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From YouTube: May 21, 2018 CCSD Board of Trustees Meeting
Description
May 21, 2018 CCSD Board of Trustees Meeting
A
B
C
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A
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I
I
I
I
I
The
following:
seven
CCSD
students
were
recognized
for
being
in
the
2018
National
Merit
corporate-sponsored,
scholarships
by
the
National
Merit
Scholarship
Corporation
from
academic
magnet.
We
have
Evelyn
I'm,
Brett,
Gardner,
Alexander,
Park,
uber
and
jimmy
au
from
the
School
of
the
Arts.
We
have
fifthly,
McCormick
and
from
what
we
have
Annabelle
Leon
and
Logan
Tedder.
They
are
part
of
the
first
group
of
winners
in
this
63rd
annual
National
Merit
Scholarship
Program.
Let's
give
them
a
round
of
applause.
I
We
were
also
going
to
recognize
from
one
of
the
AP
micro
macro
economics
champs
their
student.
The
students
recently
placed
her
first
and
second
for
winning
the
state
competition
last
month
of
impede
economic
there
they
were
under
the
direction
of
their
teacher,
Tammy
been
filled,
and
the
students
computed
and
the
national
economics
challenge
this
past
weekend
in
New
York
City.
Let's
give
them
around.
I
Also,
we
want
to
recognize
the
u.s.
presidential
scholar.
Her
name
is
Jenny
GAO
children,
senior
at
academic
magnet
as
well
as
and
live,
was
a
senior
at
Wando.
They
were
both
honored
for
their
accomplishments
of
making
a
list
of
semi-finalists
in
the
2018
us
Scholars
Program.
Let's
give
them
around.
I
I
K
E
Most
weight
for
members
I'm
very
proud
this
year
to
let
you
know
that
we
have
another
banner
year
in
athletics.
We
have
236
state
champions
this
year.
This
time
I'd
like
to
recognize
now
all
of
them
could
not
be
here
because
of
the
transportation
issues
that
those
that
are
here.
I
would
like
to
recognize
weapons
that
not
be
able
to
make
this
seamless
Colin.
Baker
common
was
a
two-time
state
champion
this
year
in
the
2a
boys
cross
country
in
3200,
meter,
state
330,
200
meter
run.
E
K
E
E
The
girls
had
a
record
this
year
of
twenty
one
four
and
one
they
defeated
the
Southside
Christian
to
the
one
in
the
championship
game.
They
won
six
state
titles
in
the
last
eight
years,
two
titles
in
a
row,
they're
coached
by
Allison
DeLong.
Please
join
me
in
congratulating
academic,
Magnum,
high
school
girls,
soccer
team.
E
From
academic
magnet,
the
to
eighth
place,
the
state
championship
team
did
not
make
it
this
evening
that
they
are
this.
This
second
state
title
in
three
years,
55
to
victory
over
Saint
John's,
Catholic
they're
coached
by
Steve
Percy.
Pretty,
please
join
me
in
congratulating
the
academic
boys.
Tennis
team
is.
E
J
E
K
E
A
state
champions
in
the
400
meter
relay
Kevin,
Holman
Audrey,
right,
rashon,
Brown,
Rashard
Smith,
also
100
meter,
state
champion
and
200
meter
champion
Rashard
Smith
in
the
400
meter
hurdle
Campion
Augustus
Frazier
team
is
coached
by
Mark
Volman
Diwani
Smith.
They
finished
runner-up
this
year
missing
the
state
championship
as
a
team.
By
just
one
point.
Please
join
me
in
congratulating
the
state
champions
from
military
magnet,
Academy.
K
E
Had
a
state
champions
from
North
Charleston
High
School
in
the
to
a
rusty
state
championship
and
126
pound
division,
Anthony
jelly
Wells
did
not
make
it
this
evening,
he's
a
senior
finishing
his
fourth
year
in
wrestling.
He
was
also
state
runner-up
last
year
at
120
pounds
coached
by
Devin
long.
He
fed
me
in
congratulating
Anthony
jumping.
E
H
E
E
E
K
E
G
E
A
Congratulations
and
parents
are
leaving.
Congratulations.
I
see
my
child's
former
PE
teacher
out
there
and
know
that
she
proud
of
her
son
Chander
has
a
different
person,
so
we
know
how
much
work
it
takes
from
parents
and
children
alike.
So,
thank
you
all
very
much,
and
congratulations
and
fancy
CSD
staff
at
fort
and
all
that's
good.
Okay.
Next
on
the
agenda,
is
item
number
three,
which
is
visitor
and
public
comments
which
I
don't
list
up
here
yet,
but
we're
getting.
B
B
A
K
F
K
J
Anything
you
know
if
you
have
a
surprise
than
in
regards
to
the
transition
of
the
market
or
a
school
as
well
as
additional
school
number
one.
Is
that
we're
a
little
bit
upset?
Why?
Because
we
did
ask
to
be
any
on
the
meaning
of
the
whole
matenda,
so
that,
therefore
we
don't
really
have
to
come
back
with
more
to
discussing
the
information
at
this
time,
but
seeing
that
we're
not
nearer
than
we're
here
today
to
discuss
some
information,
probably
having
to
move
forward
number
one
is
of
course
miss
Jeff
research.
J
Again,
please
contact
at
least
I
think
that
let
her
know
what
was
the
reason
I'm
calling,
even
though
she
may
have
set
up
some
arrangements
with
other
members,
the
school
board.
We
did
speak
to
them,
but
here
again
there's
nothing
miss
define
and
that's
where
the
problems
come.
You
right
now
and
the
best
about
to
be
close
with
your
problem
reading.
So
he
couldn't
be
pouring
you
guys
in
renovation
of
Ryerson.
We
know
that
the
renovations
going
to
come,
but
for
the
monastery
school
we
need
to
see
in
detail.
J
An
outline
was
timeline
on
that
also
in
regards
to
to
assistance
for
the
after-school
program
for
the
Montessori
School,
the
plan
that
was
the
green
aqua
Montessori
we
did
accepted.
We
were
happy
to
work
with
it,
but
here
again
we
do
not
think
that
all
the
information
that's
needed
to
present
to
our
parents
to
let
them
know
that.
J
Okay,
you
may
not
have
any
after-school
program
that
be
it's
a
problem
in
addition
to
that,
what
we
also
want
to
touch
base
on
is
the
third
grade
classes
in
that
plan,
which
is
going
to
be
here
in
2019,
yep,
1925,
I'm,
sorry,
29,
I'm,
not
mistaken,
and
what
happens?
This
is
not
next
year,
but
the
year
after,
just
to
clear
that
up
that
third
grade
class
is
scheduled
not
to
be
a
prize,
and
we
need
clarification.
K
J
Those
kids
are
going
to
be
there
if
you
have
to
be
able
to
kick
so.
You
come
up
with
a
solution.
Solution
is
have
a
monetary
classes
as
well
as
a
traditional
class,
so
that
we
can
complete
the
transition
on
it.
So
these
things
are
important
to
us.
We
once
still
meet
with
the
being
with
the
meeting
of
the
whole
so
that
we
can
define
these
things
before
this
budget
meeting
is
final.
So
therefore,
are
there
not
enough.
K
N
Hello,
my
name's
Kristen,
why
thank
you
for
all
you're
doing
for
this
opportunity?
I'm,
a
parent
and
a
former
teacher
for
the
district
to
my
daughter,
Rosalie,
is
about
to
graduate
fifth
grade
at
the
hall
elementary
and
we
are
asking
for
her
be
transferred
for
her
appeal
to
transferred
from
like
middle
school
and
Walter
middle
school
based
on
mental
hardship,
but
we
are
telling
with
her.
Very
specifically,
our
neighborhood
is
over
language.
N
J
N
Majority
of
the
homework
was
done
on
these
devices,
and
that
makes
a
hard
accommodation
for
SEM
teachers.
My
daughter
has
been
coming
home
from
alcohol,
but
thanks
dizziness,
nausea,
basically,
medical
issues,
physical
reactions
to
when
they've
been
using
math
books
in
school
she's,
not
a
child
who
gravitates
to
the
iPad
like
the
typical
kid
that
you
see,
and
we
realize
now
that
her
doctors
help
it's
because
it's
physically
making
her
ill.
The
doctor
has
recommended
through
a
note
that
she
not
attend
of
stem
school
because
of
her
well-being.
N
It
would
not
be
appropriate
educational
environment
for
her
as
a
great
we
are
requesting
that
she
could
instead
be
transferred
multimodal
through
touring.
Both
schools
I've
seen
the
difference
in
the
multi
is
not
a
stem
school
and
that
students
have
more
opportunity
for
more
traditional
methods
of
learning.
It's
a
our
district.
We
feel
that
she
needs
all
the
district's
criteria
and
to
ensure
her
success
and
just
give
her
the
appropriate
opportunities
that
this
accommodation
would
be
making
that
this
transferor's
asking
creative
grants
and
again
the
principal
at
length,
is
an
amazing
guy
I.
N
Just
speaking
with
him
like
to
see
his
reservation
about
her
attending
that
school,
knowing
that
their
stem
classification
is
what
they
are
so
proud
of,
and
what
other
students
need
to
be
there
for,
but
that,
for
my
daughter
in
this
unique
circumstance
based
on
her
doctor's
recommendation,
will
be
steamed
for
health
that
we,
please
not
put
her
in
that
position.
That
was
a
failure.
E
F
K
O
Last
past,
three
or
four
years
we
have
working
on
a
plan
to
increase
a
student
participation,
the
templates
us
teaching
at
Burke
high
school,
but
the
nasty
tuning
board.
