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From YouTube: December 16, 2019 COW Meeting
Description
December 16, 2019 Committee of the Whole Meeting
A
B
C
A
C
B
A
A
Today
we
take
time
to
acknowledge
the
loss
of
one
of
our
beloved
students.
Today
we
remember
a
young
Midland
Park
primary
school
student,
Cordell
Davis,
who
passed
away
Friday
December
13th.
It
is
with
great
sadness
that
I
asked
you
to
pray
with
me
for
this
young
person,
whose
life
was
taken
too
soon
and
for
the
days
of
family
doing
this
time
of
bereavement.
A
Let
us
pray
for
all
those
who
woke
this
morning
to
the
loneliness
of
bereavement,
the
empty
bed
or
chair
and
unaccomplished
quietness.
A
life
now
incomplete,
maybe
no
your
presence
and
the
stillness
of
the
day
and
through
the
love
of
friends
who
offer
their
condolences
and
in
the
darker
moments
made
you
reach
out
to
hold
your
hand
and
feel
the
warmth
of
the
one
who
has
already
passed
from
death
to
life,
to
welcome
others
into
God's
kingdom.
A
A
G
H
H
Second
thing
is:
I
would
like
to
point
out
that
Colonel
Adams
Colonel,
if
you'd
stand,
is
here
with
us
today
from
Joint,
Base,
Charleston
and
he's
here
to
show
support
of
quality
education
for
the
military
and
their
dependents,
Thank
You
Carl
for
making
time
for
us
today
the
chamber
supports
Charleston,
County,
school
districts,
goal
of
creating
greater
student
equity
and
academic
opportunities.
System-Wide
every
child
deserves
as
to
a
high
quality
education
that
is
not
happening
right
now,
and
particularly
in
communities
with
high
poverty
levels.
H
Our
public
schools
in
Charleston
are
highly
polarized
by
income
and
also
by
race,
50
of
the
district's
85
schools
about
60%
or
either
high
poverty
or
very
low
poverty
study.
After
study
has
pointed
out
that
Charleston
County
school
district
is
in
many
ways,
two
separate
school
systems,
and
that
must
change
the
slate
of
recommended
changes,
some
of
which
were
approved
in
November
and
some
of
which
are
before
you
today
represent
a
necessary
departure
from
the
status
quo
and
will
begin
to
improve
access
and
outcomes
for
low-income
students.
H
I
You
mr.
Garrett,
thank
you.
I'm
Chaffee
Mackay,
a
partner
in
Chadha
and
construction
I
live
in
the
city
of
Charleston.
I
was
educated
in
both
public
and
private
schools
in
Charleston
County,
st.
Andrews
elementary
school
I
attended,
Junior
Achievement
at
North,
Charleston,
High
School
and
my
daughter
attended
SOA.
My
mother
was
a
Charleston
County
Teacher
of
the
Year.
I
While
she
was
at
Mary
Ford
school
teaching,
special
ed
as
a
business
man,
my
company
could
not
stay
in
business
if
I
were
not
for
the
steady
stream
of
qualified
high
school
graduates
from
Charleston
County
School
District
Berkley
in
Dorchester
County's.
First,
thank
you
board
members
for
your
dedicated
service
to
our
children
and
your
friendship.
I
know
too
often
you
are
putting
our
families
ahead
of
your
families
and
businesses.
I
I
appreciate
that
we
are
so
very
fortunate
to
have
such
dedicated
professionals
today,
I'm
addressing
you
as
a
local
construction
business
owner
in
a
member
of
the
Charleston
chamber,
the
chamber
recently
completed
a
study
of
the
job
opportunities
in
our
region.
In
the
construction
sector
alone,
there
are
over
400
job
openings
in
another
1100
to
come
available
in
the
next
five
years.
I
believe
those
numbers
are
greatly
understated.
I
When
I
look
around
and
see
what
our
needs
are
in
this
highly
competitive
market,
we
have
no
difficulty
identifying
and
recruiting
college
graduates
with
construction
science
backgrounds,
college
graduates
are
economically
able
to
move
and
relocate
to
Charleston
from
anywhere
in
the
country.
We
are
challenged
to
find
qualified
local
young
high
school
graduates
ready
to
enter
the
construction
trades.
Our
challenge
is
to
find
high
school
graduates
18
years
and
older,
with
basic
math
skills
logic
and
a
positive
all-in
attitude.
I
I
rely
on
senior
leadership
to
formulate
that
and
our
teachers
I'm
sorry
to
help
educate
our
children
I'm
going
a
little
bit
long,
but
what
I
really
just
am
asking
is
that
y'all
look
to
these
children
create
economic
opportunities
in
these
communities
that
are
greatly
challenged
and
to
come
together
as
a
board
and
speak
in
one
voice
to
create
these
opportunities
for
these
wonderful
high
school
graduates
apologize
for
going
long.
Thank.
J
Thank
You
Todd
good
afternoon,
I'm,
Brian,
deer,
berry,
president
and
CEO
of
the
Charleston
Metro
chamber.
The
chamber
represents
1,700
businesses
in
our
metro
area,
who
employ
more
than
a
hundred
and
seventy
thousand
people.
These
employers
are
the
heartbeat
of
our
area
economy.
They,
like
you,
act
on
what
is
best
for
our
region
and
well-being
of
our
citizens.
They're
charting
of
a
brighter
tomorrow
has
them
embracing
a
guiding
principle
for
everyone
in
our
region
to
have
the
opportunity
to
live,
learn
and
earn.
J
We
believe
that
a
high
quality
education
is
the
key
to
opening
the
door
to
economic
mobility.
We
are
proud
of
our
high
performing
Charleston
Public
Schools
and
want
to
see
them
continue
to
provide
rigorous
academics
and
garner
national
recognition.
We
also
want
to
see
more
students
from
high
poverty
schools
with
the
academic
ability
to
succeed,
access
these
schools
and
form
a
student
body
who
better
represents
the
whole
county.
J
Having
served
as
a
chamber
leader
for
several
decades
in
different
communities,
I've
witnessed
the
transformative
wins
that
take
place
in
a
community
whenever
a
school
board
makes
changes
which
positively
impact
student's
ability
to
gain
equitable
access
to
high-quality
academic
opportunities.
There
is
no
Civic
role
of
greater
importance
of
being
a
school
board.
Member
I
want
to
thank
you
for
your
leadership.
Margaret
Mead
has
said
never
doubt
that
a
small
group
of
thoughtful
committed
citizens
can
change
the
world.
J
I
want
to
applaud
your
leadership
in
advance
for
making
a
decision
this
evening
that
will
change
each
student's
world,
who
realizes
better
and
more
accessable
opportunities
to
learn
at
their
highest
level.
Thank
you
for
addressing
inequities
and
expanding
access
to
high
quality
education
with
a
sense
of
urgency
by
approving
these
priorities
tonight.
Thank
you.
Thank.
K
Good
afternoon,
thank
you
again
for
serving
as
our
trustees
and
Thank
You
superintendent
I'm
here
for
two
purposes:
I'm
on
the
district
20
board
and
I'm
here,
to
support
your
mission-critical
recommendations
to
change
zoning,
but
I'm
also
here
to
help
you
in
that
motion
and
I
want
to
keep
this
brief.
Thank
you.
Thank.
L
Good
day,
I'm
shannon
hall,
my
company
has
designed
systems
for
life
I'm
a
wellness
design
consultant
with
regards
to
the
master
marketing
agreement.
I
respectfully
ask
for
you
to
fully
cancel
the
agreement
with
milestone
communications.
It
is
a
10
year
agreement
which
started
in
2017.
It
auto-renew
is
each
year
after
that,
unless
it's
cancelled
in
writing.
Each
site
may
eventually
have
two
to
three
towers
that
can
go
higher
by
20%
total
the
height
without
community
input.
Questions
to
have
on
hand
to
think
about
how
is
milestone.
L
Communication
is
going
to
ensure
children
do
not
climb
the
tower.
What
does
its
backup
battery
system?
Look
like
diesel
gas
toxic
battery?
How
do
you
propose
to
keep
the
land
and
children
safe
from
leakage
of
such
system?
How
often
is
the
maintenance?
What
kind
of
insurance
does
miles
don't
have
for
the
safety
accidents
or
the
health
effects?
How
often
is
milestone
going
to
monitor
towers
to
stay
within
FCC
limits?
L
Do
you
know
that
if
they
take
into
consideration
the
densification
of
this
system
and
layering
in
of
other
tech
and
unlicensed
towers,
not
to
mention
the
commercial
products
and
in
the
schools,
phone
systems
and
tablet
emissions?
Do
you
know
that
that
is
really
dangerous?
You
guys
are
frying
ourselves
right
now.
I
applaud
your
decision,
however,
to
test
the
water
supply
for
LED,
adult
schools,
however,
the
EMF
RF
and
the
real
possibility
of
the
tower
installs
on
each
school
property.
You
are
basically
going
right
into
the
frying.
L
Pan
I
beg
that
you
place
a
baseline
study
of
EMF
and
RF
at
each
school.
I
beg
that
you
put
a
precautionary
plan
in
place.
I
wish
to
ask
quickly.
Can
anyone
up
there
tell
me
of
that?
You
know
the
difference
between
an
a.m.
wave
or
an
FM
wave.
If
you
cannot
without
looking
at
your
phone
right
now
feel
that
you
can
do
this,
then
I
ask
you
to
hire
a
competent
professional
to
help
you
make
this
decision.
Thank
you.
Thank.
G
B
M
Sorry
I
jumped
up
too
quickly.
I
thought
it
was
third
on
the
list
awarded
a
beautiful,
beginning,
I've
learned
a
lot
in
the
past
six
months.
I've
spoken
with
and
listened
to
more
people
than
I
can
count,
and
you
probably
have
too
and
although
I'm
speaking
now,
I've
tried
to
listen
more
often
than
talk,
especially
with
people
who
have
different
opinions,
because
that's
how
I
learned
I
heard
someone
refer
to
beust
an
academic
magnet
is
a
brand
a
successful
brand,
but
a
brand
and
my
marketing
background.
If
I
think
back.
M
That
far
has
taught
me
that
tampering
with
a
successful
band
sometimes
causes
it
to
fail.
Because
elements
change,
the
small
size
of
our
K
through
eight
school
is
a
huge
part
of
our
success
and
I'm
sure
you've
seen
successful
businesses
expand
only
to
fail.
Our
kids
are
not
buying
capital
for
a
company
expansion,
their
kids.
