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From YouTube: March 26, 2018 CCSD Board of Trustees Meeting
Description
March 26, 2018 CCSD Board of Trustees Meeting
A
A
We
already
for
those
of
you
who
are
in
the
audience
today.
We,
when
we
call
Jorah
at
four,
we
adopted
the
agenda
and
approve
the
consent
agenda
items
and
we
approved
the
February
26
and
March
12
special
called
meeting
minutes
as
well,
so
we're
reconvening
now
from
executive
session.
We
have
a
couple
of
items.
The
first
item
is
a
contractual
matter.
The
charter
schools,
I.
B
A
F
A
B
G
A
C
E
F
A
B
A
D
D
I
know
Amy's
me
discussed
earlier
in
a
about
to
six.
My
rule
about
this
item.
They'll
be
voted
on
the
last
last
meeting
last
board
meeting
I
believe
it
was
about
not
placing
the
property
of
disease
out
in
the
elementary
school,
so
I
just
want
to
go
on
record
that
you
say
that
six-month
does
not
apply
to
this.
No.
A
D
Their
actions
should
not
be
deemed
only
after
school
to
board.
Wouldn't
know
that
already
why
we
revisiting
that
tonight
from
a
secular
obsession
without
there
being
a
a
public
notice,
those
residents
out
there
because
sitting
your
property
again.
That's
really
not
really.
That's
really
my
my
discourse
with
this
whole
thing,
my
displace
is
that
there's
no
probably
notice
the
people
don't
know
about
it.
We
told
them
I'm,
not
putting
any
there.
B
I
B
School
right,
if
we
don't
approve
a
location
for
the
bus
light
on
James
Island,
the
bus
lot
has
been
in
a
residential
neighborhood
in
James
Island,
since
Fort
Donelson,
High
School
and
James
Island
High
School
was
consolidated,
which
is
over
30
years
ago.
This
is
it's
putting
it
in
a
different
location,
but
it's
still
in
a
residential
community
as
our
bus
lights
in
Wando
as
our
bus
lights
in
carrier,
and
this
is
to
allow
Camp
Road
middle
construction
to
be
able
to
move
forward.
C
D
D
A
H
J
Kevin
to
answer
your
question:
when
I
voted
last
time,
I
was
enough
of
the
understanding
that
we
were
going
to
lease
for
one
year
and
that
the
buses
would
then
go
to
Gresham
megget,
which
it
cannot
happen
now,
and
so.
The
other
part
that
I
didn't
understand,
which
I
now
understand,
is
the
hundred
and
four
thousand
dollars
a
year
or
whatever
it
costs
to
lease.
J
Because
now
we
have
another
option
of
a
ten-year
lease
would
come
of
the
out
of
the
general
operating
funds,
which
is
the
money
that
we
use
to
pay
for
teachers
and
classrooms
and
I
felt
like
I
would
rather
have
the
money
go
into
teachers,
classrooms,
personnel
that
we
need.
We
badly
need
in
our
schools,
as
opposed
to
being
put
into
a
lease
for
a
bus
plot.
It's
a
hard
decision.
J
C
G
Had
questions
I
wanted
to
make
sure
that
the
the
public
had
an
opportunity
to
hear
the
questions
that
asked
so
mister
barone?
Can
you
come
up
to
the
question
I
had
was
to
give
us
a
definition
between
a
bus
lot
and
a
bus
depot
I
think
for
clarification
purposes.
I
think
the
public
might
want
to
have
some
idea
of
exactly
what
the
district
will
be
doing
on
those
Lots
do
and.
K
The
only
Depot
what
I
would
call
Depot
that
exists
is
run
by
the
state
at
Azalea
maintenance
garage,
full
up,
work,
everything
they
can
be
done
on
the
bus
at
every
other
bus
lot
that
we
have,
including
the
existing
bus.
A
lot
of
camp
Road
at
Fort
Johnson
go.
There
is
minor
maintenance,
that's
done
when
I
say
minor
maintenance,
it's
a
fuel
truck
pulling
up
to
do
wiper,
blades
headlights
and
they
do
fuel
at
that
location
as
well.
That's
the
same
type
of
maintenance
and
same
type
of
operation.
G
G
G
And
this
for
the
for
those
who,
on
the
board,
who
weren't
who
did
not
attend
the
the
Camp
Road
middle
school
community
engagement,
the
kese
was
hosted
by
reverend
eric
magma.
He
eric
did
most
of
the
speaking
for
the
district.
I
should
say
some
of
the
concerns
that
I
heard
at
that
particular
meeting
was
that
the
residents
who
live
in
that
area
who
live
in
that
community
I
should
say,
were
concerned
about
the
magnitude
of
the
type
of
work
that
they
thought
would
be
taking
place
at
that
lot.
G
If
it
were
to
stay
at
the
the
current
location
that
can't
bro,
they
were
afraid
of
massive
overhauls
of
of
the
buses
and
fuel
trucks,
and
all
that
and
so
you're
saying
that
that
doesn't
really
happen
outside
of
the
bus
depot
that
we
have
on
is
that
you
drive,
but
on
all
the
other
loss,
there's
a
fuel
truck.
They
demand
maintenance,
it
might
be
a
change
of
a
windshield
or
a
flash
like
a
flash
like
a
headlight
things
like
that
correct.
Okay,
all.
D
D
The
item
presented
tonight
place
the
buses
at
the
James
Island
school,
be
withdrawn
from
the
agenda
and
brought
back
place
with
the
Parker
proper
documentation
with
the
for
board
members
listed
and
then,
if
I
had
themselves
as
presenting
us
item
back
according
to
Robert's
Rules,
that
way
would
they
can
fulfill
the
six-month
I.
Would.
H
D
H
D
H
G
A
Difference
is,
let
me
just
explain
public
understand
the
differences
at
our
march
12
special
called
meeting
tell
them.
We
as
a
group
asked
the
staff
to
go
back
and
look
at
signal.
Point,
Road
and
another
option
on
folly,
wrote
and
to
come
back
to
us
with
recommendations
that
they
came
back
and
said
board.
You
need
to
do
something
about
this
now
and
that's
all
that
they're
doing
so.
There
there's
not
an
action
item
that
somebody's
proposing
that
we
do
X.
A
C
C
C
F
A
D
B
A
How
long
I
trust
you
Natalie?
So
just
I
just
want
to
clarify
so
this
this
information
was
provided
to
us
on
Wednesday
of
last
week.
It
wasn't
an
action
item.
It
was
the
staff
telling
us
that
we
needed
to
move
forward
because,
as
Cindy
said,
this
was
voted
on
in
the
2010
referendum.
The
location
for
the
bus
lot
was
decided
on
in
2014.
A
G
C
D
G
A
G
A
L
F
H
F
A
G
J
A
J
A
C
D
D
E
E
F
C
N
I
D
A
G
A
C
A
F
A
I
P
P
Charleston
County,
School
District
students
and
schools
participated
in
the
32nd
annual
quest
academic
competition
at
trident
Technical
College
on
Saturday
March
3rd
2018.
Students
participated
in
four
levels
of
competitions
and
students
earn
points
and
team
competitions
and
math
science
and
social
studies,
and
in
individual
competitions
in
composition,
public
speaking
and
visual
arts
schools,
whose
students
earn
the
most
total
points
won
the
overall
Awards
at
each
level.
P
One
of
the
major
highlights
of
the
day
was
when
Camp
Road
middle
school
on
the
level
one
team
title,
although
CCSD
had
a
few
schools
who
made
it
into
the
top
three
finishing
rounds.
Camp
road
middle
was
the
only
CCSD
school
to
win
an
overall
team
title.
Congratulations
to
Camp,
Road
middle
school
quest
team.
Please
give
them
a
warm
round
of
applause.
G
H
P
The
Spelling
Bee
was
held
on
March
8th,
2018
ronita
locked
up
the
championship
by
spelling
the
word
Topanga
fifty
students
from
across
the
county
competed
in
this
year's
event.
This
victory
was
especially
sweet
for
Anita
because
he
came
so
close
to
winning
the
2018
Charleston
County
school
districts.
It's
a
spelling
bee.
Just
six
weeks
ago
he
was
the
runner-up
ranee
tha's
ready
to
go,
represent
CCSD
in
the
national
script,
Spelling
Bee
in
Washington
DC.
P
P
And
finally,
I'd
like
to
ask
representatives
from
the
following
schools
to
come
forward:
Carrie
of
middle
school
Charleston
charter
school
for
math
and
science,
James
Island
charter
high
school
in
wand,
oh
hi,
Project,
Lead,
the
Way
is
a
nonprofit
organization
that
serves
millions
of
k-12
students
and
teachers
in
over
10,000
schools
across
the
United
States.
The
organization's
recognition
program,
honors,
schools
that
are
committed
to
increasing
student
access
engagement
and
achievement
in
their
programs.
P
Carrie
a
middle
school
in
Charleston
charter
for
math
and
science
received
distinguished
school
Gateway
status
for
the
project
lead
the
way
opportunities
offered
to
as
middle
school
students
receiving
the
distinguished
distinguished
school
honor
for
their
project
lead.
The
way
engineering
classes
was
James.
Island
charter
high
school
in
Wando
High
School,
was
recognized
as
a
distinguished
school
for
their
Project
Lead,
the
Way
engineering
and
biomedical
science
classes.
Let's
congratulate
all
of
these
schools
whose
transformative
curriculum
continues
to
produce
exemplary
progress.
F
I
A
Q
I'm
Jo
Stallings,
representing
the
Charleston
teacher
Alliance
and
I'd
like
to
talk
about
discipline.
