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From YouTube: October 23, 2017 CCSD Board of Trustees Meeting
Description
October 23, 2017 CCSD Board of Trustees Meeting
B
C
E
H
I
B
E
G
C
E
C
J
C
E
K
B
B
L
K
C
Decided,
maybe
the
whole
crew
there's
about
40
people,
no
I,
don't
hear
about
the
crew.
I
don't
hear
about
to
commit.
We
decided
to
beat
another
meeting.
That's
gonna
be
the
recommendation.
Maybe
another
meeting
set
of
three
of
you?
Yes,
and
no
one
opposed
to
us
in
the
rice.
It's
the
red
next
to
be
sitting
the
Bulls
at
all.
Then
I
got
a
recording
right.
B
M
B
B
K
N
B
B
K
B
C
Was
one
point
order
when
we
have
the
meeting
in
September
about
came
back
for
this
meeting
and
today
and
then
Joe?
Your
statement
was
that
at
the
committee
you
guys
can
discuss
what
you
want
to
discuss
and
we've
met
an
ottoman
sitting
open
the
thirty
forward
and
sydney
myself
and
Kevin
with
the
host
of
people
all
agreed
that.
Let
me
talk
to
Jim.
C
B
C
C
B
A
B
O
B
D
K
K
B
G
Chair,
yes,
on
the
September
25th
board
meeting,
my
motion
was
recorded
incorrectly
in
the
minutes
and
we
need
to
have
it
corrected.
We've
had
the
radio
reviewed,
it's
also
published
on
the
website,
but
my
motion
was
to
build
CAS
for
the
North
Area
that
was
approved
on
the
2014
ballot
referendum
at
the
North
Charleston
High
School
site.
That's
verbatim
off
of
the
tape
and
I'd
like
the
minutes
to.
B
D
D
K
G
Q
D
O
O
B
D
B
B
B
A
C
G
H
B
E
A
B
G
Chair
I'd
like
to
ask
for
a
friendly
amendment
to
that
motion
that
that
we
have
returned
the
decision
place.
The
student
in
the
afternoon
classes
for
the
remainder
of
the
first
semester.
Furthermore,
I'd
like
to
ask
that
the
board
receive
the
educational
delivery
and
other
questions
as
asked
in
the
most
in
the
next
recent
update.
C
G
G
B
D
B
M
B
B
B
B
C
G
G
C
G
D
D
R
B
D
I
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H
H
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C
O
J
J
Evening
to
your
Darby
Vice
Chair
Mack
board
members,
dr.
post
allayed.
We
have
two
very
special
recognition:
very
special
special
recognitions
this
evening
and
I'd
like
to
ask
Miss
Rachel
Stanley
who's,
the
youth
market
director,
as
well
as
Keith
Cummings,
the
vice
president
for
the
American
Heart
Association
to
come
forward.
P
So
I'd
like
to
say
thank
you
to
dr.
pols
awaiting
the
board
for
allowing
us
to
come
this
evening
of
we
work
for
the
American
Heart
Association.
We
do
educational
programs
in
school
that
are
also
fundraisers
for
life-saving
research
and
the
support
that
this
county
shows
us
is
incredible.
There
are
20
schools
that
are
participating
with
us
with
programs
that
we
do
to
teach
five
basic
messages.
We
try
to
repeat
those
as
often
as
possible
throughout
the
years
to
help
with
the
education
of
students.
P
Also,
some
funds
are
raised
to,
as
I
mentioned,
do
some
research,
basically
children,
learning
heart
healthy
ways
is
one
that
they
get
second
ski
learning
to
get
back
to
the
community
and
help
others.
A
third
one
is
that
we
actually
give
some
of
the
proceeds
back
to
the
schools
for
PE
equipment.
So
this
year,
20
schools
that
participate
got
an
average
of
about
$285
back
to
buy
PE
equipment.
So
that's
sometimes
helpful
in
tight
budgets,
but
it's
only
20
schools.
P
So
we
would
love
to
get
this
messaging
to
as
many
schools
as
possible
and
any
help
we
could
get
there.
When
you
appreciate,
we
also
invest
in
the
professional
development
of
the
PE
teachers
by
giving
memberships
to
their
professional
organization,
the
state
one's
called
sky
furred
and
the
national
ones
called
sheep.
P
But
tonight
what
we
want
to
do
is
just
highlight
a
few
few
of
the
students
in
the
school
systems
that
raised
the
most
horse,
took
our
messages
to
heart
and
actually
helped
us
the
most.
The
the
first
one
top
hundred
of
student
is
Brielle
Johnson.
If
you
could,
please
come
up
we'd
like
to
give
you
an
award
and
also
stay
stay
up
here.
Cuz
we're
gonna
get
some
fixtures.
Brielle
is
in
Montessori
Community
School
Charleston,
and
she
was
the
number
one
student
fundraiser
in
all
South
Carolina.
That's
a.
P
Riley
Hammond,
could
you
please
come
up
cheers
from
Jenny
Moore
elementary
school
and
actually
was
the
number
five
student
fundraiser
at
all
of
South
Carolina.
Congratulations
without
our
volunteers
with
the
American
Heart
Association
really
can't
survive,
and
so
these
are
the
schools
with
all
and
the
volunteers
that
did
really
big
things.
This
year,
abused,
Academy,
principal
Shantay,
white
and
volunteer
coordinator
Shannon
West
were
number
18
school
in
this
in
South,
Carolina
we'd,
like
that
any
representative
that
is
here
from
the
school
to
come
up.
Please.
P
P
P
P
Affiliate,
which
includes
Maryland,
Virginia,
South,
Carolina
and
Washington
DC
and
North
Carolina
and
number
one
in
South
Carolina,
so
I
just
wanted
to
point
that
out.
They
were
very,
very
impressive
and
thank
you
so
much
I'm
sad
that
Jennifer
couldn't
be
here
because
I
know
she
she
enjoy
well.
The
support
is.
P
So
finally,
I
would
just
again
say
like
to
thank
the
county
and
I
know
our
top
fundraisers,
who
would
like
to
present
the
dr.
Powell?
Wait
if
you
please
come
down
here,
we've
got
an
award
for
you
because
you
were
the
number
two
school
district
in
South
Carolina,
with
a
total
of
a
124
thousand
two
hundred
ninety
six
dollars
that
went
to
life-saving
research.
Thank
you
so
much
and
we
really
appreciate.
P
J
I'd
like
to
ask
mr.
on
prompts
our
executive
director
for
facilities
to
come
forward,
along
with
the
representative
from
the
United
States
Environmental
Protection
Agency
Miss
Katarina
Hatcher,
who
is
the
Energy
Star
public
sector
national
manager
and
also
represents
our
representatives
of
synergistic.
Our
energy
partner.
U
Thank
you
good
evening
board
chair,
Darby
board
member
is
dr.
post
away
thanks
very
much
excited
to
talk
about
our
energy
program
for
just
a
moment
and
significant
noteworthy
progress.
We've
been
making
over
the
last
couple
years
we're
excited
about
these
achievements
that
illustrate
our
determination
to
save
resources
that
can
be
repurposed
for
the
classroom.
We've
decreased
energy
consumption
by
five
and
a
half
percent
over
the
last
year
computed
a
little
over
three
million
and
avoided
energy
costs
over
the
last
two
years.
This
year
initiated
a
program
to
to
share
energy
savings
with
our
schools.
U
We're
really
excited
about
that.
Furthermore,
we've
surpassed
our
20-year
goal
set
in
2000
of
a
20
percent
reduction
in
energy
use
intensity
by
2020,
but
we've
already
reached
that
goal,
so
we'll
continue
to
drive
on
to
reduce
energy
consumption.
And
finally,
this
year
58
of
our
schools
have
received
an
Energy
Star
certification
from
the
US
Environmental
Protection
Agency.
U
That
means
that
those
school
are
performing
at
or
better
than
75%
of
the
peer
group
of
k-12
schools
across
the
country
and
Harbor
View
Elementary
School
is
the
10,000th
certified
EPA
Energy
Star
School
in
the
country,
and
so
miss
Hatcher
came
from
DC
to
help
us
celebrate
that.
But
I
want
to
offer
a
round
of
applause
to
my
energy
team.
If
you
guys
would
all
stand
in
the
back.
U
J
K
Okay,
just
a
friendly
reminder:
board
meetings
shall
be
conducted
in
an
orderly
and
efficient
manner
and
any
individual
who
desires
to
pair
it
before
a
regular
meeting
of
the
board
shall
sign
in
prior
to
the
5:15
cutoff
time,
with
open
session,
be
allowed
a
maximum
of
two
minutes
to
address
the
board.
No
speaker
may
use
public
comment
to
discuss.
K
Personnel
matters
all
matters,
otherwise
private
or
confidential
speakers
are
to
discuss
issues,
not
individuals,
the
Chairman
or
the
designee
is
authorized
to
terminate
any
speakers
time
who
does
not
observe
this
policy,
and
tonight
we
have
with
us
Jesse
Williams.
If
you
would
come
at
this
time,
Luanne
Rosenzweig,
if
I'm
saying
that
correct.
K
H
N
Even
this
is
concerning
the
set
of
fervent
studies
and
I
know.
There's
been
a
lot
of
a
lot
of
history
with
this
Garrett
issue.
But
honestly,
a
couple
of
us
just
found
out,
maybe
like
a
year
ago
12
months
ago
and
what
was
going
on
I
know
it
was
a
substance
2014,
but
we,
a
lot
of
people
honestly
did
not
know
that
it
was
that
the
Garrett
high
school
was
actually
coupled
with
the
CAS
asked
referendum
item.
So
that's
very
important
to
understand,
and
so,
as
we
came
along,
we
started
wondering
what
was
going
on.
N
We
met
sort
of
appreciate
it
by
forming
that
committee,
which
is
really
really
great,
and
so
we
met
at
City
Hall
and
we
got
together.
One
aspect
that
we
talked
about
was
unequivocally
everybody
in
that
room
where
there
was
a
County
Councilman,
whether
is
it
was
a
school
board.
Member
citizen,
everybody
unequivocally
believed
that
we
should
keep
Garrett
open
with
his
trades.
That
was
that
was
no
doubt
about
that.
