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From YouTube: CCSD Board of Trustees Committee of the Whole Meeting & Special-Called Meeting | May 9, 2022
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A
C
A
D
A
All
right
the
motion
passes.
The
next
item
is
public
comments
in
person,
and
miss
waters
is
not
here
today,
she's
joining
by
phone,
so
is
that
list
over?
Is
it
over
there?
A
Okay?
Okay,
thank
you.
Thank
you.
So
everybody
should
have
gotten
an
email
with
an
email
with
a
list
of
email
comments,
but
for
public
comments.
Today,
we've
got
a
few
people,
so
we'll
just
go
ahead
and
go
through
go.
Please
keep
come
to
the
podium
and
you'll.
C
See
the
timer
up
there
first
is
gary
mccall.
E
Good
afternoon
before
I
get
started,
catherine
nagle
has
registered
for
two
minutes
and
she
would
like
to
yield
her
time
to
me
if
that's
possible,
would
that
be
okay
with
the
board.
E
Okay,
thank
you.
My
name
is
gary
mcauliffe
and
I'm
here
to
speak
about
esser
funding.
I've
been
to
various
presentations
on
esser
funding
with
the
latest
one
being
the
april
25th
ccsd
committee
of
the
whole
meeting.
Since
that
time,
I
sent
general
comments
to
the
board
of
trustees
and
have
shared
those
comments
with
some
members
of
the
community.
E
E
It
is
assumed
that
ccsd
must
comply
with
federal
and
state
requirements
in
order
to
accept
esser
funding
and
my
question
there
is
how
is
ccsd
complying
specific
specifically
with
the
federal
and
state
requirements,
not
for
an
answer
now,
but
that's
a
question
I
have
ester
funding
is
a
huge
addition
to
the
ccsd
financial
resources
and
is
being
paid
for
by
increasing
our
national
debt.
E
E
The
third
question
is
has
to
do
with
the
implementation
of
sr
funding,
because
I
think
it
has
a
possibility
of
interfering
with
the
prime
focus
of
ccsd,
which
of
course
is
education
of
the
current
students
that
are
in
in
class,
and
I
speak
of
this
because
teachers
and
administrators
and
others
if
there
are
meetings
being
held,
they're
being
pulled
away
from
the
day-to-day
teaching
of
students.
So
my
question,
and
certainly
not
an
answer
today,
but
how
is
that
interference
going
to
be
avoided
so
that
we
can?
E
You
know
that
answer
funds
can
be
properly
applied
without
interfering
with
the
ongoing
teaching
of
students.
I've
observed
that
ccsd
has
three
areas
of
funding.
The
operating
budget
is
an
annual
budgeting
process
that
has
a
history
of
of
expenditures.
In
the
past,
the
capital
budget
items
are
specific
items
that
are
based
on
scope
of
work,
bids
and
selection
in
a
selection
process.
E
The
esser
funds
do
not
have
that
history
that
the
operating
budget
has,
and
they
at
this
point
have
not
developed
scopes
that
are
consistent
with
capital
budget
items.
So
my
thought
is
that
cca
ccsd
needs
to
develop
a
budget
structure
of
esser
funding
that
incorporates
features
of
both
the
operating
budget
and
capital
budget
items.
E
I
believe
that
the
public
has
not
been
informed
on
the
extent
of
esther
esser
funding,
the
nature
of
state
and
federal
requirements
and
the
fact
that
the
funding
was
paid
for
by
an
increase
of
our
national
debt.
The
solution,
in
my
mind,
is
that
ccsd
should
provide
more
more
communication
about
essa
funding
to
the
public
to
solve
that
issue.
E
Secondly,
I
do
not
believe
that
the
budget
budget
structure
is
in
place
for
recommending
fund
usage
and
obtaining
board
of
trustee
approval
in
meetings
that
include
the
public
and,
of
course,
the
solution
there,
in
my
opinion,
is
to
develop
that
budget
structure.
I
hope
the
ccsd
considers
and
acts
on
this
information.
Thank
you.
A
Okay,
next
is
tori
sanders.
C
G
So
these
are
the
items
that
will
be
covered
under
the
superintendent's
report.
This
afternoon
district
highlights
a
mission
critical
update
with
the
early
childhood
work
on
the
mission
critical.
Also
we
were
intending
on
bringing
to
the
to
the
board
this
afternoon,
a
schedule
of
when
we
would
be
bringing
mission
critical
items
to
the
board
for
update.
We
will
have
that
sent
out
to
to
school
board
this
friday.
G
Following
the
mission
critical
update
by
early
childhood
by
mr
tim
foxworth,
I
will
do
an
essa
update
and
then
take
questions
on
the
superintendent's
update.
So
with
that
turn
out
to
dr
taylon.
H
Thank
you,
superintendent,
kennedy,
reverend
mack
members
of
the
board.
We're
excited
to
share
this
week's
ccsd
highlights.
The
first
is
that
last
week
we
celebrated
national
teacher
appreciation
week
and
we
celebrated
our
teachers
in
a
variety
of
ways,
and
actually,
tomorrow
we
are
going
to
celebrate
our
past
teachers
of
the
year
and
on
friday
we
will
announce
the
district's
2022
teacher
of
the
year.
So
we're
excited
about
that.
We
still
our
board
members
if
you
have
not
shared
with
us
whether
or
not
you're
going
to
attend
the
event
tomorrow.
H
Let
us
know
and
we'll
look
forward
to
seeing
you.
Our
second
highlight
is
that
academic
magnet
high
school
was
named.
The
number
two
high
school
in
the
nation
for
the
third
year
in
a
row
in
addition
to
academic
magnet
high
school
being
named
ccsd,
also
had
three
of
the
top
five
schools
in
the
state.
They
were
academic,
magnet,
charleston,
county
school
of
the
arts
and
wando
high
school.
H
Most
recently
we
hosted
a
dedication
ceremony
was
hosted
on
april
22nd
for
the
attaway-hindson
park.
It
commemorates
the
site
where
the
stadium
once
stood
and
now
the
center
the
cooper
river
center
for
advanced
studies
campus.
Is
there
representatives
from
ccsd,
as
well
as
the
city
of
north
charleston's,
mayor
keith,
semi
participated.
In
that
event,
the
ccsd
liberty
hill
stem
initiative
held
its
annual
community
stem
day
on
april
30th.
It
was
held
at
royal
baptist
church
life
center.
There
were
25
industry,
community
partners
who
participated
and
the
event
garnered
more
than
300
attendees.
H
The
purpose
of
the
event
was
to
engage
students
and
families
who
are
underrepresented
in
science,
technology,
engineering
and
math
fields.
Ccsd
dominated
the
south
carolina
high
school
league,
lacrosse
state
finals.
On
april
30th
in
irmo,
the
wando
boys
won
the
5a
title.
This
is
their
first
state
championship
win
since
2018,
their
seventh
state
title.
Overall,
the
wando
girls
also
won.
They
won
the
5a
state
championship,
it's
their
first
title
since,
and
the
lucy
beckham
boys
won
the
4a
crown.
They
defeated
church
christ.
It
is
their
first
state
championship
in
the
program's
history.
H
G
Thank
you
very
much,
dr
taylor.
So
now
we'll
have
mr
kimberly
foxworth
present
the
present
on
the
early
childhood.
I
Good
afternoon
reverend
mack
vice
chair
waters,
members
of
the
board,
interim
superintendent,
kennedy
and
gus.
Thank
you
for
being
here
today.
I'm
going
to
give
a
brief
update
on
the
early
childhood
work.
We've
been
doing
over
the
last
couple
of
years,
specifically
about
expanding
access
to
pre-k
in
our
county.
I
So
over
the
last
couple
years,
we've
we've
been
very
busy
which
I'm
very
excited
about,
and
so
in
2019
the
board
of
trustees
initiated
an
early
childhood
project
task
force.
This
task
force
brought
together
a
cross-section
of
our
district,
and
we
worked
for
months
and
months
and
then
the
pandemic
came
and
we
did
wrap
up.
I
But
some
things
that
came
out
of
the
task
force
were
the
mary
ford,
early
learning
and
family
center,
which
I
think
many
of
you
are
familiar
with
centralizing
and
aligning
the
cd
application
and
screening
process
to
ensure
equity
for
enrollment,
researching
and
implementing
a
new
research
based
curriculum
for
our
3k
and
4k
classrooms.
I
We
developed
an
ntss
framework
revamped.
The
head
start
grant
specifically
we're
working
to
certify
head
start
teachers
over
the
next
five
years.
By
the
time
the
next
grant
is
up,
and
then
we
work
specifically
on
a
plan
to
expand
pre-k
and
that's
why
I'm
really
here
today,
but
that's
the
work
that
was
done
as
part
of
that
task
force.
I
So
for
expanding
pre-k,
what
does
that
mean?
We
do
the
team.
A
committee
worked
on
developing
a
multi-year
plan
to
make
sure
to
see
if
we
can
get
access
to
more
kids.
Currently,
at
the
start
of
the
school
year,
we
had
945
students
on
the
cd
waitlist
across
the
county,
and
so
what
we
want
to
do
is
see
how
we
can
expand
pre-k
for
more
children,
and
so
this
expansion
aligns
with
three
things.
It
aligns
with
the
project
task
force.
I
I
just
mentioned
it
aligns
with
vision
2027,
which
is
the
esser
funding
that
is
specifically
laid
out
in,
and
it
also
aligns
with
the
strategic
plan
goal
goal
one
about
maximizing
achievement
next
slide,
please
so
what
does
it
mean?
We
can
have
more
access
to
400
at
least
494
students
using
esser
funding,
we'll
reduce
the
waiting
list,
we're
going
to
increase
access
for
high
quality
programming
and
then
we're
going
to
create
a
a
long
range
plan
for
universal.
I
This
committee,
that
worked
very
hard
since
28
2019
used
multiple
data
points
to
determine
the
school
needs.
We
looked
at
enrollment
data.
We
looked
at
trends,
we
looked
at
fast
bridge.
We
looked
at
our
applications
that
we
received
in
head
start.
The
number
applications
are
received
in
cd
cd
4k
pre-k.
That's
all
the
same
I'll
try
to
use
the
same
language.
I
We
also
looked
at
worked
with
the
operations
team
to
examine
the
current
facility,
where
we,
what
you'll
find
as
I
keep
going,
what
you're
going
to
find
is.
We
have
a
lot
of
need,
but
the
places
we
have
a
long
waiting
list.
Unfortunately,
we
don't
have
a
lot
of
space,
so
we
did
look
at
that
and
so,
in
the
end
we
organized
our
schools
by
stages
because
it's
impossible
to
at
this
point
to
expand
fully
and
so
to
make
it
digestible.
We
expand
it
into
stages.
I
When
you
hear
me
say
the
word
stages,
it's
a
group,
a
group
of
schools
where
we
can
easily
expand
pre-k,
okay,
next
slide,
and
so
the
criteria
we
use.
I
kind
of
touched
on
this-
is
we've
looked
at
the
academic
need,
because
our
first
and
foremost
responsibility
is
to
make
sure
the
students
who
need
the
program
most
get
in
the
program,
and
so
we
looked
at
fast
bridge.
Reading
kindergarten
readiness
assessment.
We
did
look
at
my
eighties
of
the
four-year
cate
assessment.
I
We
also
looked
at
demand
how
many
applications
versus
space
versus
parent
feedback
all
those
things.
We
looked
at
geographic
trends.
Where
is
our?
Where
are
families
applying
from
what
schools
and
where
those
students
located
every
year
as
being
in
charge
of
head
start,
we
have
to
do
a
community
assessment
that
also
provides
us
some
really
good
information
about
the
number
of
students
that
meet
the
property
guideline
by
zip
code.
It
tells
us
how
many
in
our
community
are
one
two
three
four.
I
If
we
were
going
to
expand
using
esser
funding
where
we
would
start,
and
so
for
stage
one,
they
are
schools
that
currently,
if
you
look
at
the
chart,
do
not
have
a
waiting
list,
they
didn't,
we
don't
need
any
additional
classrooms,
but-
and
so
we
what
we
want
to
do
there,
we
think
there
are
kids
in
that
community,
those
communities
that
are
not
utilizing
pre-k,
so
our
first
for
stage,
one
using
esser
funding.
What
we
want
to
do
is
do
community-based
campaigns,
identify
those
students
and
in
those
class
those
schools
we
could
use.
I
I
For
example,
the
james
island
early
learning
center
is
already
in
your
funded
list,
and
that
would
be
in
our
stage
stage
two
and
then
the
lambs
goodwin
early
childhood
center,
and
so
those
centers
would
help
us
meet
the
current
need,
but
also
expand
and
meet
the
needs
of
more
families
in
those
areas,
and
you
can
see
there
and
then
stage
three.
I
Those
are
the
schools
that
have
a
higher
academic
need,
have
very
high
enrollment
demand
and
have
no
space
in
the
building
for
additional
4k
classrooms,
and
so
this
is
where
we're
going
to
work
together
to
be
through
esser
funding
to
be
creative
and
trying
to
meet
the
needs
of
these
students,
because
we
need
these
are
the
students
we
want
to
get
in
school.
These
are
the
families
we
want
to
support
and
then
stage
four,
these
kids.
I
I
So
pre-k
expansion
and
esser
funding.
What
would
we
use
the
money
for
for
state
for
stages?
One
would
be,
I
already
said
the
communication
campaign
we
did
allocate.
Some
funding
is,
if
all
of
a
sudden
we
get
the
word
out,
and
we
have
some
communities
that
kids
come
out
and
start
utilizing
the
service.
That
would
be
there's
funding
for
additional
staff,
but
really
for
that
is
the
communication
and
marketing
campaign
getting
in
those
communities
and
telling
families
about
pre-k
and
then
the
other
for
stage
three
would
be
the
modular
classrooms
transportation.
I
I
We
would
focus
on
the
schools
in
stage
one
and
you
see
them
listed
there.
We
get
into
the
communities
and
try
to
get
get
the
more
students
in
the
schools
at
those
schools
and
remember
when
I'm
talking
about
those
they're
all
zoned
schools,
zoned
students
for
who
live
in
those
attendance
zones
for
2324.
Obviously,
the
work
was
starting
22-23,
but
would
really
expand
access.
This
is
where
you'd
see
additional
classrooms
coming
at
the
schools
designated.
We
would
either
work
with
the
principals
to
find
places
in
the
building.
I
I
So
why
should
we
expand
for
one
our
research?
Our
data
is
telling
us
our
kids
in
pre-k
are
doing
pretty
well
ccsd,
notably
over
years
compared
to
the
state
and
the
kindergarten
readiness
assessment
does
really
well,
and
so
the.
If
you
look
at
the
last
column
there,
the
students
who
participate
in
4k
are
doing
as
well
as
the
kindergartners
and
to
just
to
remind
everybody.
The
students
who
participate
in
4k
currently
are
screened
and
we
rank
and
prioritize
for
students
who
have
academic
need.
I
So
these
are
students
that
we
are
working
with
that
are
we're
working
with
them
and
their
families
and
their
teachers
to
bring
them
along.
So
they
bring
them
along.
So
they
are
ready
for
kindergarten
when
they
start
in
the
fall,
and
you
can
see
that
we're
doing
pretty
well
with
that,
but
there's
always
room
to
grow
and
also.
Another
reason
is
that
all
the
research
is
talking
about
first
grade
reading
readiness
and
in
4k
we
use
the
my
80s
assessment
to
measure
their
progress.
I
We
use
it
three
times
a
year,
and
these
are
three
of
the
tasks
in
the
literacy
tech,
three
of
the
literacy
tasks
and
you
can
see
by
the
spring
of
2021.
Those
are
our
kids
from.
Lastly,
who
are
now
in
kindergarten
at
the
end
of
their
pre-k
year,
75
percent.
We're
able
to
do
alliteration
alliteration
is
one
of
the
leading
indicators
of
how
well
you're
going
to
do
in
reading
and
then
to
bring
you
the
most
up-to-date
data.
I
We
are
in
the
middle
of
the
my
80s
administration
now
so
I
don't
have
any
current
data,
but
you
can
see
that
in
winter,
we're
on
our
we're
making
strides
so
in
the
winter
that
we
just
completed
in
the
winter
of
2022,
63.5
we're
already
on
track
and
alliteration
for
tier
one,
and
so
one
one
thing
we
have
to
remember
is:
if
we
expand,
we
need
to
monitor
to
make
sure
the
funding
is
used
appropriately
and
and
correctly
and
make
sure
that
we're
meeting
getting
the
students
and
families
we
need.
So
we
will.
I
I
I
We
also
have
to
work
with
the
operations
team
to
look
at
school
capacity,
because
that's
when
you
in
a
minute
you'll
see
my
biggest
obstacle,
which
is
school
capacity,
making
sure
there's
room
for
our
programs
and
then
obviously
working
looking
at
the
head
start
community
assessment.
That
gives
us
some
information
on
birth
trends
and
some
information.
We
don't
have
unfortunately
like
if
I
was
a
first
grade
program
to
look
at
kindergarten
to
tell
me
how
many
kids
are
coming.
I
So
I've
already
alluded
to
the
biggest
challenges
that
we're
going
to
have
with
this
with
expansion,
which
is
space.
If
you
look
at
where
we
really
need
the
program
we
don't
have,
we
barely
have
enough
room
for
some
of
our
k5
programs
that
we
don't
have
any
additional
room
for
4k
sustainable
funding.
I
This
is
our
first
year
that
charleston
county
school
district
has
been
eligible
to
be
a
it's
called
serta,
but
it
stands
for
child
early
reading
and
education
development
program,
that
is,
the
state's
4k
funding
source
up
until
the
21-22
school
year.
Charleston
county
schools
was
not
eligible.
We
are
in
our
first
year
and
we
have
23
classrooms
that
are
stirred
up,
and
that
is
additional
funding
for
our
district
and
next
year,
we're
on
on
par
to
do
46,
and
we
just
found
out
friday
we're
eligible
to
take
a
couple
more.
I
So
that's
another
a
possibility,
and
so,
but
we
do
have
to
work
with
the
state
since
our
first
year
we
don't
have
any
trends
to
see.
Are
we
going
to
continue
to
get
this
forever
or
what
and
then?
Obviously
the
board
has
been
so
supportive
of
pre-k,
but
we
know
that
it
is
also
demand
on
gof.
So
that's
why
sustainable
funding
is
also
a
challenge
and
then
unpredictable
enrollment
trends.
You
know
we
have
to
go
with
how
many
kids
are
born
and
how
that
comes,
and
sometimes
that's
a
little
bit
unpredictable.
I
So
that's
those
are
our
three
biggest
challenges
that
we
will
continue
to
face
next
slide.
Please,
and
the
last
thing
I
wanted
to
mention
is
early.
Childhood
is
a
community
effort.
Earlier
in
march,
I
met
with
my
team,
and
I
met
with
the
state
4k
director
who
their
first
steps
director,
who
is
also
trying
to
expand
pre-k
first
steps.
They
expand
pre-k
in
private
nonprofit,
child
care
centers,
and
they
are
really
struggling
to
get
a
to
get
some
space.
