andrews
in
district,
ten
to
eliminate
partial
Magnet
status,
continue
to
support
the
program
in
place
and
possibly
rezone
in
district
ten.
That
you'll
see
that
for
all
of
the
district
ten,
the
Advanced
Studies
at
West
Ashley
NCE
Williams
to
eliminate
the
partial
magnet
status,
but
support
the
program
in
place.
AX
Mitchell
to
eliminate
partial
Magnet
status,
support
the
program
in
place,
meminger
eliminate
partial
Magnet
status,
support
the
program
in
place
and
Ellington
improve
or
eliminate
that's
a
little
bit
different.
That's
the
only
one.
That's
a
little
bit
different
to
improve
the
or
eliminate
the
partial
magnet
status
for
EB
Ellington,
Advanced
Studies.
S
AD
AD
S
AX
Would
it
would
be
keeping
North
Charleston
creative
arts?
Basically,
the
way
it
is
right
now,
except
it
would
not
be
considered
a
partial
magnet.
It
would
be
a
constituent
district
magnet
for
district
4.
They
have
then
attendant
zone,
and
then
they
could
accept
children
from
outside
of
their
attendance
zone.
The
thinking
there
is
that
the
transportation
should
remain
as
it
is
today.
AX
At
the
top
of
that
slide,
it
does
say
to
reevaluate
every
year,
Jennie
Moore
in
district
2,
which
is
the
same
sort
of
magnet
as
North
Austin,
creative
arts
as
being
a
magnet
school
for
the
constituent
district.
They
have
an
attendant
zone
anymore,
and
then
they,
then
they
also
have
seats
for
that
and
there's
just
regular
transportation
provided
so
North
Charleston.
Creative
arts
would
just
remain
the
same
for
this
coming
school
year
and
we
would
really
end
of
the.
O
AX
Are
there
are
some
children
now
that
that
attend,
nor
trust
and
creative
arts
that
are
not
in
the
attendance
zone
that
they
are
there?
Therefore,
the
mag
partial
magnet
seats?
Those
seats
would
continue
to
be
open
for
children
and
that
for
at
least
for
next
year,
we
would
recommend
that
we
leave
transportation
in.
S
K
K
S
D
Appreciate
the
work
dr.
Davison
team,
one
of
the
things
that
has
happened
over
time
and
I
think
this
you
know
created
itself
right.
You
go
to
the
magnet
school
because
you
want
the
programs,
the
attendance.
This
goes
back
to
earlier
conversations.
The
attendance
at
the
school
they've
left
goes
down,
so
you
have
to
cut
programs
because
you
don't
have
teacher
count.
So
it's
a
self-fulfilling
prophecy
for
that
spiral
to
happen.
D
So
that
goes
into
the
combination
of
facilities,
big
enough
to
accommodate
everybody,
and
that's
the
conversation
we're
having
earlier
so
I
think
you
know
we
have
to
get
our
arms
around
that,
but
it
can't
just
be
take
it
away.
We've
got
to
make
sure
that
when
we
come
out
of
the
gate,
everybody's
got
the
same
opportunity
in
every
single
school,
and
so
that's
that's
always
been
the
challenge.
Is
people
feel
like
they're
getting
something
taken
away,
so
it
has
to
be
what
they're
getting
and
I
think
if
we
do
that
properly.
B
You
and
actually
piggybacking
on
what
mr.
Frazier
said:
I
100%
agree.
The
quote
is
correct:
that
you
acknowledge
that
the
choice
of
magnet
schools
have
created
this,
but
I
don't
see
how
your
proposal
is
the
solution,
because
your
proposal
is
to
eliminate
the
Magnet
status,
continue.
Spending
the
extra
money
in
all
of
those
schools
and
I
thought.
