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From YouTube: January 22, 2018 CCSD Board of Trustees Meeting
Description
January 22, 2018 CCSD Board of Trustees Meeting
A
B
Are
calling
the
January
22nd
2018
board
meeting
to
order
thanks
everyone
for
being
here,
we're
going
to
stand
and
have
a
moment
of
silence,
but
before
we
do
that
as
we
stand,
there
are
a
few
people
who
I
want
us
to
say
some
extra
prayers
for
we
lost
some
most
some
some
staff
and
some
students,
the
CCSD
staff
members
that
we
lost
over
the
holidays.
Mr.
Charles
Ford
from
Greg
Mathis,
who
was
a
student
concern
specialist
mr.
Ross
Smith,
who
is
the
math
teacher
at
Daniel,
Jenkins
Michael,
look
dr.
B
Michael,
lower
who's,
a
program
evaluator
in
the
Office
of
assessment
and
evaluation
and
students,
miles
Brown
and
Ashley
River
creative
arts
elementary
Derek
grant
from
Greg
Mathis
and
DeMarcus
Govan
from
AC
Cochran
elementary.
So,
as
you
have
a
moment
of
silence
because
of
their
family
in
your
thoughts
and
prayers.
D
B
B
F
I
B
Vote?
Yes,
so
the
motion
passes
and
the
we've
got
a
couple
of
items
for
executive
session.
If
you're,
looking
at
your
agenda
item
number
5.1
a
to
the
d20
contractual
matter
has
been
pulled
for
tonight.
So
the
first
item
is
a
student
chant
this.
These
are
items
from
our
January
8
2018
committee
of
the
whole
executive
session,
and
at
that
time
we
recommended
transfer
Appeals
for
a
student
number
127
and
128
move.
B
J
B
B
C
C
B
F
D
D
B
B
H
H
D
B
D
D
B
B
L
M
M
Of
school
board
recognition
muslins,
we
would
like
to
extend
our
sincerest
thanks
to
all
of
you.
We
appreciate
the
unique
role
that
you
play
as
a
school
board
in
championing
and
advocating
for
quality
education
and
education
governing
the
public
schools
here
in
the
low
country.
As
a
token
of
our
appreciation,
we
have
a
plaque
in
your
honor,
a
copy
of
the
school
board
resolution
signed
by
Governor
McMaster
and
a
plant,
so
on
behalf
of
Charleston
County
School
District.
Thank
you.
M
K
P
B
P
Good
evening,
this
is
a
long
time
coming,
but
I
would
like
to
recognize
one
of
our
key
partners
that
we
have
and
our
expanded
learning
program.
The
city
of
North
Charleston,
provides
unmatched
support.
Board.
Member
coats
is
excited
about
this
one.
You
should
be
unmatched
support
for
our
kaleidoscope
programs
in
North
Charleston,
the
services
roughly
come
out
to
an
excess
of
$300,000
annually.
P
It
allows
our
program
to
service
roughly
eight
hundred
students
daily,
so
we
want
to
personally
thank
them
for
their
unwavering
support
for
our
program
and
for
the
Charleston
County
School
District
and
I'd
like
to
present
the
city
of
North
Charleston,
with
a
to
2017,
supporting
star
award
and
a
fabulous
picture
with
our
superintendent.
So
if
you
want
to
come
on
up.
P
Okay,
so
you
get
a
two-for-one
here
for
our
fire
department.
The
2017
South
Carolina
engaged
community
partner
award
was
awarded
to
our
department
from
the
Citadel
last
spring
at
a
partner
award
ceremony
and
I
just
want
to
mention
this
was
a
state-level
award
and
we
were
nominated
as
the
state
partner
for
for
Citadel
in
this
category.
The
expanding
learning
program
was
recognized
for
advocating
for
critical,
after-school
and
summer
programs
for
high-risk
students
in
our
downtown
schools.
P
The
Kaleidoscope
program
has
morphed
into
a
wider
array
of
impactful
and
quality
enrichment,
programming's
expanding
the
learning
opportunities
for
children's
most
vulnerable
students.
So
congratulations
to
the
expanded
learning
team.
So
if
you
hear
representing
kaleidoscope
and
the
ELT
M,
can
you
please
stand
everybody,
including
Ashley
and
Heather?
In
the
back.
Q
R
Good
evening
mrs.
Mary
Catherine
people's
visual
arts
teacher
at
Wando,
High
School,
was
awarded
the
South
Carolina
Art
Education
Association's
2017
art
educator
of
the
Year
award,
along
with
the
Mary
white
award,
which
is
designed
to
highlight
a
visual
art
teacher
in
the
state
of
South
Carolina,
who
has
demonstrated
a
superior
commitment
to
their
students
and
to
their
craft.
R
The
award
the
Mary
White
award
is
accompanied
by
a
prize
of
$5,000,
misses
people,
wrote
the
Charleston
County
School
District,
visual
arts
curriculum
and
she
has
provided
multiple
professional
learning
opportunities
in
cooperation
with
local
arts
organizations
to
other
visual
arts
teachers
within
our
County.
Congratulations
to
mrs.
Mary
Katherine
peoples.
S
S
The
South
Carolina
Association
for
supervision
and
curriculum
development
or
ASC
D
Soulchild
award
is
an
effort
to
transition
a
focus
from
a
narrowly
defined
academic
achievement
to
one
that
provides
a
long
term
development
and
success
of
all
children.
The
whole
child
award
recognizes
schools
that
create
a
culture
that
exemplifies
one
or
more
of
the
five
tenets
of
the
whole
child
initiative.
Healthy,
safe,
supported,
challenged
and
engaged
Daniel
Jenkins
Academy
was
selected
as
the
whole
child
Award
winner
for
South
Carolina,
in
the
tenets
of
supported
by
making
sure
each
student
has
access
to
personalized
learning.
A
T
Charleston
County
School
District
is
proud
to
announce
that
two
of
its
employees
were
honored
by
the
South
Carolina
State
Department
of
Education
and
the
Department
of
Health
and
Environmental
Control
Mary
Ford
elementary
schools.
Charlene
Barbeau
is
the
to
2018
South
Carolina
school
nurse
of
the
year
in
Ellen
myths,
nurse
liaison
for
districts
1
&
2
is
the
2018
South
Carolina
school
nurse
administrator
of
the
year
with
25
years
of
pediatric
nursing
experience.
T
Miss
Barbeau
has
managed
several
projects
at
Mary
Ford
and
under
her
leadership,
Mary
Ford
Elementary
has
won
the
2016-2017
Boeing
Center
for
childrens
wellness,
school
health
initiative
award
and
among
her
many
accomplishments.
Miss
nits
has
worked
with
wrote
for
st.
Francis
staff
to
put
on
an
automatic,
automated
external
defibrillator
and
AED
in
every
school,
and
she
works
with
MUSC
and
the
American
Heart
Association,
as
the
lead
CPR
AED.
T
O
B
Very
much
that's
a
break
again.
Congratulations
to
everyone!
Lots
of
hard
work
out
there,
okay,
so
the
next
item
on
our
agenda
for
those
of
you
who
are
looking
at
the
agenda
out
there.
We,
when
we
first
called
our
meeting
to
order
before
the
executive
session,
we
have
moved
item
10,
1
a
through
E
to
now
and
agreed.
We
would
move
swiftly
through
it,
so
I'm.
G
N
B
B
K
B
K
G
R
G
B
G
Item
up
is
move
to
approve
the
James
V
Edwards
elementary
school
greenhouse
donation,
any
any
donations
to
the
district,
whether
it's
property
or
gifts
or
whatever.
We
have
to
approve
accept
in
them
and
responsibility
of.
In
this
case
it
brings
a
$200
a
year
and
expected
utilities
for
the
district
for
a
greenhouse
for
James
V
Edwards
elementary
schools.
Okay,.
G
G
I
G
Item
up
is
the
audit
and
Finance
Committee
Charter
and
membership,
and
this
is
just
there
were
changes
to
the
Charter
we're
just
in
the.
If
you
look
in
the
back
of
it,
it's
a
recurring
agenda
item.
If
anything,
this
is
essentially
it's
an
annual
calendar
so
that
whoever
is
running
an
audit
and
Finance
or
the
public
for
that
matter,
can
look
at
this
and
say
what
should
Stan
uary?
What
should
the
board
be
talking
about
this
month
so
that
you
know
in
in
February
and
March?
G
B
G
H
I
G
D,
if
I
could
move
to
approve
D
and
E
together,
one
is
just
a
further
fleshing
out
of
the
Charter
from
the
internal
audit
charter
for
our
internal
audit
Department
and
to
is
them
planning
and
telling
us
how
they're
going
to
spend
their
hours
for
the
year
ahead
and
showing
that
you
can
see
on
their
of
the
say,
9600
hours
left
within
the
remainder
of
this
year,
you
can
see
exactly
where
they're
going
to
be
submitted
on
them
spending
each
of
them.
Okay,.
C
H
H
T
B
Q
Several
other
large
districts
naturally
we're
we're,
really
pleased
to
welcome
him
back
from
South,
Carolina,
2000,
Carolina
and
then
I'll
Jackie,
Harlan
I,
know
we've
introduced
before,
but
I
just
want
to
make
sure
everybody
knows
that
Jackie
is
working
on
by
Kevin
Meyer
and
will
be
filling
it
in
that
position
as
Kelly
moves
towards
retirement.
So
what
is
ravindran.
F
Q
So
we
want
to
make
sure
that
we
keep
communications
rolling
forward
with
all
the
key
parties.
At
the
same
time,
this
is
sort
of
the
timeframe
in
which
the
communications
began.
Moving
apart
and
not
read
to
the
teacher
level
last
year,
so
in
your
packet
was
a
sheet
that
looked
like
this,
and
it
was
a
list
of
things
that
we
shared
with
the
principal's
that
the
principal's
meeting
and
nominee
take
time
to
talk
about
a
few
of
those
things.
Thank
you
whew.
Those
things.
Q
First
of
all,
we
talk
with
the
principals
about
the
make
up
days
for
our
240
2240.
They
are
12
months,
salaried
employees,
to
make
sure
that
we
understood
exactly
what
that
process
would
look
like.
We've
held
a
meeting
with
staff
here.
It
reads
that
75,
Calhoun
and
there'll
be
a
meeting
coming
up
with
staff
at
bridges
so
that
we
don't
have
misunderstandings
about
how
the
12-month
employees
who
are
salaried
will
make
up
those
days
we
talked
with
the
principal
is
reminding
everyone
that
they
needed
to
look
at
the
three
calendar
options
you'll
be
voting
on.