Teachers
can't
teach
without
discipline
in
the
classroom.
Students
can't
learn
without
discipline
in
the
classroom
and
schools
can't
be
successful
without
discipline
in
the
classroom.
Despite
this,
many
decisions
from
an
administrative
level
for
the
past
several
years
have
weakened
school
discipline.
This
is
driving
teachers
out
of
the
classroom,
and
students
are
being
forced
into
chaotic
environments
where
it's
impossible
to
learn.
This
is
the
district's
progressive
discipline
plan.
Most
teachers
don't
even
have
access
to
it.
Q
It's
messages
not
to
give
students
reasonable
consequences
for
disruptive
behavior,
but
to
keep
them
in
the
classroom
at
all
costs
where
they're
free
direct
the
learning
of
their
peers.
Supposedly,
its
purpose
is
to
keep
students
out
of
prison
and
that's
a
goal
that
we
all
share,
but
it
will
put
more
students
into
prison
because
it
deprives
innocent
students
the
opportunity
to
learn,
and
it
doesn't
teach
misbehaving
students
that
bad
actions
have
bad
consequences.
Q
Thousands
of
words
are
in
this
plan,
but
not
one
of
them
speaks
to
the
child
who's
trying
to
do
his
best,
but
can't
because
his
teacher
is
spending
all
of
her
time
on
one
or
two
disruptive
students.
It
doesn't
affirm
the
rights
of
all
students
to
have
a
quality
education,
not
one
of
its
words,
says
anything
about
our
duty
to
protect
students
of
all
ages,
all
colors,
all
backgrounds,
from
disruptive
peers.
Q
F
E
R
Luann
Rosen
spike
I'm
from
the
Charleston
area,
Justice
Ministry,
you
all
know
me
I've,
been
here
fairly,
often
I'm,
that
white
woman
from
Mount
Pleasant
and
the
reason
that
I
am
here
is
that
I
have
the
privilege
of
time
that
attending
these
meetings
takes
I
want
to
emphasize
to
you
that
I
am
here
representing
a
lot
of
people
who
do
not
have
that
same
privilege
of
time.
I
am
representing
a
lot
of
people
from
all
over
the
district
who
want
to
see
restorative
practices
implemented
in
our
schools
and
I
think
I'm.
R
These
are
just
a
few
of
the
hundreds
of
children
whose
parents
have
seen
the
power
of
restorative
practices
and
want
this
program
implemented
in
their
schools.
This
is
just
a
glimpse
of
the
list
of
our
students.
We
also
have
hundreds
of
teachers
who
want
this
program
in
their
schools.
We
urge
you
to
put
together
an
aggressive
plan
to
implement
and
expand
restorative
practices
and
then
fully
fund
it.
We
will
work
with
you.
R
F
S
Good
evening
my
name
is
Samantha
Blake
and
I
teach
fifth
grade:
Advanced
Studies
at
EB
Ellington
in
district
23
I'm
here
tonight.
To
ask
you
to
please
commit
to
the
promises
that
my
students
received
several
years
ago
when
they
started
an
Advanced
Studies
program
in
district
23.
Three
years
ago
we
started
k3.
They
were
supposed
to
be
going
to
CC
blaney.
When
that
building
was
shut
down
due
to
numbers,
they
were
then
housed
at
EB
Ellington.
S
They
are
still
at
EB.
Ellington
I
stepped
up
with
my
kids
last
year
from
fourth
grade
to
fifth
grade,
and
we
are
now
a
complete
k5
program.
My
students,
however,
were
promised
that
this
program
was
going
to
be
the
Buse
of
district
23,
since
my
children
cannot
get
downtown
to
receive
those
same
high
and
challenging
academic
standards.
S
Unfortunately,
when
school
choice
came
out,
not
one
of
my
students
was
accepted
into
their
chosen,
selective
programs
for
continuing
their
advanced
programming
in
Charleston
County.
They
our
district
it
to
go
to
Baptist
Hill
and,
to
be
quite
frank
with
you
that
schools
program
is
not
up
to
the
standards
that
we
expect
for
our
students
that
are
coming
through
ellingson's
Advanced
Studies
program.
My
students
have
been
exposed
to
very
challenging
curriculum
through
real-world
problem-solving
strategies,
they've
written
resumes,
they've
applied
for
jobs,
they
receive
salaries,
they've
budgeted
their
money,
currently
they're,
writing
and
producing
their
own
film.
S
So
I
ask
you
that
you
maintain
that
promise
that
you
promised
three
years
ago
and
find
a
way
for
my
students
not
only
this
year
to
be
accepted
into
a
program
that
is
worth
their
time
and
challenges
them
to
become
the
humans
that
they
can
become,
but
also
in
the
future,
so
that
next
year,
I'm
not
standing
in
front
of
you
again
asking
for
the
same
thing.
Thank
you
thank.
M
T
Oh
good
evening,
my
name
is
Taylor
compari
and
I'm.
A
senior
Creative
Writing
major
at
School
of
the
Arts
in
January
I,
was
here
to
speak
to
the
board
of
trustees
about
student
mental
health.
Over
the
past
couple
months,
I've
worked
with
my
administration
to
organize
and
facilitate
a
roundtable
discussion
with
eight
seniors
at
SOA
surrounding
the
topics
of
school
climate
and
student
mental
health.
Today
I
submitted
a
formal
report
to
my
administration
analyzing.
My
findings
from
the
roundtable,
the
experiences
students
shared
with
me
were
disheartening,
to
say
the
least.
T
Many
students
in
the
roundtable
shared
that
a
decline
in
mental
health
during
the
high
school
years
in
the
form
of
stress
sleep
deprivation
in
the
in
the
most
severe
cases,
clinical,
depression
and
anxiety
feels
inevitable
in
schools.
Poor
mental
health
is
the
regular
said,
one
student,
it's
normal
to
feel
stressed
all
the
time
and
generally
unhappy
it's
just
accepted.
T
Despite
this
feeling,
the
majority
of
students
said
they
do
not
feel
that
they
have
access
to
adequate
resources
if
they
find
themselves
struggling
with
mental
health.
To
echo
what
I
said
in
January
in
a
system
intended
to
be
a
vehicle
for
student
empowerment,
this
reality
is
unacceptable.
When
student
mental
health
is
at
risk,
student
participation
decreases,
test,
scores,
fall,
student-teacher
relationships
suffer
and
general
cost
morale
dissipates
as
the
Board
of
Trustees
finalizes
the
budget
for
fiscal
year.
T
U
Hello
good
evening,
my
name
is
Bailey
Abaddon
I'm,
also
a
senior
creative
writer
at
School
of
the
Arts
and
I
participated
in
Taylor's
roundtable
discussion
on
mental
health,
similar
to
the
perceptions
of
the
other
7
students,
who
were
a
part
of
the
conversation
I
believe
our
current
negative
school
climate
has
taken
an
extreme
toll
on
the
mental
wellness
of
young
people.
Symptoms
of
stress,
anxiety
and
depression
are
just
dismissed
as
natural.
This
is
an
oversight
which
can
no
longer
be
tolerated.
U
Speaking
personally,
I've
watched
the
mental
health
of
my
peers
declined
at
an
unprecedented
rate
from
middle
school
to
high
school
I.
Myself
have
suffered
symptoms
of
depression.
Anxiety,
though
I
would
not
solely
put
the
blame
for
this
on
high
school.
I
can
say
to
you
without
a
doubt
that
the
stress
of
grades,
the
lack
of
communication
between
teachers
and
students
and
the
general
monotony
of
the
days
all
played
a
significant
role
when
I
did
feel
this
way.
U
I
was
lucky
enough
to
have
the
means
and
resources
to
cope
with
it,
but
many
of
my
peers
do
not
I
call
on
members
of
the
school
board
to
invest
in
resources
that
will
better
the
mental
climate
across
the
district.
We
need
school
psychologists
at
every
school
present
every
day,
because
this
is
not
just
happening
at
my
school.
This
is
truly
an
epidemic
happening
across
the
board.
Every
student
should
be
offered
the
tools
to
feel
good
in
school.
Thank
you.
Thank.
S
L
You
thank
you
for
the
forum
too.
My
daughter
is
a
honor
student
in
the
APS
class
at
Don
EB
Ellington
she's,
a
fifth
grader
she's
on
going
to
middle
school.
Next
year
we
signed
up
for
the
school
choice
program
she
sent
for
four
schools
and
she's
a
bit
of.
She
has
not
been
accepted
yet
she's,
daunted
waitlist,
but
she's.
That's
where
we
are
right
now,
which
is
actually
2:40
in
line
for
194,
the
other
24
and
24
we're
actually
in
a
failing
school
district.
L
M
F
V
Only
13%
of
eight-year-old
african-american
children
could
read
at
a
third-grade
level
or
higher
in
Charleston
County
in
2016-17
school
year.
My
son
was
a
third
grader.
In
that
year
we
ranked
50th
in
the
United
States
for
public
education
into
9
2018.
My
son
is
now
a
struggling
fourth
grader,
whose
vision
was
this.
It
certainly
was
not
mine.
I
have
come
to
make
eye
contact
with
those
on
on
a
board.
I
want
them
to
know.
I
am
a
dissatisfied.
V
Customer
I
come
armed
with
mothers
and
grandmothers,
fathers
and
brothers
I
come
to
armed
with
statistics,
facts
not
opinions.
We
want
our
happy
children
back,
I
come
blessed
with
K
Jim.
They
are
getting
stronger
and
leading
the
way
see.
I
started
to
read
to
my
son
when
he
was
the
size
of
an
apricot
pit.
I.
