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From YouTube: May 7, 2018 COW Special Called Meeting
Description
May 7, 2018 COW Special Called Meeting
A
A
B
F
You
know
I
am
gonna.
Ask
during
the
meeting
of
some
of
the
items
on
the
board
meeting
are
not
urgent
that
they
be
fooled
because
I
feel,
like
we
shouldn't,
be
doing
meetings
in
the
middle
of
the
day.
Alyssa's
a
project
student
related
matter,
but
I'd
like
to
wait
until
after
executive
session
that
which.
A
E
F
A
A
A
F
A
E
A
A
A
A
A
E
A
J
Have
some
thoughts
on
that?
Thank
you.
I
would
like
to
share
just
a
way
to
think
about
the
data
that
we
look
at
so
I
have
to
start
with
this
green
droplet
that
local
business
leaders
put
together
just
walk
through
it
very
quickly.
It
would
take
less
than
four
minutes
you've
seen
that
the
chart
on
the
job
creation
forecast
chart
before
that's
the
several
different
consultants,
prediction
of
the
jobs
that
are
going
to
be
available
in
our
region
in
the
next
five
or
so
years.
J
It
shows
by
different
fields
how
many
jobs
will
be
available,
and
we
all
know
that
there
is
a
huge
gap
between
the
people
that
we've
had
ready
to
accept
the
jobs
and
the
living
wage
jobs
that
are
available.
So
we
asked
specifically
for
the
chamber
to
focus
on
living
wage
jobs,
and
you
talked
with
them
about
our
school
districts,
responsibility
to
try
to
help
children
from
families
of
generational
poverty
get
into
living
wage
jobs
so
that
they
could
begin
to
help
their
families
work
work
into.
J
The
income
we
can
sustain
your
family,
so
the
next
page
just
simply
talks
about
all
of
the
steps
that
seniors
took
to
try
to
invite
Chamber
members
and
non
chamber
members
to
participate
in
creating
this
report.
For
us,
the
next
page
lays
out
the
three
main
sections
of
the
report
since
we're
just
turning
pages
I'm
going
to
go
ahead,
then,
to
section
one,
the
section
one
talks
about
fundamental
skills
and
they
lay
out
the
standard
skills.
J
What
it
looks
like
to
be
able
to
learn
what
it
looks
like
to
have
work
the
math
skills,
the
communication
skills
reading
for
information
and
team
player.
Those
are
the
basics
to
get
into
the
door.
Then
they
talk
about
competitive
advantage.
If
you
want
to
go
to
work
in
a
small
business
or
in
a
very
large
corporation
and
hope
to
be
on
a
track
to
advance
the
competitive
advantage,
skills
are
those
that
they're
asking
us
to
focus
on
with
students
as
well.
So
the
next
take
about
nothing
else.
J
J
So
if
you
turn
the
page,
you
see,
building
and
construction
may
lay
out
the
number
of
jobs
that
will
be
available,
the
average
annual
wage
they
talk
about
the
salaries
of
some
of
the
occupations
inside
see
a
vacuum
of
that
industry,
and
then
they
lay
out
the
communication
skills,
the
math
skills,
the
organization
skills
mechanical
skills.
This
is
really
important
to
us,
because
we
know
right
now,
there's
a
big
gap
between
what
we
are
teaching
in
some
of
our
classes
and
what
kids
really
need
out
on
the
job.
J
We
know,
for
example,
but
our
mathematics
classes
that
kids
are
required
to
take
in
order
to
graduate
aren't
teaching
enough
of
the
right
skills
that
employers
need.
So
we
need
to
work
to
try
to
with
the
state
to
change
what
it
is
that
we're
allowed
to
teach
and
so
in
our
classes,
because
our
we're
teaching
and
testing
skills
that
are
way
off
target
to
what
Boeing
and
and
Intertek
and
Hendrix
automotive.
It's
gonna
be
asking
kids
to
do
so.
You
turn
the
page.
You
see
the
same
sort
of
layout
for
culinary
and
hospitality.
J
J
So
again
they
lay
out
with
specific
skills
in
communication
in
problem
solving
and
analytical
skills.