Q
One
of
those
tonight
tried
to
make
make
certain
that
teachers,
students
and
parents
knew
to
get
online
and
look
at
the
choices
that
were
provided
to
them.
Starting
the
fit
with
the
February
principals
meeting
will
be
asking
the
principals
to
bring
with
them
an
instructional
leader,
a
teacher
leader
from
their
building,
we'll
need
to
find
a
larger
space
in
which
to
meet
that.
Q
We
want
to
make
certain
that
there's
a
teacher
voice
represented
in
our
meetings
and
that
a
teacher
representative
is
helping
repeat
what
is
shared
in
our
principals
meetings
back
with
the
faculty
and
staff
at
each
school.
As
you
know,
Charleston
County
Schools
has
never
been
accredited,
so
we
began
the
process
a
couple
of
years
ago
of
looking
what
it
would
take
to
get
Charleston
County
Schools
accredited
through
advance
at
an
international
accrediting
firm,
it's
a
non-profit,
but
it's
a
very
intensive
and
well-regarded
process.
Q
You
can
look
up
advance
ed
if
you
want
just
do
advanced
ed
calm
and
it
will
take
you
to
their
site.
That
process
has
changed
significantly
since
we
started
two
years
ago.
It's
become
much
more
difficult
and
stringent
because
it
isn't
looking
at
just
the
number
of
library
books
that
we
have
in
each
media
center
or
the
number
of
certified
teachers.
It
really
looks
at
our
processes.
For
example,
you'll
recall
us
telling
you
they
will
observe
some
of
our
board
meetings
and
give
us
feedback
on.
Q
To
which
we
kept
the
focus
on
the
business
of
the
core
business
of
the
district,
so
our
staff
has
arranged
workshops
for
principals
around
advanced
ed
and
other
issues.
They're
optional
workshops
they'll
send
out
an
agenda,
but
in
January
in
March,
in
April
and
in
May.
Our
principals
will
have
the
opportunity
to
come
in
any
time
throughout
the
day
and
get
assistance
with
any
of
the
major
issues:
responsibilities
that
they're
juggling.
Q
So
that's
set
up
to
be
because
organized
in
a
way
that
people
know
here's
the
time,
we're
going
to
try
to
discuss
these
things
and
personalize
so
that
if
a
principal
wants
help
with
a
certain
topic
here,
she's
because
they
had
and
arranges
for
that
to
happen.
So
it's
it's
open,
open
office
hours
with
the
staff
here
supporting
principals.
The
next
thing
we
talked
with
principals
about
were
the
five-year
budget
projections
and
we
wanted
to
take
just
a
little
bit
of
time
tonight
to
go
over
with
the
board.
Q
What
we
shared
with
principals,
so
in
your
packet,
was
some
detailed
information.
This
was
a
one-page
summary
last
time
through
audit
and
Finance
Committee
to
the
board
meeting.
You've
got
a
four
or
five
page
summary,
so
we
boiled
that
down
to
one
page,
we
included
in
tonight's
packet
another
copy
of
the
op-ed
piece
that
three
board
members
submitted
to
the
post
and
courier.
Q
We
put
a
sheet
in
the
packet
that
looks
like
this
and
I'm
going
to
pass
out
another
copy
of
that
sheet
tonight,
because
we're
going
to
make
sure
that
we're
all
on
the
same
page
as
we
talk
about
where
our
district
stands
with
respect
to
the
budget
challenges
that
are
coming
up.
So
the
act
388
was
passed
in
2006
and
we've
begun
now
to
be
able
to
to
see
that
the
challenges
the
patterns
that
we're
experiencing
so
I'm,
going
to
start
with
the
top
line
of
this,
this
particular
page-
and
it
looks
like
I,
think.
F
Q
F
Q
We
move
down
the
page
now
in
revenue
this
year.
Our
financial
team
projected
that
we,
with,
along
with
the
county
projected,
will
receive
482
million
in
revenue
that
will
be
budgeted
to
spend
475
million
and
we
planned
to
return
seven
million
five
hundred
thousand
dollars
to
fund
balance.
So
let's
go
up
to
the
top
of
the
next
column.
If
we
do
that
next
year
we
will
start
the
school
year,
this
July
1,
with
49
million
our
projected
revenue
is
496
million.
Q
Our
expenditures
are
projected
if
we
do
only
what
we're
doing
today,
projecting
a
2
percent
increase,
a
2
percent
cost
of
living,
the
increases
in
our
transportation
and
utility
contracts
and
so
forth.
Just
continue,
as
is.
We
will
spend
a
little
bit
more
than
we're
taking
in
so
next
year,
we're
off
by
about
$500,000
with
that
sort
of
fund
balance.
That's
not
a
problem!
Seemingly
so,
let's
go
to
the
following
year
now,
FY
20
year,
2019
20
we'll
take
in
506
million
in
revenue.
That's
what
we're
projecting
that.
Q
If
we
keep
moving
everything
forward
as
is
status
quo,
our
expenditures
will
exceed
our
revenue
by
18
million
dollars.
So
here's
where
you
again
to
see
the
repeat
of
the
cycle
in
the
past
the
board
took
the
additional
expenditures
from
fund
balance.
That
seems
a
reasonable
thing
to
do
when
you're
in
that
sort
of
spot
you
move
into
the
next
year,
then
you
start
with
the
fund
balance
of
thirty
million
your
projected
to
take
in
five
hundred
fifteen
million
in
revenue.
Q
We
have
to
pay
out
five
hundred
fifty
eight
million
dollars
in
expenditures,
and
now
we
we
end
up
in
the
hole
forty-three
million
dollars,
so
we
have
to
watch
this
budget
multiple
years
at
a
time.
We
can't
just
look
at
one
year
at
a
time,
so
for
this
coming
year,
the
bottom
line,
the
wise
course
of
action,
is,
if
we're
going
to
add
anything,
different,
we're
going
to
have
to
take
something
out
where
they
stopped
doing.
Q
One
thing
in
order
to
do
something
else,
because
with
act
388
the
board
has
nowhere
to
go
to
raise
more
revenue
for
your
operating
expenses.
You
can
raise
revenue
for
your
facilities,
we're
trying
to
put
this
in
language.
Everyone
can
understand,
not
not
the
technical
language
we
can.
The
board
can
raise
funds
for
facilities,
but
you
can't
raise
any
more
funds
for
the
day-to-day
operation
of
the
school
system.
So
it's
a
it's
a
looming
challenge
for
the
board.
Q
If
we
want
to
move
teachers
starting
salaries
up
to
toward
$40,000
we're
going
to
have
to
think
about
making
some
changes
in
that
salary
schedule,
maybe
combining
some
of
the
early
starting
salaries
to
move
up
and
then
hold
people
on
on
a
salary
for
two
or
three
years,
rather
than
moving
them
forward
every
year.
It
has
a
look
at
some
creative
solutions,
so
you're
going
to
see
some
of
that
in
the
budget.
Q
O
F
Q
Have
to
work
really
hard
internally
to
figure
out
how
to
continue
the
focus
on
the
kinds
of
activities
that
will
then
get
the
learning
gains
that
children
deserves
and
the
public
want
with
without
increasing,
because
our
revenue
is
not
going
to
grow
by
much
so
attached
to
this
page.
Is
it
says,
confidential?
It's
it's
only.
It
only
says
confidential
because
we
were
fact-checking
some
of
the
numbers
here.
Q
Q
Our
constituent
board
several
constituent
board
members
have
offered
to
help
us
with
advocacy
efforts,
as
have
several
parents
and
community
members
on
trying
to
get
some
changes
to
act.
388
we're
wondering
if
those
changes
could
be
local
legislation.
Since
we
are
a
donor
district,
we
know
of
every
dollar
collected
from
Charleston
County
under
the
education
finance
act,
we
get
back
33
cents.
So
we
know
if
the
state
gives
teachers
a
thousand
dollar
pay
raise.
Q
F
Q
C
Q
Q
N
Q
F
C
C
So
that's
so
that's
money
yeah,
but
we
don't
get
either,
but
my
thoughts
is
that
when
the
state
become
an
act
3
they
they
had
in
mind
a
the
sales
tax
would
be
enough
for
more
than
enough
and
would
not
to
be
adjusted
because
the
the
spending
power
that
people
in
local
area,
the
funded
school
district
was
what
they
had
in
mind
and
we
use
it-
we've
been
using
it
since
it
was
put
in
place.
But
so
my
question
is
what
it
was
happened
different
this
year
or
the
past
year.
C
B
So
it's
it's
been
a
problem
for
years
and
what
what
for
a
number
of
years
the
board
would
lobby
the
delegation
and
they
would,
you
know,
do
a
hold
harmless
piece
and
the
we
would
get
more
money
from
the
state
because
of
that,
so
it's
and,
as
you
can
see,
if
you
look
back
on
this
data,
I
mean
that
that
trend,
why
we've
had
to
go
in
and
use
the
fine
balance
we
weren't
getting.
You
know
we're
putting
more
into
the
state
and
what
we're
getting
back.
So
it's
always
been
an
issue.
B
E
B
C
And
so,
lastly,
being
at
a
state
while
we'll
have
to
see
whatever
just
district
our
size
and
smaller
and
bigger
than
ours,
how
they're
also
impact
we
know
we're
rich
real
estate,
property,
wise
that
mean
that's
how
they
get
the
dollars.
But
we
need
to
see
have
the
impact
of
how
to
fix
other
districts
in
our
area
that
are
going
to
have
the
same
provision
at
all
right.
B
C
K
H
F
K
C
K
Q
K
K
Q
K
Q
Are
not
due
from
cuts
it's
one:
it's
either
a
grant
that
is
sunsetting
or
funds
that
one
could
be
used
in
a
particular
way.
We
have
to
do
a
match
with
the
on
the
special
education
and
if
we
spend
more
on
special
education
in
a
particular
what
year
and
then
we
cut
back
we're
required
to
do
something
called
maintenance
of
local
effort.
So
you
have
to
put
more
funds
back
in
to
match
your
per
pupil
expenditure
in
order
to
continue
to
receive
state
and
federal
funds.
It's
a
little
more
complicated
branch
that
is,
is
volatile.
