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From YouTube: December 13, 2019 CCSD School Board Delegate Meeting
Description
December 13, 2019 CCSD School Board Delegate Meeting
A
Good
morning
to
everyone,
we're
have
been
excited
to
be
able
to
assemble
here
on
this
morning
to
meet
with
our
local
delegation,
with
the
Charleston
County,
School,
Board
and
I'm
honored,
and
privileged
that
we
were
having
such
a
dialogue
on
this
morning.
Let
me
take
the
time
to
introduce
our
board
members
that
are
present
here
with
us
today,
and
thereafter.
A
B
A
C
Thank
You
Reverend
Mac.
Yes,
we
have
with
us
today,
representative
suetilley,
representing
McCoy
I,
think
we
have
representative
more
on
skype.
Maybe
if
the
technically
we
haven't
technical
difficulties,
not
yet
okay,
but
he's
gonna
try
to
come
in
on
skype,
representative
stavrinakis,
senator
Kempson,
senator
bright
Matthews,
representing
Mac,
representing
Cogswell
and
Senators.
In
and
myself
senator
campaign
representing
representing
brown,
yes
representing
Pro
and
representing
Matthews.
Now
is
my
understanding
right
and
do
name
like
Thank.
A
You
senator
so
today
we
will
take
a
moment
to
enter
in
your
presence.
You
have
a
time
line
that
has
been
outlined
for
you
for
your
review,
some
of
you,
our
delegation,
received
it
on
last
night
and
so
we're
going
to
take
an
opportunity
to
look
at
the
timeline
that
has
been
created
in
reference
to
our
mission-critical
action
and
I.
D
A
Some
of
you
are
familiar
with
the
Clemson
diversity
study
that
was
created
the
acceleration
study
that
was
also
done
within
the
district,
and
if
some
of
you
have
researched
the
history,
you
can
Garth
far
as
back
as
1998
with
this
study.
That
was
done
with
the
Harvard
study
and
a
lot
of
the
Harvard
study,
Believe,
It
or
Not
married
the
Clemson
study
that
was
done
back
in
2018.
A
So
we
see
over
the
course
of
the
years
a
number
of
challenges
that
has
been
faced
within
CCSD
and
what
we
are
to
this
present
day
from
all
of
that
we
came
about
with,
what's
called
the
shared
future
project
team
that
are
simulated
and
had
intensive
discussion
and
studies
over
a
period
of
about
three
months.
Engaging
in
what
CCSD
looks
like
the
challenges
that
we
have
with
some
of
the
studies
and
the
recommendations
that
were
made
through
the
Clemson
study
and
the
acceleration
study.
A
A
Equitable
resources
in
some
of
those
actions
that
I've
come
forth
of
course
was
not
ones
that
that
was
pleasing
to
everyone.
But
there
were
some
necessary
changes
that
needed
to
happen,
and
we
discussed
those
actions
through
a
committee
to
hold
the
board
meetings
and
some
of
those
actions
have
already
been
voted
upon,
and
but
some
still
remain
on
the
table
for
further
discussion
and
for
action
you.
The
delegation
have
received
a
number
of
concerns.
A
So
we
are
here
we're
at
this
point
and
we
are
going
to
hear
what
your
concerns
are,
so
that
we,
the
board,
can
can
take
a
deeper
dive
into
some
of
the
concerns
that
you
may
have
today,
or
some
the
questions
and
hopefully
be
able
to
address
a
lot
of
those
concerns.
All
questions
before
leaving
today
just
know
that
we're
here
to
work
together
and
that's
the
ultimate
goal
and
that's
what
we
want
to
see
happen
to
better
education
in
CCSD.
So.
C
I
am
we
decided
just
for
the
public's
sake
to
that
that
I
would
preside
over
the
members
questioning
school
board
members
or
the
superintendent's?
Just
because
that's
that's
normal
for
us
to
do
that
for
us
to
you
know
procedurally
kind
of
police
each
other
as
far
as
questions
so
right
now,
I'll
open
it
up
to
members
who
have
questions
or
comments
that
they
may
like
to
make
and
I've
and.
A
Just
before
we
do
that
before
we
ask
questions
as
Senator
Camden
just
said
that
he
will
govern
the
legislators
and
as
far
as
board
members,
then
I
will
do
likewise
with
our
board
members,
in
also
with
questions
specific
questions
that
are
asked
of
any
of
the
delegation.
Senator
then
I
will
ask
the
superintendent,
or
either
a
staff
member
to
respond
to
that
answer.
Okay,
all.
F
You
mr.
chairman
I
think
at
the
outset,
I
just
need
a
better
understanding,
Chairman
Mac,
of
why
the
district
found
it
necessary
to
proceed
with
votes
prior
to
having
this
meeting
and
I.
Think
part
of
the
confusion
and
part
of
quite
frankly,
is
the
frustration,
as
you
mentioned,
that
we
represent
the
same
constituents.
F
These
are
wholesale
changes
that
impact
the
majority
of
the
students
in
this
district
and
so
I.
Think.
A
lot
of
the
frustration
that
we
have
is
that
we
felt
like
we
weren't
engaged
prior
to
the
decisions
being
made
so
that
we
could
have
this
opportunity
to
vet.
These
proposals
ask
questions
and
so
going
forward.
F
I
would
appreciate
to
the
extent
the
you
know,
it's
a
unanimous
consent
of
the
Charleston
delegation
to
have
a
meeting
prior
to
the
school
district
in
acting
sweeping
changes
to
engage
in
the
policies
that
we
would
have
the
meeting
prior
to
the
actions
being
taken.
Now
we
do
be
clear:
we
are
not
school
board
members
I,
don't
care
to
be
a
school
board
member!
That's
why
I
ran
for
the
Senate
and
I'm,
not
trying
to
micromanage
you
or
dually
elected
all
of
the
members
here,
duly
elected
on
the
school
board.
F
Contact
us
and
about
sweeping
changes,
we
have
an
obligation
to
engage
you
so
that
our
questions
can
be
answered.
So
this
is
really
more
of
a
going
forward,
a
question
or
at
least
statement
and
I-
don't
know
that
you
care
to
answer
the
question,
but
it's
really
irrelevant
now,
because
we
are
where
we
are
I
just
wanted
to
make
that
point.
At
the
outset
of
the
meeting,
Thank
You
mr.
an
yeah.
A
So
senator
I
think
your
your
statements
last
question
is
warrant
an
answer
or
a
response.
So
so
thank
you
for
the
question
and
know
that
this
process
started
some
time
ago
over
a
year
ago
and
we've
had
a
number
of
meetings
and
a
number
of
discussions
throughout
the
county
in
a
committee
to
hold
our
board
meetings
listening
sessions,
the
mission
critical
action
committee
that
took
place
in
various
part
of
the
county.
A
So
so
they
have
been
ongoing
dialogue,
so
I'll
be
the
first
to
say,
as
chairman
of
the
board,
that
moving
forward
it
will
be
our
there
will
be
in
the
best
interest
for
us
to
want
to
engage
with
our
local
delegation,
because
a
lot
of
decisions
that
we
do
make
do
impact.
What
we're
doing
in
CCS
state
will
also
impact
what
you
will
be
doing
in
Colombia.
That
will
affect
us
as
well,
so
the
engagement
is
critical.
An
engagement
is
important,
so
and
you're
absolutely
correct.
A
Moving
forward
having
the
delegation
to
be
a
part
of
of
what
we're
doing
to
get
your
input,
your
your
thoughts,
your
ideas
is
duly
welcome
and
we
will
definitely
make
sure
that
happened.
Moving
forward,
but
but
but
be
sure
that
we
have
engaged
through
various
meetings
of
what
has
been
taking
place
in
some
of
those
actions.
Some
of
those
decisions
or
recommendation
has
been
voted
upon,
you're
absolutely
correct.
G
G
I
mean
some
of
my
biggest
concerns
are
some
of
our
poorest
performing
schools
and
the
seeming
lack
of
progress
in
improving
some
of
those
schools,
and
it
seems
to
me
at
times
as
though
there's
an
undue
amount
of
energy
and
focus
placed
on
in
the
magnet
area,
which
are
some
of
the
more
popular
schools
in
the
county
and
I.
Don't
have
the
data
in
front
of
me,
but
I
would
dare
say
some
of
the
best
performing
schools
in
the
county.
G
I've
talked
to
the
superintendent.
Thank
you
for
your
time
and
chairman
Mac
to
you
and
vice-chair
Darby
to
you
and
I
appreciate
everyone's
time,
focusing
in
on
the
magnets
for
a
minute.
You
know,
I
know
that
that
I've
asked
these
questions
in
private
I.
Still,
don't
really
have
clarity
on
where
we're
headed
with
a
lot
of
these
programs.
I
know
that
I've
been
told
that
we're
going
from
magnets
to
constituent
magnets.
Can
someone
explain
to
me
what
this
means?
What
will
change
and,
and
why
are
we're
doing
this
and
it
and
how?
Whatever
change
is?
G
G
H
G
H
All
right
so
adjustment,
what
one
thing
that
the
partial
magnets,
the
history
of
the
partial
magnets,
is
that
they've
been
formed
over
the
years
for
different
reasons.
Different
administrations
like
for
as
an
example
Lang
was
formed
at
a
time
when
they
were
a
number
of
schools
that
had
low
enrollment
and
the
administration
said
we're
gonna
offer
to
you
apply
to
be
a
partial
magnet
you'll
get
some
extra
funding,
we'll
choose
who
gets
to
be
partial
magnets,
and
sometimes
it
was
that
sometimes
it
was
some
other
reason
that
first
magnets
reform.
H
So
there
was
no
consistent
strategic
plan
to
form
partial
magnets,
like
I,
think
we
had
a
very
strategic
effort
to
open
the
back
open
the
academic,
magnet
and
open
School
of
the
Arts.
Those
were
planned
out
and
there
was
specific
reason
to
do
that.
The
partial
magnets
were
lots
of
different
reasons
over
lots
of
different
times,
and
we
weren't
consistent
about
there
wasn't
consistent
transportation.
There
wasn't
consistent
on
some
partial
magnets
got
an
extra
teacher
point
to
do
their
programs.
Some
might
get
two
extra
teacher
points
to
do
their
program.