M
N
There
is
a
seemingly
relentless
effort
to
proceed
with
unpopular,
unsupported
and
unvetted
proposals
for
our
schools,
notwithstanding
negative
consequences
for
academic
programs,
students
and
communities
as
such
I
have
little
hope
that
some
of
you
will
listen
to
why
any
proposal
that
strips
away
K
through
2
from
beust
is
detrimental
to
a
program
with
a
proven
track
record
of
success
and
should
be
rejected.
But
I
do
hope.
You'll!
Listen
to
this
Wednesday's
eleventh.
Our
proposal
not
only
runs
counter
to
promises
made
to
boost
and
meminger
parents.
N
The
notion
that
any
board
member
would
view
six
year
olds
as
bait
to
gain
parental
acceptance
of
a
program
is
outrageous
and
that
any
board
member
believes
that
is
acceptable
to
uproot
existing
CCSD
elementary
students
to
use
them
as
bait
is
alarming.
The
very
fact
that
this
mindset
exists
should
give
each
of
you
pause
and
is
reason
enough
to
reject
these
proposals
for
beust
and
meminger.
Thank
you.
Thank.
O
I
emailed
all
of
the
board
members
on
Wednesday
Thank
You
mr.
Garrett
for
actually
calling
me
and
speaking
to
me
about
the
email.
It's
my
child
is
abused.
So
gonna,
basically
just
repeat
what
nine
I
just
said.
You
know
I
I,
don't
necessarily
disagree
with
the
idea
of
giving
more
access
to
abuse
at
the
higher
grades.
I!
O
Don't
know
that
what
you're
proposing
is
going
to
solve
the
problem
you're
trying
to
fix,
but
what
I
do
know
is
that
I
signed
my
child
up
to
go
to
boost
I
did
not
sign
him
up
to
go
to
a
non-existent
program
at
meminger.
I.
Don't
think
it's
fair
for
me
to
have
to
wonder
if
I'm
gonna
have
to
jump
through
more
hoops
when
he
gets
to
third
grade,
because
the
current
proposal
doesn't
tell
me
what
happens
to
my
son
in
third
grade
when
he
is
up
to
go
back
to
boost
baby.
O
So
I'm
really
here
just
to
make
sure
that
you
follow
through
on
what
you
said
on
Friday
and
change.
The
bullet
point
that,
if
you
pass
all
of
these
changes
to
boost
the
current
kindergarten
and
first
graders
are
not
removed
from
the
community,
they
have
already
gotten
used
to
my
son
loves
school.
He
did
not
love
his
neighborhood
school
last
year.
I
don't
want
to
have
to
move
him
again
and
risk
him
joining
a
community
that
he
doesn't
know
and
doesn't
like
and
I
hope.
The
rest
of
the
board
will
allow
mr.
Q
Afternoon
as
a
military
member
for
22
years
in
the
military,
I've,
traveled,
different
bases
in
different
places
and
seeing
different
schools
and
one
of
the
time
I
remember
when
we
had
to
take
our
church
child
out
of
one
of
the
schools,
we
went
to
that.
The
turmoil
that
was
caused
by
that
move
because
they
like
love
this
school,
was
so
good
or
so
bad
for
them
that
it
caused
us
concern.
Q
I've
lived
here
69
years,
we've
made
changes
like
this
all
of
my
life
that
I've
lived
in
Charleston,
and
we
have
done
this
and
the
school
board
in
Charleston.
County
school
board
have
gone
through
changes
after
changes
after
changes
and
every
time
we
get
a
new
board
and
you
superintendent.
We
make
more
changes.
This
type
of
continuous
changes
will
have
a
long-term
effect
on
our
parents,
our
schools
and
everything
in
this
community.
We
need
to
look
at
that
before
we
make
changes.
Thank
you.
Thank.
R
Do
you
have
a
lot
to
say
about
this?
I
just
wanted
to
read
the
petition.
We
sent
it
all
to
the
board
members,
but
I
know
you
all
have
been
inundated
with
emails.
The
main
demands
of
the
petition
are
that
the
member
community
wants
the
board
to
maintain
our
neighborhood
attendance
zone,
maintain
our
CD
and
CD
CD
3
and
CD
4
programs
keep
our
amazing
teachers,
maintain
our
social
emotional
learning
curriculum
grow.
R
We
demand
that
the
board
hire
a
strong
principal
who
will
stand
up
for
us
as
a
school
in
a
community,
and
we
want
to
seat
at
the
table
to
discuss
future
changes
in.
In
closing,
we
want
to
stop
the
proposed
changes
to
member
that
will
likely
turn
it
into
an
expansion
tool
and
feeder
for
beust
and
start
engaging
the
moment.
Your
family,
listen
to.
How
are
our
students
and
children
can
be
better
served
by
the
district
and
I
have
here
all
of
the
signatures.
Again,
we
sent
them
to
you.
G
S
Afternoon,
blechh
students
in
Charleston
have
not
received
a
quality
education
for
over
50
years.
You
have
proposed
some
drastic
changes
to
improve
our
failing
schools.
Some
changes
affect
schools
with
majority
white
populations.
Some
parents
in
these
schools
don't
like
how
these
changes
might
affect
their
children,
so
they
have
asked
you
to
slow
down.
What's
the
rush
members
of
the
Lowcountry
delegation
asked
you
last
Friday,
not
having
hundreds
of
minority
students
and
failing
schools
again
next
year
should
be
the
rush
for
a
change.
S
The
fact
that
a
child
will
spend
another
year
in
a
failing
school
is
the
crisis
that
needs
to
slow
down.
Why
change
the
goose
that
is
laying
the
golden
egg?
The
delegation
asked
you
in
reference
to
academic
magnet
where
most
students
are
white.
Ccsd
wants
to
make
changes,
so
minority
students
have
a
better
shot
of
getting
into
academic
magnet,
supported
by
the
school's
alumni.
You
want
to
make
changes
to
open
the
doors
to
more
students
to
go
see
what
a
golden
egg
is.
S
Ccsd
Board.
You
are
looked
for
new
ideas
and
some
of
those
new
ideas.
You've
looked
outside
of
Charleston.
To
do
that,
changes
have
been
tried
in
the
past
with
new
principals
new
programs
within
CCSD,
but
there
haven't
been
any
golden
eggs
laid
in
our
failing
schools,
just
empty
goosey,
goose
eggs
year
after
year
after
year.
Please
know
that
Charleston
rise
is
145.
Alumni
that
I
represent
wholeheartedly
supports
your
efforts
to
try
new
solutions
and
look
outside
of
Charleston
for
help.
S
When
you
put
your
heads
down
tonight
and
you
look
to
measure
whether
you
did
a
good
job,
please
measure
it
not
by
whether
adults
are
happy
measure
it
by
whether
students
are
successful
and
ready
to
learn
and
lead
both
within
your
school
walls
and
outside
children.
All
children
measure
your
success
by
them.
Thank
you.
Thank.
G
T
T
I
could
choose
where
to
sit,
because
this
room
was
so
empty,
but
now
that
you
are
trying
to
fix
a
50
plus
year
problem
with
accelerating
school
magnet
schools
that
made
cause
for
some
of
our
black
and
brown
children
to
enter
predominantly
white
schools
and
the
opportunity
for
children
and
failing
schools
to
have
the
quality
education
you
better
get
here
early
because
you
won't
find
a
seat.
The
these
type
of
changes
scares
some
people,
but
I
need
you
all
to
stay
strong
and
and
continue
to
represent
all
students.
T
You
have
a
good
plan
that
can
work
but
to
keep
but
I
keep
hearing,
freeze,
pause
and
what's
the
rush,
if
you
keep
pausing
and
playing
freeze
tag,
what
the
children
of
colors
education
will
never
have
a
fair
shot
at
closing
the
achievement
gap
that
that
is
present.
What's
the
rush,
our
children
need
a
high
quality
education
down.
Tomorrow
is
too
late
when
the
parents
abuse
and
my
pleasent
came
in
red,
a
statement
was
made
saying
we
can't
ignore
all
these
people
in
red.
T
We
need
to
listen,
but
I,
stand
to
you
today
in
blue,
representing
the
parents
who
are
not
present.
Who
cannot
make
it
to
these
meetings,
asking
you
to
continue
to
do
what's
right
in
your
heart
and
push
forward
to
educate
all
children.
Charleston
rise
supports
the
board,
moving
forward
with
acceleration
schools.
Thank
you.
Thank.
G
U
U
While
I
was
away.
This
past
week,
I
heard
that
the
delegation
came
and
asked
the
school
board
to
wait.
Let
me
share
what
waiting
has
cost
my
grandson
for
the
past
five
years
and
CCSD
school
system.
My
grandson
has
been
bullied
on
the
bus
and
in
school
retained
and
a
court
in
the
school
standard.
He
is
going
backwards.
U
U
I
knew
we
were
in
trouble
this
year
on
the
first
day
when
I
access
teachers
when
he
would
be
receiving
his
accommodations
and
they
didn't
even
know
he
had
an
IEP.
My
story,
my
complaint
and
my
concerns
are
very
real.
The
delegation
is
asking
to
slow
down
on
making
changes
and
that's
scary.
For
the
past
20
plus
years,
education
has
been
on
a
dangerous
decline.
When
was
the
last
time
the
school
board
or
the
delegates
went
into
the
schools
and
truly
evaluated
what
they
had
been
implementing.
U
How
many
of
the
school
board
members
or
delegates
have
children
that
attend
any
of
these
schools
in
question?
Our
children
are
being
damaged
educationally
and
emotionally.
On
top
of
all
the
other
conditions,
they
have
to
face
school
board
and
delegations.
Members
need
to
go
into
these
schools
and
really
look
at
what's
going
on
before
burns
close,
the
old
building
the
state
came
in
and
spoke
with,
the
hand-picked
group
of
parents.
My
grandson's
teacher
at
the
time
asked
me
to
attend
the
meeting.
They
were
all
singing
the
same
song.
U
However,
my
experience
is
what
we're
not
based
on
previous
attendance
or
my
loyalty
to
Burns
my
comments
reflected
their
here-and-now
and
the
fact
that
my
grandson
was
not
receiving
a
high
quality
education
that
he
deserves.
Change
has
got
to
happen
for
the
future
success
of
our
youth.
We
cannot
continue
to
wait
to
further.
Allow
change
not
to
happen.
U
Look
up
that
look
at
the
results
of
how
not
providing
a
high-quality
education
and
what
waiting
has
produced
children
who
cannot
read
parents
who
cannot
read
children
receiving
felony
records
at
elementary
school
children,
killing
other
children
and/or
themselves.