K
I
think
for
the
board's,
because
it
is
very
complicated
for
the
board
when
we
get
to
these
discussions
when
we
are
talking
about
a
source
of
revenue.
Sunsetting
I
think
lord
needs
to
know
exactly
what
that
paid,
pour
for
by
position
and
position,
description
and
position
locations,
so
we're
not
saying
we're
losing
fourteen
million
dollars.
So
we've
got
to
cut
fourteen
million
dollars,
we're
losing
fourteen
million
dollars,
and
this
is
what
it
bought.
K
K
It
is
that
we
can
collect
taxes
on
businesses,
but
the
states
and
the
counties
can
control
how
much
taxes
those
businesses
pay
by
creating
fee
in
lieu
deals
that
I
think
we
need
to
seriously
see
what
effect
is
that
having
it
may
be
an
unintended
consequence
that
the
state
is
giving
tax
breaks
not
realizing
they
are
handicapping
our
only
income
source,
particularly
when
counties
do
it
at
a
very,
very
local
level.
So
I
would
really
encourage
the
district
to
look
into
what
what
kind
of
money
is
that
being
left
on
the
table?
K
C
A
Think
I
would
agree
that
Act
really
doesn't
necessarily
help
us,
but
I.
Don't
my
thoughts
are
that
act.
388
was
an
attempt
to
provide
some
level
of
equity
across
the
state.
In
considering
you
know,
certain
school
districts
generate
more
revenue
through
taxable
income
with
that
being
said,
dr.
post
we
mentioned
and
as
she
was
going
through
year
by
year
by
year,
that
if
we
were
to
do
the
same
thing
each
year
X
this
would
be.
The
dollar
amount
we're
looking
at
revenue
and
expenditure.
A
A
To
Jesus
moments,
where
we
put
all
the
items
on
the
table
and
make
a
decision
not
based
on
what
feels
good,
but
based
on
outcomes
and
deliverables
and
results.
What
are
in,
like
Todd
likes
to
say:
where
are
we
getting
our
biggest
bag
and
if
we're
not
getting
it
like
sitting,
you
said
if
you
have
14
million.
This
is
what
it
did.
This
is
the
people
at
house.
This
is
what
their
jobs
were.
A
U
You
take
the
money
from
the
state
as
I
was
explaining
and
it
all
balances
out
DARAB
the
assumption
that,
even
if
we
and
I
think
the
poster
quarry
reported
on
it,
if
we
didn't
have
actually
a
v-8
of
taxes,
was
our
income
would
still
be
about
the
same
now,
a
revenue
coming
in
would
still
be
about
the
same.
My
question
is:
this
has
been
around
since
2004.
U
It's
just
not
as
simple
to
saying
that
we're
going
to
have
a
shortfall
in
2020,
you
know,
there's
got
to
be
the
mechanism
behind
that
of
the
increase,
so
I'm
playing
catch-up
on
this,
but
I'm
just
kind
of
curious
I
got
some
questions
and
I.
Think
I'll
I'll
see
them
to
y'all
and
then
kind
of
see
what
where
it
will
filter
out
that
but
I'm
just
going
back
to
even
an
80
million
dollar
shortfall.
I'm
just
wondering
coming
forward
what
was
reassuring
expenses
that
brought
us
for
until
now,
I'll
need
to
have
an
answer
today.
B
Think
that'll
be
a
part
of
our
discussion
that
we
go
through
when
we
look
at
the
budget,
but
as
Cindy
said
you
know
just
with
norm
all
expenditures.
Each
year
the
state
the
state
tells
us,
we've
got
to
give
a
salary
increase,
which
of
course
we
want
to
do,
but
they
they
are
not
funding,
but
perhaps
30
percent.
Of
that,
then
we
need
to
find
the
rest,
so
I
think
I
think
it's
it's
I.
Don't.
K
K
B
N
F
B
So
why
don't
you
so
we
have
a
budget
workshop
planned,
but
why
don't
you
just
bullet
out
what
you
want
those
and
send
them
I.
Think
those
of
us
who've
been
on
the
board,
since
2014
will
remember
that
in
2015
for
the
1516
year
we
did
retool
or
repurpose,
and
we
had
to
make
some
major
adjustments
and
we
got
a
lot
of
pushback
about
that,
because
that
was
tough
for
everybody
who
was
involved
no.
U
I
did
think
and
I
said
this
before,
and
I
mentioned
it
back
to
Jeff
I
think
sometimes,
when
the
district
goes
forward
and
does
business,
we
need
to
find
other
ways
to
do
private
partner,
public/private
partnerships
that
generate
income
for
the
district
other
than
that
just
laying
money
all
the
time
we
have
dormant
space
and
it's
not
bringing
in
driving
any
kind
of
income
to
help
us
offset
our
deficit.
We
have
to
start
thinking
in
different
ways
as
I
was
talking
about
the
North
Charleston
piece.
I.
C
Think
the
board
the
board
is
to
be
more
on
board
and
more
involved,
and
what
comes
across
the
table
what's
going
out
what's
coming
in
comes
too
many
times
you
find
out.
What's
what
has
been
spending
what's
gonna
be
spent,
hope
you
don't
have
an
input
in
that
decision.
That's
already
made
for
us
and
I
think
that
that
leads
a
open
door
that
you're
gonna
have
problems
that
we
can't
contest
or
challenge
I
see
it
I.
Remember.
N
B
C
We
didn't,
let
me
finish,
I'll
be
finished,
we
didn't
vote
on
it
as
a
piece
you
vote
on
the
budget,
but
not
as
a
piece
being
involuntary.
We
talked
about
it
yeah
the
decision
was
made,
but
I
was
and
then
last
year
we
told
the
guys
in
the
counties
to
deal
with
our
finance
guy
and
say
that
we
have
an
extra
six
million
dollars.
We
can
give
it
back
to
the
county,
we
don't
need
it
six
million
dollars
and
then
to
come
today
they
blame
her.
C
Q
You
had
been
through
one
cycle
of
this,
and
this
you
were
26
million
dollars
out
of
kilter
toward
the
previous
year.
With
your
the
budget,
the
year
I
came
another
26
million
out
of
kilter,
so
you
can
do
26
million
times
too,
and
you
look
at
this
final
column
here
that,
on
the
on
the
sheet
that
I
just
gave
you-
and
you
can
see
exactly
how
you
got
there-
no
no
one
needs
to
be
blamed.
Q
That's
how
you
got
there
I'm
just
pointing
out,
like
we
asked
our
young
people
to
do
two
ones
for
pattern
and
tell
people
when
you
see
patterns
of
something
that
seems
to
be
cause
and
effect.
So
when
we
talk
about
putting
two
teachers
in
the
classroom
or
the
need
to
start
more
three
and
four
year
old
programs
or
the
need
to
support
children
who
need
something
beyond
the
regular
school
day
or
need
alternative
options
that
costs
money
so.
F
Q
Can
trade
out
some
of
the
people
we
have
for
new
people?
You
could
trade
out
this
superintendent
for
a
new
superintendent.
It
still
is
going
to
cost
at
the
same
amount,
so
I
would
appreciate
it
if
we
not
start
with
the
blame
game
if
we
start
with
the
facts
and
try
to
focus
on
what
we
believe,
the
priorities
are
and
work
together
to
create
a
budget
that
supports
our
children
and
the
teachers
who
are
serving
them.
Q
So
that's
the
bottom
line
on
this
for
me
next
in
the
superintendent's
report
with
the
principal's,
was
information
about
the
teacher
evaluation
system,
so
that
information
that
I
shared
had
the
following
bullets
in
it.
First
of
all,
the
state
of
South
Carolina
is
changing
their
teacher
evaluation
process
in
South
Carolina
teachers
must
be
evaluated
according
to
the
state
evaluation
plan,
the
superintendent
nor
anyone
at
the
district
office
can
ever
reach
in
and
tell
the
principal
what
to
do
about
a
teacher.
Q
So,
let's
just
refer
back
to
the
accountability
discussion,
most
board
members
who
are
having
earlier
this
afternoon,
the
superintendent
nor
any
of
the
staff
sitting
there
can
tell
a
principal
what
to
do
in
terms
of
hiring
or
firing
a
teacher
in
this
district.
It's
the
principal's
decision
to
hire
and
across
the
state
the
principal
the
decision
regarding
a
contract
is
left
to
the
principal.
It's
been
that
way
all
the
time
I've
worked
in
South
Carolina
and
that
shouldn't
be
news
to
anyone.
Q
Q
If
you
do
not
pass
that
test,
you
cannot
evaluate
a
teacher.
If
you
cannot
evaluate
a
teacher,
you
cannot
be
a
principal.
So
it's
a
lot
of
work
for
our
staff
to
begin
to
get
everybody
ready,
you
may
be
observing
teachers
for
purposes
of
contract
evaluation
to
pass
that
assessment.
That's
a
big
piece
of
information.
We
needed
our
principals
to
understand.
There
are
some
some
local
editions
that
you
can
make
to
a
teacher
evaluation
process
for
those
teachers,
particularly
your
on
continuing
contracts,
that's
most
of
the
teachers
in
Charleston
County
school.
Q
So
there
will
be
a
committee
of
teachers
and
principals
who
will
be
involved
in
recommending
the
evaluation
process
or
2018,
and
19
2017-18
process
was
decided
and
communicated
to
everyone
back
in
August.
The
next
bullet
Charleston
County
Schools
issue
will
not
use
eva's
in
conjunction
with
formal
teacher
evaluations.
Q
We
you
you
couldn't
possibly
do
that
for
at
least
three
years
and
I
don't
believe
it
was
ever
the
intention
of
this
board
to
connect
Evos
with
a
teacher
contract
decision
correct.
We
talked
about
roster
verified.
We
only
have
eleven
schools
who
even
had
two
years
of
roster
verified
information
and
in
Charleston
County
Schools.
It's
important
to
understand
that
when,
when
we
talk
to
principals
about
this,
the
principal
said,
there's
never
been
a
conversation
in
the
culture
about
an
improvement
plan
that
wasn't
connected
to
contract
staff.
That
is
unusual
in
most
places.
I've
worked.
Q
Any
employee
would
expect
some
suggestions
for
improvement
on
an
improvement
plan
and
not
to
have
that
impact
their
employment
status,
but
that
wasn't
the
case
here
and
it
really
set
people
off
when
we
started
talking
about
improvement
plans
because
they
thought
that
it
meant
their
contract
status.
So
we
tried
to
separate
that
we
pointed
out
that
act.