They
get
pretty
specific
about
what
what
kids
are
going
to
be
able
to
don't
need
to
be
able
to
do
in
order
to
get
their
foot
in
the
door
in
the
next
page
you
to
get
to
manufacturing
and
production,
and
sometimes
we
hear
people
tell
you
for
your
distinct
that
we
are
not
considering
the
trades,
but
indeed
we
are,
and
once
more
the
industry
leaders
have
helped
us
say
beyond
these
basic
skills
that
we
talked
about
at
the
beginning.
J
These
are
communications
and
math
skills
and
then
the
final
example
in
the
transportation,
distribution
and
logistics.
We
had
a
couple
of
people
come
talk
to
us
and
a
recent
board
meeting
and
they're
talking
about
the
jobs
will
be
available
in
the
area
of
logistics.
With
the
ports
authority,
so
finally,
then
you
get
to
Alaska
use
in
the
report
and
those
two
pages
deal
with
the
soft
skills,
the
basic
skills
that.
J
J
When
we
start
to
look
at
how
we
know
our
schools
to
be
successful,
I
would
hope
that
we
think
about
the
major
responsibilities
of
Charleston
County
Schools
I
was
making
sure
that
every
child
who
leaves
us
has
opportunities
that
he
or
she
would
not
have
had
had.
We
not
had
they
not
really
with
us.
So
if
that
doesn't
happen,
we
just
invested
supposedly
spend
ten
thousand
dollars
a
year
for
our
child
who's
with
us.
J
For
13
years,
we
just
invested
one
thirty
thousand
dollars
from
a
child
who
leaves
us
without
having
more
opportunities
than
they
would
have
had
had
they
not
been
without
that's
the
way,
I
think
all
of
the
foods
that
think
about
whether
we're
getting
the
job
done.
So
when
we
think
about
it,
like
that,
it
leads
us
I
think
to
some
very
different
ways
of
thinking
about
the
metrics.
The
measures
that
we
would
use
to
judge
our
effectiveness
on
the
best
way
at.
F
F
We
need
to
prepare
our
students
to
access
these
jobs
which
require
these
skills
of
these
knowledge.
That's,
but
are
we
lined
up
where
we're
allowed
to
teach
the
things
that
you
just
showed
us
in
this
book?
Is
the
state
standard
allowing
this
now,
so
we
could
judge
whether
this
districts
executing
that
correctly
or
are
there
still
barriers
to
some
of
these
things
and.
H
J
C
J
C
H
J
Lead
to
the
education,
Oversight
Committee
and
then
last
week
we
went
to
Columbia
and
met
with
all
the
superintendent's
from
around
the
state,
with
state
department
representatives
there
to
try
to
get
a
lot
of
support
for
this
report.
A
couple
superintendents
have
already
called
this
morning.
Superintendents
have
asked
for
this
report
electronically
and
the
state
the
David
Matthews
who's.
A
deputy
superintendent
for
innovation
has
told
us
that
they
would
be
willing
to
talk
with
us
about
working
regionally
to
set
up,
and
that
would
really
focus
the
readiness
so.
F
J
Is
still
misalignment
and
it
will
take
a
waiver,
but
there
is
a
process
for
us
to
get
that
way.
So
thinking
that
we
can
get
that
done
by
next
September
implemented
in
all
of
our
schools
would
be
wildly
ambitious
and
hyperbolic,
but
we
want
to
get
it
started
and
regionally
in
Dorchester
too,
and
for
Berkeley
and
Charleston
can
work
together
to
combine
to
have
one
person
work
on
this
for
us
full-time,
just
constantly
constantly
constantly
working
on.
J
Only
this,
we
think
we
can
make
a
great
deal
of
progress
over
the
next
year
to
be
able
not
only
to
be
allowed
to
do
it,
but
to
build
the
capacity
and
be
prepared
to
to
teach
some
different
courses
that
are
more
in
line,
so
the
next
three
sheets
should
go
pretty
quickly.
The
first
one
shows
you
the
scores
that
kids
have
to
have
in
order
to
be
able
to
major
in
these
particular
areas.
This
kids
and
parents
of
teachers
never
see.
This
is
the
kid
in
curriculum.
J
When
we
talk
about
the
in
equities
that
are
baked
into
our
system.
This
is
one
of
the
inequities
because,
if
you
have
been
through
these
kinds
of
programs
yourself,
you
know
that
this,
but
if
you
come
from
a
family
that
hasn't
had
children
go
get
into
college
or
try
to
get
into
programs,
you
don't
even
know
that
this
is
yes,
it's
sort
of
hidden
away
somewhere.