B
The
whole
reason
we
couldn't
spend
money
in
the
neighborhood
schools
to
give
the
same
programming
was
a
funding
issue,
so
where's
you're,
not
reducing
the
funding
to
these
other
schools
for
programming,
I
I
want
to
say
I
like
where
you're
headed
but
number
one
you're,
not
where's
the
savings
or
where's
the
ability
to
put
all
those
extra
programs
into
the
schools.
Your
that
our
neighborhood
schools,
I.
B
Number
two:
is
these
parents
aren't
going
to
automatically
go
back
to
their
home
school
because
you
eliminated
the
magnet,
so
I
would
expect
you
guys
need
to
see
y'all
need
to
be
prepared
for
some
sort
of
thing
that
says:
I'm
not
going
to
get
a
25%
bump
at
North.
Woods
middle
school
they'll
choose
another
option
through
transfer
whatever,
but
number
three
and
it's
very
critical.
What
I
don't
see
is
the
minute
you
eliminate
these.
Have
you
hired
the
replacement
teachers
in
the
neighborhood
schools
to
make
these
exact
same
offerings?
B
O
X
Saying
I
think
that
one
thing
I
didn't
hear
you
all
say,
but
I've
heard
you
all
talk
about
it.
Maybe
you
did
say
it
when
Joe
was
giving
us
the
illustration
with
the
middle
school
I
think
we've
talked
a
lot
over
the
last
year
about
fortifying
or
equalizing
our
schools
and
I.
Think
that
that's
a
piece
that
has
got
to
happen
so
that
and
as
we
combine
schools
and
we
have
that
economies
of
scale,
I
think
we'll
see
that
we
have
been
inconsistent
on
providing
transportation.
X
Although
we
were
providing
transportation
to
partial
mine
to
more
of
them
than
not
so
I
think
there
could
be
savings
there,
since
we
and
what
I
think
I
heard
y'all
say
is,
will
will
grandfather.
The
kids
that
are
there
will
take
away
the
attendance
part,
so
I
can
go
to
a
partial
amount
in
another
part
of
the
district,
but
keep
the
program
as
we're
working
on
this
other
work
that
we're
doing
and
fortifying
the
schools
right
so
two
years
from
now.
A
AD
B
I
think
we're
very
close
to
a
gram.
My
question
to
y'all
would
be
which
one
are
you
wanting
where's
your
priority
order,
remove
the
option
then
buff
up
the
schools
buff
up
the
schools
then
remove
the
option.
I
really
think
we're
talking
about
the
same
end
goal,
but
I
would
really
need
to
hear
where's
your
priority
and
in
process
as
to
which
comes
first
and
what
comes
second
and
what
comes
third
thank.
O
O
Okay,
I'm,
probably
one
of
the
newest
people,
to
this
community
and
I.
Think
since
I've
been
on
the
board,
we've
discussed
many
problems.
We've
had
over
the
years
and
all
the
things
in
the
past
that
haven't
worked
and
today,
I
feel
what
I
heard
from
this
meeting
was
a
lot
of
solutions
from
staff
and
I've,
always
I'm
a
solution,
oriented
person
and
thank
you
for
all
of
the
hard
work
that
you've
done
to
provide
these
solutions,
because
the
complaining
doesn't
fix
anything.
O
A
W
I'm
gonna
try
to
make
my
comedy
into
a
question
all
right.
You
want
to
call
me
down
so
so
I'm
assuming
as
I
recap
this
and
then
I'm
asked
the
question
at
the
end.
Is
that
so,
as
we
begin
to
look
at
this
and
you've
dived
into
this,
and
you
looked
at
school,
a
school
be
looking
at
the
options
and
the
choices
that
are
there
and
trying
to
compare
them
with
the
numbers
to
mirror
them
to
make
sure
that
the
offerings
are
there.
So,
as
I
begin
to
look
at
this,
then
I'm.
W
Assuming
then
that,
as
we
begin
to
look
at
this,
to
make
sure
that
that
we
are
offering
these
choices
that
in
order
to
get
there,
then
that
means
at
some
point.