N
So
you
guys
are
elected
officials
and
we
ask
that
we
keep
gerd
open
with
the
trades
and
and
unfortunately
the
CAS
issue
is
coupled
with
Garrett,
because
that's
how
it's
been
proposed
to
to
the
community
from
the
from
the
school
district.
So
that's
that's
what
I'm
asking
we
have
over
1,900
signature,
stating
that
and-
and
it
seems
to
me,
like
the
best
option-
would
be
to
put
of
that
Garrett,
because
that's
how
it's
gonna
actually
get
some
some
attention
to
put
it,
what
a
trades
already
are
and
and
unfortunately
we're
faced
with
that
situation.
N
U
V
Successful
implement
implementation
of
PBIS
and
restorative
practice
has
the
ability
to
transform
our
schools.
86
schools
have
implemented
PBIS.
They
are
all
at
different
levels
of
implementation,
depending
on
where
they
started.
It's
critical
that
a
culture
of
accountability
be
developed
to
ensure
that
schools
don't
falter
on
implementation.
V
Everyone
must
be
asking
schools
how
implementation
is
going
and
for
those
schools
that
are
struggling,
it
must
be
made
clear
how
they
can
get
additional
help.
Five
schools
are
implementing
restorative
practices.
I
cannot
stress
enough.
The
benefit
every
school
has
to
implement
restorative
practices.
V
Adults
in
the
five
schools
that
have
started
are
learning
how
to
resolve
conflict
with
one
another
in
healthy
ways.
We
learned
this
past
week
that
adults
who
have
been
through
the
restorative
process
have
acknowledged
that
it
can
be
a
difficult
and
sometimes
uncomfortable
process,
but
the
end
result
of
repairing
broken
relationships
is
worth
the
effort.
Both
staff
and
students
deserve
the
opportunity
to
build
relationships
and
maintain
them
and
to
repair
them
when
they
have
conflicts.
V
L
T
Good
evening
my
name
is
Amy
Horowitz
and
I
have
a
child
at
the
School
of
the
Arts
in
seventh
grade
I'm,
here
to
speak
in
favor
of
implementing
restorative
practices
at
SOA
and
across
the
district.
Although
let's
say,
although
SOA
may
not
have
a
reputation
for
discipline
problems,
conflicts
are
part
of
being
human
with
whole
school
implementation.
Everyone
is
trained
and
involved
administrators
teachers,
cafeteria
workers,
bus
drivers,
as
well
as
students,
school
climate
improves.
T
Everyone
learns
techniques
and
skills
and
communication
scared,
shared
decision-making
as
well
as
building
maintaining
and
restoring
relationships
as
the
culture
shifts,
and
these
relationships
are
established.
Many
problems
we've
been
concerned
with,
like
school
fights
or
fights
on
buses,
misunderstandings
and
abuses
of
social
media
and
bullying,
are
reduced
and
eliminated.
Last
year,
I
read
with
concern
an
article
about
SOA
students
who
edited
a
photo
from
the
production
of
the
school
musical
Grease
and
included
a
Nazi
flag
in
the
background
and
then
posted
the
picture
on
social
media
where
it's
spread.
T
I
read
that
the
principal
said
restorative
practices
were
used,
but
I
worried
that
training
has
not
been
provided
and
if
restorative
practices
are
implemented
in
a
lukewarm
fashion,
I
fear
that
true
progress
may
be
undermined.
Learning
a
few
techne
few
techniques
and
using
a
few
catch
phrases
will
not
create
the
school
climate
that
we
all
want.
Indeed,
unfortunately,
last
month
there
was
another
incident
at
us
away.
A
high
school
student
walked
down
the
breezeway
at
lunch
loudly
repeating,
kill
the
Jews
I
have
no
idea
what
is
going
on
with
that
young
man,
whatever
it
is.
T
I
want
restorative
practices
in
place
to
address
it.
Every
student
and
every
teacher
deserves
the
opportunity
to
use
restorative
practices
with
increased
safety
for
students
and
teachers,
improve
relationships
decreases
in
disruptions
and
accompanying
increases
in
instructional
time
and
energy.
Full
implementation
of
restorative
practices
can
be
a
powerful
force
for
change
in
our
school
in
our
community.
Thank.
W
X
X
X
I
have
witnessed
the
transformative
power
of
restorative
practices,
which
seek
to
solve
problems
and
repair
relationships,
rather
than
simply
punishing
the
wrong
punishing
young
people
in
each
of
these
settings.
When
restorative
practices
are
implemented
properly,
problem
students,
behavior
often
improves
and
more
successful
students
gain
valuable
leadership
skills.
Today,
I'm
an
English
teacher
at
North,
Austin,
High
School,
it's
a
job,
I
love,
but
like
many
CCSD
schools,
it
is
an
urgent
need
to
implement
restorative
practices.
Norrell
sin
has
been
in
the
headlines
for
all
the
wrong
reasons.
X
This
year,
students,
parents
and
staff
are
rightfully
concerned
about
all
the
conflict
we've
seen
this
fall.
However,
the
typical
responses
to
conflict
at
school,
like
suspension
and
the
rest,
have
proven
ineffective
and
I,
don't
believe
they'll
work.
We
need
instead
to
implement
restorative
practices,
which
allows
students,
families
and
faculty
to
address
the
root
cause
of
misbehavior
and
empower
students
to
correct
their
own
mistakes
and
grows
people
I.
X
Believe
that's
our
job
as
educators,
I
know,
restorative
practices
will
make
our
schools
safer
and
more
joyful,
because
I
think
that
effect
in
my
own
classroom,
where
I
used
assorted
practices
every
day,
students
are
almost
never
written
up
or
kicked
out
of
class
for
breaking
the
rules
and
they'll
tell
you.
I
have
a
lot
of
rules,
but
when
they
enter
in
the
conflict
either
with
each
other
with
me,
I
give
them
the
tools
to
talk
through
it
and
solve
the
problem.
X
As
a
result,
students
learn
more
we're
all
happier
and
importantly,
students
are
much
lower
risk
of
entering
the
school-to-prison
pipeline
because
we
handle
almost
everything
in-house
I've
seen
no
violence
in
my
classroom
this
year
and
I've
only
written
a
handful
of
office
referrals
compare
that
to
teachers
who
follow
the
code
of
conduct,
ten
or
twelve
referrals
a
day,
I'd
like
to
see
restorative
practices
in
our
schools
across
the
district.
To
prevent
this.
Thank.
Q
Good
evening
my
name
is
John
Hale
I'm
speaking
as
co-director
of
the
quality
education
project
and
I'm
here
to
strongly
advocate
that
cas
is
billed
at
garrett
high
school.
First
Guerin
high
school
has
been
designated
for
years
now,
as
the
countywide
magnet
school
to
build
a
tree.
I'm
sorry,
as
a
countywide
traipse
magnet
school
to
build
CAS
at
a
different
high
school
undermines
the
mission
of
the
school
district
to
build
a
quality
trades
program
in
at
lacks
internal
consistency.
Q
It
also
shows
a
lack
of
investment
in
a
black
high
school
that
is
relying
upon
trades.
Second,
as
noted
by
Reverend
Collins,
the
Board
agreed
in
September
for
advisory
board
from
built
upon
community
members
and
based
on
their
decision.
The
board
would
take
that
into
consideration
when
the
board
just
approved
a
few
minutes
ago
to
make
an
action
motion
when
the
advisory
board
has
yet
to
complete
its
deliberation.
Q
You
have
continued
to
poison
the
relationship
that
the
board
is
attempting
to
build
with
the
community
third
I'm,
making
a
public
issue
that
a
board
member
submitted
a
proposal
after
the
advisory
board
meeting
last
Wednesday
by
email,
24
hours
before
the
board
is
going
to
vote,
in
which
this
proposal
states
that
CAS
will
be
built
that
stall
high
school.
This
has
not
been
vetted
by
the
community.
This
has
not
been
vetted
by
students,
faculty
or
community
advocates.
Q
This
is
a
duplicitous
proposal
that
undermines
the
democratic
process
and
perpetuates
mistrust
that
the
board
has
built
with
the
relate
with
the
community.
Finally,
let
the
record
show
that,
if
this
passes
tonight,
the
board
has
continued
to
undermine
its
relation
ship
with
the
community
specific
specifically
with
people
of
color,
and
let
the
record
show
that
this
proposal
before
you
tonight
shows
a
complete
disregard
for
providing
a
quality
education
for
students
of
color
in
Charleston
County.
Thank.
L
L
Good
evening
I'm,
dr.
Kendall
Dee's
I'm,
the
co-director
of
the
quality
education
project,
I,
want
to
make
a
few
critical
points
about
the
Garrett
issue,
first
and
foremost,
I'm
a
strong
supporter
of
Garrett
being
the
location
for
the
Center
for
Advanced
Studies,
very
familiar
with
this
model.
It's
taking
place
in
a
number
of
areas
around
the
country
and
it's
a
very
viable
educational
educational
option.
I
really
feel
that
in
this
case,
Garrett
is
the
proper
location
for
it.
It
already
has
trades
that
are
existing
there
and
we
really
need
to
invest
in
this
school.
L
The
school
at
one
point
was
thriving
and
it's
been
asserted
about
members
of
the
committee
and
individuals
who
came
to
the
last
meeting
that
the
district
tournaments
back
on
Garrett
I,
don't
know
what
the
outcome
of
this
meeting
is
going
to
be
tonight
and
what
the
vote
will
be.
But
I
will
say
this
I
think.
The
crux
of
the
issue
here
is
that
I
think
most
of
us
in
this
room
agree
that
our
CAS
or
Center
for
Advanced
Studies
is
a
good
idea,
good
plan,
a
good
educational
model
and
it's
going
to
be
built
somewhere.
L
L
If
we
decide
to
go
in
another
direction
and
have
this
CAS
built
at
another
location,
can
you
guarantee
the
community
here
tonight
that
you
will
simultaneously
invest
in
Garrett
as
a
school
I'm
concerned
that,
given
the
track
record
in
the
past,
with
this
district,
in
terms
of
focusing
in
on
that
particular
school,
that
there's
reassurance
that
that's
needed,
that
you
will
actually
invest
in
Garrett
while
you
try
to
build
it
at
another
location?