J
So
you
don't
know
that
if
you
want
to
be
a
medical
office
assistant
in
healthcare
that
when
you
take
a
test,
you
have
to
score
at
least
81
on
sentence,
skills
and
71
on
reading,
or
you
can't
get
into
that
major.
You
have
to
pay
money
and
take
remedial
courses,
so
these
are
scores
off
of
the
tests
called
the
Accuplacer.
The
Accuplacer
is
not
going
to
be
used
anymore,
but
this
is
what
our
kids
used
to
have
to
pass
to
get
into.
J
Try
the
Technical
College
try
to
Technical
College's,
changing
the
way
that
they
accept
students,
but
this
sort
of
readiness
process
exists
at
almost
every
institution
of
higher
learning,
and
it
certainly
exists
when
you
try
to
get
career
credentials
in
the
trades.
So
what
we're
looking
for
is
the
number.
How
would
we
know?
How
would
you
know,
as
several
of
you
have
children
in
schools?
How
would
you
know
how
close
your
child
is
to
being
ready
for
something
like
this?
J
So
that's
what
we're
looking
for
we're
reminding
you
of
when
we
talk
to
you
about
lifestyles,
Lexile
is
reading
and
quantiles
is
mathematics.
Lux
Isles
is
the
common
currency,
I
could
say
the
common
measure,
so
you
you
could
you
could
come
from
all
over
the
world
and
bring
a
different
current
speed.
You
have
to
know
what's
worth
what
so
giving
a
state
of
the
euro?
That's
probably
not
the
best
example.
Maybe
I
could
use
how
far
it
is
from
this
to
this
this
place
to
the
door.
We
can
be
measuring
centimeters
meters
kilometers.
D
J
But
there
has
to
be
a
common
measuring
stick
and
for
us,
let's
adopt
a
common
measuring
stick
so
whether
you're,
using
math
or
Fe,
ready
or
almost
any
other
assessment
that
comes
with
our
the
online
learning
materials
that
our
students
use
they'll,
give
a
Lexile
score
and
more
than
where
they're
starting
to
get
quantized
scores.
So
if
you
look
at
this
first
chart
just
shows
you.
If
you
want
to
go
into
architecture,
you
need
to
have
a
Lexile
score
of
about
a
thousand
twenty-five.
C
J
H
J
J
And
everything
that's
happening,
so
those
are
just
some
examples
of
how
let's
I
will
play
out
for
and
then
at
the
bottom
of
that
page.
It's
just
another.
These
are
just
interesting
tidbits.
This
is
tremendous
Essman.
The
names
of
the
children
aren't
real
here,
but
these
are
the
Lexile
levels
in
one
teacher's
classroom.
So
when,
when
you.
J
Levels
with
fake
names,
and
when
you
look
at
this
by
the
turn
you
average
up
to
the
superintendent's
level,
you
really
have
data
that
are
pretty
meaningless.
What
we
really
want
to
know
is
how
many
of
our
kids
made
it
to
a
place
to
be
ready
to
do
something
productive
that
they
couldn't
develop
a
doubt
up.
What's
that
growth,
that's
occurring?
Where
are
we
hitting
the
mark?
How
many
more
are
we
getting
getting?
Rich
schools
are
getting
the
most
kids
ready,
which
schools
are
growing,
the
most
kids.
J
Those
are
the
kinds
of
questions
that
would
make
a
system
work
better
if
we
were
to
focus
on
them.
So
I
said
all
that
to
get
to
this
last
edge.
This
was
in
your
budget
and
when
we
talk
about
metrics
to
measure
not
only
my
success,
but
our
success
has
a
team
as
the
leadership
team
of
its
district,
we
talked
about
having
three
big
gold.
J
One
is
literacy
which
we
are
following:
student
readiness
in
the
red,
the
other
is
talent,
development,
recruiting
retaining
building
the
most
talented
people
we
can
possibly
build,
and
the
third
which
doesn't
show
up
very
well
in
as
purple,
is
about
equity
and
access.
So
there
are
three
big
goals
so
we're
suggesting
that
that
we
develop
measures-
and
we
can
do
this-
certainly
as
part
of
the
superintendent's
evaluation
process.