H
Sum
of
the
partial
magnets
and
out
and
I
know
people
say
this
is
management
issue,
and
it
is
sum
of
the
partial
magnets
really
we're
doing
their
program
with
with
real
rigor
and
and-
and
you
can
see
that
and
some
are
not
so.
The
board
wanted
to
make
some
adjustments.
The
outcome
that
we
have
now
with
the
partial
magnets
becoming
constituent
magnets
one
is
that
we're
providing
transportation
to
all
of
those
constituent
magnets
and
the
the
constituent
magnet
will
serve
primarily
the
student.
H
They
all
have
a
tendency
on,
so
they
sort
serve
the
students
in
their
attendant
zone
and
then
students
within
their
constituent
district
and
sometimes
a
neighboring
constituent
district
can
apply
to
go
to
that
partial
magnet.
So,
for
example,
Jenny
Moore,
which
is
a
partial
magnet
in
d2,
will
serve
d2
and
d1,
because
they're
they're
close
enough
to
be
able
to
do
that.
H
Hot
gap,
which
is
in
district
nine
on
on
John's
Island,
will
serve
John's,
Island
and
then
also
d3,
James
Island
kids
will
apply
for
that
school,
so
the
goal,
and
if
there
are
still
seats
available,
students
can
apply
for
out
who
aren't
in
that
constituent
district
can
apply
for
a
transfer
to
those
fools.
We
have
a
very
what
I
would
say
a
very
liberal.
H
You
know
a
good
choice,
kind
of
transfer
policy,
so
the
the
goal
was
to
have
consumed
or
consistency
with
the
the
partial
magnet,
which
is
now
constituent,
magnet
program
as
a
whole,
not
to
have
a
bunch
of
different.
You
know
certainly
the
program
that
they
did,
those
those
are
difference,
but
the
way
they
were
executed.
What
is
was
not
consistent
at
all
and
we
as
I
think
most
of
the
members
of
the
board.
H
We've
talked
a
lot
over
the
last
few
years
about
there's
a
lot
of
support
for
choice,
but
also
wanting
to
keep
kids
and
offer
those
choice,
opportunities
and
keep
kids
within
their
own
constituent
district,
because
that
helps
that
constituent
district.
To
do
that,
it
also
helps
us
on
not,
you
know,
done
Julie
spending
money
to
bus
kids,
all
over
the
district,
two
partial
magnets.
We
certainly
are
doing
that
with
with
the
countywide
magnets,
but
so
that
I
mean
that's
the.
H
Why,
in
the
how
and
and
for
the
most
part,
the
feedback
that
I've
gotten
from
people
has
been,
you
know
we
had
some
recommendations
that
people
didn't
like.
We
heard
that
we
step
back,
we
adjusted
what
those
what
those
were
were
not
taking.
The
motion
that
will
have
on
Monday
doesn't
take
away
that
magnet
status.
Everybody
all
the
schools
that
were
partial
magnets
if
based
on.
What's
on
the
agenda
for
Monday,
all
of
those
partial
magnet
schools
would,
as
the
motion
passes,
would
be
constituent
magnets.
G
I
guess
you
know,
I
mean
look
it
it's
hard
to
paint
with
a
you
know,
a
broad
brush,
I'm
sure
that
in
some
instances
those
changes
will
improve
things
but
I
still
I.
Don't
understand
the
sweeping
change.
To
be
honest,
if
schools
were
performing
fine,
unless
you
can
specifically
tie
those
actions
to
ways
that
you
think
it
will
improve
perform,
it's
not
easy
to
create
a
successful
school
I'm
sure
you
guys
know
that
and.
H
G
H
H
So
I've
been
on
the
board
for
five
years
and
yes,
in
the
last
six
months,
we've
talked
about
a
number
of
issues
and
partial
magnets
and
magnets
are
a
part
of
that
right
now,
but
on,
particularly
as
it
relates
to
the
partial
magnets
becoming
constituent
magnets.
You
know
we're
we
if
we
make
this
change.
It's
not
like
this
is
not
going
to
be
a
continuing
discussion.
We
have
done
that
work.
H
We've
we've
were
consistent
in
how
we're
providing
that
program
to
schools
or
those
schools
to
kids,
and
it's
not
something
that
we
should
continue
to
work
on
every
day.
We're
going
to
be
working
on.
You
know:
how
are
we
making
sure
every
student
in
our
school
district
can
read?
That's
what
our
focus
is
on.
Okay,.
G
And
and
when
we
met
you
know,
we
talked
about
this
some
and-
and
you
mentioned,
that
resources
won't
change
and
I'll.
Just
be
honest
with
you,
I
find
that
worrisome
the
long
term
that
that
the
resources
that
go
with
these
magnet
programs
at
various
schools
won't
change.
I
find
that
that
to
believe
that
that's
true
long
term,
if,
if
the
magnet
programs
aren't
there
to
be
worrisome
and
I,
understand,
you're
saying
something
a
little
different
now
then
I.
G
Right
that
wasn't
necessarily
what
we
were
talking
about
before,
but
but
when
we
met
before,
but
then
I
see
an
agenda
item
December
for
the
December
16th
meeting
and
it
says
partial
magnet
recommendations,
use
of
additional
magnet
allocations,
evaluate
the
use
of
additional
staff
added
to
partial
magnets
for
specific
instructional
themes
and
determine
whether
continued
funding
of
those
positions
is
warranted.
Motion
passed,
you
know,
I
mean.
H
G
Heard
a
lot
right
from
the
people
that
both
of
us
represent
about
inconsistencies
in
proposals
and
in
action
items
from
meeting
to
meeting,
even
within
a
meeting
from
discussions
with
staff
to
board
action
and
and
we've
seen
some
of
that
reported
in
the
press
and
then
I
see
something
like
that.
And
so
again
it's
worrisome
to
me
that
we
have
successful
schools
that
were
rather
than
figuring
out.
G
If
you
know
if
a
arts
based
elementary
and
middle
school
is
working
great
in
West
Ashley
and
we
want
those
same
opportunities
and
other
parts
of
the
county
as
opposed
to
going
into
those
parts
of
the
county
and
creating
those
programs.
You
know
I
just
think
that
makes
a
lot
more
sense
than
than
this
approach.
E
G
Do
want
it
specifically
before
I
give
up
the
mic
want
to
talk
about
West
Ashley
middle
schools.
I
was
really
really
I'm
gonna,
be
honestly.
They're
really
really
upset
that
the
board
voted
on
that
action
after
we
requested
the
time
to
to
meet
with
y'all
and
hold
off
that
that's
a
dramatic,
dramatic
change.
I
have
come
to
find
out
that
the
Constituent
Board
recommended
that
doesn't
make
me
feel
any
better
about
it.
G
G
G
There's
no
doubt
that
West
Ashley
schools
and
middle
schools
in
particular
need
improvement
and
in
need
of
a
brighter
future
and
path
forward
and
I'm
happy
to
engage
in
that
discussion
and
I
hope
that
maybe
we
could
we
could
put
the
brakes
on
this
proposal,
sit
down,
take
some
time
and
chart
a
long-term
path
forward
for
West,
Ashley
middle
schools
and
would
ask
you
and
the
board
to
respectfully
consider
that
and
with
that
I'm
gonna.
Let
someone
else
ask
you
a
question.
I
Mr.
chairman,
thank
you
I,
don't
want
to
repeat
all
that
was
going
to
just
say
that
I
agree
with
everything
that
was
said
by
my
colleagues
in
the
legislature
and
I
think
there's
a
couple
things
to
look
at
I've,
never
seen
in
over
20
years,
the
unity
with
regards
to
across
political
parties
across
the
economic
lines
across
racial
lines
that
we
have
here
today
that
we,
this
thing
is
out
of
control
and
one
of
the
things.
I
The
point
I
wanted
to
add
to
the
mix
is
our
school
teachers,
most
of
the
emails,
a
lot
of
the
emails
we've
gotten
have
been
from
school
teachers
and
what
I've
noticed
over
20
years,
I
have
a
special
special
affinity
and
love
for
teachers.
I
believe
that
school
teachers
and
nurses
are
god-sent
they're,
just
special
people,
and
one
of
the
things
that
I
think
is
key
with
regards
to
this
is
that
there's
so
many
teachers
that
wanted
to
have
input
that
had
critical
input
at
the
ground
level?
I
One
of
the
things
we
do
as
legislators,
that
I
think
is
I
know
it's
very
key
as
I
tell
folks
whether
it's
health,
whether
it's
business,
whether
its
manufacturing
whatever
when
you
make
us
smarter,
we
can
do
a
better
job
as
legislators.
So
it's
critical
that
we
listen
to
our
constituents,
especially
those
that
are
at
the
ground,
that
have
expertise
in
certain
things.
I
believe
we've
totally
neglected
our
teachers
within
the
Charleston
County
school
system.
They
have
come
with
substance.
I
They
have
consistently
had
strategies,
as
relates
to
dealing
with
students,
even
at
the
so
called
failing.
Schools,
wraparound
services,
health,
mental
health,
home
environment
is
their
abuses,
their
neglect
teachers
do
that
and,
and
the
other
interesting
thing
about
my
school
teachers
and
over
20
years
of
the
state
legislature.
When
teachers
come
to
me
over
ninety
percent
of
the
time,
it's
not
because
of
their
salary,
it's
not
because
of
their
their
their
working
conditions,
it's
not
because
of
their
their
retirement.
I
It's
because
they
care
about
children,
learning
what
can
they're
sharing
information
with
regards
to
how
the
system
could
help
them
better
teach
our
children-
and
you
know
one
of
the
key
things
about
this-
is
that
there's
a
moral
spec
but
there's
a
business
aspect.
The
chamber
got
involved
with
the
state
legislature
a
couple
years
ago
when
they
took
a
look
at
some
data
and
said
we're
not
gonna
have
a
workforce.
I
We
have
a
problem
with
the
workforce,
that's
when
the
chamber
garden
got
involved
and
a
lot
of
us
around
this
table
cared
about
it
long
before
that,
because
no
its
elected
officials,
you
know
we
care,
as
do
you,
the
toughest
job
in
the
world.
I
believe,
is
on
the
school
board,
because
we
all
are
emotional
about
our
children,
every
single
one
of
us,
but
we
need
to
slow
this
train
down.
We
need
to
make
sure
that
this
thing
about
accelerated
school
scares,
the
daylights
out
of
me,
you
don't
know
who's
coming
in.
