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From YouTube: January 28, 2019 Board of Trustees Meeting
Description
January 28, 2019 Board of Trustees Meeting
B
C
E
F
E
I
K
G
L
G
L
Nothing
has
changed
more
detail
was
provided,
for
example,
on
the
fact
that,
when
auditions
are
held
for
students
that
not
works
outside
the
school
would
be
conducting
auditions
or
that
all
of
the
entrance
requirements
and
their
scoring
rubrics
would
be
made
known
to
the
public
prior
to
the
school
choice
application
process.
Opening
there
is
nothing
significant
that
is
in
the
changes
for
this
year.
This
is
two
phase.
One
and
more
significant
recommendations
would
be
coming
for
the
2019
2020
2021
school
year.
It's
hard
to
keep
these
days
straight,
so
this
coming
year.
G
We're
not
we're
not
approving
years,
two
and
three,
even
though
that
paperwork
is
included
in
the
action
item
for
this
motion,
where
it
does
those
recommendations.
So
there
were
four
documents.
I
just
want
to
be
clear
that
the
only
things
were
changing
for
the
nineteen
twenty
year
are
what
we
agreed
to
with
the
experts
and
other
teachers
within
the
district.
Doing
the
application
processes
that
choice
applications
would
include
a
paper
option
that
there'd
be
a
choice
fair
to
include
all
schools,
but
those
are
the
only
things
that
are
changing
for
next
year.
Yes,.
L
H
H
H
The
city
was
money.
Senator
we
met
last
time
that
the
changes
would
be
coming
back
from
the
fire
about
the
changes
in
the
business
process,
and
these
were
basically
essentially
the
one
through
ten
was
that
currently,
what
you're
saying
us
ain't
like
we're,
not
morally
different?
These,
which
is
voting
for
the
waiver
30
days,
15.
L
H
H
H
G
A
H
A
H
We
talked
about
the
one
of
the
most
talked
about,
having
deployed
in
the
appearance
of
biases,
to
use
outside
judges
adjudicated,
including
teachers
from
other
schools
and
sure
it'll,
ensure
they
interested
publication.
Expectations
rubrics
in
millions
are
all
parents
and
teachers,
so
in
that
first
bullet.
L
We
would
be
happy
to
tell
you
that
that
is
one
of
the
requirements
that,
as
we've
worked
through
this
process,
the
last
couple
of
years
as
far
as
I
know,
there
have
always
this.
Last
year
there
there
were
a
diverse
group
of
judges
in
every
adjudication
process.
That's
part
of
our
protocol,
we're
not
voting
on
that
tonight.
The
recommendation
tonight
simply
has
to
do
with
the
timeline
to
inform
parents.
M
L
A
D
H
F
D
O
M
A
There's
three
handouts
in
your
presence
for
you
in
the
packet
that's
listed,
it's
a
summary
of
the
Clemson
study
and
the
advance
recommendation
about
how
to
improve
board
leadership
and
capacity,
and
also
an
example
of
one
of
the
tools,
the
board
governance
the
facilitator
has
used
in
the
past
with
boards.
He
works
with
boards
to
help
them
to
improve
in
five
areas.
You
notice
in
your
packet
in
the
five
areas
talks
about
vision
governing
practices
that
are
consistent
with
the
vision,
monthly
accountability
and
goals,
monitoring,
communication
and
collaboration,
unity
and
Trust.
A
Those
are
of
the
area,
and
you
have
in
your
presence
with
that.
It's
a
Rubik
that
that
is
used
or
our
guide
or
an
example
that
could
be
used
to
help
us
in
those
particular
areas.
Also
in
your
packet,
you
will
have
a
bio
of
dr.
Craig
bill,
ager
Graybill,
who
is
the
facilitator,
the
trainer
that
we're
looking
at
as
far
as
helping
us
to
initiate
that
this
training
for
the
board?
His
bio
is
consistent.
It
gives
a
clear
outline
of
the
work
that
he
does
working
with.
A
Boards
nationally
and
we're
looking
forward
to
having
a
partnership
with
him
to
help
us
in
this
endeavor
now
the
first
line
of
communication
won't
be
for
us
to
have
a
initial
interview
with
dr.
gray
bill
by
phone,
just
to
kind
of
do
an
assessment
of
of
each
board
member
as
to
how
we
operate
your
viewpoint.
You
know
your
concerns,
your
thoughts,
your
practices
and
so
forth
down
the
line,
and
then
what
dr.
A
Craig
bill
will
do
is
actually
craft
a
tool
that
he
has
used
effectively
across
the
nation
in
helping
boards
to
develop
practical
ways
of
policy
governance
governing.
So
we're
asking
you
to
please
make
sure
or
I'm
asking
you
to
please
make
sure
that
you
communicate
with
Julie
I,
think
Julie
you're
going
to
come
up
with
some
dates
for
some
possible
phone
interviews.
A
So,
in
order
for
us
to
get
to
that
level
of
governance,
we
need
to
make
sure
that
we
have
practical
ways
of
doing
those
policy
making
and
making
sure
that
we're
collaborative
you
know
thinking
process
as
we
move
forward.
So
so,
please
make
sure
to
mark
your
calendar
for
that
particular
day
and,
like
I
said,
Julie
will
be
touching
basis
with
you
to
help
set
up
those
phone
interviews.
A
Also
in
your
packet
is
a
copy
of
the
South
Carolina
School
Board
Association
legislative
priorities
and
they
are
listed
in
five
different
component
and
supporting
educator
pay
raises
revised
the
state
school
funding
structure
also
advocating
for
reducing
and
spring
liming
the
amount
of
paperwork
and
reporting
requirements
of
teachers,
schools
and
school
districts.
Also
to
advocate
for
remove,
we
love
the
salary
camp
for
retired
teachers
and
to
allow
districts
more
flexibility
when
developing
school
calendars.
A
So
so
those
are
the
South
County
School
Board
Association
legislative
priorities
that
are
listed
I
also
want
to
add
that
the
School
Board
Association
and
the
Dorchester
two
are
sponsoring
a
community
event
called
now
is
the
time
for
board
members
from
Berkeley
Dorchester
to
Dorchester
for
Buford
gasper
colleton
in
Charleston
counties
on
Monday
February
11th
at
6
p.m.
at
Charleston,
Southern
Lights,
eat
Chapel,
and
that
is
the
same
day.
I
want
to
remind
you,
as
well
as
the
aboard
February
Committee
of
the
Whole
meeting.
F
A
P
M
A
M
M
E
A
A
G
Q
R
F
So
for
public
comments,
just
for
those
of
you
who
are
here
for
public
comments,
we
have
two
minutes
and
no
speaker
may
use
to
public
comment
to
discuss
personnel
matters
or
matters.
Otherwise
private
or
confidential
speakers
are
to
discuss
issues,
not
individuals
and
the
Chairman
or
the
designee,
which
is
me,
is
authorized
to
terminate
any
speakers
time.
It
is
not
observe
policy.
Please
come
up
here,
I'll,
send
you
a
couple
of
people's
name.
N
S
He's
working
hard
and
getting
community
help
getting
parents
involved
and
also
improving
student
and
home
issues,
helping
families
that
are
homeless
to
find
a
place
to
stay,
as
well
as
finding
ways
to
provide
meals
for
families
that
are
hungry.
Also,
the
principal
of
North
Charleston
High
School
is
not
a
principal
that
sits
in
his
office,
but
when
we
are
there
and
he's
always
in
the
hallway
and
the
classroom,
possibly
engaging
the
teachers
and
students
to
help
promote
a
positive
teaching
environment,
whereas
the
students
can
know
and
understand
their
lesson
that
will
increase
their
grades.
S
That
can
help
with
the
emotional
and
social
well-being
of
the
students.
We
want
to
help
in
the
process
of
making
North
Charleston
High
School,
as
well
as
other
schools
that
have
difficulties
that
they
must
overcome
a
straight-a
school
with
the
straight
eight
faculty,
a
straight
edge
staff,
straight-a
students,
a
positive
attitude
but
I
will
term
positive
altitude,
attendance,
academics,
athletics,
accomplishments,
achievements,
advancement
and
excellence,
a
productive
school,
a
progressive
school,
a
model
school
for
the
district.
S
T
I
stand
here
to
speak
in
support
of
Christie's
Preparatory
Academy
yeah.
My
name
is
Sheila
E,
King
and
I
am
a
founding
parent
of
prestige.
Preparatory
Academy,
my
son
Zane,
is
a
founding
student,
is
presently
a
fifth
grader.
My
initial
decision
to
allow
my
son
to
become
a
student
at
the
school
was
because
I
wanted
a
positive
and
corrective
change
at
the
time
of
interest.
He
was
attending
dhalsim,
Elementary
and
I
was
not
pleased
with
the
performance
of
the
school
nor
his
second
grade
teacher,
an
informative
meeting,
was
called
and
led
by
mrs.
T
J
H
Colvin,
explaining
the
mission
of
our
goals
for
prestige,
Preparatory
Academy
I
was
impressed
and
eager
to
hear
boy.
The
mission
statement,
which
includes
the
word,
empower
immediately
had
me
convinced
I
thought
to
myself.
This
is
a
once
in
a
lifetime
opportunity
for
my
son
to
become
a
well
educated
young
man
by
the
end
of
the
meeting.
I
had
already
made
my
decision
that
Zion
would
be
founded
student
of
prestige,
Preparatory
Academy
truth
needs
no
defense.
T
There
certainly
has
been
a
lot
of
good
with
setbacks
along
the
way
I
have
overcome
the
majority
opinions
to
move
him
until
what
would
not
be
better
for
his
well-being
or
education.