We
will
have
to
either
look
at
schools
that
are
operating
at
low
numbers
to
come
to
higher
numbers
to
be
able
to
offer
these
type,
of
course,
offering
across
the
board.
I
mean.
Is
that
what
you're
saying
to
us
today?
I'm
putting
my
question?
Then?
Yes,
okay!
W
So
if
you're
saying
that
today,
then,
as
we
begin
miss
Coates
to
to
look
at
what
has
been
presented
to
us
today,
then
I
would
assume
that
no
no,
this
is
just
part
a
of
the
triangle
effect
of
making
decision
of
how
all
of
this
come
together.
Is
that
what
you're
saying
today?
Yes,
that's
my
question:
I.
B
B
X
A
AB
AN
AV
AB
Also
have
a
couple
of
other
team
members
who'll
be
joining
us
as
well.
Thank
you
for
providing
some
time
for
us
to
go
through
the
program
impact
report.
This
report
will
provide
you
with
a
summary
of
overall
outcomes
based
on
the
available
data
that
we
have
thats
related
to
these
specific
programs
and
initiatives
that
we'll
review
today.
I
guess
I
went
to
this.
Ok
there
we
go
all
right.
You'll
find
one
of
three
different
descriptors
on
each
of
the
slides,
a
green
dot,
a
yellow
dot
or
red
dot.
AB
The
green
dot
represents
what
would
be
considered
positive
trends
of
effectiveness
if
you
see
a
yellow
dot.
That
indicates
that
there
are
some
evidence
of
a
positive
trend
of
effectiveness,
but
the
data
may
not
be
as
robust
as
what
you
would
find
with
the
green
dot,
the
red
dot
indicates
limited
or
no
evidence
to
verify
that
there
is
a
positive
trend
of
effectiveness.
Okay,
all
right,
we'll
get
started
with
the
first
one,
hello.
AM
I
had
the
good
fortune
to
talk
about
early
college
high
school.
You
see
it
has
a
green
dot,
so
it
has
a
positive
return
on
investment.
According
to
the
data
that
you're
going
to
see
here,
as
you
well
know,
early
college
high
school,
it
has
the
focus
of
bringing
in
students
in
the
average
range
and
many
other
factors
and
putting
them
on
a
college
campus
and
emphasizing
dual
enrollment
courses
on
the
right-hand
side.
You
see
some
data
that
shows
for
ninth
and
tenth
grade
students.
AM
This
particular
graph
is
focusing
on
Lexile
growth
and
proficiency
on
the
right
hand,
side
you
see
that
eighty-nine
percent
of
students
at
early
college,
high
school
met
or
exceeded
grade-level
Lexile
proficiency
levels,
in
other
words,
they're
reading
on
grade
level
or
beyond,
are
beyond.
On
the
left
hand,
side
is
a
graph
that
indicates
93.2%
of
early
college
high
school
students
met
or
exceeded
Lexile
growth
measures
for
this
past
year.
So
clear
data
that
early
college
high
school
is
making
a
positive
return
on
investment
rich.
AV
Next
slide,
please
good
afternoon
board
chair
by
board
chairman
Reverend
Mac
Vice
Chair,
Darby
Board
of
Trustees,
dr.
post,
await
a
quick
snapshot
of
avid
avid
stands
for
advancement
via
individual
determination
and,
to
sum
it
up,
avid
teachers,
Student
Success
schools
in
avid
schools,
it
teaches
them
reading
and
writing
and
mathematic
skills
bus
at
all.
It
also
teaches
them
teamwork
organization
skills.
AV
It
also
teaches
them
grit
and
we
have
avid
in
six
schools
throughout
Charleston
County,
School
District
also
avid
focuses
on
not
just
the
academics
but,
like
I
said,
it
also
focuses
on
the
social,
emotional
and
the
behavioral
aspects
of
students
to
be
successful,
not
just
successful
in
high
school
middle
school
and
in
high
school,
but
also
successful
in
college
nationally.