Remember
him,
pretending
I,
remember
him
preaching:
go
dogs
go
when
he
was
close
to
two
upside
down.
He
held
his
book.
Such
confidence
in
security.
I
was
proud.
He
was
happy
with
his
silly
little
books.
V
You
visionaries,
I,
remember
each
stage
of
development
that
has
led
my
son
to
fear.
Was
it
the
testing?
Was
it
the
feeling
of
disappointment?
Was
it
the
change
of
teachers?
Was
it
the
pressure
to
perform
pressure
to
perform?
I
am
not
wasting
any
more
time
trying
to
figure
out
who
is
accountable.
I
come
with
solutions
and
ideas.
I
already
know
that
my
son
is
going
to
need
extra
support.
Middle
schools
have
the
highest
rate
of
suspensions
and
arrests.
I
know
this
is
a
terrifying
fact
does
not
sit
well
with
me
or
anyone
else.
V
If
we
implemented
restorative
practices,
we'd
be
trying
something
new.
The
definition
of
insanity
is
trying
the
same
thing
over
and
over
and
expecting
different
results.
I
suggest
you
check
your
budget
and
make
this
mess
right.
Yes,
I
am
a
customer
of
your
vision
of
Education.
Let's
teach
the
children
how
to
communicate
work
through
conflicts
master
their
behaviors,
let's
give
them
a
voice
to
say:
I
do
not
agree,
give
them
a
safe
space
to
to
find
their
spark
their
groove
their
next
move.
Yes,
I
am
a
supporter
of
restorative
practices.
V
I
have
researched,
observe,
visited
it
involved,
I
wear
her
C
sweatshirt
with
proud.
We
have
a
solution,
it's
up
to
your
visions
and
our
children's
ability
to
have
an
educational
and
social
and
moral
success.
Restorative
practices
will
help
clean
up
the
rest.
It's
short
can't
make
it
any
worse.
Thank.
W
Hello:
everyone,
my
name
is
kayvyun
Ford
and
I'm
a
fan
studies
student
at
EBL.
It's
an
elementary
and
today
I'm,
going
to
be
discussing
the
reason
why
I
feel
like
or
really
in
my
whole
class
to
be
on
the
waiting
list
for
schools
with
a
platform.
So,
first
of
all
a
little
background.
Information
on
me
I
scored
a
241
on
my
math
math
test
in
the
90th
percentile.
So
the
side
of
a
waitlist
was
very
shocking,
especially
it's
considering
I
applied
for
these
schools
by
myself,
with
no
help
from
any
parent
or
guardian.
W
This
is
how
serious
I
take
this,
but
it
wasn't
only
me
almost
my
whole
class
was
either
put
in
the
waitlist
or
was
deemed
ineligible,
but
not
going
to
any
advanced
program.
I
will
miss
out
on
all
the
extracurricular
activities
we
have,
such
as
filming
and
movie
production,
which
put
which
puts
extra
challenges
on
top
of
us.
But
the
thing
is
when
we
see
that
we
were
pulling
the
weakness
that
deep
motivates
us
and
because,
if
we
don't
get
into
a
good
school,
we
have
to
have
a
fixed
mindset.
W
I
was
also
very
eager
to
find
out
what
school
I
was
going
to
be
accepted.
I
stayed
in
school
all
day,
checking
my
email
every
two
minutes,
but
when
I
got
home,
I
was
devastated,
I
don't
feel
like
I
shall
be
held
back
from
reaching
my
goals.
So
please
sis,
yes,
the
board
members
consider
finding
or
making
an
advance
program
for
us,
because
I
know
that
we
are
capable
very.
F
W
X
Just
want
to
say
that
I'm
last
jet,
when
I
was
here
in
January,
a
lady
approached
me
about
my
comment,
which
was
unacceptable
and
the
security
and
Charleston
Police
are
taking
care
of
that
matter.
Only
because
I
was
with
my
grandchildren.
Did
nothing
happen
that
day,
because
y'all
would
clearly
remember
what
happened.
X
I
just
want
to
speak
about
I'm,
not
on
anybody's
side
I'm
in
the
middle
okay,
I'm
hearing
teachers
calling
students
their
friends,
students
are
not
friends
of
teachers,
so
I
would
say
for
y'all
do
let
them
know
stop
calling
children,
they're,
friends
they're
the
teachers.
Children's
are
not.
Children
are
not
their
friends
and
I've
heard
a
teacher
call
a
student
that
he
was
acting
crazy.
Stop
that
if
you
don't
have
a
child,
you
don't
know
how
children
behave
so,
therefore,
stop
using
these
terms,
because
children
are
actually
thinking
whatever
you
tell
them.
X
That's
what
they
think
my
friend's
grandson,
his
teacher
wrote
had
him
write
100
times
that
he
will
stop
acting
crazy
in
class.
I
told
her
that
I'm
I'm
an
advocate,
but
that's
your
job
to
contact
the
teacher.
You
need
to
talk
with
that
teacher,
because
there
was
no
reason
that
she
should
have
him
write
that
100
times
on
social
media
I
had
no
fair
anybody
seen
it.
The
little
boy
was
hit
about
5
or
6
time
on
his
arm.
He
acted.
What
did
he
do?
The
teacher
was
irate
saying
that
he
interrupted
the
class.
X
That's
that's
just
unacceptable
things
that
that's
going
on.
Schools
need
classes
with
two
teacher
in
the
classroom
for
the
children
that
have
behavioral
problems.
We
have
a
lot
of
cultural
diversity,
there's
no
patience.
We
don't
need
guns
in
school,
some
people,
some
kids,
they
didn't
have
calculators
how
you
gonna
have
an
arm
a
gun
when
kids
don't
have
what
they
need.
X
X
I
just
didn't
want
to
say
the
kids
are
being
put
out
a
class
for
no
reason
at
all
and
that's
where
the
patient
comes
in
at
the
kids
are
being
put
out
of
class
for
no
reason
at
all
and
one
student
I
overheard,
saying
that
the
teacher
was
showing
off
in
front
of
the
girls
students
we
just
got
to
re-evaluate
a
whole
lot
of
things.
Thank.
F
Z
Dyslexia
is
a
generational
issue.
My
mother,
brother
and
child
are
all
dyslexic.
My
mother
sold
our
home
to
pay
for
my
brother's
education.
After
CCSD
schools
failed
to
address
dyslexia
over
20
years
ago,
I
started
to
notice
early
signs
of
dyslexia
when
my
child
was
4
years
old,
and
every
teacher
and
IEP
meeting
from
preschool
to
3rd
grade
I
would
ask
about
dis,
less
dyslexia,
all
would
say
not
dyslexic,
but
inattentive
issues.
Z
Adhd
I
heard
very
well-meaning
phrases
like
don't
worry,
the
light
bulb
will
just
go
off,
even
if
it
was
dyslexia,
they
had
no
intention
of
using
a
different
reading
curriculum.
Well,
the
light
bulb
did
go
off,
but
that
light
bulb
was
within
my
husband
and
me.
When
we
realized
we
could
no
longer
trust
our
public
schools
to
provide
appropriate
education
by
the
middle
of
third
grade.
We
had
still
seen
no
substantial
progress,
despite
the
fact
that
she
was
in
resource
class.
Eighty
minutes
every
day
we
sought
outside
evaluations
in
confirmed
dyslexia.
Z
We
also
found
a
tutor
to
provide
the
instructions
our
schools
could
not.
And
although
the
diagnosis
was
there,
the
school
would
not
acknowledge
the
disability
and
continued
to
use
curriculums.
That
expressly
say
not
for
dyslexic
children
researching
more
I
found
out
that,
in
fact,
schools
can
acknowledge
dyslexia
as
of
2015
per
Dear
Colleague
letter
from
the
US
State
Department
of
Education,
and
indeed
our
schools
and
district
have
failed
to
provide
free
and
appropriate
education.
It
is
unfortunate
that
many
families
go
through
this
struggle
alone.
Z
A
Z
A
O
Garris,
thank
you
for
letting
me
speak
today.
I
am
dyslexic,
as
are
two
of
my
sons.
Dyslexia
is
a
specific
learning
disability,
that
of
neurobiological
in
origin,
the
brain
processes
written
material
differently.
This
makes
it
hard
to
recognize
spell
and
decode
words.
It
is
not
a
visual
problem.
It
is,
does
not
stem
from
any
lack
of
intelligence.
It
is
not
a
result
of
poor
teaching
instruction
or
upbringing.
It
is
simply
a
difference
in
the
way
our
brains
are
wired.
Just
let's
see
affects
one
in
five
students,
Charleston
County
has
50,000
students.
O
That
means
10,000
of
our
CCSD.
Students
are
struggling
right
now.
That's
a
child
dyslexics
are
often
delayed
in
typical
milestones
such
as
crawling
walking
and
talking.
They
may
mispronounce
words
find
rhyming,
challenging
and
appear
to
not
distinguish
between
different
word
sounds
at
school.
They
may
take
longer
to
learn
letters
of
the
alphabet
and
how
they
are
pronounced.
They
may
have
problems
remembering
the
days
of
the
week
and
the
months
of
the
year.
They
will
have
trouble
associating
letters
with
their
sounds
sounding
out
simple
words
like
dog
or
cat
and
breaking
words
apart.
O
What
I
handed
out?
What
you
see
before
you
is
what
a
dyslexic
sees
on
the
opposite
side
is
the
translation.
One
of
them
is
what
are
the
misconceptions
about
dyslexia
is
that
it
is
an
intellectual
death
sentence.
It
is
not
dr.
Sally
Shaywitz
from
Yale
says:
dyslexia
is
an
island
of
weakness,
surrounded
by
a
sea
of
strengths.