The
majority
is
not
always
right,
nor
is
it
favorable
to
go
against
the
grain
I
ask
that
you
identify
and
empathize
with
his
humanity
first
and
secondly,
with
the
color
of
his
chocolate
skin
I'm,
not
seeking
for
dying
to
be
looked
upon
as
a
charity
case,
because
he's
far
greater
than
that
and
deserves
to
be
afforded
a
decent
education.
T
Already
he's
dreaming
of
attending
Clemson
University
understanding
that
it
requires
excellent
grades
and
steps
to
get
there.
The
home
school
supplying
Crest
Apartments
is
not
just
an
elementary
and
his
stole
a
failing
school
with
low
tests.
In
addition
to
the
low
test
scores
teachers
at
North,
Charleston
elementary
us
are
not
all
state
certified.
That's
he
could
end
up
with
someone
that
merely
came
to
receive
a
paycheck
without
accepting
the
assignment
of
teaching.
T
Everyone
is
not
called
to
be
in
the
position
of
leave,
just
as
everyone
is
not
called
to
teach
I
asked
that
my
voice
be
heard
and
my
views
be
respected,
respected
I
spend
solidly
in
my
decision
as
science,
parent
and
as
an
advocate
of
his
well-being.
Still
believing
in
the
mission
of
fresh
teach,
Preparatory
Academy
sign
has
been
afforded
opportunities
to
learn
inside
and
outside
of
the
classroom.
The
love
nurturing
and
teaching
he
receives
is
always
given
in
a
spirit
of
excellence.
It
symbolizes
family
away
from
home.
T
T
He
is
a
natural-born
leader
that
used
to
be
cultivated
and
the
right
atmosphere
and
surroundings
in
order
to
give
the
best
of
himself
and
state
of
a
system
giving
him
a
number
I
want
him
to
write
his
own
and
to
raise
the
bar
for
the
next
fellow
man,
sustained
afraid
emphasized.
Thank
you,
I.
Ask
that
you
help
me
help
sighing
gee,
cake
and
you're
welcome.
Thank.
F
J
How
do
we
make
sure
that
these
privileges
won't
be
taken
away
and
I
referenced?
The
attorney
club
called
prop
ski
in
2002,
where
he
threatened
to
take
soup
with
CCSD,
and
at
that
time
there
was
lots
of
minorities
in
the
choice,
schools
and
because
of
that
lawsuit
it
wasn't
even
taken
to
court.
Things
were
scaled
back
and
that's
when
you
know
the
life
of
diversity
was
present.
U
Afternoon
I
have
a
child
in
the
Charleston
County
Schools
and
I
also
serve
on
the
Charleston
area.
Justice
ministries
board
I'm,
not
on
the
board
on
the
Education
Committee
every
year
since
2013
about
2,000
community
members
assemble
each
spring
at
our
Nehemiah
action
most
of
those
years,
we
have
pressed
for
significant
changes
in
our
local
education
system.
Twenty-Nine
congregations
that
represent
over
20,000
people
in
our
community
all
agree
that
restorative
practices
need
to
be
implemented.
District-Wide
many
of
you
have
publicly
expressed
that
you
would
support
restorative
practices.
U
District-Wide
in
five
years,
four
schools
have
implemented
this
best
practice.
Teachers
across
the
district
are
being
trained
in
other
schools,
but
the
necessary
funding
to
fully
implement
this
has
not
yet
been
made
available.
Recently,
a
significant
study
was
produced
by
the
RAND
Corporation
regarding
restorative
practices.
The
reincorporation
conducted
a
two-year
study
of
restorative
practices
with
pittsburgh.
Schools
and
cajon
will
send
you
the
results
of
that
study
filled
with
recommendations
how
to
make
our
implementation
more
successful.
Our
children,
our
staff
and
our
administration
in
every
school
will
benefit
from
the
implementation
of
restorative
practices.
U
V
Afternoon
I
stand
before
you
on
behalf
of
prestige.
Preparatory
Academy,
as
you
can
see,
I
did
write
some
things,
but
I'm
not
gonna.
Even
do
that.
I'm
just
gonna
go
off
what
I
feel
in
my
heart
right
now
we
are
up
and
we're
fighting
to
keep
PPA
open,
I'm,
not
understanding.
Quite
why
we're
having
such
a
hard
fight
when
the
little
boys
that
we
are
trying
to
keep
going
to
give
them
something
more
than
they
get
in
a
regular,
traditional
school
setting
these
boys.
V
If
they
are
moved
from
PPA,
you
may
as
well
go
on
expel
them
or
fail
them
for
the
year,
because
if
they
have
to
go
into
their
zone
school
there's
a
reason
why
they're
not
in
their
zone
schools.
A
lot
of
those
schools
are
failing
schools
here
at
PPA
they're,
given
the
opportunity
to
be
in
smaller
class
sizes
to
be
able
to
learn
other
things
than
just
on
the
academic
level.
They
are
learning
how
to
be
little.
V
The
little
boys
growing
up
into
men,
they're
being
taught
things
that
they're
not
going
to
get
and
that
traditional
school
setting.
Why
are
we
not
given
a
chance?
After
a
year
and
a
half,
that's
not
a
chance
for
anybody
to
prove
themselves
we're
looking
for
help.
We
want
to
school,
just
like
any
other
schools
out
here
in
Charleston
County.
We
want
a
school
where
they
have
the
proper
heat.
V
We
want
a
school
where
they
can
get
the
proper
funding,
we're
not
asking
for
a
lot,
because
we
had
a
school
where
there,
where
she
asked
for
monies
for
an
early
headstart
program.
Why
can't
our
little
chocolate
boys
be
afforded
the
same
thing?
I
just
want
you
to
take
that
question.
Why
are
we
not
given
the
opportunity
to
excel
the
same
way?
Any
other
school
in
Johnson
County
does
thank.
F
M
M
W
Afternoon
my
name
is
triva
Williams
I
have
a
child
who's
in
Charleston
County
School
District.
Currently,
he
has
attended
three
separate
schools
in
Charleston
County
school
district.
Since
we
moved
here
almost
seven
years
ago,
he
began
at
Jerry's
Ecker
middle
school
when
other
school
of
the
arts
academic
magnet
and
is
now
back
at
School
of
the
Arts
last
year,
I
myself
volunteered
as
a
mentor
at
North,
Charleston,
High,
School
and
every
single
one
of
these
schools
that
I
mentioned
would
benefit
from
restorative
practices.
W
There's
not
a
single
school
in
this
district
that
would
not
benefit
from
it.
Restorative
practices
was
identified
in
the
Avery
report
as
one
of
the
best
practices
that
can
address
the
horrible
reality
that,
if
you
are
a
black
student
in
our
district,
you
are
six
times
more
likely
to
be
suspended
from
school.
Restorative
practices
creates
space
for
children
and
adults
to
build
relationships.
It
becomes
much
more
difficult
for
us
to
hurt
one
another.
When
we
really
know
one
of
the
restorative
practices
teaches
kids
and
adults.
W
P
Good
evening,
chairman
superintendent,
I'm
Virginia
white
Jamison
I'm,
the
City
Councilwoman
in
district
3
in
the
city
of
North,
Charleston
I'm,
here
in
support
of
the
prestige
Academy,
give
prestiged
a
chance,
much
have
change
in
our
society
and
our
schools.
Some
of
us
need
more,
and
some
of
us
need
less.
My
visit
to
prestige
showed
a
nurturing
environment
after
two
and
a
half
years
test
scores
are
up,
enrollment
would
be,
would
certainly
be
up.
P
F
this
body
and
this
community
give
this
very,
very
needed
opportunity
to
these
young
men,
I
attended
their
Black,
History
Program
and
I'll
tell
you
I've
traveled,
all
over
the
world,
and
sometimes
that
piece
of
our
culture
gets
missing,
but
these
kids
are
not
missing
it
and
again.
I
would
ask
you
to
give
this
Academy
a
chance.
Give
miss
Coleman
a
chance
to
show
us
what
these
voice
can
do
and
will
do
with
your
support.
Thank
you.
Thank.
X
Hi
I'm
here
to
speak
on
behalf
of
prestige,
I
teach
fourth
fifth
and
sixth
grade
math
there
and
fourth
grade
science
and
I've
worked
in
a
lot
of
other
schools
and
what
makes
this
school
special
and
unique
is
how
it
really
is.
Like
a
family,
there's
small
classes
not
only
help
our
students
get
the
attention
they
need,
but
also
gives
the
chance
to
get
to
know
them
on
a
deeper
level.
Our
staff
is
phenomenal.
We
work
very
closely
with
all
their
families.
X
I
know
every
single
child's
name
in
the
entire
school,
and
you
don't
get
that
in
a
lot
of
their
schools,
so
I'm
asking
instead
of
talking
about
closing
our
school,
to
talk
about
helping
us
in
ways
that
will
help
our
students,
because
at
the
end
of
the
day,
that's
all
that
really
matters
is
that
and
they
need
us.
So
we
need
your
support.
Thank
you.
Thank.
F
M
H
Y
Good
evening,
CCSD
Board,
thank
you
for
inviting
me
I'm,
a
parent
of
four
kids
that
attend
sus,
bublik,
school
abus'd,
Academy
and
they've
been
doing
really
well
and
I
Drive
about
an
hour
from
John's
Island.
To
take
him
to
school
and
I
would
just
encourage
you
guys
to
continue
raising
the
standard
setting
the
bar
high.
Y
Y
You
know,
South
Carolina
comes
in
last
in
education
or
close
to
it,
and
I
am
a
parent
that
is
very
involved
in
her
four
kids
and
I
want
to
make
sure
that
you
know
not
only
for
my
four
kids
but
for
the
rest
of
the
county
that
our
standards
continue
to
continue
to
climb.
So
I
would
encourage
you
to
you
know
raise
the
bar
I
would
also
encourage
you
to
change
the
application
process
for
increasing
diversity
in
getting
into
academic
magnet.