The
research
indicates
that
avid
students,
not
just
enroll
in
post-secondary
schools
at
a
higher
clip.
They
also
persist
and
succeed
in
post-secondary
schools.
AV
What
you
see
is
just
a
quick
snapshot
of
our
avid
implementation
expectations
throughout
our
schools,
and
it's
broken
up
into
four
mains
instruction
systems,
leadership
and
culture.
It's
how
well
we're
teaching
those
strategies.
It's
the
systems
that
support
them
in
the
school.
It's
the
leadership,
supported
with
the
mission
and
vision
of
those
leaders
in
the
building
to
enforce
the
rigor
and
the
college
and
career
readiness
aspect
and
then
finally,
the
culture
of
the
school.
Are
we
changing
the
behaviors?
AV
Are
we
offering
the
students
the
opportunity
to
obtain
and
to
achieve,
above
and
beyond,
at
the
end,
you'll
see
college
entrance
requirements?
100%
of
our
avid
students
are
enrolling
courses
that
will
prepare
them
for
4-year
universities
upon
graduation
I'll,
be
followed
by
miss
miss
Emily
with
the
bridges
program.
AZ
So
earlier
we
spent
time
talking
about
choice,
and
so
what
I
am
charged
with
is
what
we
do
for
all
students
at
the
core,
especially
around
math
and
reading
achievement.
I've
heard
great
news
earlier
about
the
gains
that
we're
seeing
in
the
data
and
there's
even
some
more
positive
coming
when
the
embargo
data
is
is
revealed
what
we're
doing
at
the
core
for
math
in
Charleston
County,
as
we've
made
a
change
to
the
bridges
curriculum.
AZ
The
fifth
grade
is
the
one
outlier,
but
I
want
to
make
a
note
that
the
fifth
grade
schools-
this
was
their
first
year
of
data.
The
others
have
had
at
least
two
years
with
the
curriculum,
because
we're
rolling
it
up
as
we
go
with
the
schools,
as
the
complement
to
that
is
the
middle
school
math
curriculum
move
that
we're
making,
which
is
a
lustrated
math.
AZ
So
in
those
bridges,
schools
that
did
have
a
5th
grade
last
year,
we
needed
something
ready
for
those
students
than
in
middle
school,
and
so
we've
made
the
move
to
illustrative
math,
which
is
a
similar
approach
to
math
education
and
you'll,
see
that
we're
seeing
outstanding
gains.
We
had
blush
if
math
implemented
at
both
Lange
and
North
Woods
last
year,
and
you
can
see
the
gains
that
were
made
there.
You
can
see
the
significant
growth
that
was
made
at
North.
Woods
went
on
the
map
scores
for
illustrative
math
this
year.
AZ
AW
So
with
that
being
said,
we
thought
more
specifically
about
North
Charleston
and
the
fact
that
they
have
Boeing
right
in
their
backyard,
and
many
of
those
scholars
would
probably
fall
into
that
category
as
far
as
not
for
not
being
prepared.
Excuse
me
so,
with
that
being
said,
we're
going
to
have
rich
share
some
information
about
the
North
Charleston
stem
initiative
that
we
currently
have
in
place.
AW
AV
Jo
and
as
you
can
see
from
the
snapshot
just
some
of
the
highlights
from
the
North
Charleston
stem
initiative.
As
you
know,
North
Shore
elementary
Morningside
middle
North,
Charleston
High
School.
The
idea
was
to
infuse
stem
inside
the
classroom
outside
the
classroom
after
school
in
the
community
during
summer
with
summer
camps,
after-school
enrichment
programs
and
there.
So
some
highlights
I
wanted
to
highlight.
I
wanted
to
indicate
to
you
guys.
You
see:
Project
Lead,
the
Way
introduction,
engineering,
computer
science.