So
that's
my
concern.
We're
gonna
make
a
decision.
L
Tonight
it's
going
to
be
in
a
particular
location,
preferably
I'm,
hoping
it
will
be
again
that
will
take
care
of
the
issue
of
investing
in
Garrett.
But
if
you
go
on
another
direction,
please
guarantee
people
in
this
community
that
you
will
not
turn
your
back
on
another
black
institution
that
you
will
invest
in
Garrett
that
you
will
invest
in
the
students
under
there.
That
will
broaden
the
curriculum
and
you
make
it
a
viable
institution
for
the
people
who
are
living
in
that
particular
community.
O
R
R
This
proposal
includes
closing
Garrett
Academy
and
putting
the
CAS
installed
now
last
Wednesday,
the
18th
five
days
ago,
the
Garrett
Academy
advisory
board
met
and
at
that
meeting
of
the
civilian
presence,
there
was
an
overwhelming
support
for
putting
the
CSA
CAS
Edgerton,
keeping
Garrett
over
overwhelming
support
by
the
civilian
by
the
voice
of
the
civilians
that
were
there,
but
since
we
were
but
but
since
we
were
told
at
that
time,
actually
that
the
deadline
was
not
until
November.
That
was
the
last
time
that
we
could
get
this
done.
R
But
because
of
that
there
were
people
there
who
said
okay,
we
need
to
meet
again,
so
we
agreed
to
meet
again
now,
let's
fast-forward
to
here,
we
are
five
days
later
and
the
voice
of
the
people
that
spoke
last
Wednesday
has
overall
been
overridden,
negated
disrespected,
and
so
we
don't
care
nothing
about
the
voice
of
the
people,
because
we're
gonna
do
what
we
want
to
do
anyway.
Board.
R
That's
not
right!
That
is
not
right.
If
we
are
going
to
Wow
I
attended
that
meeting
I,
don't
appreciate
my
time
being
wasted
talking
about
things
and
making
decisions
and
coming
to
agreements
that
ultimately
are
going
to
be
overturned
by
this
board
I
and
hope
that
this
board
would
take
the
time
to
listen
to
the
voice
of
the
people,
not
only
in
this
case,
but
as
we
move
forward
consistently
and
let's
not
resort
to
the
oft
handed,
sometimes
backdoor
dealings
that
we've
seen
in
governmental
agencies
and
elected
officials
in
the
past.
R
W
Hello,
I'm,
Kristen,
French
I,
live
in
North
Charleston
I
realized
that
last
month
the
board
decided
to
give
an
ad
hoc
committee
time
to
make
a
recommendation
about
where
the
Center
for
Advanced
Study
should
be
placed,
and
that
you
plan
to
vote
on
this
tonight
as
to
whether
to
place
it
at
North.
Charleston,
High,
School
I'd
encourage
you
to
either
vote
no
or
to
postpone
this
vote
long
enough
to
receive
the
recommendation
from
the
committee,
which
is
led
by
three
members
of
the
board.
W
Even
though
the
committee
did
not
vote
before
today
on
their
recommendation,
there
is
a
lot
of
support
for
place
in
the
CSA,
the
CAS,
a
caret
and
keeping
Garret
open
as
a
school,
as
others
have
mentioned,
one
of
the
three
board
members
leading
that
Community
Advisory
Committee
produced
a
last-minute
proposal
to
place
the
CAS
at
Stahl
high
school.
This
wasn't
expected
by
anyone
involved
in
the
process.
If
this
proposal
is
presented
for
a
vote
tonight,
she
will
be
undermining
the
process
of
the
committee
and
not
giving
true
representation
of
the
committee's
leaning
on
the
issues.
W
In
fact,
until
this
was
emailed
out
yesterday,
every
public
conversation
with
board
members
at
community
meetings
has
been
met
with
very
strong
opinions,
that
the
CES
will
be
built
to
end
CHS
and
no
other
options
need
to
be
considered.
There's
never
been
a
significant
discussion
about
building
it
at
stall
out
in
the
open,
so
I
don't
think
this
should
be
put
to
a
vote
tonight.
W
The
reason
that
says
have
been
questioning
the
decisions
about
CS
and
Garrett
are
precisely
because
of
secretive
negotiations
that
have
been
sprung
on
the
public
that
little
or
no
public
input,
and
that
is
what
we
are
unwilling
to
accept.
You've
wasted
the
last
five
months
when
you
were
supposed
to
be
getting
community
input
on
where
to
put
this
CAS
and
now
at
the
very
last
minute,
a
new
proposal.
That's
not.
B
The
three
elected
nor
Trustin
board
members
to
discuss
the
cas
program
in
north
charleston.
The
three
representatives
will
submit
a
recommendation
by
october
19.
This
matter
will
be
placed
on
the
October
23rd
board
agenda
for
action.
So
that's
how
we
got
to
where
we
are
right
now
just
to
having
it
on,
and
it
doesn't
say
anything
about
closing
Herod
in
there.
So
all
right,
sir,
on
the
item
9.5,
madam.
B
E
C
Mr.
Burrowes
deduce
a
third
option,
which
was
star
high
school
when
everything
considered
that
before
they'd
even
thought
about
it,
and
so
we
had
over
overwhelming
support
the
bill
that
I
Gerrit,
knowing
what
no
one
want
to
put
her
in
Austin
High
School
football
field,
that's
no
one's!
What
interested
but
I,
don't
know.
High
school
football
field
present
that
I
could
see
come
off
from
the
question,
be
an
accident
participation.
So
we
said
yeah
I
was
ready
to
vote
tonight.
C
C
That
we
would
meet
again
so
he
promised
we'll
meet
again
in
a
week.
So
that's
what
we're
here,
because
stars
just
the
last
minute.
Well,
you
do
consideration
to
all
the
factors,
make
a
good
decision.
Mr.
burr
I
said
as
long
as
you
make
a
decision
it
by
in
November
at
the
meeting
he
said
you
get
it
done.
October
was
original
deadline.
He
said
he
said.
Definitely
not
personal
members
to
the
compassion
of
Emmer.
You
can
see
them
talk,
he's
a
definitely
go
past
November.
C
B
G
The
board
approved
30
members
of
a
committee
to
serve
on
a
committee
to
discuss
with
the
three
board
members
only
14
members
of
that
committee
came
to
the
meeting.
Other
people
were
who
were
not
on
the
committee
were
asked
to
join
the
table.
I
have
the
the
list
of
attendees.
Here
there
was
no
the
people
who
came.
There
was
a
group
of
people
who
came
who
have
said
before
we
want
it,
build
it
Garrett
they
don't
live
in
North
Charleston.
G
G
What
I
sent
out
was
I
sent
out
to
over
a
hundred
people
who
all
reside
in
North
Charleston,
who
all
are
either
Neighborhood
Association
presidents
live
in,
or
around
Dorchester
waylynn
represent
Dorchester
wailing
in
a
capacity
of
the
city,
state
or
county
capacity,
as
well
as
a
whole
host
of
parents
of
students
from
k3
all
the
way,
through
twelfth
grade
from
Stahl.
All
the
way
down
to
chekura
of
those
hundred
people
that
I
said
here's.
Why
I
think
this
might
be
a
good
idea?
G
I
got
one
person
that
said
they
didn't
think
it
was
a
good
idea
that
is
it.
This
is
a
proposal.
I
think
that
we
should
direct
staff
to
build
this
at
Stahl.
I
have
talked
to
almost
everybody
who
was
at
that
event,
who
responded
to
any
kind
of
communication
I
sent
out
to
them.
I
think
that
Garrett
has
to
be
used
and
not
in
a
countywide
capacity.
I
think
it
has
to
be
used
for
the
community
of
Dorchester
Whelan.
G
There
are
866
elementary
school
students
that
live
and
are
attending
a
public
CCSD
school
in
Dorchester
wailing
866
and
they
are
going
to
somehow
have
to
join
the
other
2,000
that
are
in
schools
that
are
ultimately
zoned
for
Morningside
or
one
half
of
zucker,
because
it
is
a
countywide
partial
magnet
and
we
don't
get
all
those
seats.
There
are.
B
O
To
briefly
rehash,
as
I
said,
with
Cindy
going
to
that
meeting
talked
to
mr.
Barnes
over
there,
all
he
asked
was
the
meeting
gonna
be
public.
Therefore,
we
and
a
lot
other
people
within
the
district
to
come
to
them.
To
that
meeting.
It
was
only
a
couple
of
people
that
wasn't
from
North
Charleston
in
there,
let's
be
clear
about
that,
but
but
what
I
want
to
make
sure
we
understand
just
before
I
came
to
this
meeting
today
see
how
stuff
can
get
misconstrued.
O
O
So
so
my
thing
about
it
is
we
told
the
people
in
that
room.
One
thing
I
like
that,
like
when
I
give
my
word
about
something,
I
try
to
stand
behind
my
word
when
we
left
that
room
on
the
consensus
that
we
were
gonna
have
one
more
meeting
and
that
we
were
gonna,
try
to
hold
it
on
Tuesday
night
and
everybody
was
happy,
energetic,
felt
involved.
O
They
were
concerned
not
only
about
Garrett,
but
the
education
in
North
Charleston.
Now,
as
I
said
before,
had
a
couple
of
words
of
a
person
they
tobias
I've
made
a
racial
comment.
No
I
said
a
lot
of
times
we're
insensitive
to
the
african-american
needs
of
the
constituent
base
that
we
serve.
So
therefore,
it's
not
what
you
want.
It's
not
it's,
not
what
small
parts
of
the
people
want.
It's,
basically
what
the
consensus
of
a
body
wants,
because
they
carry
that
message
throughout
North,
Charleston
and
throughout
the
community.
O
One
person
that
without
them
meeting
after
the
American
system,
had
a
house
in
North
Charleston,
and
she
also
had
the
house
in
another
County
they
started
attacking
her.
Was
she
doing
in
that
particular
meeting
I've
seen
people
I
serve
with
on
boys
before
that
one
african-american
had
two
houses,
many
houses
and
Charleston
other
places.
We
didn't
attack
them.
So
therefore,
I
think
we
just
need
to
get
the
time
is
set
back
up
to
me.
The
Brenda
conclusion
to
a
forefront.