I
You
don't
know,
what's
going
to
be
done
to
the
teachers
uuugh
the
economics
of
it,
it
keeps
changing
in
terms
of
information
we
get
so
I
just
wanted
to
add
that
part
to
it.
That
I
think
is
very,
very
key.
We
have
to
get
the
teachers
involved
truly
involved.
Listening
to
them.
They
are
at
the
ground
floor.
They
can
help
us
through
this
I.
A
Think
the
comment
represent
American.
Thank
you
so
much.
We
do
echo
those
same
sentiments
that
we
do
now
even
appreciate
our
teachers
as
well.
What
given
what
the
status
quo
may
say,
but
we
do
appreciate
our
teachers.
Just
let
you
know
we
do
have
the
superintendent
have
a
teacher
cabinet
to
where
a
lot
of
these
comments
or
suggestions
or
ideas
that
that
they
may
have
can
be
vetted
through
that
teacher
cabinet
to
echo
or
to
even
out
echo,
but
to
respond
about
the
accelerator
zone,
type
schools.
A
We
just
had
what
the
first
round
of
vetting
looking
at
those
solicitations
that
came
through
and
I
believe
it
was
about
five
that
came
through
and
out
of
those
five.
That
committee,
which
is
very
diverse,
actually
just
looked
at
one
possibility
of
a
potential
school
and
that's
even
just
requesting
for
more
information,
but
that
the
key
that
is
is
trying.
A
We
know
that
there
are
some
schools
that
are
struggling
and
need
major
attention
and
focus
on,
and
this
by
no
means
are
we
selling
out
our
teachers
are
putting
our
teachers
out
of
a
job
by
no
means
necessary,
even
if
we
were
to
engage
if
and
I
said.
If,
because
the
board
has
not
voted
on
any
partnership
with
any
organization
that
have
solicit
that
those
type
of
requests.
But
if
the
board
was
to
partner
with
one
of
those
solicitation
groups,
teachers
will
not
lose
their
job.
A
A
A
The
work
force
the
demand
for
with
all
of
these
major
companies.
That's
coming
to
Charleston
North
Charleston
they're,
all
looking
for
students
that
the
minute
they
get
out
of
high
school-
and
you
will
see
if
you
drive
around
you'll-
see
signs
all
over
the
place.
Help
want
it,
but
a
lot
of
our
kids.
And
if
we
were
to
use
some
of
the
data
just
from
Trotter
and
Technical
College
alone.
A
We
find
and
have
found
that
a
number
of
our
students
that
that
are,
that
are
graduating
and
interest
in
to
try
to
intent,
have
to
take
remedial
classes
and
so
what
we're
trying
to
get
away
from
I'm
having
to
change
those
numbers
we're
trying
to
find
ways
of
closing
the
achievement
gap
that
has
been
lagging
for
so
long.
So
so
there
are
a
number
of
things
that
we
are
trying
to
accomplish
to
make
to
make
that
happen.
I
I'm,
not
questioning
that
I'm
just
saying
that
there's
a
resource
within
our
school
school
teachers
that
Matt
can
that
if
you
sit
down
and
listen
to
them
in
their
particular
schools
in
their
capital
in
neighborhoods,
where
they
are
getting
feedback
from
students
every
day,
knowing
some
of
the
things
that
are
going
on
in
the
home,
knowing
some
a
lot
of
times,
students
for
the
first
time
figure
out,
they
need
to
have
glasses,
because
teachers
notice
them
having
trouble
seeing
the
board
mm-hmm
teachers
are
phenomenal,
we're
not
using
them
like.
We
should
yeah
duly.
J
Excuse
me
I,
like
the
big
response
system
back
when
we
had
a
we
contact,
a
meeting
Street
schools
go
to
Brentwood
with
a
lot
of
teachers,
were
displaced
and
send
other
places
in
someone
at
the
district,
because
when
the
one
ministry
came
in
they'd
hire
their
own
staff,
throwing
teachers
and
the
manage
school,
the
waivers
teacher
signed
waivers,
so
we
have
their
rights.
Employment
became
at-will,
Apple
employees
and
so
in
North
Charleston
on
the
mission-critical
North
Austin
takes
the
biggest
branch,
the
biggest
devastation.
J
We
talk
about,
combining
schools
like
land
on
the
parking
Goodwin
and
then
private
housing,
15
16
schools
around
the
district,
which
has
not
been
proven
or
tested.
The
promise
that
the
same
resources
we
will
spin
privatizing
the
school.
We
can
spend
that
same
money
now
with
our
teachers
and
support
them
more,
give
them
more
resources.
Missable
help.
J
Myself
and
Holland
said
anything
miss
Coates.
We
didn't
the
speeders,
of
course,
some
of
this
stuff
under
mission,
critical
and
my
reason
for
it
most
of
it
was
we
had
we
held
meetings,
but
they
weren't.
The
type
of
meetings
are
really
embraced
to
people.
The
more
the
meetings
are
more
that
a
announced.
What
we're
doing
a
motor
thing
getting
really
get
on
board,
understand
to
see
the
impact
of
until
later
on,
and
are
we
beginning
to
see
the
impact
of
it?
So
we
we
need
much
more
meetings
and
I
mean
I'm
the
longer
servant
woman.
J
K
K
It's
important
for
us
to
know
what's
going
on
here
locally
and
for
you
to
know,
what's
being
really
debated
in
the
halls
up
in
Columbia,
so
and
let
me
just
state
to
that
end
that
I,
don't
really
know
what's
being
proposed
at
this
point
by
the
school
board.
I
mean
I
have
reviewed.
What's
in
this
packet,
there
are
26
different
changes
and
there's
sweeping
changes
there.
Major
changes
so
again,
I
applaud
the
effort
but
and
I'm
and
I
respect
the
fact
that
this
has
been
going
on
since
last
August.
K
However,
since
I've
been
involved
in
this
and
again
want
to
reiterate,
we
are
not
here
to
micromanage
or
to
try
and
do
your
jobs
for
you
we're
not
members
of
the
school
board.
That
is
which
you
all
are
tasked
with.
But
when
we
get
calls
from
concerned
parents
from
concerned
teachers,
it
becomes
our
job
because
they
don't
feel
like
they
have
another
voice
to
give
in
this
reform
effort.
K
And
that
is
where
I
would
say.
The
frustration
really
lies
not
just
with
the
teachers,
but
with
the
parents.
With
the
kids
I
mean
the
morale
seems
to
be
incredibly
low
across
the
board
from
the
folks
that
I've
been
talking
to
I've,
had
teachers
crying
in
my
office
feeling
like
they
don't
have
a
say
in
this
situation,
and
so
that's
why
we're
sitting
here
today
again
not
to
belittle
the
effort
not
to
stop
the
effort
frankly,
but
to
encourage
it,
but
to
do
it
in
a
way.
K
K
K
What
is
the
rush
on
pushing
these
things
through,
which
I
understand
are
going
to
be
trying
to
be
implemented
in
August
of
next
year?
Is
that
correct
I
mean-
and
these
are
things
that
you
know-
families
need
opportunities
in
time
to
react
to
to
understand
and
that's
what
I
think
has
been
sorely
lacking
in
this
whole
initiative.
So
I
would
recommend
that
the
school
board
pump
the
brakes
a
little
bit
here
clarify
what
the
plan
is,
so
that
people
can
make
informed
decisions.
L
So
on,
thank
you
very
much.
I
would
like
to
also
bring
the
focus
to
magnet
and
boost
I
know
there
are
a
lot
of
issues
floating
around
out
there,
but
as
a
mother
of
a
child
who
graduated
from
abuse
last
year
and
is
currently
attending
magnet.
I
know
that
every
member
of
this
board
must
be
extremely
proud
of
those
two
schools,
one
of
which
is
the
number
one
in
the
nation
and
what
I
don't
think.
L
Understand
the
need
to
create
diversity.
I
certainly
believe
that
that
we
do
need
diversity.
I
have
gone
on
field
trips
with
our
kids
and
then
looking
at
other
kids
sitting
all
along
the
waterfront
park,
and
it's
a
very
clear
delineation,
which
is
our
kids
and
which
is
the
other
schools.
Kids
and
I
do
think
that
needs
to
change,
but
I
think
it
needs
to
change
in
kindergarten.
L
D
We
don't
know
the
the
race
of
children
until
they
actually
show
up
for
testing
it's.
My
understanding
and
Robin
Jones
would
know
this
better
than
I,
but
it's
my
understanding
that
there
were
several
I.
Don't
know
the
number
a
handful
at
least
of
african-american
children
who
did
test
into
beust,
had
preliminary
accepted
seats.
But
after
some
comments
that
were
made
at
the
June
24th
board
meeting,
they
withdrew
their
children.
D
The
communities
knew
that
those
recommendations
were
coming
and
some
of
the
parents
who
showed
up
to
express
their
concerns
express
their
concerns
in
a
way
that
that
were
offensive
and
whether
or
not
they
meant
that
I
don't
know,
I
don't
know
if
they
meant
them
to
sound
that
way,
but
they
were
certainly
offensive
and
I
didn't
talk
to
the
parents
of
all
of
the
children.
I
talked
to
the
parent,
but
but
the
parents
who
talked
to
me
simply
said
they
didn't
feel
their
children
would
be
welcomed,
abused.
L
Having
not
been
there
that
that
is
terribly
terribly
unfortunate,
because
I
do
believe
if
we
can
integrate
these
schools
at
the
very
earliest
stages.
That's
where
they're
going
to
make
friends,
that's
where
they're
going
to
all
stick
together
and
support
each
other
and
they're
all
going
to
have
a
great
education.
So
not
only
do
I
think
what
we
need
to
do
instead
of
tearing
down
beust
is
we
need
to
make
abuse
number
two
and
and
just
expand
this
particular
concept,
but
I
don't
understand
why
we
can't
do
that.
L
L
You
know
next
year
what
what
that
leads
me
to
believe
in
you
tell
me
if
it's
true
or
not
and
representative
stavrinakis
and
I've
talked
about
this
I,
don't
believe
that
you
would
say
something
that
you
know
to
be
untrue
to
these
parents.
So
what
that's
telling
me
is
you
don't
even
know
what
this
board
is
proposing
and
that
has
got
to
be
a
disappointment
because
we
pay
her
a
lot
of
money
like
just
like
you
paid
a
lot
of
money
for
the
Clemson
study.