Waiting
is
not
an
option.
We
need
transparency,
better
communication
practices
and
follow-through
our
children
are
destined
for
greatness,
not
the
grave
or
the
jail
aisle.
Children
deserve
a
high-quality
education.
W
G
X
Every
child
deserves
to
be
challenged
academically
in
their
neighborhood
school
academic.
Acceleration
should
not
be
something
that
exists
solely
abus'd
solely
at
meminger.
It
should
be
in
every
single
neighborhood
school.
Mr.
Garrett
I
appreciate
the
time
you
spent
speaking
with
so
many
concerned
parents
over
the
weekend
and
Friday.
X
But
the
program
you
designed
and
described
as
students
who
passed
a
test
going
to
one
set
of
classrooms
and
students
who
passed
a
test
going
to
another
set
of
classrooms
and
those
who
were
in
the
neighborhood
zone,
went
to
traditional
classrooms,
but
they
could
use
the
same
cafeteria.
They
could
use
the
same
playground
dare
I
say
they
might
even
use
the
same
water
fountain.
That
is
not
what
CCSD
should
be
creating
as
a
solution
to
a
lack
of
academic
rigor
in
our
schools.
X
There
are
100
seats
at
play
at
CCSD,
beust
academy,
we've
created
scarcity
with
winners
and
losers.
You've
changed
the
language
from
attending
high
poverty
zone
schools
to
zoned
for
high
poverty.
Let
me
tell
you
whose
zoned
for
high
poverty
schools
every
resident
in
Park
Circle,
whose
zoned
for
North
Charleston
elementary
every
resident
who
lives
south
of
broad
who's
owned
for
meminger
or
Mitchell
or
Sanders
Clyde.
So
please,
the
pretense,
that
these
changes
are
about
increasing
access
for
the
same
students
that
Charleston
rise
is
advocating
for
is
out
the
window
with
the
latest
set
of
proposals.
X
G
Y
Hey
everyone,
I'm
Sarah,
Johnson,
I'm
I'm
speaking
today,
and
my
capacity
as
a
co-leader
of
community
voice
for
education,
we're
a
teacher
parent
advocacy
group-
that's
been
around
for
eight
years
now
and
we
are
not
the
status
quo.
We
want
meaningful
change,
there's
got
to
be
community
buy-in.
We
agree
with
the
families,
educators
and
stakeholders
and
the
legislative
delegation
all
who
are
asking
you
to
go
back
to
the
drawing
board
on
the
sweeping
changes
that
have
not
been
vetted
in
the
community.
Y
We're
concerned,
in
particular
about
the
solicitation
of
third
parties
to
provide
comprehensive
educational
and
administrative
management
of
some
of
the
acceleration
zone.
Schools.
Any
proposed
plan
like
that
that
huge
should
first
be
clearly
communicated
to
each
school
community
and
then
vetted
by
each
community.
We
have
more
than
6,000
students
that
are
currently
in
the
acceleration
schools
and
many
many
more
that
will
come
through
parents
and
teachers
want
to
know.
When
are
you
going
to
engage
Burke
high
school
Simmons,
Pinckney
middle
Mitchell
Elementary?
When
will
you
engage
Sanders,
Clyde
Elementary,
meminger,
Elementary,
Stone,
Oak,
Park
Elementary?
Y
When
will
you
engage
North
Charleston,
High,
School,
Morningside,
middle
Mary,
Ford
Elementary?
When
are
you
going
to
engage
Goodwin,
Elementary,
Byrnes,
Elementary,
Haile,
Park
Elementary?
When
will
you
engage
North,
Charleston,
Elementary,
pepper,
Hill,
Elementary,
core
Elementary?
Please
stop
barreling
forward
take
time
to
engage
with
each
in
every
school
community.
That's
on
your
disruption
list.
Thank
you.
Thank.
Z
Good
afternoon
I
recognize
the
board
is
trying
to
make
difficult
and
unpopular
decisions
to
address
inequities
in
our
various
schools.
My
concern,
however,
is
that
I
believe
unintended
consequences
that
will
flow
from
your
decisions.
Specifically,
the
current
proposals
would
eliminate
the
kindergarten
program
use
without
a
successor
program
in
place.
Families
are
already
making
plans
and
enrolling
their
children
for
the
next
school
year,
and
this
new
program
does
not
even
exist.
An
imager
does
not
have
a
principal
this
year.
Excuse
me,
a
miniature
does
not
have
a
principal
in
place
for
the
next
school
year.
Z
AA
AA
Communities
have
a
right
to
know
and
fully
understand
how
the
board's
proposed
plans
will
be
effective
for
students
to
have
equity
of
access
to
CCSD
schools,
as
well
as
improved
student
achievement.
Ccsd
is
being
too
vague
on
its
title
when
school's
designated
as
acceleration
schools.
We
can't
trust
something
will
be
better
when
we
don't
know
what
is
planned
or
why
solicitations
for
managing
partners
was
initiated
and
why
an
advisory
committee
was
appointed
if
there
was
never
an
intention
to
hire
third
party
managers
for
the
schools,
as
suggested
in
my
recent
email
to
all
of
you.
AA
The
community
schools
model
needs
to
be
used
to
fully
engage
teachers.
Principals
parents
in
each
school,
as
well
as
the
school
improvement
council,
to
identify
the
changes,
waivers
and
community
partners
needed
for
school
success.
That's
what's
been
missing
from
the
critical
mission-critical
process,
so
I
suggest
it
time
to
go
to
the
schools
and
work
with
these
communities
of
schools
to
make
the
schools
better.
Thank
you.
Thank.
AB
AB
Your
jobs
are
hard
and
I
for
one
appreciate
what
you
do,
it's
thankless,
but
nonetheless
you
do
it.
It
doesn't
pay
anything,
but
nonetheless
you
do
it.
You've
had
study
after
study
after
study
with
no
implementation.
Finally,
finally,
you're
about
to
implement
something
and
I
think
that's
a
good
thing.
I,
don't
know
if
it's
the
right
thing,
but
it's
a
good
thing.
It's
a
good
thing,
because
too
many
of
our
kids
are
being
left
behind.
It's
adversely
impacting
quality
of
life
in
neighborhoods,
and
certainly
our
local
economy.
So
doing
something
is
a
good
thing.
AB
These
are
horrendous
conditions
that
you
must
deal
with
in
the
process
of
educating
all
children
equally
now
again,
I
don't
know
if
your
position
is
right
or
wrong,
but
I
do
know
if
you're,
morally
driven
if
your
positions
are
morally
driven
rather
than
politically
driven,
then
none
of
you
are
wrong.
All
of
you
are
right,
so
I
urge
you
just
maintain
some
level
of
courage,
move
forward
and
the
way
that
you
believe
it's
the
most
responsible
way
in
which
to
move.
Thank
you
for
your
time.
Thank.
AC
In
June
a
couple
months
later,
I
actually
came
here
and
spoke
out
against
what
I,
perceived
as
a
lack
of
clear
plan
with
any
details,
and
while
I
still
feel
that
that
is
true,
I'm
looking
bad
as
an
opportunity
going
forward,
I
have
a
first
grader
abused
a
four
year
old,
who
is
going
to
be
a
rising
kindergartner
and
a
2
year
old.
So
I
am
the
exact
family
that
is
going
one
of
them
that's
going
to
be
affected
by
some
of
these
chains,
specifically
to
abuse.
AC
You
know,
I
heard
a
lot
of
rumors
about
the
board
members
and
theories
of
the
superintendent
real
motivation
for
these.
Forcing
these
changes
now
and
parents
were
angry
about
it
and
I
get
it.
I
am
I
was
angry
too,
but,
after
speaking,
personally
with
the
superintendent
with
some
board,
members
I've
realized
that
their
motivations
are
good
and
that
these
rumors,
that
I
heard
were
not
true
at
all.
I've,
been
inspired
by
the
Mitchell
and
miniature
communities
showing
up
at
the
listening
sessions
and
I
have
honestly
cringed
listening
to
some
of
the
abuse
community.
AC
AC
People
do
not
like
change,
but
the
elementary
schools
in
district
20,
besides
abused,
are
ranked
towards
the
worst
in
South
Carolina,
and
this
state
isn't
exactly
leading
the
country
in
public
education.
It
is
unacceptable
to
allow
these
schools
to
continue
to
fail.
Those
that
serves
I,
believe
CCSD
has
tried
to
improve
the
schools
and
now
the
superintendent
looking
for
a
different
solution
that
has
seen
success
in
other
places
and,
of
course
it's
not
perfect,
but
it
seems
time
the
time
to
resist
change
is
past.
AC
I,
don't
want
the
school
to
change,
and
that's
great,
but
I
here,
understand
and
I,
hear
and
understand
the
sentiment
questioning
why
CCSD
would
want
to
change
a
top-rated
Elementary
School,
but
thinking
about
it
from
a
different
perspective,
they're
trying
to
increase
the
number
of
seats
at
this
top
rate
school
in
order
to
increase
the
number
of
opportunities
for
kids
to
be
able
to
attend
this
kind
of
school,
and
it's
hard
to
argue
with
that
sentiment
and
the
fact
that
they
want
to
give
d20
kids.
The
priority,
in
my
opinion,
is
a
welcome
change.
AC
AD
I'm
here
today,
because
I
would
like
some
clarity
as
to
how
the
new
plan
could
possibly
serve
your
book.
Your
board
goals.
Everyone
in
this
room
agrees
that
the
board
has
set
admirable
goals,
with
a
focus
on
equity
and
access
to
our
public
schools,
but
unfortunately,
the
current
proposals
fall
short
of
achieving
equity
or
access.
Your
proposal
for
beust
eliminates
arguably
the
most
critical
part
of
the
program
kindergarten
through
second
grade,
where
children
are
prepared
for
success.
All
research
points
towards
educators
reaching
children
early.
AD
Yet
the
board
has
proposed
a
plan
that
excludes
the
most
vulnerable
students
and
why
are
we
taking
such
a
drastic
measure
to
add
additional
seats
at
Beast
for
students
owned
for
district
20
and
poverty
schools?
This
isn't
a
new
approach.
Boost
already
gives
priority
to
district
20
and
in
fact
45%
of
the
student
body
is
from
district
20.
District
20
is
well
represented
at
least
Academy
further
boost
has
a
failing
school
district
list,
which
is
synonymous
with
the
poverty
schools.
Neither
of
these
lists
makes
any
significant
contribution
to
diversity.
AD
We
can't
keep
doing
the
same
things
and
expecting
a
different
result.