D
O
C
D
F
O
F
Just
I'm
clarifying
that
what
was
given
so
in
paragraph
one
of
that
document
that
you've
got
now
another
copy
of
I
said
that
if
the
decision
was
made
in
October
of
this
year,
there
would
still
be
high
risk
of
getting
it
done
in
time
when
I
said
time,
I
mean
August
of
2020.
If
the
decision
was
made
in
November
of
2017,
it
was
highly
unlikely
that
it
would
be
done
in
time
after
the
meeting
I
spoke
with
Reverend
couns
and
mr.
Holland
and
mrs.
Coates
when
I
reminded
them.
F
This
was
going
to
be
on
the
agenda
again
from
Monday,
and
they
said
one
of
the
options
we
could
come
up
with
is
have
a
meeting
had
this
meeting
like
we
talked
about
with
this
committee
next
week
and
have
a
special
board
meeting
to
make
the
board
decision
in
Newton's
next
week
or
early
November.
My
comment
I
hear
November
is
for
your
meeting
on
the
27th.
I
can't
wait
until
the
27.
If.
F
B
E
G
E
G
V
E
H
G
E
G
First
off
stall
is
an
african-american
school
I.
Don't
understand
why
we
keep
saying
we
shouldn't
be
taking
care
of
the
other
african-american
schools
in
North
Charleston.
Second,
the
neighborhood
president.
On
that
side,
the
neighborhood
president,
on
the
other
side,
you've
seen
the
putt
you've
seen
her
statement.
I
didn't
make
her
smart.
D
G
D
B
C
We
had
two
different
meetings,
but
I
can
tell
you
this
that
he
we
were
at
a
table.
I
said
what
deception
Priscilla
and
maybe
one
person
for
all
committee
members,
the
overwhelm
the
group
that
could
be
the
members
ever
they
were
sitting
in
the
back
were
not
who
not
members
they're
just
attending
the
meeting.
So
we
had
a
at
least
44
people
present
as
over,
and
it
was
a
good
show.
You
know
it
was
overwhelming
support
to
build
to
say
as
I
Garrett.
C
G
C
Someone
and
it's
like
Oh,
miss
miss,
miss
temple,
said
I
gotta
go
to
town,
you
know
she
wanted
to
go
to.
Then
you
said
we
already
have
the
consent
to
see
what
the
crowd
want.
I
said:
well,
yes,
sir,
so
I
said
well,
let's
make
sure
test
our
walls
into
the
equation.
Never
could
said
it
before
were
didn't.
Have
just
thought
about
it.
We
said
we'll
give
it
a
few
more
days
to
have
another
meeting.
They
can
see
the
star
also
and
then
and
that's
what
we
stopped
at
this
is
all
I.
C
O
Just
come
here
can't
do
with
Ben
have
been
doing
those
folks
that
you
talk
to
and
dare
called
me
and
told
me
that
when
they
called
them,
tell
me
that
they're
now
respond
I
have
a
long,
lasting
relationship
with
a
lot
of
them.
So
when
they
pick
up
the
phone
and
call
me
when
they
tell
me
that,
then
I
can
respond
to
your
comment.
Okay,
Thank,
You
sheriff.
B
M
A
completely
different
reason
for
and
I
didn't
hadn't
considered
stall,
but
when
it
came
up,
then
Jeff
said
he
actually
did
have
a
plan.
I
mean
you
had
a
plan
to
put
it
at
each
of
the
three
high
schools
right,
so
that
was
the
first
time
I'd
ever
heard
of
it.
So
then
I
thought
about
it
as
an
educator.
Where
are
the
most
students
there
at
stall?
So
you
would
put,
in
my
opinion,
I
understand
the
whole
neighborhood
issue
and
I'm
not
going
to
talk
to
those
folks
but
the
educationally,
to
put
it
at
stall.
M
There's
the
most
amount
of
students
in
North
Charleston
who
could
access
it
and
I
I
personally
have
no
opinion.
I
mean
I.
Think
Garrett
is
still
on
the
table
as
to
what
happens
to
Garrett
it'll,
take
three
years
to
build
the
CAS
and
that
we
could
have
another
year
and
a
half
or
so
too,
for
the
community
to
come
in
and
decide
the
future
of
Garrett
and
I
I
mean
I,
don't
know
but
I
think
having
the
CAS
at
Stoll.
If
you're
busing
kids
from
North
Charleston
to
stalled,
the
traffic
is
going.
O
M
Okay,
all
right,
then
I
was
given
misinformation,
so
I
apologize
for
that,
but
just
in
terms
of
having
it
built
where
the
most
students
are
to
me
makes
sense
and
one
of
the
things
as
teachers
going
back
and
forth
teaching
at
the
CAS
and
at
the
high
school
and
your
busing,
less
kids
to
it
to
that
facility.
That's
just
a
point.
B
K
M
K
C
K
So
to
give
the
committee
that
we
appointed
another
option
or
another
meeting
date
and
time
there
to
meet
the
27th
so
our
to
meet
this
Thursday
and
then
give
the
three
board
members
a
recommendation
to
come
back
to
the
board
with
and
then
possibly
maybe
have
a
special
called
meeting
telephonic
conference
board
meeting
to
discuss
the
matter
here
next
week.
That
will
I
think
give
you
enough
time,
we'll
still
be
within
October's
timeframes,
which
will
be
high
risk,
but
we'll
still
be
within
the
scope
of
making
a
decision.
K
I
B
I
So
I
got
two
comments.
First,
one
thing
I
keep
on
hearing
that
this
is
a
gues
historical
four-story.
Black
school
I
just
want
to
say
that
you
know
2017
I
was
2018
the
idea
of
institutionalizing
in
all
black
schools
or
all
white
schools,
probably
something
we
want
to
move
away
from
eventually
so
I
just
want
to
make
that
comment.
A
O
Having
a
having
a
quality
school
in
that
particular
neighborhood
brings
about
new
homeownership
people
are
attracted
to
something
new,
so
so,
therefore,
it'll
get
to
improve
the
value
of
the
homes
in
the
area.
People
have
real
estate,
guys
and
I'm.
Pretty
talking
attest
to
this
much.
That
is,
data.
Make
people
move
around
that
particular
area.
That's
a
new
school
in
the
area,
so
so
that's
what
it
does,
but
basically
going
back
to
what
you're
saying
the
folks
in
North
Charleston
can't
help.
Well,
they
love
that.
O
You
know
the
plight
of
will
happen
in
the
city,
but
the
city
being
developed
and
and
folks
move
the
north
charleston
air
crush
up
into
one
particular
area
now.
So,
therefore,
the
numbers
just
increased,
so
they
don't
have
a
church.
It
does
become
an
african-american
school.
So
so,
therefore,
the
needs
are
different
if
we
would
be
talking
about
a
CES
in
north
charleston
that
we
didn't
have
a
need
to
try
to
reach
everyone.
So,
therefore,
all
we're
saying
is
is
that
garrett
is
overlooked,
and
I
said
this
in
the
meeting
there
North
Charleston
is
overlooked.
O
D
O
Said
and
that's
Todd
talked
about
the
corridor
I
seen
those
schools
need
resources,
content,
time
and
programs
to
help
improve
the
quality
of
life
of
the
people
that
serve.
We
just
don't
kick
them
in
the
butt
and
throw
them
away
and
then
try
to
move
them
around
and
displace
them.
So
therefore
we
have
to
do
whatever
it
takes
to
make
that
a
very
successful
area.
That's
all
all
right,
so.
O
Get
it
down
to
one
person's
opinion
that
they
don't
want
to
do
what
they
love
and
then
and
everybody's
in
a
day,
but
the
small
people
that
are
putting
up
a
fight
about
it
being
in
Garrett
area
and
this-
and
this
is
more
group
of
people
that
want
to
keep
the
stadium
up
in
North
Charleston.
But
again
we
can
serve
I.
Think
one
person
that
at
that
meeting
talked
about
a
cluster
between
the
two
schools:
let's
serve
both
schools.
Let's
make
both
schools
successful,
let's
put
invest
in
both
tear
of
families.
O
One
thing
I
heard
from
other
educators
around
the
state
and
also
locally
that
big
high
schools,
don't
necessarily
mean
better
Michaels
I
would
like
I
like
to
rely
on
Michael
for
the
numbers
so
time
what
we
need
to
look
at
what
a
large
scale
high
school
does
for
African
American
kids
are
disadvantaged
kids
in
the
school
and
look
at
those
numbers
and
Paul
to
see
it
really
helps
small
environment.
Small
educational
needs
have
a
tailor
individual
values
to
deal
with
that
small
group
of
individuals
within
that
school.
O
O
The
thing
about
it
is
those
people
that
came
in
that
room.
Yes,
I
think
my
girlfriend
dr.
ohn
Dixon
said
he
basically
said
we
invested
our
time
to
come
to
that
meeting
that
day,
we
all
in
respect
to
them
to
give
them
another
meeting
to
basically
sit
down
and
then
hash
this
out
and
then
make
a
decision.
Ultimately,
at
the
end
of
the
day,
it's
the
board
members
up
here.
O
B
E
To
make
a
quick
comment:
I
came
across
a
document
the
other
day
and
I
meant
to
ask
the
district
to
pull
it
for
me
to
see
exactly
what
it
read,
but
the
document
that
I
had
showed
the
the
capital
projects
that
were
on
the
list
in
2014
and
that
list
had
the
Center
for
Advanced
Studies
on
it.
North
Charleston,
in
parentheses
that
had
Garrett
attached
to
it.
E
So
I
took
that
to
mean
that
the
Center
for
Advanced
Studies
would
basically
replace
the
Garrett
building
and
would
possibly
have
the
name
attached
to
it
at
the
same
site.
That's
how
I
took
what
I
read
so
when
I
hear
us
talk
about
potentially
moving
the
Center
for
Advanced
Studies,
a
trade
program
for
some
you
know
who
are
you
know
the
Center
for
Advanced
Study
is
a
modern
term
that
we
use,
but
you
know
older
folk
call
it
a
trade
school
if
it's
no
longer
on
that
campus.
E
The
question
then
becomes
what
happens
to
Garrett.
Currently
what
happens
to
that
school?
What
happens
to
that
property?