94
passed
by
the
legislature
requires
a
value-add
growth
measure
at
the
school
level.
The
state
principal
evaluation
process
requires,
as
one
of
three
components
of
the
principals
evaluation
that
student
growth
is
considered.
Q
So
we
have
a
situation
where
the
principal
is
held
accountable
for
student
growth
by
state
law.
The
state
chooses
that
value
had
to
land
that
right
now
that
tool
right
now
is
evos.
The
state
has
an
RFP
out
to
select
a
tool.
It
may
or
may
not
be
evil
in
the
future,
but
for
right
now
it
is
the
boss,
so
Charleston
County
Schools
will
continue
to
roster
verify
our
schools
using
whatever
tool
the
state
decides.
Q
When
we
get
the
individual
teacher
information
back
on
e
box,
we
want
to
make
sure
that
teachers
have
that
information
and
that
principals
have
that
information.
It
will.
It
tells
a
teacher
whether
you're,
in
the
top
20%
of
teachers,
in
terms
of
growing
students
on
these
particular
achievement
tests
from
the
beginning
of
the
year
to
the
end
of
the
year,
and
it
sorts
the
students
into
groups
of
students
who
were
achieving
at
just
the
same
place.
Your
your
kids
are
achieving
at
the
beginning
of
the
year,
and
this
is
an
important
concept.
Q
If
I
teach
all
advanced
students,
it
doesn't
compare
me
with
someone
who
teaches
students
who
enter
two
years
below
grade
level.
So
it's
it's
is
this
there,
as
our
profession
can
get
to
making
an
apples
to
apples
comparison.
The
district
was
not
going
to
look
at
individual
teacher
Eve
our
state
about
what.
F
Q
Want
to
know
is,
if
level
five
his
teachers,
who
are
in
the
top
20%,
who
are
promoting
growth,
even
growth
with
their
students,
are
those
are
our
students
with
the
highest
needs
being
served
by
teachers
who
can
produce
the
greatest
academic
growth?
That's
what
we
want
to
know.
So
all
we
need
to
know
is
patterns
across
our
district.
Are
our
top
performing
teachers
equitably
distributed
so
that
students
who
have
the
greatest
need
and
who
depend
on
public
schools
to
give
them
a
shot
at
life's
opportunities,
have
access
to
talented
teachers?
Q
H
Q
Right,
so
that's
how
we're
going
to
use
those
data-
and
we
made
that
very
clear
to
principals
in
no
instance,
should
a
principal
ever
say
that
a
teacher
contract
decision
was
made
because
of
an
IVA
score
to
our
knowledge.
That
did
not
happen
last
year.
If
it
did,
it
should
not
have,
but
you
would
have
thought
from
the
feedback
that
we
got
that
that's
what
did
happen
so.
Q
We
don't
want
that
to
happen
this
year,
so
we've
tried
to
be
very,
very
clear
with
everyone,
so
that
the
emphasis
that
we
want
to
place
is
on
getting
better
and
better
whether
you're
a
classroom
teacher
whether
you're
a
bus
driver
whether
you're
the
superintendent,
whether
you're
a
board
member,
whether
you're
any
position
in
this
district.
We
want
to
place
the
emphasis
on
being
very
honest
about
where
we
are
today
and
what
we
need
to
do
to
get
better.
N
Q
Again,
that's
the
accreditation
agency,
but
it's
a
tool
called
Elliot
e
le
ot,
and
it
stands
for
effective
learning
environment
observation
tools
because
for
our
teachers,
whose
contracts
aren't
up
for
consideration,
we
can
determine
our
own
observation
process.
We've
been
using
the
cot
and
we
will
ask
our
committees
whether
they
want
to
continue
to
focus
on
cot
or
whether
some
schools
might
like
to
pilot
what
it
would
look
like
if
we
looked
at
Elliot.
The
difference
is
the
cot
looks
primarily
at
teacher
behaviors
and
Elliot
looks
at
what
the
kids
are
doing.
Q
So
when
you
go
in
the
classroom,
you
look
at
what
the
kids
are
doing.
All
right
are,
there
are
expectations
for
the
kids?
Is
there
learning
being
supported?
Are
they
active?
Are
they
engaged?
Is
the
teacher
progress
monitoring
and
giving
feedback
to
the
kids?
Is
learning
well-managed
classroom,
behaviors
under
control,
and
are
we
using
digital
learning
to
personalize
whenever
we
can?
Q
So
this
is,
if
you
hear
discussion
about
that,
we're
simply
going
to
ask
the
committee
and
ask
any
principals
if
they're
interested
in
taking
a
look
at
what
Elliot
might
look
like
along
with
or
in
place
of,
or
in
addition
to
so
we
want
you
to
have
that
information
and
make
sure
that
we're
all
on
the
same
page.
The
next
thing
I
want
to
share
and
the
next
slide
in
your
board
packet
is
just
outlining
that
this
district
is
focusing
on
a
continuous
improvement
process.
Q
It's
not
about
inspecting
the
results
and
admiring
the
day
to
year
after
year
after
year.
That's
not
what
it's
about.
If
you
look
at
the
overall
results
for
this
school
district,
we
increased
in
almost
every
category
of
student
achievement
that
was
reported
to
the
board
in
in
the
superintendent's
evaluation
document,
but
we
know
that.
Well,
that's
true.
There
are
pockets
of
children
or
groups
of
children
for
whom
that
is
not
universally
true.
So
it's
it's
expecting
continuous
improvement
for
all
kids.
I
will
just
mention
to
you
quickly.
Q
One
of
the
videos
we
asked
our
principals
to
watch
before
the
meeting
was
dennings
red,
bead
experiment.
We're
going
to
do
that
with
the
board
one
of
these
days,
but
the
bottom
line
on
that
experiment
is
that
the
the
organization
relied
too
heavily
on
inspection
and
help
people
accountable
for
things
over
which
they
didn't
have
enough
control.
So
we're
going
to
have
to
give
of
teachers
and
principals
more
control
over
some
of
the
elements
of
what
happens
in
their
schools.
Q
And
we
need
to
make
sure
that
that,
as
we
open
up
choices,
we
put
people
to
make
smart
choices,
the
right
choices
so
that
that's
pretty
much
it
for
the
the
things
I
wanted
to
share
with
you
tonight
other
than
to
say
that
we
also
emphasized
with
our
principals
and
asked
them
to
go
over
the
with
every
employee
who
works
in
their
schools,
the
sexual
harassment
in
the
workplace,
because
there's
there's
so
much
of
it.
We
do
not
want
anyone
in
Charleston,
County
Schools,
not
to
understand
the
guidelines
around
that.
Q
So,
in
addition
to
sharing
with
you
the
information
that
we
went
over
with
principals
and
getting
us
all,
hopefully
on
the
same
page,
about
where
we
stand
with
budget
and
and
how
we
begin
to
set
priorities
and
how
we're
going
to
look
at
teacher
evaluations,
we
wanted
to
bring
to
you
tonight
a
report
from
David
Moore
with
public
financial
management,
who's
managed
that
service
for
the
school
district.
For
years,
we
asked
him
to
come
and
give
you
a
status
report,
and
the
slides
for
his
report
will
be
a
display.
C
Think
one
question
for
you
about
the
what
you
said
about
the
teachers
principal
and
I
could
not
be
a
but
not
be
able
to
go
there
and
say
well,
you're
dismissed,
and
what
I'm
going
to
ask?
It
is
what,
if,
what,
if
there's
a
situation
where
someone
has
observed
that
maybe
students
on
danger-
or
maybe
oh,
it
is
someone's
chronically
late
or
maybe
someone
did
observe
using
drugs
or
they
come
in
with
alcohol
on
their
breath
with
it.
C
Q
H
C
J
J
J
We
both
are
actually,
we
obviously
work
together,
a
good
bit
on
both
sides
of
that.
Just
by
way
of
introduction,
we
obviously
work
a
lot
of
staff
and
the
audit
and
Finance
Committee,
and
the
audit
and
Finance
Committee
really
thought
it
would
be
important
to
get
the
10,000
foot
level
view
of
the
district's
Demyan.
So
that's
what
we're
intending
to
do
tonight.
J
J
It
is
for
you
all
to
have
the
discussions
about
budget,
it's
very
refreshing
to
see
the
district,
it's
thinking
not
just
to
next
year's
budget
process
and
thinking
two
and
three
and
four
years
out,
it's
so
hard
because
you
get
in
the
middle
of
so
many
challenging
issues
in
the
current
budget.
That
is
so
hard
for
you
often
to
look
out
and
surprises
happen,
and
so
it's
great
to
see
y'all
doing
it.
It's
not
always
fun.
J
When
you
look
at
the
outcomes,
because
typically
most
states
do
constrain
your
your
budget,
so
but
it's
as
painful
as
it
is,
it
was
good
to
sit
in
the
back
and
and
see
that
that
dollar
what's
going
on.
So
if
you
can
just
flip
over
to
page
three,
just
real
quickly
we're
gonna
talk
the
we're
going
to
take.
You
try
to
get
to
avoid
getting
too
far
into
the
weeds,
but
we're
trying
to
walk
you
through
the
debt
of
the
district
uses
and
at
the
10,000
foot
level.
J
The
district
uses
really
two
types
of
debt,
short
term
debt
and
long
term
debt.
We'll
go
into
that
a
little
bit
deep
of
detail
just
from
a
fiduciary
perspective.
For
you
all.
You
have
a
very
conservative
debt
structure,
fixed
rate
debt.
You
pay
principal
every
year,
you're
working
through
the
the
principal.
J
As
a
matter
of
fact,
you
pay
about
thirty
million
dollars
a
year
of
principal
off
and
over
the
last
few
years
the
district
has
taken
advantage
of
low
interest
rates
and
refinance
just
like
you
would
do
in
your
house,
refinance
the
debt
and
save
over
seventy
two
million
dollars
in
present
value
savings.
So
that's
just
a
synopsis
of
you
for
the
big
picture.
Carol
is
gonna,
walk
through
the
word
part.
The
structure
of
debt
now
John
bacon
in
a
minute.
Okay,.
W
As
David
mentioned,
the
district
does
have
both
short
term
debt
and
long
term
debt
short
term.
You
can
look
at
really
as
cash
flow
funding
the
two
types
of
the
short
term
debt
that
we
get
we
do
each
year.
One
of
them
is
the
tax
anticipation
note,
and
this
is
nothing
but
operational
by
filling
the
cash
flow
shortfall.