Y
Y
Z
Z
Myers
is
a
third
grader
at
prestige
and
I
brought
him
up
here
with
me,
because
I
think
a
lot
of
times
at
this
meeting
we
get
caught
up
in
the
dynamics
between
the
adults
and
I,
really
want
you
all
to
see
who
it
is
that
we're
talking
about
who
it
is
that
myself
and
my
colleagues
and
my
parents
aren't
here
fighting
for
and
ultimately
who
your
policies
are
going
to
affect
at
the
the
day.
Mr.
Meyers
should
prestige
clothes.
M
N
Z
That
I
saw
the
video
from
the
November
meeting
where
mr.
Collins
made
a
motion
to
offer
our
school
a
little
bit
more
support
with
some
funds,
and
the
motion
failed
and
I
have
a
problem
with
that,
not
just
because
I
believe
in
our
school
and
I
believe
in
what
we're
doing
and
I
believe
in
these
boys,
but
I
also
have
a
problem,
because
in
that
exact
same
meeting,
another
charter
school
was
awarded
262
thousand
dollars
a
year
for
the
next
seven
years
to
support
diversifying
their
school,
where
they
only
have
a
5
percent
african-american
population.
Z
Something
is
wrong
with
that
and
I
think
everyone
here.
Your
ears
should
perk
up
at
information
like
that,
because
we
say
that
students
are
the
heart
of
our
work,
our
black
boys,
included
in
that
because
they
ended
up
at
prestige
because
they
weren't
getting
what
they
needed
at
their
neighborhood
schools.
Now,
there's
some
place
where
they're
getting
the
one-on-one
attention,
where
they're
getting
nurturing,
where
they're
getting
character,
education,
where
the
numbers
definitely
are
not
exactly
where
we
want
them
to
be,
but
they're
trending
upward.
These
kids
are
making
progress.
Z
So
I
just
ask
give
us
a
shot.
Give
us
some
support.
We
need
your
help.
These
boys
are
worthy
of
an
investment.
They
are
not
special-needs
kids,
but
they
are
a
high
needs
population
and
they
need
some
attention.
So
I
appreciate
your
time
and
I
hope
guys
will
remember
us
when
it's
time
to
make
some
decisions.
Thank
you.
Thank
you.
Mirage
for.
AA
Good
afternoon
my
name
is
Alberto
Bowens
and
I'm,
a
retired
educator
with
48
years
of
service
to
Charleston
County,
School
District.
Thank
you,
dr.
Postel
Wade
and
the
board
for
allowing
me
the
opportunity
to
speak
to
you
for
just
a
couple
of
minutes.
I
volunteered
at
prestige,
Preparatory
Academy
from
March
of
2018
to
the
last
day
of
the
school
year,
I
visited
all
of
the
classes.
However,
I
focused
my
time
and
attention
on
the
3rd
grade
class
because
there
was
a
new
teacher
there
and,
with
my
experience,
I
knew
that
I
could
mentor.
AA
This
teacher
and
provide
assistance
test
scores
were
very
good
in
the
third
grade
at
prestige.
Preparatory
Academy
I
want
to
say
that
my
philosophy
is
that
people
don't
care
how
much
you
know
until
they
know
how
much
you
care
and
that's
what
we
know
about
children.
We
can
talk
the
game,
but
we've
got
to
let
our
behavior
reflect
what
we
are
saying.
I
want
you
to.
Please
give
these
students
an
opportunity
to
soar
each
one
of
them
have
a
different
fingerprint.
Just
like
all
of
us
here
in
this
room.
AA
Each
one
of
us
is
a
unique
unrepeatable
gift
from
God.
We
have
talents
and
we
will
soar
if
given
the
opportunity
to
do
what
needs
to
be
done.
So
I
am
asking
you
I'm
pleading
with
you
to
please
move
the
students
from
prestige,
Preparatory
Academy.
It
is,
it
needs
to
be
condemned.
They
need
to
be
in
an
environment
that
is
conducive
to
learning
the
students,
the
teachers,
the
faculty,
the
staff
and
anybody
that
goes
into
the
school
needs
to
have
that
opportunity.
AA
I'm
thinking
back
when
I
was
teaching
the
8th
grade
that
Artie
the
middle
school,
and
there
was
a
reading
book
and
in
that
book,
dr.
Martin
Luther,
King's
wife
said
that
Martin
was
a
good
man
any
time
he
did
something
wrong
to
someone
his
conscience,
Davout
him
I'm
the
same
way
and
I
know
that
you,
you
have
a
conscience
as
well
and
I'm,
asking
you
to
please
think
about
these
gifted
young
men
with
millionaire
Minds
at
prestige,
Preparatory
Academy
I.
AA
F
AA
F
AB
Right
good
evening,
dr.
Busta
white
members
of
the
Board
of
Trustees
I'm
here
tonight,
representing
Carolina,
Voyageur
charter,
school
and
I'm
here
to
thank
you.
That's
right,
I'm
here,
to
thank
you
for
your
support
of
our
charter
school
and
to
provide
you
with
some
information
about
our
most
recent
successes.
Carolina's
Voyager
Charter
is
approaching
the
halfway
point
of
our
fifth
year
of
operation,
we're
currently
serving
290
kindergarten
through
sixth
grade
students
from
all
across
Charleston
County.
Our
school
is
an
example
of
school
choice
that
really
works.
AB
Our
school
recently
earned
a
rating
of
good
on
the
most
recent
state
report
card,
placing
us
in
the
top
third
of
elementary
schools
in
the
entire
state.
We
ranked
16th
out
of
50
elementary
schools
in
Charleston
County
and
were
one
of
only
nine
elementary
schools
west
of
the
Couper
to
achieve
a
good
or
excellent
rating.
AB
Only
three
elementary
schools
in
the
district
with
higher
poverty
indices,
received
a
better
report
card
in
Carolina
Voyager.
In
addition
to
our
achievement
in
growth
scores,
our
school
received
8
out
of
10
points
in
school
quality,
which
is
really
a
critical
measure
of
both
student
and
school
engagement.
We
manage
these
achievements
with
a
number
of
challenges,
we're
one
of
only
of
a
handful
of
schools
in
Charleston
County
that
mirror
the
demographics
of
the
district.
AB
Perhaps
more
noteworthy
is
the
socio-economic
diversity
of
our
student
body,
given
that
we
attract
students
from
all
over
Charleston
County,
our
pupils
in
poverty
percentage
is
46
percent
and
19
percent
are
nearly
one
out
of
five
of
our
students
has
either
a
504
or
an
IEP
current.
A
compelling
vision,
hard
work
on
the
behalf
of
our
students
and
staff,
high
levels
of
parent
involvement
and
a
strong
Board
of
Directors
have
helped
us
reach
this
point
in
our
history.
AB
Our
growth
and
success
would
not
have
been
possible
without
the
support
of
district
leadership
and
the
Board
of
Trustees.
With
your
ongoing
support
and
collaboration,
we
look
forward
to
success
as
we
expand
all
the
way
to
eighth
grade
and
we
work
together
to
locate
a
permanent
home
for
our
school,
hopefully
somewhere
in
the
downtown
area.
Again,
our
school
community
thanks.
You.
R
Tammy
Lohr
I'm,
the
district
9
constituent
board
I
just
had
a
idea
that
I
had
expressed
to
mr.
Mack
that
I
know
you
were
given
some
free
land
on
John's,
Island
and
I
suggest
that
you
may
even
consider
putting
in
a
Sports
Complex
that
all
the
kids
in
Charleston
could
use,
and
we
could
run
sports
all
year
round
and
also
the
other
children
can
learn
to
be
referees
and
actually
earn
a
little
money
and
I
also
offered
because
I'm,
a
founding
member
of
the
Boston
Women's
Rugby
Club
to
help
start
rugby.
T
M
AC
Evening,
I'm
sure
I
don't
need
any
introduction.
I'm
Beverly,
gasps
subverts
but
I'm,
representing
the
state
chapter
of
National
Action
Network
I'm,
always
excited
about
coming
here
to
these
meetings,
but
I'm
also
disappointed
and
that
we
have
seven
failing
schools.
We're
still
on
the
bottom.
I
am
in
no
way
casting
blame
solely
upon
you,
because
some
of
you
are
new
to
the
board.
However,
this
district
has
operated
a
dysfunctional
district.
A
two-tier
system
for,
as
far
back
as
I
can
remember,
Trina
pointing
blame.
AC
Our
and
apology
will
not
make
up
for
over
50
years
of
miss
educating
students.
Many
citizens
and
community
groups
have
appeared
before
this
board
seeking
equity
and
education,
their
ministerial
Alliance
and
double
ACP
National
Action
Network
ministers,
community
people,
students,
parents,
but
you
have
turned
a
deaf
ear
to
many
of
them.
We
have
come
to
deal
with
an
almost
constant
presence
of
a
5-4
vote
on
the
County
School
Board,
and
it
has
adversely
impacted
the
funding
to
certain
schools,
student
transfers,
expulsion,
recruitment
retention,
staffing,
you
name
it.
AC
We
have
seen
minority
schools
close
the
students
bust
out
of
their
neighborhoods,
so
white
parents
moving
in
could
create
charters
and
magnets.
We
fought
for
a
high
tech
school
at
the
old
rivers
campus
little
by
little.
You
upstage
that
we
had
the
audacity
to
think
that
black
children
can
do
more
than
make
beds
flip
burgers
and
serve
our
foods
and
restaurants,
and
a
nationally
acclaimed
hospitality,
city
and
state
such
as
Charleston.
We
had
the
audacity
to
believe
our
children
can
excel.
We
have
the
advanced
to
think
that
they
could
be
scientists
and
engineers.
