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From YouTube: April 23, 2018 CCSD Board of Trustees Meeting
Description
April 23, 2018 CCSD Board of Trustees Meeting
A
A
C
C
D
D
E
A
Okay,
so
we
have
a
motion.
This
is
item
number
6a,
1.
First,
this
is
the
annual
renewal
of
contracts
for
2018
19.
This
is
a
motion
from
mr.
Garrett
with
a
second
from
miss
Coates.
We
have
any.
You
have
any
questions
about
that
motion,
so
basically
we're
recommending
that
the
board
authorize
the
superintendent
to
issue
contracts
for
the
2018-19
school
year
based
on
contractual
obligations,
and/or
budgeted
allocations.
That's
basically
motion
right.
Yes,.
F
A
G
F
A
F
G
I
J
J
J
K
Good
evening
cheer
Darby
vice-chairman
dr.
post
away
board
members
and
guests,
we
have
seven
special
recognitions
evening,
so
we're
going
to
get
started.
I'd
first
like
to
ask
Sam
Henshaw
to
come
forward.
The
South
Carolina
National
Geographic
state
bee
started
in
1989
and
until
now
student
from
Charleston
County
School
District
has
never
won
the
title.
Sam
a
seventh
grader
from
Moultrie
middle
school
changed
that
on
April
6th
he
received
a
200
cash
$200
cash
award,
the
National
Geographic
visual
atlas
of
the
world.
K
K
Thank
you
we'd
now
like
to
ask
malachi
jones
to
come
forward.
Malachi
james
is
a
senior
at
the
Charleston
County
School
of
the
Arts
and
will
be
honored
at
Carnegie
Hall
for
his
talent
and
ability.
In
writing.
The
nonprofit
Alliance
for
young
artists
and
writers
awarded
him
with
a
gold
medal
portfolio
as
part
of
the
2018
Scholastic
Art
&
Writing
Awards.
He
was
one
of
only
16
high
school
seniors
in
the
state
in
one
of
two
in
South,
Carolina
Malachi
will
also
receive
a
$10,000
scholarship.
Congratulations,
Malachi,.
K
Odyssey,
the
mine
is
an
international
creative,
problem-solving
program
that
engages
students
in
their
learning
by
allowing
their
knowledge
and
ideas
to
come
to
life
in
an
exciting
and
productive
environment.
Stahl
finished
1st
and
3rd
in
West
Ashley
advance
that
is
magnet
one,
the
middle
school
title
for
the
second
year
in
a
row.
Both
teams
will
go
on
to
compete
in
Iowa
at
the
world
finals
next
month.
Let's
give
them
a
round
of
applause.
K
K
Okay,
they
aren't
here,
but
just
let
me
tell
you
what
they
did.
Both
teams
from
Wando
tied
for
first
place
in
the
introduction
to
engineering
design
at
the
University
of
South
Carolina's
annual
project
lead
the
way
statewide
engineering
competition
in
Columbia.
Let's
give
them
a
warm
round
of
applause,
I.
K
Sea
perch
is
an
innovative
underwater
robotics
program
that
equips
teachers
and
students
with
the
resources
that
they
need
to
build
a
remotely
operated
vehicle,
which
is
comprised
of
a
low-cost
kit
in
an
in
school
or
out
of
school
setting
team
13
from
boost
Academy
and
team
8
from
Charleston
charter
school
for
math
and
science,
one
the
2018,
Charleston
seaport,
regional
challenge.
Both
teams
are
going
to
go
on
to
the
international
seaport
challenge,
which
is
in
June.
Let's
give
the
both
teams
a
round
of
applause.
K
I'd
now
like
to
ask
leg:
middle-school
representatives
to
come
forward
the
International
technology
and
engineering
educators,
association,
ite
EA,
has
elected
Lang
to
receive
its
program.
Excellence
Award
for
2018,
along
with
the
program
Excellence
Award,
the
legs
stem
coach,
dr.
Mel
Goodwin,
is
also
receiving
the
teacher
Excellence
Award
members
from
Lang
staff
were
honored
during
a
ceremony
at
the
ite
EAS
80th
annual
conference
in
Atlanta
earlier
this
month.
Let's
give
them
a
round
of
applause.
K
And
finally,
we've
saved
one
of
our
best
for
last
we'd
like
to
ask
interim
director
of
elementary
schools,
Michele
Simmons,
to
come
forward
recently.
Miss
Simmons
participated
in
the
school
leadership,
Executive
Institute
SLE
I
sponsored
by
the
State
Department.
This
is
a
year-long
program
in
his
design
to
give
veteran
principals
the
insight,
knowledge
and
competencies
to
lead
South
Carolina
schools
to
success.
Each
cohort
concludes
with
one
principal
being
awarded
the
Inez
Tenenbaum
Leadership
Award,
for
their
contributions
to
the
learning
community.
The
award
was
voted
on
by
twenty
four
principals
from
across
the
state.
L
B
A
H
H
H
H
Dyslexia
is
a
specific
learning
disability
that
is
neurobiological
in
origin.
It
causes
difficulty
in
learning
to
read
interpreting
words,
letters
and
symbols.
It
can
vary
from
mild
to
severe.
It
is
most
common.
It
is
the
most
common
learning
disability.
In
fact,
of
all
students
placed
in
special
education,
80
percent
are
dyslexic.
It
does
not
stem
from
any
lack
of
intelligence.
It
is
not
the
result
of
poor
teaching
poor
instruction
or
poor
upbringing.
It
crosses
racial,
ethnic
and
socio-economic
lines.
H
Dyslexics
are
often
thought
of
as
lazy
or
dumb.
That
is
not
true.
Dyslexics
are
often
quite
gifted,
and
extremely
productive.
Dyslexia
affects
one
in
five
students.
Charleston
County
has
50,000
students,
10,000
of
our
CCSD.
Children's
are
struggling
right
now.
Three
out
of
four
people
on
welfare
on
welfare
are
illiterate.
85%
of
juvenile
offenders
are
functionally
illiterate.
H
According
to
the
u.s.
census
third
grade
reading
results
are
used
to
forecast
prison
capacity
in
ten
years.
Dyslexia
is
not
a
disease
to
be
cured,
but
a
way
of
thinking
and
a
way
of
learning
altering
all
children
can
learn
to
read
with
proper
teaching
methods.
I
asked
you
to
support
this
literacy
proposal
so
that
we
can
help
the
10,000
struggling
CCSD
students.
Thank
you.
Thank.
B
M
Want
to
thank
you
all
for
your
time
in
support
of
our
schools.
I
spoke
last
time
about
my
child
struggle
with
dyslexia,
and
the
one
thing
that
I
wish
that
I
could
have
changed
was
that
educators
knew
more
about
dyslexia
and
were
able
to
identify
her
earlier,
as
I
saw
the
signs
when
she
was
4
years
old
Rison.
Reading
research
shows
that
children
who
get
off
to
a
poor
start
in
reading
rarely
catch
up.
The
struggling,
struggling
first
grader
almost
always
continues
to
be
a
poor
reader.
M
We
must
identify
and
catch
them
early
in
k5
in
first
grade.
The
consequences
of
a
slow
start
in
reading
become
monumental,
as
they
continue
to
fall
behind
without
support
support
or
resources
needed
to
catch
up.
90%
of
children
with
reading
difficulties
will
achieve
grade
level
in
reading
if
they
receive
help
by
the
first
grade,
75%
of
children
who,
whose
help
is
delayed
until
the
age
of
9
or
later
continued
to
struggle
throughout
their
school
careers.
M
It
is
suggested
that
the
best
solution
to
the
problem
of
reading
failure
is
to
have
early
identification
and
prevention,
and
right
now
we
have
no
identification
in
the
reading
struggle.
Is
there
until
the
third
grade?
No
systematic
approach
to
support
the
children
who
are
falling
behind
waiting
until
third
grade
is
not
only
costly,
both
time
and
money,
but
its
added
stress,
emotionally
I'm
to
the
child.
I
have
watched
my
own
child
struggle
with
these
issues
and
it
is
heartbreaking
and
frustrating
knowing
this
school
cannot
help
and
address
the
need.
M
I
do
support
the
district
literacy
proposal
and
I
am
thankful.
It
will
address
the
issues
that
our
strike
readers
face.
This
will
be
a
right
step
to
start
suppose.
The
reading
gap
in
CCSD
and
I
look
forward
to
seeing
the
many
positive
changes
that
will
be
made
in
our
local
schools
and
again,
I
really
do
appreciate.
Y'all
listening
to
us
and
the
open
lines
of
communication
that
you've
made
way
for
thank.
A
N
N
Thank
you
for
all
of
those
things,
I'm
also
a
mom,
that's
dyslexic,
if
that's
just
flexing
son
and
I
remind
her
that's,
why
I
came
here
and
last
time
and
said,
and
he
was
not
caught
with
our
school
system
and
we
were
paying
privately
to
have
him
receive
the
the
tools
that
he
needs
to
learn
to
read
right
now,
ourselves,
and
so
we're
able
to
do
that.
It's
very
hard
on
our
family
and
I.
Just
can't
imagine
his
other
families,
so
I
also
support
this
bill.
N
B
O
Evening,
everyone,
my
name,
is
Beth
Evans
and
I
have
an
8
year
old
daughter
who
attends
AC
Cochran
elementary
school
up
in
the
North
Area.
She
also
has
dyslexia
and
ADHD
I
am
fairly
new
into
this
whole
process,
but
I've
gotten
caught
up,
but
during
these
past
3
years
it's
been
a
struggle
1
getting
her
identified
and
the
lack
of
people
wanting
to
have
her
tested
in
the
first
grade
or
in
kindergarten.
Typically,
the
response
was
we
do
that
in
3rd.
That's
waiting
way
too
long
for
somebody
who,
in
her
case,
has
severe
phonic
Lexia.
O
Her
issue
is
trying
to
put
letters
together,
that's
something
that
they
need
help
in
in
first
grade,
not
third
I
have
reviewed
the
literacy
proposal
that
is
before
y'all
this
evening
and
I
also
am
in
support
of
it.
I
think
this
would
be
a
great
start.
I
come
from
a
family
where
my
sister
had
dyslexia
and
my
my
husband
struggles
with
dyslexia.
So
we
knew
that
my
daughter
was
bound
to
at
least
have
a
very
good
chance
of
it.