I
And
so
one
thing
we
said
is
let's
partner
together
because
we're
one
community,
and
so
they
I
told
them
where
our
biggest
waiting
lists
are,
and
they
are
focused
in
their
search
for
child
care
centers
in
the
in
those
areas.
So
I'm
hoping
that
and
hoping
that
helps
us
and
some
of
the
areas
where
we
don't
have
space
and
also
we
want
to
plan
some
common
curriculum
training
because
whether
they
come
from
cd
or
they
come
from
a
private
child
care
they're
still
coming
to
us
in
kindergarten.
I
So
it's
going
to
be
great
if
we
can
partner
around
professional
development
to
make
sure
that
the
teachers
and
the
private
child
care
centers
have
know
the
expectations
that
we
have
in
our
teaching.
We
argue
the
first
steps.
4K
in
our
program
already
do
the
same
curriculum.
So
it's
just
a
matter
of
some
joint
training.
Maybe
we
can
learn
from
one
another,
and
so
we
had
the
team.
I
don't
know
she
wasn't
able
to
make
it,
but
aaron
aaron,
young
and
adrian
lauter.
Were
the
team
leads
for
this
project.
I
A
Great,
do
we
want
to
go
ahead
and
ask
questions
now
for
this
item?
Okay,
board
members,
do
you
all
have
any
questions
on
the
early
childhood
presentation.
J
So,
thank
you,
miss
foxworth,
for
this
presentation
and
for
the
team.
Of
course,
you
know
this
has
always
been
top
of
my
radar
as
far
as
how
to
expand.
K
J
So,
and
I
know
you
put
out
some
challenges,
so
my
question
becomes,
and
I'm
not
sure
that
I
saw
this
in
in
the
presentation,
but
how
we're
going
to
you
know.
We
know
what
the
problem
is,
so
we
have
to
come
up
with
a
solution,
so
we
have
to
start
someplace
and
we
talk
about
how
important
this
really
is
and
setting
the
stage
in
a
bar
as
our
kids
project
into
our
into
our
schools.
J
So
what
is
what
is
really
next
step
in
trying
to
break
some
of
those
barriers
so
that
we
can
do
this
expansion
inside
of
our
schools?
I
mean
because
it
doesn't
it.
It
bothers
me
that
that
we
are
when
I
said
it
bothers
me,
I'm
talking
you
know,
holistic.
It
just
bothers
me
that
that
we
know
that
this
is
critical
with
kids
entering
into
the
public
arena
or
into
our
schools
that
this
is
something
that
is
beneficial
to
them.
So
so
what
is
the
first
thing?
J
We're
going
to
do
to
break
that
ice
or
to
break
that
barrier,
and
this
may
involve
you
know,
capital
department
as
well
too,
to
help
us
with
this.
I
Well,
we're
we've
already
for
the
use
of
extra
funding
have
identified
places
where
we
can
expand.
It
may
be
at
a
partner
school
so,
for
example,
sanders
clyde.
Because
of
this
landlocked
we
can't
put
a
trailer
there
and
there's
no
space,
but
we
can.
There
is
space
that
possibly
I'm
very
forward
to
do
a
modular
unit,
and
so
we
may
put
the
modular
unit
there.
It's
an
early
childhood
center
and
then
provide
transportation.
I
We're
looking
at
that
for
other
similar
schools.
We're
also
willing
to
take
a
deep
dive
in
the
classrooms
and
work
with
principals
and
say:
is
there
just
one
room
that
we
can
work
with
the
level
leaders
from
elementary
school?
That's
what
the
great
thing
is
I
report
to
michelle
simmons,
and
so
I'm
right,
along
with
her
team,
that
we
can
all
walk
together
and
find
spaces
in
the
school.
So
I
I
think,
we've
already
started
by
identifying
for
extra
funding
how
we
can
where
we
can
expand.
J
And
it
do
see
two
rules:
schools
from
one
end
of
the
county
to
the
next
from
minnie
hughes
to
saint
james,
santee,
very,
very
rural,
community
and
population.
So
you
know
those
areas
are
very
critical
in
trying
to,
and
you
can
I'm
sure
the
data
of
the
testing
that
that
will
show
that
in
those
rural
remote
areas
where
there
is
not
the
greater
of
the
resources
that
those
kids
are
more
prime
than
anything
else
in
trying
to
help
get
them
in
the
program
real
early.
J
I
Are
actually
in
our
stage
one
schools,
we
we
just
need
to
get
into
the
community
and
say
we
have
a
program
and
tell
us
tell
the
families
you
don't
have
to
worry
about.
You
know
you're
going
to
get
in
because
you
live
in
this
attendance
zone
and
so
because
we're
at
that
place
with
those
stage,
1
schools
that
they,
if
we
can
get
the
kids
they
can,
they
can
come
in
it.
A
B
So
just
similar
lines,
I
guess,
but
that
I
guess,
if
we're
going
to
to
transport
students
from
an
area
downtown
to
north
charleston,
are
we
looking
at
other
options
for
locations
because
maybe
the
need
is
the
academic
need
is
where
it
needs
to
be
met,
and
so
I
I
really
I
know
that
you
have
laid
out
well.
I
I
Obviously
our
first
choice
is
to
be
in
the
building
right,
so
the
kids
don't
have
to
have
an
extended
bus
ride,
but
we
don't
want
to
just
close
the
door
and
say
there's
no,
there's
no
room
that
we
can't
serve
them
right,
so
we
will
do
whatever
we
can,
particularly
with
extra
funding,
to
make
sure
their
space
as
close
as
we
can
to
their
because
it's
also
with
families
we
want
them
to
participate
in
the
school.
I
We
don't
want
it
too
far,
where
they
can't
come
and
eat
lunch
or
read
to
the
stone
or
participate
in
the
activities.
So
we
want
to
make
sure
it's
this
close,
but
I
think
working
with
the
operations
team
we're
going
to
find
spaces,
at
least
for
a
good
number
in
stage
three,
which
is
the
schools
in
there.
But
that
is
our
priority.
B
So,
thank
you,
I'm
actually
looking
at
your
2019
presentation,
so
you
have
13
schools
in
2019
that
you
were
going
to
hit.
At
the
same
time
we
did
the
mary
forward
and
when
we
get
our
student
achievement,
data
we've
never
been
provided
that
in
the
board
meeting
with
the
schools
listed.
So
we
don't
know
how
successful
this
is.
A
B
I
That's
something
buffy
raised
her
head.
You
shook.
B
I
Bar,
I
believe
in
mr
kennedy's
last
presentation.
It
was
five
million
dollars
that
was
designated
and
that's
what
we'll
work
with
for
the
modular
unit
staffing,
the
things
I
listed.
I
B
Yeah
we'll
get
them
okay
right
because,
and
the
other
thing
is,
I
think
it
would
be
good
to
identify
going
back
to
what
reverend
max
said.
You've
referenced
two
or
three
times
highest
need
highest
demand
and
least
amount
of
space.
Give
us
some
names
to
go
along
with
that,
because
automatically,
we
would
think,
say
james.
We
would
think
the
outliers
and
the
truth
is
based
on
both
of
these
reports.
That's
not
the
case.
Where
are
these?
Where
are
these
schools
that
you're
struggling
with.
I
On
page,
just
just
for
your
reference
on
the
page
that
starts
with
early
childhood
expansion
stage,
one
in
the
upper
corner,
there's
a
pre
pre-k
expansion
by
stages.
It
tells
exactly
what
schools
are
in
every
stage.
I
The
stage
one
they're
ready
now
we
just
have
to
get
into
the
community
and
say:
if
you
have
a
4k
student
and
live
in
that
attendance
zone,
you
can
come
so
that's
for
stage
one
stage
two
or
three
and
four
are
not
at
that
level.
Yet
so.
I
C
Else,
dr
frazier,
yes,
I
just
had.
M
Two
questions
for
the
set
up.
N
Funding
what
prevented
us
from
accessing
that
money
in
the
past
and
what
are
we
doing
now
to
prevent
or
keep
that
from
happening
again
and
then?
My
second
question
to
you
is:
are
we
working
with
mr
bregman's
office
to
bring
in
staffing
so
that
we
can
accommodate
the
growth
in
our
early
childhood
programs.
I
So
to
answer
the
first
question:
charleston
county,
there's
nothing
wrong.
Charleston
county
school
district
was
never
eligible
to
be
a
start-up
district
until
this
school
year
with
the
change
in
legislation,
they've
lowered
the
poverty
level,
and
so
they
expanded
access.
If
we
would
have
I'm
sure
that
if
we
would
have
had
been
able
to,
we
probably
would
have
done
it,
but
this
is
our
first
year
this
current
year
was
our
first
year
being
offered
the
opportunity
to
be
a
startup
district.
So.
I
It
is
so
they
give
us,
they
give
us
a
list
of
schools
based
on
poverty
level
that
could
be
startup
schools
and,
and
we
go
from
there
great
and
then
your
second
question
is:
I
work.
Our
department
works
closely
with
mr
rigma's
department,
we're
working
closely
on
the
certification
he's
fully
aware,
and
his
team
is
aware
of
our
needs
around
early
childhood
teachers,
and
so
yes,
we
work
very
closely
together
great.
Thank
you.
Thank
you
for.
A
K
B
L
G
G
So
the
next
part
of
the
superintendent's
update
refers
to
essence
three
program
and
three
pieces
here:
the
procurement
process
for
community-based
organizations
I'll
give
an
update
on
where
we
are
with
funding
expenditures
on
all
three
airstrip
funds
and
then
what
the
next
round
of
spending
looks
like
for
the
s3.
So
next
slide.
Please
so
just
want
to
reiterate
that
the
procurement
process
for
the
community-based
organizations
are
the
same
processes
and
procedures
that
we
use
for
it
for
for
contracting
or
going
having
an
mou
with
any
type
of
organization
non-profit
or
for
profit.
G
So
typically
without
community-based
organizations,
non-profits
we're
gonna
enter
into
a
contract
agreement
to
an
mou,
but
that
mou
starts
with
the
district
owner,
where
whoever's
going
to
be
the
recipient
of
the
services,
and
then
they
can't
contact
the
budget
office.
G
We
have
to
put
into
the
system
a
budget
and
before
the
for
expenditures
can
be
made
once
the
budget
is
put
into
the
system,
then
it's
incumbent
upon
the
the
organization
within
the
in
the
district
who's
going
to
be
managing
the
work
to
cut
reach
out
to
procurement,
initiate
the
procurement
process
and
there's
some
protocols
that
we
have
to
go
through
these
on
this
diagram
here
just
indicates
the
various
steps
that
we
go
through,
but
again
those
steps
are
aligned
with
all
of
the
the
procurement
rules
that
we
have
for
what
nonprofits
so
would
be
no
different
from
the
community-based
organizations.
G
So,
for
instance,
on
april
25th
we
presented
to
the
board
the
these
school-based
plans
and
school-based
plans
had
three
components:
one
was
material
material
purchases,
one
was
increasing,
ftes
and
then
the
second.
The
third
area,
sorry,
was
partnerships
with
community-based
organizations.
G
So
now
that
we
have
those
plans
up
and
running
by
the
way,
they're
all
about
website,
we
put
them
on
a
couple
weeks
ago
and
then
the
it's
incumbent,
then
upon
the
school
principals
and
their
leaders
to
be
able
to
initiate
any
work
with
cbo's
going
through
this
process.
That's
shown
here,
which
is
the
standard
procurement
process.
G
So
this
slide
here
this
table
here
at
the
top,
shows
the
expenditures
from
inception
of
the
s1,
so2
and
so
three
grants
to
date.
You
can
see
in
for
the
first
line
sr1
the
district
received
13.4
million
dollars.
A
hundred
percent
of
those
dollars
have
been
spent
so
that
that
we
have
already
applied
for
reimbursement
from
the
state
for
that
13.4
million
dollars,
but
as
a
two
72.6
million
dollars
was
the
award
amount.
G
Currently,
we
have
spent
in
our
encumbrant
38.8
million
dollars
a
little
over
50
of
the
so2
funds
and,
on
the
right
hand,
side.
It
shows
the
amount
of
time
remaining.
So
you
can
see
here
for
for
the
for
the
s
of
two
we
have.
G
Essentially,
we
essentially
spent
half
the
money
throughout
through
the
half
half
of
the
time
we
have
to
have
to
spend
it
so
that
the
the
that's
the
two
dollars
have
to
be
spent
by
by
the
end
of
september
of
2023,
so
we're
halfway
there,
both
in
terms
of
the
dollar
amount
expended
as
well
as
the
time
time
to
to
expend
it
and
then
essay
three,
as
you
can
see,
we're
just
getting
started.
We
only
have
a
six
percent,
that's
either
spent
or
encumbered,
and
we
have
time
remaining
69.
G
So
we
have
to
accelerate
our
s3
spending
and
I'm
going
to
talk
about
that
in
a
second
next
slide.
Please.
G
So
this
the
next,
the
last
two
slides
here
were
presented
to
the
audience
finance
committee
last
week,
and
it
shows,
if
you
go
to
this
next
slide,
please
at
the
bottom,
there
right
hand
corner
we
reviewed
with
our
finance
committee
s3
expenditures
and
for
the
next
round
of
22.2
million
dollars
and
that's
comprised
of
all
school-based,
mostly
school-based.
G
G
So
so
that's
a
quick
update
on
the
s3.
What
questions
do
you
have
questions.
B
B
Okay,
so
how
much
of
the
ester
money
that
we
spend
for
the
school
programs
that
you're
reviewing
right
now
will
be
spent
next
year
during
the
school
year?
I
just
want
to
understand
if
we're
on
track,
to
spend
the
money
and
are
there
other
programs
where
we
will
be
spending
that
money
and
how
will
we
be
presented
with
that.
G
So
the
presentation
to
the
board
on
on
the
expenditures-
and
I
think
I've
briefed
the
board
that
mr
williams
and
the
I.t
department
are
developing
a
financial
tracking
tool
to
be
able
to
present
keep
track
of
not
just
present
but
keep
track
of
all
the
expenditures
on
so3
and
then
present
that
to
the
to
the
school
board.
I
think
that
is
close
to
being
a
complete
that
tool.
If
you
have
a
timeline
on
that
shawna.
Yes,.
O
Sir,
we
should
be
able
to
complete
the
tool
by
august
august,
the
latest
to
have
all
of
the
everything
in
it.
The
final
reports
done
the
tool
completely
up
and
running.
O
We
have
a
draft
version
of
the
tool
we're
still
going
through
and
calibrating
the
data
into
it
to
make
sure
it's
accurate
and
outlines
our
financial
management
systems.
We
can
expedite
it
to.
We
can
expedite
it
before
august,
but
that's
just
where
we
are,
as
of
today.
G
So
so
the
tool
that
that
we're
talking
about
is
a
new
tool,
that's
under
development
that
doesn't
prevent
us
from
using
the
current
system
to
extract
data.
As
you
know,
we
have
to
submit
submit
all
expenditures
up
to
the
state
department
each
quarter,
and
so
we
will
so
that's
the
actuals
that
we
submit
and
then
we'll
be
able
to
present
that
to
the
board
as
we
as
we
have
those
expenditures.
G
This
a
tool
that's
being
developed
gives
us
more
more
details
around
pacific
programming,
which
is
something
our
business
system
does
not
currently
capture
and
so,
and
so
in
terms
of
fiscal
year.
23,
specifically
what
you're
asking
about?
We
don't
have
the
detailed
plans
yet
so
the
schools
have
submitted
their
plans
based
on
28
million
dollars
of
allocation
to
them.
There
are
76
million
dollars
completed
by
the
school
district.
G
This
is
through
the
life
of
the
fc3
grant,
not
just
for
upcoming
fiscal
year,
and
so
once
those
those
plans
have
been
developed
have
to
get
those
into
the
system
to
the
business
system,
the
accounting
system,
and
then
once
that
is
done,
then
we're
able
to
track
at
the
at
a
certain
level
that
we
can
present
to
the
board,
but
the
level
that
we
want
to
present.
This
is
the
new
tool
that's
being
developed.
B
G
So
no,
it
would
not
hold
up
spending
the
only
thing
that's
held
up
spending
so
far.
That's
the
three.
You
know
we
had
to
step
back,
get
the
schools
involved
in
their
plan
so
that
those
plans,
as
you
know,
have
been
completed,
and
so
those
the
expenditures
have
already
started
on
that.
G
As
I
indicated
a
few
minutes
ago,
the
22.2
million
dollars
13
is
13
is
a
school-based
which
they're
already
starting
to
spend
and
so
there's
so
we
so
so
we
have
the
district
has
so
each
year
we
have
anywhere
from
80
to
80
million
to
100
million
of
grants,
and
so
we
have
numerous
grants
that
we
that
we
manage
just
having
in
the
past
have
this
tool
that
we're
developing
to
specifically
manage
this,
to
give
more
visibility
to
the
community
and
to
the
board,
and
so
that's
what's
being
developed.
G
But
but
there's
nothing,
that's
nothing
to
stop
us
from
from
expending
dollars
and
managing
and
reporting.
A
All
right
remember.
J
Yeah,
so
actually
it's
just
a
comment.
It's
not
really
a
question,
but
I
believe
just
going
back
when
dr
french
was
talking
about-
and
I
think
the
board
has
been
asking
for
is
clear-
transparency
of
how
these
so
dollars
are
being
spent,
and
I
think
the
tool
that's
being
developed,
I'm
hearing
from
you
correctly,
is
the
tool
to
make
sure
that
not
only
board
gets
update.
J
But
then
the
public
can
also
see
how
these
dollars
are
are
really
being
spent
and
where
they're
being
spent
and
this
particular
tool
that
would
that
be
transparency
as
well.
G
J
So
so-
and
this
is,
you
know
what
the
board
has
been
asking
for-
just
clear
transparency
as
to
how
these
dollars
are
being
spent
and
to
be
able
to
be
able
to
track
them.
So
the
development
of
the
two
will
be
great,
I'm
just
kind
of
commenting
on
what
you're
asking
about.
Because
again,
we
want
to
make
sure
that
that
we're
clear
on
how
these
are
being
spent.
The
public
is
clear
on
how
these
all
are
being
spent
and
but
to
get
it
accurate,
yeah,
I'm
assuming
that's,
that's!
J
What's
taking
us
that
great
of
a
time
to
make
sure
that
is.
This
is
functional.
B
Thank
you
so
when
we
say
how
it's
being
spent,
I
think
for
me.
I
need
that
calibrated
a
little,
because
everything
I've
seen
including
the
school
plans
does
not
tell
us
where
we're
buying
or
what
we're
buying
from
community
partners.
There
are
no
community
partners
listed
in
the
school-based
plans.
There's
we
are
going
to
do
after
school
programs
and
it
will
accomplish
this.
B
B
So
my
question
is
and
and
because
we
have
a
250
000
threshold,
literally
every
vendor
can
be
hired
without
border
knowledge.
So
do
we
do
you
anticipate
as
a
district
becoming
that
granular
with
this
information,
not
we're
going
to
have
an
after
school
program
we're
going
to
partner
with
and
pay
so
and
so
to
execute
this
program,
I
mean
how
that
that's
what
I'm
looking
to
see-
and
I
don't
see
us
getting
closer
to
that.