AC
We
had
that
audacity.
So,
after
many
years
of
appearances
before
this
board,
we
come
to
you
today
again
asking
that
you
do
the
right
thing
for
children
of
color,
that
you
allow
prestes
Academy
to
be
funded,
the
way
they
should
be
refunded
and
that
they
have
heat
like
other
schools,
that
they
have
a
better.
AC
AD
What
they
want
to
have
see
happen
at
garret,
because
I
know
that
there
are
some
programs
there,
like
culinary
arts
and
and
hospitality
that
could
be
there.
That
I
saw
is
not
going
at
the
Center
for
Advanced,
Studies
and
I.
Just
asked
it
that
there's
no
backdoor
dealings.
That's
going
on
that's
going
to
be
closed
in
certain
schools,
because
after
the
Clemson
study
came
out,
we
found
it
that
there's
disproportionate
treatment
of
women.
Is
this
portion
a
treatment
of
the
schools
that
are
minority?
AD
So
that's
what
that's
my
that's
my
request
that
we
pay
meticulous
attention
to
make
sure
that
there
are
no
negative
repercussions
to
these
schools
and,
as
we
move
forward
and
I
appreciate
this,
you,
all's
listening
and
I
do
want
to
say
that
I
appreciate
the
board.
Listen
because
I
have
found
that
this
board
listens
more
than
North
Charleston
and
County
Council.
So
I
appreciate
it.
I
Good
evening
my
name
is
Maurice
Brown
and
I'm,
a
retired
educator
administrator
for
the
Charleston
County
School
District
as
well.
I
want
to
share
this
with
you.
I
know
you
with
the
Charleston
Coalition
for
children
and
say
all
Charleston
kids
deserve
great
public
schools,
no
matter
their
zip
code.
Now,
whether
you
ran
on
that
platform
or
not
I,
do
believe
that
you
all
are
here
for
what's
best
for
our
children.
For
so
many
years
here
in
Charleston,
County
I
know
we
do
what
we
call
community
input
but
I've
been
on
community
boards.
I
We
have
made
decision
as
a
community,
but
coming
before
the
board,
once
the
board
looks
at
those
decisions,
those
decisions
were
really
not
worth
my
time
because
the
board
did
not
follow
through
on
what
the
community
wish.
One
example,
of
course,
was
our
garret
Academy
as
it
related
to
North
Charleston
high
school
I
was
on
that
committee.
That
committee
chose
one
route,
but
the
board
chose
another
route,
so
we
can
do
all
the
community
and
put
as
we
can.
I
Let
me
get
it
while
I'm
here
for
a
prestigious
Academy
I
visited
Petty's,
Academy
and
I
was
a
little
bit
disappointed
in
what
I
saw
and
I
would
I'm
here
to
encourage
you
think
about
your
child
going
to
a
school
where
the
child
has
to
wear
excess,
color
thing
that
may
be
uncomfortable
because
they
are
cold
they're
in
a
building
that
looks
like
it
should
be
condemned,
and
so,
whereas
in
Charleston
County
school
our
board,
please
get
prestige,
a
chance.
Look
at
their
report
card.
I
There
have
been
some
improvements
and
if
any
time
we
give
someone
an
opportunity,
we
have
to
give
them
the
resources
for
that
as
a
parent.
If
you
went
to
prestige
Academy,
you
probably
would
not
want
to
enroll
your
child
there
because
of
the
conditions
under
which
they
are
are
having
to
work,
but
you
got
teachers
there
who
are
really
being
underpaid.
You
got
one
teacher
who
would
be
here
tonight,
but
her
husband
was
in
an
last
night.
I
L
You
the
first
thing
I
just
needed
to
let
the
board
members
know
is,
if
you
had
some
sample
calendars
in
your
agenda
tonight,
to
look
at
the
only
the
significant
difference
we
come
on.
The
calendars
is
that
the
start
and
in
the
start
date
some
of
them
start
on
August
19th
on
Monday
others
on
Wednesday,
the
21st
they
all
in
for
next
year
on
the
at
the
end
of
the
first
week
in
June,
and
then
that
the
differences
are
the
placement
of
the
days
off
in
the
middle.
L
We
haven't
taken
that
calendar
through
the
various
cabinets
that
teachers,
the
parents,
the
students
and
back
to
the
board
again,
so
we
should
have
that
done
by
February
11th.
So
you
can
look
at
these
calendars
and
vote
on
them,
and
we
also
know
that
one
of
the
recommendations
of
the
South
Carolina
School,
Boards
Association,
is
legislative
agenda
is
to
make
a
change
in
the
state
statute.
That
would
let
schools
to
start
up
a
week
earlier
in
August
through
their
highest
students,
could
finish
first
semester
before
Christmas.
L
M
L
Happy
to
talk
with
you
after
the
median
since
the
audience
can't
see
the
calendar,
it
wouldn't
make
much
much
sense.
The
second
item
I
wanted
to
discuss
is
the
mid-year
review
of
goals.
We
had
set
some
goals,
we're
waiting
until
after
tonight's
presentation
to
talk
about
some
of
the
bolder,
more
audacious
goals,
because
we
did
not
want
to
upstage
what
we're
going
to
hear
from
the
shared
futures
group
group
of
community
members
from
throughout
the
district.
L
You
come
from
all
walks
of
life
who
come
together
and
worked
really
hard
over
many
many
days
to
to
share
with
us
some
recommendations
of
paths
that
we
might
take
depending
on
what
sort
of
future
we
we
want
to
achieve
for
our
children.
So
we
didn't
want
to
upstage
that
group,
but
on
February
11th
we
will
bring
some
very
specific
goals
related
to
the
various
reports
you've
heard
this
year.
L
The
Clemson
report,
the
events
at
accreditation
and
going
back
to
the
Harvard
study
in
nineteen,
along
with
one
or
more
of
the
scenarios
that
are
put
forth
by
a
shared
future
and
to
be
clear,
the
district
staff
and
all,
but
one
board
member,
have
not
don't
know
what
those
scenarios
entail.
A
few
of
us
were
invited
to
a
session
to
hear
a
little
bit
about
the
draft
work,
but
we've
not
yet
had
that
revealed
to
us.
So
this
is
a
true
community,
grassroots
effort
to
bring
visions
to
us.
L
So
this
sets
the
mid-year
conferences
with
each
of
you
or
with
small
groups
of
board
members
to
just
review
the
progress
on
the
goals
that
you
did
set
and
talk
with
you
about
the
the
goals
you
feel
we
should
emphasize
in
the
next
18
months
and
then
finally,
I
wanted
to
mention
that
after
tonight's
meeting
and
then
tomorrow
night
there
will
be
four
sessions
in
four
different
areas
of
Charleston
County.
For
the
public
to
comment
have
more
about
the
shared
future
work.
We
will
be
establishing
workgroups
in
each
of
those
communities.
L
That
has
a
lot
of
work
to
do.
For
example,
we
know
that
the
schools
in
North
Charleston
need
to
be
considered
in
terms
of
their
current
configuration
and
programs.
What
actually
works
for
students
and
what
we
need
to
be
open
to
in
terms
of
of
the
the
kinds
of
programs
that
are
available.
But
what
we
know
makes
a
difference
for
kids.
L
It
could
even
get
into
looking
at
attendance
lines,
as
someone
mentioned,
the
best
use
of
the
facilities
that
are
available
that
are
available
there
and
the
needs
that
need
to
be
considered
in
the
2020
referendum.
So
we
know
that
that's
a
whole
community
setting
and-
and
we
realized
that
some
of
you
are
starting
to
have
new
hood
meetings.
But
the
only
reason
we
haven't
done
that
yet
is
that
we
did
not
want
to
get
out
in
front
of
the
shared
future
work.
L
So,
in
addition
to
establishing
meetings
with
each
of
you,
the
third
item
there,
where
it
says
other
and
there
superintendence
report-
is
just
to
say
that
we
will
be
actively
working
with
various
communities,
particularly
those
whose
schools
are
not
performing
the
way.
All
of
us
would
want
to
see
for
their
children
to
provide
opportunities
for
community
input
around
a
clear
vision
or
a
clear
direction
that
this
board
lays
out.
So
do
you
have
any
questions
for
me
that
completes
a
superintendents
report
tonight.
John.
G
L
T
J
G
L
AE
L
A
A
Thank
you
for
joining
or
rejoining
us
here
in
Burke
high
school
auditorium
for
the
next
part
of
our
meeting.
We
were
here
from
the
Rios
partners
and
the
Charleston
shear
future
project
scenario
team
about
the
possibility
and
the
possible
futures
of
education
in
Charleston
County
by
2035
in
just
a
short
while,
but
before
we
move
into
the
presentation,
I
would
like
to
welcome
Miss,
Erica
Taylor
chief
of
staff.
Up
to
present
our
special
recognition
for
the
evening.
Miss
Taylor.
K
Good
evening
Board
of
Trustees
dr.
postulate
and
our
very
special
guests
tonight,
we
are
recognizing
several
outstanding
individuals
and
I'd
like
to
begin
by
asking
our
board
of
trustees
to
stand.
This
month
marks
South
Carolina
school
board's
recognition
month,
while
our
board
is
much
more
deserving
than
just
one
month
in
which
we
recognize
and
celebrate
their
hard
work
and
commitment
to
children.
K
K
K
Benitez
joined
on
stage
by
his
principal
in
his
father
ronita
captured
this
year's
title
on
January
17th
by
correctly
spelling
the
word
debacle.
He
will
advance
to
the
post
in
courier
spell
Brown
2019
as
the
reigning
champion
after
winning
last
year,
spelling
bee.
Let's
give
him
another
round
of
applause.