We
had
a
presentation
of
a
plan
to
renovate
south
entrance
and
the
plan
was
not
quite
acceptable
and
I'm
coming
to
you
children
up
to
cheer
about
me
just
to
let
you
know
that
the
plans
have
been
approved
in
the
budget,
but
the
way
to
have
the
plans
on
up.
O
We
would
have
to
wait
two
more
years
and
have
to
use
the
additional
entrance
on
the
west
side
of
the
folder
if
y'all
are
not
familiar
with
the
west
side
of
the
building,
that's
not
going
to
happen,
so
you
come
here
as
a
board,
but
we
come
here
just
to
let
y'all
know
that
it's
already
in
the
budget.
Please
revisit
the
plan
if
possible.
Let's
get
it
done.
O
Mission
leave
the
week,
no
distinctions
for
the
last
three
to
four
years
and
really
not
a
pitiful
eye,
appearance
of
a
dozen
feet
and
our
students
don't
feel
welcome
coming
into
the
school,
and
we
need
to
get
this
addressed
as
soon
as
possible.
We
also
have
suggestions
before
you
can
write
up
another
plan.
Please
come
talk
to
principal.
We
got
air
sacs
to
funders
that
wanted
to
work
with
the
time,
but
we
have
to
come
up
with
plan
for
the
pictures
of
the
school.
We
have
to
be
to
be
back
this
year.
K
K
D
Hello,
it
was
Melissa
Watson
I've
been
teaching
in
Charleston
County
School
District,
my
entire
career
I
have
been
a
teacher
in
your
district
for
17
years.
I
am
nationally
certified
I
renewed.
My
certification
and
I
have
60
Plus
hours
over
my
master's
degree.
In
fact,
I've
just
short
of
writing
my
dissertation
to
earn
my
document.
I
did
not
come
here
to
you
today.
Like
me,
I've
never
come
before
your
board
today.
J
D
Due
to
the
very
public
nature
of
this
of
this
meeting,
I
do
not
want
to
discuss
those
issues
here,
but
I
am
inviting
you
all
to
come
over
to
our
school
and
have
an
in-depth
conversation
with
our
stakeholders,
our
parents
and
our
staff
about
those
various
issues.
Some
of
those
issues
include
inconsistent
policies,
the
lack
of
policies,
lack
of
direction
and
teaching
around
so
I
am
hoping
today
that
I
can
get
a
commitment.
D
I
am
two
minutes
is
not
a
long
time
to
discuss
these
things,
so
I
have
prepared
report
for
you,
and
I
will
email
it
to
you
all
individually,
but
I'm,
hoping
today
that
this
will
be
the
beginning
of
a
process,
because
I
think
is
critical
in
this
urgent
that
we
put
some
these
issues
to
bed
today.
Thank
you.
We
do
cannot
get
a
commitment
that
we
have
to
follow
up.
F
A
M
Okay
good
evening
I'm
going
to
give
my
support
Turning
Point
Academy.
My
grandson
has
ADHD
and
suffers
from
anxiety
in
fifth
grade.
He
was
maybe
on
her
student
and
we
had
new
major
behavior
problems
during
the
summer
before
sixth
grade
depends
on
us
began
to
show
up
more.
He
was
very
anxious
about
going
to.
M
After
getting
into
trouble
several
times,
he
was
referred
to
Turning
Point
Academy.
The
teachers
were
very
kind
to
him
into
the
classroom
and
ever-smaller.
They
were
able
to
address
his
problems
in
the
beginning
that
discovered
that
he
did
better
if
he
was
slightly
isolated
from
the
other
kids
and
that
consider
by
himself
and
began
to
flourish.
We
began
to
see
the
confidence
in
him.
Return
not
only
ensue
where
he
was
having
success,
but
also
at
home
the
30
days,
because
there
was
just
what
he
needed.
M
The
past
three
months
of
Scoob
had
been
very
good
and
I
credit,
Turning,
Point
Academy
and
its
wonderful
teachers.
My
grandson
now
looks
forward
to
school
in
seventh
grade.
In
conclusion,
I
would
like
to
say
that
I
believe
turning-point
tightening
is
a
great
program
for
those
children
who
need
a
little
extra
guidance
and
understanding.
Thank
you.
Thank
you.
P
Good
evening
my
name
is
Jim
Lindsey
and
an
appeal
for
my
son.
I
hope
you
have
a
letter.
I
just
thought
it
was
important
for
me
to
come
in
person
as
well
as
you
all
having
a
letter.
My
son
is
autistic.
He,
along
with
other
ADHD
and
in
a
minute
explosive
disorder-
oh
the
school,
that
he
is
some
before
I
visit,
that
school
twice
and
it
is
not
the
right
environment
for
him.
I
am
requesting
that
you
go
to
Camp
Road
middle
school.
P
This
is
where
I
met
with
that
teacher
I
look
at
that
program,
and
that
is
where
I
know
that
he
was
wrong.
I
do
not
need
my
son
to
revert
back
to
the
behavior
that
he
had
before
of
throwing
chairs
around
the
classroom,
leaving
the
school
in
an
ambulance,
because
it's
too
dangerous
for
me
to
drive
you
I,
don't
need
to
go
back
there
again
and
that's
exactly
what
would
happen
in
the
setting
that
he
would
be
independence.
Woman
is
supposed
to
be
going
to.
This
is
important
issue.
P
P
Q
Thank
you
all
for
allowing
you
to
speak,
I
appreciate
your
time
and
dedication
you
put
into
making
CCSD
schools
at
the
best
they
can
make.
South
Ferry
elementary
school
is
a
title
one
school
in
Massachusetts,
50%
of
their
kindergarten
and
first-grade
students
were
reading
below
benchmark.
They
have
tried
many
different
approaches
to
improve
reading
but
had
little
success.
They
decided
to
develop
a
literacy
plan
which
included
the
Wilson
rating
system,
an
evidence-based
reading
and
spelling
program,
which
is
rooted
in
orton-gillingham
principles.
Q
The
school
taught
that
Wilson
current
level
of
fidelity
teachers
and
reading
specialists
were
fully
trained
in
Taunton.
They
were
given
implementation
support.
They
were
checked
regularly
to
ensure
accuracy
and
school-based
coaches
were
provided
to
assist
teachers.
After
two
years
of
implementing
the
literacy
plan,
82
percent
of
kindergartners
were
meeting
or
above
benchmark
and
83
percent
of
first
graders
for
meeting
our
above
benchmark.
That's
a
64%
increase
for
kindergarten
and
112
percent
increase
for
first
grade
I
would
love
to
see
these
numbers
in
Charlton
County
as
I
know.
You
too,
thank
you.
Thank
you.
You're
making.
R
K
R
Coming
back,
there's
lexan,
so
last
time
we
were
here,
you
wanted
to
be
about
results,
seeing
results
in
the
district
in
terms
of
some
of
these
programs.
So
they're
excited
to
report.
My
son
just
miss
about
my
son
right
now,
as
he
went
from
during
his
math
testing
in
his
math.
So
before
during
math
math
testing,
you
had
to
you
weren't
allowed
to
read
the
test
with
Charles
effect,
yet
so
the
child
Alexia
really
could
not
accurately
detested
on
their
map.
You
all
were
amazing
and
change
that
rules
for
children
with
dyslexia.
R
My
son
in
January,
cheated
last
map
score
was
a
16
third
percentile,
nationally
conduct.
So
that
is
what,
when
you
guys,
are
making
these
changes
in
your
policies
and
these
changes
for
our
shoulder.
That
is
what
you're
doing
my
son
sword
needs.
It
kills
home
I,
can't
that
oh,
my
gosh
you're,
not
a
third
percent
on
the
nation,
is
now
you're
the
30
60
third
percentile.
You
have
above
average
I'm
very,
very
proud
of
them.
So
thank.
S
My
name
is
patience
worth
hello,
I'm,
a
student
at
North,
Charleston,
High,
School,
that's
typically
associated
with
poverty,
love,
test
scores
and
school
based
arrests,
I
often
see
teachers
and
administrators
respond
to
problems
that
come
up
in
the
school
like
arguments,
giving
class
cursing
and
fights
the
suspensions
explosions
and
arrests.
That
approach
doesn't
seem
to
be
solving
anything
by
RC,
punishing
students
rather
than
finding
out
the
support
they
need
or
providing
them
with
opportunities
to
learn
my
school's
rocking
students
of
their
education.
S
A
more
effective
way
to
address
issues
that
come
up
at
school
would
be
tuned
for
great
restorative
circles.
In
the
classroom.
I
learned
about
restorative
circles
through
my
work
of
the
Carolinian
Action
project,
an
organization
for
girls
and
trans
youth
in
Charleston.
After
seeing
what
they
can
do,
I
went
to
the
restorative
justice
forum
posted
by
the
district
and
Cajun
last
month
and
last
March
and
a
circle
left
by
a
few
administrators.
S
Most
of
the
students
ended
up
feeling,
anxious
and
frustrated
because
we
didn't
feel
like
we
knew
each
other
and
that
our
ideas
and
we
thought
our
ideas
were
being
dismissed
instead
of
giving
up,
though,
we
asked
to
do
a
second
circle
to
work
through
our
concerns.
We
all
come
down
as
we
continue
to
talk
and
we're
able
to
get
to
the
root
cause
of
the
issue.
If
we
could
bring
circles
into
our
schools,
we
could
get
to
the
root
cause
of
the
issues
facing
students
that
students
face
and
actually
address
the
problems.
A
Everybody
for
public
comment
all
right.