W
The
second
type
of
short
term
financing
is
the
bond
anticipation,
notes
and
you'll
be
hearing
a
little
bit
more
about
that
in
February,
because
we'll
be
coming
to
the
board
with
the
resolution
for
the
spring
bond
anticipation
note
and
what
that
does
it's
basically
three
things:
it
gives
you
money
for
your
ongoing
sort
of
capital,
maintenance,
capital,
TAC,
ecology,
a
lot
of
the
work
that's
done
over
the
summer
months.
It
comes
from
the
fixed
cost
of
ownership
portion
of
the
bond
anticipation.
W
It's
things
like
roof
repairs,
painting
work
on
on
schools,
that's
done
over
the
summer.
We
also
use
the
bond
anticipation,
note
to
pay
the
June
1
installment
bond
payments
and
then,
finally,
most
years
since
we've
started
the
sales
tax
program,
we
do
a
separate
bond
anticipation
date
for
sales
tax
in
the
spring
and
that
there
again
is
just
allowing
you
to
have
the
funding
keep
up
with
the
construction
schedule.
W
Those
were
refinanced
in
2010
1112
when
rates
were
really
low
and
since
and
the
district
has
really
gotten
away
from
that,
since
we've
had
that
had
the
sales
tax
program
in
place,
and
so
you
know
in
the
future,
you
may
see
some
long
term
debt,
but
as
of
right
now
we're
doing
much
more
just
the
short
term
year
or
a
couple
of
year
financings
a
note
about
long
term
debt.
It
is
subject
to
you
can
only
issue
up
to
8%
of
the
assessed
value
of
the
district
and
that
limitation
is
set
by
the
state
constitution.
W
W
And
when
you
hear
us
talk
about
the
thief
bonds,
thief
was
charleston
education
of
financing
facilities
corporation,
and
it
was
a
nonprofit
corporation
that
was
set
up
to
his
she
bonds
on
the
school
district's
behalf
and
the
big
advantage
with
those
funds
was
that
he
did
not
count
against
the
debt
limit,
but
in
2006
the
legislature
came
in
and
said
you
could
no
longer
issue
that
type
of
debt
for
new
construction
financing
going
on
over
to
the
next
slide.
This
just
basically
shows
you
the
school
districts.
W
The
current
card
assessed
value
from
from
fall
of
2017
is
3.8
million,
giving
you
a
debt
limit,
total
debt
limit
of
310
million.
When
you
take
into
consideration
what
we
have
outstanding
currently
counting
against
the
debt
limit,
that
leaves
it
at
about
one
hundred
and
twenty
three
million,
and
that
fluctuates
from
year
to
year,
as
we
pay
off
bonds
that
count
against
the
debt
limit
and
then
some
of
these
shorter
term
financings
like
the
fall
geo
and
the
band.
W
J
That's
can
you
borrow
in
theory?
That's
the
number
part
of
that
is
used.
This
girl
said
every
year
is
as
when
we
issued
bands,
but
also
keep
in
mind
when
you
issue
it,
you
gotta
pay
it
back.
Each
orchestrated
meant
in
Japan,
so
that's
the
tug
of
war
and
then
once
you
issue
it,
if
you
cancel
a
long
period
of
time,
you
have
no
access,
you
have
zero
access
to.
W
The
second
half
of
this
page
gives
a
sort
of
a
timing
feel
for
the
timing
of
the
how
we
cycle,
through
each
year
in
April
or
May,
we
issued
the
spring
band
which
funds
technology,
capital,
maintenance,
fixed
cost
of
ownership
and
the
June
1
installment
payment.
And
then,
additionally,
we
do
a
sales
tax
ban
on
that
same
timeframe
as
needed.
Then
in
late
summer
to
early
fall
is
when
we
typically
do
our
tax
anticipation
note
for
operations
and
then
in
October
or
November.
W
We
do
a
general
obligation
bond
which
pays
off
the
spring
ban
and
it
gives
you
the
money,
that's
needed
for
the
December
1
payment
and
that
is
paid
off
there
again
in
all
in
full,
or
at
least
the
vast
majority
of
it,
the
following
March.
So
all
of
these
financings
get
paid
off
within
the
fiscal
year
and
that's
how
we're
able
to
keep
doing
this
because
the
debt
limit
is
available
and
over
on
page
9.
J
Begin
on
that
page,
but
the
point
of
page
9
is
to
highlight
all
the
two
things
you
see
us
come
on
come
in
three
times
a
year.
It's
always
attached
the
big
numbers
and
everybody
gets
worried
about
I
think
that's
80
million
dollars
here,
or
70
million
dollars
there
and
so
forth.
It
sounds
like
you're
issuing
a
lot
of
debt
all
of
that
debt
almost
every
year.
All
of
that
gets
paid
off
for
that
year
and
that's
the
point
of
the
picture
is
issued,
paid
off
issue
paid
off
and
sometimes
have
picked
again.
J
W
I
guess
the
only
one
that
does
not
get
paid
off
every
year
is
the
sales
tax
ban
and
the
idea
there
is
that
right
now
the
constructions
taking
place
faster
than
the
dollars
are
coming
in.
But
at
the
end
of
the
day,
no
debt
service
millage
will
ever
be
levied
to
pay
that
off.
That
will
be
paid
from
the
last
dollars
coming
in
from
the
sales
tax
right
from
yeah.
J
It's
the
back
up
of
as
an
exhibit
in
this
presentation.
We
won't
go
through
it
today.
We
bet
fraud
in
finance,
we've
included
one
of
the
reports.
We
work
with
the
slip
with
staff
in
the
capital
department
and
also
with
the
sales
tax
committee
and
monitor
the
cash
flows
every
month,
so
that
we
make
sure
when
you
get
to
the
end
of
that,
you
have
enough
fun.
Moving
over
to
page
11,
now
moving
way
back
up
to
the
10,000
foot
level.
J
The
purpose
of
this
picture
is
to
help
you
understand
how
all
the
pieces
out
of
the
deck
and
go
together.
If
you
look
at
the
bottom
left
on
this
chart,
it
starts
at
2000.
The
district
really
began
a
rebuilding
program,
all
the
way
back
in
2000.
Initially,
there
was
a
general
obligation
bond
referendum
and
that
covers
some
of
the
early
projects
and
is
Carol
referenced.
We
used
installment
financings
through
from
about
2004
through
about
2010,
and
during
that
period
you
issued
a
lot
of
debt.
J
The
bars
on
this
total
up
to
about
eighty
million
dollars
a
year
in
debt
payments
and
that
that
was
issued
almost
most.
All
of
that
was
issued
back
in
that
time
period
to
fund
what
really
worked
out
to
be
close
to
a
billion
dollars
of
primarily
rebuilding,
but
also
new
construction
as
well.
Since
that
time
you,
you
had
sales
tax
won
and
are
now
in
the
middle
of
sales
tax.
J
To
the
reason
we
put
this
chart
together
with
all
that
space
on
the
on
the
right-hand
side
of
the
chart
is
to
help
you
realize
by
having
the
sales
tax
program,
you
don't
have
to
borrow
as
much,
and
so
the
final
date
is
December.
1St
2013
I
know
I'm
in
the
business
of
getting
you
into
debt,
but
that's
a
date
that
working
actually
with
mr.
Kennedy
and
in
his
first
round
here
we
picked
that
date
as
the
maturity
of
that
debt
and
worked
hard
to
make
sure
no
depth.
No
debt
goes
beyond
that
date.
J
So
if
we
can
continue
to
work
with
sales,
tax
programs
and
other
tools,
you
will
be
out
of
debt,
and
at
that
point
in
time,
when
you,
when
you
look
at
what
your
capacity
will
be
each
year,
you
would
have
close
to
80
to
100
units.
You
have
right
out
a
hundred
million
dollars
every
year
to
pay
for
capital
on
an
on
a
cash
basis,
instead
of
having
to
borrow
so
that
was
the
architecture
from
the
beginning
so
far
it
is.
It
has
worked
well,
thanks
to
the
sales
tax,
that's
really
been
integral.
J
It's
got
what's
got
a,
we
got
a
ways
to
go,
but
14
years
from
now
is
a
lot
closer
than
30
years
from
that
and
by
the
way,
if
you've
got
any
questions,
please
feel
free
to
ask
and
we'll
move
through
the
rest
real
quickly.
These
they're
just
highlights
statistics
on
page
12.
One
thing
it's
important
to
keep
in
mind
is
unlike
your
mortgage
on
your
house.
When
you
do
financing
for
cities
counties
school
districts,
you
really
have
a
lot
of
different
financing.
Zout
standards.
We
have
general
obligation
bonds,
you
issued
in
2000
and
2002.
J
So
while
we
structure
the
debt
service,
so
it's
level
and
makes
your
budgeting
process
easier
of
a
business
level,
it's
really
a
lot
of
different
pieces
underneath
it
page
13
against
one
of
the
points
that
the
Aden
Finance
Committee
likes
to
see.
At
one
point,
there
was
close
to
a
billion
dollars
in
debt
outstanding
and
you're
now
down
towards
just
over
a
half
a
billion,
that's
still
a
big
number,
but
when
you're
paying
off
30
and
40
million
dollars
a
year,
you
work
through
it
very
quickly.
So.
F
K
K
W
K
W
J
N
F
J
J
J
We
we
know
the
millage
levy
is
an
important
important
number
that
a
lot
of
people
pay
attention
to.
We
worked
hard
to
keep
this
the
the
debt
service
millage
levy,
it's
consistent.
That
has
been,
as
you
know,
who
was
dropped
a
few
years
ago
and
raised
it,
has
to
get
back
up
to
what
it
really
was
always
meant
to
be,
which
is
28
or
29
bills.
That's
it's
just
a
fact.
Like
the
page,
I
showed
you
with
the
debt
service,
you
got
to
write
a
check
for
this
much
each
year.
J
Your
millage
levy
is
going
to
be
roughly
28
or
29
mils
per
year
for
the
next
five
or
six
years,
and
then
it
begins,
as
you
can
see
in
this
picture,
begins
to
drop
off
so
just
to
wrap
wrapping
up.
You
keep
in
mind
that
you
do
have
a
conservative
structure
fixed
fixed
rates,
no
variable
rate,
no
derivatives
and
none
of
the
things
that
cause
problems
in
the
financial
markets.