G
G
That's
why
it's
taking
so
long
to
develop
it,
because
we
we
currently
as
all
districts,
districts
and
school
districts
in
the
state,
do
we
have
to
have
an
accounting
structure
in
you
know
in
our
system
that
accommodates
the
state
reporting
and
and
not
what
the
type
of
granular
granular
reporting
that
you're
asking
for,
and
so
in
in
combination
with
the
finance
department
and
the
business
intelligence
department,
that
type
of
tool
is
being
developed.
B
So
that
would
that
would
be
my
second
question,
which
I
think
I
just
got
the
answer
to
is
I
look
at
the
state
department
and
they
only
report
categorical
spending
you'll
be
reporting.
Who
got
what
to
do?
What
I
mean
I
I
would
hate
to
think
we're
all
waiting
until
august.
If
we
get
a
version
of
this,
I
give
us
an
expectation.
O
Right
it'll
be
more
finite
detail
around
specifics
that
we
specific
initiatives
that
we
are
spending
on
here
in
the
district.
It
is
my
own
process
because
our
accounting
system
doesn't
account
for
that
type
of
spending.
So
we
are
we're
literally
creating
this
for
all
three
esser
funds,
not
just
so
three
and
it's
also
a
reporting
mechanism.
So
it's
housing
the
data
as
a
repository,
it's
reporting
mechanism
and
it
links
to
our
financial
management
system.
So
that's
it
we're
literally
building
it
from
scratch.
O
Right
so
right
now,
it'll
you'll
see
the
category
and
then
you'll
see
all
the
initiatives
under
the
category
you'll
see
what
the
initial
budget
was
any
budget
amendments
what
was
spent
to
date,
what
was
encumbered
in
the
remaining
balance
and
then
the
percentage
of
funds
spent
against
the
timeline
similar
to
what
we
just
saw
on
the
chartless
definitely
put
up.
But
yes,
it
will
be
additional
detail
along
with
narrative
detail
as
well.
B
Okay
and
then
my
last
question
centers
around
the
what
I
think
we're
up
to
about
200,
new
ftes,
new
positions
and-
and
I
don't
know
who
to
ask-
but
I'm
looking
at
136
on
the
chart
given
to
us
without
spending
a
lot
of
time,
I'm
looking
at
75
to
100
coming
out
of
the
school
based
we're
going
to
hire
so-and-so's
to
do
this
and
that
my
concern
is
in
876
days.
B
Those
people
don't
have
a
job,
and
I
know
we
can
talk
about
attrition,
but
that
would
mean
everybody
getting
hired
would
have
to
be
a
certified
teacher
so
that
then,
if
you
have
to
do
attrition,
you
can
put
them
in
the
classroom.
So
can
we
speak
to
how
we're
onboarding
these
folks
so
that
we
don't
end
up
with
the
with
this
massive
amount
of
people
bursting
into
tears
on
september.
G
30Th
2024.,
so
I'm
going
to
ask
mr
brigmon
to
talk
about
the
onboarding
process
there,
the
nutrition
process,
but
I
would
also
say,
although
we
have
x
number
of
fte
ftes
that
are
that
are
newly
added
to
the
through
this
funding.
We
will
not
fill
all
of
those.
So
so
we
have
projected
what
percentage
of
ftes
that
have
been
budgeted
would
be
unfilled,
but
so
that's
number
one.
G
A
hundred
percent
of
those
will
not
be
filled,
and
then
mr
bregman
and
talk
about
the
attrition
process,
and
how
do
we
on
board
people
that
are
on
now
on
limited
grants.
P
Sure
so,
mrs
scott's,
we're
not
advertising
the
positions
that
they
are
a
limited
number
of
days,
especially
for
certified,
and
I
know
it
audit
and
finance.
I
talked
about
attrition
and
and
just
the
number
of
teachers
we
hire
every
year
and
the
teacher
pipeline
issue
that
we
are
all
experiencing
classified
has
been
somewhat
the
same
as
far
as
being
able
to
fill
positions.
P
Like
mr
kennedy
said
I
hate
to
you
know,
I
don't
like
telling
the
board
that
it's
going
to
be
difficult
to
fill
positions,
but
just
like
every
company,
every
organization
right
now
we're
all
having
challenges.
I
I
personally
go
in
two
years
out,
or
so
I'm
not
concerned
about
placing
people.
They
may
not
be
at
the
same
location.
They
may
have
to
move
to
another
location,
but
we
have
a
process
to
manage
that.
P
B
M
G
So
number
one
we
haven't
awarded
any
any
any
mous
of
dollars
to
any
of
the
cbo's.
Yet,
okay,
that's
part
of
the
process,
so,
for
instance,
schools,
a
school
might
say
I
wanted
to
have
a
after
school
program
a
tutoring
program
with
ex-cbo,
but
that
this
that
didn't
commit
a
dollar
amount.
So
I
mentioned
a
few
minutes
ago:
that's
the
process
of
getting
to
contracts
with
mou.
So
once
we
have
that
with
any
mo.
G
Excuse
me
any
cdo,
community-based
organization,
then
that
data
will
be
available
for
every
every
mou
financial
arrangement
or
contractual
arrangement
that
we
have
with
one
of
the
community-based
organizations
that
community-based
organization
will
be
identified
in
the
dollar
amounts
associated
with
it,
where
that
work
is
being
done
in
school,
x
or
department
department
x.
So.
M
G
Yeah,
I
would
say
we
would
enter
into
arrangements
this
fiscal
year
for
for
for
work
this
summer,
which
being
fiscal
year,
some
of
them.
N
How
are
we
going
to
make
these
organizations
accountable
after
they
have
spent
the
essa
funds?
Do
we
have
a
plan?
Will
they
be
required
to
show
some
proof
that
they
can
repay
this
money
or
or
I
mean,
are
we
expecting
them
to
deliver
based
on
what
they
say
that
they're
going
to
propose
to
for
the
district?
How
are
we
going
to
work
that
into
this
plan
that
we're
working
in
working
out.
G
So
so
a
couple
of
things,
dr
frazier
one
we
have
in
place
a
prototype.
We've
been
working
for
several
months
with
several
community-based
organizations.
G
They
are
not
contracted
with
us
on
this
work,
so
two
of
them
were
organizations
that,
if
you
recall
two
years
ago
when
we
created
the
learning
parts
during
the
first
parts
during
the
first
year
of
the
academic
year
before,
like
first
the
september
august
september
of
2020,
when
we
pre
that
fall
when
we
create
the
learning
pod.
So
we
have
someone
working
with
those
those
organizations
to
do
exactly
what
you're
saying
trying
to
analyze
the
effect.
How
do
you
measure
their
effectiveness?
G
And
so
then,
before
programs
are
that
are
effective,
that
have
been
communities,
community
organizations
that
are
engaged
with
us?
And
how
do
we
identify
what's
affected
that
we
want
to
continue
in
terms
of
being
able
to
sustain
their
work,
so
that
piece
is
being
worked
through
and
then
in
terms
of
the
financial
analysis.
That's
something
that
that
finance
team
and
in
the
in
the
programs
have
to
take
a
look
at
and
make
sure
that
that
the
money
is
being
accounted
for
appropriately.
G
Okay.
So
it's
similar
to
like
when
we
allocate
dollars
federal
dollars
out
to
our
charter
schools.
So
we
have.
We
have
a
team,
a
team
of
people
here
in
the
central
office
that
manages
the
the
federal
compliance
and
the
state
compliance
piece
of
expenditure,
expenditures
of
the
federal
grants.
N
That
was
not
a
successful
strategy
and
I
just
hope
that
we
do
not
use
that
as
a
prototype
to
continue
working
with
our
children
and
I'm
very
very
concerned
about
some
of
these
organizations,
and
I
know
some
of
those
organizations
that
they're
using
essa
funds
as
a
as
a
lifeline
to
sustain
their
organization,
and
I
don't
want
this
federal
money
to
be
wasted
on
an
organization.
That's
just
primarily
focused
on
keeping
the
organization
alive
rather
than
focusing
on
the
needs
of
our
children.
M
C
G
Them
they
will
so
on
on
the
table
that
I
presented
the
two
two
slides
a
few
minutes
ago
that
showed
the
22.2
million
dollars
of
the
next
round
of
spending
on
the
sr3
13
million
dollars
of
that
13
million
dollars
for
school-based
plans
that
were
submitted
in
april
25th.
G
So
we
allocated
out
to
schools,
28
million
dollars,
and
so
the
first
13
million
dollars
of
that
was
presented
to
the
art
and
finance
committee
two-step
last
week,
and
so
that
is
now
has
entered
that
that
flow
process
there
into
the
system
so
that
those
schools
can
begin
expanding,
which
includes
hiring
ftes.
A
K
A
You,
I
think
miss
coakley's
hand
is
raised.
Mrs
coakley,
do
you
have
a
question
on
esser.
Q
Yes
good
afternoon,
yes,
it
was
kind
of
in
reference
to
the
same
thing
that
dr
fraser
was
saying
that
I
do
myself
when
we're
looking
at
the
community
partners
and
organizations
that
wanted
to
know
that
what
type
of
accountability
that
we
were
going
to
make
sure
or
you
know,
hold
measures
that
we're
going
to
hold
these
people
too,
and
what
type
of
research
that
we
actually
do.
Q
You
know
their
own
personal
agendas,
so
accountability
going
in
the
research
that
we
did
as
far
as
some
of
the
community
organizations
and
if
anything,
is
there
any
accountability,
that's
going
to
be
held
if
we
figure
out
that
their
money
did
not
go
towards
doing
what
it
was
that
they're
supposed
to
do
for
the
kids.
G
Well,
that
definitely
will
be
accountability
as
the
money
is
being
expended
and
then
in
terms
of
sort
of
like
vetting
or
researching
these
the
community-based
organizations.
G
As
you
know,
there
were
over
70
community-based
organizations
that
submitted
proposals
and
those
each
of
those
71
were
70-something
were
reviewed
by
two
different
teams:
a
board-appointed
advisory
committee,
as
well
as
the
central
office
developed,
a
team
that
that
that
reviewed
all
all
proposals
and
selected
47
to
to
proceed
with.
C
Have
a
follow-up,
I
have
a
question
that
kind
of
goes
on.
What
cindy
was
asking?
So
you
may
have
said
this,
mr
briggman,
but
when
you're
hiring
for
these
positions
that
are
going
to
be
funded
by
esser,
are
we
telling
those
potential
employees
that
it's
grant
funded
and
that
funding
ends
and
that?
But
typically
we
still,
you
know
we'll
have
openings
or
are
we
not
saying
we.
P
B
B
Is
the
city
of
north
charleston
allowed
us
use
of
their
community
centers
for
space,
and
I
don't
know
if
they
also
had
staff
that
they
paid
for
the
staff
that
ran
those
programs
or
if
we
did,
but
I
think
we
need
to
look
back
at
that
model
and
see
what
was
good
about
it.
What
we
could
improve,
because,
rather
than
going
out
to
an
organization
that
may
not
be
ready
to
take
this
on,
let's
look
at
an
organization
that
has
done
it
and
has
served
our
students
pretty
well.
So.
A
Thank
you
all
right
anything
else,
mr
kennedy,
or
does
that
complete
your
superintendent's
report.
G
That
concludes
the
report.
Mr
stormy,
great.
C
Thank
you.
The.
B
Board's
pleasure,
mr
lewis,
who
is
our.
A
D10
constituent
board
chair
got
here
at
the
beginning.
C
R
A
pleasure
to
be
here
again
just
to
say,
butch
here
all
the
board
members
there
as
we
look
at
the
middle
school
configuration
in
d10.
R
Our
board
put
together
this
proposal
three
years
ago
and
we've
been
watching
it
for
three
years
and
when
we
speak
to-
and
I
speak
on
a
regular
basis
to
miss
matai
porter
and
we
like
the
progress
that
we're
seeing
happen
in
there.
R
R
R
But
as
a
board
member,
I
look
for
success
and
there's
several
schools
around
the
country
that
are
using
the
sixth
grade
academy
and
they
are
successful
and
have
been
successful
for
over
10
years.
As
close
as
marietta
there's
one
in
marietta
there,
like
williams,
and
I
were
going
to
visit
before
covert
but
couldn't
because
of
coving.
R
C
We
have
a
couple
of
other
d10
constituent
board
members
here,
so.
C
A
Okay,
next
on
the
agenda,
is
the
strategic
education
committee
miss
herder.
C
Thanks
ms
darby
first
up
is
item
for
a
annual
waiver
renewal
request.
I'm
spellcher
I'm.
S
Good
afternoon,
good
afternoon,
board
chair
reverend
dr
mack
border
trustee
members
and
interim
superintendent,
mr
kennedy,
I'm
pursuant
to
regulation
43-261
the
state
board
of
education
has
the
authority
to
waive
any
regulation
that
may
impede
the
implementation
of
an
approved
district,
strategic
plan
or
school
renewal
plan.
S
S
The
district
has
provided
the
drafted
submission
forms
which
detail
previously
approved
waiver
requests
that
need
to
be
resubmitted
for
the
upcoming
2022-23
school
year.
We've
also
provided
an
overview
document
which
outlines
examples
of
how
these
waivers
have
previously
been
used
to
support,
teaching
and
learning
in
our
ccsd
schools.
S
The
waivers
related
to
schools
of
innovation
are
not
required
to
be
submitted
annually
and
are
not
included
in
this
waiver
submission
request.
However,
we
did
provide
that
waiver
information
for
those
currently
approved
ccsd
schools
of
innovation,
meeting
street
elementary,
as
well
as
north
charleston
high
in
the
overview
document.
Just
for
your
reference.
Only
so
the
district
humbly
asks
that
the
board
approved
the
waiver
request
for
submission
to
the
south
carolina
department
of
education
and
to
the
state
board
of
education.
K
B
S
That
I
think
I
know
where
the
confusion
is,
that
actually
is
just
an
excerpt
from
the
request
that
we
had
to
extend
our
time
for
the
school
renewal
plans
to
be
submitted
to
the
state.
That's
what
that's
about
it's,
not
these
waivers
being
approved.
So
I
apologize
for
that
being
well.
S
There
are
a
couple
of
sections.
This
is
like
a
standardized
form
that
the
state
department
of
education
requires.
So
you
really
have
to
scroll
all
the
way
down
to
see
the
actual
waivers
that
are
being
requested,
and
I'm
happy
to
you.
B
B
S
No
ma'am,
I
did
not
that
first
part.
This
is
a,
and
I
agree
with
you
about
the
forum
being
very
long
and
has
a
lot
of
information
that
you
have
to
repeat
before
you
actually
get
to
the
specific
waivers
that
we're
requesting
in
the
future.
I
don't
have
to
provide
that
actual
formstack
document.
Previously
it
was
a
request
that
I
provide
the
actual
submission
form
or
draft
of
that
submission
form.
S
So
what
we
did
is
we
provided
an
overview
document
that
actually
gives
you
the
waivers
that
are
included
in
those
three
forms.
That
document
will
provide
you
with
the
regulation
numbers
what
those
regulations
are
and
then
in
the
right
side
it
provides
you
with
how
they're
being
used.
L
B
B
B
S
No
ma'am
the
the
waivers
actually
relate
to
different
things.
If
you
look
at
the
the
first
waiver,
the
overview
document's
really
helpful.
I
think,
because
we
know
how
confusing
the
the
form
stack
is.
To
be
honest,
I
even
thought
about,
maybe
not
including
that,
because
I
thought
it
might
be
confusing,
but
I
knew
that
that
had
been
a
request
previously.
But
if
you
look
at
the
the
overview
document,
it
provides
you
like
with
the
waiver.
One
is
for
all
ccsd
schools,
as
well
as
virtual
learning
programs.
S
This
one
actually
relates
to
things
like
it
allows
us
to
be
able
to
have
vertical
alignment
and
expanded
learning
opportunities
like
courses
for
our
students
or
extracurriculars.
You
might
see
this
supporting
programs
like
with
our
montessori
programs.
S
It
can
support
our
magnet
schools,
some
of
our
rural
schools,
all
of
these
related
to
school
choice
and
equity
like
in
increasing
ap,
enrollment
or
dual
enrollment.
All
these
give
us
a
capacity
to
do
that.
S
The
second
form
actually
relates
specifically
to
our
cte
centers,
because
there
are
certain
things
that
we
need
in
order
to
be
able
to
provide
students
with
the
scheduling
flexibility,
also
with
some
of
our
our
administrative
duties
that
are
required
at
our
cte,
centers
and
then
on.
The
third
waiver
relates
specifically
to
the
virtual
programs,
as
you
mentioned
earlier,.
C
A
B
B
B
And
on
the
first
one-
and
I
don't
know
if
you
have
it
in
front
of
you,
but
it's
page
three,
there
was
some
just
there's
a
it's
a
standardized
form
page
three
of
the
first
one
of
your
submission,
the
cte
in
all
schools.
We
meet
any
of
those
goals
or
all
of
those
goals.
S
Some
of
those
goals
are
still
we're.
Still
looking
at
the
the
data
we'll
receive
that
data
in
the
spring.
L
B
S
The
way
the
data
works
on
the
strategic
plans
is,
you
actually
have
you're
sort
of
you're
behind
it's
kind
of
like
your.
Your
data
is
like
the
year
previously,
so
we
can
provide
you
where
you
were.
These
goals
will
be
updated
in
our
next
review.
You'll
be
receiving
some
of
that
information
in
the
next
month.
B
Okay,
thank
you.
I
just
you
created
the
goal.
You
could
it's
only
and
I
was
confusing
music.
We
wrote
these
these
weren't
imposed
upon
us
that
you
had
to
have
a
goal
by
may
of
2022
of
this
y'all
wrote
it,
so
maybe
it
would
help
if
we
wrote
it
where
nashville
could
actually
deliver
in
terms
of
time
frame.
S
I
think
you'll
be
pleased
with
the
the
goals
that
we've
worked
on
with
our
schools
for
this
upcoming
strategic
plan.
B
We're
fully
participating
in
the
lcec
for
the
next
school
year,
the
online
learning
virtual
learning
collaborative
and
are
we
still
acting
as
fiscal
agent,
the
low
cost
yeah?
That's
what
lcc
is
we're
asking
for
waivers
for
that
am
I
to
assume
we're
fully
participating
and
still
at
and
funding
out
of
our
budget.
For
that.
L
We
we
have
a
placeholder
in
esser
for
the
low
country,
virtual
extension
right
now.
We've
got
some
preliminary
seats,
so
we've
asked
for
around
400
seats
and
we're
in
the
process
of
seeing
if
parents
are
going
to
take
those
seats.
So
we're
going
through
the
enrollment
process
that
we
went
through
last
year.
B
J
J
G
The
so
we've
been
the
fiscal
agent
now
I
think,
for
two
years
there
was
contemplation
last
year
that
district
dorchester
district
two
would
take
over
his
fiscal
agent
and
now
with
mr
pai's
retirement.
We
have
not
engaged
with
them,
but
I
do
I
do
dial
in
to
the
the
meetings
with
the
low
country
education
consortium,
so
the
next
one
I
will
explore
this.