These
changes
don't
address
any
of
the
concerns
raised
raised
by
the
Charleston
rise
speakers,
and
you
may
hear
support
from
this
plan
for
those
who
don't
want
to
pay
for
private
school,
but
is
that
really
who
you
have
in
mind
when
you
talk
about
serving
the
underserved?
If
so,
you
need
to
clarify
the
board
goals
today,
you
need
to
clarify
it
for
all
of
us
in
the
room.
You
need
to
clarify
it
for
the
Post
and
Courier.
AD
You
need
to
clarify
it
for
channel
5,
because
we
want
to
understand
who
the
underserved
is
and
who
you're
trying
to
benefit.
If
you
truly
want
to
serve
the
underserved,
let's
look
at
the
schools
that
are,
you
have
deemed
underperforming
and
let's
look
at
their
school
improvement
plans.
What
are
they
telling
you
they
need?
Do
they
need
a
principal
give
them
one?
Why
not
put
the
same
time
and
attention
into
these
schools
that
you've
put
in
to
coming
up
with
a
new
plan
for
Beiste?
Thank
you
for
your
time.
Thank
you.
P
Thank
you
good
afternoon.
My
name
is
Ryan
comeback
and
I
have
had
the
pleasure
of
serving
you
for
the
last
14
years
as
a
classroom
teacher,
a
High,
School
assistant,
principal
middle
school
principal
and,
most
recently,
the
principal
at
West
Ashley
high
school.
However,
I
think
my
most
important
job
is
the
father
of
two
little
girls
in
your
district
I'm
here
this
afternoon.
To
say
thank
you.
P
Thank
you
for
the
taking
the
necessary
steps
to
bring
equity
and
access
to
the
students
of
Charleston
County
School
District
I
would
like
you
all
to
know
that
we
appreciate
what
you're
doing
the
decisions
that
you're
making.
We
meaning
the
principal's
that
I've
spoken
to
the
very
many
principals
I've
spoken
to
the
teachers.
You're
doing
the
right
thing.
Your
work
is
tough.
P
It
is,
it
is
led
by
the
right
intentions
and
families
who
want
the
very
best
for
their
kids,
and
when
you
mix
in
social
media,
it
becomes
even
more
difficult
to
do,
but
you're
doing
the
right
thing
and
I'm
proud
too
proud
to
work
in
your
district
I'm,
proud
to
serve
the
students
in
your
district
and
I
want
to
help
you
and
work
with
you
to
make
sure
that
your
bold
decisions
and
actions
are
met
with
fidelity
and
bring
true
meaningful
changes
to
our
district.
Thank
you
thank.
G
B
AE
AE
AF
Ma'am
for
chair
board
members,
dr.
posed
to
wait.
I
was
unfortunate
to
lead
the
facilitation
for
our
first
round
of
vetting
for
the
solicitations
for
interest.
We
did
have
representation
from
the
three
board
members.
We
had
representation
from
D,
20
and
D
4
with
five
community
representatives.
We
also
had
two
teachers
and
a
principal
serve
and
if
you
would
like
to
know
their
names
I'll
be
glad
to
share
that
as
well.
AF
After
a
collaborative
review
process,
we
actually
took
all
the
solicitation
of
interest.
We
had
a
rubric
that
we
reviewed
that
the
parts
of
the
rubric
which
were
kind
of
aligned
with
what
was
proposed,
what
was
published
for
the
entities
to
look
at
there
were
five
entities
that
we
did
review
that
evening.
I
think
there
were
more,
but
based
on
the
on
the
hourly
review,
there
were
four
that
maybe
fit
into
a
different
kind
of
category.
AF
After
a
review
we
in
a
collaborative
effort
we
discussed
each
one
of
the
entities
and
that
every
board
every
participant
gave
me
a
summary
statement.
After
that
summary
statement,
then
we
combined
that
basically
to
a
final
statement
and
in
the
end,
four
of
the
entities
we
as
a
collaborative
group
and
I'm
saying
we
I
was
not
part
of
the
final
decision.
As
serving
as
a
facilitator,
the
group
decided
that
they
would,
you
know,
table
it.
They
would
not
move
them
forward,
but
one
entity
we
was
recommended
to
move
forward
for
further
information.
Only.
AG
AF
F
F
F
AF
F
B
So
I
have
a
question
yep.
How
will
this
affect
the
staffing
structure
for
the
new
courses,
not
the
not
the
renewed
ones,
but
we're
adding
the
new
courses?
What
will
that
do
to
our
staffing
structure,
because
we're
sitting
there
with
one
piece
of
pie
that
we
keep
taking
money
and
setting
aside
for
this.
AE
Case
I
believe
that
these
courses
were
designed
by
teachers
who
are
already
at
the
school
who
would
like
to
teach
an
elective,
so
it
doesn't
directly
require
hiring
more
staff,
but
it
does
require
balancing
out
the
provision
of
the
required
courses
that
these
teachers
may
teach,
but
these
are
courses
that
the
principals
are
requesting
to
teach
with
existing
using
existing
staff.
Thank
you.
D
AG
AE
AH
You
know
sway
chairman
mack,
vice-chair
of
darby
rest
the
board.
Just
to
briefly
summarize,
we
did
gather
all
15
principals
here
at
the
district
office
on
December
9th
to
discuss
the
possible
waivers
that
we
could
seek
out
as
a
district.
First
would
have
to
be
approved
through
the
local
school
board
and
through
collaboration
and
collective
responses
from
the
group
of
15
principals.
They
came
up
with
three
ideas
for
state
waivers
and
those
three
waivers
would
be
in
the
areas
of
teacher
certification,
teacher
evaluation
and
also
minimum
seat
time
requirement.
AH
We
then
asked
that
the
principals
take
these
three
ideas
back
to
the
school
level
to
their
faculty
and
staffs,
to
get
input,
possibility
to
bring
back
more
ideas
or
refine.
What
we
already
have
in
place
to
just
inform
the
staff
and
faculty
where
we
at
what
the
waivers
actually
meant
and
then
we
could
move
forward.
E
AH
Man,
that's
more
in
the
area
of,
for
example,
a
high
school
course
to
give
credit
you
need
to
be
in
a
seat
in
a
classroom
in
South
Carolina
for
a
minimum
of
120
hours
that
equates
to
about.
You
can
miss
five
days
a
semester.
So
there
are.
There
are
other
places
using
innovative
ideas
for
students
to
gain
credits,
and
maybe
you
don't.
They
don't
have
to
sit
in
the
last
for
120
hours.
AH
AE
Wasn't
pushed
forward
is
that
we've
received
feedback
from
the
state
asked
me.
It
is
not
to
ask
for
that
on
a
district-wide
basis
or
in
a
lot
of
schools
but
school
by
school.
If
the
school
wants
to
extend
the
school
day
or
school
year,
we
may
do
that
school
by
school,
but
we
they've
asked
us
not
to
do
those
district.
AE
AI
AH
Yes,
sir,
for
example,
you
know
a
lot
of
these
schools
is
hard
to
find
certified
staff.
They,
you
know,
they
start
the
years
with
substitutes
and
it's
just
a
challenge.
So,
for
example,
you
may
have
a
bilingual
candidate
who
has
a
degree
in
marketing,
but
they
can
speak
Spanish
and
we
have
a
Spanish
vacancy
over
here.
So
it
gives
us
flexibility
where
they
wouldn't
have
to
go
back
to
college.
To
get
you
know
the
two-year
teaching
part
of
the
Spanish
certification.
AG
AH
So
also
what
you
see
a
lot
of
times
with
schools
with
high
turnover
a
lot
of
schools
that
are
identified
in
this
group
principals
identified
that
due
to
a
high
number
of
new
faculty
and
high
turnover,
they
spend
a
lot
of
time
and
the
current
evaluation
process
in
South
Carolina.
For
example,
the
the
SLO
process.
There's
a
minimum
of
three
meetings
per
employee
that
a
principal
or
their
team
must
do
along
with
pre
conferences
and
post
conferences
and
evaluations.
AH
So
you
start
having
ten
twelve
of
those
every
year
and
administrators
time
can
get
inundated
in
meetings
and
evaluation
meeting.
So
more
looking
at
not
the
contract,
Reverend
columns
but
more
the
process.
Is
there
a
way
to
make
it
more
user-friendly
and
less
cumbersome
and
all
engrossing
for
administration's
at
these
schools
with
high
turnover.
F
B
So
dr.
paster
I
guess
this
is
for
you
it's
kind
of
interesting
that
we
have
15
acceleration
schools
that
we
wanted
to
do.
Creative
things
with
and
before
the
principals
have
completed
their
first
round
of
consideration.
The
state
is
telling
you
certain
things
that
we
know
have
been
successful
in
other
schools.
B
They
don't
want
you
to
ask
for
in
math,
that's
a
it's
a
bit
concerning
to
say
the
State
Department
of
Education
asked
the
Charleston
County
School
District,
not
to
consider
extended
school
years
for
the
acceleration
schools,
when
so
many
studies
produced
by
the
State
Department
of
Education
talk
about
summer
learning
loss
and
these
are
underperforming
schools.
It's
also
kind
of
shocking
that
they
would
even
know
we
were
doing
this
thanks.
AE
B
AE
AE
It
has
to
do
with
the
waivers
that
the
current
principal's
in
those
schools
has
that
they
would
like
to
have
in
order
to
be
able
to
run
their
schools
more
effectively,
and
we
should
mention
that
one
of
the
things
they
made
clear
to
us
was
that
the
district
has
put
some
procedures
in
place
that
they
would
also
like
some
waivers
from.
So
this
is
only
about
the
current
principals
of
those
schools
asking
for
waivers
that
would
give
them
greater
autonomy.
AE
J
C
So
this
item
we
took
action
on
at
the
November
Khmer
the
whole.
There
are
a
couple
of
items
on
our
agenda
today
that
were
on
the
November
committed
the
whole
that
we
did
not
advance
to
the
November
board
meeting.
We
wanted
to
advance
them
to
this.
The
December
board
meeting,
that's
what
the
original
action
was,
but
it
made
a
heck
of
a
lot
more
sense
to
put
them
on
today's
agenda.
So
we
could
have
some
more
discussion.
So
thank
you
Cindy
for
pointing
that
out.
So
this
particular
item.
C
The
original
action
was
to
eliminate
a
partial
magnet
status
at
James,
B
Edwards
at
Zachary
middle
school
and
at
Mitchell,
because
there
were
a
number
of
recommendations
related
to
partial
magnets
that
we
were
making.