How
was
that
property
use?
Will
it
be
sold
whatever
the
case
may
be?
I
don't
believe.
You've
had
that
conversation
yet,
but
I
think
we
have
to
consider-
or
at
least
we
should
consider
the
future
of
that
site
as
it
pertains
to
the
Center
for
Advanced
Studies.
Now,
we've
had
in
our
last
board
meeting
we
had
a
camera
with
the
gentleman's
name:
who's
right
who's.
Something
goes
for
our
early
college
center
phobics
right
in
tech.
E
They
want
to
try
to
attack,
but
I
also
want
us
to
start
considering
and
looking
at
the
prerequisites
that
we
may
be
asking
students
to
have
to
take
the
classes
at
the
Center
for
Advanced
Studies
Wando
Center
for
Advanced
Studies
has
prerequisites
for
certain
courses
and
certain
offerings
that
students
want
to
take
I
think
we
need
be
I
think
we
need
to
be
very
deliberate
and
understanding
exactly
the
needs
of
the
students
who
live
in
North
Charleston.
What
their
interests
are.
E
E
So
when
you
hear
people
say
the
closing
of
us
cool
I
believe
that's
what
they
were
referencing,
because
I
think
the
fear
is
if
the
Center
for
Advanced
Studies
is
on
North
Charles
campus,
where
the
old
stadium
is
what
happens
to
the
Garrett
school.
It
probably
we
don't
know,
dissolve
stay
same
thing
at
Stahl,
I
wasn't
aware,
based
on
the
last
meeting
I,
remember
Jeff,
mentioning
that
Garrett
and
North
Charleston
had
a
acreage
footprint
that
would
accommodate
a
Center
for
Advanced
Studies.
E
He
did
not
mention
that
at
our
last
board
meeting
sitting
here
as
an
option
I'm
not
saying
that
wasn't
enough,
the
stall
footprint
I'm
not
saying
that
wasn't
an
option
then,
but
it
was
not
giving
to
the
board
as
an
option.
I
believe
if
that
option
was
presented
to
us
prior
to
you
guys
making
that
committee
prior
to
you
guys
hearing
the
concerns
of
the
community
and
not
toward
probably
the
end
of
that
conversation,
but
at
the
front
end
I,
don't
think
we'd
be
here.
Having
the
same
conversation
today.
H
A
A
We
were
meeting
about
it
all
together,
different
issue
and
the
pastor
said:
oh,
you
know
Garrett's
gonna
be
closed
when
they
move
CAS
and
consolidated
with
and
when
it's
born
would
it
get
what
it's
built
at
North
Charleston,
so
I
mean
the
any
committee
I
have
a
vote
and
I
was
elected
to
vote
not
to
tie
my
hands
to
a
committee,
so
I
mean
and
y'all
were
also
given
a
date
by
which
to
come
back
with
and
and
so
that
didn't
happen.
So
I
feel
like
in
the
interest
of
focusing
on
the
results
for
kids.
A
O
T
B
B
Strong
consensus
that
we've
heard
from
the
community
that
they
want
Garrett
to
exist,
some
people
want
Garrett
to
continue
just
like
it
is
other
people
feel
like.
Oh
my
gosh
door,
Charleston
is
growing
like
crazy
and
if
it
makes
sense
to
put
the
CAS
on
a
campus
with
another
high
school,
whether
it's
North,
Charleston
or
CA,
yes,
I
mean
Norris
tall.
Because
of
a
number
of
reasons,
then
we
want
to
make
sure
we
keep
Garrett
as
the
neighborhood
school
and
your
Charleston
be
a
neighborhood.
B
C
I
think
River
Mike
kind
of
brought
the
points
that
I
was
really
trying
to
get
it
that
the
committee
didn't
reach
a
decision
that
night
in
and
requested
a
few
more
days
and
s
borough
Roy
had
agreed
to
it
and
that's
where
we've
time
where
we
spend
there
there's
nothing
personal
for
me.
I
want
to
see
good
for
all
our
schools
in
North
Charleston,
because
the
number
of
schools
in
North
Charleston
more
than
in
yet
place
interesting,
haddock,
school,
I,
suppose
a
big
hosing
down
and
that's
a
mr.
Starr's
question.
C
C
They
gonna
come
they're
gonna
roll
out
Garrett
before
you
even
meet
other
thing
last
year,
I
think
yeah,
Roman
I
wish
it
was
around
five
minutes
to
news
is
over
so
just
just
a
madness
going
to
happen,
but
we
put
those
other
cultures
to
you
and
the
kids
realize
what
we're
arming
in
all
Charleston
they're
gonna
come
flocking
in,
enhance
it
or
let
the
school
district.
A
lot
of
those
people
will
come
back,
Charleston
County,
just
to
get
a
product
to
be
a
part
of
the
yes
program.
C
I
B
M
D
M
C
C
G
H
G
G
So
I
think
that
there
you
know
my
idea
for
the
middle
school
for
Garrett
came
from
Charleston
Roz.
Those
moms
have
come
to
me
and
said,
and
they
also
meet
in
North
chocolate,
the
city
hall
in
North
Charleston
and
said
our
kids
are
doing
better
in
the
Army
in
our
elementary
schools
in
the
Dorchester
whaling
community
than
they
ever
have
before.
G
And
what
are
you
school
district
doing
to
get
our
kids
ready
because
they're
going
to
be
in
Middle
School
in
three
years
we
need
a
quality
middle
school
in
our
community
for
our
children
that
was
brought
from
the
community
and
the
parents
there's
no
way.
This
district
doesn't
need
to
utilize
Garrett
as
a
community-based
high
school.
G
But
we
have
sat
here
and
talked
about
the
Garrett
as
if
that
we're
trying
to
do
something
to
it,
we're
trying
to
do
something
for
the
community
and
right
now
that
is
not
a
community
school
and
when
we
build
the
CAS
at
West,
Ashley
I,
don't
know.
Weis
children
will
ride
on
a
bus
from
West
Ashley
past
their
CAS
to
come
to
Garrett,
because
it's
a
technology
school
we're
going
to
have
these.
G
G
Those
buses
were
located
point
one
three
miles
from
the
nearest
house,
whereas
if
this
CAS
goes
on
the
football
field
and
Garrett
and
they
have
to
build
that
bus
loop
coming
and
going,
it
is
240
three
feet
from
the
houses
from
that
entire
side
row
of
houses-
it's
it's
through
a
neighborhood
that
cannot
have
an
interest
across
the
back,
because
Bennett
rail
yard
stretches
from
Meeting
Street
all
the
way
past
Dorchester.
It
is
landlocked
it.
G
A
landlocked
school
of
that
nature
doesn't
need
to
be
drawing
students
from
all
over
when
the
students
from
that
very
community
can
go
to
that
school
and
I.
Think
that
Garrett
is
a
middle
school.
I
want
that
and
I've
been
asked
that
50
times
since
last
week,
but
I
do
think
we
need
to
ask
the
neighborhood
if
they
want
that.
So
I'm
not
sitting
here
and
nothing
in
the
two
pages
I
sent
y'all
I
talked
about
the
acreage.
G
The
fact
that
it's
not
located
near
communities
that
have
in
the
past
complained
about
having
that
kind
of
inevitable
issues
related
there.
Those
are
the
reasons
it
should
be
located
its
stall,
not
because
Garrett
shouldn't
be
a
school,
but
because
Garrett
should
be
a
community
school
and
should
not
be
pulling
people
from
all
over
God's
creation
to
go
there.
G
G
G
K
G
H
G
D
H
B
Right
so
we
have
a
motion.
We
have
a
second
I
hear.
You
guys
saying
is
for
the
new
bit
of
a
second
meeting.
We
probably
need
to
do
try
and
do
it
at
5:00,
so
the
public
can
come
if
somebody
there
still
is
gonna
be
out
of
town
out
of
the
country,
we'll
see
if
we
can
figure
something
out
makes
me
10
at
night.
Okay,
you
gotta
stay
up
late,
give.
I
H
E
Just
one
just
I
don't
want
this
to
be
part
of
the
motion,
but
I'm,
hoping
that
this
will
be
part
of
the
recommendation
that
you
guys
bring
back
to
us.
There
needs
to
be
clarity
on
whether
or
not
the
new
building,
wherever
it's
going
to
be
built.
If
I'm,
sorry,
if
it's
not
going
to
be
built
on
a
campus,
is
it
going
to
be
a
program
or
a
Center
for
Advanced
Studies
at
either
the
North
Charleston
or
the
Stahl
site?
E
B
A
D
K
B
Y
E
Y
Y
So
what
we
know
over
time
is
that
that
the
best
research
studies
that
have
been
produced
over
years
say
that
students
bring
about
60
to
70
percent
of
the
contributing
factors
to
student
achievement
with
them
the
school,
the
teachers,
the
district
contribute
about
30
to
40
percent
of
achievement.
So
that
means
that
schools
and
districts
have
to
maximize
every
bit
of
that
thirty
to
forty
percent
of
the
influence
that
we
have.
Y
So
what
does
research
tell
us
about
those
contributing
factors,
so
this
handout
is
the
slides
are
in
small
print
for
each
of
you
in
case
you
want
to
look
at
them.
It
tells
us
that
home
environment
for
students,
home
environment,
what
is
called
burned
intelligence,
and
we
know
that
intelligence
is
plastic.
We
talked
about
the
plasticity
of
intelligence
or
growth
mindset,
depending
on
the
kind
of
environment
that
challenges
us
to
think
and
student
motivation
to
learn
are
huge
contributing
factors
to
achievement.
Y
At
the
school
level,
there
are
five
factors:
a
guaranteed
and
viable
curriculum
guaranteed
means
it's
delivered
to
every
single
child
and
viable
means.
It's
proven
that
it
works
for
children
who
need
to
learn
that
particular
part
of
the
learning
agenda,
with
challenging
goals
and
effective
feedback,
parent
and
community
involvement,
safe
and
orderly
environments
in
which
to
learn
and
collegiality
and
professionalism
within
the
school.
Y
That's
the
climate
that
characterizes
that
school,
so
that
goes
primarily
to
school
leadership,
and
then,
at
the
teacher
level
there
are
three
huge
things
that
teachers
do
the
instructional
strategies
they
use
to
engage
kids,
their
classroom
management
strategies
and
the
way
they
design
the
classroom.