J
N
A
S
So
if
we,
if
we
think
about
why
we
need
these
specific
waivers,
they
do
relate
to
specific
items
that
we've
had
in
the
past.
These
are
not
waivers
that
are
out
of
the
ordinary
from
what
we've
what
we've
asked
for
at
all.
S
They
allow
our
students
to
have
the
opportunity
to
participate
in
our
proficiency-based
programs,
like
our
virtual
learning
programs
and
whether
or
not
we
were
lcec
or
not.
We
still
offer
those
virtual
learning
opportunities
for
our
children
also,
it
allows
our
students
to
be
able
to
participate
fully
in
some
of
our
cas
or
our
centers
for
advanced
study
offerings
and
work
based
learning
opportunities
for
kids.
S
All
of
these
things
are
are
important
for
us
to
be
able
to
help
our
students
be
college
and
career
ready,
and
these
waivers
actually
support
us
being
able
to
do
that.
L
The
state
tends
to
have
a
very
rigid
approach
to
classes
and
instruction,
particularly
at
the
high
school
level,
and
some
things
like
cte
need
a
greater
level
of
flexibility
in
terms
of
seat
time
and
how
it's
actually
delivered,
and
one
of
the
things
that's
an
asset.
I
think
of
this
district
is
places
like
st
james
10
t.
We
have
a
digital
learning
lab
in
that
school,
so
that
we
can
have
teachers
from
another
school
teach
a
course
into
that
school,
and
so
the
kids
can
participate
online.
L
O
B
S
There
are
some
of
our
schools
that
actually
have
they
span
across
grade
levels
like,
for
instance,
being
able
to
allow
for
a
principal
to
to
be
a
principal
of
a
middle
high
like
our
charleston
school
charleston,
school
of
the
arts
or
military
magnet
academy.
Our
elementary
middle
schools
like
bust
academy,
st
james
santee,
elementary
middle,
that
same
kind
of
thing.
These
waivers
help
us
to
be
able
to
allow
our
principals
to
be
able
to
be
over
more
than
one
gradespan.
If
that's
helpful,.
A
C
T
So
dr
williams
is
my
partner
and
originating
in
this
document.
If
I
got
up
and
walked
out
right
now,
I'm
sure
he
will
finish
the
brief
for
me
right,
but
I'll
try
not
to
get
up
and
walk
out
on
y'all
this.
These
are
the
recommendations
for
the
long-term
plan
for
the
district
10
middle
school
it'll
include
both
a
recommendation
on
configuration
as
well
as
a
location
for
the
additional
facilities.
T
I've
got
two
background
slides
which
just
gets
you
caught
up
to
date
of
what's
happened
since
several
of
you
became
board
members
back
in
january
of
2020.
The
board
voted
to
merge
the
two
schools
west
ashley
middle
and
c.e
williams,
on
the
new
c
williams
campus.
That
school
was
being
built
at
that
time
and
we
were
under
the
gun
to
get
it
ready
to
go
for
the
fall
of
2020..
T
Because
of
that,
the
board
gave
us
the
authority
to
utilize
the
west
ashley
middle
campus
for
the
sixth
grade,
because
it
turned
out
that
we
were
going
to
have
to
add
trailers
and
we
were
going
to
be
cutting
it
really
close.
So
we
opened
that
fall
with
the
sixth
graders
at
west,
ashley
middle
former
west
ashley
middle,
and
what
we
call
sea
winds
north
now
and
the
new
school
was
open
for
the
7th
and
8th
graders
at
ce
williams.
T
South
a
fought
the
following
year,
this
past
year
in
2021,
the
board
approved
the
design
construction
equipping
of
the
new
middle
school
facility
for
this
middle
school
in
wave
two
of
the
building
program.
As
you
recall,
it
passed
on
this
in
the
sales
tax
referendum
the
previous
november
and
you
all
racked
and
stacked
them
the
following
spring.
A
month
later,
you
agreed
to
extend
the
current
configuration
to
give
us
time
through
covid
to
come
forward
with
a
long-term
recommendation.
T
The
next
slide.
This
is
what
the
district
looked
like.
What
district
10
looked
like
before?
We
consolidated
the
two
schools,
and
this
is
really
what
led
to
the
option
that
was
recommended
by
the
district
10
constituent
board
to
bring
those
two
schools
together.
This
was
the
zone
back
in
that
year.
The
gold
represents
the
zone
for
c.e
williams,
I'm
sorry,
it
represents
the
zone
for
west
ashley
middle.
The
purple
represents
the
zone
for
c
williams.
T
The
remainder
of
the
attendance
that
ended
up
at
c
williams
was
a
direct
matriculation
from
ashley
river,
creative
arts
and
that's
what
led
to
the
attending
ethnicity
compared
to
the
zoned
ethnicity,
and
in
both
cases
we
had
a
wide
disparage,
disparaging
results
in
white
and
black
and
and
that's
why
we
led
that's
what
led
us
to
to
come
up
with
different
options,
because
on
the
next
slide,
we
looked
at
many
options.
To
that
point.
T
To
re-zone
I
was
the
district
10
board
liaison
super
tense
liaison
in
2014,
and
I
worked
with
mr
lewis
exhaustively
as
he
tried
to
come
up
with
a
solution
to
this
to
this
challenge.
This
is
but
one
example
geographically.
This
made
a
lot
of
sense
divide
the
two
middle
schools
along
the
line
of
the
526
connector,
putting
west
ashley
middle
school
in
zone
b,
c
williams
and
zone
a
and
you
can
see
by
the
ethnicity
chart
on
the
far
right,
still
a
wide
disparity
with
the
two
schools
and
again,
every
possible
configuration.
T
We
looked
at
to
come
up
with
two
middle
schools
of
relatively
equal
demographics.
We
couldn't
even
couldn't
even
come
close,
but
I
wanted
to
give
you
this
one
example
as
part
of
the
background,
so
looking
ahead
and
combining
it
with
what
has
happened
in
the
past.
This
is
a
table
that
shows
our
enrollment
history
and
shows
our
enrollment
projections
by
middle
school
and
by
high
school.
T
The
columns
on
the
far
left
show
when
we
had
west
ashley,
middle
and
c
williams
middle
those
end
in
fy
20
and
that's
when
we
went
to
the
new
configuration
of
c
williams,
north
and
c
williams,
south
those
are
the
third
and
fourth
rows.
If
you
look
at
that
left-hand
column,
the
fy
18
through
fy22,
those
are
the
again
the
actual
numbers.
T
The
blue
column
is
fy22
and
those
are
the
numbers
for
this
year.
Projections
have
been
updated
in
the
green
column
as
well
as
future
projections
through
fy28.
This
differs
from
the
public
meetings
that
we
had.
We
were
using
last
year's
enrollment
projections
over
the
course
of
the
last
couple
of
months.
We
took
into
account
what
this
year's
numbers
looked
like
and
updated.
Those
projections
and
I
will
say
that
the
numbers
have
dropped
in
both
of
the
schools.
T
If
you
look
at
out
to
fy28,
so
the
capacity
requirement
has
actually
decreased
from
what
we
believe
when
it
was
presented
in
february
and
march
february
and
march
in
our
community
meetings,
the
live-in
attendant
those
that
attend
the
two
middle
schools
in
west
ashley
is
65
percent.
T
That's
an
increase
of
one
percent
from
last
year,
which
was
a
a
drop
of
two
percent
from
the
previous
year,
and
I
believe
that
that
is
attributed
to
covet
more
students
stayed
out
of
our
schools
by
a
small
percentage
and
then
have
begun
to
come
back.
I
will
say
that
one
of
the
common
questions
is
hey.
How
many
more
of
those
students
are
now
going
to
the
other
schools
that
are
available
to
middle
school
students
in
west
ashley
between
last
year
and
this
year?
T
T
The
overall
number
has
stayed
the
same,
the
past
two
years
of
students
going
to
those
schools,
and
we
believe
the
number
in
north
has
dropped
because
of
homeschooling,
and
we
hope
to
draw
those
draw
those
students
back
for
sure
for
sure
the
west
ashland
high
school
numbers
I'll
just
point
out
they've
got
about
a
75
percent
live
in
attendance.
The
number
does
go
back
up
coming
back
into
high
school
as
it
stands,
so
we
would
expect
that
we
could.
T
We
should
be
able
to
garner
at
least
75
percent
in
our
middle
schools,
and
our
goal
would
be
even
even
higher
along
those
lines.
T
The
next
slide,
even
though
this
is
the
decision
about
west
ashley
middle
schools
related
to
ce
williams,
as
we
have
it
right
now.
We
do
have
three
charter
schools
that
have
students
in
west
ashley
and
it's
up
to
the
board
to
decide
how
important
these
schools
are
to
the
decision
and
we'll
have
information
on
the
subsequent
slides
it'll
be
up
to
you
to
decide
where
they
stand.
That's
not
my
determination
to
make,
but
I
want
to
give
you
the
facts.
T
Behind
those
orange
grove
middle,
their
middle
school
is
currently
in
the
oakland
elementary
school.
There
was
a
board
action
in
2016
that
said
the
following
upon
the
earlier
of
2025
or
once
wes
ashley
middle
school,
current
campus
being
determined
to
be
surplus,
enter
into
negotiations
to
negotiate
an
mou
that
essentially
gives
us
an
option
to
negotiate
an
mou
with
orange
grove.
If
that
campus
becomes
surplus,
that's
a
board
decision
that
was
made
in
2016.
T
carolina
voyager.
They
are
currently
being
housed
on
the
san
andreas
middle
school
campus.
Right
now,
the
contract
is
through
the
lease
is
through
august
of
2023.
I've
had
a
number
of
discussions
with
them
over
the
past
few
weeks.
They
do
now
have
land
to
build
on
off
of
bees
ferry
and
they
are
doing
their
due
diligence
and
are
well
underway
to
having
a
permanent
site
for
that.
For
that
school
paterson's
academy-
and
I
see
paige
noelson-
is
here
with
paterson's
academy.
T
T
They
have
provided
a
letter
that
I
included
in
your
board
update
last
week.
That
indicates
an
interest
to
provide
design
and
construction
funds
to
build
their
classrooms
wherever
we
decide
to
build
our
school
having
the
sp.
Those
special
needs.
Students
on
an
existing
campus
provides
a
great
benefit
to
them,
to
allow
their
students
to
see
other
students
and
not
be
isolated,
but
I
would
also
argue
that
it
helps
our
students
to
see
students
that
have
to
work
so
hard
to
to
get
their
education
as
well.
T
T
I
would
argue
that
c
williams,
north
and
c
south
have
done
a
pretty
pretty
good
job
to
make
that
transition
seamless,
I'm
sure
dr
williams
will
be
working
with
them
to
continue
that
if
this
configuration
was
selected
with
the
two
middle
school
options,
I
pointed
out
earlier
that
coming
up
with
two
equal
schools,
demographic
from
a
demographic
ratio,
perspective
has
not
been
practical,
and
I
don't
expect
it
to
be
practical.
T
If
this
deci,
the
decision
is
made
to
go
down
that
road
and
then,
lastly,
I'll
point
out
there
was
a
number
of
public
comments
about
expanding,
select
middle
schools
from
a
couple
of
parents,
and
they
didn't
want
to
put
that
on.
I
did
want
to
put
that
on
here,
so
that
you're,
aware
of
that
it
would
create
even
more
significant
demographic
inequities.
T
The
two
schools
that
have
space
on
their
campus
are
actually
over
creative
arts
and
drayton
hall.
Both
of
those
have
a
significant
white
population
at
their
schools,
even
with
those
two
locations,
there
are
other
challenges
related
to
that,
adding
to
parking,
adding
to
carloop,
adding
exploratory
spaces,
adding
extra
admin
spaces
all
in
addition
to
the
classrooms
that
would
be
required
for
middle
school
operations.
On
that
campus
and
many
of
our
elementary
schools
don't
have
the
ability
to
grow
by
that
number
of
students
to
add
middle
school
grades.
So
I
working
with
cabinet.
T
Next
slide
shows
the
type
the
different
locations
that
are
available
with
a
sixth
grade
academy
on
the
far
left
are
the
locations
first
is
to
replace
ce
wins.
North
second
is
to
construct
on
the
former
saint
andrews
middle
school
campus,
and
the
third
would
be
to
construct
an
annex
on
the
c
williams
south
campus,
the
benefits
and
challenges
we
didn't
have
an
algorithm
to
say
how
positive
or
how
negative
these
would
be.
T
Hopefully,
you've
looked
at
those
in
the
board
documents
in
advance
I'll
just
point
out
a
couple
of
those
at
this
point
as
well
as
my
banner
at
the
bottom,
which
is
a
new
condition.
That's
come
forward,
so
the
last
item,
expanding
with
an
annex
on
steve
williams
that
does
eliminate
all
of
their
all
of
their
open
space
behind
their
playing
field
behind
the
school,
and
it
would
significantly
increase
the
traffic
situation
at
the
west
ashland
middle
campus.
T
T
We
have
a
number
of
other
learning
services
organizations
that
operate
out
of
that
facility
and
there
would
be
an
option
to
potentially
use
that
facility
for
additional
staff,
that's
in
trailers
or
other
outlying
locations.
If
we
kept
that
campus,
I
did
want
to
point
out,
as
I
said
the
banner
at
the
bottom.
T
We
also
have
west
ashley
head
start
that
that
building
is
actually
in
the
building
program,
unfunded
right
now,
but
that
building
will
eventually
have
to
be
replaced
and
so
utilizing
one
of
these
two
campuses
for
west
ashley,
west
ashley,
early
ed
center
is
well
within
reason
and
in
light
of
the
current
drive
to
have
universal
pre-k,
that's
something
that
should
really
be
considered
by
the
board.
At
this
time
I
did
not
include
the
old
c.e
williams
campus.
In
this
analysis,
we
really
want
to
preserve
that
location
for
a
potential
new
elementary
school
in
west
ashley.
T
If
long
savannah
kicks
off
like
it's
been
discussed,
although
it's
been
talked
about
since
I
got
here,
we're
actually
seeing
movement
out
there,
we
would
want
to
have
that
old
middle
school
campus
as
a
potential
for
an
elementary
school.
So
I
left
that
off
the
analysis,
so
that
was
that
was
the
slide
if
there
was
a
sixth
grade
academy.
This
is
the
slide
to
show.
If
there
were
two
middle
schools,
it
really
limits
it
to
two
choices.
One
is,
and
both
of
these
are
the
same
as
on
the
last
slide.
T
T
So
where
did
we
go
from
last
year?
I
did
want
to
give
you
a
quick
snapshot
of
that
that
got
us
to
this
point.
We
did.
We
did
hold
a
committee
meeting
in
december.
That's
the
yellow
banner
at
the
bottom.
We
invited
representation
from
all
of
the
elementary
schools
and
the
two
middle
schools
to
discuss
this
issue
and
show
them
the
data.
T
We
went
on
to
do
two
community
meetings,
one
in
february,
one
in
march,
the
summary
of
those
meetings,
the
comments
we
received
at
those
meetings,
as
well
as
the
brief
itself,
has
been
posted
on
the
capitol
web,
the
capital
program's
website.
Since
we
had
those
meetings-
and
I
did
want
to
highlight
a
few
of
the
comments
that
were
made
more
than
once
at
the
meetings
for
your
awareness,
the
first
one
and
that's
in
bold
right
in
the
middle
of
the
page,
the
parent
and
teacher,
the
parent
and
teacher
comments.
T
Testimonial
at
those
meetings
was,
I
think,
significant.
We
had
parents
of
students
that
had
that
were
experienced
with
both
of
the
schools.
They
went
into
this
configuration
skeptically
and
they
are
extremely
excited
about
what
it's
given
to
their
children.
So
I
will
say
from
a
parent-teacher
comment:
we
did
not
hear
any
negative
comments
from
parents
that
are
currently
in
the
schools
or
teachers
that
are
in
the
schools
either
online
or
offline.
T
T
I
will
say
that
something
we
would
closely
monitor
if,
if
this
continued
and
so
far
the
success
has
been
anecdotal,
but
but
it
will
be
closely
looked
at
if
this
configuration
is
continued,
travel
distance
with
the
current
configuration
and
this
the
example
of
this
is,
if,
if
you
have
a
middle
school
students
in
the
southern
portion
of
west
ashley,
you're
traveling
right
now
up
to
the
former
west
ashen
middle
campus
for
sixth
grade
and
then
you're
having
to
travel
up
glenn
mcconnell,
to
get
your
kids
to
7th
and
8th
grade
right
now,
our
buses
provide
transportation
to
both
locations,
and
that
has
not
been
a
significant
issue.
T
This
year,
but
it
is
a
distance
for
some
families
in
the
current
configuration
and
then
lastly,
orange
grove
parents,
we
did
receive
a
number
of
emails
from
orange
grove
parents
following
the
presentations
about
their
desire
to
have
the
west
ashley
middle
school
campus
for
their
middle
school.
T
T
The
second
recommendation
is
to
build
a
new
ce
williams
north
facility
on
the
current
campus
behind
the
existing
facility.
So
there
is
no
swing
space
required
when
the
new
facility
is
up
and
running,
the
old
facility
would
be
demolished
and
we
build
a
parking
lot
and
field
space
where
the
current
school
exists.
T
The
number
that
we're
recommending
is
600
students
with
a
900
student
corps,
and
let
me
explain
that
we
do
that
in
a
number
of
schools,
where
we
provide
the
addition,
the
ability
to
expand
in
the
future
with
classroom
space
by
building
the
big
box
spaces
to
the
capacity
of
the
larger
number,
so
the
gymnasium,
the
cafeteria,
the
mult,
the
media
center,
the
office
spaces,
the
hallways,
etc,
would
be
built
to
handle
900
students,
but
the
classroom
space
would
be
for
600
students
right
now.
T
T
T
That
gives
him
gives
principal
smith
the
opportunity
to
ensure
that
he
can
cover
any
additional
growth
right
now,
even
though
the
capacity
is
9.68,
and
he
is
only
projected
at
848
programmatically
he's
using
most
of
the
spaces
in
that
school
as
it
stands
right
now
and
then.
Lastly,
I
pointed
out
the
letter
that
we
received
from
paterson's
academy
to
fund
and
design
construction
facility
co-located
with
us,
I'd
like
to
include
that
as
part
of
the
recommendation
as
well
by
making
that
decision.
T
B
Thank
you.
I
just
wanted
to
point
out
that
at
the
community
meetings
that
you
held
in
march,
you
talked
about
having
a
facility
identiful
to
the
ce
williams
south,
so
this
would
be
smaller,
and
I
understand
what
you're
saying
about
the
projected
enrollment
and
the
fact
that
a
lot
of
our
students
are
going
to
other
middle
schools,
but
I'm
concerned
that
we
could
run
into
the
same
problem.
We
ran
into
with
lucy
beckham,
where
we
didn't
account
for
people
just
thinking.
This
is
a
fantastic
program.
We
want
our
kids
to
go
to
school
here.
B
If
this
is
a
successful
school,
we
want
to
be
able
to
house
all
the
students
that
live
there.