K
K
Now
this
concludes
our
special
recognitions
for
this
evening,
but
before
we
transition
into
our
shared
future
presentation,
I
would
like
to
take
a
moment
to
introduce
a
very
special
guest.
His
name
is
Kevon
singleton
Kevon
is
a
senior
at
first
baptist,
but
he
went
to
elementary
school
at
pepperhill,
he's
a
recipient
of
multiple
awards
and
has
created
five
documentaries
that
explores
social
justice.
Kevon
was
selected
by
the
YWCA
Greater
Charleston
to
be
the
youth
speaker
for
the
dr.
Martin
Luther,
King,
jr.
business
and
professionals
breakfast
where
he
spoke
on
the
topic
of
unity
in
love.
AF
Good
evening
my
name
is
Kevon
singleton
and
before
I
get
started.
I
would
like
to
thank
the
Charleston
County
School
District,
for
allow
me
to
speak
today
on
this
platform.
I'm
a
senior
First
Baptist,
but,
as
stated
I'm,
a
product
of
Charleston
County
I,
was
in
elementary
school.
I
was
an
elementary
school
student
at
pepperhill
and
I'm
a
product
of
that
environment.
I
am
also
an
aspiring
filmmaker
with
films
that
range
in
topics
from
the
Orangeburg
massacre
to
the
friendship
9
to
Marion
Anderson,
to
dr.
Cleveland
sellers
and,
most
recently,
dr.
AF
King
and
his
compromise
with
coca-cola
in
the
city
of
Atlanta
as
an
african-american
male
in
today's
society.
My
idol
is
the
man
who
gave
his
life
for
my
freedom,
dr.
King,
in
keeping
with
the
essence
in
life
of
dr.
King
this
evening,
I'm
going
to
speak
the
gym
the
topic,
I
would
say
dr.
King
and
I.
Both
value
love
to
value,
something
is
to
understand
its
importance
of
work.
Values
can
be
acquired
by
someone
through
their
upbringing
associations
and
personal
experiences.
AF
So
what
I
value
in
life
is
completely
different
than
that
of
one
of
my
classmates
when
researching
values,
I
came
across
a
quote
from
Ghandi
your
beliefs
become
your
thoughts.
Your
thoughts
become
your
words.
Your
words
become
your
actions.
Your
actions
become
your
habits.
Your
habits
become
your
values,
your
values,
your
values,
become
your
destiny,
I
value
love.
AF
Dr.
King
often
spoke
about
the
power
love.
He
said,
darkness
cannot
drive
out
darkness.
Only
light
can
do
that.
Hey
cannot
drive
out
hate.
Only
love
can
do
that.
We
must
all
strive
to
our
love
to
pass
in
our
spirit
and
all
love
to
guide
our
behavior
on
the
steps
of
the
Lincoln
Memorial.
Dr.
King
shared
his
dream
for
more
equal
tomorrow.
AF
AF
Growing
up
in
the
world
today,
I
understand
I.
Am
that
junit
dr.
King
spoke
of
the
American
dream.
Dr.
King,
never
fully
would
insist
dream
for
himself,
but
he
hoped
I
would.
I
must
embrace
the
dream.
You
create
the
change
for
social
acceptance,
justice,
equality
and
brotherhood.
The
change
does
yet
to
come
to
my
brothers
and
sisters.
A
change
I
must
carry
on
be
born.
African-American
I
was
a
merely
giving
the
torch
to
care.
We
all
have
only
a
few
of
us
choose
to
actually
do
it.
AF
AF
Dr.
King
understood
we
all
had
the
ability
to
serve
and
create
change.
We
only
need
love.
Love
is
something
that
isn't
consistent
today.
So,
in
order
for
us
to
create
the
change,
we
must
love.
You
must
love
to
our
service,
love
to
our
unity.
We
must
L,
let
o
our
the
voices
II
echo,
let
our
voices
echo.
AF
We
must
let
our
voices
echo
until
the
change
is
realized
that
the
King
only
spoke
for
the
better
treatment
of
african-americans,
but
he
spoke
for
everyone.
He
said
I
look
forward
confidently
to
the
day
when
all
who
worked
for
a
living
will
be
one
with
no
thought
to
their
separateness.
This
will
be
today
we
bring
to
the
fore
realization
the
American
dream,
a
dream
yet
unfulfilled,
dr.
King,
realized
love
was
necessary
in
order
for
us
to
move
forward
as
society
and
make
the
necessary
changes.
AF
K
A
Thank
you,
Miss
Taylor,
and
thank
you
too
Kevon.
You
are
incredibly
talented,
young
man
and
it's
in
a
bright,
rising
student.
Thank
you
for
taking
the
time
to
share
your
thoughts
with
us
tonight
now
I
like
to
welcome
mr.
Don
Kennedy,
chief
financial
officer
to
the
stage
to
introduce
our
next
presenters.
Mr.
Kennedy,
a.
AG
Thank
you,
our
Mac,
and,
on
behalf
of
the
sheriff
future
scenario,
team
I'm,
very
excited
to
to
welcome
the
community
tonight
to
welcome
the
teachers
that
are
here
tonight.
The
administrators
are
the
students,
the
school
board
and
the
superintendent
to
hear
about
the
work
that
the
scenario
team
has
done
about
the
possible
futures
of
Education
in
Charleston
County
over
the
next
17
years
or
so,
and
so
with
that
I'm
going
to
turn
it
over
to
Jackie
McLemore
she's,
a
consultant
with
real
partners,
and
this
consulting
firm
international
consultant
consultant
firm.
AG
AH
You
good
evening
this
is
an
exciting
moment
for
us,
so
we're
really
pleased
to
be
here
to
engage
with
you
tonight
and
we
hope
that
we'll
see
many
of
you
tomorrow
night
at
the
community
conversations
that
we
will
tell
you
more
about
you've
probably
received
those
invitations.
So
this
is
a
very
exciting
moment.
I
want
to
start
by
introducing
the
scenario
team
I'm
going
to
ask
them
each
person
to
stand
we'll
start
with
the
mic
and
you'll
say
your
name
and
we'll
just
keep
it
moving.
So
we'll
start
with
the
back
row.
H
AJ
AO
AQ
AT
AG
AH
AW
AH
We
got
I,
think
I
got
everyone
right
so
and
also
we're
missing
two
people
from
Rio's
partners
who
also
want
bill
Moody
we're
missing.
How
could
we
forget
bill?
I
said
sorry,
so
we're
missing
crystal
Shelton
and
we're
missing
Gerardo
Marquez,
who
are
also
from
Rios
partners.
We
are
I'm
going
to
go
through
the
agenda
and
then
we're
going
to
invite
you
to
see
a
video
that
gives
you
an
overview
of
the
process
that
we
used
before.
We
do
that,
though,
let's
get
just
a
little
glimpse
of
who's
in
the
audience
tonight.
AH
We
know
we
have
the
Board
of
Trustees.
How
many
constituent
board
members
do
we
have
hands
up
all
right,
very
good,
current
CCSD
students,
current
students,
former
okay,
we
see
some
in
the
back
former
CCSD
students,
very
good,
how
about
teachers,
great
other
educational
leaders,
administrators
educational
leaders,
hands
up
parents
and
family
members,
people
who
represent
churches
faith-based
organizations,
few
of
those
and
other
community
organizations.
Let's
see
some
of
those
great
diversity,
I,
probably
miss
some
really
important
segments
who
did
I
miss.
AH
Okay,
we,
you
are
a
stakeholder
and
we're
pleased
that
you
and
everyone
that
we
just
identified
is
here
tonight
so
I.
Let
me
start
with
our
agenda
for
this
evening.
We
are
next
slide
please,
after
this
welcome
we're
going
to
we're
going
to
have
a
video
which
gives
you
a
sense
of
the
process
that
we
went
through
then
we're
going
to
have
Kevin,
Smith
and
Natasha
Jefferson
come
forward
and
give
us
a
framing
for
the
shared
future
process.
I
do
want
to
remind
you
of
our
hashtag.
AH
After
we
have
those
presentations,
we're
going
to
give
you
an
opportunity
to
have
conversations
with
people
who
are
seated
next
to
you
around
you.
We
have
some
questions
that
are
on
the
input
sheet
that
you
were
handed
and
we'll
also
have
them
up
on
the
screen.
After
those
conversations
with
your
neighbors,
we
will
have
a
Q&A
period.
We
want
to
hear
your
questions
and
because
we
want
to
hear
from
a
lot
of
people,
we
are
going
to
do
our
best
to
keep
the
questions
to
one
question
per
person
and
to
30
seconds
per
question.
AH
After
we
do
the
question
the
Q&A
period,
we
will
share
our
perspectives
on
what
should
happen
next
and
provide
you
with
information
on
some
of
the
things
that
will
be
happening
after
this
evenings
presentation.
So
those
that's
the
agenda
for
this
evening,
I'm
now
going
to
ask
you
to
join
me
and
the
rest
of
the
scenario
team
in
seeing
the
video.
AX
Given
where
things
are
in
Charleston
County
right
now,
what
might
our
education
system
and
our
community
look
like
in
2035?
This
is
the
critical
question
that
a
diverse
cross-section
of
students,
educators
and
community
members
worked
on
in
a
series
of
workshops.
This
fall
the
title,
the
Charleston
shared
future
project,
the
purpose
for
these
30
individuals
to
transform
their
relationships
into
a
foundation
that
would
allow
them
to
create
four
different
scenarios
or
stories
about
possible
futures
of
Education
in
our
community.
The
process
involved,
learning
about
the
nature
of
systemic
change,
stretched
collaboration
and
transformative
scenario
planning.
AX
They
learn
how
the
current
education
system
works
as
part
of
the
larger
community.
Then
they
expanded
on
their
ideas
of
what
is
possible
and
while
they
still
don't
all
see
the
future
in
the
exact
same
way,
they
did
converge
on
some
fundamental
points.