D
Thank
you
for
the
opportunity
to
clarify
dr.
Williams,
miss
Simmons
mr.
Borelli,
or
with
me
that
warning
abused,
miss
Simmons
and
I
did
most
of
the
speaking
I
actually
wrote
down
what
I
was
going
to
say
and
read
my
comments,
which
I
rarely
do
I,
don't
know
how
many
times
that
day
I
said
these
are
the
recommendations
that
were
on
the
November
11th
agenda.
The
board
may
or
may
not
change
these
recommendations
before
Monday
night
when
the
agenda
was
published.
D
That
was
actually
Wednesday
morning
when
the
when
the
agenda
was
published
Wednesday
evening
there
were
two
sets
of
motions
for
the
committee
of
the
whole
on
Monday.
One
motion
was
the
motion
from
the
November
11th
meeting.
Another
motion
was
on
the
agenda
that
was
suggested
according
to
board
policy
by
two
board
members
who
had
approval
of
committee
chair.
D
That's
the
way
the
process
works,
so
I
said
multiple
times
during
that
meeting
with
parents
abused
that
we
are
professionals
who
work
as
public
servants
and,
just
as
your
staff
would
say,
one
doesn't
go
out
and
talk
about
the
decision
until
those
charged
with
making
the
decision
make
it.
So
the
board
members
may
want
to
say
something
about
that,
but
we
knew
that
there
were
some
conversations
about
other
options.
We
knew
what
those
conversations
were,
but
it
was
not
the
staff
role
to
convey
anything
that
the
full
board
hadn't
decided
on.
D
We
knew
that
the
full
board
voted
on
November
11th
on
a
set
of
recommendations,
and
those
were
the
recommendations
that
we
shared,
while
also
ensuring
the
group
that
we
all
needed
to
wait
until
after
the
board
voted
Monday
or
at
some
future
date
to
know
precisely
what
was
going
to
happen.
But
afternoon
we
went
to
meminger
Elementary
and
we
said
the
same
thing.
We
explained
how
to
even
look
at
the
board
policies
to
see
how
the
board
agenda
is
set.
So
I
do
appreciate
the
opportunity
to
clear
up
the
record
so.
A
Senators
in
let
me
say
that
the
superintendent
is
fully
engaged
with
the
board
and
when
decisions
are
discussions,
I
had
the
superintendent
meets
with
the
board
officers
as
we
prepare
and
as
we
plan
as
we
engage
so
she's
fully
aware
of
what's
being
discussed,
and
of
course
you
know,
the
superintendent
can
only
act
on
what
the
board
decides
and
vote
upon.
So
I
just
want
to
be
clear
that
that
the
superintendent
is
definitely
not
out
of
the
loop
and
our
discussion,
but
that
she
said
she's
fully
engaged
in
what
and
what's
being
talked
about.
A
Also,
let
me
also
add
that
the
wheel
changes
consistently
right
and
and
we're
trying
to
find
the
best
ways.
Hearing
comments
from
the
community
hearing
comments
from
staff
hearing
comments
from
the
delegation
now
that,
as
we
begin
to
move
forward,
we're
going
to
engage
even
more
so
so
that,
because
we're
serving
the
same
constituents
to
make
sure
that
we're
all
on
the
same
page,
so
you
will
see
on
the
agenda.
A
That's
printed
I
believe
it
clearly
has
what
was
discussed
on
November
11th
at
the
committee
to
hold
what's
being
proposed
at
the
next
meeting
and
I
believe
on
the
agenda.
It
has
something
like
a
K
through
to
moved,
write
proposal
for
abuse
well
and
in
that
again,
that's
just
a
recommendation,
that's
coming
forth,
but
you
may
later
find
that
that
recommendation
could
ultimately
change
totally
right
to
where
it's.
No,
that's
not
the
point.
The
point
is
the
point
is
that
if
you
will
allow
me
to
finish
my
comment,
thank
you.
A
The
point
is
that
as
a
board
and
as
we
begin
to
look
at
the
scenario
of
the
entire
case
of
making
time
and
soundly
decision
when
we
hear
from
constituents
right
when
we
talk
with
staff,
when
we
go
back
and
look
at,
is
this
the
best
viable
option
in
the
direction
moving
right?
Then,
then
those
things
will
change.
A
a
recommendation
is
just
that
a
recommendation.
The
board
has
to
fully
engage
and
talk
about
it
on
Monday
and
saying
well.
A
This
is
the
best
course
of
action
because
come
Monday
we
could
literally
say
that's
not
a
good
recommendation.
Moving
K
through
2
all
at
one
time,
and
that
could
very
well
happen
on
Monday.
The
new
motion
could
be
simply.
We
will
just
start
with
incoming
kindergardens
right
and
not
interrupt
the
kids
that
are
currently
already
there
at
under
an
abuse
campus.
So
so
I
say
that
to
say
those
are
things
that
could
happen
as
we
move
forward.
So
so
just
just
keep
that
in
mind
that
those
are
some
changes
that
could
happen
very.
L
Briefly,
just
in
response
I
want
to
make
sure
that
we're
on
the
same
page
and
you're
a
reverend
a
man
of
the
cloth.
Would
you
agree
with
me
that
next
to
giving
your
children
a
fighting
chance
at
faith
and
teaching
your
children
morality,
parents
have
a
duty
to
guide
their
children
through
the
educational
process
to
give
them
the
best
possible
chance
at
life.
I
totally.
L
Then,
how
are
these
parents
supposed
to
do
that
when
they
don't
even
know
where
they're
gonna
send
the
children
to
school
next
year?
They
don't
know
whether
the
children
are
going
to
be
separated
from
their
friends.
They
don't
know
whether
they
need
to
save
up
money
and
Senator
private
school.
Do
you
understand
that
this
is
that
this
whole
process
has
everybody
up
and
angst
at
the
whole
process,
and
it's
really
to
the
point
of
being
embarrassment.
Just
like
the
USC
board
was
it's
something
we
really
need
to
know.
A
As
a
man
of
the
cloth,
every
decision
that
I
make
is
not
based
on
color
or
or
anything
along
those
lines,
but
every
decision
that
I
make
and
every
time
that
I
think
about
actions
that
involve
I.
Think
about
my
very
own
kids
when
make
wouldn't
would
I
as
a
parent,
because
I
am
be
satisfied
or
or
feel
that
that
is
in
the
best
interest
of
my
child.
Every
time
I
make
a
decision.
A
I
always
say
what
doctor
elderman
always
says:
keep
the
kids
in
the
center
of
the
table
and
that's
exactly
what
I
do
and
I
understand
and
that
not
everyone
will
agree
with
everything.
But
I
clearly
do
understand
that
hearing
the
voice
from
their
parents
is
crucial
as
important
as
you
may
may
not
believe
that
the
board
does.
But
we
do
listen
and
I.
Do
listen
and
I
feel
that
it's
important
that
we
make
sure
that
we
engage
everybody
as
much
as
possible
and
I'll
be
the
first
to
tell
you.
A
There
may
be
some
times
where
we
do
not
do
such
a
great
job
at
that
and
I'll
be
the
first
to
say.
But
there
are
room
for
improvement
for
us
to
be
able
to
make
sure
that
we
bring
the
meeting
of
the
minds
together
and
to
understand
the
feelings
and
effect
of
every
parent,
because
at
the
end
of
the
day,
everybody
wants
the
best
education
for
their
child,
the
best
culture
of
learning,
atmosphere
for
their
child
and
all
of
the
resources
that
comes
along
with
it.
B
Can't
answer
specific
questions
but
I'd
like
to
preface
this:
what
I
am
a
teacher
I've
taught
in
urban
and
rural
schools
and
the
kids
are
always
at
the
center?
The
reason
I
ran
for
school
board
was
I
saw.
There
was
a
50
year
old
problem
in
the
school
district
and
I
thought
that
maybe
I
could
offer
my
experience
from
I
haven't
never
taught
in
this
state,
but
I've
taught
in
three
other
states.
B
B
And
I
could
go
on
forever,
but
if
we
don't
stand
together
as
a
community
and
stop
fighting
with
each
other
and
help
these
kid
I,
don't
like
the
word,
help
work
with
families
and
children
who
don't
have
as
much
as
others
and
have
never
had
a
fair
shot
in
our
schools
for
a
variety
of
reasons
and
I've
always
told
the
superintendent
I,
don't
blame
anybody
for
how
we
got
here.
But
here
we
are
and
I'm
here
for
those
kids
who's
who
don't
have
a
voice
whose
parents
don't
have
a
voice.
I've
been
doing
it.
B
My
whole
life
and
that's
why
I'm
here
and
I
hope
that
you
really
listen,
especially
those
of
you
who
work
in
Columbia.
These
kids
need
a
lot
and
they
need
more
than
math
and
English.
They
need
wraparound
services
and
I.
Think
that
meeting
Street
has
provided
that
for
those
kids
and
our
kids
need
it
too.
Okay,.
L
K
C
K
Will
just
say
this
on
that
on
that
specific
issue,
I
was
at
the
meeting
the
other
day,
I
confirmed
that
you
did
qualify
it
I'll.
Echo
senator
sins
concerns,
though,
that
while
that
was
said,
it's
just
it's
it's
as
a
you
know.
Listening
to
the
parents,
it
was
very
alarming
to
hear
one
thing
from
the
superintendent
and
then
six
hours
later,
here's
something
just
read
something
very
different.
M
M
M
M
K
N
I
really
I
think
for
me
it's
about
facts
and
it's
about
and
more
Reverend
Reverend,
Kempson
I'm.
Sorry
I.
Think
if
you
senator
kimsen,
is
something
that
he
said
to
me
a
few
months
ago.
But
I'll
start
with
this
Senators
in
I
am
the
child
that
you
would
not
send
your
child
to
school
with
and
that's
proof
by
the
fact
of
the
conversations
we've
had
about
why
you
think
beust
is
successful.
N
I
think
the
the
question
for
the
rest
of
us
is
is
the
only
way
to
appropriately
educate
children
in
Charleston
County
through
an
exclusionary
testing
end
process.
I
thought
that's.
The
question
we
put
on
the
table
is
Buse
successful
because
it
does
not
have
a
diverse
group
of
children
in
terms
of
academic
capacity.
We
weed
them
out
by
the
test
now.