The
debt
is
structured,
like
I,
said,
with
level
payment,
so
you
don't
have
surprises
and
you
are
going
to
be
out
of
debt
someday.
S
B
K
Q
B
Q
K
Q
I
Since
we're
on
that
drive
and
since
I'm
in
evaluation
mode,
if
you
have
shared
a
lot
of
information
with
us,
a
lot
of
information
you
put
before
us,
I
guess
my
question
to
you
after
your
superintendents
report
tonight
is:
what
can
we
do
as
a
board
to
help
you
be
more
effective
in
your
work?
Let
your
staff,
let
junior
staff
we're
doing,
and
it's
not
a
trick
question.
It's
just
a
question.
That's
meaning.
K
N
B
I
X
Evening,
my
name
is
Taylor
Khan
Perry
I'm,
a
senior
creative
writing
major
at
School
of
the
Arts
and
I'm
here
tonight
to
talk
to
the
board
of
trustees
about
student
mental
health
when
I
was
first
accepted
to
SOA
for
the
sixth
grade,
I
was
overjoyed
to
join
a
community
of
passionate
and
excited
students,
but
over
time
my
peers
and
I
grew
quieter,
more
exhausted
and
increasingly
anxious.
There
are
times
that
I
felt
nauseous
walking
into
certain
classrooms.
X
Despite
being
someone
who
was
very
passionate
about
my
education
and
specifically
passionate
about
SOAs,
creative
writing
program,
I
felt
discouraged
and
unsupported
and
many
of
my
academic
classes.
Unfortunately,
this
experience
is
not
an
isolated
phenomenon.
Nearly
every
high
school
student,
I've
talked
you
in
and
out
of,
SOA
has
suffered
from
stress
sleep
deprivation
and,
in
the
most
severe
cases,
depression
and
anxiety.
These
feelings
of
hopelessness
affect
students
from
all
communities
and
transcend
regional,
racial
and
socio-economic
lines.
X
In
fact,
the
shocking
one
and
five
students
across
the
United
States
show
signs
of
a
mental
health
disorder
each
year
in
a
system
intended
to
be
a
vehicle
for
student
empowerment.
This
reality
is
simply
unacceptable.
When
student
mental
health
health
is
at
risk,
student
participation
decreases
test,
scores,
fall,
student-teacher
relationships
suffer
in
general
class
morale
dissipates
tonight.
I
urge
the
board
of
trustees
in
CCSD
to
initiate
a
dialogue
with
students
across
our
district
to
make
student
mental
health.
The
priority
I
urge
you
to
ask
us
what
our
experiences
in
school
have
been
like
and
listen.
X
L
Okay,
this
is
an
experiment,
everybody
close
their
eyes
and
imagine
that
the
lights
are
off.
Try
to
read
a
book.
Can
you
read
a
book
with
the
lights
off?
No
I,
don't
think
so.
But
this
is
what
the
Montessori
schools
are
asking
the
kids
to
do.
The
kids
are
reading
in
the
dark,
they're
reading
books
in
the
dark.
So
there's
going
to
be
a
protest.
L
L
Another
thing
that
I
do
want
to
point
out
is
that
we're
going
to
continue
to
demand
that
Burke
High
School
gets
the
skills
and
trades
back
that
they
deserve
that
they
used
to
have.
They
need
the
health
occupation
polska,
they
need
coding,
they
need
stem,
they
need
foreign
languages
and
they
need
all
the
educational
stuff
that
they
need
in
order
to
be
successful
in
this
world,
Garrett
high
school
they're,
trying
to
close
it
I
remember
when
Garrett
high
school
was
like
the
best
thing
you
had
to
get
into
that
school.
L
Now
they
let
all
the
things
deteriorate
in
the
school,
the
kids
talk
about
racks
being
in
the
school.
How
come
all
the
money
wasn't
being
spent
on
getting
rid
of
the
rats
and
making
sure
that
the
school
is
still
standing?
There's
a
whole
neighborhood
back
there,
the
kids
are
going
to
be
bused
off
to
some
of
the
school
waking
up.
Who
knows
what
time
in
the
morning,
it's
really
disappointed.
It's
very
disappointing
to
hear
this,
and
these
are
adults
up
here,
we're
adults
and
we
can't
we
can't
get
it
right.
B
I
Y
Hi
guys,
ladies
and
gentlemen,
good
evening,
I
just
want
to
take
a
moment
of
your
time
to
say
thank
you
for
starting
to
love.
Her
see
the
way
that
we
love
her
see.
We've
noticed
all
the
changes
that
are
going
on
there
and
there's
somebody
there
from
the
district,
probably
almost
every
day.
Sometimes
there
are
multiple
people
there
and
I
just
wanted
to
get
up
and
tell
you
guys
thank
you
for
loving
hers
to
the
way
we
do.
Thank
you,
mr.
Burroughs,
for
taking
the
time
to
come
and
love
her
ste.
B
B
B
Z
Clues
today,
so
we
have
the
results
from
the
survey.
You
go
sorry
and
that
838
comments
that
were
listed
along
with
the
surveys,
as
I
shared
with
you
before
there's
no
making
everyone
happy.
It's
one
comment
says
we
love
this,
and
the
next
comment
says
exactly
the
opposite
of
that.
Probably
the
main
the
main
topic
of
the
comments
was
that
there
was
not
a
calendar
option
that
ends
the
semester
before
winter
break
and
I.
F
Z
Have
whether
they've
put
all
their
makeup
days
in
the
second
semester,
we
feel
like
that
puts
us,
if
not
in
violation
of
seat
time,
very,
very
close
and
that's
why
the
teachers
of
the
year
were
told
that
if
they
couldn't
get
a
calendar
that
had
at
least
85
days
in
that
first
semester,
that
it
wouldn't
be
viable
and
we're
really
close
this
year,
and
so
that
was
the.
That
was
the
reason
that
their
I
they've
decided
to
go
ahead
and
with
that
and
why
we,
we
don't
have
one
of
those
options.
Z
The
state
regulations
say
you
are
to
put
makeup
days
in
the
semester
where
you
are
most
likely
to
have
the
weather,
and
so
two
of
our
makeup
days
again
next
year
would
be
in
the
fall,
because
well
we
had
ice
this
year.
We
are
more
likely
to
actually
have
it
related
to
a
hurricane
sometime
in
September.
October
can.
Z
A
That
was
my
concern
about
the
waving
of
the
days
that
we
did
was
the
ability
for
teachers
and
students,
but
more
so,
students
to
make
sure
that
they
got
those
missed
assignments,
because
I'm
assuming
we
would
just
keep
going,
we
wouldn't
necessarily
stop.
So
when
would
they
get
those
three
days
of
missed
instruction?
Would
they
get
it?
Do
we?
Is
it
somehow
still
there?
How
do
how
do
we
do
that?
Each.
A
Z
We
are
in
second,
so
that
was
second
semester,
so
we
we
have
second
semester
to
continue
and
we
actually
built
our
site
and
semester
is
longer
this
year
than
our
first
semester.
Okay,
so
the
time
if
you
were
looking
at
the
balance
between
the
two,
when
you
look
at
the
structure
of
the
calendar
with
that
fixed
start
date
set
by
the
state
and
the
idea
of
not
going
past
really
that
first
week
in
June,
there
are
just
only
so
many
days
just
right
to
go
in
between
them.
So
yep,
okay,.
K
I
think
what
people
don't
realize
is
you,
we
don't
sit
down
and
say
what
do
we
want
the
calendar
to
look
like?
We
have
to
sit
down
and
say
here
are
the
puzzle
pieces
that
have
been
given
to
us
and
they
are
start
date,
certain
days
that
are
going
to
be
holidays
requirements
for
PD
requirements
for
makeup
day.
K
K
That
is
actually
a
school
day
for
them,
and
it's
so
that's
just
shocking,
because
I
think
we're
going
to
get
to
a
point
and
I
think
we're
gonna
get
there
very
rapidly.
It's
nobody's
fault,
but
we
have
a
defined
start
date.
We
have
11
federal
holidays.
We
have
some
do
not
touch
days,
that
you
know
we're
never
going
to
put
children
in
school
on
Thanksgiving
Day,
that's
just
they
do
not
touch
them.
K
Ain't
it
so,
but
we're
I
think
we're
getting
to
the
point
where
schools
are
not
being
able
to
make
calendars
anymore.
You
can't
finish
before
the
end
of
the
first
semester.
I'm
I
think
everybody
knows
I'm
really
wondering
if
Election
Day
is
a
day,
it's
not
our
fault.
Our
buildings
have
to
be
used
for
polling
places
and
how
we,
how
we
can't
create
a
calendar
that
has
that
be
one
of
the
days
off.
K
K
I'm
specifically
referring
to
that,
could
we
could
could
we?
You
know
we
have
the.
We
don't
have
the
ability
to
start
before
the
third
Monday
in
August,
but
could
even
if
we
start
on
the
20th,
is
there
something
we
can
do
that
that
election
day
is
a
day
off
period
in
the
1819
calendar?
I
know
you
got
I,
don't
know,
cuz
I,
don't
know
how
you
guys
had
your
conversations,
but
this
is
going
to
be
a
conversation.
We're
going
to
have
to
have
if
they
keep
crunching
in
with
federal
holidays,
do
not
touch
days.
K
Professional
development
days,
don't
start
till
nowadays
we're
gonna
get
to
the
point
where
it's
gonna
become
too
hard
to
make
a
calendar
and
I
understand
every
day
that
we're
open
somebody
wishes.
We
were
closed
and
every
day
that
we're
closed,
I
have
neighbors.
Who
don't
want
to
know
why
we,
while
we're
out
in
school
that
day
I
mean
every
day,
is
important
to
somebody
in
our
district.
We
get
that,
but
specifically
to
18
19.
Is
there
a
way
to
redo
this
calendar
so
that
Election
Day
is
not
a
teacher
and
parent
conference
day.
K
Z
Could
do
that
I
mean
we
could
start
on
a
Monday?
There
is
again
teachers
took
the
first
pass
at
the
calendars.
There
is
a
sense
that
a
first
full
week
of
school
mm-hmm
is
not
the
ideal
way
to
transition
back
into
the
start
date.
I'm,
just
that's
the
hot,
absolutely
have
heard
that
so
we
did.
We
could
make
a
calendar
and
started
on
the
20th
and
have
election
day.
I
think
what
you'll
do
is
you
still
have
to
figure
out,
though,
where
are
you
gonna
put
that
teacher
conference?