When
dyslexic
learn
to
read
and
focus
on
their
strengths,
they
can
achieve
amazing
things.
A
few
famous
dyslexics
are
Albert
Einstein
Bill
Gates
Richard
Branson
Muhammad
Ali
Walt
Disney,
Will,
Smith,
Justin
Timberlake
and
Whoopi
Goldberg.
Thank
you
thank.
A
AA
Hi
I'm
Lindsay
ballinger
I'm,
a
mother
of
three
daughters
with
dyslexia,
I-I've,
had
children
in
the
Charleston
County
Schools
for
the
last
five
years,
and
during
that
time
we
have
received
no
help
with
identification,
testing
or
reading
therapy.
I
am
here
to
paint
a
picture
of
dyslexia
by
the
numbers.
80%
of
children
with
a
learning
disability
actually
have
dyslexia,
because
our
state
and
our
county
are
just
beginning
to
consider
dyslexia.
A
majority
of
the
students
with
the
reading
disability
have
not
been
proper,
have
not
received
proper
instruction.
Therefore,
they
remain
in
special
education
services.
AA
Making
little
progress
up
to
80%
of
those
in
the
criminal
justice
system
are
low-level
readers
or
illiterate.
According
to
the
US
Census
third-grade
reading
scores
are
now
used
to
forecast
future
prison
populations.
The
South
Carolina
Department
of
Education
Charleston
County
ela
standards
in
2017
have
54
percent
of
3rd
graders,
not
meeting
reading
grade
level.
Also,
54
percent
of
eighth
graders
are
not
meeting
reading
grade
level,
so
we
see
the
children
that
are
behind
in
3rd
grade
are
still
in
the
same
place
five
years
later
and
they
have
made
no
games.
AA
If
you
remember
one
statistic
today,
I
hope
it
is
this
one,
because
it
shows
that
what
we
are
doing
is
currently
not
working.
The
current
reading,
curriculum
used
by
our
County
does
not
work
for
a
dyslexic
reader
in
Charleston
County.
We
are
simply
taking
what
isn't
working
in
the
classroom
for
those
children
and
we
are
putting
the
same
methodology
in
the
resource
room
with
additional
time.
Energy
and
money
wasted.
Early
intervention
is
the
key
to
changing
the
outcome
for
a
child.
AA
Dyslexia
is
identifiable
with
a
92%
accuracy
rate
by
the
age
of
five
and
a
half
evidence-based
interventions
exist,
and
they
must
begin
early
to
preserve
self-confidence.
As
I
stated
previously,
80%
of
children
in
special
education
have
as
Lexia.
If
you
can
identify
this
disability
and
you
can
apply,
provide
appropriate
interventions,
many
of
those
kids
will
progress
and
move
out
of
special
education
and
it
will
save
the
district
millions
of
dollars
in
the
long
run,
and
it
will
give
children
a
real
chance
to
succeed.
Thank
you
thank.
A
AB
Good
afternoon
board
I'd
like
to
thank
you
for
allowing
me
to
speak
to
you
today.
My
name
is
brandy,
Graham
I'm,
a
proud
wife
and
mother
of
just
like
six
imagine
being
told
that
she
would
make
a
good
dishwasher
a
busboy
at
the
age
of
17.
Imagine
graduating
with
what
appears
to
be
a
high
school
diploma
only
to
find
out
it
is
a
certificate
of
attendance.
Imagine
spending
what
should
be
the
best
part
of
your
youth
and
self-contained
classes
only
to
be
taught
on
your
grade
level.
AB
Imagine
to
be
around
autistic
children,
children
with
behavior
problems,
wondering
thinking
if
you
are
just
like
them.
When
your
issue
is
you
can't
read
what's
crazy,
is
this
happened
to
my
husband
over
20
years
ago,
and
Friends
is
still
happening
today?
That's
insanity,
the
private
schools
in
South
Carolina
that
specialize
in
structured,
diagnostic
and
prescriptive
approach,
I
understand
that
the
public
sector
doesn't
either
understand
or
can't
provide
these
services.
That's
useful
boy.
AC
Hi,
my
name
is
hope:
Gresham
I
have
a
degree
in
early
childhood.
Education
I
am
certified
in
Georgia
and
South
Carolina
to
teach
in
grades
pre-k
through
5th
we
moved
to
Charleston
about
four
years
ago,
and
when
I
found
out,
we
were
moving
to
this
area.
I
researched
schools,
researched
school
districts
and
we
chose
Charleston
County
Public
Schools
for
our
children
because
we
felt
like
they
would
get
the
best
education
here.
I
have
a
17
year
old
daughter
and
an
eight
year
old
son.
AC
My
eight
year
old
son
was
at
a
local
public
school
for
kindergarten
and
first-grade,
where
he
was
behind
in
reading
both
years.
Both
years
he
was
in
reading
intervention
with
very
little
gain.
My
husband
is
dyslexic.
He
suggested
to
me
that
our
son
might
be
dyslexic.
He
saw
the
symptoms,
I
told
him.
I
was
an
educator
and
I
would
know
if
my
child
was
dyslexic.
I
totally
disagreed
with
him.
AC
We
met
with
his
teacher
and
his
reading
intervention
teacher
at
then
the
first
grade
to
request
retention
because
of
how
little
he
had
gained
and
how
behind
he
was.
We
asked
very
specific
questions
about
dyslexia.
We
were
told
he
did
not
have
any
learning
disabilities.
He
did
not
need
to
be
tested
for
anything.
He
showed
no
signs
of
dyslexia.
We
paid
thousands
of
dollars
over
the
summer
to
have
him
tested
to
find
out
why
he
was
not
making
significant
progress.
He
is
in
fact
dyslexic.
AC
He
has
dysgraphia
and
he
has
auditory
processing
disorders
after
researching
and
finding
out
that
he
would
not
be
provided
the
the
education
that
he
needed.
The
free
and
appropriate
education
I
had
chose
to
pull
him
out
of
public
school
to
home-school
him
myself
had
to
buy
the
curriculum
to
teach
him,
because
that
curriculum
is
not
provided
in
public,
so
at
our
own
expense,
I've
had
to
pull
them
out,
and
I
am
now
educating
him
in
the
way
that
a
dyslexic
learns
to
read.
Thank
you.
Thank
you.
Thank.
F
AD
Hi,
my
name
is
Courtney
Saar
and
I
want
to
say.
Thank
you
so
much
for
hearing
all
of
us.
Moms
speak
today
on
dyslexia,
I'm,
also
coming
to
you
with
dyslexia,
but
I'm,
not
just
here
to
speak
about
our
children.
My
child
I'm
also
a
mom
that
it's
dyslexic
myself.
My
son
is
dyslexic,
but
I'm
not
here
to
speak
about
him
I'm
here
to
speak
about
all
the
children
that
are
not
going
diagnosed
in
our
district
right
now.
AD
These
these
moms
are
really
lucky
because
they're
been
able
to
provide
their
children,
but
all
of
us
have
had
to
pay
for
private
tutoring
I
mean
private
testing
and
tutoring,
but
testing
the
cost
can
cost
up
to
about
two
thousand
dollars
for
testing
to
have
our
children
diagnosed
with
dyslexia.
What
about
the
children
in
our
other
schools
that
don't
have
parents
that
are
knowledgeable
about
this
they're
going
undiagnosed
untreated?
We
are
also
all
some
of
the
parents
over
here
actually
abettin
certified
in
the
proper
methods
of
teaching
their
children
as
you've
heard
of
that.
AD
The
mom
that
just
before
me
that
she's
had
to
pull
her
children
out
of
school
to
give
them
the
services
they
need
we're
bad
within
this.
Looking
at
our
numbers
in
Trumpton
County,
one
of
our
schools
right
downtown
here,
standards
applied
by
fifth
grade.
Seventy
four
point:
one
percent
of
those
children
are
below
grade
level.
That's
unacceptable
for
our
kids
to
be
below
grade
level
like
that.
So
we
have
a
plan.
We
were
going
to
be
giving
you
our
plan,
because
we
have
done
a
lot
of
research.
AD
We
have
learned
in
the
district
that
not
a
lot
of
research
has
been
done
on
this,
but
you
look
at
New,
Jersey
and
other
states.
They
have
incredible
amounts
of
research.
They
have
a
whole
handbook
on
dyslexia
on
how
to
implement
at
resources
in
the
school
for
children.
All
we
have
to
do
is
copy.
It
they've
done
a
lot
of
work
with
us
already.
So
we're
asking
that
when
we
print
our
proposal
for
it,
you
will
look
at
it.
AD
Consider
it-
and
please
please,
give
these
children
the
resources
they
need,
because
we're
able
to
do
it
for
our
children,
but
there
is
80%,
probably
of
those
children
in
our
district
undiagnosed
that
are
in
the
resource
classes.
Currently,
that's
a
lot
of
children
that
are
not
getting
these
services
and
I
don't
want
them
being
told
ever
that
they
can
be
a
dishwasher.
Thank
you.
Thank.
AE
When
I
realized
that
this
child
is
really
being
bullied,
there's
a
song
sung
by
Mary
Mary
scroll
yesterday,
I've
cried
my
last
tear
yesterday,
I
am
a
mother
I
heard
my
child
cried
her.
Last
year,
last
month
I
went
to
the
school
talk
to
the
principal
talk
to
the
assistant
principal
nothing,
I've
heard
a
cry.
Yesterday,
mommy
I
don't
want
to
go
back
to
the
school
I'm
tired
of
being
bullied,
I'm,
tired
of
them
texting
me
and
saying
I
wish
you
would
have
died
with
your
cousin.