Having
said
that,
I
asked
for
a
views
to
be
built
in
Mount,
Pleasant,
I,
firmly
support,
duplicating
successful
programs.
N
I
think
part
of
the
confusion
that
does
come
in
sir
and
you
and
I've
talked
about
this
is
the
board
does
three
things
and
it
tends
to
confuse
so
we'll
we'll
line
up
the
facts
of
what
the
board
does
they
put
out
what
they
think
they
want
to
ask
their
other
board
members
to
do
so.
What
you
have
read
that
is
not
approved
at
a
board
meeting
is
simply
someone's
suggestion,
but
we
don't
do
it
in
private.
N
I
didn't
support
the
original
support,
the
changes
produced
and
I
don't
support
and
was
very
shocked
to
see
the
changes
in
the
proposal.
That's
coming
Monday,
but
none
of
those
are
reality
yet
because
the
board
has
never
made
a
decision.
It's
just
that.
We've
shared
every
single
piece
of
conversation
with
anybody
who
wanted
to
know
it
and
that
does
get
confusing
I
will
grant
you
all
that.
C
E
Thank
You
mr.
chair
representative
Mac,
my
main
concern,
sorry,
chairman
Mac,
but
my
main
concern
is
the
proposal
to
close
many
huge
Elementary
School
in
district
23.
As
you
know,
as
you
know,
once
we
got
that
information,
you
upset
the
entire
community
of
district
23,
simply
because
the
only
information
we
got
was
that
they
were
going
to
close
another
rule
rule
in
district
23,
just
to
balance
the
budget
for
Charleston
County,
School
District.
E
Now,
whether
that's
true
or
not,
well,
I
don't
know
because
you
had
a
listening
session
in
district
23
and
it
was
just
that
a
listening
session.
Many
people
came
out.
They
had
lots
of
questions,
but
none
of
them
were
answered.
So
we
really
want
to
know
why.
Why
is
it
necessary
to
close
many
huge
school?
And
that's
just
my
first
question.
So
if
you
would
take
the
time
to
explain
to
me
and
everybody
else,
why
is
it
necessary
to
close
many
huge
school
when
so
many
people
are
adamantly
against
it?
E
You've
already
closed
to,
and
this
would
be
the
third
one.
So
maybe
you
can
clarify.
Why
is
that
necessary?
And
if
it
involved
low
enrollment
explained
the
numbering
process
for
me,
Wow
me
if
it's
a
low,
what's
a
low
enrollment
and
what
the
number
of
enrollment
needed
to
make
a
real
good,
high-quality
school
in
district
23.
A
B
A
You
combine
those
two
together,
many
hues,
number
and
EB
Ellington's
number.
You
will
find
that
you,
you
will
write
within
that
range
of
what
an
optimal
size
school
will
look
like
as
we
begin
to
look
at
the
scale
of
what's
being
offered
at
many
hues
and
what's
being
offered
at
EBL
and
ten.
You
will
find
that
there's
not
not
equal
about
equitable
resources
displayed
in
both
schools.
A
They
only
have
it
one
day
a
week
right
now,
a
guidance
counselor
where
they
have
two
point
five
days
a
week
with
the
combining
with
EBL
until
allow
them
to
have
a
guidance,
counselor
mentor
counselor
on
campus
five
days
a
week.
So
so
those
are
just
some
of
some
of
the
options
of
gaining
the
reasons
using
the
resources
to
be
able
to
combine
or
to
bring
those
two
schools
together.
A
Now
the
other
caveat
to
that
is
that
if
those
two
schools
were
to
come
together,
then
many
hues
could
could
very
well
be
repurposed
as
a
early
headstart,
slash
family
engagement
center,
which
will
have
certified
teachers
inside
their
classrooms,
offering
to
these
three
four
year
olds.
To
where
to
be
honest
with
you,
will,
will
fully
engage
with
these
youngsters,
as
they
begin
to
articulate
up
to
the
system
do
so
that
they
can
continuously
be
SC
ready,
if
you
would
say
and
be
able
to
gain
and
be
able
to
be
on
grade
level
moving
forward.
A
Those
are
some
advantage
points
of
bringing
those
two
schools
together
and
also
starting
a
head
start.
Slash,
family
engagement,
Center
and
notice.
I
said
with
Head
Start,
with
certified
teachers
inside
the
classroom
so
and
I
know
that
some
of
the
other
areas
of
concern
was
of
travel
time
and
the
distance
between
the
two
schools
and
where
the
kids
live
so
so
in
in.
A
In
addition
to
that,
we
were
looking
at
transportation
options
of
maybe
including
two
or
three
different
buses
to
shorten
the
length
of
time,
because
why
we
don't
want
our
young
kids
traveling
on
the
bus
for
an
extended
period
of
time
right.
So
so
we
know
that
and
because
of
the
way
district
23
is
widened.
It
they're
spread
far
apart
in
the
rural
area,
so
that
was
also
another
option
that
will
be
placed
on
the
table
to
help
bring
the
necessary
resources
to
those
particular
schools.
A
It
is
not
the
goal
or
the
intent
of
the
board
I
can
I
can
speak
for
myself
that
we're
looking
to
close
after
American
school
me
as
an
individual
I'm
looking
for
opportunities
to
help
close
the
achievement
gap
to
provide
resources
to
all
students
right
and
we
have
to
utilize
the
resources
that
we
have
at
hand
to
make
that
happen.
So
that
is
some
of
the
background
that
you
that
I
can
share
with
you
in
reference
to
the
talk
behind
many
Hughes
and
EB
Ellington.
So.
A
Want
to
use
the
word
clothes
because
we're
talking
about
taking
many
Hughes
kids
over
to
EB,
Ellington
and
repurposing
the
many
Hughes
building
as
a
early
headstart
that
we
are
currently
now
have
already
voted
upon
to
start
in
at
Marriott
elementary
school
and
North
Charleston.
So
so
this
is
not
a
nothing
new,
but
this!
Yes,
sir
answer
your
question.
Yes,
I
feel
wholeheartedly
that
this
would
help
the
students
in
district
23,
so.
E
A
so
apparently
this
information
was
not
given
to
the
community
in
time
of
the
meeting
or
the
listening
session
you
had.
Would
you
be
amenable
to
come
back
to
district
23,
to
explain
to
the
community
the
benefit
and
why
many
huge
will
not
be
closing
itself?
Yes,
sir,
so
I
guess
you
and
I
was
set
up
this
town-hall
meeting.
Well,
we
can
do
this
to
the
committee
I'll
be
glad
to
much
sooner
than
later.
Yes,
sir.
E
A
Motion
that
I
made
was
to,
at
that
point,
formulate
a
committee
to
come
back
together
to
talk
about
what
I
just
explained,
viable
options
that
could
be
used
or
coming
to
the
meeting
of
the
mind
so
to
figure
out
how
we
can
make
this
happen
and
make
it
work
for
district
23,
so
I'll
be
open
to
to
the
town
hall
invite
to
come
in
to
to
share
just
what
I
just
shared
how
this
could
happen
now.
Can
this
happen
by
August
20
2002
be
in
place
for
its
2020?
E
G
G
G
E
A
A
O
O
But
I
am
maybe
the
newest
board
member
one
of
the
newest
board
members,
but
I'm
the
oldest.
As
far
as
the
child
of
the
civil
rights
movement
in
growing
up
in
North
Charleston
in
the
70s
integration
came
swiftly,
as
is
what's
happening
right
now,
and
I
was
in
the
school
called
Ben.
Tillman
was
all
african-american,
yes,
they're
all
old
Ronald
McNair
school
today
and
I
got
mood
school
called
Park
Circle,
the
area
that
the
line
was
drawn
right
across
the
street
from
with
a
bearing,
and
we
all
got
moved
to
that
school.
O
Well,
it
was
a
life
learning
incident
for
me
in
fourth
grade
where
we
got
placed
in
integrated
class,
we
had
a
teacher
that
did
not
like
one
after
the
American
kids
nor
poor
whites
and
the
two
that
was
in
the
classes
myself
and
I.
Don't
know
if
the
young
man
still
alive
today,
I
remember
his
name
vividly.
But
Powell
was
a
white
guy
young
kid
and
we
spent
90%
of
the
time
at
the
blackboard
riding
on
the
blackboard
for
some
trumped-up
charges,
because
we
didn't
comply
or
did
not
fit
into
the
classroom
and
that.
O
Basically
heard,
but
did
the
light
of
the
bright
star
that
there
was
an
african-american
teaching
them
was
Boykin,
and
then
there
was
another
white
teacher
name
was
Breeland
that
reached
out
to
my
parents
and
began
to
give
us
our
information
to
continue
in
school
after
hours,
so
we
can
try
to
catch
up,
but
you
know
the
damage
pretty
much
have
been
done.
I
have
always
been
the
person.
That's
that's.
That's
been
a
part
of
integration
and
change.
I
was
the
first
young
man
in
my
area
to
integrate
it
to
youth
baseball
on
Dorchester
Road.
O
While
I
was
the
only
african-american
child.
My
father
pushed
me
out
there,
which
I
did
not
want
to
go
and
I
played
baseball
and
even
till
today
I
am
for
integration,
but
what
I
do
not
like
is
integration
as
I've
seen
that
this
board
has
done
has
been
made
to
you
that
a
weapon
and
the
weakness
using
poverty
as
the
issue
to
mastermind
change.
O
Now,
what
I
did
not
like
basically
and
I
saw
was
we
were
put
into
a
race
fight
where
parents
abuse
and
they
thought,
because
the
african-americans
going
to
get
upset
and
forced
their
way
into
abuse.
That's
crazy!
The
district
has
49,000
students,
do
the
math
roughly
about
45%
of
that
is
african-american
of
other
about
25,000.
So
then
you're
arguing
about
schools
like
beust,
academic,
magnet
and
School
of
the
Arts,
which
holds
roughly
maybe
three
thousand
students.
O
So
then
what
happens
to
the
other
rest
of
the
students
in
the
district
that
are
not
being
fed
or
met
and
their
needs
and
the
air
I
still
live
in
today
was
migrated.
Senator
senator
Kempson
mr.
mandalas
has
left
my
leader,
David,
Mack
and
and
I'm
sorry,
representing
Gilyard,
I'm,
sorry
that
I
grew
up
under
and.