It
did
not
seem
to
be
the
desire
of
the
majority
of
the
board
to
go
in
the
direction
that
we
were
talking
about
in
November.
C
So
there
are
some
recommendations
on
the
agenda
to
move
to
make
a
couple
of
few
Marshall
magnet
schools,
constituent
magnets,
so
I
would
like
to
move
that
we
designate
James
B
Edwards
as
a
D
to
constituent,
magnet,
sucker,
Jerry,
Zucker
middle
schools.
A
D
for
constituent,
magnet
and
Mitchell
Elementary
School
as
a
d20
constituent
magnet
second.
AG
F
G
C
C
B
No
define
not
telling
them
they
can
or
can't,
but
you'll
find
out
swearing.
The
agenda.
There
are
other
words
used
for
other
ways
for
other
schools
to
have
other
attendance
zones,
and
we
don't
have
consistency
throughout
this
agenda
and
just
putting
a
lot
of
parents
abilities
that
we
won't
even
know
when
that
process
starts
all
right.
F
C
F
AI
B
Know
but
let's,
let's
clear
it
up
now
we
don't
have
a
single
constituent
board.
I
mean
a
single
constituent
district.
What
school
in
this
district
with
an
attendance
zone?
This
is
literally
the
first
vote
to
create
something
that
does
not
exist.
Actually
River
Creative
Arts
is
our
only
constituent
district
school
and
it
currently
doesn't
have
a
zone
which
we're
going
to
create
so
I
think
it's
very
important
that
when
you
step
into
new
territory
for
school
configurations
that
don't
exist
today,
that
would
be
very
clear
in
what
it
is.
C
AJ
H
C
C
I,
don't
think
so
any
of
the
kids
that
are
they
in
there
are
there
motions
that
we've
made
about
changing
partial
magnets.
We
said
that
the
Kin,
the
students
that
are
there
based
on
being
there
through
the
partial
magnet
process,
would
stay,
and
so
far
as
it
relates
to
Mitchell.
Kids
are
zone
for
Mitchell
kids
from
D
20
can
apply
to
go
to
Mitchell,
which
they
have
some
of
that
now
and
then
kids
can
also
apply
to
transfer
at
their
kids
from
outside
the
zone.
C
Do
want
to
transfer
if
they're
there
as
a
part
of
the
constituent
magnet,
the
district
will
provide
transportation,
which
we
have
not
always
been
consistent
with
in
the
past.
So
most
of
our
partial
magnets,
most
of
the
kids,
are
coming
from
within
the
Constituent
district.
There
are
some
places
where
they're
more
outside,
but
but
most
of
us
for
the
most
part,
like
that
sucker
all
of
those
kids
that
are
there
on
the
part
on
the
magnet
admission
process
are
zone
4d
for.
A
Now
the
only
question
I
was
gonna
raise
that's
going
to
piggyback
on
what
Cindy
mentioned
a
second
ago
before
we
cast
a
vote
and
sending
you
pointed
out
that
there
were
some
other
areas
that
were
inconsistent
to
what
we're
about
to
vote
on.
So
what
what
were
those
other
areas
has
known
that
you
were
referencing
so.
B
AI
Question
for
me,
so
you
take
the
school
capacity
we
like.
We
know
we
want
to
get
to
the
magic
number
of
whatever
that
school
will
hold.
Let's
say
this
constituent
magnet
program
doesn't
get
you
there.
Students
outside
of
the
Constituent
districts
still
have
the
ability
to
apply
through
the
transfer
policy
for
the
programs
and
be
heard
by
either
the
constituent
boards
receiving
them
or
appealing
to
this
board
all.
B
F
C
B
B
C
B
So
what
happened?
The
board
decided
to
eliminate
the
partial
magnet
status
of
these
schools
on
November
11th.
What
change
from
now
I
just
wanna,
know
what
changed
for
November
11th
to
the
16th
I
heard
you
say
was
it
didn't
appear
that
the
will
of
the
board
was
to
go
in
this
direction.
This
did
receive
the
will
of
the
board.
C
Right,
it
was
the
first
thing
with
that
we
voted
on.
There
were
a
number
of
other
action
items
that
we
had
for
partial
magnets,
that
it
seemed,
in
my
estimation,
that
the
will
the
board
was
to
to
to
move
the
partial
magnets
to
constituent
magnets
and
not
to
eliminate
partial
and
any
any
partial
magnets
that
could
be
constituent,
magnet.
C
This
is
a
similar.
A
similar
item.
I
think
this
this
item.
Actually,
we
didn't
have
make
any
changes
I'm
not
recommending
any
changes
from
the
original
motion.
So
basically
the
the
recommended
action
is
that
effective
for
the
2020
I'll
make
this
motion
2021
school
year,
hawk
out
will
serve
as
an
Advanced,
Studies
constituent,
magnet
open
to
all
eligible
d9
and
d3
students
eligible
d9
students
received
seeking
priori.
So
this
is
the
language
that
we
voted
on
on
November
11th.
Second,.
A
C
B
May
I
yeah
ask
a
question
so
how
many
seats
will
that
realistically
give
d3
I
mean
if
we
create
this?
Have
we
done
the
numbers
on
that
and
if
it
is
the
Constituent
magnet
school
with
us
to
be
attendant
zone
kids
in
the
zone
for
hot
gap
that
will
not
be
able
to
access
the
magnet
program
because
you
have
not
eliminated
the
pre
entrance
requirements
for
hot
gaps
magnet
program?
No.
C
B
C
Well,
then,
I
think
what
will
end
up
happening
is
that
they
can
do.
They
may
be
able
to
participate
in
whatever
classes.
So,
let's
say
they're
somebody's
really
strong
and
English
and
social
studies.
They
can
take
the
honors
English
from
social
studies
part,
but
they
might
take
I
mean
mr.
Williams.
The.
AK
B
AK
AK
B
AG
AG
C
This
is
similar
to
the
James,
the
Edward
sucker
Mitchell
item
at
the
November
11th.
We
in
motion
to
make
no
changes
to
the
status
of
Sullivan's
Island,
to
remove
consideration
I'd
like
to
propose
that
we
designate
Sullivan's
Island
as
a
D
to
constituent
magnet
that
will
enable
kids
from
the
d2
area
to
apply
the
constituent
magnet
program
continue
to
provide
transportation.
We
won't
have
any
kids
who
are
in
the
program
now
they
can
just
age
out
and
then,
if
their
seats
open,
they
kids
can
apply
for
a
transfer
right
run.
C
The
main
reasons
to
make
these
suggestions
by
constituent
magnets
is
now
with
the
partial
magnet
program.
We've
got
kids,
you
know
we're
busing
all
throughout
the
district
to
the
different
partial
magnets,
and
so
this
would
make
this
school
a
constituent
magnet
which
is
consistent
with
what
we're
doing
with
other
partial
items.
F
C
AI
C
F
C
C
C
C
F
B
So
we
began
this
conversation
with
about
partial
magnets
and
magnet
schools
when
we
created
a
board
goal
to
create
equity
and
access
through
a
revamped,
magnet
and
choice
options.
But
all
these
votes
are
doing
is
eliminating
access
for
certain
students.
It's
one
thing
to
say:
we're
going
to
alter
magnet
schools
so
that
we
can
normalize
offerings
in
our
schools.
But
it's
another
thing
to
say:
we
are
going
to
continue
operating,
magnet
schools
but
change
it
so
that
only
certain
children
who
live
in
the
areas
can
go
and
I
think
that
this
is
no
one's
intention.
B
But
that
would
give
you,
as
I
said.
James
Island
has
like
a
seven
percent
chance
of
getting
into
one
magnet
option
with
extra
teacher
points
and
services,
North
Charleston
and
the
net
result
of
these
is
that
ten
point
two
percent
of
the
children
will
be
able
to
access
a
school
that
has
extra
funding
and
specialized
programs
and
34
percent
of
Mount
Pleasant
kids
will
be
able
to
access
one
because
they
have
five
programs
to
most
of
these
constituent
areas.
D
B
AG
AI
Thank
you.
So
we
are
attacking
this
from
a
bunch
of
different
ways:
one
we're
trying
to
eliminate
people
driving
all
over
the
county,
we're
trying
to
improve
all
of
the
schools
in
every
district
as
a
part
of
that,
so
that
they
don't
need
to
go
all
over
the
county.
So
it's
not
one
thing
they
can
do
here
to
fix
this.
We
have
to
fix
about
ten
things
which
I
think
is
the
effort.
B
I
do
agree
we're
trying
to
accomplish
this
I.
Just
and
I
said
this
in
September
I
think
your
prioritization
is
wrong.
We
have
literal
to-do
list
on
this
agenda
of
how
to
fix
and
improve
and
expand
magnet
schools,
and
we
don't
have
a
single
word
in
any
of
these
things
from
November
or
today
other
than
an
Early
Learning
Childhood
Center,
for
about
95
kids
for
two
schools
that
is
already
serving
three
and
four-year-olds
in
North
Charleston
I
want
to
I
agree.
B
C
AJ
AJ
C
Is
very
similar
to
the
Sullivan's
Island
motion.
We
at
the
November
11th
meeting
we've
told
it
and
said
not
to
take
any
motion,
but
we
want
to
be
consistent
with
what
we're
doing
so.
I
would
move
that
we
designate
st.
Andrews
school
of
math
and
science
as
a
détente,
constituent
magnet.
They
will
continue
to
maintain
their
current
attendance
zone
unless
future
modifications
are
made
by
the
consistent
or
second.
B
So
how
will
this
work
with
the
pre
admissions
testing
for
these
students?
If
you
create
the
attendance
zone,
will
they
be
into
the
magnet
program
or
just
being
to
the
traditional
program,
and
the
magnet
program
is
again
only
available
to
the
kids
to
meet
the
attendance
testing
for
math,
st.
Andrews,
math
and
science.
C
B
G
B
House
I
would
like
to
make
an
amendment
to
this
that
we
at
least
normalize
how
the
children
access
the
schools
I
mean.
If
you
live
there
and
you
don't
have
to
take
the
admissions
tests
and
I'm
looking
at
a
rubric,
that's
as
big
as
academic
magnets
rubric.
Why
would
we
make
the
other
kids
take
that
test
now
mountain
asking
the
board,
because
y'all
are
the
ones
creating
the
agenda
and
the
emotions
we
could.
We
could
eliminate
that
by
adding
that
to
this
motion
today,.
F
G
F
C
What
if
we
I
do,
think
that's
something
that
we
ought
to
look
at,
but
I
think
we
need
to
put
some
thought
into
it.