Thank
you
very
much
for
that.
We
appreciate
it
and,
as
I
said,
staff
is
taking
notes
and
a
couple
of
you
have
some
little
specific
questions
and
we'll
be
following
up
with
you
on
on
this
item.
The
next
item
on
our
agenda
is
item
for
a
policy
and
Personnel
Committee.
It's
a
150
Edie.
This
is
first
reading
of
policy
BDE
that
came
from
the
committee
of
the
whole.
T
T
H
H
A
H
Challenge
the
intent
of
the
policy
I
understand
that
they
lay
above
its
put
in
place,
primarily
because
we
didn't
eat
myself
and
other
collectibles
no
mission
base
enlightens
when
you
tend
to
that
feel.
A
little
layer
in
place
to
prevent
boredom
is
from
representing
the
wishes
of
is
dissonance,
and
then
we
have
to
divide.
We
need
an
epoxy
approval
of
another
board
over
myself,
but
I
won
the
agenda.
H
Well,
I
already
have
to
be
supportive.
That's
that's
an
issue
for
me.
That's
when
there's
something
that's
under
sent
me.
There
are
certain.
My
constituents
remember
I,
remember
couple
years
ago,
fee
is
cost
finding
you
personally
on
the
agenda
and
to
get
it
resolved
as
to
as
the
community,
all
whatever
chance
for
diversity
live
in
the
school
now
I
have
that
I
had
a
deacon
is
fighting
the
fighting
trying
to
get
it
situated
and
the
policy
came
up.
So
I
can
no
longer
this
present.
My
my
statements
concerns
on
the
agenda
this
policy.
H
The
legacy
has
to
my
what
build
agenda
and
the
way
and
just
have
to
be
the
way
of
Allah.
They
don't
agree
with
me.
They
don't
know
my
judgments,
never
if
they
don't
even
I
can
say
so.
So
what
I'm
saying
in
a
nutshell,
is
this:
we
cannot
have
policies
that
target
bullet
members
nor
discriminate
against
people.
H
Noah
had
verses
insatiable
the
blood
limits,
but
they
cannot
serve
effectively.
I'm
elected
by
the
public
to
certain
people
and
their
policies
foster
concern
among
people.
That
I
realize
statement
is
because
instead,
in
fact,
the
committee
and
I
have
any
policy
that
requires
a
board
member
to
approve
something
else.
Someone
someone's
ideas
right,
I
can't
approve
I,
don't
have
authority
to
prove
hard
line.
These
are
the
five
minutes
you
said.
I'm
going
to
do.
Mine
basically
see
anything
in.
A
This
policy,
these
changes
to
the
policy
I,
think
give
a
mechanism
so
that,
if,
for
whatever
reason
that
liaison
doesn't
approve
it,
you
have
now
to
go
to
the
commune
of
the
whole
trader.
I
totally
take
issue
which
I
said
you
know
what
you
saying,
that
this
is
turn
it
or
discriminate.
That's
not
the
case
at
all.
H
A
T
A
H
H
Or
the
fun
that
video
patient
but
Michael
Dokken
should
form
this
isn't
certificates.
Committee
pencil.
This
was
about
two
weeks
ago:
I
couldn't
publish
it
with
the
Food
Prize
and
agenda
dependent,
serious
bipartisan
in
which
ensued
twice.
She
would
respond.
It's
not
on
the
agenda.
You
shouldn't
have
collar
on
his
table
records
to
stop
people
from
doing
his
business.
I
almost
thought
you,
okay,.
T
Policy
that
said,
the
liaison
had
to
be
one
of
the
three
members
and
I
am
going
on
it.
Committee
was
approved
in
2016
prior
to
the
term
of
any
liaison
you're
referencing
now
and
I
too,
have
seen
your
own
vaguely,
threatening
communications
and
I
am
wondering
why
you're
not
concerned
about
Michael
or
the
other
belly.
K
T
T
Finally,
you
still
ask
we
all
still
have
that
there
is
anything
that
a
board
member
wants
on
a
committee
agenda.
They
cannot
get
it
on
the
committee
agenda
for
the
last
13
years
for
board
members
of
new
directly
to
the
board
agenda,
so
I
agree.
I
want
I.
I
was
the
person
that
wrote
the
policy
that
moved
the
liaison
and
said
because
there's
time
for
some
committee
in
the
whole,
let's
make
it
the
same
as
the
more
different.
A
T
I'm
not
going
to
sit
here
and
debate
you.
The
policy
that
is
in
your
thing,
from
the
Committee
of
the
Whole
meeting
prior
to
the
tour,
is
changing
its
public
record
and
it
can
be
released.
I
agree
with
you,
but
the
majority
of
the
board
didn't
and
so
I
said
we
would
exercise
these
four
core
members
in
taking
it
directly
to
the
board
right
for
sale.
B
Like
well
thing,
a
nothing
perfectly
impact
here,
I'm
gonna,
build
that
what
I
am
going
to
say
is
that
I
thought
that
policies
are
about
policy,
and
so
it's
not
what
I
think
about
somebody
or
somebody
else
thinks
about
something.
It's
a
policy
on
how
we
conduct
ourselves
as
board
members
where
members
will
come
and
go
so.
B
A
K
A
U
U
I
felt
it
was
sitting
around
ramen
collar
I
felt
that
what
members
fill
their
American
Commons
and
I
don't
want
to
look
sensible
here.
I
think
we
need
to
be
very
honest
among
ourselves.
I
felt
that
a
lot
of
the
board
members
felt
their
income
from
becoming
units
unprepared,
and
he
would
his
questions
with
the
live
meetings.
He
may
ask
things
that
someone
would
consider
to
be
impenitent
and
in
the
temp,
because
at
the
time
we
had
the
committee's
will
be
law.
U
B
U
U
U
Feel
it
was
100%
doesn't
mean
that
he
may
not
feel
the
attack
in
this
scenario
slightly
pursue,
but
she
charged
as
she
said
she
thought
attack.
I
can't
say
that
she
doesn't
what
she
did
was
she
did.
She
has
the
right
to
do
that,
but
I
think
the
much
broader
point
is
reckless
irreverent
causes
Puentes
at
the
nine
of
us
served
all
of
the
residents
anomalous
to
distance
Russell
County.
U
There
are
things
that
Todd,
the
Vincent
will
come
to
Todd's
attention
that
will
not
come
to
our
attention
and
I
think
targeted
doing
due
diligence
that
he
feels
that
information
is
privileged
to
the
board.
I
think
he
would
bring
it
to
the
wholesaler
there's
some
issues.
I've
heard
about
I
think
we
need
to
probably
have
the
discussion
about
that
in
bed
that
do
you
guys
agree
with
the
way.
This
is
typically
something
that
causes
pointman,
be
it
Todd
feels
this
way
and
he's
adamant
about.
U
It
should
try
to
have
the
ability
that
bond
with
one
other
person
or
to
send
these,
which
he
just
send
us
even
for
the
people,
have
a
right
to
have
the
board
that
and
hear
that
information
to
make
sure
that
were
properly
represented
on
our
constituents.
I
think
that
becomes
feels
slightly
attacked
because
I
think
over
time
into
touch
point.
When
we
were
doing
the
her
ste
roundabout
Percy
was
on
the
agenda
a
lot
reverie
Commons
have
a
lot
of
issues
concerning
personal,
whether
or
not
you
agree
with
his
position
or
not.
U
U
Be
that
as
it
may,
I
don't
feel
that
I
should
have
the
authority
to
tell
Tom
erudition
to
have
something
on
the
agenda,
because
I
might
not
think
it's
important
or
we've
got
to
agree
with
it
or
I,
just
don't
like
you,
and
so
because
I've
been
wanking
I'm,
not
gonna.
Put
it
on
you
Jenna
crystal
is
right:
policy
should
not
be
personal,
but
they
are.
U
They
may
have
been
to
some
degree
I'm,
not
saying
that's
right,
but
what
I
am
saying
is
that
Reverend
Collins
at
this
point
is
that
one
person
has
the
authority
or
two
people
have
the
authority
to
not
allow
information
to
be
vetted
by
the
district
brought
to
us
as
information
and
then
potentially
hood
it
on.
This
is
what
are
we
doing?
F
K
F
The
direction
that
that
community
that
mission
wants
to
move
forward
and
making
sure
that
we
capture
the
consensus
of
what
we're
trying
to
convey
about
yourself.
So
how
thinking
wants
me
left
out
of
the
equation?
I
think
that
we're
trying
to
now
pull
in
the
different
octopus
arms-
that's
out
there
and
trying
to
connect
them
all
together
to
make
sure
that
that
everyone
is
on
the
same
page.
Looking
forward,
I
have
a
pulse
on
on,
what's
happening
out
there.
So
now,
I'm
not
concerned
that
that
anything
is
being
mapped
out.
F
But
there
are
a
number
of
different
issues
that
may
be
resolved
and
I
strongly
believe
that
you
allow
staff
to
do
the
job
of
bringing
whatever
idea
is
that
the
community
have
together
those
things
out
and
then
coming
to
us
and
saying:
okay
Board
of
Trustees.
This
is
where
we
are:
we've
done
the
homework
we've
done
the
research
we
look
at
the
demographics.
F
We
have
looked
at
the
scope
of
what's
being
done,
what's
being
offered
whatever
the
case
may
be,
and
we're
moving
we're
coming
to
you
and
after
talking
with
the
community,
to
stakeholders,
here's
where
we
are
and
I
think
nothing
I
strongly
believe.
That's
the
direction
that
they
are
moving
in
to
make
sure
that
we
capture
just
what
was
said
tonight
so
I.