O
C
P
Hello
good
evening,
hey
I,
want
to
thank
the
North
Charleston
or
members
for
attending
the
the
proposal
for
QEP
concerning
the
21st
century
proposal,
and
it
was
emailed
to
everybody
out
everybody
out.
Baumann's
got
it,
and
I
also
want
to
thank
Priscilla,
Jeffery
and
teaching
education
committee
for
allowing
us
to
speak
and
share
the
proposal
by
Marvin
Pendarvis
Carroll
temple
and
myself
on
the
29th
I
thought
that
comments
were
really
productive
and
I'm,
hoping
that
we
can
continue
to
move
forward
with
productive
conversations.
P
During
this
process
of
connecting
with
industry,
we've
been
able
to
speak
to
people
at
the
Port
Authority
Department
of
Transportation
individuals
from
the
electrical
contractor.
Association
and
specifically,
the
electrical
contractors
are
in
need
of
a
filling
apprenticeship
spots
and
if
so,
much
industry
in
Charleston
County,
that's
not
being
tapped
and
in
fact
they
don't
even
have
a
program
in
Charleston
County
right
now,
but
they're
doing
work
out
of
Berkeley
County
and
connecting
the
students
with
with
apprenticeships
paying
like
$13.
Now.
So
that's
that's.
That's
a
good
possibility
right
there.
P
Also,
the
Port
Authority
is
expanding,
which
we
shared
and
and
with
hundreds
of
people
moving
to
the
Charles
County
area,
there's
certainly
a
need
for
for
hospitality
and
tourism
connecting
people
to
jobs
in
that
area.
Seven
hotels
alone
are
coming
up
downtown
Charleston,
so
we
talked
about
a
lot
of
hospital
expansion
and
in
that
respect,
so
I
hope
we
can
have
a
continuum,
honest
conversations
about
the
need
and
it's
not
just
within
the
high-tech
fields.
It's
also
within
the
the
trades
areas
and
that's
what
we're
setting
out
to
do
so.
I
appreciate
you
guys
time.
Q
It's
such
every
day
seems
to
be
just
a
little
bit
more
dangerous
than
the
day
before
and
I
think
that
it's
really
important
that
we
keep
our
safety
and
security
measures.
On
top
of
our
mind
and
just
remember
that
everything
we
do
even
if
it's
a
imaginary
red
line
in
each
school
classroom,
is
a
layer
of
prevention.
It's
I
think
that
the
more
layers
that
we
add,
the
more
secure
and
safe
our
students
are
thank
you
thank.
A
Everybody
for
coming
and
speaking,
they
really
appreciate
y'all,
coming
out
on
this
lovely
weather
day.
I'm
sure
people
came
through
some
deep
water
to
get
here.
The
next
item
on
our
agenda
we're
on
item
number:
nine,
a
policy
and
personnel
Reverend,
Collins
I'll
same
personnel.
The
item
number
one
policy,
D
F
AC.
This
is
the
fun
balanced
policy.
So
do
we
have
a
motion.
I
F
I,
don't
have
it
in
front
of
me
right
this
minute,
the
quick
summary
and
mr.
Kennedy
correct
me
if
I'm
wrong
or
don't
oppose,
wait
well
with
the
this
is
setting
up
a
policy
in
which
fund
balances
five
different
categories.
One
is
the
state
mandated
and
also
our
policy
to
have
8.3
in
reserve
that
you
cannot
touch
unless
there
is
an
emergency
that
is
on
it
unexpected
and
with
certain
reasons
in
that,
and
then
you've
got
other
the
other
four
categories.
I
can.
F
To
use
them
to
set
aside
extra
additional
funds
above
that
8.34,
for
example.
Right
now,
eight
point:
three
is
definitely
forty
million
dollars
for
us,
but
we're
at
the
end
of
this
budget
year.
We're
gonna
have
50
million
dollars,
so
that's
taking
that
extra
10
million
dollars
to
say
yet
these
are
specific
uses
for
that
out
of
the
fund
balance
so
that,
for
example,
with
early
college
education,
it's
a
multi-year
rollout,
that's
going
to
need
funds
in
each
of
the
years
ahead.
S
I
S
There's
no
set
time
period
on
the
fund
balance
so,
as
mr.
Garrett
indicated,
the
40
million
dollars
or
so
would
be
a
permanent
permanently
in
the
committed
category
of
fund
balance,
and
so
that
number
will
change
as
the
s
our
expenditures
change.
We
have
to
have
8.3
percent
of
the
expenditure
budget,
so
as
that
budget
changes
that
that
number
will
change,
but
that
there
will
be
a
permanent
part
of
the
fund
balance
unless
there's
an
emergency
that
we
would
have
to
use.
S
The
other
piece
of
the
assigned
fund
balance
that
for
the
example,
the
the
early
college
that
mr.
Garre
I
mentioned
that
were
there
that
set
aside
money
pacifically
for
a
future
fiscal
year
and
once
that
fiscal
year
has
come
and
gone,
then
that
money
will
be
used
for
that
particular
year.
So,
for
early
college
is
started
in
fiscal
year,
18
the
current
school
year
for
the
fiscal
year
19
budget
there's
an
amount
that
the
board
would
adopt.
S
S
Third,
yes
and
client's,
like
then
for
another
example
for
this
particular
particular
budget
for
the
there's
a
three
year:
implementation
for
the
teacher
salary
schedule
change
so
the
second
year
of
their
implementation.
We
proposed
2.7
million
dollars
to
go
in
this
assigned
foreign
balance
was
for
year,
two
of
the
implementation,
which
would
be
fiscal
year.
Twenty
so
before
two
years.
Excuse
me
for
two
year
period.
S
What
that
what
that
allows
the
board
to
do
in
this
is
to
we
know
we
had
those
obligations
in
the
future,
instead
of
say
next
year,
this
time
trying
to
figure
out
how
we
would
fund
those
we
would
actually,
since
we
have
the
additional
fund
balance
now
set
those
dollars
aside,
so
that
we
we
know
where
the
money
is
coming
from.
So
there.
I
A
T
Yes,
I'd
like
to
take
this
opportunity
to
thank
you.
Mr.
Kennedy,
you
took
a
five
sentence
policy
and
you've
created
and
a
well-defined
reason
that
we
use
fund
balance
why
it
exists
and
why
it
has
to
be
restricted.
This
is
amazing
and
I
appreciate
it.
It's
well
defined
and
it's
always
been
a
question.
Why
can't
we
use
fund
balance?
Why
can't
we
take
this
money
now
we
can
look
at
this
policy
and
see
exactly
why
either
the
law
or
the
reasons
for
future
planning.
So
I
just
wanted
to
thank
you
for
creating
this.
T
A
G
I
J
J
A
T
C
A
G
F
F
B
A
Okay,
we
have
a
motion
from
mr.
Garrett
in
a
second
from
Reverend
Mac
to
approve
the
budget.
This
is
item
9b,
one
me
and
my
Roman
numerals.
So
do
we
have
any
questions?
Does
mr.
Kennedy,
do
you
have
information
to
present
to
us
before
we
vote
on
that?
Or
do
you
want
to
dirty
all
just
want
to
ask
questions
question.
J
Alright
I'm,
before
we
vote
on
this,
that,
on
the
second
read
I'm
going
to
need
to
see
the
actual
budget.
What
we
got
here
is
an
abbreviated
version
I'd
like
to
see
the
full
budget
I,
don't
care
if
it's
a
hard
copy
or
access
from
a
online
thing,
but
I
think
I
speak
for
several
of
us
will
see
the
whole
thing.
A
C
A
S
A
J
B
S
Correct
so
we
have
details
by
by
individual
by
location
with
winning
through
the
schools
and
the
reason
why
we
don't
have
that
now.
It's
because
that's
the
schools
and
the
central
departments
submit
their
budgets
to
the
Budget
Office.
There
say
the
work
load
to
be
able
to
input
those
into
the
system
and
then
also
to
make
adjustments
based
on
conversations
like
this
with
the
school
board
in
presentations,
and
so
that
that
that's
a
process
that
takes
time
and
but
when
once
may
fourth
comes,
you
have
that
level
of
detail.
I
Difficult
to
devote
first
reading
without
having
action
of
budget
but
I
do
appreciate
the
information
you
dissing
us
already.
That
one
sounds
very
helpful.
You
know
info
little
being
that
we
had
the
budget
shortfall,
your
poor,
lass
and
and
me,
and
just
talk
about
having
another
one.
If
you
two
just
seem
like,
we
need
to
be
as
clear
and
transparent
a
friend
have
all
the
documents
upfront,
because
when
we
don't
have
all
the
document
we
kind
of
voting
isosceles
sort
of
blindly,
you
know
we
don't
see
what
we're
really
approving.
I
S
A
For
every
thoughts-
imma,
let
you
finish,
but
let
me
just
I
just
want
to
point
this
out,
because
I
don't
want
anybody
in
this
room
to
get
the
impression
that
we're
doing
first
reading
on
a
budget
that
we
don't
have.
We
have
a
the
budget
right
here
is
presented
at
us.
We've
got
a
workshop
on
it
and
I
mean
there's,
there's
a
lot
of
information
in
there.
A
There's
not
the
detail
that
you
want
to
have
that
we
typically
get
by
second
reading,
which
will
have
and
also,
for
example,
the
question
that
you
asked
about
more
detail.
The
answer
that
we
provided
that
to
us
on
Friday.
So,
though,
that
information
is
on
you
know,
staff
spent
a
lot
of
time
on,
like
20
different
files.
Answering
those
questions.
I
I
You
spoke
over
there,
please
it
is
a
sample
compared
to
what
I
normally
receive
for
myself
ever
having
served
in
the
for
10
years.
My
Bob,
because
all
this
at
least
its
thickness
Eddie
there's
lots
of
hitters
of
details
running
back
and
I've
seen
better
buses
over
2,000
pages,
that's
been
presented
to
us,
not
them.
I
can
take
the
time
to
read
all
the
developers.
I
We
have
some
so
many
budget
line
items
and
transactions
in
an
auto
reports,
the
compiler
side
of
a
song,
and
so
just
to
have
that
information
available
with
can
also
go
to
the
quarry
that
the
public
sees
that
we've
been
moving
on
upfront,
the
whole
picture
and
that's
what
I
call
transparency
that
we
hope
we
all
know
what's
been
holding
forward.
So
not
so
I'm
not
saying
tonight.