Could
we
not
bring
that
back
for
the
January
for
our
January
board
meeting,
so
we
could
take
quick
action
on
it
and
to
make
sure
that
there's
not
any
other
admission
criteria
that
were
not
aware
of
I.
B
Really
think
you
just
gave
the
best
argument
for
us
having
these
conversations
at
another
time,
because
these
are
we
have
found
out
that
beust
is
not
testing
all
of
the
applicants.
We
have
a
sibling
policy
that
we
have
found
out,
doesn't
put
siblings
in
certain
schools.
It
puts
them
on
a
different
waiting
list.
We
have
a
rubric
to
get
into
st.
Andrews,
math
and
science.
That
I
don't
think
anybody
realized.
That's
unbelievable.
B
C
B
W
A
E
A
C
G
F
G
The
Fate
well,
this
is
the
phase
in
is
with
the
next
years.
This
is
not
part
of
this
motion.
It
will
be
part
of
the
Beus
because
it
relates
to
their
that
the
kindergarten
advanced
program
would
begin
at
meminger
next
year
right
up
first,
second,
in
the
years
following
and
in
the
years
following
at
beust
kindergarten,
then
first
and
second
would
no
longer
be
a
part
of
the
beust
building.
G
F
G
F
A
AE
Anytime,
you
change
that
student
enrollment
in
a
school
taina
one
status
could
change
it
shouldn't
change
immediately,
but
over
time
it
could
change.
None
of
this
has
a
crystal
ball,
so
it
wouldn't
necessarily
be
a
bad
thing.
It
would
be
a
good
thing
if
none
of
our
schools
had
a
population
of
a
socio-economic
distribution
that
was
skewed
to
the
point
that
we
would.
We.
D
AE
The
district
has
some
control
over,
so
we
we
decide
where
to
set
that
cut
on
and
on
distributing
our
title.
One
funds:
the
fact
that
we
have
impoverished
children
in
our
district
doesn't
keep
us
from
getting
federal
money
where
we
set
the
cut
zone
for
the
distribution
of
those
funds
is
something
over
which
the
district
has
some
control.
The.
AE
AE
F
AE
F
The
title
one
is:
seventy
percent
free
and
reduced.
That's
right.
F
F
AE
AE
AE
F
AJ
AE
Think
that
that's
the
intent,
because
if
let's
assume
that
you're
right
that,
if
that
some
students
go
to
meminger
and
then
transfer
to
be
used
as
silly
degrade,
leaves
as
we're
looking
at
it
today,
it
leaves
grades
three
four
and
five
at
miniature.
So
it's
not
the
intent
as
far
as
I
know,
two-phase
meminger
out,
but
I'm
saying
that
could
happen
over
time.
I'm
just
I,
don't
see
that
in
this
proposal
and
I
don't
see
how
the
balance
of
Kinder
car
and
children
next
year
could
possibly
tip
that
school
into
a
non-title
one
status.
AE
AL
AE
J
Q
AI
And
studies
at
meminger
it
shouldn't
stop
at
second
grade
I.
Don't
know
that
we
need
to
put
that
in
this
motion,
but
I'd
like
to
consider
that,
if
we're
going
to
raise
the
academic
achievement
there,
we
need
to
continue
to
offer
challenging
rigor
for
the
third,
fourth
and
fifth
grade
and
Lee,
because
this
has
been
such
a
flashpoint.
But
this
applies
really
to
all
of
the
other
schools.
I
hope
that,
as
we
think
about
implementing
any
of
these
changes,
we're
engaging,
as
was
requested
by
mr.
AI
Washington,
very
eloquently
engaging
our
school
improvement
councils
in
the
community
that
have
shown
up
with
such
passion
to
help
be
part
of
the
solution,
because
none
of
this
is
going
to
work
if
they're
not
working
with
us
and
then
finally,
mr.
Garrett
I
think
Reverend
Collins
made
it
a
fair
point
that
your
third
sentence,
which
currently
says
work
with
the
concision
board,
to
phase
out
the
attendance
zone,
if
necessary.
In
order
to
be
consistent
with
emotions
that
have
preceded
it.
AI
G
AI
AI
G
F
F
And
I
don't
know
how
well
it
shouldn't
that
be
established.
Now,
if
you
had
that
process,
then
the
Chagos
amendments
respect
me.
They
meant
abusive,
simple
in
the
future.
Lady
tells
me
these
are
times
to
be
prepared
by
the
school
district
to
go
in
the
views.
Not
gonna,
make
aprea
or
even
a
passer
test,
but
it.
But
if
it's
not
able
to
in
interviews,
then
where
will
that
for
that
I'll
go
with
its
their
members
or
what
it
goes
somewhere
else
or
what
happens.
AE
AE
There
are
two
important
points
in
response
to
your
question.
The
first
is
that
Roger
has
suggested
the
advanced
academic
program
at
miniature
needs
to
continue
through
the
fifth
grade.
So
at
the
end
of
second
grade,
if
a
meminger
student
did
not
qualify
to
enter
the
third
grade,
abused
the
student
and
options
where
the
student
would
be
to
stay
at
miniature
as
part
of
that
academic
program
at
miniature.
The
reason
the
entrance
criteria
abused
aren't
established
yet
is
that
we
don't
have
third
grade
entrance
criteria
for
abuse
right
now.
AE
We
only
have
kindergarten
interest
criteria
and
when
and
then
there's
a
long
waiting
list
created
and
if
a
vacancy
occurs
somewhere
down
the
road.
As
you
know,
students
are
pulled
from
that
waiting
list,
so
it's
we
have
to
figure
out
what
the
third
grade
entrance
criteria
for
all
abuse
should
be
in
the
future.
The
state
identifies
what
the
state
cause
there's
a
be
gifted
academically
gifted
children
through
a
process
at
the
end
of
second
grade.
D
AE
A
couple
of
years,
but
we
were
thinking
when
we
were
asked
about
this-
our
response
was,
if
we
could
have
till
summer
time
to
get
those
established.
Then,
before
children
start
school
in
kindergarten,
their
parents
would
know
what
the
eligibility
criteria
would
be
by
the
end
of
second
grade,
not
only
for
managers,
kindergarten,
children,
but
for
children's
about
the
district.
So.
D
C
Think
I
think
we've
heard
a
lot
from
parents
that
there's
a
lot
of
unknown
out
there,
and
so
as
much
as
we
can
have
known
for
people.
I'd,
say:
I'd
be
more
comfortable,
proving
the
motion
as
it
is,
with
the
change
or
that
third
sentence
taking
out
with
the
attendant
zone
and
then
the
IB
magnet
with
the
k5
advanced
academics
mode.
Those
are
the
changes
that
we
talked
about
so
far.
C
Real
quickly
and
I,
don't
think
we
need
to
include
this
in
the
motion,
but
I
think
I
would
assume
staffs
gonna
do
it,
but
if
not
I
would
like
I
would
hope.
We
would
all
agree
that
we
need
some
kind
of
a
transition
committee
for
both
meminger
and
views.
Depending
on
what
motion
we
take
on
that.
You
know
I
know
right
now
we
have
a
team,
that's
working
on
the
West,
Ashley
middle
school
merger,
but
I
think
you
know
a
team
with
s.
C
AL
AG
C
G
G
B
Yes,
so
I
think
what
we
need
to
understand
here
is
this
is
the
this
is
what
will
will
happen
and
it's
not
that
it's
good
or
it's
bad
will
happen.
It's
gonna
happen
because
there
are
450
seats
at
meminger.
That
is
from
a
report.
Mr.
burrow.
He
gave
us
two
years
ago
when
we
first
began
talking
about
expanding
beust,
the
attendant
zone
for
meminger
has
325
seats,
so
you
will
have
a
hundred
and
twenty-five
children
from
downtown
Charleston,
getting
first
priority
with
a
125
seats
with
a
d20
priority.
B
There
are
2,900
87
kids
K
through
5
that
live
in
D,
20,
so
I
think
becomes
very
quick
to
realize.
There's
not
going
to
be
a
lot
of
people
outside
of
D
20
accessing
meminger,
just
because
of
the
capacity
and
the
number
of
people
that
live
there
by
having
students
matriculate
to
beust
automatically.
If
they
meet
the
criteria
means
they
don't
have
to
apply
for
the
magnet
seats
they
will
get
in,
so
that
lack
of
space
for
any
other
students
is
going
to
grow
through
abuse,
I'm,
not
saying
that's
wrong
or
right,
I'm.
B
Just
saying
that
needs
to
be
clearly
understood
that
that's
that's
what
these
numbers
will
do
and
I
I
kind
of
agree
with
mr.
Hollin
said
we
have
a
policy
that
says:
if
somebody
decides
they
want
to
rename
a
school,
they
can
convene
a
naming
committee.
There's
a
reason.
Y'all
wanted
that
language
in
there
and
it's
not
because
you
think
that
they're
afraid
they
might
forget,
there's
a
policy
that
allows
them
to
rename
schools.
So
I
think
we
need
to
know
is
your:
was
your
consideration,
including
meminger,
not
being
named
meminger?
B
G
AG
G
C
P
AJ
B
B
F
G
F
G
F
C
G
Jeffery,
yes,
miss
green
all
right
and
then
miss
Frazier,
all
right
it
passes
and
if
you'll
please
cast
your
vote.
F
C
AG
AG
G
Right,
the
next
item
up
the
motion
I
would
request
that
the
first
sentence
be
deleted
so
that
it
would
phase
out
it
would
follow
the
first
bullet
of
the
November
11th
meeting,
so
that
the
language,
the
first
sentence
of
this
motion,
would
then
read:
phasing
out
kindergarten
first
grade
second
grade
at
boost
Elementary
by
year,
23
24,
except
no
new
students
in
these
grades
at
boost
and
begin
the
phasing
in
academic
program
at
meminger.
Okay,.
G
Motion
change,
abuse,
entrance
criteria
and
school
configuration
with
the
first
line;
Julie
been
phasing
out;
kindergarten
first
grade
and
second
grade
abused
Elementary
by
the
year
twenty
three
twenty
four
except
no
new
students
and
these
grades
abuse
and
begin
phasing
Anna
K
to
advance
program
and
meminger.
So.
C
G
C
G
G
New
admissions
criteria
for
3rd
graders
and
above
who
are
transferring
in
from
outside
meminger
in
20
21
22
keeping
the
current
level
of
academic
standards
next
line
by
24
25
expand
the
middle
enrollment
to
four
classes
per
grade
review,
countywide
academic
magnet
data
and
inference
entrance
criteria
annually
in
order
to
ensure
changes
are
producing
results
consistent
with
the
board
goals
of
quality
and
fair
representation
of
student
populations.