But
it
harder
be
part
of
our
budget.
J
It
all
be
what
we
agree
on
as
a
board
that
we
should
be
working
on
for
the
meet
of
all
of
our
meetings.
And
so,
if
you
look
in
the
end
of
pink
measures
in
the
red,
you
see
some
measures
about
kindergarten
and
first
grade
on
a
new
assessment
called
fast.
And
then
you
look
at
some
SC
ready,
but
what
we
really
want
to
get
to
our
Lex,
Isles
and
quantiles.
J
So
if
you
see
it'll,
say
the
percent
of
eighth
graders
with
spring
Lexile
scores
at
or
above
1010,
that
begins
to
tell
how
many
kids
are
ready
for
lots
of
different
opportunities
and-
and
that's
where
we're
suggesting
that
we
push
that's
almost
in
the
middle
of
the
page
right
beside
core
academic
development.
It's
in
the
pink.
So
that's
what
we
you
know:
I,
don't
want
to
fuss
with
the
board
about
which
measures
you
put
on
my
evaluation,
because
it's
much
bigger
than
that.
J
This
is
about
how
many
kids
were
getting
ready
to
do
something,
how
we're
developing
under
training
and
retaining
talent
and
the
extent
to
which
we're
opening
up
access
to
all
of
our
kids
to
the
best
of
what
this
distance
of
offers.
So
then,
on
the
right-hand
column,
we
talked
about
unnecessary
positions
and
if
you
and
I
can't
provide
what
we
consider
to
be
the
essential,
the
necessary
conditions,
then
we
can't
do
those
for
principals
and
teachers
accountable
for
doing
everything
they
might
have
done
if
we
weren't
able
to
do
our
part.
J
So,
as
we
think
about
the
superintendent
evaluation
process,
I
just
wanted
to
let
you
know
that
the
staff
members
who
are
here
today,
as
well
as
others,
are
giving
a
lot
of
deep
thought
into
what
it
means
to
create
a
system
whose
mission
it
is
to
make
sure
every
single
child
leaves
us
able
to
do
something.
Productive.
J
In
particular,
it
is
public
education,
jobs
to
work
with
kids,
who
are
most
vulnerable,
who
need
the
public
education
to
get
it
right?
Okay,
have
a
shot
of
getting
into
living
wage
jobs
that
hold
promise
for
them
to
move
on
up
into
into
professions
and
in
managerial
positions
that
they
would
not
ever
have
been
able
to
access
had.
J
Somebody
else
not
help
appear
some
obstacles
so,
to
the
extent
that
we
can,
if
we
make
our
indicators
about
the
high
leverage
metrics
that
tell
us
the
extent
to
which
we're
opening
doors
for
kids
and
not
just
some
almost
random
number,
on
an
assessment
that
was
developed
for
South
Carolina
and
is
meaningless
anywhere
else
in
the
world.
I
think.
C
J
A
A
E
H
Not
only
needed,
but
I
think
that
you
get
the
challenges
I
see
in
ways
that
work
I,
hope
to
meet
this
challenge.
I've
said
for
a
long
time.
This
is
my
own
personal
opinion,
I
think,
prior
to
the
influx
of
the
boolean
Volvo's
and
whatever
I.
Think
and
again.
This
is
my
opinion.
I
think
Johnson
County
Schools
did
a
really
good
job
of
preparing
kids
to
work
in
restaurants
in
hospitality.
Right.
C
H
H
This
is
what
this
required
for
us
to
hire
your
suit,
your
students
that
come
to
your
system,
and
so
now,
burpee
Dorchester,
Charles
County,
are
now
faced
with
the
daunting
task
of
community,
based,
in
my
opinion,
happened
to
really
revamp
everything
we
do
and
the
way
that
we've
been
doing
this
for
such
a
very
long
time
and
producing
children
who
already
in
these
jobs,
and
so
the
question
becomes
not
so
much.
This
is
what
they're
expecting.
But
how
do
we
do
that?
H
What
does
that
look
like,
and
we
can't,
unfortunately,
and
guess
that
it
like
what
we
can?
We
can't
try
it
and
see
if
it
works.
I
will
try
things
with
my
children
so,
but
we
have
50,000
children,
we
have
educated.
So
how
long
would
we
keep
ourselves
our
own
children
in
a
system
that
we
feel
is
not
meeting
their
needs
as
individuals?