O
So,
therefore,
the
school
district
goes
on
in
any
top-down
management
style,
which
figures
changes
for
these
people
within
that
district,
we're
not
even
taken
into
the
layman's
focus
of
Chris
Collins
and
myself
that
I
live
in
this
area.
Chris
works
every
day
to
make
ends
meet
in
his
household,
just
as
I
do
but
you're
not
listening.
So
you
have
other
people
on
this
board
that
weigh
in
on
an
area
without
basically
doing
grassroot
work,
to
figure
out
how
to
satisfy
those
parents,
and
that
could
statehood
needs
now.
O
O
It
was
a
very
diverse
group
and
forgive
me
for
having
the
reference
people's
names,
but
you
know
it's
just
how
God
puts
things
in
my
life
that
I
reflect
on
good
people.
Well,
I
got
to
carry
along
two
people,
then
they
were.
Other
group
was
Carroll
and
George
temple
and
they
rolled
on
the
bus
to
Atlanta
and
Carroll
was
not
convinced,
and
she
could
tell
you
that
today
of
the
trip,
and
then
we
got
to
the
outside
of
Atlanta
and
Carol
googled,
the
SAT
scores
coming
out
of
Atlanta
in
the
polished
area.
Excuse.
A
D
O
Carol
temple
began
to
look
at
the
SAT
scores
and
saw
that
they
were
higher
than
the
SAT
scores
in
Charleston
County
for
minority
students.
We
began
to
look
at
the
best
practices
within
those
schools
that
the
three
schools
that
the
city
of
Atlanta
showed
us
and
what
they
were
Carol
can
tell
you
today
is
that
she
saw
African
American
and
those
schools,
mentoring,
kids
or
polished
areas
and
yielding
a
great
result,
and
not
just
damn
that
they
also
made
national
news
on
on
the
ABC
network
of
how
that
was
very
successful.
O
So
my
thing
is
best.
Practices
in
these
policy
areas
can
be
duplicated,
they
can
be
used
and
we
have
some
schools
in
Charleston
County.
They
use
best
practices,
but
the
thing
about
it
is
we
keep
concocting
and
and
turn
the
things
over
and
turn
the
things
over
and
it's,
like
my
mother,
always
said
a
dog
suck
an
egg.
You
ever
heard
the
old
folks
saying
about
a
dog
sucking
in
til.
It
gets
called.
O
We
can't
keep
changing
and
changing
abruptly.
This
just
has
been
done
in
this
district,
unlike
no
other
changes
in
Charleston,
County
history
or
in
the
state
of
South
Carolina
I,
don't
see
where
it's
going
to
yield
any
positive
effects,
you're
actually
for
three
more
years,
that'll
be
seven
years
and
then
what
are
we
gonna
say
after
seven
years
when
it
doesn't
work?
Thank
you.
F
C
D
Designates
15
schools
that
have
been
historically
under
pouring
despite
a
lot
of
different
leaders
and
a
lot
of
different
community
members
efforts
to
make
a
difference
in
them
in
those
acceleration
schools.
We
are
working
with
the
principal's
to
try
to
find
a
set
of
practices
that
will
accelerate
student
learning
so
that
if
you
come
to
school
one
year
behind
every
year,
you're
growing
not
just
one
year
but
another
20%.
D
So
if
you
grow
an
extra
20%
every
single
year
than
in
five
years,
you
will
have
been
caught
up
to
grade
level
and
that
has
to
start
in
early
childhood.
We
have
to
be
very
intentional
about
the
practices
and
we
have
to
make
sure
that
we're
doing
whatever
we
need
to
do.
We
met
with
the
principals
of
the
acceleration
school
last
week
to
identify
district
and
state
policies
and
regulations
that
they
feel
are
getting
in
their
way
and
they're.
Working
with
that.
D
D
Does
not
contemplate
any
private
into
these
intervening?
There
are
three
partners
that
are
currently
identified
that
are
helping
us.
One
is
engaging
creative
minds.
One
is
the
College
of
Charleston
with
a
teacher
residency
program
to
help
young
teachers
get
master's
by
working
by
with
master
teachers,
and
the
third
is
the
University
of
Virginia's
Darden
School
of
Business
in
curry,
School
of
Education
and
as
a
turnaround,
leadership,
training
program
that
reports
to
train
the
leaders
of
those
schools
to
produce
better
are.
D
D
P
F
P
Well,
we
had
three
own
members:
Reverend
Mac,
concealer,
Jeffrey's
and
Yvonne
coats.
We
offered
the
opportunity
for
seven
pairs
of
community
members
with
someone
I
considered
alternates.
We
have
recommendations
and
of
course
everybody
couldn't
come.
Unfortunately,
so
we
have
Diane
Powell
Charles
Monteith's
these
powers
in
d20
child's
19th
misrepresentee
for
Nicole
Walker
before
we
are
offered
to
mr.
Elton
Bates,
but
he
was
unable
to
attend,
missed,
I
Iike
grant
was
g20
and
we
had
two
members
of
Charleston
Rice
who
were
not
able
to
attend
because
of
a
conflict.
P
F
P
The
the
pub
there
it
is
public
and
posting
and
really
Charleston,
is
looking
for
a
entities
who
have
experience
in
working
with
well
I'll,
actually
read
it
to
you
here.
Have
it
here:
has
comprehensive
educational,
administrative
management
working
with
low-performing
elementary
middle
high
school
students
and
the
schools,
and
that
our
our
targeted
schools
were
nine
schools
that
were
identified
by
the
state
of
South
Carolina
and
they
are
should
be
known
as
I
haven't
experienced
as
turn
around,
but
turn
around
schools.
Okay,.
D
F
And
and
I'm
glad
you
speak
into
that,
because
the
fear
in
the
community
is
that
these
are
private
organizations
coming
in
to
schools,
largely
in
Senate,
District,
42
and
representative
Gilyard
send
max
district
and
their
unknown
to
the
community.
So
the
challenge
we
have
is
we
got.
We've
probably
got
30
people
that
work
for
Charleston
school
district
here,
and
we
have
a
solicitation
going
outside
to
hire
people
to
bring
inside
when
we
got
employees
that
should
be
doing
this
responsibility.
I.
F
I
F
D
You
they
will
receive
more
resources
and
what
we're
seeking
are
not
the
people
to
come
and
do
the
work,
but
the
those
who
have
figured
out
the
current
system
that
works,
like
an
assembly
line
with
children,
works
well
for
some
children,
but
it
doesn't
work
well
for
a
lot
of
other
children.
It's
a
batch
processing
system
right
when
we
take
them
in
as
kindergarten
we
pass
them
almost
all
to
first
grade
almost
saw
the
second
grade.
D
The
models
that
are
working
elsewhere
are
more
a
mastery
model,
so
we're
not
saying
our
teachers
and
our
principals
and
our
superintendents
can't
do
that,
but
if
somebody
else
has
figured
out
how
to
do
it
better
for
kids,
who
are
just
like
ours,
we
want
them
to
teach
us
like
the
Johns
Hopkins
model.
Just
teach
us
to
do
the
procedure
and.
F
F
The
question
is
how
we,
how
we
bridge
that
divide,
so
that
african-american
children
can
participate
in
the
higher
performing
schools.
Now
we
gonna
hire
a
consultant
to
help
us
with
the
failing
schools,
but
nowhere
have
I
seen
under
the
Beus
proposals
or
the
academic
magnet
proposals
where
an
expert
has
devised
a
true
diversity
plan
and
and
and
and
diversity
is
very
important.
F
That
is
the
that's
the
world
we're
living
in,
but
we
don't
need
a
knee-jerk
school
board.
Member
who
has
a
profession
and
funeral
homes
or
or
real
estate
and
I
don't
mean
that
in
the
way,
I'm
not
trying
to
embarrass
anybody
I'm
a
lawyer,
so
I
have
no
particular
expertise
in
how
you
attack
this
problem.
But
what
it
seems
to
me
is
we
need
to
have
an
expert
and
I
read
the
Clemson
study
and
it's
more
of
identification
of
the
problems
which
we've
already
known
quite
frankly,
so
I
would
like
to
see
the
last
proposal.
F
F
So
what
I
think
we
ought
to
do
is
slow
down,
because
the
last
thing
that
what
we
want
to
do
is
have
a
policy
that
is
broadly
focused
but
not
narrowly
tailored
to
achieve
the
intended
result,
and
that
is
in
increasing
diversity
in
these
magnet
schools.
And
so,
if
somebody
can
tell
me
what
expert
was
consulted
and
what
the
opinions
were
offered
to
specifically
address
this
issue
and
not
a
gun
shot
approach,
then
I
would
be
more
likely
to
applaud
the
proposal,
and
it
is,
let
me
just
say
this.
F
So
if
these
policies
are
being
contemplated
for
next
year,
including
the
celebration
program,
I
would
just
simply
ask
much.
As
the
representative
stavrinakis
asked
with
representative
stavrinakis
I'm
talking
to
you,
I
want
a
mirror.
I
want
to
mirror
your
emotion
that
we
appoint
Reverend
Mackel,
that
we
appoint
some
type
of
vehicle
that
we
can
better
educate
the
parents
of
the
acceleration
school
schools
and
also
the
magnet
schools
prior
to
implementing
these
policies.
And
that
may
mean
we
delay
implementation
for
another
year.
Q
A
So
senator
cancelin,
thank
you
for
your
comments.
Just
for
information
purposes.
We
have
advised
or
have
organized
an
advisory
board
that
has
been
looking
at
possibly
ways
of
making
a
recommendation
to
the
full
board
of
someone
to
lead
that
effort,
as
you
just
clearly
stated,
about
equity
across
the
board
for
Johnson
County
Schools,
so
so
that
effort
is,
is
underway
in
that
aspect
and
making
sure
that
we
have
someone
that
that
that
actually
sleeps
and
breathe
the
areas
of
concerns
of
diversity.
A
You
would
agree
that
we
do
have
a
segregation
issue
in
our
schools
in
Charleston
County.
You
would
agree
that
we
need
to
diversify
our
schools
because
of
the
segregation
and
when
I
say
segregation,
I
mean
there
are
predominately
black
schools
and
there
are
predominately
white
schools.
So
on
both
sides
of
the
spectrum,
we
have
segregated
schools.
So
in
order
to
to
diversify
those
schools,
you
would
agree
that
we
have
to
make
some
type
of
change
on
the
pathway,
because
if
we
leave
it
status
quo
then
we
will
continue
to
read
the
same
harvest.