All
applicants
from
throughout
the
district
will
be
screened
to
determine
eligibility.
G
So
on
that
last
point,
just
as
a
clarification,
I
had
a
question
from
somebody
over
the
weekend
saying
well,
you're,
saying
Matt.
Well,
so
you
know
some
private
schools
don't
do
math.
Is
this
somehow
eliminating
private
schoolers
and
I
got
clarification
over
the
weekend
from
the
district
that
we
would
either
take
an
equip
there's
take
the
equivalency
from
SC
ready
or
administer
map
to
students
ourselves,
so
the
district
would
narrow
that
out,
but
the
intent
is.
B
H
AG
AG
F
G
Yep
understood
with
is
looking
at
at
and
maybe
that's
wording.
That
is
a
duplication
that
may
not
need
to
be
there
for
2021,
give
priority
to
students
scoring
at
75th,
percentile
or
higher
on
map,
which
is
the
current
transfer
in
requirement.
If
you're,
if
you're
on
a
waiting
list
and
you've
got
75th
percentile
on
your
map
scores
both
reading
them
out,
you
get
to
come
in.
C
G
C
G
G
F
Just
let
me
say
this
to
understand
as
the
difference
from
the
perspective
that
I've
seen
a
lot
of
emotions
over
the
years
and
the
most
of
me
just
voted
on
a
little
while
ago,
as
well
as
when
we
fought
them
over
now.
These
voters
had
to
have
drastic
and
contradicting
changes
that
impact
the
community.
Quite
a
bit
normally
wouldn't
put
this
much
this
much
change
in
it
when
most
of
them
voted
all
at
one
time,
because
the
east
thing
has
to
be
carefully
and
thoroughly
vetted
I,
don't
know
what
happened.
F
Almost
work,
you've
done
superintendent
to
vet
each
item,
but
but
it's
a
lot
a
changes,
the
voting
that
we're
rolling
in
five
minutes
time
in
and
I
think
we've
done
a
good
job
in,
but
we
don't
understand
the
impact
of
the
community.
I
really
think
it
needs
work,
I
really
recommend
pulling
it
and
take
it
and
pulling
it
pulling
it
back
and
embed
it
again.
Maybe
we
try
again
next
meeting
on
February,
but
it's
a
lot.
It's
a
lot.
A
lot
of
conflicting
changes.
B
The
true
it
doesn't
say
for
2020
once
it's
for
2021
only
give
priorities
to
students
scoring
at
that
percentile.
How
are
you
handling
the
we
already
know?
There's
a
severe
lack
of
space
for
children
outside
of
d20,
because
we
just
talked
about
how
Menninger
is
going
to
flow
almost
100%
d20
students.
So
this
is
the
one
shot
outside
students
will
be
taking
how
we're
going
to
handle
the
sibling
policy.
Do
they
do
they
get
in
before
the
meminger,
or
do
they
not
get
in
for
sibling
policy
because
of
the
lack
of
space
it.
G
B
Remember:
that's
exactly
it!
It
says
they
it
doesn't
it
neither
of
these
motions.
Do
you
clearly
state
that
there's
not
going
to
be
another
two-tiered
system,
one
test
for
these
one
test
for
those?
So
can
we
get
clear
with
that
by
making
a
friendly
amendment
into
this
emotion
that
the
admissions
tests
will
be
consistent
from
all
elementary
schools?
Yes,.
G
E
AG
AI
C
B
G
AD
G
AF
D
C
AG
C
Couple
quick
things
one:
you
know
we're
we're
talking
about
this.
You
know
what
how
many
kids
coming
from
meminger
right
now
I
think
we
have
about
350
kids
at
meminger
space
for
460,
so
we've
got
potentially
up
space
for
110
kids.
We
have
talked
a
lot
about
the
excess
capacity
and
our
schools
on
the
peninsula.
So
I,
don't
think
I
mean
it
would
be
a
nice
problem
to
have
if
we
are
jam-packed
at
meminger.
That
would
be
great
and
I
just
want
to
make
sure
we'll
have
a
transition
committee
as
well.
D
AG
G
But
the
intent
is
to
target
those
schools
at
which
there
is
not
an
opportunity
for
for
kids
who
are
of
that
that
caliber
of
of
achievement
in
their
grade
level,
if
you
are
driving,
so
we
have
excellent
opportunities
in
many
places
across
the
districts
that
often
do
a
better
job.
If
you
look
at
this
at
the
scores
and
break
it
out
at
growth
and
achievement
by
their
students,
even
abuse
as
a
wonderful
job,
but
it's
there
are
excellent
opportunities
in
other
areas
that
are
not.
AJ
What
happened
if
the
parents
are
not
comfortable,
sending
their
children's
abuse
or
not
or
not,
not
wanting
to
be
accepted
to
that.
But
you
know
that's
the
case,
then
all
you
really
do
is
create
a
more
of
the
same
just
like
to
deal
with
the
kindergarten
program
expanding
it
and
then
it
didn't
create
any
diversity
whatsoever.
AJ
AJ
AG
B
AI
B
AI
Don't
think
the
academic
admission
folks
at
our
private
schools
are
looking
for
jobs.
I
think
we've
got
some
room
to
go
here,
so
I
think
it's
our
job
to
go
out
in
all
of
these
schools,
not
just
this
school
every
school
and
create
opportunity,
and
that's
what
all
of
these
motions
are
building
upon.
So
with
that
in
mind,
I'd
like
to
call
the
question
is
modified.
Okay,.
AL
H
B
X
C
B
F
F
F
AF
G
Board
members:
this
is
an
information
item
we
will
vote
on
it
later
today,
but
just
going
through
the
items,
you've
got
the
audit
report
from
our
external
audit
for
this
year,
that'll
be
coming
they'll
be
presenting
later
this
afternoon.
Then,
if
as
I
go
through,
let
me
know
if
you've
got
any
questions.
B
G
Will
be
with
Lucy
Beckham
high
schools,
just
proving
funding
was
expected
to
open
that
up.
Pre-K
childhood
development.
Centralized
screening
is
intent
to
spread
the
current
screening
for
incoming
kindergarteners
throughout
the
district
and
to
be
able
to
do
it
closer
to
parents,
but
to
have
a
centralized
process
for
doing
that.
E
E
E
We
consider
them
when
we
met,
and
my
only
concern
was
that
I
felt
like
a
lot
of
what
was
what
Reverend
Collins
were
trying
was
trying
to
accomplish,
is
already
covered
in
the
students
code
of
conduct.
I,
don't
disagree
about
the
dress
but
I
think
I
think
it's
already
covered,
but
I
wanted
to
make
sure
that
Reverend
Collins
had
the
opportunity
to
to
explain
his
recommendations
and
then
Natalie
will
can
talk
a
little
bit
a
minute
about
the
faculty
group
or
the
principal
group
that
had
the
other
recommendation.
E
AM
Who
the
group
was
for
sure
so
I
I
had
mr.
Cobb
if
you'll
come
to
have
this
seat
right
here
beside
me,
mr.
Cobb,
actually
we
got
an
issue
from
a
school
and
it
made
me
actually
take
a
look
at
our
uniform
policy
and
I
noticed
that
there
was
a
little
bit
of
inconsistency
with
regards
to
what
the
policy
states
and
what
the
the
forum
stated.
AM
So
I
asked
John
Cobb
to
step
in
and
work
with
the
principles
of
those
schools
to
see
if
we
could
get
some
language
that
that
aligns
to
what
the
school's
want
or
what
they
typically
do,
because
I
the
way
that
our
policy
was
written
was
could
completely
conflicting.
And
so
it's
my
understanding
that
mr.
AM
If
you
fill
this
form
out,
you're
exempted
from
we're
wearing
the
uniform
and
John
Cobb
reached
out
to
those
principals
got
feedback
from
them,
and
it's
my
understanding
that
the
consensus
was
that
they
wanted
it
to
be
a
process
by
which
the
executive
director
would
handle
any
appeals
from
that
process.
And
that
decision
would
be
final
and
those
are
the
changes
that
are
recommended.
I
can't
remember,
which
color
those.
AM
AK
E
F
I
first
saw
hearing
pain
from
other
people,
the
public's
father,
father
father.
Those
students
have
uniforms
on
while
they
dress
that
way.
So
I
thought
about
it,
but
he
paid
no
attention.
Then
then
that's
wild
in
my
own.
Well,
my
wife.
Actually
one
day,
those
kids
are
those
kids
I
have
a
dress
code,
she's
busy,
so
I
can
see
these
young
ladies
underwear,
under
from
a
skirt
I,
said
as
well.
It's
supposed
to
be
the
dress
code,
so
I
start
thinking
supposed
to
look
at
myself
and
I
saw
nothing
guys.
F
Gonna,
show
you
what
wiki,
but
but
but
our
kids
are
cut
off
the
chain
and
the
schools
they
don't
have
uniforms
and
a
lot
of
my
tenants
that
to
make
them
decent
and
they're
covered
up
their
respect
is
and
they're
not
they're,
not
known
for
their
for
what
they
show.
I,
don't
know
what
didn't
know:
I
medicate
ourselves
and
ladylike
manners
in
manners
like
gentlemen,
submit
you
late
to
school
in
the
classroom
environment
for
learning
about
distraction.
F
That's
why
you
see
the
writing
in
blue
trying
to
narrow
down
some
things
that
I
think
I
really
I,
can't
just
what
I'll
put
opposite
sex.
This
is
just
really
to
stay
focused
on
school.
As
my
goal,
that's
why
you
see
the
blue
changes,
knowing
no
other
reason,
but
to
keep
kids
focus
on
school,
and
you.
E
F
It's
also
a
lot
of
copy
friends
with
the
dulcet.
Where
did
the
dog
dress,
to
a
professional
dress
with
us
for
the
staff
a
lot
of
the
same
language
being
passed
down
to
the
children?
That's
gonna
in
the
house
with
us
if
they
need
to
stop
Lynas
are
about
young
adults,
so
so
that's
something
belong
ever
came
from
the
same
thing
that
we
already
require
for
the
adults,
our
workforce.
E
The
one
comment
that
I
would
make
just
based
on
experiences
if
we
start
citing
specific
examples-
and
we
forget
something-
somebody's
gonna
say
well,
that's
not
covered.