Yesterday.
She
cried
out
yesterday.
AE
I
am
the
mother
I
heard
my
child
crying
I
can't
do
it
no
more
I
want
you
all
realize.
Bullying
is
something
serious
when
I
turn
on
the
news
and
I
see
children
killing
each
other.
Yesterday,
I
realized
that's
a
parent,
I'm
gonna
step
forth,
but
this
is
the
child
that
I
burnt.
Yesterday
she's
cried
her
last
year,
mommy
helped
me.
Yesterday,
I
gave
the
last
report
to
the
principal
that
didn't
do
nothing.
The
last
report
to
the
sister
who
didn't
do
nothing.
Yesterday,
I
prayed
god,
she's
cried
the
last
year
bored.
AE
AE
AF
AF
Hello,
my
name
is
River
Abaddon
and
I
am
a
sophomore
in
School
of
the
Arts.
Recently,
a
close
friend
of
mine
and
fellow
student
at
School
of
the
Arts,
contacted
me
desperately
seeking
help
a
mountain
of
homework
ever
worsening
home
situation
in
an
especially
bad
depressive
episode
had
left
them
feeling
hopeless,
despondent
and
even
suicidal
I
attempted
as
best
as
I
could
to
coach
them
through
their
issues,
but
they
made
little.
Progress
became
scared.
AF
What
this
friend
might
do,
if
they
didn't
get
legitimate,
help
soon,
I
recommended
they
get
a
therapist,
so
they
could
receive
proper
evaluation
and
medication
which
could
help,
but
they
told
me
they
didn't,
have
the
money
for
something
like
that
and
their
parents
didn't
believe
it
to
be
effective.
Anyways
stories
like
this
are
why
a
psychologist
is
so
crucial
at
schools
across
the
district.
Mental
illnesses
like
depression,
anxiety
and
anorexia
seem
to
plague
more
and
more
of
the
Charleston
County
student
body.
AF
They
can
be
some
of
those
difficult
diseases
to
deal
with,
and
some
of
the
easiest
to
ignore
having
a
school
psychologist
is
extremely
important
to
help
us
through
these
dangerous,
even
life-threatening
conditions
and
ensure
a
safe,
prosperous
education
and
I.
Ask
you
to
invest
in
having
a
mental
health
professional
in
every
school.
Thank
you.
M
AG
Name
is
dawn
Holst
and
I'm
here
on
behalf
of
my
son,
charles
hosts
about
the
early
college,
high
school
I
believe
at
the
moment
that
it's
a
great
program
but
he's
been
denied
because
he's
gifted
and
talented
and
I
think
y'all
need
to
really
look
at
your
gifted
and
talented
program,
because
it's
not
what
it's
cracked
up
to
be.
He
was
gifted
and
talented
when
he
was
in
the
third
grade,
because
he
can
do
four
or
five
problem
math
problems
in
his
head,
but
he
sucks
at
English.
AG
He
hates
science
and
he's
being
denied
a
perfect
opportunity.
My
son
has
social
anxiety.
He
missed
out
being
diagnosed
with
Asperger's
by
four
points,
so
he
doesn't
do
people.
He
doesn't
do
noises.
He
can
do
brilliant
things,
but
not
in
a
school
setting.
He
test
off-the-charts
on
a
standardized
test,
because
it
is
perfectly
quiet
in
that
room.
AG
But
when
a
kid,
with
her
dropping
pencils
and
kids
passing
notes
and
making
noise
every
bit
of
that
distracts
him
and
I've
applied
now
and
discussed
with
the
guidance
counselor,
the
director
of
the
school
and
now
her
boss,
the
director
of
the
program-
and
he
told
me
my
last-ditch
effort-
was
to
come
talk
to
y'all,
because
my
child
can't
do
big
groups
and
his
two
choices
are
James
Island
Charter
High
School,
which
is
the
only
other
school
that
has
an
IB
program
and
st.
John's
High
School,
which
isn't
prepared
for
him.
AG
They
have
a
beautiful,
wonderful
principal
over.
There
has
great
ideas
really
enthusiastic,
not
going
to
do
me
any
good
this
year
and
my
oldest
child
dropped
out
of
James
Island
high
school.
Also
gifted
and
talented
in
the
IB
program
got
kicked
out
of
the
IB
program
for
one
C
in
science,
which
she
hates
so
I'm.
AG
Looking
for
overturned
decision
or
whatever
I
can
ask
you
for
to
get
my
son
into
this
school
I
have
jumped
through
every
hoop
I've
jumped
through
every
hoop
for
15
years
from
elementary
school
all
the
way
now
to
high
school,
because
my
kids
deserve
better
and
everyone's
kids
deserve
better,
but
you
really
got
to
do
something
about
this
gifted
and
talented.
It's
not
doing
them
any
good.
Thank.
AH
E
N
Good
evening,
like
the
mother,
there
I've
cried
my
last
here
yesterday.
Well,
it's
been
a
two-year
battle
for
me.
I've
spoken
all
y'all.
Nothing
has
been
done,
bullying
protocol
that
800-number
take
it
off
because
it
means
nothing
means
nothing.
Two
years
the
same
young
lady,
that
I
got
the
police
report
on
just
assaulted
him
again
now.
N
I
certainly
do
appreciate
the
new
principle
that
young
doctor
has
been
more
proactive
than
I've
seen
in
the
past
couple
years,
since
replacing
the
prior
principal
I
told
my
son,
something
different
in
the
words
of
Malcolm
X
by
any
means
necessary,
defend
yourself
by
any
means
necessary
and
I,
told
us
to
dr.
paranoid,
because
I'm
tired
I've
come
to
y'all.
We've
done
the
bullying
protocol
I've
gone
to
the
north
to
Austin
Police
Department.
You
know,
captain
Hill
told
me:
I
went
to
the
chief
well,
the
school
district
don't
want
us
to
apply
harsh
charges.
N
So
the
two
gentlemen
who
videotaped
my
son
in
the
commode
and
put
it
up
on
the
internet
got
disorderly
conduct
in
your
own
policy.
That's
only
a
level
two.
This
gentleman
is
still
in
school.
I
heard
miss
Coates.
Talking
about
expulsion,
this
young
lady
has
assaulted.
My
son
want
to
see
pictures
of
his
busted
lip
twice
going
to
the
police
department.
They
won't
do
nothing
because
they
said
they
hands
a
tire
because
y'all
by
any
means
necessary
and
if
y'all
have
a
problem
with
it.
N
H
Chair,
yes,
the
policy
item
coming
before
you
for
first
reading,
it
is
first
reading
of
policy
KB.
It
literally
changes
the
words
parent
involvement
to
parent
and
family
engagement.
It
refracted
we're
front,
reflects
the
state
law
that
changed
the
wording
and
is
more
inclusive
of
the
communities
that
we
live
in
today.
So
it's
simply
saying
is
a
family
and
parent
and
family
engagement.
Instead
of
just
parent
involvement.
L
A
F
I
A
D
F
A
I
vote.
Yes,
the
motion
passes.
The
next
item
is
DC
bus
lot,
which
we
discussed
earlier
during
executive
session.
So
we'll
probably
need
an
update
from
you
guys
in
a
timing
of
stuff
at
some
point,
so
I
don't
think
we
have
any
other
issues
there.
The
next
item
is
audit
and
Finance
since
I've
been
Mac.
Can
you
take
that.
D
B
A
G
AA
A
B
A
D
B
A
I
M
Right,
the
funding
for
the
state
that
we
would
have
received
for
that
student.
This
is
about
a
third
of
the
cost
of
education.
That
student
came
to
the
stake,
but
because
the
student
moved
out
of
the
county,
the
question
is
not
who
his
parents
have
to
pay
to
is
right
for
him
to
come
back
into
Johnson
County
and
that's
what
the
board
is
clarifying
that
the
parent
wouldn't
have
to.
G
I
A
M
You
I'd
like
to
yield
my
time
tonight
to
three
three
departments:
one
the
learning
services
to
talk
with
us
about
the
state's
new
accountability
system
and
how
Eva's
place
into
that
I'd
like
to
yield
some
time
to
the
Erica
and
her
team
to
talk
about
the
advanced
ed.
The
accreditation
we've
never
been
accredited
as
a
school
district
and
Trunk
going
to
try
to
do
that
this
year
and
yield
a
bit
of
time
to
John
Kennedy
to
give
a
financial
report
so
I
would.
AI
Ask
that
the
slide
deck
be
projected.
We
have
a
quick
slide
deck
on
these
two
items,
so
learning
services
it's
going
to
share
two
informational
items.
You
should
have
a
folder
at
your
place
that
has
a
slide
deck.
If,
if,
if
it's
not
loaded
we'll
just
look
at
you
have
hard
copies,
yeah
we'll
go
with
the
hard
copies.
How
about
that?
So
there
are
two
items
that
we
want
to
share
this
evening.
AI
One
is
Ivonne
education,
value-add
system,
and
the
second
is
the
simulated
state,
accountability
ratings
and,
while
they're
just
three
team
members
at
the
podium,
we
really
represent
the
entire
learning
services
staff,
because
this
is
a
big
lift.
Just
takes
a
lot
of
concerted
effort
on
our
parts
and
we
want
to
run
through
these
things
with
you
Evos.
If
you
look
at
that
first,
you
have
a
handout
in
your
board
packet
and
that
handout
actually
is
a
training
timeline.
That's
the
work
of
dr.
Donna
Lee
and
dr.
AI
Gere
and
they've
built
on
a
training
timeline
that
takes
us
through
February
all
the
way
to
June.