F
I
just
want
to
say
my
piece
and
I
think
that
we
we
need
to
let
staff
you
know
we
hired
a
superintendent
to
hire
staff
to
do
the
work
moving
the
district
forward
and
if
we
get
into
the
weeds
of
discussing
and
telling
Jeff
okay,
the
the
bathroom
needs
to
be
upgrade
because
the
fall
that
is
rusty
on
the
inside
and
what
we
should
not
be
getting
into
those
different
discussions
or
into
those
weeds.
But
staff
is
hired
to
do
that
work
and
to
report
back
to
us.
F
F
You
know
I
hear
what
you're
saying
I'm
just
saying
as
far
as
you're
concerned
about
the
Frierson
situation,
I
believe
strongly
that
Robin
and
Kathy
and
miss
Ambrose
have
the
pulse
on
moving
that
forward,
to
make
the
mute
communication
widely
spread
throughout
that
area.
Nothing
personal
against
you,
okay,.
W
Some
of
the
other
four
men
don't
I,
think
we
need
to
be
counted
clear.
We
spend
or
we're
spending
what
a
great
amount
of
money
to
the
diversity
study,
and
this
board
is
pretty
divided.
We
tried
to
do
each
other
when
it
comes
down
and
we
give
you
truthful
about
what
we're
trying
to
accomplish
here.
I
think
we
move
further
along
down
the
road.
W
I,
don't
agree
with
Tom
in
the
issue
at
the
end
of
the
tunnel
not
to
sit
down,
have
a
cup
of
coffee
and
talk
it
over.
We
should
be
able
to
do
that.
I
have
this
festival
city
by
the
nest,
there's
one
to
the
other
side,
but
sitting
idolatry,
but
when
these
people
meet
wants
to
walk
and
we're
talking
over,
we
need
to
try
to
make
this
thing.
Work
of
diversity,
studies
level
being
at
the
border.
Divider.
A
And
just
one
thing:
I've
bottom:
what
Michael
had
status
want
to
make
sure
everybody
understands
when
we
did
start
looking
at
revising
this.
The
intent
was
specifically
because
people
who
weren't
on
a
certain
committee
would
come
to
the
board
and
we'd
have
to
rehash
that
all
again
and
Trustin
county
uses
that
similar
kind
of
method.
They
have
a
committee
of
the
whole
and
has
absolutely
nothing
to
do
with
Reverend
Collins.
So
it
was.
We
took
the
Greenville
and
look
at
our.
H
A
Can
look
back
at
our
very
first
proposals
and
it
they
actually
came
from
the
Greenville
policy
nope,
you
can
look
back
I'll.
Take
you
back
up,
folders
full
of
it.
The
other
thing
is
Roman
cons
when
we
look
at
other
than
what
you
just
brought
up
about,
Frierson,
which
River
MAC
address,
I,
can't
think
of
any
item
that
you
haven't
been
able
to
get
on
the
agenda,
so
you've
been
very
successful
in
getting
hands
on
me
again.
H
A
H
A
A
W
A
K
K
T
A
X
Right
and
I'm
probably
gonna
be
in
the
minority
here,
but
I'm
just
gonna
stay
for
the
record.
That
I
don't
like
the
idea
of
commercialization
of
the
naming
of
our
schools
or
our
buildings
or
facilities
I'm
just
concerned
that
it
just
sent
that's
a
bad
trend.
It
can
be.
You
know,
you
never
know
what
can
happen.
You
get
it
named
after
some
group
or
commercial
outfit,
and
and
it
could
have
a
negative
negative
feedback
on
all
this.
U
U
X
That's
a
good!
So
what
happens?
If
you
do
have
a
you
know,
an
entity
we
the
highest
bidder,
we've
we've
agreed
to
a
contract
for
some
period
of
term
and
and
then
something
horrible
happens
and,
and
we
do
have
the
commercial
fallout
of
the
negative
perception
of
some
entity.
That's
done
something
horrible
and
trying
to
think
of
something
that
could
happen.
But
let's
say
one
of
the
one
of
the
airlines
decides
to
name
one
of
our
stadiums
in
North
Charleston.
And
then
you
hear
that
they've.
U
X
U
H
My
concern
is
that
I'm
afraid
that
people
will
buy
companies
will
buy
they're
buying
their
right
to
get
the
name
and
I
property
yeah,
as
opposed
to
making
donations
that
they're
actually
really
buying
that
right
of
other
people
that
are
worth
in
the
community
to
have
a
name
after
them
all
those
that
have
worked
with
children
made
very
little
money.
Those
have
coached
sports,
though
their
service
teachers
for
thirty
years
and
someone
some
group
come
in
got
lots
of
money.
We
named
after
you
and
what?
H
A
X
W
Missed
all
the
other
revenue
stream
of
groaning,
our
income,
we're
going
to
have
to
be
able
to
no
Volvo
for
militant
piece
of
militant
Greece.
We
don't
come
up
with
creative
ideas,
kind
of
settle
set
the
despot
all
this
is
the
beginnings
of
tiny
steps
to
do
that
and
they
get
the
district's
to
work
on
some
other
projects
that
can
generate
income
into
the
district.
So
therefore,
I
think
our
staff
is
bright
enough
to
know
what
the
inner
engine.
W
U
A
A
A
H
A
U
Just
simply
wanted
to
ask
about
the
the
recommendation
or
the
potential
recommendation
from
the
diversity
study
and
have
they
submitted
any
potential
requests
from
us
that
have
a
budgetary
impact,
and
if
they
have
is
that
in
this
bleeding
and
if
they
haven't,
are
there
going
to
be
provisions
within
this
budget
to
accommodate
any
recommendations
that
they
may
have.
Pinger
tell
us
coming
forward.
A
V
Met
with
them
preliminary
this
one,
because
you
submitted
that
question
and
the
recommendations
will
be
ready
in
June,
but
from
the
conversation
this
morning,
I
don't
believe,
there's
anything
that
they're
going
to
recommend
that
we
don't
have
the
capacity
to
get
started
on
in
a
very
significant
way
right
away
with
either
either
the
recommendations
don't
require
additional
resources.
They
require
reappropriation
existing
existing
resources,
or
there
are
ways
that
we
can
come
back
to
the
board
within
the
current
budget
and
asked
for
certain
kinds
of
expenditures.
V
If,
for
example,
if
they
needed
one
of
the
things
we
discussed
with
scenario
so
very
clearly,
but
there
are
some
changes
that
need
to
be
made.
We
need
to
lay
out
with
community
leaders
options,
because
you
would
you
prefer
to
do
this
by
option
a
option.
B
your
option.
C
we
can
handle
that
sort
of
commitment
within
the
current
budget,
I
believe,
based
on
what
I
understood
this
morning,
mr.
Kim,
he
may
have
had
us
know.
Z
I
agree
so
I
think
within
current
budget,
given
our
resources,
we
can
certainly
respond
to
any
recommendations
that
may
come
up
from
the
Clemson,
a
study,
at
least
on
a
preliminary
basis.
So
it
depends
again
again
only
the
magnitude
of
the
recommendations,
but
certainly
I,
don't
see
any
reason
we
could
not
get
started.
Z
H
H
A
U
U
Z
Y
X
T
Z
K
Z
Z
So,
for
instance,
you
can
have
a
function
of
instructional
services.
113
would
be
all
of
the
elementary
classroom
on
type
activities.
252
would
be
the
finance
department,
255
would
be
the
transportation
department.
So
that's
one
structure
of
the
budget.
The
second
layer
would
be
the
object.
So
within
each
function
there
could
be
a
number
of
objects
and
those
sobs
extends
which
are
in
the
book
here.
Those
objects
talk
about
the
type
of
expenditure
so
in
the
classroom
and
each
function
in
the
class,
their
salaries,
their
supplies
and
materials
equipment
within
transportation.
Z
As
an
example,
there
again
the
salaries
that
would
be
maintenance
well
for
school
buses
and
then
each
location
then
going
back
to
your
to
30
to
33
to
37
point
5
million
dollars.
We
have
87
schools,
so
each
school
would
have
a
location
and
those
functions
and
those
objects
would
be
broken
out
by
by
those
locations.
Z
So
in
order
for
me
to
be
able
to
provide
specific
responses
to
board
members
requests
and
requests
for
information,
then,
if
I
have
any
formation
up
front
in
advance,
we
could
have
staff
research
and
provide
specifics,
and
so
with
that
volume,
though
I'm
not
able
to,
but
to
respond
to
the
cific
ones
tonight
and
less
I've.
We've
received
our
advance
request
and
this
we
have
information.
H
Z
Do
not
sorry
so
it's
in
a
computer
system,
and
so
if
you
want
to
take
a
look
I'm,
not
if
you
were
like,
if
you
were
like
no,
for
instance,
a
a
Pacific
location
of
Pacific
School,
and
you
might
know
all
this
details
about
that
school,
then
I
would
have
to
have
staff
go
in
and
do
a
a
electronic
query
to
pull
that
data
out
and
provide
that
to
you.
So
we
don't
have
a
book
that
that
lays
all
that
out
again
you
talking
about
30,000
different,
our
unique
line.
H
Z
Z
Z
Z
H
Know
I
want
you
to
also
I
want.
I
will
be
back
to
all
my
questions
tonight
when
I
when
I
what
what
but
got
my
attention
was.
It
I'm
263
there
when
I
was
over
two
million
dollars
and
the
information
that
I
some
of
the
community
service
figures
we're
coming
to
around
the
second,
a
million
dollars
or
so
twelve
million
dollars,
so
I
so
made
love
to
see
a
part
of
it.