Anyone
that
we're
being
we're
cheating
or
doing
something
wrong.
I'm,
simply
saying
we
don't
have
the
full
budget
picture
to
know
all
the
details.
C
I
A
T
I
T
Which
was
that
the
the
abbreviated
version-
and
then
you
see
the
line
item
version
that's
finalized
for
second
reading.
If
you
go
back
to
2016,
it's
right
below
it
2015,
so
you
can
see
what
we
approved
at
first
reading
and
then
you'll
see
what
we
approved
at
second
reading.
So
there
is,
it
is
available.
I
I
T
T
F
This
budget
year
and
I,
thank
you.
Mr.
Kennedy
I
know
you've
been
here
only
a
couple
months,
but
took
over
midstream
as
we
were
starting
my
budget
for
this
year
and
has
been
as
long
I
guess,
looking
as
far
into
the
future,
as
we
have
ever
done
with
our
five-year
projections
and
to
Kelly
Meyers
not
here
tonight,
but
to
miss
Jackie
Carlin
as
well
and
Lisa.
F
Sizzler
is
as
well
and
and
he'll
for
the
work
they've
done
and
for
casting
out,
and
your
head
has
not
been
done
in
the
past
to
let
us
know
where
we
are
this
year,
but
where
we
need
to
be
next
year-
and
you
know,
are
we
gonna
on
a
sustainable
path
which
I
greatly
appreciate
and
in
the
the
deliberate
focus
on
achieving
reading
by
grade
three
talent,
development
and
inequity
across
our
schools?
I
feel,
like
has
been
more
conscientious.
Focus
of
this
is
putting
dollars.
You
know
where
our
hearts
are
in
the
classroom
and.
C
F
One
thing
as
as
long
as
we've
been
on
the
board
as
recent
this
four
years
ago,
we
passed
a
budget
in
three
days
later
dramatic
changes
were
made
to
it.
Yeah
you
in
the
let
said
in
that
calendar
year,
over
2600
changes
were
made
into
the
budget
after
we
voted
on
it,
just
as
a
testament
of
where
we've
come
over
that
time
period,
less
than
500
have
been
made
in
this
this
budget
year.
So
you
know
what
you're
voting
on
is
no
kidding.
F
A
V
Based
on
the
FY
19
budget,
summary
and
solutions
that
says
here
that
their
expenditure
increases
around
40
million
the
projected
expenditures
at
50
at
five
hundred
and
fifteen
million,
with
the
variance
of
eighteen
point
five
million.
And
can
you
can
you
for
the
for
the
folks
in
the
audience
who
don't
have
what
we
have?
Can
you
tell
us
what
the
budget
solutions
to
make
up
that
variances?
Oh.
S
So
here
on
the
screen
I
some
the
presentation
that
was
made
to
the
committee
of
the
whole
last
Monday.
It
shows
the
eighteen
point,
five
million
dollar
budget
gap,
so
you
can
see
we
have
biases,
we
have,
we
have
an
increase
at
the
top.
There
are
fourteen
point,
two
million
dollars
of
revenue,
and
that's
you
indicated
there
at
the
middle
of
that's.
S
That
slide
shows
the
forty
point.
Two
million
million
dollar
increase
in
expenditures
out.
So
let
me
talk
a
little
bit
about
the
expenditures
if
I
may,
that
is
that's
made
up
of
that
forty
million
dollars
made
up
roughly
seventeen
almost
seventeen
point:
five
million
dollars
of
direct
services
to
schools.
S
It's
the
teacher
salary
increases
is
through
your
mouth.
Teachers
increases.
That's
a
slide
in
this
presentation
that
that
lists
on
all
the
direct
services
to
schools,
so
that
17
point
almost
seventeen
point.
Five,
that's
an
additional
two
point:
five
million
dollars
in
in
the
budget
and
again
it's
in
the
present
here,
I
won't
I
won't
go
to
the
pages
right
now.
It's
up
there
on
various
pages
2.5
for
the
increase
in
safety
and
security
for
the
SRO.
S
There's
another
3.8
or
so
million
dollars
of
increases,
salary
increases
for
all
non
teaching
staff,
and
so,
if
I
were
to
look
in
them
in
this
document,
here
that's
on
the
screen
and
go
through
these
pages
and
there
those
up
that
I
just
talked
about
it's
roughly
37
million
dollars
of
that
40
million
dollars.
So
the
other
three
million
dollars
miscellaneous
type
for
long
expenditures,
that's
in
there.
S
So
as
it
relates
to
the
to
how
we
propose
we
proposal
to
the
board
to
close
that
eighteen
point:
five
million
I
will
go
to
the
next
slide
here.
So
there's
the
eighteen
point:
five
million
dollars.
That
was
on
the
preceding
slide.
Since
we
met
last
Monday,
we
have
added
no
as
their
proposal
in
addition
to
300
thousand
in
the
four
thousand
School
Programming
in
the
safety
and
security
and
the
Kaleidoscope
program,
so
that
takes
the
gap
actually
up
to
eighteen
point,
eight
and
then
the
solutions
down
there.
S
There
say
a
1.1
million
dollar
expenditure
in
the
presentation
that
was
made
last
week
for
for
the
bus
eights
for
Exceptional
Children.
We've
done
a
lot
of
analysis
on
that.
We
I'm
sorry
the
the
academic
team
hands,
along
with,
along
with
some
of
the
financial
folks
and
determined
that
we
can
reduce
that
by
$500,000.
So
that
would
go
to
towards
that
budget
gap.
S
The
military
increase,
the
nine-point
Millers
increase
Kuzma
a
three
point:
nine
six,
nine
point:
four
Mills
nine
point:
four
million
dollars,
so
that's
that
would
be
the
tax
increase
and
then
a
change
in
projected
revenue.
So
in
this
slide
here
we
show
down
here
at
the
bottom.
I
think
six
point:
three
million
dollars:
we've
done
got
some
additional
information,
one
state,
as
well
as
from
the
local
revenue,
so
that
additional
amount
we're
anticipating
on
projecting.
S
S
S
Now
for
this
piece,
not
for
this
piece
right
here,
so
under
act,
388,
each
school
district
in
the
state
receives
from
the
state
their
number,
which
is
their
number
indicating
the
allowable
millage
foot
for
the
for
the
following
year
for
fiscal
year.
Nineteen,
and
so
we
were
given
that
two
weeks
ago,
a
number
of
three
point
I
think
three
point:
three:
six
that
was
allowed
by
the
state
force
for
Charleston
for
next
year.
We
had
an
unused
amount
of
point
six.
So
that's
the
three
point:
nine
six!
S
That's
the
allowable
millage
for
Charleston
under
act
388.
Now
what
I
mentioned
last
Monday
was
that
there's
a
in
state
legislation
that
allows
a
school
district
to
to
increase
millage
for
unfunded
mandates
and
and
to
cover
cost
about
natural
disasters,
and
that
that
piece,
then
will
require
a
two-thirds
vote
of
the
board.
But
this
this
right
here,
the
three
point:
nine
six.
This
is
just
a
regular
vote
of
the
both
of
the
board
I.
V
F
I
I
F
V
Of
the
concerns
that
I
had
at
the
commedia
Holden
I
expressed
it
then
I'm
going
to
press
it
now
is
that
I
recognized
as
our
system
grows
or
as
the
years
go
on
it
may
require
us
to
grow
and
do
additional
things
as
I
was
leaving
that
committee
meeting
last
Monday
driving
back
from
our
pleasant
I
started
thinking
about
for
me,
what
does
the
budget
mean
not
just
from
a
money
standpoint
from
making
sure
that
we
have
proper
services
and
salaries
and
the
like?
But
what
does
it
mean
in
an
education
system?
V
So
to
me,
I,
just
kind
of
came
up
with
a
simple
word:
the
budget
must
equal
to
or
is
I'm
sorry
academic
results
right.
It
has
to
equal
what
happens
in
our
classrooms
and
obviously
the
budget
can
determine
what
happens
in
those
classrooms,
but
ultimately
it
has
to
be.
In
my
opinion,
it
has
to
be
driven
by
student
achievement
and
I've
been
on
the
board.
V
The
last
question
I
believe
I
asked
was
where,
in
this
proposal
are
the
cuts
where,
in
this
proposal
coming
to
us
telling
us
we
need
this,
we
need
this
I
get
that
I'm
for
that
to
some
degree.
But
where
is
the
page
with
I?
Don't
care
one
item
10
items
where
there
can
be
some
educated,
procedural,
concise
cuts
in
our
district
and
I'm,
hoping
as
we
go
through
this
budget
Cyclonus
budget
system,
those
things
will
be
offered
up
presented
to
the
board
with
tangible
reasons
and
explanations.
V
V
This
budget
has
not
been
tied
to
their
academic
performance
and
achievement,
and
so
I'm
hoping
that,
no
matter
what
budget
you
bring
to
us
I've
been
told
before,
then
it
takes
three
to
five
years
to
see
the
kind
of
academic
resulting
gains
that
we
need
to
see.
I've
been
on
the
board
since
2012
and
I
haven't
seen
those
and
so
I'm
really
really
to
the
point
where
it's
a
do
or
die
it
needs
to
be.
V
Jobs
ought
to
be
on
the
line
based
on
our
performance
and
what
we're
doing,
and
so
this
budget
has
to
be
like
Chris
said
before
it
has
to
be
tight,
but,
more
importantly,
it
has
to
resonate
in
our
class
and
if
it
doesn't
do
that.
For
me,
it's
gonna
be
extremely
difficult
for
me
to
support
any
budget
moving
forward.
If
it's
not
tied
to
that
and
not
dis
tied
in
conversation.
Well,
mr.
Miller
we're
going
to
get
there.
No!
No!
No!
V
They'd
have
to
count
on
us
to
do
this
and
get
this
right,
and
so
we
can't
play
games
not
that
we
are
but
I
don't
know
if
this
required
the
level
of
seriousness
that
it
really
takes
to
do
this
work
and
so
I'm,
looking
forward
to
the
additional
budget
information
that
we're
getting
with
the
kind
of
details
that
Stobbs
and
Collins
and
and
I
will
be
asking
for,
and
that's
what
I'm
looking
for
moving
forward.
Thanks.
C
A
B
I
haven't
said
anything
things,
so
so
I
guess
my
comment.
Mr.