Now
it's
important
to
note
that
we
just
got
those
ebox
results
back
the
state
promised
them
in
January.
We
got
them
in
mid-march.
So
that's
why
we're
bringing
this
to
you
tonight
if
we'd
have
gotten
them
sooner,
we
would
have.
We
would
have
had
this
conversation
in
January.
AI
AJ
So
great,
even
to
you
all,
so
it's
my
job
to
tell
you:
what
are
we
going
to
do
with
the
Evo's
data?
So
in
case
you
did
not
know,
eval
stands
for
education
value
added
assessment
system
and
to
start
off,
we
want
you
all
to
understand
that
we
understand
it's
of
the
utmost
importance
that
we
stress
to
our
principals,
our
school
leaders,
how
they
need
to
impress
upon
their
staff
their
teachers
that
this
is
a
reflective
tool.
AJ
We
want
to
use
this
to
reflect
and
think
about
what
it
is
that
we
can
do
better
for
our
scholars.
Now,
if
you
don't
know
about
Evos
eval
focuses
on
growth
more
than
it
does
achievement.
To
be
more
specific,
it
looks
at
individual
scholars
to
see
if
they're
progressing,
if
they're
progressing
more
less
are
the
same
relative
to
their
peers.
Now,
based
on
the
trends
that
you
see
with
evos,
based
on
the
trends
that
you
see
with
the
boss,
it
generates
a
lot
of
reflective
reports.
AJ
Now
these
reports,
you
can
use
to
assess
the
effectiveness
of
the
district
and
the
entities
within
it.
Now,
once
you
get
these
reports,
what
we
use
it
for
is
to
look
at
our
instructional
practices
and
some
of
the
things
we
look
at
when
we
look
at
our
instructional
practice.
It
helps
us
develop,
programs
supports
and
also
a
plan
to
differentiate
instruction
and
why
we
want
to
do
this
is
to
support
all
scholars
within
our
system.
AJ
Mentioned
earlier,
we
are
looking
at
Evos
to
look
at
our
continuous
improvement
in
the
district,
so
we
have
a
continuous
improvement
model
here
with
evos
embedded
in
it.
So
that's
your
visual
visual
representation.
So
when
we
look
at
all
of
these
up,
the
data
that
evolves
will
give
us
the
reports.
The
first
thing
we
want
to
do
is
identify
our
areas
of
opportunity.
Once
we
identify
our
areas
of
opportunity,
we
then
want
to
develop
a
plan
now
when
we
develop
a
plan.
Of
course,
we
want
to
progress,
monitor
the
reason
why
we
want
to
progress.
AJ
Monitor
we
want
to
make
sure,
is
the
plan
working?
Is
it
being
implemented
with
fidelity
and
also
do
schools
need
our
support
and
implementing
the
plan?
Finally,
in
this
cycle,
you
see
we
want
to
celebrate
our
successes
now.
We
know
we're
not
where
we
want
to
be,
but
we
definitely
want
to
celebrate
the
successes
along
the
path.
AJ
So,
as
I
told
you
earlier,
Evos
gives
us
a
you
know
gives
us
some
layered
reporting,
which
are
reflective
reports
now.
The
first
report
I
want
to
talk
about
are
our
value-added
reports.
When
you
look
at
the
value-added
reports,
you
see,
according
to
your
slide
deck
that's
low,
we
can
look
at
the
school's
overall,
the
next
our
dot
diagnostic
reports.
We
look
at
trends
prevalent
to
all
student
groups
with
the
diagnostic
reports.
You
can
look
at
individual
demographic
groups,
you
can
look
at
them
individually
or
in
combination.
AJ
Some
of
the
demographic
groups
include
African
American
male
female
Caucasian,
like
I
said
you
can
look
at
those
individually
or
as
a
combination.
Our
next
report,
our
decision
data
board
our
dashboard.
These
are
trend,
trends
noted
across
grades
and
subjects,
and
our
teach
reports
are
how
do
we
best
support
our
teachers
now
also,
in
addition
to
how
we
support
our
teachers
again,
going
back
to
that
reflective
piece
having
teachers
reflect
and
look
at
how
we
can
improve
our
structure,
instructional
practices
and
our
font?
AJ
The
final
reports
that
evos
renders
our
student
projections
now
the
thing
I
like
about
the
student
reports
of
one
of
the
student
projections
is
a
student
report
that
allows
you
to
see
scholars
that
are
scoring
at
the
lower
percentiles,
the
middle
and
higher,
achieving
now.
The
reason
why
this
is
so
important
because
I
spoke
about
those
supports
those
programs,
the
differentiated
instruction
earlier.
AJ
AJ
AJ
H
G
AH
AH
But
we
did
want
to
place
that
before
you
once
again
to
highlight
what
the
state
accountability
framework
entails
in
terms
of
report
card
ratings
and
then
speak
to
how
evos
interfaces
with
the
state
accountability
framework,
and
so,
as
you
might
recall,
the
main
domains
associated
with
the
accountability
framework
are
achievement.
So
just
overall
proficiency
progress.
Our
boys
and
girls
growing
and
adequate
rates
English
language
proficiency
for
schools
who
have
that
subgroup
of
20.
Are
they
making
adequate
progress
toward
their
goals?
AH
Also,
science
and
social
studies,
as
well
as
the
learning
environment
which
speaks
to
the
survey,
the
Climate
Survey
that
will
come
out.
There
are
a
few
things
we
want
to
keep
with
you,
but
we
want
you
to
take
away
to
remember,
as
it
relates
to
state
report
card
readings.
First
off
I
think
it's
worth
noting
that
this
system,
this
framework,
attributes
80%
of
students,
performance
solely
on
reading
and
math
I,
think
that's
tremendous.
That
80
percent
of
the
framework
is
all
about.
Reading
and
math
performance.
AH
Also,
growth
is
being
amplified
and
really
emphasized
with
this
particular
instrument,
so
so
much
so
that
all
students,
growth
will
be
measured.
But
again,
an
additional
look
will
be
taken
with
the
bottom.
Are
pardon
me,
the
lowest
performing
20%
of
children,
so
the
state
has
an
emphasis
on
growth.
The
district
has
an
emphasis
on
growth
and
we
have
really
coached
and
work
with
principals
around
addressing
and
coming
up
with
a
plan
for
how
we
will
support
those
boys
and
girls
who
are
who
are
performing
at
the
bottom
percentiles.
AH
We
also
want
to
call
your
attention
to
the
idea
of
how
schools,
not
necessarily
the
district,
but
how
the
schools
will
receive
their
report
card
reading
so
for
every
child
who
takes
the
SC
ready
test
in
the
spring,
they
will
accrue
points
on
a
scale
from
0
to
3.
So
if
a
student
did
not
meet
expectations
or
standards,
they
receive
zero
points
all
the
way
to
the
end.
If
they
exceed
standards
or
expectations,
they
receive
three
points.
So
what
happens?
AH
AH
Thank
you
all.
The
way
from
excellent
down
to
unsatisfactory
I
think
it's
important
to
note
that
in
the
past
the
district
would
get
an
overall
reading,
but
now
it's
solely
on
schools
and
we
just
wanted
to
bring
forward
just
what
that
will
look
like.
Perhaps
when
the
new
instrument
comes
forward
in
the
fall,
so
the
learning
services
department
has
done
a
simulation,
it's
hot
off
the
press
and
we
just
wanted
to
share
the
framework
of
how
it
rolled
out.
Thank
you.
So.
AI
You've
probably
noticed
a
common
thread
throughout
every
opportunity
we've
had
to
present
to
the
board
or
talk
with
the
board
that
we're
doing
a
lot
of
data
analysis.
So
dr.
Donald
seemed
a
larval
come
on
up
ran
these
simulations.
That
accountability
system
was
voted
on
for
first
three
back
in
the
fall
before
the
winter
holidays.
It's
got
its
second
reading
in
January,
so
we
were
well
into
the
school
year
when
that
accountability
system
got
approved.
AI
But
this
is
the
plan
that
the
state
sent
forward
to
to
Washington
DC
as
a
part
of
our
every
student
succeed
act
requirements
they've
set
this
plan
forward.
We
wanted
to
know
what
we
would
look
like
last
year
if
we
ran
ran
that
plan
rent,
take
our
data
and
compare
it
to
that
plan.
So
that's
what
we've
done
so
I
will
tell
you
up
front
you're
gonna,
see
things
in
that
data
that
are
gonna
hurt
your
heart.
It
hurt
our
heart.
You're
gonna
see
some
successes
in
that
data
in
those
data.
AI
So
just
know
that
this
is
us
trying
to
get
out
ahead
of
that
state
accountability
system
and
figure
out
how
we
can
make
every
minute
count
from
now
to
the
of
the
year.
So
in
your
folder,
what
you
have
and
I
hope,
it's
I
hope
it's
full
size,
I'm.
Mr.
Miller,
we
will
sentence
to
you
and
lesson,
learn
next
time,
we'll
put
two
slides
to
a
sheet,
but
you
should
have
a
full-size
grid
that
looks
like
this
attached.
Yes,
okay,
great,
so
the
last
things
we
want
to
leave
you
with
this.
AI
AK
The
first
table
that
you
have
is
labeled
simulated
achievement
ratings
and,
as
Cindy
said
this
simulates,
what
our
scores
in
this
area
achievement
would
have
been
if
the
accountability
system
that
has
now
been
approved
had
been
in
effect
last
year.
So
it's
based
on
last
year
data,
but
it's
our
best
kind
of
early
look
at
how
we
might
do
so
on
the
left-hand
side
of
that
table.