We
keep
them
there
very
long
at
all,
but,
like
you
said,
we
have
some
children
include.
H
We
don't
get
this
right,
we
don't
get
their
future
right
and
they
don't
get
the
kind
of
future
they
deserve.
So
the
question
for
me
the
question
that
I
have
not
just
for
you
but
for
everyone
who
is
working
with
us
is
what
strategies
can
be
put
in
place
and
there's
no
guarantees,
but
there
might
be
gonna
have
some
guarantees.
H
What
guarantees
that
we
gonna
have
that
whatever
we
do
moving
forward
will
produce
what
we
need,
but
at
the
same
time
educate
our
parents,
because
our
parents
don't
know
what
importance
of
Lexile
means
or
the
importance
of
macro
think
things
they
don't
know.
So
are
we
going
to
do
and
I
appreciate
the
fact
that
this
year
we
have
one
on
one
key
teachers
and
every
single
kid
I
think
that
helped
a
lot,
but
unfortunately
it
can't
be
one.
H
C
H
F
That
you
put
in
place
last
year
in
the
systems
in
the
budget
that
includes
those
priority
schools
that
includes
the
dashboards
that
includes
the
data
rooms
sitting
at
meminger.
That
is
to
be
duplicated
throughout
the
district's.
So
we
have
those
things
in
place
and
we
have
those
things
in
the
budget.
If
we're
not
able
to
community
Rand
says
we
don't
know
what
they
are.
We've
got
going
way
to
communicate.
What's
going
on,
oh,
how.
F
C
F
C
J
Fits
really
easily.
This
is
the
same
conversation.
It's
easy
to
see
because
math
has
left
science
and
math
has
national
norms.
We
can
see
how
many
of
our
students,
compared
to
all
the
other
kids
in
the
country
who
were
at
that
place
at
the
beginning
of
the
year,
grew
at
least
this
year,
compared
with
all
the
other
kids
in
the
country.
It's
not
a
hard,
fast
definition
of
what
equals
a
year.
It's
always
compared
with
how
fast
everybody
else,
through
their
kids
right.
F
Grunts,
that's
right!
So
then
that
does
bring
me
to
my
thing.
I
think
Michael
mentioned
it,
but
I
think
he
mentioned
it
as
a
one
out,
but
aren't
the
towards
a
system
standard
in
CCSD,
the
individual
student
dashboards.
That's
that's
not
something
we
did
last
year.
Those
parents
are
coming
back
in
again
next
year
or
this
year
and
seeing
the
growth
of
their
student
with
their
teachers.
That's.
J
J
Second
year
we
did
it
this
year
we
piloted
this
year,
we
rolled
out
in
law,
schools
and
you
know
I
wish
education
watch
a
place
where
the
profession
knew
how
to
get
it
right.
The
first
time,
but
nowhere
in
the
country
is
any
School
District
getting
this
right
for
all
kids,
so
we're
all
learning
to
do
it
and
we're
learn
and
we're
sharing
what
we're
learning,
but
America
has
never
had,
as
it
projected
in
public
education
to
run
a
system
that
produces
high
achievement
for
all
children.
F
Then
two
more
questions
in
here:
a
CT
SAT
work
use
as
map
are
those
still
nationally
or
in
dust
and
WorkKeys
in
particular,
industry,
stick
understood
terms,
they're,
not
South,
Carolina
terms,
they're,
not
I'll,
see
to
SAT
a
CT
workpiece
and,
as
mass
is
still
for
the
military,
all
military.
It's
universally
used.
So.
C
L
C
J
We
our
assessment
this
year,
were
held
up,
because
the
EEOC
saw
tremendous
differences
between
the
scores
of
students
who
tested
out
Laura
and
the
students
who
did
pencil
paper
and
so
before
the
companies
that
would
hire
to
help
norm
the
results
for
us.
It
was
a
tremendously
difficult
past,
so
some
results.
This
year
we
held
up
Cindy,
Ambrose
weekly,
tell
me
I
think
they
were
held
up
three
or
four
months
on
the
expected
data.
What's.
F
J
J
C
B
C
J
C
J
C
K
K
C
F
J
The
right
kinds
of
feedback,
so
for
those
for
that
reason,
I
knew
this
is
feasible
if
we
were
permitted
to
adopt
our
own
suite
of
tests.