So
I'm
I'm
mainly
concerned
that
we
aren't
planning
for
a
future
where
we
know
in
the
long
run,
10
years
down
the
road
we're
going
to
have
a
more
growth.
I
don't
you're
projecting
out
five
years
and
this
building
will
be
complete
when.
B
J
Okay,
so
so
jeff,
the
the
design
for
pace
academy.
Is
that
being
funded
through
us,
including
a
part
of
this,
or
is
this
the
base?
So
I'm
going
some
way
with
this
question.
T
T
Obviously,
that's
promise
has
been
made
without
any
estimates,
and
so
this
planning
process
would
allow
us
to
determine
their
need,
work
that
into
the
design
and
construction
estimate
and
allow
them
to
make
a
better
financial
decision
in
the
end,
so
that
the
thought
would
be
that
they
would
fund
both
design
and
construction
from
a
sales
tax
perspective.
T
The
the
ability
to
fund
pace
is
not
there
within
the
sales
tax.
The
sales
tax
referendum
is
very
clear
that
it's
for
west
ashley
middle
school
facilities,
and
so
I
I
guess
you
could
make
a
case
for
funding
one
classroom
of
pace
because
they
have
district
10,
middle
school,
kids
in
some
form
or
fashion,
but
that
we
we
took
a
hard
look
at
what
what
the
referendum
said
and
we
really
try
to
stay
within
that
construct
to
ensure
that
we
don't
jeopardize
put
any
of
our
funding
at
legal
risk.
J
So-
and
thank
you
for
that-
I
do
understand
that
now.
My
next
question
is
going
to
be
because
they
service
our
students
and
when
these
are
not
housed
any
place
else
and
we
are
taking
in
these
students
of
ours,
so
I'm
trying
to
figure
out
is
there
a
way
for
us
to
be
able
to
fund
that
design
or
any
part
of
that
construction?
But
I
think
you
just
answered
my
question,
but
is
there
another
thought
process
because
again
they
are
servicing
those
particular
students
from
those
areas
and
throughout
the
county.
J
T
Yes,
sir,
I
think
that's
a,
I
think,
one
of
the
elements
that
we
could
consider
and
we
will
consider
that-
would
be
able
to
accommodate
that
aspect
of
it
is
that
the
shared
spaces,
the
cafeteria,
the
gymnasium,
the
multi-purpose
room,
the
media
center.
They
would
have
access
to
those
facilities,
and
I
think
that
that's
a
pretty
fair
opportunity
to
provide
some
services
to
them
for
the
great
support
they
provide
us
yeah.
J
Yeah,
I
would
just
say
that
you
know
if
we
can
given
confined
to
what
we
can
use
construction
money
for
in
the
design
and
so
forth
online
that
they
are
servicing
these
kids
that
will
build
and
that
we
should
try
to
make
every
way
possible
to
alleviate
any
financial
scarce
off
of
them
for
servicing
our
students.
Yes,.
C
Or
I
mean
this
comment,
what
kind
of
question
it
s
it
sounds
to
me
like
what
you
presented
that
y'all's
plan
is.
Your
recommendation
is
that
we
would,
if
we
would
build
a
school
for
600
students
with
a
904,
so
you
we
could
add
on.
Likewise,
we
did
at
moultrie
similar
to
what
we
did
mostly
where
we
added
on.
K
T
K
C
T
C
So-
and
I
think
just
just
I'll
just
comment
on
the
beckham
issue,
I
think
part
of
the
beckham
challenge
was
that
we
they
we
it
was
originally
going
to
be
1200.
We
upped
it
to
1500,
but
the
capacity
for
the
need
for
high
school
seats
in
mount
pleasant.
We
still
have
seats
in
mount
pleasant.
C
T
I
used
to
add
to
that
point.
We
are,
I
want
to
say,
since
2014,
maybe
18
for
19.
I
think
beckham
is
maybe
the
only
example.
I
will
say
that
of
the
trailers
we've
had
to
install
around
the
district.
West
ashley
has
the
fewest
they've.
We've
never
had
to
put
trailers
for
middle
or
high
school
on
either
of
the
campus
on
any
of
the
campuses
in
west
ashland.
B
You're
welcome
yeah.
Is
this
a
viable
educational
option
for
sixth
graders
I
mean
we've
talked
about
building
and
walls
and
desks
and
space.
But
let's
talk
about
academics.
Is
this
working
as
a
improvement
to
have
a
sixth
grade
academy
and
I'm
deferring
to
educators
at
this
point
away
from
gem?
But
I
want
to
hear
about
the
academic
piece.
U
So
great
day,
everyone,
of
course
we
don't
want
to
use
this
as
an
excuse,
but
we
know
that
we're
in
the
midst
of
covet.
So,
while
the
data's
not
where
we'd
like
it
to
be,
we
do
see
some
promising
data.
So
the
first
thing
we
knew
we
had
to
do
in
the
school
was
really
focus
on
that
culture
that
climate
and
that's
a
lot.
What
miss
porter
has
been
talking
about,
but
based
on
that
we've
seen
that
as
the
years
have
been
progressing,
we've
seen
some
increases
in
the
academic
games.
U
Now,
there's
a
lot
of
stuff
like
I
said
that
we
need
to
do
we're
looking
at
some
different
interventions,
some
different
things
based
on
what
we've
learned
as
it
relates
to
putting
the
model
in
place
that
we're
going
to
implement
on
next
year,
but
we
do
see
some
promising
data
as
in
reference
to
as
we
progress,
and
we
can
put
some
more
solid
things
in
place,
we
can
see
it
being
really
effective.
So.
B
U
I'm
going
to
say
this
piece,
I'm
going
to
say
this
piece.
I
think
we
may
have
forgotten
that
the
original
idea
behind
this
was
to
create
a
more
diverse
middle
school
in
d10
and
that
piece
I
can
confidently
speak
to
that.
We're
seeing
that
now.
So
we
know
the
academic
pieces
we
need
to
work
on.
As
with
any
of
our
programs,
you
know,
we've
had
programs
we
put
in
place
either
magnet
are
just
program,
schools
we
monitor
and
adjust,
and
we
make
the
necessary
changes
to
accelerate
the
learning
of
all
those
scholars.
C
N
Dr
williams
question
for
you:
in
the
past,
e
williams
was
noted
as
a
place
that
all
the
students
wanted
to
attend
and
there
was
a
waiting
list.
Parents
were
frustrated
because
there
was
no
space
there.
Will
this
sixth
grade
academy
take
care
of
the
frustration
that
parents
have
had
in
the
past,
because
I
see
this
as
a
good
thing
for
our
d10
schools
and
how
do
you
see
this
progressing
as
we
move
ahead
in
the
future
for
our
middle
school
configuration.
U
So
as
a
part
of
the
implementation,
we
ensure
that
those
things
were
present
at
ce
north
as
well,
and
that's
one
of
the
reasons
why
we
saw
such
a
large
waiting
list
at
sea
south
because
they
had
those
extensive
art
classes,
because
they
were
like
a
ce
williams
school
of
the
scientific
arts
really
long
name,
but
they
had
arts
program.
So,
yes,
ma'am.
Thank
you.
B
Q
Yes,
so
I
was
wanting
to
know
what
were
we
actually
doing?
Excuse
me
to
address
the
live-in
and
the
10
out
numbers
for
d10.
Q
My
second
question
was
wanting
to
know
whether
or
not
this
configuration
was
this
a
permanent
decision
of
whether
or
not
we
could
maybe
have
some
different
revisions
closer
to
the
building
been
built
and
also
wanted
to
wonder
whether
or
not
us
building
a
building
right
now
for
600.
Q
Do
we
do
we
think
that's
really
cost
efficient
thinking
that
you
know,
I
really
think
the
numbers
are
going
to
rise.
I
see
the
numbers
rising.
I
see.
Kids
do
go
out
of
the
you
know
of
the
district
right
now
to
go
to
other
schools,
but
I'm
looking
at
where
I
live
and
I'm
looking
at
places
been
built,
houses
have
been
built,
apartment
complex
has
been
built.
Do
we
really
think
it's
cost
efficient
right
now
to
go
ahead
and
build
this
school
to
only
accommodate
600
instead
of
900.,
so.
U
You
want
me
to
answer
your
second
question.
First,
so
are
you
going
to
go
okay,
so
I'll
answer?
Your
second
question,
ms
copeland,
I
think
you
alluded
to
the
fact
that
you
want
to
know
specifically
about
closer
to
the
building
actually
being
built.
If
we
would
reconsider,
is
that
what
you're
asking
yes.
U
So
I
think
earlier-
and
I
can't
remember
which
board
member
said
this-
we
talked
about
if
the
demographics
change
in
the
future,
the
school
is
being
built
to
be
a
typical
middle
school.
So
when
we
six
sixth
grade
academy,
I
think
we
think
about
it's
going
to
be
something
different,
a
different
building.
It
will
be
a
general
middle
school
building.
U
We
make
the
necessary
adjustments
to
you
know:
progress,
monitor
and
accelerate
the
learning
of
all
kids,
so
we've
never
set
a
precedent
where
it's
been,
if
a
school's
not
performing
a
magnet
our
program
that
we've
disbanded
the
program,
so
it
would
be
like
any
of
our
schools
that
we
currently
serve
when
we're
looking
at
our
data
and
making
the
necessary
changes.
But
if
the
demographics
change
in
the
future-
and
we
need
a
typical
stand-up
middle
school,
we
can
do
that
man,
that's
an
option.
T
T
That
includes
the
development
of
long
savannah
in
a
conservative
manner,
but
it
includes
long
savannah
and
I
will
say
that
I
think
the
day
I
got
here
in
2014,
I
heard
long
savannah
was
going
to
be
built
in
2015
and
and
so
we
do
have
to
take
into
consideration
with
a
grain
of
salt.
The
the
thoughts
that
everyone
has
about
about
growth.
But
we
take
a
look
at
the
real
numbers.
T
Miss
barnett
from
the
planning
department
reaches
out
to
the
to
the
planning
departments
of
each
city
looks
at
the
the
building
permits
if
it's
a
large
enough
development
she'll
reach
out
to
the
actual
builder
and
get
a
build
plan
to
incorporate
the
numbers
of
students
that
would
be
in
those
families
into
the
enrollment
projections.
T
C
T
Correct
the
building
will
be
designed
to
add
a
some
additional
to
add
classrooms
on
to
300
students.
It'll
it'll
be
designed
to
allow
for
additional
growth,
and
we
can
see
how
the
building
program
is
going
through.
2028
and
I
mean
hopefully
we'll
continue
to
have
resources
available,
but
it'll
be
prepared
to
be
able
to
do
that.
B
B
T
T
But
again,
a
1200
core
with
a
1200
core
at
sea
williams
south
gives
us
2
400
seats
in
west
asheville,
which
is
way
over
anything.
We
would
even
come
close
to
projecting.
So
I
think
that
so
to
answer
question
no,
we
can
increase
the
core
from
900
to
a
higher
number
beyond
this
point,
but
we
could
go
from
600
students
to
900
students
at.
B
J
And
I
know
miss
darby
is
about
to
make
a
motion
yeah,
and
I
guess
you
know
it's
always
good
to
capture
those
things
in
the
motion
now
than
later.
Is
there
anything?
In
addition,
we
can
potentially
change
students
existing
motion
to
includes
some
kind
of
directive
or
some
sort.
C
B
C
Ahead
and
make
yes
an
emotion
all
right,
so
I
moved
to
maintain
the
current
sixth
grade
academy,
replace
the
existing
ce
williams
north
facility
with
a
new
600
student
900
student
core
facility,
allow
paterson's
academy
for
comprehensive
education.
F
C
B
A
C
B
D
A
Next
on
the
agenda
is
audit
and
finance
committee.
Miss
green.
M
And
the
other
items
that
will
be
coming
to
you
at
for
the
board
meeting
action
items
are
listed
there,
so
you
probably
want
to
spend
some
time.
This
is
the
first
time
we've
had
to
approve
of
those
projects
of
250
000
or
more.
M
I
would
certainly
ask
you
if
you
would
take
the
time
to
go
through
and
look
at
those
projects
so
that
you
know
we
don't
spend
a
bunch
of
time
asking
questions
about
them
when
we
get
them
here,
but
they
they
are
in
that
list
on
the
250
list
and
then
the
first
reading
of
the
budget
you're
going
to
get
in
a
few
minutes
and
the
other
items
are
information
items.
G
Thank
you
very
much
miss
queen,
so
the
first
reading
of
the
fiscal
year
23
budget
is
may
23rd
board
meeting
at
this
meeting.
Now
ms
williams
is
going
to
give
an
overview
of
the
proposed
budget
that
was
presented
to
the
guardian
finance
committee
last
tuesday
of
last
week.
O
Thank
you,
mr
kennedy,
good
afternoon
to
the
board
robin
mack
and
members.
I'd
like
to
present
you
the
first
reading
of
the
fy
23
budget,
I'd
like
to
highlight
two
critical
caveats
as
we
move
into
the
first
reading.
O
The
first
is
that
the
state
allocation
has
not
been
finalized,
so
the
number
for
revenue
may
flock.
The
second
is
that
this
is
the
same
budget
from
fy
22,
with
the
exception
of
pay
increases.
O
So
on
the
side.
Here
we
really
wanted
to
reiterate
that
this
is
the
this
maintains
the
same
educational
focuses
that
we
initiated
in
fiscal
year,
21.
21
such
as
early
childhood,
additional
capacities,
abuse
and
member
gifted
and
talented
middle
school
honors
expansion
for
social
and
social
and
emotional
learning
and
mental
health.
This
also
provides
pay
increases
for
all
teachers
through
a
2,
000
salary,
increase,
step
increase
and
we're
moving
the
teacher's
step
cap
to
30
years.
O
O
Next
slide,
the
23
proposed
budget
also
reduces
current
year
spending
in
fy
22
and
will
use
that
those
savings
to
apply
to
the
fy23
budget
and
that's
primarily
through
a
hiring
and
spin
freeze.
The
increase
in
fund
balance
over
the
past
few
years
has
improved
because
of
the
healthy
position
of
the
fund
balance.
We're
able
to
move
that
we're
able
to
use
fund
balance
to
help
to
supplement
the
f
by
23
budget.
O
P
Thank
you.
So
what
you
have
in
front
of
you
is
a
example
of
what
the
teacher
salary
schedule
would
look
like
for
2023
with
a
step
and
a
2
000
pay
increase.
So
what
we've
done
is
we've
given
some
examples
here.
If
you
look
on
the
far
left,
you'll
see
a
bachelor's
master's
and
doctorate
under
fy22
and
that's
at
step:
zero,
meaning
those
are
brand
new
teachers
to
our
to
the
classroom,
to
the
profession
with
either
a
bachelor's
degree,
a
master's
or
a
doctorate.
P
So
let's
use
the
bachelor's
here
step
zero.
Currently,
a
brand
new
teacher
with
a
bachelor's
degree
in
our
system
earns
41
146,
so
for
2023.
That
teacher
would
step
from
step
zero
to
step
one.
So
you
can
see
the
the
amount
for
the
step
at
nine.
Twenty
eight
nine
hundred
twenty
eight
dollars,
plus
the
two
thousand
dollar
increase
for
a
new
total
for
next
year
as
a
step,
one
teacher
of
forty
four
thousand.
P
P
P
The
next
category
again,
your
bachelor's
master's
doctorate.
So
this
is
your
teacher
at
step,
29
right
now,
our
schedule
caps
at
step,
26,
that's
the
max,
so
a
step,
29
teacher.
If
we
raise
that
to
30
years
of
experience
to
step
30,
you
would
see
that
bachelor's
teacher
who's
currently
at
66
242
would
actually
see
about
a
6200
increase
moving
to
72
513,
and
that's
because
at
that
point
was
four
step
increases.
You
see
the
note
at
the
bottom,
going
from
step
27
to
step
30.
B
P
Well,
before
shawna
comments,
I
a
number
of
districts
across
the
state
are
so
georgetown.
Our
neighbor
is
step
36
for
this
current
year,
lexington
school
district
one
goes
to
step.
40.
greenville
goes
to
step
33,
and
the
intent
here
is
to
really
is
to
retain
our
experienced
teachers
in
the
classroom.
P
The
the
if
you
look
back
going
several
decades.
That
system
was
designed,
if
you
think
about
retirement
at
28
years
of
experience
on
the
state
capped
at
23.
P
B
Yeah,
I
agree
that
we
need
to
get
to
get
up
to
step
30,
at
least,
but
I
guess
I'm
just
thinking
about
the
overall
budget.
I
don't
want
to
I'm
not
trying
to
pick
on
the
more
experienced
teachers.
I
just
don't
even
know
if
this
is
a
significant
savings.
If
we
try
to
do
something
like
that,.
O
We're
settling
the
budget
for
budget
gap
volusia
metrics
because
of
our
fund
balance,
is
so
healthy.
In
addition
to
the
millage
increase,
we're
proposing
for
9.1
million,
we
remove
that
option
that
you
reference
as
a
cost-saving.
K
O
O
Here
is
the
beginning
of
actually
diving
into
the
numbers
we
have
the
523
proposed
budget,
so
the
administration,
as
of
now,
is
recommending
a
9.1
mil
increase.
That's
scenario
3
to
the
far
right,
so
I'll
be
reading
down
that
column.
O
The
projected
revenues
are
at
645
million,
approximately,
with
our
base
expenditures,
current
expenditures
fixed
cost
at
614.
That
leaves
us
with
a
31
million
dollar
surplus
positive
number
once
we
added
the
additional
required
increases.
This
includes
the
teacher
step,
the
retirement
health
and
dental
charter,
school
coordination
and
other
contractual
months
dues.
Some
are
the
operating
contractual
obligations
that
we
have.
That
is
a
31
million
dollar
price
tag.
O
We
are
also
then
looking
at
mission
critical
items
carrying
those
forward.
We
actually
had
a
reduction
to
the
usc
residency
costs,
so
that
was
that
1.4
million
reduction
we
increased
learning
service
expansions
by
3.1
million,
that's
special
ed
compliance
and
compliance.
O
O
So
when
you
add
those
some
of
those
together,
we
get
to
45
million
dollars,
as
total
required
increase
against
our
31
million
dollar
surplus.
That
leaves
a
14
million
dollar
budget
gap
next
slide.
Please
next
slide,
please
so
the
district
booked
that
strategies
to
balance
and
where
we
are
is
because
we
projected
to
we
actually
projected
vacancy
savings.
This
is
the
additional
savings
from
unfilled
positions
and
benefits.
O
O
With
these
strategies,
the
balance
we
actually
balance
the
budget
and
just
some
notes
about
fun
balance.
I
want
to
highlight
how
we
got
to
this
conclusion:
the
fy2
fy22
budget.
At
the
end
of
the
year,
we
projected
putting
124
million
dollars
back
into
fund
balance
with
our
cost
saving
metric
measures
we
actually
put
in.
K
G
So,
ms
wade,
could
I
ask
mr
bregman
to
talk
about
the
proposed
pay
increases
for
non-teachers?
Yes,.
O
P
There
we
go
okay,
so
I'll
give
a
kind
of
an
overview
of
not
of
teachers
and
our
non-teachers.