Now
they
are
sharing
their
experience
and
the
stories
they
created
with
the
community
about
the
shared
future
project.
So
far,
I.
AN
Think
the
biggest
takeaway
for
me
is
that
this
process
was
the
first
time,
I
believe
that
all
of
the
players
came
to
the
table
to
try
to
solve
this
problem.
For
me,
it's
like
in
the
past,
it's
been
this
isolated
group
that
was
trying
to
address
the
issue
and
convinced
everybody
else
that
we
had
a
problem
in
our
district
and
a
problem
with
the
system.
What.
AY
AY
AJ
What
stood
out
to
me,
the
most
about
this
process,
was
seeing
a
group
of
diverse
eclectic,
passionate
individuals
who
may
not
all
just
who
may
not
all
agree
on
the
same
thing
work
together
for
a
common
goal
and
that
common
goal
is
so
powerful.
You
know
it
was
ensuring
the
success
for
all
kids
in
Charleston.
It.
N
AL
AN
Are
telling
stories
about
what
education
in
Charleston
County
may
look
like
by
2035,
and
so
it's
not
that
we
are
trying
to
trying
to
be
negative
or
we're
trying
to
be
overly
positive.
We
are
just
saying,
based
on
what
we
know,
based
on
the
factors
based
on
the
possibilities.
These
are
possible
results
from
what
we
are
doing
and
what
we
may
do.
It's.
AY
AO
B
AM
AJ
AZ
I
think
serious
reform,
serious
change,
that
that
is
my
ultimate
goal.
That
is
what
I
want
to
see
come
from.
This
I
want
to
see.
Heightened
engagement,
I
want
to
see
real
discourse.
I
want
to
see
us
elevate,
the
level
of
discourse
that
we're
having
here
in
Charleston
as
it
pertains
to
education,
and
you
can't
do
that
without
having
honest,
uncomfortable
conversations
about
all
the
things
that
are
contributing
to
where
CCSD
is
right.
Now
the.
AX
Work
has
just
begun
as
the
Charleston
shared
future
project
gains
momentum.
It
is
now
on
us
all
of
us,
from
student
to
educator,
to
parent,
to
community
member,
to
business
partner,
to
faith
leader,
to
engage
challenge
and
change.
We
must
go
from
talking
about
what
could
happen
to
actually
influencing
decisions
and
taking
action
that
will
bring
forth
what
we
want
for
all
children
of
Charleston
County.
Our
shared
future.
AH
AH
This
meeting
as
I
said
earlier,
marks
a
milestone
and
it's
a
milestone
in
a
process
that
really
was
initiated
generations
ago,
because
they've
been
many
generations
of
people
here
in
Charleston,
County
who've
been
concerned
about
education
and
improving
educational
outcomes,
and
so
one
of
the
things
that
we've
talked
about
in
our
work
and
I
offer
for
your
consideration
this
evening
is
that
there
are
two
ways
of
looking
at
the
future.
One
way
of
looking
at
the
future
is
what
we
call
an
adaptive
perspective
and
in
that
adaptive
orientation
we
feel
like.
AH
We
cannot
and
should
not,
really
change
the
context
of.
What's
going
on
that,
really,
the
role
is
to
accept
and
adapt
to
what's
going
on,
the
one
that
we
adopted
for
this
work,
and
that
is
part
of
the
transformative
scenario
process
is
that
transformative
orientation
which
says
that
there
are
things
going
on
that
we
really
should
not
and
cannot
and
need
not
adapt
to
that.
We
must
try
to
change
it
so
we're
here
because
of
that
second
orientation,
and
we
invite
you
to
follow
along
in
your
handout.
That
has
a
lot
of
information
in
it.
AH
AE
AT
Name
is
Kevin
Smith,
I'm
principal
of
C,
Williams,
Middle
School
for
creative
and
scientific
arts,
and
so
we
first
of
all,
I
just
want
to
say
thank
you
all
for
coming
such
an
impressive
group
of
individuals
that
we
have
an
opportunity
to
share
this
work
with.
So
I
want
to
start
out
with
what
is
the
scenario
we
want
to
talk
about,
what
a
scenario
is
and
what
a
scenario
is
not.
AT
First
of
all,
we
know
the
technical
definition
of
a
scenarios,
an
outline
of
a
plot
of
a
play,
but
we
want
to
focus
on
the
other
definitions
of
a
scenario
which
is
an
internally
consistent
hypothesis.
That's
what
I
want
to
focus
on
a
hypothesis
about
what
the
future
can
be.
Another
definition
for
scenario
is
a
story
about
what
could
happen
in
the
world
around
us
and
about
what
is
possible.
AT
AE
AT
Again,
the
whole
idea
behind
this
is-
and
you
will
hear
this
as
we
go
along
this-
is
not
about
coming
together
and
giving
you
answers
that
we've
come
up
with
we're
coming
up
with
hypotheses
of
what
things
could
happen,
and
so
what
did
we?
Do?
We
brought
together
a
team
from
across
the
system.
You'll
hear
that
word
system
a
lot
as
well,
because
we
understand
that
we
are
connected
as
a
system
relationships
will
build
so
that
our
different
perspectives
could
be
voiced
and
I
can
guarantee
you
that
there
were
very
different
perspectives
in
the
room.
AT
We
learned
about
stretched
collaboration
and
changing
big
systems
and
stretched
collaboration
is
the
word
that
you
heard
again
that's
about
not
just
collaborating
with
people
who
agree
with
you,
but
collaborating
with
people
who
disagree
with
you,
who
may
actually
just
vehemently
disagree
with
you?
Oh
really,
don't
like
you
at
all.
AT
We
also
realized
that
we
had
to
become
uncomfortable
for
collaboration,
because
we
recognized
that
just
because
we
were
uncomfortable
in
our
collaboration,
didn't
mean
it
was.
We
were
incapable
of
collaborating.
We
also
had
learning
journeys
and
brought
in
resources
on
various
topics.
We
had
experts
come
in
to
talk
to
us,
for
example,
conversation
with
a
professor
from
Duke
University
to
tell
us
about
the
history
of
racism
and
any
inequities
stories.
AE
About
what
could
happen
were
constructed,
we
had
a
lot
of
stories
and,
as
you
can
see,
it's
a
very
diverse
group
here,
so
the
stories
were
endless,
but
we
were
on
a
time
crunch,
so
we
had
to
make
sure
we
kept
it
short
and
sweet,
but
we
made
sure
to
listen
to
everybody's
story,
because
everybody's
story,
Meredith
mattered
exploration,
is
about
what
actions
could
be
taken
and
now
we
are
acting
to
transform
the
system
in
the
shape
of
education.
So.
AT
The
individuals
like
you
and,
like
me,
the
intentions
which
take
into
account
the
whole
system,
not
one
part
of
the
system,
not
too
partisan,
sis
of
the
system,
but
the
whole
system
capacities
to
lead
systemic
transformations,
which
is
what
we
believe
is
necessary
for
us
to
move
forward
for
all
children
to
succeed
and
also
actions
that
transform
the
system
and
so
in
our
process.
Just
to
tell
you
a
little
about
this,
you
saw
some
images
we
we
came
together.
AT
What's
the
most
important
thing
for
others
to
understand.
In
that
process,
those
disagreements
were
expressed.
This
is
not
a
process
of
everybody
coming
together
and
capitulating
to
the
loudest
voices
in
the
room.
We
understood
that
this
is
a
process
about
us
understanding
the
possibilities,
but
one
thing
I
want
to
make
sure
everybody
knows
is
that
we
did
all
agree
that
it
was
important
that
we
transform
the
system
on
behalf
of
our
children.
What
did
we
learn?
A
couple
of
things?
AT
We
learned
the
idea
of
a
whole
lawn
wh,
Olo
n,
the
idea
that
there
are
holes
that
are
part
of
bigger
holes,
that
we
are
all
a
hole
but
we're
also
a
part
of
a
bigger
hole,
in
other
words,
we're
part
of
a
system.
We
have
an
obligation
to
that
system,
and
another
thing
that
I
feel
like
I
learned
is
that,
even
though
we
might
have
come
here
on
different
ships,
we're
all
in
the
same
boat
now
as
Martin
Luther,
King
Jr's,
so
I
luckily
stated
so.
AE
You
all
were
given
an
executive
summary
of
our
scenarios,
but
you
can
find
the
full
report
on
online
at
Charleston,
Future
org
and
please
use
the
input,
forms
to
guide
your
thinking
to
provide
feedback
and
I'm.
Also
in
the
back,
you
will
find
where
you
can
take
notes
and
everything.
So
as
you
hear
the
scenarios
please
jot
those
down,
so
when
it's
Q&A
time
you
can
ask
them
it.
AT
Last
before
we
take
our
seats
and
move
on
on
page
21
in
your
scenario,
booklet
you'll
see
that
there
are
comparison
tables
for
all
of
the
scenarios.
So
they're
going
to
be
so
many
different
ways
that
the
scenarios
are
presented
to
you,
but
there's
a
comparison
table
and
you
can
see
some
of
the
differences
of
those
scenarios
there.
So,
as
you
listen
to
the
scenarios,
you
can
reference
this
table
so
that
you
can
note
some
of
those
differences.
I
hear
two
pages
turnin,
so
I
know
that
you're
trying
to
find
it.
AT
It's
okay,
I'll,
wait:
okay,
dad,
that's
okay,
page
13,
I'll
set
me
up.
It's
all
good!
You
know
set
me
up.
It's
all
right
monitoring!
Just
my
teachers
and
educators.
Y'all
know
what
I'm
talking
about
the
names
of
each
of
the
scenarios
are
across
the
top
of
that
table.