Learning
experiences
make
a
big
difference,
so
those
are
the
things
that
that
all
of
the
research
studies
we
can
gather
tell
us
making
a
difference.
So
what
difference
do
school
district
boards
and
superintendents
make?
Y
So
what
we
did
in
that
study
that
we
read
was
to
look
at
a
meta-analysis,
a
big
study
involving
3.4
million
kids
and
many
research
studies
that
have
been
done.
It's
the
largest
research
study
of
its
kind,
and
it
says
that
when
superintendents
and
boards
work
together,
when
they
team
up
and
stay
focused
on
student
achievement,
agree
on
what
they're
trying
to
achieve
and
how
they're
trying
to
achieve
it,
they
can
make
an
impact
on
student
achievement.
Y
Y
We
know
that
Charleston
County
Schools
scores
about
where
this
this
gray
band
is
here.
We
are
slightly
above
average
in
terms
of
the
amount
of
growth
that
we
produce
among
students.
That's
not
good
enough.
Higher
performing
school
districts
are
way
up
in
between
that
plus
3
and
plus
2.
So
we
need
to
move
up
the
growth
that
we're
getting
from
students
and,
as
we
move,
growth
we'll
see
improvements
in
the
actual
achievement,
but
you
can't
win
the
race
to
you
till
you
move
faster.
Y
So
that's
why
growth
has
been
so
important
to
us
and
that
gray
band
there's
the
difference
that
boards
and
superintendents
can
make
when
they
work
together.
So
I
just
want
to
talk
really
quickly
about
then
what
it
looks
like
to
have
a
community
that
feeds
into
a
board.
Then
we
have
schools
and
we've
talked
about
what
schools
the
difference
that
schools
make
with
principals
and
teachers,
the
difference
that
kids
bring.
Y
So
what's
the
role
of
the
district
office,
so
the
superintendent
connects
with
the
board
that
represents
the
public,
the
principal's
connect
with
the
superintendent
and
lead
the
schools
and
in
that
middle
circle,
then
we
have
the
functions
that
occur
at
the
district
level.
The
human
resources
finance,
the
legal
department,
the
communications
learning
services
and
operations,
but
across
the
middle-
and
this
is
the
piece
that
we've
not
built
well
in
Charleston
County
Schools.
Y
Since
I
came
here,
we
were
organized
differently
until
July,
early
July
of
2015,
and
then
a
change
in
the
system
organization
was
made
from
five
learning
communities
to
a
different
pattern
of
elementary
middle
and
secondary,
and
so
the
role
of
of
those
executive
directors
that
link
from
write
everything
through
the
district
to
the
principal's
becomes
incredibly
important
as
we
build
the
curriculum
as
we
build
the
human
resource
expectations.
It's
only
been
ten
years
since,
since
people
since
teachers
were
hired
by
this
board
up
until
ten
years
ago,
they
were
hired
by
constituent
boards.
Y
This
this
district
has
undergone
a
lot
of
changes
in
that
period
of
time
and
we're
just
now
reaching
the
point.
You
had
good
leadership
over
that
time
and
leaders
who
did
a
great
job
of
building
those
systems
were
just
not
the
place
where
we're
finishing
the
job
getting
those
systems
in
place.
So
our
job
together
is
to
is
to
agree
on
what
these,
what
the
system
priorities
ought
to
be,
what
what
direction?
What
where
are
we
moving
to?
Y
And
that
needs
to
come
very
clearly
from
the
board
through
the
superintendent,
the
district
staff
to
principals
and
schools,
so
the
schools
then
understand
and
what
the
system
outcomes
look
like
and
how
to
be
answerable
for
those
outcomes
in
a
way:
that's
fair
and
and
supportive.
So
that's
the
system
that
we
now
need
to
build
together.
This
is
the
work
to
be
done
as
we
clarify
our
goals
for
this
year
into
next
spring.
Y
Y
So
all
the
principles
this
year
have
achievement
goals
built
into
their
evaluations
and
that
will
be
will
be
sort
of
aggregating
at
up
and
bringing
that
to
the
board,
because
that
will
help
us
understand
the
growth
that
we
expect
to
see
at
the
district
level
and
that's
based
on
the
baseline
achievement
that
they
exhibited
last
year
in
their
schools.
The
board
maintains
support
for
those
goals
and
achievement,
and
we
seek
training
together
so
that
we
understand
what
that
kind
of
unified
leadership
looks
like
we
monitor,
program,
implementation
and
student
achievement.
Y
We
use
resources
to
support
instruction
and
we
create
clear
expectations
and
then
provide
the
school's
the
freedom
that
they
need
to
operate
within
those
expectations.
So
I'm
not
going
to
say
a
whole
lot
about
Richard
Elmore's
research
at
Harvard
University,
but
the
point
he
makes
is
knowing
the
right
thing
to
do
is
is
the
central
issue
here.
So
as
we're
working
with
people,
it's
not
enough
just
to
hold
people
accountable,
we
have
to
build
capacity
through
supporting.
So
these,
these
four
things
on
the
left
are
what
we
need
to
try
to
do.
Y
The
four
things
on
the
right
are
what
we
often
do,
but
they
don't
produce
results.
So,
instead
of
just
focusing
on
accountability,
we
have
to
build
capacity.
How
do
we
know
that
people
know
how
to
do
these
things
or
asking
them
to
do
pursuit
of
just
focusing
on
individual
performance?
We
have
to
look
at
the
group
quality.
What
are
we
able
to
do
together
as
a
whole,
grade-level
team
or
a
school
instead
of
just
focusing
on
technology
implementing
technology?
We
have
to
focus
on
instructional
quality.
What
difference
did
it
make?
Y
What
difference
did
it
make
that
use
technology
with
kids
or
that
they
have
one-on-one
devices?
What
instructional
impacted
we
want
that
technology
they
have,
and
it
should
be
to
figure
out
where
kids
are
to
personalize
their
instruction,
so
they're
showing
continuous
progress
along
a
continuum
and
then
finally,
a
systemic
focus
instead
of
fragmented
programs
and
that's
a
huge
job
that
we
need
to
work
on
together.
This
year
is
getting
that
focus
as
a
system
and
knowing
where
these
individual
goals
or
programs
fit.
We
talked
about
a
phonics
program.
Why
did
we
do
that?
Y
Where's
that
fit
in
the
whole
system?
Does
everyone
need
it
or
are
the
particular
schools
that
need
that
more
than
others?
So
the
point
here
is
that
we
need
to
focus
as
the
leadership
team
on
capacity
building
on
group
quality,
on
making
sure
that
we
have
instructional
quality
and
systemic
focus,
so
the
strategic
priorities
that
should
be
coming,
you're
going
to
get
a
lot
of
recommendations
through
the
strategic
planning
action
team
groups,
but
we
need
to
focus
on
three
strategic
priorities
and
I
mentioned
them
to
you
earlier.
Y
One
is
investing
our
resources
wisely
and
fairly,
and
that
is
about
equity
equity
is
difficult
to
understand
and
it
is
not
a
popular
concept.
So
the
challenge
is:
how
do
we
make
sure
that
that
our
highest
performing
students
continue
to
have
the
programs
and
supports
they
need
well
increasing
the
resources
to
our
lowest
performing
students,
who
are
not
very
nearly
as
well
in
our
system
as
their
counterparts
they're
not
growing
as
quickly
they're,
not
achieving
at
the
levels
that
that
we
know
they
have
to
achieve
at
so
we
had
to
get
the
budget
stabilized.
Y
You
can't
deal
with
equity.
You
can't
work
on
equity
until
you
get
the
budget
stabilized.
So
we've
accomplished
that
then
we
really
have
to
focus
on
developing
talent.
We've
talked
a
lot
about
that
and
then
we
we
must
understand
exactly
how
we're
focusing
on
and
being
answerable
for,
increasing
the
percentage
of
students
are
who
are
ready.
Are
we
going
to
start
at
the
early
entry
in
early
childhood
levels
and
in
and
put
our
resources
into
creating
more.
Y
Y
Whether
you
have
a
semester,
schedule
or
seven
period
day,
is
it
that's
the
first
order
change
it's
hard
to
do,
but
it
still
doesn't
change
appreciably
what's
happening
in
the
quality
of
services
for
kids.
A
second
order
change,
though,
is
tremendously
disruptive
to
assistant.
It
is
a
break
with
the
past,
and
people
are
moved
out
of
their
comfort
zones.
It's
outside
any
of
our
existing
understanding,
your
paradigms
about
how
this
system
works
or
how
school
works.
It
conflicts
with
what
people
are
accustomed
to
the
prevailing
values
and
norms.
Y
Y
Suggested
to
you
what
I
think
there's
three
big
priorities
ought
to
be
equity
in
the
distribution
of
talent
and
money
and
time
talent,
development
and
getting
really
clear
about
what
it
looks
like
to
get
kids
ready
and
expanding.
What
we
know
is
working
in
some
of
the
sites
in
our
system,
so
I
won't
spend
more
time
on
these
things
that
included
in
your
board
packets.
For
today,
for
the
first
quarter
results
we
have
goals,
and
you
have
those
first
quarter
results
in
your
word.
Y
Packets,
for
today,
you
may
want
to
ask
to
spend
some
time
with
those
on
those
results
at
a
Committee
of
the
Whole
meeting,
but
I
just
want
to
make
you
aware
the
clock
is
ticking
on
this
school
year
we
set
some
very
clear
goals,
and
the
status
report
is
included
in
in
today's
materials.
The
next
thing
I
wanted
to
point
out
is
that
there
is
a
one-day
training
seminar
in
Colombia
on
November
3rd,
where
advanced
ed
will
be
reviewing
effective
board
governance.
Y
Y
The
next
thing
I
wanted
to
mention
was
the
open
office
hours.
The
summer
report
we've
had
at
this
point
fewer
than
50
people
take
advantage
of
open
office
hours,
but
the
feedback
that
they've
given
has
been
really
rich
and
and
helpful.
So
we've,
the
staff
and
I
have
been
at
meetings
almost
every
long
October.
We
are
pretty
well
booked
through
the
end
of
October
at
meetings
almost
every
night.