Z
Day
rice
needs
to
be
a
whole
day
off,
and
then
you
have
parents
who
schools
close
on
Election
Day
and
it's
closed
for
the
the
big
pushback
is
how
many
times
school
is
closed.
The
idea
was,
if
you
combine
those
so
people
go
to
vote,
they
perhaps
stop
by
for
their
half-an-hour
conference
at
the
schools.
You
don't
have
the
schools
closed
on
both
days
and.
K
I
understand
that
and
are
we
is
this
calendar
the
full
week
of
Thanksgiving
off?
If
we
don't
have
to
use
the
19th
and
20th
yes
make
up
days
right,
I
remember
when
we
started
that,
like
when
I
got
elected,
this
district
wasn't
doing
the
full,
we
could
Thanksgiving
off
and
I.
Remember
it
was
the
board.
K
That
said,
we
want
to
do
the
full
week
at
Thanksgiving,
but
can
we
consider
that
I'm
just
I
wonder
if
if
we
were
to
sit
down
and
say
not,
do
you
believe
a
full
week,
and
this
is
just
using
your
example
I
absolutely
a
bad
example.
Do
it
is
the
question
isn't,
do
you
believe
a
full
week
is
tough
for
coming
back
from
break?
Do
you
believe
that
is
tougher
than
doing
teacher
parent
conferences
on
Election
Day,
or
do
you
believe
having
a
partial
week?
K
Z
The
one
day
that
you
can
get
on
that
start
will
you,
if
you
put
that
on
Thanksgiving,
then
you're
going
to
have
one
day
off
that
you
still
have
one
day
of
school
that
week
and
then
four
days
off,
you
saw
to
the
make
up
days
or
what
go
on
that
front
end
of
Thanksgiving?
That's
that's
the
place,
that's
what
they
take
where
you
put
them
on
the
first
semester,
part
of
the
calendar
I.
K
A
K
A
H
U
N
U
K
Miss
woody
can
I,
ask
you,
you
know
we
have
a
board
policy
that
requires
you
to
bring
this
to
us,
which
means
we're
the
board.
We
can
break
our
policy.
Would
it
do?
Would
it
help
to
bring
this
back
in
March
and
consider
other
things,
or
has
everything
been
discussed
and
exhausted?
That
can
be
exhausting?
That
can
be.
F
Z
The
results
we
have
here
is
having
to
put
it
out
to
the
public
for
their
input
and
I.
Read
all
838
comments
and
I'll,
say:
Election
Day
didn't
come
up
in
any
of
those
I'm,
just
gonna,
say
of
many
other
things
like
I'd
like
to
take
my
children,
skiing
and
that
but
election
day,
honestly
wasn't
one
of
those.
So
we
can
I
think
my
question
would
be
what's
our
process.
Is
that
just
what
the
board
is
that
what
the
board
wants
to
do
and
then.
K
K
N
K
Think
that
you
answered
the
question
because
the
board
has
to
decide
whether
we
want
this
to
go
back
to
to
March,
but
before
I
would
make
that
recommendation.
I
certainly
want
to
hear
from
you
and
you're
right.
That
goes
back
to
what
we
said.
Every
day
we're
closed
somebody
wishes.
We
were
open
and
every
day
we
were
open,
somebody
doesn't
understand.
We
don't
recognize
that
holiday.
So
I
understand
that
that
with
838
comments
this
may
not
have
been
one
of
them.
Alright,
Reverend
Collins.
We.
C
D
C
Z
Z
K
Z
C
C
C
Z
C
L
F
C
B
K
B
I
Two
questions
the
first
was
so,
and
you
may
have
already
said
this
and
I
just
didn't,
get
it
or
didn't
hear
you.
But
what
is
the
rationale
of
ending
second
semester
after
two
weeks
coming
back
the
Christmas
break
and
the
only
reason
why
I
asked
that
question
is
because
in
my
mind,
it
just
seems
as
though,
when
we
break
for
the
Christmas
holiday
kids
are
out
for
two
weeks
and
then
they
come
back
in
for
two
weeks
and
then
have
to.
I
You
know
recall
all
that
they
have
learned
and
then
take
a
semester,
exam
and
final
exams.
So
it
just
and
all
of
this
is
being
crammed
in
or
a
study
guide
is
given
whatever
the
case
may
be,
to
try
to
master
what
they
have
already
left
them.
After
that
two
weeks
of
breaks,
I'm
just
trying
to
I'm
pretty
sure,
there's
a
rationale
but
I
need
to
hear
what
is
the
rationale
of
doing
that.
So.
Z
That's
how
that's
where
the
number
that's,
where
the
90th
day
falls
when
you
start
the
calendar
so
late
in
August,
the
idea
this
year
was,
we
were
able
to
get.
We
felt
enough
days
to
meet
the
seat.
Time
requirement
to
end
before
the
winter
break.
Can't
do
that
next
year,
with
the
way
we've
the
calendars
laid
out.
So
when
you
then
come
back
you're
at
that
point
at
about
the
80th
day,
and
you
count
forward
and
that's
where
it
falls
about
two
weeks
later
you
hit
around
the
90th
day
and
that's
where
the
semester
ends.
D
Z
E
E
B
B
Thing
is:
is
right,
we're
getting
into
I
think
managing
that
what
we
need
to
understand
is
what
the
law
tells
us.
We
you
guys
and
we
can
do
and
can't
do
because
I
think
we
are
supposed
to
prove
the
calendar
by
today
by
the
February
board
meeting,
so
that
would
be
next
month.
So,
yes,
we
could
do
that.
So.
B
I
Z
I
Is
there
any
way
of
building
in
more
I
know,
Cindy
talked
about
election
day
and
I'm
all
for
more
PD
days
for
teachers.
So
is
there
any
way
of
building
in
more
PD
days
into
this
calendar,
with
the
possibility
of
not
with
school
being
closed
so
much,
but
maybe
building
in
PD
PD
days
with
substitute
teachers
coming
in
when
teachers
are
breaking
for
those
PD
is
giving
their
more
PD
days?
Is
that
possible
so.
E
That
would
take
what
I
have
seen
school
systems
do,
that
it's
taken
a
budget
package
where
you
have
the
school
write,
a
professional
learning
plan.
You
release
the
funds
to
deliver
that
plan
and
they
could
use
it
for
substitutes
during
the
day.
Currently,
we
do
not
have
the
funding
to
do
that.
We
will
be
bringing
you
some
plans
and
upcoming
meetings
that
really
will
lay
out
how
we
might
be
able
to
offer
professional
learning
opportunities,
job
embedded
during
the
day
using
Title
one
money
and
some
other
funds
that
we
already
have
not
asking
for
additional.
E
U
Z
A
E
E
A
Also
with
that,
maybe
I
think
the
Kalman
might
be
helpful
since
we're
also
asking
residents
to
look
at
the
calendar
to
assist
whenever
the
SAT
and
a
CT
tests
are
given.
You
know
they
do
a
calendar
if
those
dates
can
also
be
identified
on
the
calendar
as
well,
because
I
think
as
much
information
as
we
can
provide
to
the
calendar
I
think
it
really
helps
people
better
understand
what
decisions
they
want
to
make
based
on
family
vacation
school
start
times.
Things
like
that.
All.
D
So
I'm,
looking
at
the
2018-2019
instructional
calendar
for
Berkeley
County,
they
actually
start
after
us.
If
we're
talking
about
starting
on
the
no
see
that's
know
they
get
a
start
on
the
23
chart
on
21st
I'm,
sorry,
but
they
end
on
the
4th
of
June
I
guess.
My
concern
is
I.
Do
know
that
you
and
I
and
I
know
it
can't
be
one
size
fits
all
for
every
single
student
we
have
and
CCSD,
but
I.
Just
from
personal
experience.
D
That
seems
like
the
last
week
or
two
or
more
at
some
schools
is
really
not
active
seat.
Lauren
I
may
just
be
having
the
seat
open,
but
you
know:
there's
some
kids
there
to
be
taking
their
AP
exams
and
they're
not
going
to
be
doing
anything
else
for
the
next
two
or
three
weeks
after
the
April
one,
and
it
just
seems
kind
of
frustrating
to
me
that
we
can't
make
this
thing
work.
D
Like
Reverend
Mac
said
of
trying
to
get
this
thing
finished
before
the
Christmas
break,
because
I
know
that
when
kids
go
off
for
the
Christmas
break,
they're,
probably
not
gonna,
be
doing
studying
the
whole
time
and
they
come
back
in
and
they
have
to
try
to
relearn
everything.
Nothing,
that's
a
pretty
significant
challenge.
That's
my
guess.
It's
more
of
a
comment.
Anything
else.
B
C
I
was
getting
at
low
while
ago,
but
this
is
Donovan
see
you
have
the
the
early
dismissal
days,
a
formal
you
have
two
or
three
half-days,
but
to
have
these
and
I
don't
know
the
initials
mean
early
dismissal
and
a
half
day
I
condemning
the
mr.
C.
It's
particularly
better.
Some
amounts
to
about
six
days.
C
The
parents,
because
I've
kids
early
from
school
I
thought
the
year,
and
so
my
concern
is
why
can't
we
take
these
parts
of
these
is
half
these
and
combine
some
of
these
these
and
reduce
it
that
the
kids
are
out
of
school
or
some
of
these
counties.
Some
like
this
calendar
days,
I
just
don't
understand
why
there's
so
many
of
them
like
this
I
didn't,
but
the
last
the
two
days
of
school.
From
my
experience,
there's
very
little
instruction
in
second
place
at
school
yeah.
C
They
go
up
as
a
class
to
the
classroom,
parties
playing
there's
activities,
or
you
don't
go
to
this
class
they'd
like
to
bring
a
book
everything
everything
is
already
turned
in
desk
or
cleaned
out.
They
haven't
teachers
packing
stuff,
but
I
probably
have
a
teacher's
panic,
and
so
you
say
we
need
those
who
days.
But
to
me
a
better
use
can
be
made
for
two
for
two
school
days
that
are
considered
to
half
these.
So
so
I
really
don't
like
that.
C
N
B
Woody
in
miss
Ambrose,
since
you
volunteered
to
bring
this
back
to
us
at
the
committee
of
the
whole
in
February,
since
we
don't
have
to
vote
on
this
until
February,
can
we
bring
that
back
with
a
commitment
from
board
members
that
will
study
up
beforehand
and
you
all
can
address
both
our
questions
of?