AK
You'll
see
the
achievement
ratings
for
the
category
ready
from
ranking
from
excellent
at
the
top
of
my
down
to
unsatisfactory,
because
when
we
get
the
report
cards,
each
school
would
get
a
rating
in
each
category.
So
this
is
achievement
now
this
counts
for
35
to
40
percent
for
elementary
middle
schools,
and
it
counts
for
25
to
30
percent
for
high
schools.
So
it
is
a
pretty
significant
component.
AK
The
second
column
you
see
there
is
the
target
percent
that
will
be
had
in
this
accountability
system,
because
the
State
Department
will
ensure
that
these
percentages
are
found.
So,
for
example,
you
see
that
10%
statewide
of
elementary
middle
and
high
schools
will
be
labeled
excellence
in
achievement.
Fifteen
percent
would
be
good.
Forty
percent
average
25
percent
below
average
and
ten
percent
unsatisfactory,
so
that
will
happen
in
2018
when
they
rescale,
based
on
the
new
data,
the
next
column
or
two
columns.
Look
at
the
numbering
percent
of
schools
that
fall
into
each
of
those
performance
category.
AI
So
Michelle,
Michelle
and
Symons
talk
to
us
about
the
fact
that
this
is
proficiency
and
growth,
it's
performance
and
growth,
so
that
we
just
looked
at
the
achievement.
Part
of
that
accountability
system.
And
now
we
want
to
look
at
the
growth
part.
And
if
you
flip
that
over
you
will
see
the
impact
that
the
growth
will
have.
AK
So
this
is
the
academic
progress
piece
and
it
is
worth
35
to
40
percent
for
elementary
middle
schools.
The
high
schools
don't
have
a
growth
component
again,
the
same
kind
of
interpretation,
excellent,
all
the
way
to
unset
and
there
will
be
predetermined.
15
percent
of
schools
will
be
assigned
excellent
credit
rating,
20
percent,
good
35
percent
average
20
percent
below
average
and
then
10
percent
unsatisfactory.
So
we
can
then
look
at
how
our
elementary
schools
did
in
this
progress
or
growth.
Category
and
you'll
see
that
in
the
excellent
category
we
would
have
would
have
had.
AK
4.1
percent
of
our
schools
qualifies
excellent,
set
substantially
lower
than
what
would
be
expected
based
on
what
the
statewide
numbers
will
be,
and
you
can
go
all
the
way
down
and
you'll
see
the
below
average.
We
had
more,
more
than
would
have
been
expected
based
on
statewide
numbers
and
then
middle
school.
The
same
sort
of
analysis
was
done
and
then
the
overall
just
combines
elementary
and
middle
schools
together
and.
AI
Again,
this
is
our
bed
estimation
looking
at
the
accountability
system,
looking
at
what
we
know
just
running
the
data,
but
what
we
cannot
do
is
exactly
say
how
all
be
combined
together,
but
what
this
does
tell
us
is
that
we
need
to
really
pay
attention
to
growth
that
we
need.
Today
we
had
a
meeting
to
talk
about
a
continuum
of
assessments
and
and
what
assessments
do
we
have
that
helps
us
along
the
way
progress
monitor
we're
going
to
be
coming
back
in
April
with
a
plan
on
literacy.
AI
We
met
with
some
of
the
parents
that
were
here
earlier,
I,
don't
know
if
they're
still
here,
but
we
had
a
meeting
with
them.
Just
last
week
we've
been
listening
to
them.
We've
got
some
plans
for
assessing
early
in
kindergarten
first
grade
and
progress
monitoring
along
the
way.
So
we
want
to
talk
to
you
about
that
and
talk
to
you
about
our
our
proposal
for
addressing
reading
difficulties
in
Charles
County
school
district,
but
mainly
we
just
want
you
to
know
that
we
are
vigilant
and
we
are.
AI
D
AK
AI
We,
the
the
we
didn't,
have
the
slide
up
at
the
beginning
when
dr.
Williams
was
speaking,
but
there's
a
really
great
visual
with
circles.
We
are
going
to
drill
down
and
look
at
school
district
trend,
school
trends,
class
trends.
We
can
access
individual
students
and,
yes,
we
are
disaggregating
the
data
when.
AI
And
and
I
need
to
say,
I
think
I
just
want
to
share
I
in
some
states.
The
accountability
system
is
very
different
in
South
Carolina
you
get
one
shot
at
that
state
assessment.
Not
all
states
are
like
that.
South
Carolina
has
a
very
strict,
stringent
accountability
system
and
I'm,
not
I'm,
not
bashing
and
I'm.
Just
saying
that
it
is
it's
very
strict,
it's
very
stringent,
but
in
some
states
like
North,
Carolina
and
Virginia,
they
have
a
retest
option
on
that
state
assessment.
South
Carolina
does
not
give
a
retest
option.
AI
AI
P
G
P
Dr.
post
awaits
Evan
when
she
was
beginning
her
report.
The
district
has
not
been
accredited
before,
and
so
we
are
excited
to
be
going
through
the
advanced,
ed
accreditation
process
and
tonight.
What
we're
going
to
ask
you
to
do
is
to
go
through
the
system,
quality
factors
diagnostic
and
what
it
is,
is
it's
a
survey
and
advanced.
It
is
all
about
self
assessment
and
improvement
and
improvement,
and
we
have
identified
15
questions
in
the
diagnostic
that
pertain
directly
to
the
governing
board.
C
Y
Y
So
if
everybody
has
one
we're,
gonna
start
with
the
thicker
staple
packet,
okay,
and
it
has
circle,
questions
that
are
in
green
and
we'll
look
at
each
part
of
this.
Together
we
have
been
working
with
principals
and
district
staff.
People
made
a
little
cheat
sheet
because
some
of
the
words
in
the
advanced
set
are
pretty
heavy
in
terms
of
language,
so
we
have
a
little
cliff
notes
or
cheat
sheet
to
go
along
with
the
questions
as
we
go
through
each
part.
If
you
want
to
use
a
cheat,
well,
not
cheat
sheet
a
helper
sheet,
I'm.
I
Y
Be
a
better
so
we're
going
to
start
on
the
first
page
with
clear
direction
and
clear
direction.
Ask
you
to
think
about
about.
Do
we
plan
strategically?
Have
we
identify
priorities
as
a
district?
Are
we
clear
with
all
of
our
stakeholders
about
that,
and
so
you
have
only
one
question
with
three
parts
to
answer
and
that
is
on
page
one.
That's
question
number
one,
that's
circled,
and
it
asks
you
to
think
about
how
you
collaborate
to
do
this
so
I'll
give
you
just
a
minute
to
answer
that
question.
Y
The
next
section
starts
on
page
five.
If
you
want
to
look
at
page
five,
this
section
to
ask
about
you
and
your
colleagues
and
how
well
you
relate
to
each
other,
how
well
you
work
collegially,
how
what
kind
of
expectations
you
have
for
each
other
and
how
you
work
to
provide
opportunities
for
everyone
in
the
system
for
all
staff,
all
students,
all
people
who
work
in
this
system.
So
for
this
section
you
have
only
two
questions
and
those
are
on
page
five.
If
you
would
take
just
a
minute.
G
Y
And
remember,
as
we're
thinking
about
these
you're
thinking
about
yourself
that
you're
also
thinking
about
your
work
together
as
a
board
of
trustees.
Okay,
our
next
section
starts
on
page
nine
on
page
nine,
and
that
section
is
about
high
expectations.
This
section
ask
questions
about
your
high
expectations
for
all
students,
for
all
teachers,
in
the
district,
for
district
leadership,
for
our
community
and
for
our
parents.
So
it's
asking
about
your
expectations
for
all
of
those
groups
this
for
this
section
you
have
just
the
first
two
questions
to
answer
about
yourself
and
your
board
of
trustees.
I
Y
It's
probably
been
the
quietest
part
of
your
day
right,
so
the
next
part
starts
on
page
10.
The
fourth
system,
quality
factors
remember
that
our
are
teachers
and
I'm,
sorry,
page
12,
our
teachers
and
print
sunny,
my
glasses
on
all
the
time
here,
our
teachers
and
principals
and
and
our
districts
therefore
working
on
these
same
questions
about
themselves,
but
impact
of
instruction
has
to
do
with
our
having
the
skills
or
the
capacity
to
be
sure
that
every
student
in
the
district
can
be
successful.
Every
learner
can
be
successful.
Can
we
do
that
as
a
system?
Y
Y
All
right
on
page
14
you'll
see
the
fifth
of
the
events,
air
quality
standards
and
that's
resource
management.
The
one
thing
to
point
out
about
resource
management
it
talks
about
how
well
do
we
do
with
all
of
our
resources,
so
our
human
or
people
resources,
our
financial
resources
and
also
our
material
resources.
So
it's
talking
about
all
of
those
resources
in
questions
number
numbers,
1,
&,
2,.
Y
We
have
two
last
parts
of
the
survey
that
will
work
on
the
next.
One
is
on
page
17
on
page
17,
this
category
of
advanced
ad
when
the
site
visit
team
comes
in
they'll,
talk
to
us
a
lot
about
efficacy
of
engagement,
that
that
is
a
huge,
a
really
important
factor
with
advanced
ed.
How
how
deeply?
How
effectively
do
we
engage
various
stakeholders,
whether
those
are
students
or
parents
or
community
members,
our
teachers,
and
so
there's
only
one
question
in
this
section:
that's
number
one
for
a
boy.
E
AB
I
Y
The
the
last
part
of
our
multiple-choice
exam
starts
on
page
20,
on
page
20,
in
thinking
about
yourself
and
your
fellow
board
members
in
its
implementation
capacity.