So
the
first
item
that
you
have,
which
we've
already
discussed,
is
teachers
moving
to
step
30
on
the
teacher
salary
structure.
P
P
Last
year,
the
board
voted
to
move
the
non-teachers
to
97
percent
of
market,
based
on
the
the
fox
loss
and
salary
study
from
2014,
and
in
order
to
maintain
that
a
2.3
percent
cola
needs
to
be
needs
to
be
added
to
that
structure,
to
maintain
that
97
market
and
then
also
our
currently
our
non-teachers
step
up
to
26,
so
we're
adding
30
as
well
for
the
non-teachers
so
that
all
employees,
whether
whether
certified
teachers
or
non-teachers,
could
can
move
to
step
30
over
time.
P
P
P
We
a
couple
years
ago
we
allowed
experience
of
someone
was
coming
in
from
another
organization.
They
were
classified
hourly,
let's
say
a
secretary
bookkeeper
with
25
years
of
work
experience.
The
district
only
allowed
them
credit
for
12
years
was
the
max.
Then
we
moved
it
to
15
years
last
year.
Now
it's
at
18
and
we're
going
we're
recommending
that
we
get
a
30..
P
So
I
believe,
mr
kennedy,
those
are
all
my
recommendations
for
calm.
O
Also,
if
there
are
no
questions
about
the
numbers,
we
did
provide
a
few
supplemental
examples
for
the
millage
increase
on
the
various
indices.
Go
to
the
next
slide.
Please,
the
next
slide.
Thank
you.
O
So
this
side
represents
owner-occupied
property
and
it
shows
that,
with
the
9.1
mil
increase
the
bottom
highlighted
line,
it
is
zero
impact
to
the
owner
occupied
next
slide.
Please.
O
For
non-owner
for
a
home
assessed
at
every
hundred
thousand
dollars
with
the
9.1
mill
increase,
it's
54.60
increase
for
the
year
next
slide.
Please
for
commercial,
real
property.
That
number
is
273
as
an
impact
for
the
9.1.
No
increase
next
slide.
Please.
O
Next
slide,
please
for
personal
property
and
equipment.
That
number
is
9.56
increase
a
year
percent
per
year
for
an
assessment
of
10
000
or
greater
than
9.1
million.
G
Well,
so
thank
you,
miss
williams,
and
so
this
is
our
first
presentation
on
any
budget
here
in
the
district.
I
will
say
that
two
or
three
points
one.
The
first
time
we
presented
a
set
of
numbers
for
fiscal
year
fiscal
year,
23
was
to
the
finance
committee.
In
april.
At
that
presentation
we
had
a
number
of
items
that
were
proposed
by
staff
to
be
able
to
increase
the
budget
by
the
the
art
and
finance
committee.
G
Members
were
unanimous
in
april
that
that
the
district
needs
to
pay
attention
to
pay
for
for
for
staff,
both
teachers
and
none
non-teaching
staff,
and
so
you
can
see
that
this,
but
this
budget
does
focus
on
that.
This
will
indicated
that
the
fy
23
proposed
budget-
that's
proposed
here
it
doesn't
does
not
represent,
does
not
represent
any
increases
in
programming,
except
with
with
one
exception,
and
that
was
the
addition
of
additional
special
ed
teachers
associated
with
compliance
and
meeting
student
needs.
G
So
we
don't
have
any
new
programs
so
what
she
presented
that
in
in
the
fy
201
budget,
when
we
adopted
the
mission
critical
items,
this
is
the
content.
We
continued
those
mission
critical
items.
Last
year,
so
I
didn't
add
some
other
additional
things,
and
this
budget
continues
those
that
are
supposed
to.
G
The
last
the
next
point
I
would
make
that
is
that
the
state
has
not
finalized
its
budget.
Yet
I
was
in
columbia.
Last
thursday,
with
secretary
spearman
state
education
secretary
with
her
k-12
superintendent
roundtable,
her
staff
presented
information
on
this.
That's
where
the
legislature
is
on
the
budget.
G
They
were
not
optimistic
that
the
budget
would
be
adopted
by
the
state
anytime
in
the
certainly
not
before
the
first
reading
of
the
our
budget
here
and
so
they're
also
concerned
about
what
might
be
happening
with
the
between
the
senate
version
of
the
budget
and
the
house
version,
and
what
that
reconciliation
might
the
impact
they
might
have
to
us.
G
They
went
as
far
as
to
say
that
there
could
potentially
be
at
least
there
were
discussions
at
the
legislative
level
of
potential
contingent
resolution,
meaning
that
the
allocation
appropriations
would
be
at
the
fiscal
year
22
levels
which
would
be
problematic
for
us,
and
then
the
last
piece
I
would
make
is
that
on
the
introductory
slides
there
was
a
there
was
a
bullet
point
about
the
this
budget.
The
the
revenue
revenue
changes
are
increases
for
for
local
revenue,
which
is
derived
by
the
9.1
mil
increase.
G
It's
a
reflection
of
the
of
the
state's
statutes
around
the
index
of
tax
spannability
and
act
388.
So
the
index
of
tax
expandability
has
been
been
in
place
for
decades,
and
it
indicates
that
that
the
state
on
average
pays
70
percent
70
of
educating
all
kids
in
south
carolina
less
on
average,
because
index
tax
expandability
says
that
counties
that
are
wealthy
and
wealthy
in
terms
of
property
value
should
should
share
a
greater
portion
of
funding
education
for
their
children.
G
And
so,
while
the
split
is
70
state
on
average
and
30
by
the
districts,
is
they
the
reverse?
For
us?
We
fund,
roughly
70,
and
the
state
gives
us
30
and
so
the
index
of
tax
payability.
G
We
got
that
this
year
from
from
the
state
and
this
current
year,
just
like
every
year,
I've
been
in
the
district
both
this
time
in
the
prior
of
my
attending
here
that
we've
always
been
the
most
the
most
wealthy
district
in
the
state
of
south
carolina,
county
and
south
carolina
in
terms
of
market
values
and
and
that's
why
we're
getting
less
money
from
the
state
on
the
in
and
neither
the
proposed
budget
of
the
senate
or
the
the
house
version.
G
That's
already
been
adopted,
and
then
the
last
piece
on
that
is
act.
388
and,
as
you
all
know,
the
index
tax
expandability
on
one
hand,
says
you
charleston
county
school
district.
You
have
the
ability,
through
your
property
values,
to
be
able
to
fund
a
greater
share
of
your
educating
your
children,
but
actually
eight
eight
sort
of
like
ties
our
hands
on
an
ability
to
do
that,
because
we
exempt
home
home
owner
property
fund
tax
rolls
for
the
general
operating
fund.
G
So
that's
that
would
be
my
additional
points
here.
We
are,
as
I
indicated,
to
the
finance
committee
last
week.
The
this
is
my
I
think.
Fourth
brexit,
the
fourth
and
fifth
businesses
have
been
back
here
in
2018
and
we've
always
had
adequate
revenue
sources
without
having
to
maximize
the
lava
millage.
But
this
budget
is
more
of
a
challenge
and
it's
just
a
reflection.
G
I
think,
of
the
state
changes
in
funding
formulas
for
k-12
districts,
as
well
as
a
realization
of
some
of
the
economic
shifts
that
we
have
in
the
country
here.
Certainly
here
in
charleston,.
M
Kennedy-
and
I
think
you
and
I've
spoken
about
the
likelihood
of
this
budget
changing
between
first
and
second
reading.
I
assume,
if,
if
for
some
reason,
the
general
assembly
and
I've
been
told
they're
going
to
come
back
and
deal
with
the
budget
after
they,
maybe
even
after
the
election,
but
they
got
to
go
home
to
campaign,
but
they
if
the
2
000
were
to
increase,
I
mean
if,
for
some
reason
when
the
conference
committee
comes
together
and
it
ends
up
being
4
million,
I
mean
4
000
it
like
the
house.
G
Well,
a
couple
of
things
on
your
comments.
One
is
that
also
when
I
was
in
columbia
last
thursday,
the
indication
that
the
if
the
budget
is
approved
during
this
this
fiscal
year,
it
would
be
after
the
more
likely
after
the
june
primaries.
So
not
in
time
for
it
for
us
to.
You
know
for
the
first
reading
of
the
budget,
and
so
your
point
about
the
budget
will
probably
well
I'm
almost
positive
that
the
numbers
will
change
between
the
first
reading
and
the
second
reading
of
the
budget.
G
So
what's
presented
to
you
now
just
preliminary
numbers
that
that
we
have
to
work
with,
knowing
that
the
changes
will
will
more
than
likely
take
place
and
then
in
relationship
to
the
four
thousand
dollar
teacher
salary
increase.
That's
the
house
version
versus
the
two
thousand
dollars
for
the
senate
version
in
in.
In
neither
case
will
the
state
allocate
adequate
funding
enough
of
appropriate
enough
funding
for
us
to
cover
the
cost
under
the
four
thousand
dollar
version.
G
It
cost
the
district
19.5
million
dollars
for
the
four
thousand
dollar
teacher,
salary
increase
and
another
four
point:
five
for
the
step
increase
so
23.
and
the
under
the
house
version.
We
we
ccsd
that
gets
appro
gets
appropriated
and
I
think
it's
some
came
from
the
point,
but
so
somewhere
between
seven
and
nine
million
dollars
more
in
fiscal
year,
23
budget
for
the
house
versus
what
we
receive
now
so
clearly
inadequate
to
for
teacher
salary
increases.
M
C
C
Here
in
scenario,
three
with
a
9.1
mil
increase,
I'm
not
sure
that
we're
going
to
get
support
for
that,
and
in
that
scenario
we
we
have
a
higher
use
of
the
fund
balance.
We
don't
have
any
of
the
reorganization
that
we
had
talked
about
and
and
the
savings
is
basically
the
savings
that
y'all
had
up
to
the
up
until
this
time,
which
I
get
that
I
I
just
wonder.
C
G
Certainly,
we
will
be
looking
at
that
in
terms
of
any
potential
two
one
and
potentially
shift
of
expenditures
over
to
esther
which,
as
you
indicated,
but
be
very
careful,
because
that
would
be
only
a
one,
a
one
year
solution,
so
we'll
be
right
back
in
the
same
situation
where
we
are
next
year
and
then
the
second
point
about
we
potentially
reorganizations.
G
We
are
taking
a
look
at
that
so
that
there
we
don't
have
that
finalize,
but
there's
some
potential
to
do
so
and
then,
in
terms
of
the
fund
balance
I
so
obviously
the
district
cannot
continue
to
fund
what
you
know
use
the
fund
balance
to
continue
to
fund
ongoing
expenditures,
but
in
the
fiscal
year
22
budget,
as
ms
williams
indicated,
we
had
budgeted
for
124
million
dollars
of
fund
balance
this
this
proposed
budget
here
at
9.1
mills
has
us
budgeting
for
fy23
at
130
million
dollars,
so
we're
actually
adding
to
the
fund
balance,
as
opposed
to
you
know
decreasing
it,
and
we
presented
also
at
the
rn
finance
committee
last
week,
the
results
of
our
bond
ratings
from
movies,
the
funds
that
we
saw,
the
2016
million
dollars
of
a
couple
weeks
ago,
and
so
those
that
rating
did
not
change.
G
N
D
N
Thank
you
and
the
staff
for
your
hard
work,
I'm
very
concerned-
and
I'm
still
concerned
about
that
vote
coming
from
this
board,
when
mr
kennedy
and
this
staff
attempted
to
look
at
other
ways
of
saving
money
at
the
district
level
and
this
board
took
it
upon
themselves
to
say
no,
we
don't
want
you
to
use
your
expertise
in
handling
the
district's
problem
of
spending
money.
N
At
this
level,
we
we're
gonna
go
ahead
and
vote
and
I
hope
you
all
can
live
with
the
idea
that
now
we're
asking
taxpayers
to
pay
for
some
decisions
that
some
folk
made
last
friday.
I
will
not
support
any
taxpayers
increase.
I
want
you
all
to
know
that.
I
don't
think
that
the
vote
that
we
we
conducted
last
week
was
appropriate
and
I
want
to
send
a
message
to
the
taxpayers.
N
N
I
think
that
we're
going
to
have
to
look
at
other
avenues
to
come
up
with
some
funding,
and
so
I
just
hope
that
people
who
made
a
decision
can
speak
with
themselves
and
the
fact
that
taxpayers
and
voters
need
to
take
a
look
at
who
you're
voting
for
in
november.
Thank
you.
My
answer
already
is
no
thank
you,
dr
frazier
you're.
Quite
welcome.
M
B
B
However,
I
noticed
in
in
the
6.3
mil
scenario:
you
talk
about
cutting
two
and
a
half
million
dollars,
you
know
and
expenditures,
and
I
don't
want
us
to
cut
any
of
our
programs
if
possible.
I
I
think
we
need
to
make
sure
that
what
students
are
getting
is
what
they're
getting
shawna.
Can
you
correct
me
if
I'm
wrong?
B
K
B
O
B
G
B
G
Let
me
address
that
if
you
would
so
so
we
have
a
so.
G
So
we
have
a
fund
balance
policy
policy.
Dfac
that's
been
modified
twice
in
the
last
four
years.
What
that
fund
about
the
market,
both
modifications,
what
what
what
what
they
did
was
one
now
make
sure
that
we're
in
compliance
with
the
state
requirement
and
two
make
sure
that
we
came
into
compliance
with
the
recommendations
from
the
journal
from
government
finance
officers,
association,
that's
the
16.67
and
so
the
policy.
What
the
policy
did
was
lock,
those
that
percentage
16.67
into
a
category.
G
That's
called
committed
or
state
for
stabilization
purposes.
So
this
truly
is
an
emergency
fund.
If
there's
a
disaster
in
the
district,
we
spend
about
49
million
dollars
every
every
month,
and
so
we
we
want
to
make
sure
that
we
have
enough
funds
available
to
to
operate
for
some
period
of
time
in
an
emergency
and
so
beyond.
That's
that
number,
by
the
way
is,
is
the
percentage
is
about,
but
that
dollar
value
is
98
million
dollars
for
the
fy23.
G
So
it's
not
based
on
it's
based
on
history,
not
the
current
dollars
that
you
see
here
and
and
and
also
based
on
the
last,
the
average
of
the
last
two
fiscal
years
expenditures.
So
we
have
a
look
at
fiscal
year
21
and
where
we
ended
the
year
this
year,
not
not
for
the
budget
for
23.
and
and
then
so
beyond.
G
That,
though
we
need
we
need,
we
need
funds
for,
for
other
things
and
in
fund
balance,
and
so
the
difference
between
that
98
million
dollars
and
what
you
see
here
would
be
for
those
other
things
for
for
a
short-term
emergency
for
satisfies
for
whatever,
whatever
purposes
that
we
have
in,
what's
called
a
sign.
So
it's
different
categories
and
the
98,
the
16.67
percent
by
policy
is
making
sure
that
we
have
an
emergency
fund.
B
J
So
let
me
just
say
that
this
is
the
working
draft
that
is
budget,
that's
being
presented
to
us
today
and
as
much
as
dr
frazier
made
a
comment
in
reference
to
a
meeting
we
had
on
last
week.
J
As
far
as
what
staff
presented,
I
have
to
totally
disagree
with
those
comments,
as
as
we
are
a
working
body
looking
at
ways
of
trying
to
balance
a
budget
but,
however,
making
sure
that
we're
covering
all
grounds
there
are
other
opportunities
in
presenting
and
working
this
budget
and
that's
what
we
should
be
doing
looking
at
different
ways.
But
I
think
board
members
have
to
have
the
option
of
looking
at,
what's
being
presented,
to
be
able
to
study,
to
make
sure
that
this
is
the
correct
pathway
and
moving
forward.
J
So
there
are
different
scenarios
out
there
that
can
be
discussed
and
looked
at,
but
I
totally
disagree
that
we're
not
wasting
taxpayers
money
to
any
degree.
However,
but
we
are
trying
to
be
good
stewards
on
how
we
move
forward
and
having
a
balanced
budget.
So
I
have
to
be
the
first
to
say
that
last
week
was
not
in
any
kind
of
way
trying
to
say
to
administration
that
we
do
not
appreciate
the
work
that
you
do
in
trying
to
bring
numbers
to
help
us
to
balance
the
budget.
J
But,
however,
as
we
do
this,
we
have
to
make
sure
that
the
decision
that
we're
making
is
is
correct
and
accurate.
So,
as
we
move
forward,
we
have
further
opportunities
to
be
able
to
make
decisions
and
balancing
the
budget
with
recommendations.
J
G
So
so
two
points
one
so
so
valid
point
number
one.
So
there's
some
then
two
points
one:
the
excess
property
values,
special
houses
not
the
same
as
market
value.
So
so
so
that's
private
value
of
the
salt,
I'm
assuming
always
lower
than
market
value
and
then
there's
the
second
point.
The
request
for
that
request
was
made
in
august.
Finance
staff.
Has
it's
not
something
that
we
can
internally
generate,
so
we
have
reached
out
to
the
county
auditors
to
help
us
with
that.
B
So,
thank
you
for
pointing
out
the
obvious.
I
think
the
first
thing
that
would
jump
out
in
anybody
is
that,
for
our
own
internal
purposes,
we
decided
rental
homes
were
valued
at
half
the
cost
of
owner-occupied
homes,
and
that
certainly
creates
a
red
flag.
When
you
look
at
this-
and
it
says
an
owner
occupy
just
says,
values
200
and
you
flip
the
page
and
say
well
we're
going
to
assume
a
non-owner
occupies
100..
B
I
appreciate
that
we're
going
to
get
some
real
numbers,
because
that
that's
where
I
really
struggle
with
this.
If
we
approve
this
budget,
as
is,
we
will
have
approved
a
20
millage
increase
on
the
middle
class
of
charleston
county
in
five
years,
and
I
struggle
with
that,
because
those
people
will
have
to
pay
for
these
things.
That's
where
this
money
comes
from.
B
2021-21-22,
there's
nobody,
that's
not
struggling
in
that
category,
but
one
thing
I
thought
was
very
telling
for
me
is
that
in
charleston
county
in
the
u.s
census
for
2020
anywhere
between
32
and
36
of
the
housing
stock
in
charleston
county
is
rental.
I
think
it's
a
little
bit
shocking
sure
in
my
neighborhood.
I
don't
think
it's
odd
that
I
can
walk
down
the
street
and
every
third
house
is
going
to
pay
this
tax
increase,
but
the
reality
is
across
the
county.
B
If
you
walk
down
any
street,
every
third
house
is
going
to
bear
the
brunt
of
an
increase
in
rent
again
over
last
year's
increase
in
rent
that
we
charge,
though,
because
that
cost
goes
somewhere,
and
this
is
three
times
higher
millage
increase
than
we've
ever
done
in
our
history.
B
I'm
not
I'm
not
saying
these
are
not
worthy
costs.
I'm
saying
my
struggle
is
the
people
who
are
being
at
me
who
are
being
asked
to
pay
for
this,
we're
not
doing
any
better
either.