AV
Those
are
the
basic
introduction
level
courses
for
some
of
those
higher
level
CTE
career
pathways
like
stem
and
Project
Lead,
the
Way
engineering,
computer
science.
You
can
see
from
1819
to
1920
we've
almost
tripled
the
enrollment
at
North,
Charleston,
High,
School
and
as
I've
indicated
in
the
past.
Those
are
the
entry
level
courses
that
will
prepare
our
kids
for
those
North
Charleston
center
for
advanced
studies,
completed
programs,
certification
and
vertical
articulation,
whether
they
go
into
the
workforce,
treinen
technical
college,
or
to
a
four-year
university
like
SC,
State
or
USC
or
Clemson
University.
AV
We
also
have
some
numbers
for
some
of
the
students
in
the
middle
school
in
elementary
school
activities.
Robotics
competitions,
Lego
enrichment
activities,
work
based
learning,
structured
field
studies,
subject
matter,
experts
coming
into
the
classroom
and
then
we're
also
supporting
them
with
social
and
emotional
supports
and
needs
as
well.
So
looking
really
good
a
lot
of
more
work
to
do,
but
an
excellent
start
to
North
Tolleson
stem
initiative.
Thank
you.
The.
AB
Next
thing
we'll
talk
about
is
fast
bridge
after
was
chosen
and
implemented
last
year
for
kindergarten
first
grade.
The
move
to
this
assessment
actually
originates
from
a
need
to
better
assess
the
skills
that
are
vital
for
reading.
It's
also
to
ensure
that
we
have
a
universal
screener
for
dyslexia,
so
this
assessment
was
implemented
for
that
purpose.
This
assessment
also
provides
valid
and
reliable
data
with
specific
information
about
discrete
knowledge
and
skills
related
to
reading
we're,
also
implementing
it
with
math
as
well
as
you
can
see,
on
the
screen.
AB
Both
tested
grades,
K
and
1
improve
their
median
national
percentile
levels
from
fall
of
2018
when
the
assessment
was
initially
implemented
to
spring
of
2019
by
three
points
in
kindergarten
and
then
three
points
and
first
excuse
me
six
points
in
first
grade.
We
do
continue
to
work
on
building
capacity
around
not
only
interpreting,
but
also
using
the
data
that
we
get
from
fast
bridge
through
ongoing
professional
development
opportunities
and
school-based
coaching.
AZ
And
the
reason
that
we
think
we
see
the
fast
bridge
data
looking
like
it
does
is
because
we've
implemented
in
almost
all
of
our
elementary
schools.
Now
the
phonics
portion
of
open
court,
it's
not
a
full
ela
curriculum.
It's
the
phonics
portion
phonics
is
particularly
important
for
those
early
reading
skills
and
that's
what
fast
bridge
assesses
for
us.
The
assessment
that
we
had
before
didn't
tell
us
quite
as
robust
a
reporting
of
those
skills.
The
way
that
fast
bridge
does
the
idea
behind
open
court
is
that
it
benefits
98%
of
students
even
high.
AZ
Achieving
students
who
come
to
school
reading
still
benefit
from
this
explicit
everyday,
systematic
phonics
approach,
and
so
we're
seeing
the
gains
taking
place.
We
are
rolling
it
out.
K12
start
now,
that's
an
adjustment
from
when
we
started
and
then
rolling
it
up
through
the
grades,
because
kn1
is
the
biggest
impact
that
we
need
to
have
happen
for
that
those
early
reading
before
it
switches
in
third
grade
to
reading
to
learn.
So
we
see
positive
results
happening
there
as
well.
AZ
The
yellow
dot
next
to
instructional
coaches
means
that
we
think
we
need
more
data.
We
see
put
some
positive
trends,
but
not
as
much
as
we
would
in
the
green
dots
so
in
to
make
a
change.