Kennedy
is
but
let
me
first
say
thank
you
to
Union
staff
for
what
you
have
done
in
preparation
of
the
budget
and
I.
Believe
I
made
this
statement
at
the
committee
to
hold
it
as
is
and
I
believe,
I
made
it
to
the
deputy
superintendent,
Cindy,
Ambrose
and
I
said
to
her
simply
that,
if
we're
going
to
do
just
what
mr.
Miller
said
moved
this
bar
even
higher,
then
at
some
point.
Mr.
B
Miller,
we
cannot
handicap
the
amount
of
money
that
we
put
toward
education.
If
we
want
to
see
the
results
and
if
we
want
to
move
the
bar,
then
it's
going
to
take
funding
to
do
just
that
and
the
state
only
allow
and
won't
give
us,
but
so
much
but
I.
Don't
think
that
we
are
to
handicap
ourselves
as
to
what
we
need
to
do
to
educate
our
children.
So
by
saying
that
we
need
to
put
the
dollars
to
where
they're,
where
they
need
to
go.
B
We
if
there
are
certain
programs
that
we
need
to
increase
our
certain
areas
we
need
to
increase.
Then
we
need
to
do
that
and
I
think
there's.
Never
they
will.
We
should
never
look
at
the
bottom
line
and
said
well.
The
budget
is
too
high.
If
anything,
then
we
ought
to
scrub
the
budget
and
say
making
sure
that
we
are
covering
the
areas
into
the
classroom
that
we're
talking
about
and
making
sure
that
those
fundings
are
there
and
sometime.
B
The
dollar
amount
up,
if
even
so
more
so
there
are
some
there's
some
district
that
has
a
1
billion
dollar
budget
in
and
with
the
same
number
of
students
and
they're,
putting
1
billion
dollars
almost
toward
education
and
and
and
like
mr.
Garre
just
said,
they
have
more
students
than
we
have
so
so
at
some
point
we
have
to
fund
these
areas
of
concern.
I
look
at.
B
B
Ambrose
and
her
department
is
moving
forward
to
make
sure
that
we
are
reaching
every
possible
child
within
the
classroom
to
achieve
those
goals.
So
so
passing
the
budget
in
the
first
reading
gives
an
opportunity
for
us
to
be
able
to
then
come
back
and
look
at
those
ways
of
making
sure
that
we
are
covering
all
ground.
B
But
we
got
to
do
it
and
at
the
end
of
the
day,
that's
where
I
stand
as
far
as
the
budget
is
I
believe
that
we
need
to
move
forward
with
it
so
that
staff
can
do
what
they
need
to
do.
We
can
get
to
detail
the
information
back
to
us
and
we
can
begin
to
scrub
it
even
more
so
to
make
sure
that
that
we're
reaching
those
goals.
A
W
Agree
with
you,
Reverend
Mac
I,
having
spent
over
20
years
in
classrooms
and
other
states
and
I've
also
been
on
a
school
board.
I
have
never
found
that
schools
work
better
with
less
money
and
I'm,
not
just
saying
that
money
fixes
it.
It's
programs,
Jesse
Williams,
has
been
coming
to
us
for
over
a
year
about
a
program.
That's
gonna
cost
a
lot
of
money.
He
says
and
he's
researched
in
the
community
that
the
community
needs
that
program.
W
That
program
isn't
even
in
our
budget
this
year
and
there's
many
and
the
women
who
are
coming
here
about
the
dyslexic
services
we
have
to
pay
for
those
services
if
there's
10,000
kids
in
this
district
who
are
not
getting
services
because
they're
dyslexic,
of
course
our
reading
scores
are
low
and
not
only
reading.
It
affects
math
and
everything
else
that
kids
do.
All
of
that.
W
I'm.
Sorry
to
me,
I've
been
a
lifelong
educator
and
our
kids
are
our
most
precious
resource
and
we
start
cutting
money
to
kids.
I
have
a
real
problem
with
that
and
yes,
I've
looked
at
this
budget,
I've
sat
in
all
the
budget
meetings.
I
spent
a
lot
of
time
with
these
people
over
here
in
committee
meetings
with
them,
they
are
hard
working.
They
are
doing
the
work
with
not
even
enough
staff
that
they
need
to
get
the
work
done.
W
G
G
G
Did
you
get
some
more
hard
question
but
needed
to
say,
I'm
I
got
a
chance
to
go
to
the
an
opportunity
to
go
to
the
National
School
Board,
Association
and
I
got
to
see
other
board
members
another
superintendent's
across
the
country,
and
got
to
ask
the
question
by
how
their
district
operates.
What
districts
are
probably
similar,
but
the
funny
thing
I
got
to
see
was
programs
working
in
other
areas
of
the
country
were
they
should
not
work.
I.
G
Think
sir
from
me
to
you,
I
would
like
to
see
a
comparison
of
our
district
to
assembly
district.
Someone
will
either
within
the
state
or
a
neighboring
state
and
to
see
how
it
compares
dollar-wise
and
to
see
if
we're
actually
at
the
mark
or
we're
exceeding
the
mark.
As
far
as
spending
the
funds
there
are,
some
districts
I
think
that
do
probably
a
better
job
spending
less
money.
You
know.
Sometimes
everything
is
not
about
what
we
do.
We
have
to
evaluate
it.
G
X
G
I'd
like
to
see
where
we're
at
because,
if
we're
an
apple,
it's
going
to
show
that
we
have
a
glowing
standards.
If
we're
an
orange,
it's
gonna
sell
that
we're
not
spending
enough
money.
So
we
need
to
see
that
as
constituents
to
the
general
public
and
beholden
to
the
public,
we
have
to
know
where
we're
at.
We
can
sit
up
and
talk
all
day,
long
to
make
menial
soundbites
to
look
good
to
get
applause,
we're
asking
all
into
our
constituents.
We
need
to
see
where
our
ad-
that's
all
okay,.
A
So
I
think
everybody's
had
a
chance
to
speak
one
time
so
I've
got
my
list
going
for
a
second,
so
I'll
get
mine
in
real,
quick
I,
just
wanted
to
say,
I
feel
like
this
year.
The
budget,
the
staff
is
working
really
hard
to
tie
the
budget
to
the
strategic
plan
and
results.
I
know
you've
been
on
the
board
longer
than
I
have,
and
you
want
to
see
results
as
do
I
and
I
think
the
way
we've
got
the
strategic
plan
done
doing
this
budget
to
coincide
with
the
with
each
part
of
the
strategic
plan.
A
A
That's
in
there
now
and
we've
heard
loud
and
clear
from
people,
parents
and
community
members
that
we
could
spend
even
more
on
safety
than
we're
spending
now
so
I
I
agree
that
we,
if
you
look
at
what
we're
spending
compared
to
other
budgets,
other
districts
based
on
the
fact
that
we
have
a
lot
of
schools,
sometimes
smaller
schools
that
mean,
if
you
look
at
Greenville
they've
got
more
students,
I,
think
they've
got
70,000.
Students
and
they've
only
got
ten
more
schools
than
we
do
so
I
mean
their
smallest.
School
is
five
hundred
kids.
A
So
those
are
this
kind
of
things.
We
can
look
at
I,
just
I'm
going
to
support
the
budget.
I
know
people
say
well,
yeah,
it's
a
tax
increase
and
it
is
it's
a
tax
increase
for
people
who
own
six
percent,
so
you
own
property
that
other
people
rent
it's
a
tax
increase
for
businesses.
So
if
you're
a
business
owner
but
I,
know
my
business,
we
want
the
district
to
be
investing
in
students
futures
so
that
our
kids
can
get
jobs
and
our
kids
can
stay
here
in
the
community
and
work.
A
I
A
couple
things
gonna
say
first
in
our
minds,
a
question,
but
we
consider
education
and
growth
know.
Thirty
years
ago
cars
were
a
lot
cheaper
than
what
dr.
I
thought
today
and
the
technology
has
changed
and
but
you
may
have
spent
four
thousand
dollars
for
thirty
years
ago.
Today
you
might
spend
thirty
thousand
boy,
but
it's
so
much
better
equipped.
You
can
see
that
improvement.
I
You
see
there,
you
can
see
the
the
better
fuel
economy,
it
smooth
riding
and
are
there
nineties,
and
so
then,
so
the
price
goes
up
because
you
get
a
better
vehicle
for
the
money.
So
with
with
education,
as
kids
are
learning
more,
that
skills
are
growing
and
I
can
the
achievement
levels
are
accelerating.
I
Then
the
budget
should
reflect
that.
Let
me
have
an
increase
and
the
children's
test
scores
I
started
this
or
we
need
more
teachers.
We
need
bigger
classes,
we
need
more
buildings
because
people
are
coming
to
Charleston,
County
and
great
numbers.
Girls
we're
doing
a
great
job
now.
The
other
part
is
this
and
I've
been
doing
this
about
10
years
now,
when
you
have
a
budget,
you
look
back
over
that
budget.
You
say:
hey
what
didn't
work
last
year,
what
wasn't
so
successful?
Why
wants
to
be
invest
another
million
dollars
in
this
program?
I
If
it
didn't
have
any
impact
in
the
classroom
and
I,
don't
know
we
have
you
had
time
to
do
that
or
not
to
evaluate
what
works
or
what
doesn't
work,
but
I'm
I
really
like
to
see
that
that
that
you
identify
the
programs
that
are
producing
any
things
that
I
considered
where
we
do
over
there
now.
My
question
is
this:
on
your
on
your
page:
13
up
to
33
changes.
I
May
13
a
table
under
sample
tangible.
Where
says
additional
talent,
development
considerations,
dissident
talent,
development
considerations,
six
millions
examines
one
I
was
gonna,
read
that
right
is
there
anyone
here
tonight
that
can
speak
tired,
there's
a
little
bit
just
javi,
how
we
got
to
those
numbers
at
6.6
million
dollars
for
talent,
development
considerations,
and
was
this
also
in
last
year,
but
your
focus
was
in
the
last
year.
That's.
S
We'll
break
the
number
down,
but
if
you
recall
in
the
presentation
that
we
have,
we
have
a
I
think
it's
2.7
million
dollars
that
go
towards
the
first
year,
implementation
to
change
teacher
salaries,
so
we're
changing
the
teacher
salaries
from
my
starting
teachers.
Louder.
Thirty,
six
thousand
seventy
dollars
the
current
discourage
year
and
then
next
year
goes
up.