So
that's
part
of
the
scenario.
Work
is
that
we
gave
those
names
so
you'll,
see
that
and
you'll
also
understand
that
there
are
uncertainties,
things
that
could
change
based
on
a
situation.
Those
are
in
the
vertical
column
as
well.
AT
Okay
and
before
I
take
my
seat
before
the
natascha.
Take
sirs
I
just
want
to
say
that
I
am
I've,
been
humbled
and
appreciate
the
opportunity
to
get
to
know
these
fine
individuals
and
have
the
chance
to
spend
time
with
them,
so
we're
gonna,
take
our
seats
and
I
believe
we're
going
to
move
into
the
scenarios
at
this
time.
So
thank
you.
AU
AU
AU
AU
Neighborhoods
continue
to
be
segregated
in
many
neighborhood
schools,
mostly
in
african-american
communities,
at
fewer
and
fewer
resources.
The
achievement
gap
continues
to
widen.
A
failing
education
system
leads
to
entry,
increased
dropout
rates,
higher
student
discipline
and
mental
health
referrals
and
youth
suicide
rates.
Large
businesses
start
hiring
from
elsewhere.
This
brings
in
a
population
that
can
afford
what
the
locals
cannot
leaving
locals,
unemployed
and
further
disillusioned
resorting
to
crime
and
violence.
AU
AH
AO
The
making
of
a
sweet
grass
basket
is
a
slow
and
intensive
process.
The
sweet
grass
must
be
processed
before
it
is
viable
enough
to
produce
useful
products,
starting
in
2019.
A
gradual
shift.
We're
all
community
sectors
have
an
opportunity
to
expressions
share
comments
occurs
as
more
groups
provide
ink
inputs.
Incremental
changes
continue
to.
AO
AO
After
10
years,
lettuce,
legislative
changes
yield
some
gains
and
2020
culturally
relevant
and
regulus.
Rigorous
curriculum
for
3
K
through
12th
grade
is
adopted
by
2035
teacher
recruitment
retention
and
professional
development
have
been
transformed.
Despite
improvements,
teacher
shortages
and
housing
crisis
continues
in
Charleston
County.
AO
AR
Jennifer
bias
and
I'll
be
presenting
scenario
3.
Just
so
you
know,
I
will
not
be
reading
from
wit,
so
it's
different.
So
if
you,
if
that
helps,
you
follow
a
little
bit
scenario.
Three
is
called
reconstruction
and
it's
really
just
like
the
reconstruction
after
the
Civil
War.
This
scenario
is
really
focused
on
the
need
to
reconstruct
a
system
that
was
designed
not
to
benefit
all
students,
and
so
this
scenario
really
takes
this
system
and
restructures
it
beginning
with
the
district
and
the
central
office.
AR
It
empowers
CCSD
to
have
more
oversight
of
programs
and
their
initiatives,
there's
also
centralized
hiring
for
principals
and
teachers
so
that
the
best
talent
can
go
to
the
schools
with
the
most
need.
The
community
supports
of
movement
to
help
remove
restrictions
on
school
funding
by
repealing
at
388
at
340
will
also
be
eliminated,
which
will
dismantle
the
constituent
school
boards,
as
recommended
by
reports
that
we
have
had
dating
back
to
1998.
First,
the
Harvard
report,
the
advanced
IDI
report
and
the
Clemson
study.
AR
Through
this
reconstruction
scenario,
the
community
is
engaged
on
issues
of
race
through
authentic
interaction,
in
order
to
overcome
barriers
and
increase
understanding.
Among
diverse
groups
for
attendance
zones
are
created
in
order
to
provide
equitable
resources,
increased
diversity,
increase
enrollment
and
create
equitable
teacher
allocations,
so
that
students
have
a
variety
of
opportunities.
AR
Schools
with
low
enrollment
will
be
consolidated.
The
school
choice
program
will
be
evaluated
and
restructured
using
a
controlled
choice,
model
Universal,
3k
education
will
be
implemented.
District-Wide,
the
schools
that
are
not
performing
will
have
extended
day
and
we'll
have
more
research-based
interventions.
AR
The
scenario
is
very
cognizant
of
the
challenges
that
will
bring
about
this
change.
They
will
be
disrupted,
but
with
communication
and
transparency
they
can
be
achieved.
The
district
will
adopt
recommendations
from
the
reports
that
have
been
analyzed
since
1998.
These
includes
a
reformed
budget
process,
equitable
distribution
of
allocations
and
research-based
programs.
AR
AV
My
name
is
Eric
Tommy
and
I'm,
presenting
scenario
for
tech
town
on
behalf
of
the
entire
scenario
team.
This
was
a
fun
one,
the
challenging
two
as
our
scenario
attempt
to
imagine
the
impact
of
technology
on
education
over
the
next
17
years.
If
you
will
imagine
how
the
world
has
changed
over
the
past
17
years
with
the
advent
of
the
internet,
proliferation
of
computers
and
smartphones
and
the
rise
of
social
media
Lowell,
our
world
and
education
be
like
with
algorithms,
artificial
intelligence,
machine
learning,
driverless
cars.
Remote
learning,
however,
try
to
consider
that
the
basis.
AV
No
sorry
the
babys
of
today
upon
graduation
they'll
be
working
in
the
industries
that
don't
even
yet,
how
do
we
prepare
students
for
an
unknown
future
like
this,
the
opportunities
of
technology
such
as
remote
learning
and
can
utilize
artificial
intelligence
to
tailor
education
to
each
and
every
individual
student?
It's
like
a
video
game
that,
even
today,
alarms
and
adapts
the
game
to
the
player,
but
well
before
2035
software
will
be
enabled
with
artificial
intelligence
so
that
it
can
deliver
individualized
learning.
Remedial
learners
could
be
caught
up
more
quickly
while
advancing
in
their
best
subjects.
AV
However,
you
can
think
about
the
challenge
of
keeping
up
with
the
pace
of
change
and
trying
to
prepare
students
for
quickly
shifting
work
demands.
A
lot
of
new
challenge
is
to
provide
project-based
experience,
with
learning,
to
prepare
students
with
the
soft
skills
necessary
for
success
in
college
and
work.
AP
The
primary
point
of
doing
scenarios
is
really
to
stimulate
thinking
and
conversations
and
to
give
a
different
showcase,
some
different
perspectives
about
what
might
happen
in
the
future.
What
could
potentially
happen?
These
are
not
recommendations
as
Natasha
and
Kevin
said:
they're,
not
plants
or
not
proposals
they're
merely
for
different
possible
stories
about
what
could
happen
here
in
Charleston
County
between
now
and
2035,
so
big
asset
to
these
scenarios
is
they
give
you
something
to
think
about,
and
you
get
to
look
at
the
implications
of
the
scenarios.
What
are
these
stories?
AP
AP
So
what
I
like
to
ask
you
to
do
is
to
turn
to
your
neighbors
get
a
group
of
hopefully
more
than
two.
Maybe
three
people,
if
you
can
talk
amongst
yourselves
and
we're
gonna,
address
several
questions.
Okay,
so
the
first
question
is
what
stood
out
for
you.
You
heard
these
four
stories.
You
didn't
hear
them
in
great
detail.
AP
Was
there
anything
that
said
that
made
you
really
sit
up
and
take
notice
and
finally
will
be
going
into
a
question
and
answer
period
after
this.
So
is
there
a
question
that
you'd
like
to
ask
that
would
help
you
understand.
The
scenario
is
better,
so
talk
to
your
neighbors
meets,
and
this
is
all
about
community
conversations.
So
if
you
meet
some
new
people,
that
would
be
even
better
and
take
a
few
minutes
and
have
these
conversations
alright.
AH
That
was
an
excellent
buzz
in
the
room,
so
I
think
there
were
some
very
good
conversations
that
were
occurring
around
the
areas
where
you
were
seated.
What
we're
going
to
move
to
next
is.
We
are
going
to
move
to
a
question
and
answer,
and
we
have
a
couple
of
our
scenario:
team
members
who
are
stationed
near
the
microphones,
we're
going
to
ask
you
to
come
forward
if
it's
difficult
for
you
to
come
forward
and
you'd
like
the
mic
brought
to
you,
then
raise
your
hand
and
we'll
try
to
work
that
out.
So
we're
gonna.
AH
Ask
that
you
ask
one
question
per
person:
don't
ask
a
series
of
questions.
One
question
thirty
seconds
and
we
know
that
there
always
is
lots
of
context
for
the
questions
that
you're
asking.
But
tonight,
if
you
could
zero
in
on
the
question
and
then
on
your
forms,
if
you
have
things
that
you'd
like
for
us
to
follow
up
with
you
on,
you
can
write
them.
There
give
them
to
one
of
our
scenario:
team
members,
Mia
or
John
or
any
others
of
us
who
are
around.
AH
AW
AH
AG
So,
in
terms
of
the
expenditures
here,
there
were
no
appropriated
funds
at
all
zero
dollars
that
was
spent
that
were
appropriated
the
money
to
fund
this
project.
For
this
phase
of
it,
I
can't
speak
about
the
next
phase,
but
for
this
face
of
it,
what's
done
by
the
purchase,
cart
rebates.
So
we
spend
millions
and
millions
of
dollars
each
year
in
purchases,
just
like
my
personal
credit
card,
when
I
go
out,
make
a
make
a
purchase.
C
BA
BA
The
question
I
have
is
given
what's
going
on
in
this
state
and
the
fact
that
teachers
will
be
descending
on
our
state
capitol
tomorrow
is.
Can
we
get
any
of
these
scenarios
in
place
for
Charleston
County,
which
we
all
love
and
which
has
always
been
the
holy
city,
because
we're
so
progressive
without
the
buy-in
of
the
state,
and
will
this
group
turn
into
an
advocacy
group
that
will
take
it
to
our
legislators?