Why
do
you
around
school?
Why
do
we
have
to
do
by
law
and-
and
we
can
look
at
the
calendars
but
also
make
sure
we
understand
what
exactly
we
have
to
do
by
law?
Can
you
do
that
so.
K
Think
it
would
help
if
we
were
able
to
go
out
and
write,
articulate
here's
one
rule,
here's
the
other
rule.
Here's
these
other
rule,
here's
this
rule.
We
don't
know
what
all
the
rules
are
and
I
think
that's
great,
because
he
keeps
saying
why
do
we
have
half
days?
It
makes
sense.
We
have
to
have
180
days,
it's
not
going
to
be
deceiveth
their
full
or
half
because
they
have
to
be
in
school
hundred.
Eighty,
that's
those
kind
of
things
will
help.
We
can.
Z
Q
I
Q
Board
members
wishing
that
we
could
stay
open,
that
we
could
finish
first
semester
before
December
and
I'll
tell
you
and
I've
had
open
office
hours
teachers
have
driven
after
hours
to
come
to
a
site.
That's
not
where
they
work.
To
tell
me,
please
don't
cram
first
semester
in
before
the
winter
holiday
because
they
can't
these
high
school
teachers
cannot
get
the
course
taught
and
kids
are
having
to
take
end,
of
course,
tests
and
advanced
placement
exams
for
which
they
have
not
had
enough
days
instruction.
That's
coming
from
our
teachers
mm-hmm!
Q
B
I
think
that
we
should
take
action
on
this
more
than
half
the
people
voted
on
option.
Two,
our
goal,
our
responsibility
and
job
is
not
to
micromanage
this
we
may
all
have
personal
questions.
I
personally
would
love
to
see
the
legislature
change
the
rule
about
the
third
third
Monday
and
I
think
we
could
do
that.
I'd
be
ready
to
vote
on
this
today,
but
it's
the
pleasure
of
the
board.
But
again
we
don't
need
to
go
back
and
have
this
same
conversation.
What
are
we
asking
for?
That's
different.
It.
B
K
Chair
I
I,
don't
see
that
any
any
delay
or
anything
we
learn
is
going
to
change
like
I,
understand
them.
Ou's,
Reverend
Collins.
With
your
permission
your
example
they're
not
going
to
come
back
with
a
calendar
in
February,
that's
179
days,
long
they're
not
going
to
take
off
a
half
day,
I,
don't
think
the
changes
we're
asking
for
can
be
done
by
our
staff
without
some
help
with
the
rules
that
are
in
place
guiding
the
staff.
You
know,
yep.
H
I
We
had
that
we
needed
answers
to
to
be
clear
on
why
we're
voting
on
a
calendar
and
why
certain
things
are
listed
on
the
calendar
and
if
we
had
specific
questions,
then
those
questions
and
then
some
of
those
things
were
addressed
tonight.
Now
there
are
some
some
more
additives
that
we
like
to
see
added
to
the
calendar
for
sick
I'll,
be
personal
and
say
that
I
like
to
see
more
professional
days,
certainly
added
to
the
calendar
for
teachers,
because
that's
a
strong
fee.
I
You
know
if
I'm
gonna
cast
a
vote,
then
I
want
to
make
sure
I'm
voting
for
things
that
I
that
I
want
to
see
in
in
on
the
calendar.
So
so
I
don't
want
it
to
go
away
that
we're
taking
anything
away
from
the
input
or
the
comments
and
the
hard
work
that
the
teachers
and
the
staff
has
already
put
into
building
this
calendar.
So
don't
want
that
perception
to
be
perceived
in
that
manner.
Don't
want
to
go
back.
We
want
to
go
forward,
so
I
think
I'm,
better
I'm,
more
educated,
now
on.
Why?
I
Because
I
wasn't
at
the
table,
but
it
seems
as
though
that
we
need
to
then
start
beating
a
hammer
at
our
legislators
and
saying
look
we're
handicapped
to
some
degree
by
doing
certain
things
that
we
want
to
craft
or
be
creative
and
out
in
our
school
calendar,
and
we
can't.
So
how
can
you
help
us?
You
know
so
that
we
can
have
more
flexibility.
Does.
K
B
I
C
B
B
C
X
B
B
C
N
B
B
A
B
F
F
Q
B
D
B
B
U
K
H
B
B
Have
a
motion:
do
we
have
a
second,
so
we
have
a
motion
from
Cindy
and
a
second
from
Burr
silt
from
Priscilla?
Sorry,
and
just
so
everybody
remembers.
This
is
something
that
was
presented
to
us
at
the
December
Committee
of
the
Whole
meeting
when
we
were
strong,
so
Reverend
Collins
your
question.
Okay,.
F
C
Is
which
is
a
high
school
which
ago,
but
she
was
good
at
12,
but
having
said
students,
but
they
did
10
wander
down,
but
they
live
much
closer
to
Lucy,
Beckham,
high
school
and
maybe
they're
getting
really
going
to
11th
grade
and
they
wanted
them
on
attend.
That
was
new,
little
Lucy
Beckham
school.
Why
would
this
be
it's
leveling
with
not
12
right
now,
violet
11th
grader
not
being
allowed
to
attend
well
the
school
that
they
at
this
far
closer
they
fall
can
be
much
more
convenient
there
to
be
home.
Baba
we've
always
thought.
B
A
couple
of
reasons
for
my
understanding
and
Chris
and
I
had
been
involved
in
this
along.
We,
the
staff
made
this
recommendation
to
us.
In
the
summer
we
got
a
little
bit
of
pushback
from
some
people
who
had
some
questions
and
not
pleasant.
We
had
to
community
meetings
very
well
attended
where
we
asked
for
input
the
consents
that
we
gave
them
four
different
options
of
what
to
do.
B
Staff
also
did
a
focus
group
with
some
students
and
then
focus
group
with
students,
and
then
they
also
did
a
survey
with
potential
parents,
because
the
zoning
hasn't
been
done
yet
and
my
understanding
and
what
I
support
is
that
they
want
to
open
9
through
chin,
because
they've
also
did
research
across
the
state
in
the
country
as
when
other
places
have
opened.
High
schools
and
the
9/10
option
works
the
best.
B
If
we
opened
a
9
through
11,
we
would
invariably
have
people
who
want
to
keep
their
some
kids
that
want
to
stay
at
Wando
who
are
zoned
for
Beckham
and
from
a
transportation
perspective
German
it
clear
that
it
would
not
make
sense
for
us
to
be
providing
transportation
for
Beckham
and
for
Wando
for
the
same
group
of
kids.
So
plus.
B
C
V
B
B
C
P
B
A
P
P
N
J
A
Q
B
F
K
B
H
A
P
J
B
A
A
comment
get
some
get
some
traction
things
start
to
change,
so
I
know
we're
having
a
conversation
now,
but
what
we
will,
what
we
won't
do,
what
we
will
provide,
what
we
won't
provide
next
year,
this
time
it
might
be
a
little
different,
so
I'm
just
want
to
make
sure.
That's
on
the
record
that
there
are
certain
things
that
we
will
do
and
there's
certain
things
that
we
will
not
do
based
on
policies
that
we
already
have
implemented
in
the
district.
D
I'm
just
envisioning
that
these
kind
of
situations
would
I
guess
resolved
themselves
going
through
the
constituent
school
boards.
If
someone,
it
feels
strongly
that
they
need
to
have
a
certain
class
that
they
would
apply.
Do
the
Constituent,
School
Board
for
a
transfer
and
understand
that
it's
not
just
a
class
they're
actually
going
to
different
schools.
B
C
B
D
L
B
A
K
Just
the
the
only
thing
I
would
ask
the
board
is
we
have
we
literally
brought
this
to
the
board
in
September
and
we're
just
now
coming
to
a
vote
in
February
on
something
that
basically
says
we're
allowed
to
call
into
meetings.
I
would
hope
that
we
can
spend
more
time
on
policies
that
affect
students
and
how
they
operate
and
achieve
in
the
future.
Okay,.
B
H
H
D
I
K
Next
item
is
madam
chair.
I
would
like
to
point
out
that
second
reading
of
policy
jfa
B
is
before
us.
The
first
reading
was
approved
unanimously
on
December
11th
by
everybody
that
was
in
that
meeting,
as
well
as
approved
unanimously
at
the
Committee
of
the
Whole
meeting
prior
to
that
so
I'm
bringing
it
forward,
as
is
for
second
reading.
Okay,
make.
B
C
H
C
V
V
V
V
C
C
B
K
You
buy
property
in
the
North
Charleston
high
school
attendance
zone.
Then
you
will
attend
North
Charleston,
High
School.
You
cannot
come
and
say:
I
want
to
buy
property
here
and
go
to
stall,
but
you
can
apply
to
any
countywide
magnet
as
any
other
student
who
who
is
in
Charleston
County.
So
you
write.
K
C
So
that
so
that
really
kind
of
bring
home
at
the
point
in
time.
So
the
policy
statement
as
much
goes
with
it,
you
can
fire
for
the
school
or
your
entire
to
the
school
and
they
ever
you
own
the
property
and
that's
if
you
buy
properties
and
or
Charles
in
attendance,
your
toilet
in
school
and
I
didn't
lesson
magnet
school.
Your
entire
enrolling
us
at
the
high
school
install
of
his
middle
school
on
the
side.
So
that's
a
policy
because.
B
C
O
N
C
N
C
B
D
To
make
sure
I
want
to
make
sure
that
the
purpose
of
this
is
so
people
for
the
purpose
it
appears
to.
So,
if
you're,
all
Daniel
Island,
you
get
your
kid
into
academic,
magnet
or
SOA.
That's
the
whole
purpose
of
this
thing.
So
that's
my
interpretation
I
want
to
make
sure
it
says
that
you
must
own
the
real
property
before
you
apply,
not
that
people
can
apply
and
they
get
in
and
they
go
by
their
little
$300
piece.
A
D
K
So
that
right,
so
they
can
apply
to.
Let's
just
say
what
you're
saying
Chris
you
can
apply
to
academic
magnet.
We've
had
students
apply
to
academic
magnet
that
lived
in
LA
before
they
set
foot
in
the
school
they
lived
in
Charleston
County,
there's
no
law.
That
says
you
can't
apply
and
if
the
question
is,
are
you
wanting
to
make
a
policy
that
says
you're
not
allowed
to
apply
I'm,
not
sure.