Communication
serve
its
community
services
but
absolutely
kind
of
bathroom.
H
Z
T
A
A
H
K
H
You
get,
you
got
really
got
two
things
here.
You
got.
You
got
four
twelve
payments
to
other
agencies
about
a
half
a
million
dollars,
but
you
have
payments
to
nonprofits,
seven
billion,
seven,
eighty
one
thousand
yes,
so
my
question
is
walking
up.
Who
are
those
properties,
nonprofit
organizations
and
what
they
meant
one
in
the
district?
What
did
they
do
for
the
district.
Z
H
Why
was
feelings?
And,
thirdly,
why
are
we
spending
so
much
money
on
probably
supporting
nonprofits
come
our
ways,
but
this
required
a
bit
as
a
budget
here,
nearly
Amy,
never
eight
million
dollars
and,
at
the
same
time,
the
gift
it
is
nonprofits.
We
also
recently
raising
the
millage
the
tax
of
Miller's
in
the
book.
Have
a
budget
increase
so.
H
Z
Z
Specifically
to
function
for
17
on
page
18,
I
was
wondering
one
of
the
questions
we
didn't
see
and
that
that's
seven
point
four
seven
point:
seven
point:
five
million
dollars
in
function
for
17
out
of
the
general
operating
fund.
Are
there
direct
payments
to
meeting
street
at
Brentwood
and
includes
Brendan
with
students
and
burn
students
there
at
Meeting
Street?
So
the
function
description
doesn't
describe
that
in
the
narrative,
the
words
but
with
the
in
the
system.
Z
Z
Z
T
T
Z
T
T
T
We
have
out.
We
have
sold
bonds,
I'm,
sorry
Jeff!
This
is
probably
more
for
you,
but
we've
sold
bonds.
Ever
since
we
started
the
one
cent
sales
tax,
but
we
have
never
sold
bonds
to
pay
back
with
a
tax
increase.
We've
always
sold
bonds
to
pay
back
with
future
revenue
of
the
one
cent
sales
tax.
So
I
have
some
concerns
about
increasing
taxes
to
pay
back.
The
bonds
were
selling
on
these
projects
that
I
I'm,
just
I
I.
Just
don't
get
this
I,
don't
know.
G
C
G
T
In
some
and
I
just
think
it's
I
think
maybe
it's
a
longer
conversation
I
was
prepared
to
have.
We
have
a
30
million
dollar
line
item
for
the
purchase
and
construction
of
a
second
High
School
in
East
hoper.
It
is
on
the
1
cent
sales
tax.
We
could
spend
that
money
to
purchase
land
for
a
second
High
School
in
East
Cooper,
and
if
we
didn't
have
a
renovation
or
expansion
of
a
school
on
there,
I
would
be
concerned
about.
Why
that
why?
It's
not
on
the
list
of
it's
a
necessity,
I
mean
we
can.
T
We
can
consider
that
the
14.2
for
the
d4
stadium
was
an
under
estimate.
Ation,
maybe,
but
we
have
30
million
dollars.
I
mean
I
pulled
it
up.
I
didn't
want
to
get
this
wrong
for
the
purchase
and
construction
of
a
second
high
school.
So
we
have
money.
We
have
it
on
the
referendum.
I,
don't
I'm
a
little
unconcerned
about
using
non
referendum
money
to
pay
for
this,
but.
A
T
A
T
Y
If
I
could
make
it
just
a
couple
of
comments
to
hopefully
address
what
business
coaches
brought
up,
if
you
recall,
we
have
had
increases
in
the
last
two
projects
that
we've
awarded
still
no
part
and
burns
Elementary
School,
and
we
sought
approval
from
the
board
to
increase
the
funding
levels
to
support
those
projects.
We
are
opening
for
more
projects
in
June
and
July.
Y
That
would
hate
to
pull
that
money
away
now
in
lieu
of
cancelling
a
project
that
has
been
approved
already
down
the
road
second
point:
I
wanted
to
make
related
to
the
capital
capital
maintenance.
Ron
had
conducted
a
facilities
assessment
several
years
ago
that
showed
in
need
of
37
million
dollars
per
year
for
capital
maintenance,
we've
allocated
between
50
and
20
per
year.
Y
Under
the
sales
tax
program,
you're
correct,
we
are
putting
money
into
that
program
that
ten
million
dollars
or
we've
added
brings
us
closer
to
that
thirty
seven
million
dollar
shortfall
each
year
to
overhaul
all
those
systems
of
the
facilities
that
were
installed
in
the
first
two
building
programs.
Thank.
A
K
W
Z
F
Z
T
Z
H
K
H
A
H
H
A
A
V
H
H
H
A
H
A
A
U
E
A
A
H
G
T
Think,
what's
different
this
years
we
have
over
35
pages
of
explanations
that
we've
never
had
before
what
a
vote
before.
That's
that's
what
mr.
Kennedy's
done
different
I
counted
amount,
I,
went
to
print
him,
and
that
was
just
too
dang
much
so
I
just
counted
them
out
there
for
35
pages
of
answers.
I.
A
F
AA
U
A
F
H
F
A
A
A
V
All
right,
good
could
I
just
take
a
moment
to
thank
the
board
for
your
support
of
the
budget
and
to
thank
the
staff
and
all
of
the
principal's
the
teachers
and
support
staff
who
worked
really
hard
to
put
this
budget
together.
We
have
three
major
strategic
priorities.
Mr.
Kennedy
spelled
them
out
and
we've
tried
to
design
the
budget
around
those
priorities.
V
We
appreciate
the
board
members
helping
clarify
what
what
our
our
strategic
initiatives
are
moving
forward
and
all
the
work
that's
been
done
to
try
to
make
sure
we
move
resources
intentionally
purposefully
toward
those
reach
ages
and
with
vistor
with
dr.
bridges
reports
we're
going
to
look
at
the
at
the
recommendation
for
how
we
evaluate
the
extent
to
which
we
are
accomplishing
what
we
said
we
wanted
to
accomplish
and
what
this
budget
puts
resources
towards.
So
I
cannot
thank
the
finance
team
who'd.
Let
us
do
this
effort
enough
for
those
who've
been
here.
I.
V
Spent
hours
and
hours
on
this
and
submitted
excellent
questions
to
help
us
improve
the
document
and
refine
our
intense
and
our
targeted
targeting
resources.
Toward
those
intents
it,
it
really
has
been
a
pleasure
working
on
that
this
year
and
all
the
teachers
and
principal
support
staff
for
the
time
they've
put
in
this
is
a
month
to
appreciate
teachers.
So
we
on
behalf
of
everyone
here,
we
want
to
make
sure
that
we
give
a
shout
out
to
the
incredible
work
that
teachers
do
every
day
and
the
results
were
seeing
for
kids
are
beginning
to
show
a.
A
A
F
We
have
with
us
today,
dr.
Randy
bridges
who's
here
with
us
today
have
been
working
along
with
us
in
trying
to
help
develop
a
tool
for
the
next
or
the
next
process
of
evaluating
the
superintendent.
With
this
evaluation
tool,
the
number
of
board
members
have
submitted
over
the
course
of
several
meetings
that
we've
had
with
dr.
bridges
and
dr.
F
Now
I
would
like
to
add
that
this
that
we're
talking
about
today,
in
hopes
of
a
net
of
adopting,
is,
is
to
begin
in
July
of
2019
and
and
at
some
point,
if
we
decide
or
do
some
other
discussion
wants
to
do
something
different
or
earlier,
then
that's
had
it,
but
I
just
want
to
be
clear
that
that
we're
looking
at
july
2019
of
this
tool
being
adopted.
So,
having
said
all
of.
F
A
F
A
F
L
Evening,
madam
chair
members
of
the
board
and
Reverend
Mac,
thank
you
for
having
me
back
again.
My
presentation
tonight
will
be
relatively
short,
because
we've
had
several
conversations
that
have
gotten
a
lot
of
information
from
both
the
board
and
dr.
post
await
in
this
process.
I
always
kind
of
like
to
start
out
with
that
that
you
know,
which
is
your
vision
and
mission
statement,
speaks
to
every
child
being
supported
and
the
value
of
individuals
who
work
in
your
school
district
and
the
ultimate
goal
of
the
education
support
every
child
in
achieving
college,
career
and
citizenship.
L
L
Also
mentioned
to
you
too
less
than
I
was
here,
and
what
I'll
recommend
to
you
tonight
is
a
framework
that
is
consistent
in
the
evaluating
the
superintendent
and
I
think,
based
on
the
work
that
you
have
done
as
a
school
board
as
community
members
staff
parents
and
developing
your
strategic
plan,
that
that
is
an
excellent
place
to
start
in
terms
of
those
eight
goals
that
were
laid
out
and
I'm
using
that
timeline
with
2017
222
2022.
But
again,
I
won't
read
those
to
you,
but
you
are
very
familiar
with
those
I
did
add
two.
L
I'm
sure
you've
seen
this
next
lab,
but
I
want
to
show
it
to
you
anyway.
Those
are
the
nine
standards
that
principals
are
evaluated
on
in
the
state
of
South,
Carolina
and
I.
Think
if
you
looked
at
each
one
of
those
individually
and
go
back
to
your
strategic
plan,
your
mission
and
your
vision,
they
would
align
so
that
consistency
of
purpose
year,
when
he
is
superintendent,
sat
down
to
evaluate
our
principals
was
consistent.
It
was
there
and
I
think
that
would
mirror
very
well
with
your
strategic
planning.
Your
goals.