I
think
the
30
37,
almost
38,
but
over
three
years
it
goes
to
a
starting
salary
of
$40,000.
S
But
it's
not
just
the
beginning
teachers
that
adjustment
goes
across
the
entire
salary
structure
for
teachers
and
so
I'll
have
to
break
the
number
down
because
we
have
a
broken
down.
You
know
elsewhere,
but
largely
is
that
plus
we
have
the
1.4
million
dollars.
That's
going
to
raise
the
salary
for
math
teachers
that.
I
S
Job
that
worked
that
will
go
to
work
and
have
poverty
schools.
That's
partly
the
strategic
plan
priority
on
equity
now
that
piece,
no
other
piece
they
are
talked
about
is
the
part
of
the
talent
development,
developing
our
staff,
specifically
our
staff
and
classrooms.
That's
the
part
of
the
strategic
plan.
Priority
also.
A
A
T
D
T
Will
point
out
that-
and
this
is
Marvin-
this
has
nothing
to
do
with
you
you're
fighting
hard
for
us
up
there,
but
while
it
is
about
education,
it
doesn't
start
at
zero.
You
have
you
us.
We
must
spend
eleven
million,
seven
hundred
and
thirty
one
thousand
seven
hundred
and
forty
four
dollars
more
on
existing
teachers
next
year
than
we
paid
them
this
year,
and
it
has
absolutely
nothing
to
do
with
achievement.
T
T
Paying
two
point:
five
million
more
dollars
in
the
retirement
fund
of
our
teachers
next
year
than
we
are
paying
this
year
we
are
paying
1
million
dollars
more
in
the
employer
portion
of
their
health
insurance
than
we
are
paying
this
year.
So
and
yes,
it
needs
to
be
tied
to
achievement,
but
we
need
to
know
these
are
real
numbers
and
to
understand
them
all
told
teachers
next
year
in
this
district
will
make
fourteen
million
more
dollars
in
salaries
than
they
make
this
year,
and
it's
not
new
teachers,
and
that
is
based
on
the
step
increase.
T
The
2%
Cola
increase,
the
1%
retirement
increase,
the
health
insurance
increase
and
the
fact
that
this
district
has
decided
that,
although
we
exceed
the
state
mandated
teacher
salary
schedule,
we're
going
to
exceed
it
even
more
and
we're
adding
16
roughly
$1,600
to
the
annual
salary
of
all
the
teachers,
not
just
the
first-year
ones,
and
we
can
cut
that
out
and
save
2.7
million
dollars
and
I'll
go
home
right
now.
But
that
is
the
most
important
thing
that
we
do
and
of
the
14
million
431
dollars.
T
T
Miller
say
that,
because
CCSD
in
the
last
six
years,
this
CCSD
board
has
overturned
more
employee
decisions
brought
to
them
by
the
district
as
a
percentage
of
employees
than
any
other
school
district
in
the
state
of
South
Carolina
we're
the
ones
putting
those
folks
back
in
the
schools
and
I'm
glad
to
hear
that
we're
finally
going
to
understand
that
the
district
might
have
to
bring
some
decisions
to
us
and
we
might
need
to
not
keep
overturning
those.
So
thank
you.
Alright,.
V
V
That's
not
what
I'm
asking
for
I'm,
not
asking
for
us
to
do
more
with
less
all
I'm
saying
is,
since
I've
been
a
board
member.
Almost
every
budget
cycle
I've
been
told.
The
board's
been
told
that
if
we
do
this
and
we
have
these
programs,
these
will
produce
the
kind
of
results
we
looking
forward
and
I
haven't
seen
that
so
I
do
not
have
faith
that
this
will
continue
to
change
this
year.
I,
don't
I
got
to
see
it.
I
got
to
be
able
to
taste
it.
V
I
got
to
be
able
to
touch
it
and
till
that
happens.
I'm
gonna
be
a
little
skeptical
about
what
we're
what
we're
doing
and
how
we
do
it
am
I
hopeful
that
we
can
get
it
done
yeah,
but
I
can't.
My
vote
cannot
hinge
upon
I
hope
we
can
get
it
right.
This
time,
I
have
a
daughter,
she's,
nine
years
old
she's
in
the
fourth
grade.
She's
a
wonderful
student
but
I
also
have
49
other
children.
Putting
another
thousand
children
I
feel
the
exact
same
way.
Eric
some
have
dyslexia.
We
need
to
address
that
concern.
V
Some
come
from
broken
families
and
broken
communities.
We
have
to
address
that
some
kids
speak
Gullah
Geechee,
so
they
have
issues
with
language
and
phonics.
I
love
all
my
children,
but
our
budget,
in
my
humble
opinion,
has
to
be
tied
to
results
I
own,
a
small
business.
If
I
increase
anything
in
my
business,
I
have
to
have
results
to
prove
it.
I
have
to
do
it
based
on
results.
That's
all
I'm,
saying.
I
J
A
Okay,
so
there's
a
motion
from
mr.
Garrett
in
a
second
from
Priscilla
for
the
this
is
approving
the
head
start
early
head,
start
budget
amendment
application
and
it's
allowing
some
savings
to
replace
outdated
playground
equipment
there.
Any
questions
on
that
all
right.
Mr.
Holland
shed
alright
miss
Coates.
Yes,
mr.
Garrett,
yes,.
I
J
C
T
C
A
C
A
A
I
L
So
the
it's
the
service
has
been
competed
not
within
our
state,
has
been
competed
nationally.
The
reason
we're
asking
for
the
exemption
is
in
what
this
service
is
gonna
provide
is
a
very
detailed
look
at
our
entire
district
at
a
granular
level
about
how
we're
actually
growing
in
student
enrollment.
As
we've
talked
previously
a
couple
different
times.
The
region
is
growing
and,
as
anyone
can
see,
that
hasn't
translated
over
the
last
couple
years
to
student
growth
in
numbers,
not
not
academic
growth,
but
physical
numbers
of
students
in
our
schools.
L
So
in
the
interest
of
time
and
to
match
some
of
the
longer-term
projections
that
mr.
Kennedy
mr.
burrow
and
everyone
else
are
doing,
we'd
like
to
get
this
study
done
sooner
rather
than
later
and
I
will
add
this,
as
within
our
existing
budget
this
year,
there's
no
increases
or
anything
like
that.
No
additional
staff.
Y
Y
Y
Y
So
from
there
we
decided
to
enter
into
a
contract
with
them
at
that
time,
based
on
there
were
national
nigp,
and
at
that
point
in
time
we
didn't
know
that
they
had
to
have
a
corporate
of
office
in
the
state
of
South
Carolina.
You
know
and
like
I'm
saying
to
in
order
to
move
forward
with
this
work
and
to
keep
the
district
for
me
in
in
in
current
additional
cost.
It
is
in
the
best
interest
to
move
forward
by
exempting
this
from
the
competitive
bid
process.
T
J
J
A
R
Relates
to
the
budget,
when
we
look,
we
have
the
act
388
rankings
of
all
the
districts
in
the
state
in
terms
of
the
amount
of
property
wealth
in
each
district.
In
the
document
that
we
have,
it's
called
the
index
of
taxpaying
ability.
It
ranks
your
district
based
on
how
much
property
wealth
you
have
from
the
wealthiest
to
the
least
wealthy.
There
are
eighty-one
districts
listed
of
the
eighty-one
districts,
only
25%.
T
R
Are
56
districts
that
don't
even
have
one
percent
of
the
wealth
we
have
almost
14
percent.
That
means
when,
when
the
tax
dollars
that
are
collected
under
act,
3
88
are
taken
to
Columbia.
We
get
back
very
little
because
it
is
distributed
around
the
rest
of
the
state
we
have
them.
We
have
greater
expectations
for
our
children.
We
have
to
invest
in
people
who
serve
children.
R
We
don't
serve
children
directly
ourselves
around
this
table
in
order
for
us
to
compete,
to
get
the
most
talented
folks
who
can
sort
out
which
programs
are
working
and
eliminate
those
that
are
not.
We've
been
about
that
work
for
quite
a
while
in
this
district.
Certainly
before
I
got
here
and
it
it
simply
takes
talent
to
do
that.
It
takes
program
to
do
that.
It
takes
supports
for
kids
and
we're
not
getting
what
we
would
consider
to
be
our
fair
share
from
the
state.
R
Now,
if
you're
in
one
of
the
56
districts,
you
look
at
that
redistribution
very
differently
where
you
stand
on
this
matter
depends
on
where
you
sit,
but
we
are
sitting
in
Charleston.
We
don't
get
enough
back
in
the
state
to
make
up
from
the
taxes
that
we
lost
when
property
from
primary
residences
was
removed
from
the
tax
rolls.
R
So
the
problem
is
complex,
is
systemic,
it's
ongoing
and
it's
not
going
away,
but
we
will
do
our
part
to
deliver
programs
that
impact
student
achievement
in
the
ways
that
you
would
want.
That
doesn't
happen
overnight,
as
has
been
mentioned,
and
my
first
year
here
was
primarily
spent
dealing
with
one
of
the
most
horrific
financial
situations
I've
ever
encountered
in
my
long
career,
so
I
I
in
the
sense
in
in
essence,
I've
had
one
and
a
half
years
to
really
concentrate
on
programs
and
I'm.
R
R
We
entered
into
an
agreement
with
Clemson
University
to
conduct
a
diversity
and
inclusion
study
for
us.
The
principles
from
that
study
are
here
tonight
to
share
with
you
the
progress
that
they've
made
to
date.
They
are
being
extraordinarily
thorough,
so
I'd
like
to
invite
to
the
podium
legal
and
any
of
the
colleagues
who
are
with
him,
who
may
be
speaking
to
the
board
tonight
to
share
with
you
the
progress,
that's
underway
they'll,
be
begin
writing
their
recommendations
in
May,
so
they're
very
close,
close
to
the
end
of
their
listening
sessions.
Yes,.
E
It
was
mentioned
to
me
a
little
earlier
that
someone
had
a
Georgia
Bulldog
somewhere.
They
wanted
to
give
it
to
me.
I
said
president
Clemmons
probably
would
be
looking
for
another
chief
diversity
officer
that
that
happened.