Curricular
changes
that
we're
talking
about
with
bridges,
an
illustrative
math
and
open
court
phonics
and
maybe
someday
within
a
full,
open,
ela
suite.
We
need
people
on
the
ground
in
schools,
helping
teachers,
job-embedded
professional
development,
that's
the
direct
responsibility
of
an
instructional
coach.
They
are
school-based
physicians,
they're
allocated
to
the
schools.
They
are
evaluated
and
supervised
by
principals.
AZ
They
are
not
district
based
physicians.
We
think
that
the
capacity
building
in
this
district
hinges
on
those
people,
but
they
are
the
ones
every
day
in
the
classrooms,
with
teachers
helping
do
those
support
things,
whether
it's
data
analysis
coming
in
and
modeling
teaching
side-by-side
whatever.
It
might
be.
That's
the
charge
of
our
school-based
instructional
coaches
this
year
through
last
year's
budget.
You
approve,
we
now
have
them
in
all
of
our
schools,
including
the
high
schools
for
the
first
time
in
a
long
time.
AZ
The
reason
that
we
see
the
yellow
is
because
we
know
we
have
more
work
to
do
developing
this
culture
of
coaching.
Not
all
of
us
are
as
willing
or
able
at
this
point
to
see
our
own
growth
needs,
and
so
there
are
some
teachers
still
who's,
who
don't
necessarily
see
the
value
of
an
instructional
coach,
and
a
lot
of
that
is
around
culture,
and
we
know
we
have
work
to
do
around
that.
We're
very
clear
each
week
makes
each
month
with
the
instructional
coaches,
when
we're
here
about
that
demonstrating
that
impact.
AM
AM
AW
So
these
additional
allocations
allowed
for
27
focus
facilitators
during
the
2017
2019
school
years.
This
allows
for
ISS
proctors
in
11
middle
schools
and
11
high
schools.
Additionally,
five
serving
elementary
schools
as
interventionists
and
are
called
focused
facilitators.
These
positions
are
allocated
each
year
based
on
data
and
need
so.
AN
We
believe
that
supervised
ISS
is
a
necessary
component
to
the
continuum
of
disciplinary
consequences
and
an
effective,
progressive
discipline
system
where
you
have
the
data
on
the
on
the
screen
are
the
percentages
of
students,
percentages
of
referrals
resulting
in
ISS,
and
there
are
numbers
for
1617
on
the
screen,
and
that
means
that
our
high
schools
were
pulling
other
people
off
of
their
jobs
to
supervise
students
in
ISS.
So
now
we've
given
them
a
person
to
do
that
and
people
are
not
covering
ISS.
AN
This
is
a
need
for
level
one
and
two
offenses
to
remove
students
from
classrooms
where
they're
disruptive
and
they
can
not
continue
to
allow
the
learning
environment
to
occur.
It's
an
immediate
place
for
students
to
go
and
it
is
most
viable
as
a
level
one
and
two
console
as
a
consequence
for
a
level
one
and
level
two
offense.
AN
We're
also
going
to
talk
about
the
top
talent
supports
we
added
two
years
ago
to
a
set
of
schools.
We
assigned
climate
coaches
and
social
workers
for
one
day
a
week
to
a
set
of
schools.
The
climate
coaches
supported
the
implementation
of
PBIS,
positive
behavior
interventions
and
supports
and
MTS
s
multi-tiered
system
of
supports,
while
our
social
workers
focused
on
truancy
processes
and
reporting,
as
well
as
running
student
groups,
discipline,
attendance
truancy
and
climate
data
were
reviewed
for
the
12
schools.
Results
were
varied
across
across
the
12
schools.
AN
However,
there
was
evidence
of
some
positive
effect.
The
truancy
data
that
you're
looking
at
and
in
2016
are
the
blue
bars
and
you
can
see
a
vast
difference
in
the
schools
as
reporting
truancy.