L
You
probably
have
seen
this
one
as
well:
North
Carolina
standard
for
evaluating
teachers
in
those
four
domains,
instruction
planning,
environment
and
professionalism
and
you'll
notice
on
all
of
these
documents.
They
don't
ever
talk
specifically
about
test
scores
with
the
onus
being.
If
you
do
these
things,
and
you
do
them
well
that
those
should
accelerate
that
kids
should
learn
at
an
accelerated
rate.
If
you
put
these
pieces
together
and
do
them
correctly
so
I
wanted
you
to
see
just
from
an
alignment
perspective
and
a
foundation
perspective.
L
So
those
things
are
ongoing.
I
do
want
to
make
a
few
recommendations
to
you,
and
one
of
my
just
did
is
that
that
you
use
those
strategic
plan
goals
as
a
foundation
for
the
evaluation
and
that
it
generates
an
ongoing
conversation
between
the
board
and
the
superintendent
throughout
the
course
of
the
school
year.
In
terms
of
where
you
are
in
the
process,
I,
listen
to
you
or
your
budget
conversations
and
I
congratulate
you
on
that.
L
I
know
it's
a
long
process,
but
I
really
can't
think
of
anything
that
you
come
up
with
from
a
gold
perspective
that
wouldn't
fit
in
those
10.
Anything.
You
want
to
talk
about
budget
academic
performance
achievement,
whatever
you
want
to
talk
about,
would
fit
in
there.
So
it
doesn't
rule
out
some
very
specific
conversations
about
goals,
but
it
does
set
that
framework.
L
Those
indicators
should
be
used
as
a
guide
for
the
board.
Obviously,
as
you
move
forward
and
you're
evaluating
the
superintendent
at
the
end
of
the
year,
I
mentioned
to
you
last
time
that
there
should
be
indicators
that
the
goal
should
be
monitored,
which
I'll
explain
that
during
the
timeline
that
the
indicators
that
the
district
is
continuously
improving,
that
we
produced
data
to
support
those
two
indicators
and
that
the
board
should
use
the
data
as
a
tool
to
assess
the
superintendent's
performance.
L
We
would
start
out
to
begin
a
school
year
and
have
conversations
above
all,
we
want
our
kids
to
learn,
and
we
kind
of
forgot
about
that
conversation
until
we
got
to
the
end
and
and
you've
got
to
know
that
that
just
doesn't
work.
It
has
to
be
an
ongoing
conversation
about
things
that
are
going
on.
So
in
this
process
with
the
timeline,
it
kind
of
pushes
you
into
a
position
of
continuously
having
these
conversations.
L
As
you
move
into
the
process-
and
you
actually
start
the
evaluation
process
and
I
listed
distance
for
your
information,
of
course,
these
conversations
initially
take
place
in
the
executive
session
and
I
think
it's
important
that
the
board
come
to
consensus
on
what
that
looks
like
and
when
your
doesn't
mean
that
everybody
has
to
agree.
I,
don't
expect
that
for
anywhere
I've
ever
worked
anyway,
but
come
to
consensus
on
what
that
final
evaluation
process
and
the
conversation
that
you're
going
to
have
what
the
superintendent
should
be.
L
Timeline.
I
did
ask
dr.
post
if
she
could
provide
you
with
the
summary
of
the
strategic
plan,
I
think
last
year
you
may
have
gotten
that
document
in
November
and
asked
her.
Could
she
possibly
provide
that
to
you
in
June,
and
she
said
that
she
could
so
I
think
that
would
be
good
information
for
you
to
have
to
start
in
July
with
step
one
of
the
process,
which
would
be
that
conversation
and
executive
session
about
go
for
the
coming
school
year
now.
L
The
reason
why
I
said
the
strategic
plan
summary
is
before
that.
Going
into
that
conversation,
you
probably
will
have
read
a
great
deal
of
discussion
about
the
strategic
plan,
but
there
may
be
some
other
items.
I
don't
want
to
eliminate
anything
outside.
That's
not
completely
spelled
out
the
strategic
plan
at
one
of
the
examples
I
gave
Reverend
Mac
was
and
I
know
you
already
have
dispositions
as
an
example.
There
is
some
specific
program
that
you
would
like
to
see
in
all
of
your
middle
schools.
L
You've
heard
about
it,
you'd
like
for
the
superintendent
and
staff
to
research
that
and
give
us
your
lea
input
on
feedback
on
what
that
program
is
and
how
effective
it
is.
It
doesn't
take
those
opportunities
away
from
you
because
you're
the
foundations
in
the
goals
of
strategic
plan.
You
still
have
other
venues
that
you
can
assign
goals
for
the
superintendent
in
that
July
conversation
after
that,
and
that's
agreed
upon
the
next
step
would
be
in
December.
You
would
get
an
update
on
a
strategic
plan,
any
other
goals
that
have
been
established
by
the
board.
G
L
In
in
July-
and
this
is
a
July
July
timeline,
then
there
will
be
a
summary
of
all
that
information
throughout
the
course
of
the
school
year.
That
could
be
right.
It
provided
to
you
on
a
strategic
plan
and
the
goals
that
have
agreed
upon
by
the
board
and
superintendent,
and
then
we
note
that
the
state
results
come
out.
October
November
and
you
would
be
you
provided
a
summary
report
on
that
and
I
think
dr.
L
post
Wade
has
worked
on
some
other
things
and
I've
heard
you
talk
about
other
assessment
tools
and
other
ways
to
measure,
rather
than
waiting
until
November
and
October
November
to
get
that
results
and
I
think
she
and
her
staff
are
working
on
some
information
that
could
be
provided
to
you
about
student
achievement
in
the
summer.
That
would
would
would
dovetail
with
this.
With
this
process.
L
If
you
choose
to
to
use
the
radio
system,
then
you
can
assign
the
point
value
to
that
that
you
would
like
to
assign
to
it.
If
that's
something
that
you
would
like
to
do,
I
wanted
to
include
that
as
well.
Also
has
some
conversations
about
you
wanted
to
eliminate
the
rating
system.
Well,
if
you
want
to
do
that,
it
doesn't
change
the
processing
at
all
in
terms
of
the
sharing
of
information
about
the
strategic
plan
goals
and
ongoing
goals.
All
the
information
remains
the
same.
L
In
absence
of
the
superintendent
and
come
to
a
consensus
about
the
performance
and
a
statement
can
be
written
by
the
board
about
her
performance
and
that
could
be
submitted
to
the
community
and
to
the
media,
and
it
could
be
done
by
the
chair,
but
the
document
itself
would
be
produced
by
the
board
and
and
then
you
need
some
a
policy,
a
couple
of
policy
adjustments.
If
you're
going
to
go
in
that
route,
the
gelada
july
timeline
will
get
you
in
line
with
the
the
contract
that
the
superintendent
currently
has
in
place.
L
So
that's
a
that's
a
quick
run
through
some
of
the
things
we
talked
about
last
time
and
a
few
things
I
added
after
having
some
additional
information
sent
to
me
from
you
and
I'll
pause
right
there
and
I
know.
Dr.
post
weight
had
put
this
at
your
seats
and
three.
If
you
would
speak
to
that
for
just
a
minute,
I'd
appreciate
it.
V
Thank
you
and
miss
Jeffrey.
What
dr.
bridges
is
referring
to
is
another
version
of
the
outcomes.
We
seek
document
the
indicators
document
that
we
and
the
board
have
been
working
on
for
a
few
months.
It's
divided
into
the
three
sections
that
are
correlated
to
the
three
strategic
priorities.
The
first
is
is
increasing
student
achievement
or
making
sure
that
more
students
are
ready
that
we're
closing
opportunity,
gaps
along
the
pre-k
through
12
into
career
or
college
continuum,
developing
talent
and
focusing
on
equitable
distribution
of
resources.
V
So
what
we
did
this
time
was
to
back
up
and
start
with
three
and
four-year-olds.
So
we
don't
know
exactly
what
instrument
we
should
use,
but
we
need
to
make
sure
that
the
measurements
that
we're
using
with
three
and
four
and
five
year
olds
are
aligned
to
what
first
graders
are
supposed
to
know,
because
right
now
at
some
point
in
our
system,
it
looks
as
though
all
children
are
doing
extremely
well
and
that
the
next
year
they
fell
off
the
cliff
and
that's
a
an
indicator
of
a
misaligned
system
of
measures.
V
So
our
readiness
measures
aren't
really
measuring
those
things
well
enough
that
students
have
to
be
able
to
do
to
be
successful
at
from
one
level
to
the
next
in
all
instances.
So
we
think
we
have
to
back
up
to
three
and
four-year-olds.
Then
we
get
to
kindergarten
and
you'll
see
mention
of
the
fast
assessment.
That's
the
new
early
literacy
assessment
that
was
selected
by
our
teachers
and
that
schools
can
voluntarily
use
this
coming
year.
If
assuming
they're,
the
experiences
in
the
volunteer
schools
are
positive.
V
That
would
be
rolled
out
to
all
schools
the
following
year
and
then
we
get
to
third
grade.
Then
you
begin
to
just
see
how
this
progression
works.
Last
time,
I
shared
with
you,
some
information
about
Lexile
levels
per
career
and
we
that
can
be
broken
down
into
almost
any
career.
One
can
think
whether
it
requires
additional
college
beyond
high
school
or
whether
it
requires
career,
certification
or
intensive
training.
One
interesting
thing
to
me
about
the
Lexile
levels
when
we
look
at
them
is
that
is
the
uniform,
high
expectation.
V
That's
there
for
virtually
any
career
a
young
person
would
choose,
so
we
don't
have
to
worry.