If
you
that
is
one
thing
looking
at
that
I
mean
I,
just
found
that
over
the
years
that
you
know,
if
you
say
you
can't
wear
short
shorts
in
but
some
reason
you
don't
say
a
halter
top
and
somebody
comes
in
a
halter,
they're
gonna
say:
well,
that's
not
in
your
policy.
C
Reverend
Holmes
has
been
concerned
about
this
for
a
while.
We
talked
about
it
for
a
while
and
I
do
see
like,
for
example,
leggings
under
prohibited
attire
in
the
Code
of
Conduct,
and
that's
in
Robert
Hong's
motion
and
his
wording
as
well
and
I.
Just
wonder
either
doctor
persuade
our
staff
I
mean.
Do
we
have
schools
where
the
credit
contact
is
being
enforced
really
well,
and
so
we
don't
have
kids
wearing
leggings
without
a
shirt
covering
for
modesty
or
where
we
don't
like
I
know
there.
I
have
seen
where
children
most
women
are.
C
Girls,
I
guess
are
wearing
shorts
that
you
can't
really
even
tell
they
have
shorts
on.
So
is
this
and
Reverend
found
them
that
discussed
this
isn't
an
issue
where
we
have
a
policy
and
code
of
conduct
in
place,
but
we're
not
enforcing
it
in
some
places
or
do
we
need
to
say
everybody
needs
to
be
wearing
uniforms
which
I'm
sure
somebody's
gonna
I
think
scream
at
me
about
that
man.
W
Took
the
code
of
conduct
as
my
cue
to
come
forward,
I
would
say
several
of
those
things
are
true:
we
have
dress
code
issues
in
a
lot
of
our
schools,
but
they're
very
different,
so
your
schools
with
uniform
policies,
the
dress
code
violations
are
for
not
being
in
the
proper
uniform.
Our
dress
code
issues
and
our
other
schools
are
for
inappropriate
attire.
It's
not
outlined
in
the
code
of
conduct.
I
can
say
that
I
do
believe
that
it
is
not
always
enforced
to
the
letter
of
the
policy,
because
it's
very
time-intensive
to
do
that.
W
It's
also
there's
also
issues
if
a
male
administrator
addresses
a
female
female
students
clothing.
There
are
things
come
up
with
that,
so
you
definitely
a
policy
that
the
code
of
conduct
committee
has
talked
about
many
times
in
the
last
few
years
as
probably
needing
some
work,
but
we've
done
some
other
policies
first,
but
I
do
think
that
we
have
a
lot
of
issues
around
dress
code
but
they're
different
depending
on
whether
a
school
is
a
uniform
school
or
a
non
uniform
school
I.
Don't
know
if
that
helps
or
not.
Thank
you.
AF
AI
Just
a
certainly
respective
columns
effort
on
this,
but
you
could
take
any
one
of
these
and
go
well
leggings
as
long
as
they
had
a
skirt
on
was
okay
and
then
we
start
getting
in
you
know,
I
mean
and
I'm
really.
The
problem
is
right
now,
because
it's
widely
addressing
things
you
leave
in
the
subjectivity
of
one
person
in
a
school
I
mean
I'd
like
to
send
this
back
with
your
group
and
Roman
Collins
and
Miss.
J
AI
AB
AI
AI
AG
Having
been
a
high
school
teacher,
it's
these
are
very
hard
to
enforce
and
I
think
when
you
get
very
specific,
it
makes
it
even
harder
administrators
have
a
lot
to
do
and
I'm
not
saying
the
dress
is:
is
we
should
let
it
go?
Because
ever
since
I
was
teeth,
I
mean
it's
always
a
problem
in
high
schools?
AG
Kids
are
gonna,
try
and
push
this
so
I
like
the
policy,
because
it's
more
of
an
overview
and
then
we
just
discuss
it
with
administrators,
but
there's
also
a
time
factor
in
schools
that
there
just
isn't
enough
time
and
a
day
to
deal
with
all
of
whether
this
is
a
miniskirt
or
not
a
miniskirt.
You
know,
and
so
logistically
I
think
it's
hard,
but
I
think
that
I
don't
know
maybe
over
viewing
with
the
principals
at
the
beginning
of
the
year
and
kids
and
try
to
enforce
it
equally
throughout
the
school
district.
B
But
we
don't
have
to
think
a
couple
of
years
ago
when
we
found
out
what
happens
when
a
principal
in
one
of
our
schools
thinks
one
thing
and
a
parent
whose
child
attends
that
school
thinks
the
other
thing
and
one
of
the
problems
is
I'm,
not
sure
if
I'm
wearing
tight
clothing
now
or
not,
and
and
it
becomes
very
subjective.
So
if
I
agree
with
Priscilla
I
mean
we've
got
to
have
something
but
I
really
as
a
person
who's
had
to
enforce
those.
B
You
want
to
leave
out
as
many
subjective
words
as
possible,
because
we
don't
need
conversations
going
on
about
I
mean
excessively
form-fitting.
You
know
it's
that
that's
going
to
open
us
up
to
it
at
least
a
social
media
firestorm
at
best
and
a
lawsuit,
frayed
or
torn
very
well-defined.
So
I
think
that
we
have
a
jumping-off
point,
but
I
would
like
to
see
that
we're
in
a
little
bit
less
subjective
area.
I.
Don't
want
to
put
our
staff
in
that
position
so.
E
F
Absolutely
let
me
say
this
ooh,
you
know
mr.
Koch
you've
brought
out
a
good
point,
but
it
was
just
what
you
see
the
blue
most
of
that
has
already
policy
in
most
of
those
exact
words
already
a
professional
sastras
I
didn't
created
it.
That's
what
we
used
already
and
you
have
to
understand
that
the
frame
that
the
mind
had
framed
it
up
was
trying
to
prevent
sexual
distractions
in
school.
That's
an
ending
in
a
networked
environment.
That's
the
whole
goal
of
it,
and
these
kids
are
they're
smart.
F
Chasing
after
her,
she
was
only
13
years
old,
5000
men
coming
after
my
own
time,
so
I
know
other
parents
experiencing
don't
probably
not
for
one,
but
these
guys
these
predators
are
out.
There
I
think
a
guy
got
arrested
about
a
week
but
two
weeks
ago
for
going
up
to
13
year
girl.
So
we
can
say:
well
it's
it's
too
much
or
do
this
to
you
that
the
others
do
it
another
than
one
idea
is
because
we
can
make
a
policy
you
cover
up
from
your
neck
to
your
knees.
E
E
B
Would
like
to
make
a
motion
that
we
go
ahead
and
accept
first
reading
of
the
district's
proposed
change
language
and
request
that
the
district
work
with
Reverend
Collins
to
create
other
language
at
a
future
time.
So
let's
do
keep
this
moving
forward,
so
it
does
help
with
the
because
that's
not
even
dealing
with
student
attire.
It's
specifically
dealing
with
uniform
policy
and
I
agree.
We
need
to
get
that
into
the
public
arena
soon.
If
we're
going.
C
F
C
Year,
because
the
code
of
conduct
is
has
already
been
printed,
okay,
so
I
just
want
to
make
I
just
want
to
make
sure
that
and
I'm
sure
that
if
we
do
pass
first
reading
on
the
read
changes
that
we
that
we
make
sure
we
follow
through
with
what
Reverend
Collins
concerns
aren't
it
may
be
updating
student
code
of
conduct,
as
you
said,
mr.
cooker,
it
may
be
more
enforcement
at
some
schools,
I
guess
it'll.
You
know,
but
it'll
depend
on
what
the
needs
are
since.
E
E
AJ
E
F
V
M
E
There
goes
so
the
motion
passed
nine
yep.
The
second
policy
that
you
had
was
the
tip
policy
that
Todd
referenced
and
I
think
the
logic
behind
this
is
pretty
much
to
put
a
policy
in
place
so
that
boards
all
boards
moving
forward,
would
kind
of
understand
the
intent
behind
those
tips
that
we
wanted
to
support.
So
Todd
are,
you
are
I.
Would.
G
Make
a
motion
to
approve
the
okay
and
just
as
a
brief
explanation,
this
Carol
Clark,
the
district's
outside
attorney
regarding
this
issue,
wrote
this
policy
and
the
intent
is
to
boards
are
typically
approached
by
a
third
party,
taxing
entity
with
30
days
to
say
yes
or
no,
and
so
this
is
to
put
a
process
in
place
requesting
from
them
at
least
90
days,
for
the
district
to
hire
an
outside
expert
to
go
analyze.
How
much
is
this
no
kidding
what
it
cost
us,
because
in
the
past
we've
seen
a
tip
request?
G
The
person
asking
for
it
gave
us
a
number
that
drastically
different
differed
in
how
it
would
affect
us
based
on
our
own
assessments.
So
the
intent
is
to
get
a
third
party
to
go
out
and
assess
it
and
then
to
bring
back
a
recommendation
if,
for
some
reason,
people
the
third
party
entities
come
to
us
with
less
than
90
days
notice.
It
directs
the
superintendent
to
send
a
letter
saying
that
we
don't
have
time
to
consider
it
and
will
not
participate
so
and.
B
The
first
I
am
I
hesitate
to
create
policies.
That
kind
of
says
you
can
go
do
stuff,
but
I
got
to
tell
you
this
one
was
written
very
well,
particularly
when
it
says
we're
going
to
engage
a
third
party
entity
paid
for
by
the
other
people,
so
kudos
to
you
for
that.
I
just
wanna
make
sure
that
we're
not
bumping
up
against
state
law
or
any
municipalities.
That's
if
they're
not
required
to
give
us
90
day
notice.
B
E
B
AI
The
other
part
of
my
question
had
to
do
with
moving
from
a
60%
of
the
board
to
a
supermajority,
and
it
makes
no
reference
to
of
those
present,
and
so
just
something
for
everybody's
clarification.
We've
run
into
this
on
city
council,
a
few
cases
where
people
say
you
got
to
have
a
majority
or
whatever
or
Planning
Commission,
with
only
three
people
show
up
out
of
a
six
member
body.
So
this
actually
is
a
better
protection.
AI
X
B
Next
item
is
talking
about
determined
agenda
items
to
move
to
December
16th
board
meeting
consent
agenda,
anything
that
I
voted
no
on
clearly
there's
a
supermajority
voting
YES
on
it
and
I
would
say,
go
ahead
and
put
it
on
potential
consent.
I,
don't
know
that
anybody
is
going
to
change
their
vote
from
3:30
to
5:30.
Today
you
know
we've
discussed
it.
Our
job
now
is
to
is
to
implement
with
fidelity.
So
if
it
even
is,
in
my
part,
I
say
no
I
would
vote
that
we
put
those
items
in
potential.