Never
a
list
of
those
meetings
in.
Y
And
then
finally,
mr.
Garrett
has
had
to
leave,
we
had
hoped
that
he
would
just
summarize
the
financial
report
which
you've
received
before
it
was
in
your
packet.
We
wanted
to
mention
both
mr.
Garrett
and
Reverend
Mack
who's,
the
vice
chair
of
the
audit
and
Finance
Committee.
We
wanted
to
mention
that
they
are
working.
They
discussed
at
the
last
audit
Finance
Committee
meeting.
They
need
to
address
substitute
salaries.
It's
a.
C
O
O
C
Y
Didn't
include
it
in
the
budget
revisions,
but
we
are
working
on
it.
Mr.
Friedman's
been
working
on
some
recommendations
and
we
will
have
those
soon
ready
to
bring
to
you.
We
know
that's
an
area
that
must
have
attention,
so
we
just
wanted
to
mention
that
tonight
as
part
of
the
financial
report,
and
that
conclude,
that
was
kind
of
a
run-through
of
things
that
deserve
a
whole
lot
more
time
and
attention.
But
you've
had
a
lengthy
evening.
C
C
D
Y
H
D
G
G
C
Z
Z
I
don't
have
the
yeah
I,
don't
have
the
option
to
do
the
map
testing
and
some
of
the
other
things
that
are
part
of
the
initial
application,
but
we
can't
we
can
do
other
standardized
testing
in
order
to
make
sure
that
they're,
if
they're
weak
in
math,
that
they
have
compensated
for
that
weakness
and
have
brought
that
score
up.
So.
G
Z
G
So
then,
this
big
I
just
I'm
for
this,
because
I
want
my
kids
in
academic
magnet,
make
no
mistake,
but
but
let
I
don't
want
to
be
sitting
here
being
accused
of
being
you
know,
unfair
to
certain
demographics
or
having
Reverend
Collins.
Call
me
racist
again,
because
the
top
two
kids
that
line
get
in
and
they
are
inevitably
by
by
just
sheer
numbers
of
students-
are
gonna,
be
Caucasian.
God
forbid.
We
have
a
minority
student,
not
ranked
one
or
two
in
a
primarily
white
school
that
does
not
get
in.
G
If
you
look
at
that
and
say
we're,
okay
with
that
we're
guaranteeing
the
number
one
and
number
two
in
all
schools,
because
we
have
to
do
it
fairly.
This
was
going
to
be
targeted
to
certain
schools,
because
we
know
the
number
one
and
two
and
five
and
10
and
50
at
Lang
are
gonna
get
in.
But
if
we
apply
this,
as
as
they
are
attorney,
says
to
all
schools
where
that
means
all
middle
schools
and
I'm.
Z
What
we've
developed
or
done,
which
were
developing,
are
two
ways
to
get
into:
I
can
make
magnet
high
school.
One
way
is
through
the
general
application
process,
and
many
students
will
will
get
in
many
students.
Many
more
students
will
be
on
a
waiting
list
because
they
meet
the
criteria.
The
second
Avenue,
it's
completely
separate,
is
through
the
top
two.
So
if
the
top
two
students,
some
of
the
top
two
students,
are
going
to
have
scored
13
point
two
five
and
get
in
and
they're
going
to
be
students
with
thirteen
point,
eight.
G
As
long
as
we
can
do,
this
I
say
move
ahead
more
power
to
us.
I
just
want
to
make
sure
that
they're
going
to
be
those
scenarios
and
if
it
turns
out
that
two
girls
get
in
and
a
boy
doesn't
I,
don't
want
this
board,
as
it
inevitably
does
comes
back
and
blames
off
for
a
scenario
that
we
clearly
could
see
in
the
few.
In
the
beginning
of
the
scenario,
so
I
think
if
we.
G
Z
G
G
C
Z
C
Know
so
when
I'm
thinking
about
that
need
to
make
up
at
on
some
college
district
is
about
especially
half
I'm
gonna
marry
almost
have
occasion
and
with
others,
and
so
the
mystery
is.
The
mystery
is
bringing
about
diversity
in
a
fair
way
to
pet
that
doesn't
offend
people.
We
don't
want
the
other
thing
that
we're
just
trying
to
stick
using
to
the
school,
but
we
just
want
to
make
sure
it's
fair
and
an
eagle
opportunity
and
I
could
look
up
everybody
and
one
thing
I
thought
about
it.
Is
that
wants
to
be.
C
Do
you
consider,
but
we
need
to
consider
it
kids
coming
out
of
middle
school
and
those
teachers
that
teach
those
kids
they
have
their
there.
Have
that
one
rigor
in
know
what
they're
looking
forward
and
I
wondered
in?
How
are
we
using
this
I'll
be
using
the
teachers
the
middle
school
has
adjudicators
for
mrs.
McNamara
magnet
high
school,
although
the
middle
school
teachers
being
used
at
all
yeah,
it
has
adjudicated
well.
Z
Everything
for
academic
magnet
high
school
has
done
electronically.
If
you
are
a
Charleston,
County
School
District
student,
your
GPA
is
calculated
electronically.
Your
map
scores
are
put
in
electronically.
The
writing
sample
is
the
only
place
where
there
is
adjudicators
and
those
have
been
historically
the
ten
or
eleven
English
teachers
and
social
studies,
teachers
that
I
can
eat
magnet
high
school.
That's.
C
One
of
your
answer
what
so,
let's
say
you
made
that
group
much
more.
The
person
that
part
knee
that's
it
Leslie
made
that
pretty
much
was
the
first
in
sense
that
you
used
teachers
that
don't
detective
Amanda
high
school
assessments,
a
half
a
more
for
them
and
from
the
middle
schools,
that's
hard,
because
I
think
I
think
was
happening.
I
mean
their
standards
may
be
a
little
different
than
the
standards
at
the
middle
school
level,
but
they're
teaching
in
the
high
school
level
and
so
they're.
C
Looking
for
ninth
and
tenth
grade
performance,
this,
for
example,
of
a
good
performance
where
the
middle
school
teacher
she
may
let
you
in
looking
for
top
nuts
eighth
grade
performance,
so
hurt
her
judgment
may
be
little
someone
bracketry
made
in
high
school.
So
if
you
have
a
diverse
panel,
you
would
get
a
mixture
of
decisions
when
the
judicata
doesn't
make
a
decision.
It
won't
all
be
the
same
way.
You
all
I
think
over
the
same
thing,
according
to
your
school's
tradition.
Well,.
Z
And
we
do
that
student,
the
teachers
all
get
together
and
they
practice
with
writing
samples
and
they
come
to
consensus
and
they
agree
with
the
rubric
and
they
practice
in
I've
been
doing
it
10
years.
I
think
I
have
great
faith
in
their
process
and
the
the
subjectivity
and
the
the
objectivity
excuse
me
and
the
ability
to
assess
a
piece
of
writing
and
how
that
piece
of
writing
will
grow
and
give
these
children's
success
at
academic
magnet
at
high
school
I.
Z
C
Z
Not
it
it's
all
kinds
of
things
that
could
be
a
child
whose
math
map
score
was
just
a
little
bit
below
the
85th
percentile,
and
so
they
didn't
get
full
points
for
that.
It
could
be
that
their
GPA
that
they
had
a
two
B's,
in
which
case
that
would
bring
the
GPA
down
to
instead
of
4.0,
it
might
be
3.875,
there's
a
variety
of
places
where
that
can
happen.
It's
not
always
in
the
writing
sample,
but.
C
Z
C
4.4
Posey's
yeah
all
right.
Lastly,
I
was
considering
the
emotion
that's
being
presented
about
the
top
two
students
and
we
last
year,
maybe
even
the
year
before
too,
but
but
I'd
like
to
see
that
it's
banded
and
where
we
were
heading
into
Mosul,
say
it's
not
just
a
top
two
schools,
but
tough
to
students
in
middle
schools,
bases
schools
that
are
underrepresented
as
soon
as
the
students
that
don't
really
know
about
the
program
and
normally
have
access
and
there's
a
really
no
teacher
to
push
them
and
guide
them
into
the
program.
C
So
my
fall
semester,
instead
of
using
two
from
each
student
school
that
you
would
probably
try
to
focus
on
this
schools
are
underrepresented
and
increase
our
number
from
two
to
maybe
four
or
five
students
from
underrepresented
schools.
Charlie
gives
them
that
opportunity
get
them
in
a
summer
program.
I
work
with
them
talking
the
scores.
That's
try
to
increase
in
numbers,
because
it's
what's
working
now
of
what
we
do.
It
now
is
only
producing
three
percent
african-americans
out
of
fifty
percent.
We
had
something
that
something
just
a
flaw
somewhere.
C
Z
C
C
G
G
G
B
G
C
B
B
Consider
extending
an
invitation
to
the
top
five
highest
ranking
students
in
each
Johnson,
County
School
District
ain't
great
program
to
apply
for
admission
to
academic
magnet
high
school
for
the
1819
school
year,
with
the
understanding
that
they
must
meet
the
admission
of
criteria
of
scoring
13-point
or
higher
on
the
current
rubric.
Well,.
B
G
B
B
C
G
G
H
E
G
E
G
E
Then
also
that
would
then
based
on
the
presentation
that
Judah
gave
us
last
week
at
Baptist,
so
high
school,
we
with
the
two
students
there's
a
budgetary
impact,
the
estimated
total
cost
not
to
exceed
$7,000.
That
included
the
four
teachers
that
you
know
whatever
and
the
for
teachers
at
another
amount,
plus
materials.
So
to
increase.
G
G
B
G
E
Certain
students
may
have
based
on
the
schools
that
they
attend
Cindy
mentioned
earlier.
There
are
certain
middle
schools
that
have
a
lot
of
students
who
get
an
opportunity
to
attend
academic
magnet
because
of
the
offerings
at
that
school
because
of
the
scores
that
they
take,
that
the
writing
samples
and
so
on
and
so
forth.
So
it,
although
I
agree
and
like
the
ambition
of
Reverend
Collins,
a
point
to
try
to
increase
diversity
at
academic
magnet.
I,
don't
want
us
to
and
I
still
think,
we'll
stall
through
some
of
the
Cindy's
commentary.