So
much
anymore,
that
if
you
go
in
this
direction
toward
a
trade
you're
disassociating
yourself
from
college
collegiate
opportunities,
because
the
expectations
for
both
are
extraordinarily
high.
So
if
we
start
at
the
third
grade
and
use
Lexile
levels
and
for
reading
and
quantile
levels
for
mathematics,
regardless
of
what
assessment
anybody
uses
will
have
that
measure
that
can
be
can
stay
constant.
V
So
whether
South
Carolina
decides
to
stick
with
the
current
South
Carolina
assessments
or
in
the
next
procurement
opportunity
go
with
some
other
assessment,
whether
some
schools
decide
to
use
map
or
some
other
nationally
normed
assessment,
whether
we're
looking
at
how
students
are
scoring
on
the
the
software
that
we
use
to
help
individualize
like
Lexia
or
Aleks
in
mathematics.
That
stays
the
same.
That's
the
thermometer
that
tells
you
are
are
all
kids
at
98.6
and
so
we're
suggesting
that
we
use
Lexus
another
big
advantage
of
Lex
Isles
and
quantiles
is.
V
We
will
know
for
the
majority
of
our
students
who
have
any
sort
of
test
score.
What
they're
like
solid
quantile
levels
are
when
the
school
year
is
out,
so
it
doesn't
put
it
in
this
situation,
where
we
have
to
wait
till
the
next
fall
to
figure
out
what
it
is.
We
need
to
be
doing
differently.
It
allows
us
to
begin
planning
and
aligning
resources
prior
to
the
start
of
the
next
school
year.
V
So
you'll
see
that
I
just
wanted
to
mention
that
switch
from
a
particular
test
to
Lex,
island,
quantiles
and
you'll,
see
us
following
through
with
that,
just
as
as
far
as
we
can
contain
get
through
when
we
get
to
high
school
last
time,
Reverend
Collins
I
think
you
said
there
were
a
whole
bunch
of
things
lumped
together,
so
we
that
was
a
excellent
point.
So
we
separated
those
out
into
indicators
like
dual
credit
courses,
students,
completing
international
baccalaureate
or
AP
courses
with
a
grade
of
C
or
better.
V
We
could
would
also
want
to
look
at
how
they're
scoring
on
the
AP
exam
looking
at
students
who
earn
the
state
career
certificate,
the
the
silver
or
higher
assessment.
That's
the
career,
readiness
or
a
score
of
31
or
higher
on
the
armed
services,
vocational
aptitude
battery,
looking
at
AC
T
in
the
SAT,
so
that
we
have
comparable
scores
with
other
districts
around
the
country.
V
So
we
begin
then,
to
draw
a
picture
of
this
continuity
from
pre-k
through
the
12th
grade,
and
we
can
create
for
parents
and
for
students
and
for
educators,
an
understanding
of
the
opportunity
gaps
and
we
can
begin
to
target
our
resources
exactly
where
they
need
to
be
targeted.
That
helps
tie
together
the
superintendent's
evaluation
with
the
strategic
priorities
and
the
budget,
and
it
should
type
in
with
the
activities
that
that
principal
and
teacher
level,
as
dr.
bridges
pointed
out.
So
we
get
down
then
to
developing
talent,
and
we
have
some
indicators
there.
V
The
you
may
have
some
different
indicators
in
in
mind,
but
we
want
to
know
how
many
teachers
successfully
completed
their
first
year
with
us
and
are
continuing
how
we're
we're
doing
in
terms
of
being
able
to
attract
and
retain
and
reward
talent.
Our
teachers
perfect
participating
in
professional
development
programs
that
are
aligned
with
the
strategic
initiatives.
Then,
what's
the
feedback
from
the
teachers
about
those
programs
and
so
forth?
How
many
the
one
I
like
is
the
last
one?
V
We
don't
have
any
leverage,
so
we
have
to
make
I
think
some
policy
changes
to
really
get
at
that
one
not
to
take
any
authority
away
from
principals,
but
to
give
us
some
authority
to
make
sure
these
things
are
done
before
people
go
on
vacation,
for
example,
which
happens
to
us
sometimes
and
then.
Finally,
our
focus
on
equity.
We're
looking
at
these
could
be
any
indicators
for
us
this
year.
V
We
know
retaining
math
teachers
is
a
challenge,
so
we're
focusing
particularly
on
math
teachers
in
high
poverty
schools,
because
one
of
our
strategic
priorities
has
to
do
with
paying
math
teachers
more
to
work
in
high
poverty
schools.
That
strategy
appears
to
be
working,
but
once
they
go,
are
they
staying
did
that
work,
and
then
we
can
look
at
the
impact
on
on
the
student
success
rates.
So
mr.
Miller
to
your
point,
the
percent
of
students
receiving
instruction
in
the
arts,
music
and
foreign
language
that
defined
minimum
program.
V
How
close
are
we
coming
to
the
goal
of
delivering
it
to
everyone?
The
schools
that
we're
teachers
are
receiving
full-time,
instructional
coaching
so
that
teachers
are
getting
the
supports
that
they
need.
We
look
at
english-language
learners
who
are
becoming
proficient
in
English,
and
one
really
interesting
piece
of
information
is
that
in
one
of
our
schools
this
year,
both
the
valedictorian
and
salutatorian,
our
previous
English
language,
learners
in
our
system.
So
that
tells
us
that
that
some
aspects
of
some
folks
are
pretty
darned,
effective,
pretty
impressively
effective,
and
then
we
look
at
our
special
needs.
V
Students
who
are
immediately
exceeding
their
IEP
growth
goals,
then
on
the
second
page,
are
some
indicators
you
haven't
seen
before,
and
these
have
to
do
with
effective
operations.
We
thought
that
you
would
also
want
to
look
at
these
kinds
of
indicators
that
haven't
been
explicitly
spelled
out
before
in
the
superintendent's
evaluation.
So
basically
the
cabinet
and
and
I
work
together
to
say
of
all
the
things
are
responsible
for.
V
How
do
we
boil
this
down
to
represent
what
that
the
the
district's
cabinet-level
leadership
team
is
responsible
for
affecting
what
are
the
highest
leverage
activities
that
we're
responsible
for
that
impacts,
teaching
and
learning?
So
that's
what
you
have
on
the
second
page
again,
this
isn't
intended
to
be
final
tonight.
V
It's
just
to
give
you
an
example
of
the
kinds
of
data
that
we
would
find
very
meaningful
in
terms
of
being
more
systemic
and
purposeful
in
targeting
the
students
who
who
most
need
our
help
and
ensuring
that
all
students
have
a
chance
to
close
the
gap
between
what
they
want
to
do
and
where
they
are
in
our
system.
Bottom
line,
public
school
in
Charleston,
County
and,
in
my
view
throughout
the
nation,
exist
to
make
sure
kids
have
opportunities
when
they
leave
us
that
they
would
not
have
had
it.
V
They
not
been
with
us
and
that's
the
measure
upon
which
we
should
judge
our
success.
So
that's
what
we
try
to
capture
in
this
document
and
we
wanted
to
share
it
tonight
not
to
get
bogged
down
in
the
conversation,
but
just
to
make
sure
that
you
understood
that
through
all
these
words,
there
is
the
the
the
intention
to
be
very,
very
focused
and
purposeful
about
our
work.
V
L
You
dr.
Pollard,
and
that's
a
great
document
that
your
staff
has
come
up
with
and
again
with
supply
the
board,
with
a
lot
of
information
deep
and
wide
about.
What's
going
on
in
your
organization,
I'm
prepared
to
put
all
of
this
together
in
terms
of
the
matrix
for
the
evaluation
piece,
including
the
last
piece
that
was
to
share
with
you
in
some
regard,
and
have
that
back
to
you
for
your
consideration
in
terms
of
the
process
that
you
may
want
to
use.
So.
F
L
H
H
T
H
I
want
I
want
I,
don't
know
what
it
says.
Percent
who's
gonna
fill
that
in
the
percent.
With
he's
one
sensor
percent,
he
stalled
you
saying
that
what
I
represented
is,
we
know
would
be
that's
that's
what
it
is.
It's
thirty
percent
they
seen
it
or
250
person
didn't
see
their
forty
percent
I
kind
of
like
note
to
me
about
that,
but
I
like
to
see
some
some
SC
ralien,
some
might
define
and
also
for
in
for
high
school,
for
example.
The
in
the
end
of
course,
is
not
for
every
it's.
H
Not
every
class
I
know
you
at
his
us.
History
is
one
and
I
think
mascot
I'm,
not
sure
I,
don't
know
which
one
but
I
know
US
history,
but
I
know
there's
only
about
three
courses
in
the
high
school
and
have
been
divorce
as
I
am
you
can
tell
you
can
tell
you
already
know
what
whatever
was
supposed
to
happen
in
one
of
those
suckers
up
in
the
course
so.
V
H
H
Simply
can
begin
incorporate
reason.
I
want
to
cover
is
summative.
The
standard,
then,
is
the
state
standard,
because
they're
independent
of
our
way
of
thinking,
we
have
to
see
someone
else
point
of
view.
I
was
what's
what
displayed
things
you're
doing
or
could
be,
but
they
see
ready
for
that
or
the
map
would
be
to
be
to
see
the
growth.
The
growth
on
that
map
didn't
tell
us.
They
said
where
we
are.
H
It
shows
how
much
the
student
is
growing
from
where
they
started
where
they
are
now,
but
it
took
could
be
three
grade
3
grade
that
was
behind.
Obviously
the
growth
that
went
in
hand
then
up
another
man
SCC.