A
F
A
A
Recommendation
I
believe
I
clearly
stated
to
centered
to
sin
earlier
that
every
decision
that
I
make
it
is
critical
of
every
student
in
CCSD
and
as
a
parent
when
I
make
decision,
I
always
say
what
my
child
benefit
from
the
decisions
that
are
making.
So
so,
as
we
begin
to
to
look
at
different
issues
and
talk
about
the
concerns
of
the
district,
we
have
to
look
at
it
holistically
of
what
we
need
to
do
to
make
it
better.
A
So
so
some
changes
have
to
happen,
and
if
we're
truly
talking
about
diversity
and
truly
talking
about
wanting
to
to
to
diversify
our
schools,
then
they're
gonna
have
to
be
some
changes
and,
and
I
will
agree
that,
yes,
as
we
continue
to
go
down
this
road,
it
is
important.
It
is
critical
right
that
the
community
as
a
whole
is
involved
in
some
of
these
changes
and
that
we
make
early
on
decisions
to
where
parents
can
make
timely
and
sound
decision,
because
no
one
wants
to
have
their
back
against
the
wall.
A
F
I,
don't
disagree
that
changes
be
need
to
be
made.
I
agree
with
you,
I
preface
my
comments
by
talking
about
a
global
marketplace.
I
want
my
children
to
be
able
to
see
other
people
across
racial
lines
and
socio-economic
lines,
but
what
a
don't
agree
is
that
this
proposal
will
achieve
the
result,
which
and.
F
Care
I,
don't
care
so
much
that
the
commute
abuse
proposed.
Okay
and
also
the
acceleration
proposal,
because
nobody
has
the
acceleration
community
is
largely
not
here,
because
they
are
probably
working
and
my
colleagues
have
been
the
voice
for
the
voiceless
I
represent
the
majority
of
these
schools
and
I
am
telling
you
that
the
community
does
not
feel
a
part
of
this
process.
F
They
were
unaware
of
this
committee
or,
and
they
have
heartburn
quite
frankly
that
we
have
highly
paid
and
you
should
be
highly
paid
as
educators,
I'm,
the
one
who
not
only
voted
to
increase
the
school
board,
stipend,
because
I
think
that
that
will
attract
a
level
of
talent
so
that
you
can
have
a
spirited
discussion
and
which
should
lead
to
better
outcomes.
I'm
the
one
that
recommended
among
other
colleagues,
a
higher
teacher
pay
well
beyond
what
the
governor
just
announced
the
other
day.
F
So
I
value
education
and
I've,
but
I
understand
that
I
do
not
have
the
level
of
expertise
to
tackle
this
problem
and
that's
why?
When
I,
when
I
have
a
heart
problem,
I
go
to
a
cardiologist
when
we
have
abrasions
or
our
skin.
Much
like
my
friend
Kevin
Holland
chair,
we
go
to
a
dermatologist
and
what
I'm
saying
to
tackle
the
diversity
problem.
They
are
degreed
people
there
are,
as
Kevin
spoke
earlier,
there
models
all
across
the
country
that
have
tackled
this
very
issue.
F
Alls
I'm
saying
is,
let's
not
so
being
a
rush
to
say
we
did
something
because
we
did
something
last
year,
specifically
with
regards
to
abuse,
and
there
were
no
african-american
students
who
accepted
those
slots.
So
we
got
to
address
the
fundamental
problem
of
diversity,
not
only
abuse
but
the
other
academic
programs.
Thank
you.
Okay,.
R
So,
thank
you
rubbing
back
so
so
the
district
actually
did
engaged
with
a
diversity
expert
that
spent
some
time
ago
in
rubber
max
the
opening
comments
he
mentioned
there
y'all
a
1998
report
of
the
district
in
their
late
nineties,
engaged
birthday
of
the
team
of
a
diversity
experts
out
of
Harvard
late,
led
by
dr.
dr.
Willie
in
April
1998.
They
issued
a
100,
a
194
page
report.
R
They
laid
out
specifically
what
was
what
were
the
causes
of
our
segregation
here
in
the
system
and
that,
if
the
changes
weren't
made,
then
they
persistently
laid
out
that
this
system
would
continue
to
drive
itself
towards
social,
economic
isolation.
No
I
hate
segregation,
they
talked
about
act
340
and
the
impact
it
has
on
that.
It
talks
about
the
other
system
about
choice
and
that
and
the
impact
it
had
on
that.
So
I
would
say
that.
There's
a
document
that
really
lays
out
from
a
diversity
expert
standpoint
what
the
challenges
are
and
what
specific
recommendations
were.
R
F
We
don't
need
an
expert
from
Harvard
to
tell
us.
We
got
a
race
problem
and
I
don't
need
a
22
year
old
report
in
2020
times
have
changed.
I
say
that
with
all
of
these
expect,
I
say
that,
with
all
due
respect,
there
is
a
state
of
the
art
currently
that
we
need
to
tackle
this
problem
and
I
just
think
we
have
the
ability,
much
like
we
are
doing
with
current
solicitations.
We
have
the
ability
to
get
it
right,
so
senator.
S
S
Charleston
County
does
have
some
great
schools
and
great
educational
programs
and
has
been
a
great
example
in
many
areas
of
Education.
But
in
order
to
get
this
meeting
here
today,
you
know
the
immediate
reflex
to
that.
Charleston
County
delegation
was
an
immediate
pushback
and
it
was
to
rush
all
of
these
changes
through
without
even
listening
to
us,
because
we're
hearing
from
our
constituents
all
across
the
district
who
are
very
concerned
and
worried,
and
you
can
see
that
because
the
room
here
today
standing
room
only
and
I
want
to
thank
everybody.
S
S
Y'all
have
done
something
Charleston,
County,
School
District
has
done
something
very
few
people
can
do
and
that
is
bring
Republicans
and
Democrats
together
to
be
united
on
this
issue
of
Education,
and
here
we
are
talking
about
diversity
and
I,
applaud
and
thank
my
colleagues
who
are
here
who
are
expressing
our
concerns
and
expressing
their
perspectives
and
I
agree
with
everybody.
All
of
my
colleagues
here
today,
I
agree
with
all
of
their
statements,
especially
senator
Kempson,
on
this
issue
of
diversity.
S
S
Looking
at
some
of
these
changes,
adding
montessori,
adding
alternative
forms
of
Education
looking
at
early
learning,
all
of
these
are
important,
particularly
for
these
communities
that
are
hurting
that
are
suffering
that
can't
get
out
of
poverty
and
in
Charleston
I
grew
up
here.
The
issue
of
being
rich
and
poor.
S
I've
heard
a
lot
today,
I've
heard
so
much
and
there's
so
much.
That's
so
confusing
about
all
of
these
changes.
I've
heard
that
there
was
a
strategic
plan
for
the
magnet
schools
and
we
have
some
of
the
best
magnet
schools
in
the
nation.
I
wish
we
could
replicate
that
to
in
every
neighborhood,
in
Charleston,
County
and,
quite
frankly,
across
the
entire
state.
But
I've
also
heard
that
there
was
no
strategic
plan
for
partial
magnets
and
for
other
public
schools.
S
I
hear
that
I
heard
today
that
we're
supporting
school
choice
here
in
Charleston
County,
but
it
seems
like
when
I
look
at
some
of
these
changes
were
actually
taking
choice
away
from
families
I'm
hearing
that
the
focus
should
be
on
under
is
on
underprivileged
schools
and
communities
and
neighborhoods.
But
some
of
these
changes
are
in
fact
happening
to
some
of
the
best
performing
schools
in
the
county
and
I
have
to
ask
myself:
is
that
our
really?
S
S
I've
talked
to
so
many
families,
not
just
in
Charleston
County,
but
in
Berkeley
County,
also,
families
that
are
part
of
successful
schools
who
have
gotten
some
of
these
changes
modified
now.
I
want
to
help
the
families
that
are
in
underperforming
areas
in
schools,
and
many
of
those
folks
are
here
today
because
they
can
be.
They
had
the
opportunity
to
do
that
and
they
want
to
help
facilitate
change.
S
S
We
have
got
to
make
a
greater
effort
to
have
far
more
diversity
in
elementary
programs
to
get
that
funnel,
make
it
greater
so
that
by
the
time
they
can
apply
to
school,
the
arts
are
academic,
magnet
wherever
they
have
an
opportunity
to
do
that,
and
they
can
be
successful.
So
here
we
are
in
the
11th
hour,
I'm
still
confused,
I
think
there's
been
a
lack
of
communication.
S
There
was
pushback
to
the
delegation.
There's
been
pushed
back
to
families
that
want
to
advocate
for
change.
There
are
a
lot
of
stakeholders
that
need
to
be
a
part
of
the
conversation.
Those
are
teachers,
those
are
families.
Those
are
families,
not
only
that
are
here
today,
but
families
that
could
not
be
here
because
they
could
not
afford
to
be
here
with
the
reforms
that
we're
doing
at
the
educational
level
in
the
state
of
South.
Carolina
I
really
believe
that
Charleston
County
can
be
a
vegan.
D
S
Be
a
shining
light,
a
shining
example
for
all
other
counties
across
the
state.
We
have
a
real
opportunity
to
do
some
great
work
here.
I
am
asking
that
you
know
Charleston
County
school
districts,
slow
down,
we
pause
I,
don't
think
it
should
be
a
pause
for
a
year
and
then
make
the
implementation
I.
Think
we
really
need
to
look
at.
Is
this
or
at
least
26
major
changes?
Is
this
everything
we
need
to
do?
Or
can
we
do
more?
S
Do
it
differently
because
I,
as
you
said,
senator
Kempson
a
20
year
old
report
isn't
going
to
help
us
today,
20
years
later
in
2020.
One
thing
that
I
have
not
heard
is
anything
about
how
we
can
address
education
as
part
of
it.
Workforce
has
to
be
a
part
of
the
conversation.
I
have
not
heard
a
single
talking
point
or
message
or
communication
about
vocational
training.
We
have
so
many
job
opportunities
for
kids
when
they
graduate
high
school
at
the
age
of
18.
S
If
they
can't
go
to
college
because
they
can't
afford
to
or
don't
have
the
education
ability
to
do
so,
there
are
jobs
at
the
age
of
18.