This
section
asks
about
our
planning
and
do
we
do
that
in
a
way
that
we're
able
to
take
things
to
scale
that
we're
able
to
take
an
idea
about
things
that
might
work
for
students
or
teachers
and
move
that
throughout
the
system
and
what
role
the
board
plays
in
that
in
this
section,
you
have
questions
that
are
three
questions
with
multiple
parts:
on
pages
20
and
21,.
Y
As
you're
finishing
up,
we
wanted
to
give
you
a
chance
if
you
have
any
general
questions
about
the
process
that
we're
going
through
this
first
part
of
the
advanced
ed
process
in
thinking
about
our
own
work
and
self.
Assessing
we'd
be
glad
to
answer
those.
Now,
if
there
are
any
general
questions
that
you
have.
D
Y
I
Y
Well,
what
we'll
do
is
a
follow
up
to
this.
As
we
mentioned,
our
principals
in
schools,
as
well
as
every
department
in
the
district,
is
working
on
a
self-assessment,
and
the
next
part
will
be
to
start
talking
about
our
evidence
about
what
things
are
we
doing?
Well,
what
are
the
areas
we
need
to
improve,
and
how
do
we
think
about
doing
that
together?
Y
So
we
will,
at
our
next
Committee
of
the
Whole
meeting,
give
feedback
about
what
your
responses
were
and
give
you
an
opportunity
to
talk
about
that
and
the
kind
of
evidence
you
think
we
have
to
share
with
the
visiting
team
and
we'll
also
share
some
results
from
our
district
team.
Okay,
any
questions,
okay,
Erica
spin
it
if
you
want
to
turn
them
face
down
or
whatever
you
used
to
do
in
school.
Y
District
staff
members,
principals
teachers,
parents,
community
members,
we've
been
working
with
a
number
of
community
stakeholders
and
internal
stakeholders
to
start
going
through
an
answers.
Answering
the
others
will
also
give
our
board
members
a
chance
when
we
collect
that
information
to
give
feedback
and
to
look
at
those
ratings
to
see,
if
you
think
those
are
appropriate
or
that
would
have
your
support
in.
AJ
Y
A
Y
E
AL
You
should
have
in
your
packet
that
on
January
financial
report-
and
this
is
the
new
format
with
the
spread
budget,
so
our
revenue
is
coming
in
a
little
lower
than
what
we
anticipated.
We
confirm
with
the
county
auditor
earlier
in
the
month
that
it
looks
like
we're.
Gonna
miss
our
mark
by
about
two
million
dollars.
He
has
reconfirmed
that
that
the
growth
was
not
quite
as
much
as
we
projected
and
then
remember.
We've
already
anticipated
a
little
bit
of
decrease
in
the
EFA
funding
formula
base.
AL
Student
cost
decrease
didn't
steep
decrease
statewide,
it's
just
more
people
showed
up,
so
it
looks
like
we're
going
to
be
short
about
a
million
dollars
in
the
EFA
pieces
of
it.
The
remember
we
budgeted
a
few
years
ago,
a
100%
for
salaries
and
fringe,
so
we
are
definitely
coming
in
under
budget
for
the
salaries
and
fringe
and
the
supplies
and
materials
where
and
purchase
services
were
kind
of
right
on
target
with
those
he
under
expended
the
other
expenditures.
AL
It
looks
like
we're
on
the
hole
about
three
million
dollars,
but
that's
not
the
case
because
of
the
way
we
have
to
report
our
tax
anticipation.
No
premium
so
we're
on
target
with
that
I
do
want
to
draw
attention
to
those
transfers
that
bottom
line
there.
Those
are
our
charter
school
payments
and
we
have
under
budgeted
for
Curtis
school
payments,
but
we
will
offset
that
with
some
of
the
lapped
salaries.
AL
The
good
news
look,
this
is
remember:
we
budgeted
seven
and
a
half
million
dollars
for
fund
balance
for
this
year
and
our
salaries
last
year
at
the
end
of
the
year,
came
in
under
budget
around
ten
million
dollars
and
we
are
looking
like
we're
going
to
come
in
about
ten
million
dollars
with
salary
so
there,
because
it
could
be
some
potential
of
an
increase
of
about
maybe
fifteen,
to
seventeen
million
dollars
increase
in
fund
balance
this
year.
So
that
will
give
us
an
opportunity,
as
we
develop
the
budget
going
forward
for
next
year.
AL
I
do
and
draw
attention
to
the
next
page
on
the
budget
transfers.
Remember
the
forensic
audit
identified
that
we
were
doing
excessive
budget
transfers,
so
we
are
bringing
that
down
in
FY
16
from
beginning
of
the
year
through
January,
we
have
prepared
1385
budget
transfers.
We
brought
that
number
down
in
17
to
591
and
then
so
far
this
year
we
brought
it
down
to
429
and
we
will
continue
to
bring
that
down
any
questions.
AL
W
AL
Are
like
a
modified
zero
based
budgeting
zero
based
budgeting?
We
have
to
identify
the
state
mandates.
Third,
certain
things
for
schools
and
that's
the
bulk
of
our
budget
is
at
the
schools.
It's
you
know
principal
in
every
school,
the
class
size
that
we
have
to
maintain,
which
dictates
the
number
of
teachers.
So
our
teacher
budget
is
about
almost
three
hundred
million
dollars
over
four
hundred
and
seventy
five
million
dollar
budget.
So
that's
kind
of
the
baseline
of
a
zero
based
budgeting.
A
AA
H
M
M
I
M
AM
So
thinking
Don
Kennedy,
chief
administrative
officer
at
the
March
12th
Committee
of
the
Whole
meeting
I,
presented
to
the
board
laid
out
the
data
that
would
be
presented
to
the
board.
I
asked
me
to
get
ready
to
adopt
the
budget.
Yes,
I
want
to
reiterate
those
those
items
tonight
what
you
receive
and
when
you
will
receive
them.
So
this
coming
Friday
March
30.
AM
You
will
receive
the
preliminary
documents
for
the
first
reading
of
the
budget,
and
so
that
will
include
the
informational
projected
revenue,
projected
expenditures
and
some
other
data
that
would
be
in
a
PDF
format.
Between
then
and
May
7th.
You
will
receive
additional
information,
and
so,
with
the
first
set
of
information,
come
to
the
board
after
March
30
would
be
with
the
audit
and
Finance
Committee
on
April
the
10th.
At
that
point,
we
will
review
with
the
origin
Finance
Committee
the
proposed
update
to
the
fund
balance
policy.
AM
If
you
recall
in
the
presentation
I
made
that,
but
they
intended
of
the
change
on
the
fund.
Balance
policy
is
to
assist
the
district,
to
be
able
to
do
multi-year
financial
planning
and
budgeting,
and
so
that
would
be
coming
to
the
audit
and
Finance
Committee
as
they
draft
policy
update
on
April
the
10th.
And
then
we
will
bring
that
to
the
committee
of
the
whole
on
April,
the
16th.
So
on
April
the
16th.
AM
We
will
also
for
the
first
version
of
the
budget,
link
the
financial
initiatives,
the
budgeting
of
the
financial
initiatives
to
the
district
indicators
that
are
being
developed
now,
and
so
you
have
that
by
again
about
April,
the
10th
for
the
are
in
the
Finance
Committee
and
then
going
on
to
up
April
to
16th
with
the
committee
of
the
whole
and
at
the
same
time,
with
the
committee
of
the
old
I.
Think.
The
policy
and
Personnel
Committee
will
also
review
jointly
with
the
audit
and
Finance
Committee.
AM
AM
You
receive
hard
copies
on
May,
7th
of
the
actual
budget
book
and
all
the
details
that
you
would
need
to
be
able
to
understand
the
budget
before
you
before
you
vote
on
the
budget
on
May,
May
21st
and
then
in
between
that
again
on
April
the
16th
which
committee
at
the
hall,
we
will
have
a
detailed
budget
workshop
so
that
we
can
explain
all
that
on
the
finance
components
of
it.
So
what
questions
do
you
have
I'm.
AM
You
will
have
the
preliminary
information
by
this
Friday
and
then
then,
when
we
come
back
from
a
spring
break
on
April
10th
we'll
have
the
complete
package
for
the
audit
and
Finance
Committee,
which
is
April
10th
and
then
for
the
committee
of
the
whole,
the
full
board
April
the
16th,
and
so
that
would
be
a
week
before
the
vote
on
the
April
21
I
see
you
April
23.
Thank.
H
A
M
March
29th
I
just
mentioned
this
Thursday
Michael
fullan
who's
an
internationally
recognized
off
there
we've
been
reading
one
of
his
books
this
year,
we'll
be
addressing
the
principles
if
you'd
like
to
come
just,
let
me
know
so
we
can
make
sure
we
have
room.
We
do
not
meet
here
anymore.
We've
outgrown
this
facility
because
principles
for
instructional
with
them
to
the
meetings.
So
just
let
us
know
if
you'd
like
to
come,
we
start
pretty
early.
You've
been
more
than
welcome
and
then
the
other
meetings
we
listed
were
just
reminders
that
on
April
16th
you.
I
W
I
D
A
G
I
H
Chair
yeah,
when
we
were
doing
our
conversations
with
the
folks
from
the
Clemson
diversity
study,
one
of
the
things
they
had
talked
about
was
a
mid-year
to
come
back
and
and
talk
to
us
and
I
wrote
that
on
my
calendar
is
being
around
Matt
March
30th.
That
was
about
the
time
to
expect
some
updates
from
them
dr.
post
wait.
Can
we
follow
up
on
that
and
see
if
there's
any
middle
of
the
timeframe
updates
they
can
provide
us
or
what.