E
E
Z
B
B
E
B
Z
E
Now
those
those
nine
students
we
didn't
have
in
place
the
summer
enrichment
program
for
those
students
correct
so
the
so
the
Cindy's
point.
The
question,
then,
would
become
of
all
of
the
students
who
gained
entrance
into
academic
magnet
based
on
the
top.
Do
you
know
how
many
of
those
students
total
we
had
and
how
many
of
those
total
students
were
african-american
I.
I
I
E
Think
those
are
the
kind
of
material
kind
of
numbers
we
need.
I.
Think
you
know,
Chris's
Direction
is
audacious,
I
mean
I,
think
we
we
see
the
need
to
have
more
diversity
on
campus,
but
at
the
same
time
we're
looking
at
how
we
have
currently
in
place
how's
that
working
make
you
sure
that
not
only
the
students
get
in
but
are
supported
while
they're
there
not
only
support
it
while
they're
there,
but
do
well
while
they're
in
the
building
they
graduate
that
they
move
on.
So
on,
remember
comments.
O
O
What
happened
there
didn't
happen
overnight.
We
all
agree
that
there
needs
to
be
a
change
there,
but
just
solving
it,
and
one
meeting
is
not
going
to
take
that.
It's
gonna
take
a
comprehensive
study,
comprehensive
efforts
to
be
able
to
integrate
that
system
and
to
make
it
more
diverse.
So
again,
you
know
I
applaud
crystal
what
he's
trying
to
do.
I
just
want
to
feel
that
motion,
because
I
think
it
creates
moral
problems.
O
It
does
a
solution-
teachers
of
african-american
in
that
institution
to
make
more
after
the
Americans
more
comfortable
attending
their
principals
just
groundwork
overall
and
parents.
We
know
one
that
Christophe
said
parents
and
students
on
one
diversity.
We
have
to
all
work
together
to
kind
of
make
that
happen.
So
it's
just
gonna
take
everybody
together
as
a
team
to
make
that
an
accomplishment.
That's
all.
C
C
That's
gonna
increase
those
numbers
for
this
upcoming
year
that
we
that
we
can
see
that
as
a
tangible,
fair
process
for
all
students
and
like
it
is
hard
to
get
it
done
tonight.
Everyone's
tired,
don't
fly
discussing
it
much
for
air.
We
spent
so
much
time
on
the
other
issues,
and
this
hardly
had
attended
a
meeting
like
this,
and
we
probably
still
need
to
come
back
before.
Kids
start
applying
here
school
because
we
need,
but
this
has
something
that's
gonna
increase
that
number
higher
than
three
percent
to
me.
C
It's
just
not
acceptable,
but
so
obviously
my
question
is
to
the
same
as
if
you
were
to
identify
all
the
under
all
underrepresented
schools
all
under,
if
all
other
is
and
schools
and
get
those
kids
opportunity
to
apply
no
top.
Two
three
four.
Whatever
we
choose
is
that
legal
of
ever
doing
underrepresented,
schools.
G
C
Me
say
this:
we
have
we
addressed.
We
identify
all
of
our
underrepresented
schools,
because
kids
don't
hardly
apply
from
the
NGO
target
them
at
night
school.
Let's
say
it's:
seven
schools,
for
example.
We
didn't
father
seven
schools
by
that
title
as
underrepresented
as
I
gave
and
gave
three
gay
three
four
five,
those
keep
the
top
three
or
four
or
five
students
in
those
schools.
Dominance
here
pride
is
that
legal
or
illegal
to
do
that.
If
we,
if
we
use
the
top
schools,
the
top
underrepresented
schools
on
the
representing
schools
across
economy,.
C
B
B
G
Number
one:
we
need
to
be
making
decisions
I,
don't
know
why
we
spend
seven
hours
in
a
committee
meeting
for
Chris
Collins
to
come
here
and
ask
for
the
thirty
percent
of
the
items
to
be
pulled
because
he's
not
getting
what
he
believes
to
be
his
vote.
I
say
we
scrap
the
committee
of
the
whole
process.
If
we're
gonna
do
this
so
now.
E
G
So
what
I
want
to
hear
is
an
equal
commitment
from
this
board
to
diversify.
Garrett.
Not
one
word
was
said
about
not
spending
extra
money,
let's
not
build
the
CAS
and
West
Ashley
and
let's
pull
from
a
thoroughly
diverse
community,
and
if
you
want
to
put
the
CAS
at
Garrett,
don't
build
one
district
10
and
have
it
beware
a
multitude
of
diverse
students
come
the.
If
you
want
to
put
this
much
energy
and
diversifying
schools
put
this
much
energy
into
diversifying
schools
or
just
admit
you
just
want
more
african-american
children
in
certain
schools.
E
O
I
G
I
I
think
the
solution
is
to
better
prepare
the
kids
from
K
four
words
so
that
they
can
compete
on
an
equal
footing
with
everybody
not
created
a
false
floor
for
these
kids
I
think
that's
unfair
to
the
kids
and
I
think
that
we
and
I
think
it's
a
band-aid
for
us
and
he
makes
us
lazy.
We
really
need
to
be
fixing
the
problem.
Okay
to
aid,
not
trying
to
just
put
a
bandaid
on
it
at
this
level
to
lower
the
look
lower.
I
The
admissions
I
actually
find
that
kind
of
offensive
that
top
to
Admissions
just
to
make
it
clear.
That's
seats,
in
addition
to
the
normal
admissions,
if
I'm
correct
yeah,
all
right
are
we,
including
the
charter,
schools,
the
private
schools,
the
magnets,
the
home
schools
last
year,
there
was
confusion
about
that
or
we
can
probably
including
our
charter.
Schools.
I
mean
that's,
and
is
that
something
that
the
group
wants?
Next,
you
know
we
have
an
issue
with.
You
know
the
diversity
issue.
I
B
I
G
B
I
B
D
B
D
C
C
D
B
B
W
C
B
T
D
H
D
B
G
G
C
C
H
B
E
B
G
S
AA
B
E
B
B
C
C
S
N
B
C
Take
me
out
thoroughly
equal
dose
of
information
and
then
also
when
I
was
when
I
was
dealing
with
problems
with
the
services
and
the
foster
put
in
foster
care
program.
Everybody
I
got
fingerprinted
in
a
background
check
and
and
the
police,
and
if
I
could
complete
at
the
police
station
one
time.
So
so
what
so?
What
does
what
is
what
all
the
police
departments
using
and
what
is
it
federal
government
using
for
their
background
sakes?
What
are
they
using.
M
S
C
C
And
you
have
that
in
the
policy,
then
you
did
a
good
job
on
that,
but
what
I'm
asking
now
is
when
the
person
wanted
really
want
to
know.
What's
in
your
background,
like
I'd
like
to
fit
our
government
or
some
other
you
can
see
if
having
is
just
going
to
behind
you,
what
are
they
using
about
ten
years
ago?.
C
Genetic,
thank
you
pretty
good,
come
on
study.
What
I'm
asking
is
because
of
the
limits
of
certain
states.
When
you
come
across
there.
That's
maybe
it's
they
don't
know.
You'd
be
four
years
or
five
years
is
their
way.
You
still
didn't
use
for
the
federal
government
use
or
some
other
to
use
or
the
military
used
to
get
more
information
have
a
vehicle.
You
never
go
beyond
that.
Sarah.
B
C
C
G
Know
that
but
I
want
to
make
sure
that
nobody
misunderstands
this.
This
policy
is
written
so
that
we
will
pull
as
far
back
as
that
state
law
allows
us
and
we
are
not
gonna
use
SERP,
that
state
law
to
get
a
background
check.
So
you
may
hire
somebody
who
has
a
shorter
history
background
than
someone
else
from
another
state.
It
has
a
longer
one
and
I:
don't
want
them
beating
up
the
district
when
that
happens
next
year,.
C
But
wait
a
minute:
that's
really
part
of
what
I'm
getting
at
but
sitting.
There
said
when
it
when
that
state
law.
They
only
give
you
certain
amount
of
years.
You
still
have
federal
agency,
didn't
go
through
the
information
and
then,
if
there's
something
in
that
person
background
a
detriment
to
put
children
at
risk
or
faculty
at
risk
that
we
need
to
know.
So
we
don't.
We
don't
want
to
say
that.
B
S
D
B
D
B
G
B
B
C
D
B
D
D
O
Y
B
B
B
D
B
C
B
C
B
C
B
C
D
O
I
just
wanna
say
for
the
record:
dr.
pulseless,
along
with
Erica
Joe
and
Cindy
Ambrose,
came
out
for
the
Berk
parade
last
week,
dr.
pol,
so
it's
recognized,
my
alma
mater.
The
band
directors
been
into
college,
but
the
band
directors
are
from
Charleston
County.
There
are
graduates
of
Lincoln,
High,
School
and
Burke
high
school.
Their
band
is
widely
recognized
throughout
the
southeast
now
and
has
performed
by
the
very
prestigious
Honda.
Thousands
of
bands,
but
well
I,
had
a
good
time
with
miss
Ambrose
and
Joey
ride
in
the
parade.
O
But
one
of
the
things
I
also
want
to
say.
Thank
you
to
was
to
the
principal
and
dr.
post
was
one
for
recognizing
them
and
honoring
them,
and
two
for
mr.
Runyon
mr.
Runyon
walking
them
into
the
school
to
make
sure
the
day
got
to
the
game
and
they
performed
the
Magnitsky.
Well,
but
the
day,
never
just
drunk
me.
I
stayed
around
after
without
my
old
man
and
should
have
been
home
in
bed,
but
I
stayed
with
the
band
member
that
anything
meal
and
they
recognize
mr.
Runyon
and
mr.
O
Runyon
gave
a
compelling
speech
about
education
to
them
about
seven
or
eight
students
in
the
band
were
educational
members
and
he
walked
them
to
apply
to
Charleston
County.
So,
therefore,
there's
not
an
outreach
that
we
do
look
what
it
yielded
and
students
are
not
interested
in
the
district
so
again
had
to
go
out
to
dr.
poster
which
the
mr.
Runyon,
because
you
know
one
intensity,
telling
the
folks
with
a
great
job
on
that.
Thank
you.
Thank.