Over
the
last
two
years,
the
social
workers
have
worked
with
those
individual
schools
to
try
to
get
a
consistent
process
with
the
schools
for
reporting
truancy
and
provide
interventions
and
those
social
workers
in
those
12
schools
have
worked
177
individual
student
cases
that
were
actually
was
a
truancy
issue.
AN
A
lot
of
our
schools
were
either
over-reporting
truancy
based
on
tardies
or
some
other
factors
that
are
not
included,
or
some
schools
were
under
reporting
truancy.
So
we
continue
to
work
on
those
processes.
As
for
the
PBIS
framework,
it
has
very
strong
research
that
supports
positive
outcomes
for
students,
the
reviews
of
the
the
review
of
the
fidelity
measure,
the
tiered
fidelity
inventory,
had
positive
district-wide
increases.
However,
these
12
schools
varied.
We
had
schools
with
positive
increases
in
some
schools
with
little
or
no
change.
The
data
does
support
that.
AN
AX
To
leave
some
personal
issues
first
is
some
of
the
initiatives
on
the
on
the
left-hand
side,
the
first
two
of
the
phase,
one
of
three
salary
schedules
and
the
Phase
two
we've
completed
phase
one
and
phase
two
in
the
fiscal
year.
Nineteen
last
school
year,
on
the
first
day
of
school,
we
had
zero
vacancies
for
the
pink,
probably
the
first
time
ever.
It
was
huge.
This
year
we
started
with
12
vacancies,
the
first
day
of
school.
So
while
we
still
see
it's
not
quite
as
good
as
zero,
it's
still
quite
good.
AX
Knowing
we
are
experienced
some
effects
of
the
teacher
shortage,
but
the
if
it's
a
it's
a
positive
impact
that
we
know
that
the
increased
salary
schedule
that
you
guys
so
graciously
approved
is
working.
The
high
poverty,
math
salary
schedule
was
approved
and
attracted.
This
really
has
attracted
experienced
teachers
and
we've
had
zero
math
vacancies
on
the
first
day
of
school
from
last
year
and
this
year,
that's
very
extremely
huge
and
our
that
did
not
happen.
Prior
to
this,
that
the
salary
schedule
for
the
math
teachers
also
the
initiative
of
teach
Charleston.
AX
That's
an
all
district
approved
by
the
state.
We
had
got
board
support
in
the
spring
of
2018
to
develop
the
program.
The
state
approved
it
and
cohort
one
for
FY
2010
participants.
We
are
growing
teachers
in
our
area
for
that.
Our
own
district
alternative
route
certification
program-
teach
local,
is
another
grow.
Our
own
initiative,
where
we're
looking
to
create
a
pipeline
from
high
school
to
teacher
a
high
school
student
to
teacher,
and
so
we've
been
doing
some
recruiting
efforts
and
planning
those
began.
AX
This
past
school
year,
fiscal
year
19
we
have
a
member
of
Understanding
with
the
College
of
Charleston
and
trident
Technical
College,
and
we
are
really
targeting
those
students,
especially
at
early
college,
high
school,
that
want
to
be
teachers
and
so
we'll
be
seeing
the
feats
of
those
initiatives
in
the
coming
years.
The
other
huge
initiative
is
the
University
of
South
Carolina
and
Charleston
County
teacher
librarian
partnership
a
few
years
ago.
Our
elementary
schools
bade
mainly
but
also
middle
and
high
experience
shortages
and
media
specialists.
AX
We
just
couldn't
find
enough
of
them,
and
so
we
developed
a
partnership
with
the
University
of
South
Carolina
and
we
have
have
had
cohorts
and
there's
now
10
teachers
this
year
in
the
cohort
and
all
live
teacher,
librarian
positions
and
all
schools
are
filled.
We
have
no
vacancies
there,
so
Human
Resources
got
a
green
dot.
L
The
next
program
we
took
an
intentional
look
at
is
our
pilot
program,
where
we
had
two
teachers
in
a
classroom
at
three
select.