So
I
really
struggle
with
that
and
I'm
hoping
we
can,
I'm
hoping
we
don't
have
to
come
to
a
9.1.
For
that
reason,
I
will
continue
the
one
other
thing,
and
I
think
this
is
just
a
minor
detail,
but
these
are
the
things
that
jump
out
at
layman.
B
B
Yeah
but
the
charter
school
coordinator,
my
salary,
is
30
000
more
than
the
revenue
source,
and
I
think
those
are
little
things
that,
if
we're
struggling
and
we're
asking
the
community
to
pay
these
extra
expenses
and
their
rent
and
in
their
taxes,
we've
got
to
look
at
that.
So
that
would
be
my
two
things
is
that
I
just
want
us
to
not
forget.
This
is
going
to
increase
the
cost
of
living
in
charleston
county
because
of
what
we
do
when
that's
the
problem
we
have
in
charleston
county.
Our
employees
can't
afford
to
live
here.
G
There's
two
points
on
one,
so
I
yes,
I
understand
and
so
we're
working
on
that
and
then
the
other
point
on
the
position
that
you
mentioned.
You
know
that's
the
direct
result
of
a
board
action.
I
think
two
years
ago
they
indicate
that
the
staff
should
allocate
use
0.2,
0.25
percent
throughout
to
charter
school
revenue
for
to
staff
a
position,
and
so
since
that
time
frame
the
position
itself
is
cost
increase.
B
B
M
I
don't
I
don't
remember
off
the
top
of
my
head,
mr
kennedy,
do
you
what
the
millage
was
for
last
year,
the
increase
you
are.
M
Are
any
other
questions
and
I'm
sure
staff
would
be
amenable
to
any
suggestions,
specific
suggestions
that
maybe
you
would
have
about
how
we
accomplish
what
we
need
to
accomplish
and
balance
the
budget
at
the
same
time,
so
I
mean
it's
not
an
easy
task,
but
if
you
have
suggestions,
I
would
suggest
you
pass
them
on
yeah.
N
Please,
and
I
have
to
go
back
to
the
fact
that
when
we
hire
people
in
these
positions-
and
I
know
this
may
sound
redundant,
but
when
we
hire
people
to
come
in
and
perform
certain
duties
for
our
children
and
for
this
community,
then
we
have
to
support
those
decisions
and
those
those
persons,
and
I
know
that
this
staff
has
taken
some
time
to
look
at
all
scenarios
and
how
we
can
save
money,
how
we
can
cut
staff
and
how
we
can
alleviate
the
burden
to
the
taxpayers
and
for
this
board.
N
And
I'm
talking
about
this
board
to
sit
back
and
let
you
all
do
all
of
this
work
and
then
come
and
make
a
decision
not
to
support
you.
I
think
that
that
sends
a
an
incorrect
message
and
that
we
need
to
rethink
our
positions
when
we
bring
items
before
the
sport.
That's.
M
All
I
want
to
say
thank
you.
Thank
you
for
your
help
and
unless
did
you
get
it
not
to
have
an
answer
yet
not.
M
Bill
still
here,
young
support
and
thank
board
members
for
their
questions.
Thank
you
with
that.
Miss
garvey.
B
B
H
Correct
because
we
we
own
the
facilities
they
come
to
us,
their
their
board
was
a
part
of
this
process,
and
then
you
have
to
approve
as
well.
Okay,
because
they're
converging.
B
So
any
further
questions,
then
we
have
a
motion
and
a
second
correct.
D
J
So
I
think,
moving
forward,
though,
board
ought
to
take
into
consideration
this.
The
naming
of
facilities
actually
should
not
come
under
policies,
that's
something
we
can
discuss.
C
K
J
I
don't
know
just
let
me
let
me
finish
that
that's
something
that
can
come
under
other
business.
B
B
And
just
so
everybody
knows
this
is
our
vote
to
to
recommend
to
the
board,
and
there
will
be
two
readings
one
of
may
23rd
and
one
at
the
june
board
meeting.
I
am
so
sorry
that
this
has
happened,
but
I'm
going
to
have
to
complicate
this
motion
and
I've
sent
julie.
The
motion
that
I'm
going
to
read
to
you,
but
these
were
put
at
your
desk
today.
B
B
If,
if
you
have
any
questions,
I'm
happy
to
take
them,
but
this
is
basically
to
streamline
the
policy.
There
were
a
lot
of
specifics
here
that
are
not
really
something
that
the
board
should
be
demanding,
and
I
have
been
assured
by
ms
belcher
that
there
are
other
policies
under
review
which
are
going
to
address,
making
sure
that
we
don't
violate
our
commitment
to
keep
all
of
our
students
represented
in
our
classrooms,
our
instructional
and
curriculum
material.
B
H
B
All
right,
I
move
that
we
adopt
changes
to
policy
ig
with
the
following
edit
to
remove
quote
curriculum
development.
Adoption
review
and
implementation
are
intricate
processes.
These
processes
require
the
close
collaboration
of
instructional
personnel,
continuous
research,
experimentation
and
critical
analysis
of
the
effectiveness
of
the
curriculum,
unquote
and
with
the
understanding
that
other
policies
governing
the
values
of
representation
of
the
diversity
of
our
community
and
our
curriculum
and
instructional
materials
will
be
brought
to
us
in
june
for
consideration.
B
That
is
my
motion.
I
would
ask
a
friendly
ass
that
you
untie
that
so
that
we
can
vote
on
whether
this
is
a
motion
we
want
to
move
forward
as
opposed
to
also
binding
them
to
that
second
part
about
future
work.
I
agree
with
it.
I
just
don't
think
it's
appropriate
to
bind
that
to
a
vote
on
a
policy
change.
C
B
Often
direct
staff
to
bring
us
something
a
specific
time
date
and
we
don't
worry
about
the
earth
exploding.
Well,
I
do
but
I
agree.
I
agree
it
should
be
a
stand-alone
motion.
I
don't
agree
that
you
should
have
to
vote
no
to
one
or
the
other
or
yes
to
one
or
the
other
in
order
to
get
a
curriculum
policy
updated.
B
B
B
The
new
motion
is,
I
move
that
we
adopt
changes
to
policy
ig
with
the
following
edit
to
remove
quote
curriculum
development,
adoption
review
and
implementation
or
intricate
processes.
These
processes
require
the
close
collaboration
of
instructional
personnel,
continuous
research,
experimentation
and
critical
analysis
of
the
effectiveness
of
the
curriculum
unquote
period.
K
L
It
does
and-
and
thank
thank
you,
dr
french,
for
your
patience
with
the
version
control
and
behind
the
marked
up
version
is
the
the
policy
with
all
corrections,
so
the
board
members
can
look
at
that
just
so,
you
can
see
the
difference,
and
that
is
the
that
is
the
policy.
We're
asking
the
board
for
approval
essentially
just
wanted
to
be
more
general
and
less
specific
and
apologize
again,
because
the
mistake
was
on
our
side
and
appreciate
dr
french
catching
it
yeah.
D
C
B
B
Yes,
so
all
of
the
things
you
are
removing
from
the
policy
where's
the
other
policy
that
makes
that
happen.
I
mean
these
things
are
they're
happening,
but
one
would
question
if
they're
happening
by
policy,
why
would
we
remove
a
policy
that
asks
them
to
happen
and
they're
kind
of
tangible
things?
The
rest
is
more
of
a
theory
of
action.
B
L
That
most
of
those
things
are
written
within
the
requirements
issued
by
the
state
board
of
education,
or
we
do
have
another
policy.
For
example,
our
health
education
policy
is
specific,
and
what
was
happening
is
we
went
to
look
at
this?
There
are
two
motivations
revisiting
this
one
is
that
we
often
ask
board
approval
for
textbooks
versus
curriculum
and
curriculum
nowadays
is
much
broader
than
textbooks.
L
It
includes
a
lot
of
multimedia
considerations
as
well
as
connection
to
standards,
so
we
wanted
to
go
broader,
so
we
weren't
confined
and
the
list
below
that's
bulleted
changes
depending
on
the
priorities
of
the
state,
and
so
we
want
to
make
sure
that
we're
in
compliance
with
state
in
federal
laws,
but
we
don't
want
to
have
to
change
the
policy
every
time.
There's
a
change
to
some
of
these
specifics
so
that
thus
we
want
to
go
much
more
general
in
our
execution.
B
B
Is
more
than
textbooks
and
we've
written
a
policy
that
says
that
the
board
doesn't
even
get
an
update
or
report?
So
I
think
that
might
need
a
little
bit
more
work,
not
saying
we
should
improve
the
curriculum
or
it
should
come
to
us
or
everything
should.
B
But
do
we
want
to
codify
into
the
policy
that
the
board
which
again
when
it's
introduced
to
the
board,
is
when
it's
introduced
to
the
public
that
it
might
be
in
there,
and
I
would
like
to
make
sure
that
some
of
this
I
would
if
you
could
miss
your
offline.
Maybe
we
could
talk
about
because
I,
like
everything,
that's
down
below
and
I
kind
of
want
to
keep
it.
So
I
want
to
make
sure
it's
somewhere
else.
B
So
may
I
address
some
of
that.
A
lot
of
this
is
in
the
legal
references,
and
so,
if
it's
required
by
state
and
federal
law,
it's
going
to
be
done.
Sure
I'm
just
asking
her
to
tile
okay
yeah,
so
that
we
know
that
and-
and
I
I
would
like,
while
we're
talking
about
this-
to
have
something
that
puts
it
in
the
public
arena
via
a
report
to
the
board.
B
We
have
a
textbook
approval
right.
She
did
and
now
we're
saying
that
textbooks
curriculum
is
so
much
more.
We
require
textbook
approval
and
we're
approving
a
policy
that
doesn't
require
curriculum.
I
I
wasn't
even
going
to
say
we
need
to
approve
curriculum,
but
we
do
have
a
policy
to
approve
textbooks.
That's
still
on
the
books
when
this
is
passed
right,
okay,.
O
B
V
I
like
to
chime
in
I'm
superintendent,
kennedy
board,
chair
and
members
of
the
board.
The
policy
is
written
in
general
terms
and
typically
those
bulleted
items
are
addressed
in
the
administrative
rules
so
before
we
recommend
the
curriculum
to
the
for,
for,
for
use,
we'll
bring
that
curriculum
that
we,
for
example,
that
we
review
based
off
of
the
administrative
rule
in
terms
of
making
sure
that
we
accomplish
all
of
those
things
that
are
listed
in
bulleted
items
here
until
they
are
addressed
by
the
references
to
the
law.
B
V
A
V
K
B
B
It
looks
you
it
appears.
She
voted
yes,
okay,
that
is
correct,
okay,
the
motion
passes
and
we
will
discuss
it
at
the
next
board
meeting
at
the
board
meeting
on
may
23rd.
Thank
you
and
I
return
the
meeting
to
miss
dark.
A
Thank
you.
The
next
item
on
the
agenda.
7A
is
the
legislative
update
and
I
think
I
saw
ryan
there
he
is.
He
should
be
waving
patiently
he's
been
waiting
for
a
while,
I'm
sure
so
one
do
y'all.
Would
you
all
like
him
to
do
update
or
do
you
all
just
want
to
ask
questions
brian?
You
have
any
quick
update
that
you
want
to
share
with
us.
Well,.
W
I
was
just
going
to
say
good
afternoon,
mr
chair
members
of
the
board.
I
really
had
my
offender
stolen
actually
by
superintendent
kennedy
with
the
the
budget
update.
So
I'm
happy
to
answer
any
questions.
I
guess
I
could
update
you
and
let
you
know
that
there
is
some
house
leadership
changes
coming
as
well.
W
You
know,
speaker,
lucas
has
resigned
from
the
house
effective
on
thursday
at
5,
00
pm,
so
the
former
ways
and
means
chairman,
merle
smith,
representative,
merle
smith,
out
of
something
will
be
the
new
speaker
of
the
house
starting
501
actually
on
thursday
and
with
his
resignation
from
the
house,
ways
and
means
committee
representative,
gary
simrill
out
of
york
is
going
to
be.
The
new
house
ways
means
chair,
but,
as
you
all
know
also,
he
is
not
planning
to
seek
re-election
this
year.
W
So
more
house
raising
means
leadership,
changes
coming
after
november
november's
election.
So
we'll
keep
you
posted
on
that,
but
three
days
left
of
legislative
session.
You
know,
don't
everybody
cheer
at
once.
W
And
you
know,
as
superintendent
kennedy
said
earlier,
you
know
no
signing
die
resolution,
no
continuing
resolution
adopted
as
of
yet
the
budget
will
most
likely
not
be
finished
by
thursday,
so
they
will
come
back.
The
general
assembly
is
expected
to
come
back
late
june
sometime
after
the
primaries
to
finalize
its
budget,
and
a
conference
committee
will
be
appointed
most
likely
and
then
conferees
from
the
house
and
senate
will
be
appointed
and
they'll
hash
out
the
differences
in
the
senate
and
house
versions
of
the
budget.
W
So
with
that,
I'm
hoping
that
was
brief
enough.
But
with
that
I'll
take
any
questions
you
all
may
have.
A
Okay,
the
next
item:
7b,
is
the
nutrition
services
overview,
and
so
I
think
we
have
a
presentation
on
that.
We
definitely
we
want
to
hear
it,
but
we
want.
We.
F
All
right,
good
afternoon,
reverend
dr
mack
school
board
and
superintendent
kennedy.
Thank
you
for
giving
me
a
few
minutes
I'll
be
as
quickly
as
I
possibly
can.
There's
some
services
department.
I've
had
three
things
to
talk
about
one:
we
need
to
make
sure
that
we're
serving
nutritious
meals
to
our
kids
and
meals
that
the
kids
will
eat
two
taking
care
of
our
employees,
letting
them
know
we
value
our
employees
and
then
three.
F
What
are
we
talking
about
today
is
that
we're
running
a
balanced
budget,
so
we
got
right
into
budget
this
year
in
2122.
How
are
we
looking?
We
just
got
our
numbers
in
for
march
april
and
we've
conservatively
by
the
end
of
the
year,
we'll
put
3.4
million
dollars
back
into
our
reserve
fund.
Now,
to
give
you
what
I
didn't
talk
about
is
our
department
runs
separate
from
the
district's
gos.
We
have
our
own
general
operating
fund.
We
have
our
own
fund
balance.
F
So
if
we
run
our
fund
balance,
then
we
have
to
depend
on
the
district.
You
have
to
support
us
and
we
haven't
had
to
do
that,
but
there's
been
some
increases
in
the
last
year.
I'd
like
to
talk
about
just
a
few
of
them,
just
to
give
you
an
idea
of
how
we
put
the
budget
together
and
how
we've
been
able
to
get
the
3.4
million
dollars
chicken
alone
take
our
chicken,
which
is
our
number
one
item.
F
Chicken
oven
in
the
year
was
about
70
to
80
cents
for
four
ounce:
whole
muscle,
chicken,
breast
okay,
it
jumped
to
a
dollar
five
or
a
dollar
five
right
now,
after
I
talked
to
manufacturers
and
distributors
by
mid-summer,
a
pound
of
chicken
has
been
manufactured
brought
to
distributors
brought
to
us
will
be
six
dollars
a
pound.
That
means
that
70
to
80
cent
piece
of
chicken
that
we
bought
back
in
september
of
2021
will
now
be
a
dollar.
Fifty.
F
The
packaging
supplies
that
we
use
to
keep
our
meals
hot.
They
go
into
the
classrooms.
Those
packaging
supplies
at
the
beginning
of
the
year
with
29
cents,
a
package,
they
are
44
cents
the
package
right
now,
because
we
cannot
get
the
raw
materials
to
make
them,
and
this
is
three
items
milk,
which
we
just
found
out.
Milk
in
september,
2021
was
21
cents,
a
carton
we
buy.
Five
million
cartons
of
milk
every
year,
milk
starting
june
first
will
be
32
cents.
F
The
carton
that
means
next
year
that'll
be
over
a
half
a
million
dollars
in
new
expenses
on
just
one
item
also
the
previous
year.
Believe
it
or
not,
some
districts
leave
money
laying
around
which
I
got.
We
had
87
000
more
in
funds
for
fruits
and
vegetables
last
year,
because
our
district
asked
for
it,
but
this
year
there
was
no
additional
funds
laying
around
so
we're
31
down
in
the
amount
of
funds
we
get
for
additional
fruits
and
vegetables.
F
We
also
increased
during
the
pandemic.
We
increased
our
temp
rate
from
10
to
12.50.
Now,
if
you
go
back
to
2015
2016
out
of
our
400
employees
about
160
were
temp
employees.
Right
now
we
have
about
25
temp
employees,
all
the
others
have
moved
to
full-time
employees
with
us,
but
just
as
25
employees
moving
from
ten
dollars
an
hour
to
twelve
fifty
dollar.
Twelve.
F
Fifty
an
hour
is
a
ninety
seven
thousand
dollar
a
year
increase,
and
then
we've
had
virtual
days
this
year
and
all
those
virtual
days
we've
been
sending
home
meals
the
day
before
now.
That's
reason
we
can
do
that
is
because
of
a
waiver,
but
even
with
sending
meals
home,
we
still
didn't
get
the
same
participation
that
we
would
normally
get
on
a
day,
and
so
we
lost
67
500
dollars
per
day
during
that.
F
So
we
look
at
the
from
2010
to
2022
and
again
we're
business.
So
you
have
ups
and
downs.
I
just
want
to
look
at
2019
and
what
happened
in
2019.
While
there
were
2.2
million
dollars
down
that
particular
year,
we
spent
over
eight
hundred
thousand
dollars
in
refurbishing
coolers
and
freezers,
because
the
freond
was
used
in
the
coolers
and
freezers
changed,
so
we
can
no
longer
use
the
previous
freon
also
that
year
we
were
closed
for
five
days
in
which
we
had
a
hard
time
making
up
that
revenue.
F
On
those
five
days
we
lose
150
000
per
day,
and
we
don't
have
waivers
where
we
can
send
home
meals
the
day
before.
If
you
go
to
the
next
year,
2020
well,
pretty
obvious,
we
had
the
pandemic
kit.
All
of
our
employees
continued
to
work
all
400
employees.
We
couldn't
do
pain,
they
didn't
all
get
to
work.
They
were
home
with
their
own
families
about
100
of
them
worked,
but
we
paid
them
all.
Some
districts
actually
put
their
folks
on
waivers.
We
didn't
we
paid
them
all.
F
So
four
million
dollars
worth
of
our
fund
balance
was
gone.
We
had
6.2
million
dollars
of
fund
balance,
we
used
4
million,
we
paid
all
our
employees
then
last
year.
Fortunately
we're
bringing
a
lot
of
our
students
back,
but
not
to
the
level
that
it
was
pre-pandemic
as
far
as
number
of
students
bringing
back.
So
we
still
have
a
loss
of
a
million
dollars,
but
this
year
we're
gonna,
add
three
point:
four
million
dollars
back
to
our
fund
balance
sales
boost
back
up
to
four
4.4
million
dollars.
So
how
are
we
looking
at
22-23?
F
I
already
mentioned
the
cost
of
medical
is
going
to
cost
us
over
half
a
million
dollars
more.