Thank
you
to
the
board,
thank
you
to
the
superintendent
and
certainly
to
the
community
at
large,
at
the
end
of
January,
2018
Clemson
and
our
consulting
team
begun
a
process
of
environmental
scanning
of
the
school
district
as
it
relates
to
diversity
and
inclusion,
and
so
let
me
begin
my
first
introducing
to
all
of
you.
E
Many
of
you
I
have
met
these
these
individuals
who
make
up
the
Clemson
team,
but
let
me
certainly
introduce
them
again
and
as
I
call
their
name,
would
they
please
stand
dr.
Charisse
fine,
unfortunately,
was
ill
today
and
did
not
join
us.
Certainly,
myself
I'd
like
to
now
introduce
dr.
daniela,
a
hall,
our
College
of
Education
Clemson
University.
Mr.
E
Julio
Hernandez
is
director
of
Hispanic
outreach
office
of
inclusion
and
equity
MS
Moyer
Jackson,
director
of
edgy
of
diversity,
education,
office
of
inclusion,
Clemson
University,
amber
lang,
executive
director
of
our
college
of
preparation
and
outreach
office
of
inclusion
and
equity
Clemson
University,
dr.
Jane
Clark
Lindo
College
of
Education
Clemson
University
Cindy
Roper,
Charles,
H,
Houston
center
Clemson
University,
dr.
hazel,
Roundtree,
Clemson,
University
consultant
and
school
board.
Member
from
Dayton
Ohio
who's
worked
with
me
on
several
of
college
projects
and
university
projects
over
the
past
20
years,
dr.
Melissa
Vogel,
who
will
be
joining
us.
E
Thank
you,
sir
dr.
Melissa
polka,
who
will
be
joining
us
on
tomorrow,
and
certainly
dr.
Curtis
white
Curtis
white.
Dr.
white
is
our
faculty
development
coordinator
office
of
inclusion
and
inequity
and
mr.
bill
McCoy
new
to
Clemson
University,
the
director
of
the
Rutland
Institute
for
Ethics
once
again,
Clemson
University.
This
is
an
outstanding
team.
I
wish.
All
of
you
could
at
least
acknowledge
him
by
giving
them
a
hand.
Okay,.
E
So
let
me
just
very
briefly,
knowing
your
time
constraints
go
through
the
work
to
date
that
we
have
performed
since
the
end
of
January
that
we
have
returned
to
Charleston
on
four
occasions.
Every
three
weeks
we
have
come
into
Charleston
have
conducted
interviews,
focus
groups,
etc,
etc.
Talk
to
everyone,
certainly
on
the
school
board,
talk
to
the
various
mayor's
of
the
various
communities,
and
that
has
been
going
on
as
I
said
since
the
end
of
January.
E
Up
until
today,
at
this
point
over
these
past
few
months,
we
have
spoken
to
over
god
bless
you
over
200,
so
individuals,
both
teachers,
school
students
as
well.
We
have
looked
at
the
demographics
throughout
the
entire
district.
We
provided
a
deep
dive
on
document
review
policies,
handbooks,
syllabi,
curriculum
media
coverage,
history
of
Charleston,
etc,
etc,
and
I
won't
read
all
of
that.
So
let
me
let
me
move
to
the
next
slide.
Deliverables
under
the
agreement
that
we
had
reached
with
the
board
was
to
provide
regular
communication.
E
Guess
what
this
is
regular
communication
good
to
see
you
all
again
at
the
midpoint.
We
were
supposed
to
provide
you
a
progress
report.
This
is
that
progress
report
and
at
the
end
of
June,
we
will
provide
you
with
a
final
report
that
will
include
a
an
executive
summary.
A
summary
of
all
of
the
facts
provided
to
you,
observations
from
all
of
our
school
visits.
Themes
from
the
interviews
and
focus
groups,
analysis.
E
E
Talking
about
the
school
visit,
we
have
visited
elementary
schools,
middle
schools,
high
schools,
magnet
schools,
charter
schools
in
a
variety
of
areas,
neighborhoods
with
different
student
and
parent
demographics,
with
different
performance
levels
and
graduation
rates.
We
have
looked
at
it
all
because,
as
you
had
already
told
us
that
you
wanted
a
thorough
examination
and
that's
what
our
group
thus
far
is
providing.
E
We
met
with
all
of
you
and
had
discussions
and
interaction
and
asked
questions
and
got
your
input
and
suggestions
and
and
advice.
We've
met
with
previous
board
chairs,
as
well
as
previous
board
members.
There
were
you
know
when
you
start
this
kind
of
process.
There's
you'll
talk
to
one
person
or
one
group
and
you'll
always
get
that
germination
that
takes
place.
E
Opinions
may
have
different
approaches,
but
a
true
and
I
think
the
team
can
test
to
that
because,
quite
frankly,
they
were
making
sure
I
said
that
about
an
hour
and
a
half
ago
that
we
we've
come
away
with
a
achoo
achoo
measure
that
everyone
has
a
sense
of
warning:
the
children
of
the
Charleston,
County
School
District,
to
succeed,
and
we
really
listened,
as
I
said
to
that
soundly.
We've
spoken
to
constituent
boards,
administration,
obviously
beginning
with
the
superintendent's
of
associate
superintendent,
superintendents
cabinet,
principal
cabinets,
and
so
that
list
goes
on.
E
We've
spoken
to
teacher
of
the
year.
We've
spoken
to
a
couple
of
them
who
we
spoke
with
the
teacher
focus
groups
and
specialist
special
education,
teachers,
principals
and
assistant
principals
and
Charleston
County
School
District
employees,
including
clerical
staff
foodservice
by
the
way,
I,
don't
know
about
you,
but
I've
been
in
higher
in
now
26
27
years.
You
know
one
group
of
classification
of
individual.
You
can
always
get
the
truth
from
all
right
now.
Y'all
y'all
know
okay,
so
so
it's
now
it's
not
the
hierarchical
hierarchy.
E
It
is
individuals
that
are
in
the
that,
on
the
fireline
day
in
and
day
out
and
and
they're,
not
complaining,
they've
got
suggestions,
they've
got
recommendations,
they've
got
good
ideas
and
we've
listened
to
them
and
we'll
provide
the
board
with
that
that
type
of
feedback
we've
spoken
to
faith
leaders,
obviously,
who
are
having
congregations
that
are
deeply
committed
to
the
lives
of
their
their
parishioners,
but
to
the
families
and
children
in
in
those
churches
and
and
places
of
worship.
We
had
a
great
meeting
set
up
by
Porsha
stony
by
the
way
we
have
to.
E
We
would
love
to
have
Porsha
Stoney
at
Clemson,
University
but
I
know
no
superintendent,
not
gonna.
Let
that
happen
so
so
she
has
been
exemplary
and
helping
us
through
this
process,
but
we
had
a
great
meeting
at
mother
and
man
well
with
faith
leaders
about
30,
to
40,
faith
leaders
and
and
listen
to
their
suggestions
and
recommendations,
and-
and
we
found
that
to
be
very,
very
powerful.
We've
spoken
to
the
mayor
of
Charleston
in
North
Charleston
by
the
way
I
could
have
a
beer
with
the
mayor
of
North
Charleston
yeah.
E
Maybe
two
beers
kind
of
kind
of
like
that:
guy,
the
mayor
of
Hollywood
and
and
Mount
Pleasant,
mayor's
senior
staff
and
members
of
the
County
Council
and
members
of
South
Carolina
legislature.
So
we've
tried
to
be
exhaustive
thus
far
in
our
movement
as
we
have
reviewed
the
various
segments
of
this
environmental
scan
Chamber
of
Commerce
Charleston
coalition,
and
you
can
see,
see
the
Liz
Rotary
Club
tri-county
cradle-to-career.
All
of
these
names
I
know
you
all
are
so
so
familiar
with
and
for
the
sake
of
time,
I
won't
go
through
that
complete
list.
E
Parents
and
students,
law
enforcement
officers,
school
resource
officers
as
well,
and
that's
kind
of
a
thank
you.
So
where
do
we
have
to
go
from
here?
We
we
will
be
here
for
the
rest
of
the
week
through
Friday,
continuing
focus
groups
and
interviews
and
site
visits.
We
will
return
to
Clemson
and
we
will
begin
a
process,
a
collective
process
with
all
of
the
team
members
to
deep
dive
documents
and
data
and
begin
to
have
discussions
among
ourselves.
A
V
Really
a
question,
but
more
of
a
suggestion:
I'm
hoping
that
when
you
bring
back
to
us
your
recommendations,
as
you
heard
us
speaking
earlier
about
our
budget.
If,
in
your
recommendations,
you
are
asking
the
district
to
create
positions
that
we
don't
currently
have
I
ask
that
you
get
that
in
before.
T
U
V
Just
simply
because
I
wouldn't
want
you
to
do
the
extensive
work
that
you're
doing
for
us
and
we
deeply
need
it,
and
you
make
a
recommendation
that
we
need
to
hire
folks
in
our
district
to
maintain
what
we
do
and
measure
what
you
think.
We
need,
and
the
budgets
already
been
voted
on
and
there's
no
extra
resources
to
hire.
Those
folks
was
me.
We
can't
start
the
work
that
you
are
starting
us
on
until
another
year,
and
so,
if
you
can,
if
you
can
bring
that
forward
quicker
than
later,
we
definitely
need
that
information
perspective.
V
R
And
we
don't
actually.
This
is
our
budget
that
we
have
to
have
to
move
forward,
but
we
don't
know
what
the
state
legislature
is
going
to
do
yet
and
we
don't
know
how
many
children
are
going
to
show
up.
We
will
do
adjustments
in
September
and
finalize
that
we
will
not
let
lack
of
resources
keep
us
from
doing
the
right
thing.
When
the
recommendations
come
back,
we
may
not
be
able
that
if
we
can't
add
everything,
we
will
find
a
way
to
identify
the
most
important
priorities
and
we
must
address
these
issues.
R
R
A
Just
wanted
to
say,
I've
lived
in
this
community
for
thirty
years
and
have
worked
in
lots
of
different
areas
and
have
lots
of
different
consultants
come
in,
but
I've
never
seen
a
team
come
in,
that's
as
thorough
and,
as
you
know,
I
know
you
don't
live
here
in
Charleston.
Y'all
come
down
here
a
number
of
times,
so
we
we
there's
not
going
to
be
any
question
about
how
thorough
you
all
have
been,
and
you
really
have
done
a
deep
dive
and
we
we
so
appreciate
that.
So.
Thank
you
very
much.