Schools
and
I
regret
that
I
have
to
call
to
your
attention
the
red
dot,
which
indicates
that
the
program
in
itself
did
not
yield
the
type
of
results,
outcomes
or
indicators
that
we
hope
for
so
I
will
say.
I
will
acknowledge
that
we
did
see
improved
percentages
in
terms
of
fall
to
spring
growth
and
the
number
of
students
meeting
their
growth
targets.
L
So
our
takeaways
moving
forward
indicate
that
we
have
two
couple:
the
two
teachers
in
the
classroom
with
other
layers
in
terms
of
programming
curriculum,
the
type
of
job
embedded,
support
to
teachers,
the
monitoring
of
the
program,
and
so,
while
at
face
value,
you
see
the
red
indicator.
We
know
that
we
have
more
work
to
do
in
terms
of
building
this
out
in
a
comprehensive
manner.
L
And
then
the
angel
oak
in
North
Charleston
CD
expansion.
So
you
heard
the
program
report
earlier
from
its
Ambrose
that
talks
about
the
need
to
revamp
and
overhaul
our
CDR,
our
early
learning
structure,
and
so
this
shows
that
we
are
making
progress.
It
appears
as
if
angel
oak
is
outpacing
in
terms
of
the
growth
being
actualized
at
the
school,
but
this
is
a
part
of
the
bigger
conversation
in
terms
of
who
were
serving
so
the
angel
o
program
is
one
that
was
alluded
to
earlier
and
being
paid
for
so
week.
L
The
three
year
olds
in
that
program
families
pay
for
it.
So
that's
feeding
who
we're
serving
in
the
four
year
old
program
and
so
at
face
value.
We're
not
servicing
the
same
population
of
students
at
angel
oak
as
we
are
at
North,
Charleston
Elementary.
Hence
the
reason
we
are
pursuing
the
overhaul
of
child
development
and
early
learning
at
large.
K
AE
Present
the
last
slide
slide
85
two
years
ago
that
you
increased
our
funding
for
preventative
maintenance.
We
were
able
to
bring
on
board
five
additional
mechanics.
The
goal
was
to
reduce
reactive
maintenance,
minimize
the
downtime
in
our
schools
and
reduce
a
negative
impact
on
school
ops.
The
traditional
industry
measure
for
this
is
PM
2,
TM
ratio,
preventive
maintenance,
the
total
maintenance
and,
as
you
can
see
it
in
bold,
there
we've
increased
a
ratio
for
15
to
22
percent
since
we
started
bringing
these
folks
on
board
in
FY
18
through
the
end
of
last
fiscal
year.
AE
As
importantly,
we've
increased
our
effectiveness,
we're
increasing
the
number
of
work
orders
completed.
In
fact,
we
went
from
6,000
to
over
10,000
this
past
these
past
two
years.
We
look
forward
to
continuing
to
bring
that
number
even
down
or
bring
that
number
up
to
closer
to
industry
standards
or
industry
champions.
AE
AX
AX
It
takes
a
valiant
recruiting
effort
which
we
do
have
we're
experienced
two
teacher
shortage.
This
is
one
of
the
reasons.
Why
were
you
looking
at
alternative
route?
Certification
we
have
to
do
recruiting
is
just
it's
a
year-long
process.
We
have
to
we're
continually
recruiting
and
attracting
teachers
to
our
districts.
R
AX
That
we
hire
the
earlier
that
we
can
offer
contracts
we'd
like
to
start
offering
contracts
for
next
school
year.
This
fall
to
those
early
grinding
and
grant
folks
that
are
getting
ready
to
graduate.
If
we
know
who,
if
we've
seen
those,
especially
if
we've
having
student
teaching
in
our
schools,
there
are
some
teachers
of
promise
that
we
think
are
gonna
be
great.
We
want
to
get
them
sign
up
with
us
as
early
as
possible.
Would.