That
would
be
wonderful,
but
under
federal
law
it's
not
permanent,
so
you
can
do
it,
but
you
have
to
do
it
in
addition
to
everything
that
that
state
federal
doesn't
require
yeah.
K
I
just
wanted
and
in
hit
I,
don't
know
if
it's
just
a
culture,
I
know
where
a
tourist
industry
here
was
the
many
years
and
it
was
the
same
my
Myrtle
Beach.
But
you
know
this
change
that
just
came
here
with
technology
technology
industries
coming
here
just
happened
within
the
last
10
15
years,
so
we're
really
just
catching
up
to
that
and
I
guess
kind
of
swimming
backwards.
K
A
A
C
J
We
preserve
the
budget
ornaments,
they
should
be
included
in
the
superintendent
evaluations,
but
they
should
also
be
included
in
our
evaluation
of
ourselves
as
a
leadership
team.
To
what
extent
were
we
a
ten
of
us
able
to
work
together
to
execute
on
these
initiatives
such
that
we
impact
positively?
These
met
metrics
at
the
end
of
the
day
we
don't
have
to
like
each
other.
We
all
have
to
enjoy
a
bit
of
time
with
each
other,
but.
C
J
J
Yes,
sir
I
am
I'm
asking
that
when
you
consider
the
superintendent's
value
look
at
the
part
of
it,
it
has
to
do
with
metrics
that
you
make
sure
that
part
is
consistent
with
everything
else
that
we're
trying
to
do
with
our
human
and
fiscal
resources,
and
that
you
also
take
a
step
further
and
use
most
of
our
time
to
try
to
accomplish
those
things.
When
we
come
together.
E
E
J
C
E
J
J
C
J
C
I
I
just
make
a
comment:
I
I
know
a
lot
of
the
people
working
here,
because
I
actually
speak
with
you
personally,
the
assumption
may
or
may
not
be
all
the
folks
here.
That
would
help
you
do
your
work.
I
also
focused
on
these
things
and
I.
Don't
think
they
always
get
enough.
Thank
you
for
saying
they
act.
I
J
J
G
A
B
F
A
C
A
A
And
what
I
think
the
group
is
saying
is
that
these
should
be
the
indicators,
because
this
is
what's
in
the
strategic
plan.
That's
what
we're
basing
our
budget
on
so
these
in
senator
third-graders,
spring
upside
scores
at
or
above
520.
So
these
are
the
indicators
that
should
be
included
as
a
part
of
that
evaluation
that
we've
been
talking
about
for
months.
E
F
E
B
A
H
F
Saying
there
Michael
is,
we
are
at
best
a
clunky
political
board,
so
there's
just
processes.
We've
got
to
set
the
goals
of
measurements,
but
we've
got
set
the
measurements
before
we
start
thinking
about
what
we
want
them
to
end
up
being
so
it's
kind
of
I
with
you,
the
the
the
this
is
step.
One
step
two
is:
what
are
those
TVB's
turned
into
and
step
three
is:
do
we
approve
implementing
it's
okay,.
E
A
H
A
E
E
E
E
A
E
E
A
E
I
can't
tell
I'm
saying
the
oven
wound.
This
is
a
we
need
to
leave
it
open.
Then
we
can
come
back
and
ask
them
all
this.
I
don't
want
to
make
this
the
final
document
and
all
of
it
there's
no
question
that
now
I
don't
want
this
shouldn't
be
all-inclusive
at
all.
We
did.
It
need
to
be
inclusive.
It's
going
to
be
a
good
mission.
I
made
us
everybody
across
the
district
to.
E
A
E
A
F
A
I
H
D
A
D
D
D
A
G
Our
daughter,
we
are
applying
it,
not
whether
they
have
me,
because
my
wife
is
doing
her
sabbatical
South
Americans
are
trying
to
get
her.
Oh,
come
it's
Danish,
weird
zone
for
jve,
which
we
think
it's
been
a
great
school,
but
the
fortunae
don't
have
a
foreign
language
programs
and
we're
a
little
nervous
trying
to
get
down
there
being
hurt
getting
her
cut
out
and
going
from
there
we're
more
than
happy
to
provide
additional
expense
to
cover
that
DB.
We
have
no
problem
with
that.