Thank.
R
You
the
financial
report,
was
in
your
packets.
If
you
have
any
questions,
we
can
certainly
pose
those
to
staff.
The
final
thing
I
want
to
do
is
to
just
thank
the
board
for
giving
us
an
opportunity
to
bring
to
you
last
fall
the
recommendations
from
lots
and
lots
of
listening
sessions
last
year
throughout
the
summer,
life
combines
crisis
and
opportunity
very
frequently.
So
we
did
a
lot
of
listening
put
together
that
the
group's
to
make
strategic
recommendations
and
came
to
you
with
three
priorities.
R
R
That
must
be
addressed
in
order
for
them
to
learn
productively.
Those
were
three
big
priorities
and
I.
Think
when
you've
heard
the
discussions
about
the
budget
in
the
last
month,
you
will
see
that
the
staff
has
tried
valiantly
to
stay
true
to
those
priorities.
So
the
final
thing
that
what
did
you
in
the
superintendent's
report
is
to
ask
everyone
who's
here
from
staff
or
teachers
or
principals
who
are
here
who
have
had
input
into
the
budget
to
stand
because
it
represents
a
tremendous
amount
of
work.
It
represents
our
values,
our
honesty
in
rep
in
honoring.
R
R
R
We've
been
working
for
several
months
on
a
one
pager
that
says
these
are
our
priorities:
they're
in
three
areas:
the
literacy
which
is
student,
achievement
measures,
the
talent,
development
and
equity,
and
so
those
are
the
indicators
and
you
will
see
in
your
budget
documents
there
is
that
one
pager.
So
when
we
come
back,
those
things
should
all
tie
together.
That's
why
we
need
a
chief
financial
and
administrative
officer
combined
with
our
other
cabinet
positions,
to
make
sure
we're
looking
at
all
of
all
of
this
systemically
not
one
little
thing
at
a
time.
R
So
we've
inherited
a
well-run
system.
The
board
made
some
changes
in
the
way
the
system
operates
from
five
areas,
superintendents
to
a
more
centralized
operational
structure,
and
we
were
working
hard
to
make
that
serve
effectively.
So
I
had
finished
my
report
once
and
went
back
into
it
again.
So,
thank
you
very
much
and
we'll
move
on
to
other
business
thanks.
We
appreciate.
A
I
Also,
before
I
go
into
that
business,
are
you
I
like
the
Miller
would
either
generally
approve
the
consent
items,
but
he
had
agreed
there
to
discuss
the
school
security
for
this
briefly,
there's
a
couple
things
that
I
want
to
point
out
not
to
change,
will
be
approved
with
the
eyes
of
an
inn
that
are
we
really
sequestered
for
two
things?
Well,
I.
Don't.
I
I
I
So
you'll
note
on
this
upon
the
second
page,
you
see
a
couple
of
strikeouts
so
that
the
chief
is
not
on
the
agenda.
Basically,
you
would
not
require
the
layers
on
approval,
which
is
an
individual
we
put
out.
We
put
on
agenda
by
as
a
group
as
a
give
a
3/4
before
the
widget
undo
is
the
one
that
was
one
person,
but
individuals
agree
to
put
items
on
the
agenda.
This
was
really
kind
of
consistent.
Well,
what
we've
been
done
wrong
beforehand,
but
the
board
policy
was
60
parts
for
board
members.
I
It's
a
committee
could
require
two
or
three
people
to
agree
to
get
it
on
the
agenda.
The
basis
you
see
the
strikethrough,
that's
what
really
gonna
change
us
and
change
the
time.
It's
not.
The
deadline
for
the
agenda
would
be
Tuesday
morning
at
8:30
a.m.
whatever
you
want
to
get
on
the
agenda.
You
have
it
typed
up
and
submitted
in
my
30
Tuesday
morning.
All
the
two
changes
that
I
see:
okay,.
A
So,
just
let
me
ask
you
a
question
soon
face
your
change,
then
abort.
What
it
says
is
a
board.
Member
and
item
may
also
be
added
to
the
agenda
by
an
individual
board
member
with
the
support
of
another
board
member.
So
you
that
means
two
board.
Members
can
get
an
item
on
the
committee
of
the
whole
agenda.
Yes,.
I
A
A
You
know
that
the
the
issue
had
to
be
germane
to
that
area,
so
first
example
for
sec,
Priscilla
and
Cindy
plants
and
the
Ambrose
plan
out
of
years
worth
of
agenda
items,
and-
and
she
would
need
to
okay-
something
going
on
there,
so
I
mean
I
support,
leaving
it
as
it
is
the
the
timeframe
you
and
I've
talked
about
this
before
the
thing
is.
The
agenda
is
closed
at
noon
on
Monday
to
me,
changing
it
to
Tuesday
at
8:30
doesn't
make
a
huge
difference.
A
If
you
want
something
on
the
agenda
for
the
committee
of
the
whole,
you
know
what
your
deadline
is:
it's
Monday
at
noon
and
if
we
make
it,
if
we
make
it
Tuesday
morning,
we
we
have
to
get
our
agenda
packets.
The
staff
Julie
has
to
get
agenda
packets
out
to
us
by
Wednesday,
and
so
staff
has
to
get
whatever
we
can
whatever
we
propose,
they
have
to
get
all
of
that
together,
go
over
it
with
committee
of
the
whole
chair
at
this
point,
mr.
A
A
A
I
A
I
G
J
A
W
I
Those
live
in
the
mansion
question
was:
why
did
you
make
that
point
to
see,
for
example,
this
policy
here
normally
would
have
going
to
the
committee
to
hold
yeah,
but
the
policy
later
on
said
no,
so
I
couldn't
go
through
the
community
whole.
What
one
person
rule
three
people
say:
no
he's
not
gonna
put
it
on
there.
You.
I
Okay,
so
I'm
only
talking
about
the
strategic,
okay
how's,
the
committee-
that,
for
example,
I
don't
want
at
the
defense
if
I
guess
everyone
at
one
time.
So
when
this
was
submitted
for
presented
last
month
when
I
was
rolling
up
some
Indian
last
month
in
evidence
about
policy
policy
had
a
right
and
said
no
I,
don't
want
that
one,
this
or
Oh
anything.
That's
the
thought
we
get
it's
layers
on
policy
and
the
same
thing
for
strategic,
a
tour
operations
so
so
I
find
it
very
difficult.
I
Cuz,
it's
a
person,
don't
like
me
personally,
they're
gonna,
say
no
I
didn't
walk
on
for
Linux,
and
no
so
they
become
the
judge
and
jury
before
ever
gets
to
the
table.
So
we
need
to
have
policy
that
fair
for
everyone
that
whoever
possessed
tonight
in
the
board
embedded
out,
whether
it's
where
they
discussed
it
or
not.
The
board
could
decide
yes
or
no
I.
Don't
think
one
person
to
be
the
killer
that
front.
I
A
I
A
T
B
I
A
I
It
is
given
monster,
you
know,
he's
not
if
I
say
I
were
in
the
majority
of
both
majority.
Every
time
everybody
likes
what
I'm
presenting
every
time.
I
had
no
problem
at
the
policy,
but
sometimes
miles
are
changing
some
time.
As
a
challenging
I
mean
the
people
I've
been
supported
for
that's
into
giving
anybody
rights
didn't
know,
you're
out
I'm
good
to
go
the
agenda.
That's.
A
A
I
N
U
To
share
some
information
with
you
about
some
collaborations,
we're
planning
for
next
year,
2018
19
to
hopefully
decrease
the
dropouts
currently
that
are
dropped
out
and
also
future
dropouts,
a
collaboration
between
CCSD
and
our
locally
sponsored
charter.
Greg
Mathis
charter
high
school,
as
well
as
a
new
state
charter.
Acceleration
charter
I've
met
with
both
of
those
groups
and
talked
about
some
ways
to
collaborate
to
provide
more
of
a
continuum
of
services
for
all
of
our
students.
U
We're
excited
about
some
opportunities
to
offer
other
places
for
students
to
receive
their
education
if
they,
if
they
choose
to
particularly
high
school
students,
particularly
students
who
have
already
dropped
out
or
at
risk
of
dropping
out
for
attendance,
behavior
or
academic
concerns.
This
is
a
conjunction
with
our
current
programs
received
I.
Think
a
frequently
asked
questions
kind
of
describing
what
we
have
for
our
high
schools,
currently
with
Clark
Academy,
as
well
as
Daniel,
Jenkins
and
turning-point
Academy.
U
This
would
just
had
to
to
make
a
more
robust
continuum
of
services,
so
some
of
the
things
that
we
are
planning
would
be
for
those
two
schools
to
be
able
to
meet
with
our
principals
and
guidance.
Counselor's
to
make
sure
schools
have
appropriate
information
about
the
students
that
they're
looking
for
to
work
with
provide
periodic
or
quarterly
meetings
with
myself
and
the
guidance
director
and
other
alternative
program
leaders
to
share
ideas
and
services
that
we
do
for
kids,
that
might
they
might
find
useful
as
well
as
assist
with
transition.
U
We
would
also
like
to
provide
them
opportunities
to
attend
some
of
the
professional
development
that
we
offer
in
the
district
if,
as
long
as
we
have
space
for
all
of
those
folks
to
come
and
provide
access
on
our
website
for
those
schools,
so
I'm
happy
to
answer
any
questions
you
may
have.
But
that's
kind
of
a
brief
outline
of
some
of
the
plans
we're
making
with
those
two
schools.
A
Thank
you
very
much
have
any
questions
about
that,
so
we're
so
we're
clear
that
both
of
those
schools
will
be
offered
as
an
OP
you're
gonna
train
with
the
Constituent
boards
about
those
options.
Yes,
all
right
great.
Thank
you
very
much.
Thanks
for
the
work
you're
doing.
The
next
item
is
item
12
see,
Dustin
elementary
school
attendance
zone
and
potential
growth,
okay,.
I
It's
just
one
big
mystery:
can
you
come
up
please
and
first
of
all,
I
want
to
say
this
time
staff
I'm,
not
accusing
you
of
anything
wrong.
No
wrong!
Do
you
know
you
just
follow
the
instructions
you
have
from
previous
of
previous
board
and
I
appreciate
you
following
that
commitment.
It
is
my
other
site
that
I
didn't
recognize
that
you're
gonna
run
into
a
species
with
Dustin
about
billing
at
the
500
capacity
data.