The
cost
of
chicken
will
cost
over
a
million
dollars
more.
When
we
eliminate
we're
not
going
to
have
free
meals
for
all
students,
we
eliminate
that
our
participation
will
be
impacted.
F
That
is
going
to
cost
us
2.2
million
dollars.
I
I
skipped
one
student
debt
and
we'll
get
the
student
bet
we're
going
to
lose
700
in
student
debt.
F
That's
our
projection
and
I'll
show
you
how
the
student
debt
goes
along
in
a
future
graph
here
usda
in
january,
they
allowed
us
to
go
from
366
a
meal
reimburse
a
366
to
456
a
meal
that
goes
away
next
year
when
that
goes
away,
even
if
they
give
us
a
small
increase
from
366
they'll,
say:
376.,
we'll
still
have
5.4
million
dollars
in
reimbursements
lost
community
eligibility.
What
that
is
is
54
of
our
schools.
All
of
our
students
eat
for
free
before
the
pandemic.
F
after
the
pandemic,
we
re-opened
for
our
community
eligibility
we're
not
going
to
get
reimbursed
all
those
students
at
the
same
rate,
but
I
want
to
keep
all
those
students
because
they're
used
to
getting
their
meals
free
as
free
meals.
So
we
might
have
80
students
that
will
get
we'll
take
100
students,
80
students
will
get
reimbursed
at
the
full
rate
and
the
rest
will
be
reimbursed
at
about
40
cents.
F
That's
going
to
be
a
1.5
million
dollar
reduction
in
federal
reimbursements,
but
the
state
department
of
education
is
actually
using
medicaid
data
this
coming
year,
which
will
up
the
number
of
students
that
actually
qualify
this
year
by
about
10
percent.
So
I
don't
want
to
take
these
schools,
schools
that
may
be
coming
off.
I
don't
want
to
take
them
off,
because
I
know
I'm
going
to
put
them
back
on
next
year.
F
So
a
couple
of
things
impact
the
budget.
Overall.
I
stuck
this
one
in
here,
like
I
said
about
150
000
a
day
when
we
don't
make
up
a
storm
day,
and
even
we
do
make
up
a
storm
day.
We
know
I'm
going
to
get
30
to
40
of
what
we
normally
get
on
participation.
So
over
the
course
of
2017
to
2020
we
lost
2.2
million
dollars,
increased
portion
in
the
retirement
fund
back
in
2016,
the
retirement
cost
was
16.4
percent
this
coming
year.
I
believe
it's
going
to
be
about
24
some
districts.
F
Don't
pay
the
food
service
department,
don't
pay
into
the
retirement
fund.
The
gof
of
the
district
pays
that
retirement
fund.
If,
for
some
reason
we
didn't
pay
our
retirement
fund
that
portion
into
a
retirement
fund
from
2016
until
now,
our
fund
balance
would
be
11.9
million
dollars
every
dollar
that
we
take
in
eight
and
a
half
cents.
Next
year,
every
dollar
ticket
eight
and
a
half
cents
will
go
towards
retirement,
indirect
costs,
some
districts,
don't
pay.
F
Indirect
costs
and
indirect
costs
would
cover
things
like
you're,
not
sure
how
much
of
the
garbage
is
going
to
be
charged
our
department,
how
much
electricity
is
going
to
charge
our
departments?
That's
what
we
pay
indirect
costs,
that
kind
of
the
basic
idea.
Some
districts
don't
pay
in
direct
costs.
Some
districts
been
paying
their
costs
the
last
two
years
in
the
food
service
department.
F
If
we
hadn't
paid
indirect
costs,
our
fund
balance
would
be
10.42
million
dollars.
We
pay
five
cents
out
of
every
dollar
into
indirect
costs,
so
13.5
cents
out
of
every
dollar
next
year
that
we
take
in,
is
going
to
go
to
these
two
items:
retirement
and
direct
cost
equipment
purchases
from
2016
to
2020.
We
spent
2.1
million
dollars
in
on
equipment.
F
I
won't
dive
in
as
2d,
but
what
I
want
to
say
to
the
board
of
trustees
is
thank
you
for
allowing
us
to
be
part
of
fixed
cost
of
ownership,
because
the
last
two
and
a
half
years
we
haven't
had
to
spend
on
our
equipment.
We
bought
brand
new
serving
lines
and,
if
going
to
the
school
with
a
brand
new
serving
line
go
to
the
manager,
they
are
so
excited,
so
it
really
pumped
them
around.
So
thank
you
for
doing
that.
F
F
We
introduced
community
eligibility
54
of
our
schools,
weren't
community
eligibility,
so
we
went
300
1
000
to
below
100
000,
but
you
can
see
it's
building
back
up
and
that's
how
we
did
our
data
to
get
seven
hundred
thousand
dollars
increase
due
to
better
products
most
so,
let's
just
take
three
of
our
products.
Most
districts
in
our
state
will
use
a
burger
that
has
28
and
30
ingredients,
and
this
is
pre-pandemic
kind
of
pricing
before
it
starts
really
going
up.
We
get
a
burger
for
about
66
cents.
F
Now
it's
about
a
dollar,
but
this
kind
of
shows
you,
but
the
ultimate
burger
with
a
lot
of
other
districts
use
is
cheaper
if
we
use
the
burger
we're
using
now
we're
going
to
spend
25
000
more
on
one
product,
our
whole
muscle
chicken
that
I
was
talking
about
used
to
be
70
cents,
but
you
could
get
a
chopped
and
pressed
chicken
breast
for
29
cents.
A
lot
of
districts
did,
but
we
didn't.
We
wanted
a
whole
muscle,
chicken
breast,
so
it
cost
236
000
more
a
year.
F
Just
these
three
items
is
over
half
a
million
dollars
more
a
year
that
we
would
spend
because
we
want
a
better
product
and,
as
I
mentioned
before,
we
used
to
have
160
employees
or
contract
employees.
Now
we
have
26.,
but
this
diagram
is
from
2016
when
we
moved
those
80
employees
the
first
year
and
a
half
to
permanent
employees
that
cost
us
653
thousand
dollars
more
in
cost
again.
What
I'll,
let
you
know
is
any
of
our
contract.
F
Employees
now
are
at
12.50,
some
of
them
like
to
be
contact
employees
because
they
don't
want
to
have
retirement
taken
out
or
they
have
health
benefits
from
some
place
else,
so
they
like
it,
but
only
25
to
26
employees
are
now
contract
employees,
lunch
prices
in
2018
talking
a
lot
of
the
other
directors
around
the
state.
They
upped
their
prices
anywhere
from
25
to
75.
F
If
we
had
up
their
prices
in
that
would
have
been
about
728
thousand
dollars
more
to
our
bottom
line.
Okay,
some
highlights
the
biggest
highlight
I
want
to
plan
here,
because
I
know
a
matter
of
time.
Harvest
of
the
month,
our
harvest
of
the
month
has
been
copied
all
over
the
state
in
the
nation,
and
we
started
about
three
years
ago.
So,
once
a
month
we
focus
on
a
locally
grown
produce,
it
could
be
sweet
potatoes,
it
could
be
cabbage,
it
could
be
anything
from
kale,
but
once
a
month
we
do
this.
F
Our
manners
get
really
really
excited
about
it.
We
promote
it
really
well,
and
it's
increasing
the
consumption
of
fruits
and
vegetables
like
say
the
managers
themselves.
If
they
want
to
come
their
own
recipe,
we
let
them
that's.
Probably
one
of
the
most
exciting
things
we've
done
in
the
last
two
years
to
see
how
excited
they
get.
F
We
go
by
kpis
just
touch
on
this
really
quick
key
performance
indicator,
so
there
are
things
we
look
at
when
we're
doing
a
budget
and
looking
at
a
key
performance
indicator
which
called
meals
for
labor
hour,
that
that
tells
us
how
much
labor
we
need
in
school.
You
know
how
many
labor
hours
to
how
many
meals
and
that's
how
we
create
a
budget,
so
we
can
be
sustainable
all
right.
All
right.
F
I
put
5
000
years
of
experience
in
ccsd,
it's
more
like
5
500
we've
got
some
of
our
folks
out
there
that
they,
their
passion
for
the
job
they've
been
with
us
almost
50
years.
So
if
you
get
a
chance
of
going
to
school,
please
go
by
and
say
hi
to
them,
because
they
do
an
excellent
job.
All
right
questions.
B
J
So
I
guess
I'm
just
the
opposite
of
miss
header.
I've
always
had
concerns
about
the
quality
of
food
and
the
variety
of
food
that's
offered
within
the
schools
across
the
county.
That's
always
been
a
issue
for
me,
because
the
quality
of
food
and
accessibility
of
of
of
what's
offered
in
various
schools
does
not
match
up
across
the
county,
and
I
say
that
because
I
personally
visualize
it
myself.
J
The
problem
that
I
have
is
that
and
I've
been
saying
this
for
years
and
it's
been
a
minute
since
you've
presented
any
nutritional
services
update
to
this
board.
So
it's
a
laundry
list
of
different
items,
but,
however,
a
lot
of
our
discipline
problems.
We
have
a
lot
of
kids
and
we
talk
about
it.
J
A
numerous
amount
of
times
about
the
number
of
kids
that
do
not
get
a
meal
every
day
when
they
go
home
per
se
or
don't
have
food
in
their
homes
and
that
impacts
and
also
drives
into
the
discipline
problems
that
we
have.
I
don't
know
about
you,
but
if
I'm
hungry
and
I'm
eating
something-
and
I
don't
like
it-
I'm
even
hungrier-
I'm
matter
at
that
point,
because
why
I'm
hungry
the
food
that
I'm
getting
is
not
of
good
quality.
J
J
F
I
I
will
definitely
look
into
your
concerns.
Yeah
well,
and
I
I
have
been
out
in
schools
and
seen
the
meals
and
and
talked
to
kids
and
principals.
I,
if
there's
a
specific
specific
school
you'd
like
me,
to
address
I'd,
gladly
address
it
because
we
do
want
to
have
equity
across
all
of
our
schools
and
we
really
try
hard
for
that.
Yeah.
J
Well,
I
appreciate
that
as
well.
I
noticed
a
trend
on
the
the
financial
side
of
it
because
it
seems
like
we
started
somewhere
in
2018.
J
It
looks
like
that
we
may
have
been
trending
down,
and
I
know
the
pandemic
came
at
the
same
time
as
well,
but-
and
I
noticed
we
took
a
hard
dip
in
that
particular
area.
I
just
I
we're
going
to
need
to
take
a
real
hard
look
at
food
services
and,
what's
actually
offered
to
every
school
and
to
making
sure
that
every
student
eats
a
good
quality
meal
to
where
they
can
function
inside
the
classroom.
K
A
You,
dr
fred,
dr
french,.
N
I'd
have
to
agree
with
governor
mack.
There
is
a
difference
in
the
food
that
you
receive
in
the
mount
pleasant
area
as
opposed
to
the
food
that
served
doctors
here,
and
so
there
is
a
disparity
in
the
quality
and
that's
something
that
we
need
to
take
a
look
at.
But
for
some
reason
I
was
thinking
that
we
were
operating
with
the
9
million
deficit
for
the
past
year.
So
if
you
could
correct
me
on
that.
F
I'm
not
sure
where
that
came
from.
We
had
6.2
million
dollars
in
in
the
gof
and
our
fund
balance
before
the
pandemic
and
there's
four
million
dollars
that
were
lost
two
years
ago
and
a
million
last
year
and.
K
B
I
noticed
that
you're,
you
said
you're
paying
your
employees
ccsd
employs
about
13
an
hour.
Is
that
going
to
be
increased
eighty-one.
B
Okay,
that's
good,
so
the
other
thing
is
I
I
I
realize
that
the
quality
of
the
food
is
different
at
different
schools
and
I've
seen
different.
You
know,
presentations
of
cafeteria
type.
K
B
I
will
say
my
student,
my
own
student
comes
home
hungry,
sometimes
because
the
food
is
bad,
he
doesn't,
he
refuses
to
eat
it,
and
his
school
gets
food
delivered
from
another
school
and
it's
cold,
hot
food
food-
that's
supposed
to
be
hot,
sometimes
shows
up
cold.
So
there
are
definitely
some
issues
going
on
and
I
hope
that
you're
addressing
this
at
all
of
the
schools,
I
know.
F
C
F
C
J
C
At
all,
the
almost
all
the
schools
that
I've
visited,
the
food
was
great.
I
mean
I've
been
to
schools
all
over.
I
haven't
been
to
baptist
school
for
lunch,
but
I've
been
to
schools
all
over
and
my
experience
has
been
good.
So
I
think
if
you've
had
that,
if
your
child
is
in
a
school
and
they
the
lunch
is
not
hot
or
you
have
a
specific
issue,
I
think
we
should
give
walter
that
list.
We.
C
They're
provide
we're
providing
food
services
at,
and
I
think
if
we
know
of
a
specific
challenge
we
should.
We
should
share
that
and
again
I
all
of
our
schools
should
be
equitable
on
what
we're
offering
it.
It
all
should
be
stuff
that
kids
want
to
eat.
It
should
be
hot
if
it's
supposed
to
be
hot
and
cold
if
it's
supposed
to
be
cold,
but
I
think
if
we,
if
we,
if
we
experience
something,
that's
negative,
as
as
we
would
in
another
area,
we
should
share
that
with
staff.
F
A
Okay,
the
next
item
7c
that
I
want
to
going
to
move.
C
C
A
C
J
J
However,
we
were
going
to
go
into
the
conference
room
today,
but
given
the
fact
that
there
is
no
there's
none
of
you
here,
no
no,
we
have
we
have.
We
have
people
sitting
out
there,
but,
however,
we're
gonna
remain
here
today
and
but
in
the
future
we
will
be
going
back.
J
B
J
Into
open
session
item
5a
all
right,
miss
darvin.
J
C
B
J
A
C
A
C
D
C
J
All
right
so
send
student
back
to
the
10
constituent
board
for
rehearing
and
provide
services
all
right.
If
everyone
will
please
cast
their
vote.
J
D
L
We
asked
for
the
board
to
consider
this
item
prior
to
the
next
board
meeting,
because
we,
those
books
are
distributed
to
kids
in
title
one
school
prior
to
the
end
of
the
year,
and
if
we
wait
for
the
later
may
board
meeting
for
approval,
we
won't
receive
the
books
in
time.
So
forgive
us
for
adapting
to
this
policy
and
not
having
this
submitted
early
enough.
So
appreciate
your
consideration
of
approving
it.
J
All
right
moved
by
miss
coates
second,
by
miss
heater
again,
miss
darby.
Are
there
any
questions
in
relation
to
any
of
the
list.
B
I
and
you
went
through
the
regular
procurement
process
for
this.
That's.
L
J
J
T
Thank
you
for
mack,
I'm
bringing
forward
a
recommendation
from
staff
to
overturn
a
zoning
decision
made
by
the
district,
4
constituent
board
last
fall.
There
are
details
in
the
in
the
background
document
that
I've
provided
you,
but
just
very
quickly.
T
We
made
a
recommendation
to
them
last
fall
to
rezone
292
students
from
stall
to
north
charleston
high
school.
That
recommendation
was
based
on
building
capacity,
was
based
on
conditions
that
existed
before
changes
occurred
at
north
charleston,
high
school
and
without
a
detailed
programmatic
study
of
that
school.
Over
the
course
of
last
summer
into
the
fall.
We
took
a
closer
look
at
it.
Working
with
the
principals.
We
went
back
to
the
constituent
board
and
gave
them
the
additional
facts,
the
existing
conditions
of
the
facility,
and
they
chose
not
to
reverse
their
decision.
T
T
I
will
say
that
the
projected
number
of
students
is
less
than
what
was
presented
last
summer
and
fall
to
the
constituent
board,
and
they
were
told
that
last
month
when,
when
I
briefed
them
as
it
stands
right
now,
the
projection
for
fy23
at
stall
without
a
rezone,
is
67
more
students
than
they
have
right.
They
have,
as
of
the
day,
10
numbers,
and
so
you
already
approved
a
trailer
a
modular
unit
back
last
month
that
modular
unit
is
being
procured.
T
That
would
provide
them
additional
capacity
to
cover
that,
and
then
we
will
work
with
district
4
board.
We
have
a
very
good
relationship
with
the
constituent
board
on
zoning
and
they've
been
very
supportive
of
the
efforts
in
the
past,
and
I
have
had
conversations
with
the
chairperson
about
bringing
them
numbers
related
to
other
high
schools
in
north
charleston.
Taking
a
harder
look
at
what
the
possibilities
are
for
future
rezoning.
B
B
I
do
have
a
question
about
the
motion
you
have
here,
because
I
thought
that
you
were
intending
to
delay
the
rezoning
or
are
you
asking
to
overturn
the
rezoning.
T
I
think
I
either
could
be
done.
We
definitely
do
not
want
it
to
happen
this
year,
but
I
think
reversing
it
and
then
going
back
to
meet
with
them
with
the
data
is
the
best
way
to
go.
If
we
just
overturn
it
for
one
year
and
then
they
just
say
we're
going
to
stand
fast,
I
have
to
come
back
to
the
board
again.
I
would
rather
go
in
with
them
with
a
clean,
clean
sheet
of
paper
redo
the
zoning.
So
I
I'm
glad
you
picked
up
on
that.
T
B
One
of
the
things
I
noticed
is
that
you
were
projecting
next
year
and
possibly
the
future
that
it
may
be
that
the
capacity
is
not
or
the
enrollment's
not
going
to
increase
as
fast
as
you
had
first
thought,
as
well
as
we're
going
to
have
a
little
bit
of
extra
space
and
you're.
Looking
at
some
other
options,
correct.
T
That
is
one
of
the
big
differences
from
the
information
provided
them
and
I'll
and
I'll
also
say
that
in
wave
three
we
have
an
expansion
at
stahl
and
we're
going
to
get
as
much
input
as
we
can
from
crystal
carrick
before
he
leaves
on
what
that
ought
to
look
like.
But
that
is
something
we
want
to
begin
planning
on
executing
right
now,
so
that
we
are
not
just
solving
the
problem
today,
but
but
getting
kids
that
are
there
out
of
trailers.
N
B
C
A
B
We
uphold
their
request
to
overturn
the
constituent
board
decision,
the
same
as
we
do
with
the
disciplinary
hearing.
We
just
simply
do
that.
You
you've
had
lots
of
conversations
with
me.
Jeff
and
I've
had
lots
of
conversations
with
the
constituent
board
chair.
You
know
we're
going
to
be
having
to
have
this
conversation
again.
I
don't
think
it
has
to
be
in
the
motion.
B
J
J
Okay,
that
motion
passes
board
members.
As
you
can
see,
we
are
back
to
full
scale
as
far
as
sitting
on
the
dice
and
allowing
full
capacity
for
the
audience
to
attend.
However,
I
do
ask
that
you
pay
attention
to
policy
bedm
as
well
as
that
will
be
enforced
fully
and
that's
meeting
the
qualification
for
zooming
in
for
meetings
and
that
you
have
to
be
here
in
person.
It's
expectation
entertaining
motion
for
germany.