Yes,
he
really
tried
to
show
us
where
they
are
today,
so
I
think
the
combinations
be
good
the
world
whatever,
though
I'm
so
busy.
My
thoughts,
let
me
have
some
standardized
testing
in
place.
This.
L
H
B
H
T
T
More
right,
more
so,
when
I
see
percent
of
primary
students
who
met
or
exceeded
one
year's
academic
growth,
I
know
that
means
one
through
three
four
five
I
know
that
means
math,
because
that's
what
we
do
when
it
says
percent
of
middle
grades
who
met
or
exceeded
one
year's
growth.
I
know
that
means
six,
seven,
eight
and
that
means
math,
but
to
Reverend
Collins.
This
point
he
didn't
know
that's
what
that
meant
and
when
you
have
fast
delineated
as
the
assessment
for
early
learning.
T
Those
are
scores
of
SC
ready
because
of
state
law
that
they
take
SC
ready
and
those
the
scores
of
it,
but
it
doesn't
say
that
so
maybe
we
want
to
put
some
more
identifying
language
in
here,
so
that
folks,
who
don't
actually
look
at
that
and
then
automatically
think
that
would
realize?
That's
what's
talking
about.
T
And
so
this
is
more
to
the
board
I
guess,
because
teacher
retention
by
definition
is
turnover
and
length
of
length
of
employment.
So
I
I,
like
the
number
of
teacher
vacancies
at
the
beginning
of
the
term,
but
I'd
like
to
see
something
that
is
percentage
of
staff
in
the
schools
to
measure
turnover,
I,
think
that
would
be
a
good
measurement.
I,
don't
know
if
I'm
not
saying
we
need
86.
T
Categories
but
I
think
percentage
of
turnover
is:
is
that
as
important
as
number
of
vacancies?
Just
in
the
terms
that
you
have
ten
vacancies
in
a
school
with
50
teachers
and
you
can
have
210
vacancies
in
school
with
20
teachers,
I
wonder
if
the
board
would
want
to
put
on
there
something
about
length
of
service
number
of
teachers
who
have
spent
X
number
of
years
in
CCSD.
You
know
benchmark
that
I
absolutely
agree
with
the
buses
arriving
on
time,
because
until
Michael
Miller
drilled
that
into
our
heads,
we
never
realized
that
equals
learning
time.
So.
T
U
Is
there
any
way
in
your
mind
that
we
could
use
maybe
a
standard
that
the
state
doesn't
use,
but
other
states
traditionally
have
been
using
for
a
longer
period
of
time,
because
I
think
is
very
difficult
for
us
to
judge,
jury,
t'as
or
any
superintendent's
progress
in
our
system
when
state
standards
changed
from
time
to
time.
So
is
there
any
way
that
we
could
use?
Let's
say
a
standard
on,
let's
say
a
standard
that
let's
say
Vermont's
using
and
let's
say,
Vermont
and
30.
U
Other
states
are
using
the
same
standardized
testing
in
their
systems
and
their
school
districts
across
those
states,
and
it's
been
consistent
over
the
last
10
15
20
years.
Could
we
adopt
something
like
that?
Maybe
in
addition
to
what
the
state
would
ask
this,
so
we
have
a
benchmark
to
determine
where
we
are
and
what
we're
doing,
because
it's
difficult
to
measure
her
success.
If
the,
if
the
goal
line
keeps
changing.
K
L
L
It
is
and
he's
doing
a
lot
of
work
in
Texas
and
Georgia
and
nationally
about
standardized
testing,
and
particularly
these
ABC
assignments
to
schools
and
school
districts,
and
it's
been
a
day
with
him
in
Rowan
County,
and
he
was
talking
about
multiple
measures
and
North
Carolina's
doing
something
called
restart
schools,
okay,
their
schools
that
have
been
a
success
period
of
time
and
they
basically
forgiving
them
block
grants
to
say
you
decide,
and
but
they
didn't
take
away.
The
fact
that
those
kids
still
have
to
take
this.
Nor
cannot
stand
it.
L
You
know
those
tests,
so
maybe
in
the
eyes
of
administrators
and
teachers
that
may
look
like
you're
putting
more
on
my
plate.
So
the
state
of
South
Carolina
is
saying:
yeah
we'll
give
you
some
flexibility
to
do
some
of
the
things
you
just
described,
but
that's
a
Charlton,
County
Schools
issue.
You
don't
get
to
take
these
things
off,
so
you
end
up
giving
them
more
to
do.
L
U
Boiling
it
down
to
the
student
and
identifying
needs
strengths
and
interventions
that
were
taking
place
within
each
student
to
see
exactly
where
our
kids
are
and
what
we
need
to
do
back
to
your
question
about
how
things
ought
to
be
directly
linked
to
the
budget
and
results.
Student
achievement
and
student
results
ought
to
be
intertwined
with
that
budget,
and
so
this
I
think,
is
a
very
good
blueprint.
Obviously
there's
a
lot
of
things.
I'd
love
to
see
on
here.
U
U
U
In
the
last
thing,
I
like
to
say
on
page
four,
you
you
have
a
listing
of
what
the
principal
nine
evaluation
standards
are
in
the
four
teachers,
the
four
teacher
domains
were
and
all
I
would
say.
When
you
mentioned
the
teachers
you
mentioned,
they
didn't
mention
any
data
points,
but
if
they
did
all
four
well,
that
should
drive
student
achievement
and
unless
we
find
another
way
to
determine
how
to
measure
student
achievement,
there
has
to
be
data
points
in
my
career.
Now.
U
U
F
So
I
just
like
said,
thank
you
to
all
the
board
members
for
your
comments,
your
questions
and,
if
I'm
hearing
correctly
we're
giving
dr.
bridges
marching
orders
to
develop
a
tool
that
he
will
get
back
to
us
within
the
next
couple
of
weeks,
with
hopes
of
at
our
June
board
meeting
to
be
able
to
finalize
the
evaluation
tool
moving
forward
now.
F
We
we
established
that
for
two
reasons:
one
we,
as
we
start
out
with
the
strategic
plan,
moving
forward
and
have
developed
the
tools
of
the
evaluation
we
start
in
that
July
period
and
then
in
November.
The
other
ponent
of
the
test.
Scores
that
will
be
derive
will
be
able
to
assess
accordingly
in
that
manner.
So
so
so
we
came
up
with
that
matrix
to
be
able
to
cover
both
half
of
the
test,
scores
being
revealed
and
also
the
strategic
plan
that
has
been
put
in
place
and
evaluating.
F
Assessing
that
now
it
gives
a
midpoint
timeframe
as
well
to
be
able
to
give
feedback
to
the
superintendent
to
make
sure
that
that
2-1
we're
giving
we're
giving
the
necessary
tools,
that's
needed
to
help
her
to
be
successful
and
also
for
the
district
to
be
successful
moving
forward.
So
it
gives
a
midpoint
and
then
an
after
point,
if
they're
after
to
be
able
to
make
sure
that
we're
giving
a
fair
assessment
evaluation
moving
for.
H
H
H
H
L
L
You
start
the
conversation,
this
July
that's
step.
One
you've
got
your
strategic
plan
summary
and
you've
got
your
strategic
plan
moving
forward
in
those
three
items
that
you've
identified
for
the
upcoming
1819
school
year.
You
checkpoint
that
in
December
with
that
ongoing
conversation,
the
next
July
you
finalize
that
evaluation
for
the
school
year.
It's
that
make
sense.
H
L
H
F
Plan
moving
forward
initially
is
to
adopt
this
evaluation
to
for
july
2019
to
begin,
but
we
have
an
existing
evaluation
tool
already
in
place
this.
This
could
literally
replace
it
to
where
we
can.
The
first
portion
of
this
evaluation
could
literally
start
this
July
and
the
other
component
being
completed
after,
if,
if
so
desire
to
move
in
that
direction,
of
course,
in
in
collaboration
with
the
superintendent,
if
she's
so
desired,
because
initially
we
already
have
from
the
last
evaluation
that
we
did,
that
tool
is
the
one
that
we
have
in
place.
W
A
Right
right
now,
the
way
the
the
superintendent's
evaluation,
the
superintendent's
contract,
says
that
the
superintendent
shall
submit
to
the
board
a
recommended
format
for
conducting
the
evaluation
and
the
evaluation
piece
and
I
think
what
Eric
is
saying
is
that
what
once
we
agree
and
vote
on
this?
What
we've
been
talking
about
that,
ideally
based
on
how
all
this
work
should
start
next
summer
next
summer?
But
if
we
all
agree
in
its
way,
so
it
based
on
the
way
the
contract
is
and
everything
it
would
start.
For.
A
You
know
we
would
say
to
the
superintendent
you
know
this
is
we
can't
evaluate
her,
go
back
and
say
we're
gonna,
evaluate
you
on
this
new
format.
Unless
she
says
you
know
what
I've
been
a
part
of
all
this
and
I
think
we
should
use
this
format,
so
it
could
be
that
she
says
yeah.
Let's
move
forward
with
with
this
now,
and
we
don't
have
to
wait
a
year
to
get
it
started.
T
A
Yeah
I
think
I
think
we
all
agree.
We
need
that.
We
need
to
have
something
in
place
that
we
can
all
agree
on
and
we
don't
have
to
argue
ridiculously
about
it
each
time
when
it
comes
up,
so
we
can
mentor
wheat,
maybe
for
when
we
look
at
it
in
the
next
step,
we
can
look
at
you
know
it
was
on
paper.
It
would
start
July
whatever
2019,
so
we
can
make
sure
we're
all
on
the
same
page.