I
I
On
the
same
so
whatever
is,
or
whatever
this
is,
whatever
weather
book
works
just
comedy
the
kids
deliver
on
the
remount
Road
area.
So
to
my
desire
that
demise
is
over
offers
on
to
the
school,
the
bitter
howl
750,
students
and
I
talk
to
people
in
the
area
and
some
people
don't
at
the
school
about
them
sitting.
Not
there
I
didn't
realize
it.
I
So
they
had
their
own
operating
a
minimum
of
four
classes
in
four
or
five
classes,
just
for
the
preschoolers.
Only
and
so
tonight,
on.
What
I'm
asking
is
that
keeping
that
in
mind
that
the
school
has
traditionally
going
to
the
third
grade
the
last
ten
years
or
so?
And
we've
served
a
lot
of
young
children
and
a
little
while
back
when
I
call
in
the
board
schools
really
excellent.
It's
not
ready
action
today
in
the
state.
You
know
we
have
some
different
guidelines
now,
but
it's
still
a
good
school
that
we
did
I
support.
I
Is
their
way
that
we
can
still
house
everybody,
especially
young
children,
the
Kate,
the
KFOR
pre-kindergarten,
keep
I
to
give
these
students
a
chance
to
get
an
early
start
on
their
education,
because
I'm
learning
that
it's
what
the
school
wants
to
do
bridge
the
capacity
they
can
no
longer
set
me
to
more
full
year
of
students.
They
got
a
good.
You
got
to
sit
out
for
a
year,
I
find
another
school
to
go
to
and
I
said,
that's
terrible,
I.
I
Suppose
no
I
learned
if
it's
that
that
these
kids
have
to
be
turned
away,
because
if
they
don't
have
to
teach
allocation,
they
don't
have
the
classroom
space,
they
can't
accept
the
kids,
and
this
is
something
this
is
something
that's
dire.
We
can't
put
that
off,
then.
You
know
kids
keep
making
us
wait
another
year
to
get
us
started
learning.
We
have
to
do
it
now
today.
A
I
T
I
X
Believe
this
point
with
the
construction
that
we've
got
planned,
we
will
build
the
house,
the
children
at
Dunston.
Obviously,
things
can
change
each
year.
We
do
projections
right
now,
there's
only
555
kids
that
are
in
the
zone
for
Dunston,
and
traditionally
we
don't
see
more
than
75%
that
live
in
attending
any
school
anywhere,
mom
Pleasants
a
rarity
and
they
don't
go
over
eighty
five
percent.
X
X
Everyone
knows
that
and
we
take
that
out
of
hide
from
the
district's
perspective
and
we
do
our
best
to
put
the
CD
classes
where
the
kids
are
living,
and
so
they
move
around
the
district.
Next
year,
when
we
open
up
at
Frierson,
a
CD
class
is
moving
out
Carson
because
Montessori
is
going
in
there.
Those
CD
classes
move
around
the
district,
not
all
the
kids
that
go
to
CD
at
dunstan
right
now
live
in
the
dumb
stands
zone.
X
So,
if
there's
a
continued
growth
of
CD
kids
and
we
want
to
give
more
city
kids
a
chance,
we
could
look
at
another
school
and
North
Charleston
to
house
those
kids.
If
we
don't
have
room
in
the
future
at
Dunston,
but
that
based
on
a
number
of
kids,
are
there
right
now
and
what
we're
projecting
we
can
fit
the
kids
in
that
we
have
and
give
them
a
quality
space.
X
X
X
I
A
X
C
T
C
I
When
we
have
the
community
who
you
mentioned
that
often
town,
we
will
move
rebuild
schools
that
we
only
put
in
two
CD
classes.
I,
don't
know
if
that's
been
a
policy
or
sign
up
it's
easier,
but
that
that
kind
of
scared
me
when
I
said
you
made
the
statement
that
if
we
had
to
reduce
the
school
from
four
city
classes,
City
for
that
is
down
to
two.
I
That
means
the
violet
kids
wouldn't
be
attending
that
school,
and
you
know
you
know
sometimes
when
you,
when
you
rebuild
in
school,
are
you
sick
or,
for
example,
when
people
see
a
new
school
in
the
community
a
new
building
they
like
it
in
all
the
kids
want
to
go
there,
that's
good,
because
it's
a
nice
new
building
and
you
know,
Johnson
a
very
old
building.
You
know
I
mean
I'm,
not
the
problem
whatsoever
that
sometimes
kids
leave
there
and
go
to
other
places.
It's
all
building
and
it
should
have
been
real
a
long
time
ago.
X
To
your
point
about
the
importance
of
the
number
of
CD
classes
and
I
mentioned
this
at
the
community,
the
whole
we
give
the
principal
an
opportunity
with
a
flex
base
within
that
school
to
house
another
class
of
any
grade,
and
so
we,
you
are
correct.
Our
standard
is
to
fit
to
build
two
CD
strictly
two
CD
classrooms
per
school,
but
we
have
an
extra
classroom
that
has
the
capacity
and
the
capability
to
be
a
CD
classroom.
So
there's
three
right
there
in
the
fourth
class.
X
And
based
on
the
on
the
on
the
classrooms
that,
though,
at
the
higher
grades,
if
one
of
those
classes
is
not
filled,
if
there's
an
empty
classroom
in
any
year
group,
as
as
the
cohort
moves
through,
there's
an
opportunity
to
request
another
CD
class.
If
that's
something
that
the
district
desires
to
pursue
I.
G
I
I
forgot
that
everybody
know
that
I
own
property
right
next
to
Dustin
on
the
house
there
and
I'm
not
trying
to
sell
it.
There's
just
me
once
you've
ever
knew
that
cuz
somebody
said
last
time.
Healings
probably
has
an
interest,
because
in
Dustin
I've
had
I've
had
it
for
years.
Okay
today,
but
I
only
didn't
pay
you
for
it,
I'm
not
trying
to
sell
it.
G
G
C
G
C
G
X
I
make
a
comment
up.
Yes,
yes,
so
I
would
just
like
to
add
that
that
that
we
have
made
a
very
fair
offer
above
market
value
to
every
single
property
owner,
that's
there
and
if
I'm
not
mistaken,
every
one
of
those
is
a
rental
Sean.
Hughes
here
is
every
one
of
those,
a
rental
that
we
made
the
offer
on
one
of
the
corners
own
owner
occupied
the.
X
T
Brought
six
properties
in
yeah,
okay,
first
to
be
clear,
those
properties
were
always
contiguous
to
Dunston.
This
isn't
new
they've
been
contiguous
to
Dunston,
since
it's
been
there
well
you're
talking
about
if
somebody
sold
their
lot.
So
it's
this
way,
but
those
properties
have
been
contiguous
to
Dunston
the
entire
time.
I
I
T
I
Make
sure
to
clarify
what
I'm
saying
what
I
was
told
that
when
the
new
building
goes
up,
if
they
only
have
to
see
declines
of
cd4
classes,
they
haven't
right,
not
enough
students
for
four
classes,
including
this,
but
occlude
their
IEP
class
or
copies
of
class.
That
was
that
they
would
then
have
to
turn
kids
away
in
k5
different
heading
we're
having
around
100
students
said
to
me:
that's
pretty
good
for
that
area.
They
have
a
class
AB
able
to
acquire
about
four
to
five
classrooms.
A
C
C
A
That
there
are
kids
that
are
coming
from
outside
of
the
area
for
those
Michael
asked
well,
couldn't
we
have
more
and
ingest
ed
that
the
principal
had
asked
about
potentially
having
one
more
class
and
Jeff?
It's
also
just
said:
if
there's
you
know,
if
they've
got
space,
they
can
do
that
so
I
mean
that's.
We
move
CD
classes
around
to
meet
the
need,
so
I
just
want
to
make
sure
we're
clear,
nobody's
being
told,
nobody's
being
sent
away,
saying
there
isn't.
I
T
T
A
I
Ma'am
that
works
out
and
I'm
committed
to
last
beat.
Last
week
we
voted
by
unanimous
approval
to
fill
the
school
security
measure
and
if
I
memory
serves
me
right
be
approved
on
page
page,
the
one
that
says
do
have
recommendations
that
have
a
number
on
it,
but
the
initiative,
the
gof
recommendations,
I,
think
it
said
to
prove
one
two
and
three.
A
X
T
A
T
I
A
X
C
X
C
X
T
B
T
To
ask
mr.
Kennedy,
if,
in
our
in
our
packets
and
in
our
discussion
there
was
a
million
dollars
for
the
spent,
you
know,
you're,
fine,
so
special,
ed
bussing
and
there's
a
proposal
to
pull
that
back
to
500
I
would
ask
if
the
district
would
be
willing
to
study
and
come
back
to
us
at
committee
of
the
whole,
leaving
that
at
the
original
request,
because
I
feel
like
we
need
to
do
that,
even
if
it
means
taking
an
extra
five
hundred
thousand
out
of
fund
balance.
I
just
feel
like
that's
an
area.
T
R
Thank
you
for
that
opportunity
to
say
just
what
one
sentence
about
that:
the
1.5
million
was
based
on
an
estimate.
The
reduction
of
500,000
is
based
on
the
actual
looking
at
the
routes,
how
a
bus
aide
gets
on
the
bus
and
how
he
or
she
gets
back
to
the
school.
So
the
first
was
a
rough
estimate
and
the
second
is
not
a
reduction
in
service.
Okay
at
all,
it's
just
a
cleaned-up
recommendation.
C
G
No
only
different
note
Reverend,
dr.
Mack
and
dr.
postal,
which
we
need
to
get
together,
and
we
conclude
our
procurement
committee
yeah.
So
we
can
bring
that
to
a
close.
We
spent
about
13
or
14
thousand
dollars
and
we
hadn't
finished
completing
what
we
were
starting
on
that
study.
So
if
we
can
get
that
back
on
the
agenda
and
kind
of
wrap
that
up
so.
B
B
G
A
A
C
A
C
I
B
So
so
that
information
has
been
forwarded
to
dr.
bridges
and
I
believe
he's
scheduled
for
the
May
7th
workshop.
Everyone
had
responded
beta
right.
Well,
we,
the
one
that
you
sent
me
the
majority
of
other
board
members
are
in
agreement
as
far
as
the
what
the
evaluation
is.
So
there
aren't
any
changes
except
your
email.