You
don't
need
a
college
degree.
You
can
get
your
truck
driver's
license,
get
a
CDL.
You
can
become
a
welder
and
make
seventy
five
thousand
dollars
a
year.
You
get
your
nuclear
Welding
certificate
at
Trident,
Tech
you're,
making
110.
S
There
are
so
many
opportunities
for
students
who
graduate
who
can't
go
to
college
who
can
get
jobs
here
and
there's
no
part
of
that
conversation
when
we're
talking
about
vocations
here
and
I
really
think
that
we've
got
to
have
that
be
a
part
of
the
conversation
and,
lastly,
I'm
asking
the
county
to
slow
it
down
and
actually
I
want
to
hear
a
plan.
I
want
to
see
a
strategic
plan
not
just
for
the
magnets
that
the
partial
magnets,
but
also
the
public
schools
that
are
failing.
Thank
you.
N
S
Q
Q
To
be
facetious,
because
this
is
a
very
serious
issue.
Ladies
gentlemen,
look
the
bottom
line
is
we're
not
doing
our
job?
Okay,
whether
it's
the
board,
whether
state
lawmakers.
You
know
we
go
back
to
business
as
usual.
You
know
everybody
looking
for
a
good
sound
bite,
but
our
children
are
still
failing.
Nobody
wants
to
talk
to
truth.
Okay,
when
you're
in
office
an
elected
position,
you
have
to
listen
to
the
people
who
put
you
there.
You
have
to
listen
to
not
the
blacks,
not
the
whites,
but
you
have
to
listen
to
We
the
People.
Q
We
can't
do
that
then,
for
ourselves.
Problem
solve
I
can
leave
now,
not
serious,
because
y'all
have
us
at
a
disadvantage
and
I'm
just
being
real
with
everybody.
Just
sounded
my
voice.
Okay,
when
I
say
disadvantage.
Ladies
and
gentlemen,
look
we
have
to
run
for
office
next
year.
Those
who
choose
to
if
you're
gonna.
Q
Out
of
us,
the
lawmakers,
some
of
the
board
members
now
is
the
time
to
do
it.
You
vote.
The
people
in
office
is
not
afraid
to
stand
up
for
We
the
People
okay,
I
know
what
the
board
members
are
facing.
I've
been
on
city
council
for
10
years,
gentrification
started
back
then,
and
we
tried
to
build
bridges
when
we
don't
listen
to
the
will
of
the
people,
then
we're
not
gonna
do
your
job.
Q
We're
not
doing
our
job
board
us
out,
we're
not
afraid
to
talk
about
race
issues,
social,
economic
issues,
okay,
those
are
the
ones
you
want
to
keep
in
office
before
too
many
times
the
one
who
stand
up
the
ones
who
have
backbone.
Those
are
the
ones
you
try
to
shut
up,
push
out
and
turn
the
back
to,
and
then
the
problem
persists.
You
say
because
when
we
come,
we
should
come
with
solution.
I
didn't
get
up
this
morning
to
come
out
here,
hate.
Nobody
how
to
disrespect
anybody.
We
are
here
for
solutions.
Q
The
only
problem
I
have
with
this
meeting
this
morning.
You
picked
the
wrong
time,
but
I'm
gonna
tell
you
why
you
do
the
research
you
don't
ever
have
meetings.
That's
such
an
importance
for
impact,
knowing
that
we
start
our
session
next
year.
Second
Tuesday
in
January!
Well,
what's
going
to
happen
when
we
leave
here
we're
going
through
the
Christmas
holidays,
half
up
you're
gonna
go
to
bars,
have
up
you're
gonna,
have
wild
parties
and
then
you're
gonna
forget,
and
then
you
know
what
happens.
Q
Ladies
and
gentlemen,
we
go
back
to
business
as
and
then
we
right
back
in
the
same
spot,
not
gonna
work.
What
I
would
like
to
do
is
not,
and
I
and
I
try
to
get
the
attention
my
chair,
because
he
does
a
great
job,
senator
Kempson,
you
know
as
lawmakers
when
Leon
stavrinakis
initiated
that
letter
the
respect
sure
that
came
from
the
board.
All
you
had
to
do,
stop
it.
You
know
you
had
to
say
look,
these
are
the
lawmakers
the
letter?
Is
it
just
amplifies
and
exemplifies
what
we're
all
about?
We
wanted
to
pause.
Q
I
heard
the
word
pause,
stop,
but
really
we
should
just
kill
it,
and
this
listen
to
the
will
of
the
people.
You
see
those
people
in
the
background
back
there,
you
hear
what
applause
coming
from
you
see
we're
not
listening
to
them
and
that's
the
problem
here
and
when
I
say
we
talk
of
everybody
at
this
table
here.
Okay,
we
all
share
a
responsibility.
That's
why
we
ran
for
office.
Q
Okay,
we're
not
doing
our
jobs.
Now
the
people
back
there
y'all
know
what
we
should
be
doing,
and
you
should
look
at
the
faces
of
this
table
and
say
that
person
is
listening.
He
gets
it.
She
gets
it
that
person
don't
get
it
well,
those
are
ones.
You
don't
want
an
office
again.
Democracy
works.
If
you
just
vote
and
vote
the
right
people
in
office
get
people
with
backbone,
get
people
that
look,
it's
not
afraid
to
stand
up
for.
What's
right,
I
gotta
go
home
and
let's
do
impeachment,
but
I
leave
here.
Q
C
Q
G
G
There
I'm
sure
parts
of
you
know
these
action
items
that
could
go
forward
that
are
non-controversial
and
I.
Don't
think,
there's
any
heartburn
about
that,
but
we've
got
a
we've
got
things
in
front
of
us
that
there
is
a
lot
of
consternation
in
the
community
about,
and
that
is
filtered
its
way
to
the
members
of
this
body.
G
So
I
mean
you
know
if
a
if
a
motion
will
make
a
difference,
I'll
make
one
but
I
think
that
you
know
this
body
would
like
to
see
the
school
district
stop
and
start
over,
really
to
be
honest
with
the
public
and
and
and
I.
Don't
say
that,
because
I
want
our
judgment
to
replace
yours,
mr.
chairman
I,
really
don't,
but
you
cannot
succeed
without
public
support
and
I'm.
Just
gonna
be
as
blunt
about
that
as
possible.
I.
G
Don't
care
if
you
have
the
best
idea
in
the
world
being
presented
to
you
if
the
folks
whose
kids
are
going
to
be
in
those
schools
and
who
pay
the
bills,
do
not
support
what
you're
doing
you
will
not
succeed
and
I
don't
want
you
to
fail.
I
want
you
to
succeed.
Everybody
on
this
delegation
wants
you
to
succeed,
and
so,
mr.
chairman,
a
motion
to
to
ask
the
board
to
stop
and
recalibrate
re-engage
the
public
and
the
delegation
and
engage
in
a
long-term
plan
for
many
of
these
really
significant
and
substantive
changes.
C
C
There's
clearly
been
lack
of
some
and
that
least
a
lack
of
clarity
and
concern
in
the
minds
of
parents,
but
I
think
the
biggest
picture
is
this.
This.
These
are
sweeping
massive
changes
that
have
been
proposed,
a
lot
of
moving
parts
to
it
and
it
affects
what
every
parent
cherishes
the
most
and
that's
their
child,
and
there
is
a
principle
that
governs
the
affairs
of
both
men
and
beasts
that
I.
That
is
very
important,
and
that
is
this.
C
That
change
can
occur
and
change
is
important,
but
it
must
be
slow
and
gradual
over
time,
because
radical
change,
it's
basically
disregarding
the
collective
wisdom
of
all
they've
gone
before
you
and
throwing
it
over
the
transom.
And
so
we
need
to
pay
some
respect
to
those
who
have
preceded
us
and
the
institution's
they've
created
in
this
instance.
The
school
that
have
been
established
and
the
successes
that
are
there
and
we
try
to
preserve
those
and
address
the
failures
while
not
destroying
that
which
has
been
successful
and
I.
Think
of
a
quote
by
Russell
Kirk.
C
C
They
must
seek
out
its
old
virtues
and
bring
them
back
into
the
light
and
that
of
in
national
government.
It
applies
in
state
government.
It
applies
in
county
government
and
it
applies
to
the
school
board
because
you
have
institutions
and
you
have
schools
that
have
developed
that
are
the
product
of
many
well-intentioned
people
that
have
preceded
you
and
have
drawn
conclusions
and
taken
at
that
time.
C
Bold
steps
and
produced
good
results,
but
there
are
some
poor
results
as
well,
and
we
need
to
focus
on
those
and
fix
them,
but
not
bring
down
that
which
has
really
been
successful
and-
and
if
we
don't
live
by
that
principle,
then
we
really
are
disconnected
from
the
generations
that
have
preceded
us.
No
speech.
No,
no,
no
species,
human
or
animal
can
survive
with
that
principle
in
play.
Yolo
but
y'all
know
about
the
principle
and
biological
principle
of
natural
selection.
C
You
build
upon
the
generations
that
have
gone
before
you
and
what
has
preceded
you
and
that's
what
we
need
to
do
and
I
think
the
biggest
so
I
see
two
problems.
The
change
is
so
sweeping
and
so
massive
and
I
share.
Mr.
chairman
I
want
to
appreciate
how
well
you've
articulated
some
of
these
issues.
You've
helped
me
understand,
but
there
still
is
a
lot
of
confusion
on
some
of
the
other
issues
at
play,
and
so
I
do
think.
C
We
need
to
hit
the
pause,
button
and
I
think
representing
stavrinakis
you're
exactly
right
without
public
support,
this
is
doomed
to
failure,
and
so,
but
but
I've
heard
some
very
good
communication.
Mr.
chairman
from
you
that,
then,
if
you
all
focus
on
getting
that
message
out
something
many
of
these
reforms,
I
think
will
be
embraced,
but
but
that
really
needs
to
happen.
A
A
We
do
look
forward
to
a
more
closer
working
relationship,
just
to
make
sure
that
we
are
moving
in
the
right
direction
as
far
as
education
is
concerned
from
the
state
level
down
to
the
county
level,
and
we
will
take
all
that
has
been
said
today
into
consideration
as
the
board
will
come
together
and
discuss
some
of
these
issues.
That's
before
us.
Thank
you
so
much
it
to
everyone
and
have
a
good.