Thank
you.
Okay,.
AS
M
AS
AS
So,
as
far
as
Ken
Charleston
implement
these
scenarios
quickly
enough,
the
answer
is
absolutely
I.
Think
that
the
key
to
implementing
the
scenarios
quickly
is
having
a
grass
roots
movement
marching
in
the
same
direction
toward
education
reform,
not
only
in
the
state
but
in
our
County,
and
if
we
have
that
grassroots
movement
demanding
stellar
education
for
every
single
student,
that
was
not
on
cue
but
demanding,
really
demanding
that
strongly
a
stellar
education
for
every
single
student
that
walks
through
a
Charleston
County,
School
District
door.
Then,
yes,
we
can
implement
the
parts
of
this.
AN
She
wanted
I
think
the
only
thing
that
I
would
add
to
that
is
I.
Think
your
question
asked
about
state
what
we
need
the
state
to
do,
and
so,
ultimately,
what
these
scenarios
were
meant
to
do
was
what
it
just
did
for
you
like
make.
You
feel
like.
We
have
to
do
something
and
that
message
has
to
get
to
our
state
delegation
so
that
they
will
make
change
and
what
our
problem
is
in
Charleston
is.
AN
We
have
not
made
enough
noise
so
that
the
state
delegation
knows
that
these
acts
that
are
in
place
this
legislation
has
to
change.
In
order
for
us
to
make
change
in
Charleston.
You
are
absolutely
right.
We
are
going
to
need
change
at
the
state
level,
but
it
is
up
to
us
to
make
sure
we
have
enough
division
to
make
that
happen,
and
the
problem
in
Charleston
is
too.
Many
of
us
have
been
silent
too
long.
AN
AH
AQ
BB
Evening,
thank
you
so
much
for
all
your
work
on
this
scenarios
and
in
our
short
time,
our
group
had
a
great
intriguing
conversation
about
the
role
of
the
family.
Now
it's
wondering
if
each
of
you
or
some
of
you
might
share
your
discussion
and
evolution
about
the
family
and
how
that
might
change
over
the
process
of
the
next
20
years.
Great.
AO
We
we
talked
a
lot
about
the
family
involvement
in
schools
in
the
scenario
team
and
to
start
I
would
say
that
there
has
to
be
more
trust
built
between
the
school
community
and
the
family
community
and
as
part
of
our
scenario,
development.
We
talked
a
lot
as
you
read
through
them,
you'll
see
in
more
detail
about
home
visits
and
different
options,
but
making
that
connection
about
having
multi-level
decision-makers.
That
means
a
parent
and
a
strong
school
improvement,
Council
sitting
on
sort
of
advisory
to
what
the
needs
of
individual
communities
and
schools
are.
AE
A
Michelle
has
stated
as
a
parent
and
a
parent
advocate,
you
know
it's,
it
was
our
duty
to
speak
for
the
students
and
for
the
children
I'm
glad
we
had
students
a
part
of
this
panel.
We
wish
more
will
get
involved,
because
what
we're
doing
what
we've
done
over
the
past
six
months,
it
does
not
stop.
Today,
we
do
need
the
community
involved,
it
takes
a
village,
we
need
the
parents
to
be
involved,
and
it's
a
lot
of
times
that
our
voices
get.
AE
You
know,
push
to
the
side
or
mute
it,
because
those
in
higher
positions
tend
to
think
they
know
what's
best
for
our
children,
instead
of
listen
to
those
who
actually
deal
with
these
children
on
a
daily
basis,
so
come
in
with
this
group,
we
realized
that
not
one
voice
is
stronger
than
the
next
that,
as
a
team
as
a
we're,
a
family.
Now
as
a
family,
we
need
to
stand
up
and
speak
of
40
individuals
who
cannot
thanks.
O
Evening
I
want
to
thank
you
all
again
for
your
service
in
time
in
this
I'm,
a
retired
police
officer
and
I
worked
in
the
school
system
as
a
school
resource
officer
for
since
2000
out
of
my
25
years
of
service
and
one
thing
I
in
working
in
the
schools,
everybody's
afraid
to
talk
about
diversity
and
I,
see
in
the
scenarios.
It's
talking
a
lot
about
diversity
and
afraid
to
have
these
discussions
in
the
schools,
her
teachers
as
I'm.
You
know
we're
talking
about
races,
that's
a
no-no,
and
we
have
to
talk
about
these
things.
O
We
have
to
discuss
it
and
that's
the
only
way
we
learn
and
not
be
afraid
of
offending
in
there's
ways
that
we
can
talk
about
all
this.
You
know
if
you
were
sending
teachers
into
certain
schools
of
different
races,
then
you
know
we
have
cultural
diversity,
training
and
policing,
and
how
do
we
deal
with
different
cultures?
The
same
thing
goes:
you
know
when
my
son
was
going
into
school.
He
learned
about
Black
History
Month
for
one
month
when
he
should
be
learning
all
through
his
school
years
as
I
did
learning
about
culture.
AH
AJ
Can
start
I
think
that
it's
really
important?
You
know
what
you
said
was
so
important
and
you're
an
amazing
voice
within
this
community
and
I
think
that
we
all
need
to
have
that
voice
as
well.
It's
really
important
to
lean
in
and
understand
that
those
conversations
do
need
to
happen
amongst
staff
amongst
principals,
the
school
board,
the
community,
whoever
it
may
be,
and
so
you
know
there's
not
one
answer,
but
I.
AJ
Think
one
of
the
possible
answers
is
authentic,
research-based
professional
development,
that's
orally
grounded
and
like
the
history
of
where
we've
come
from,
it's
something
that
we've
spent
a
lot
of
time.
Talking
about.
There's
a
lot
of
possibilities
for
this,
but
it's
something
that
a
lot
of
us
on
this
team
thinks
needs
to
take
place
and
I
think
everyone
on
this
team
would
think
it
is
important
to
lean
in
and
have
conversations
specifically
on
racism
and
where
we,
how
we
got
to
where
we
are.
Anybody
else
want
to
add.
AS
So
I'll
take
it
back
to
the
scenarios
really
quickly
from
a
technical
standpoint
scenario:
2
has
culturally
responsive
teaching
as
part
of
the
scenario
that's
implemented
throughout
CCSD
and
it
engages
community
members
in
conversations
about
dialogue
related
to
race
scenario.
3
implements
something
called
culturally
responsive
teaching
for
the
entire
teaching
and
administrative
faculty
in
the
district,
and
also
engages
the
community
in
dialogue
about
race,
I.
Think.
AL
Quick
so
scenario
1
the
1835
just
to
reiterate,
talks
about
how
the
system
was
born,
not
to
educate
african-americans.
If
you
were
caught
educating
black
students,
you
were
beaten
or
you
were
fine.
So
we
again
we
talked
about
the
the
brokenness
of
that
system
in
the
system,
even
though
1835
is
we're
still
here
right
now,
and
we
have
to
engage
that
scenario,
because
that's
kind
of
where
we
are
right
now
still
in
a
broken
state,
where
a
large
portion
of
our
african-american
students,
students
are
not
being
paid
attention
to.
AL
AT
I
think
the
last
thing
well
just
jumping
in
here
a
little
bit.
First
of
all,
we
have
to
be
ready
to
have
uncomfortable
conversations,
and
so
I
want
you
to
really
think
about
this
when
I'm,
when
I'm,
looking
at
the
audience
and
I
know
so
many
different
people
out
there
from
different
parts
of
my
life.
Imagine
that
we
all
in
this
room
had
a
big
conversation
and
began
to
try
to
identify
a
system
or
an
issue
with
a
big
system
and
everybody's
bringing
their
different
scenarios.
Excuse
me
their
different
effectives,
that's
pretty
much!
AT
What
this
was
understand.
This
also
that
we
acknowledge
that
a
lot
of
the
system
that
within
which
we
currently
exist
was
built
on
racism.
We
understand
that
we
acknowledge
that
and
that's
why
we
talk
about
transformation
and
not
not
adjustment,
and
so
we
realize
that
you
can't
necessarily
continue
in
a
system
that
was
created
in
a
way
to
educate
one
group
and
not
educate
the
other.
So
that's
why
this
conversation
is
being
brokered.
AT
BD
Good
evening
I,
thank
you
for
your
work.
I
just
have
a
question
about
and
looking
at
the
Clemson
report,
some
of
their
language
said
that
the
CCSD
governance
structure
established
by
act,
340,
is
part
of
the
problem.
That's
gotten
us
to
where
we
are
today.
I
just
would
like
a
little
bit
more
information
about
what
exactly
that
is
and
how
the
various
one
of
the
problems
with
it
and
how
the
various
scenarios
seek
to
remedy
the
issues
with
it.
Thank
you.
Okay,.
R
AN
AG
That
I
think
that's
a
very,
very
insightful
question,
and
so
the
Clemson
report
on
inclusion
and
diversity
was
released.
This
past
fall
so
in
2018.
The
first
report
that
I
saw
that
talked
about
the
governance
structure
of
the
system.
Here
that
includes
the
constituents.
Both
constituent
boards
was
in
1998
a
report
that
was
issued.
It's
in
our
report
from
the
Harvard
University,
those
head
about
PhD
from
Harvard
and
a
team
that
looked
specifically
at
CCSD
in
that
report.
AG
They
clearly
state
that
the
governance
structure,
if
we
don't
make
changes
to
it
again,
this
is
in
1998
that
it
would
drive
the
system
through
what
they
call
a
socio-economic
isolation
and
so
further
socio-economic
isolation.
Another
word
for
saying
that
we
would
further
these
further
segregate
the
system
and
that's
what
has
happened,
and
so
with
the
act
of
a
consolidation
of
1967-1968
that
created
the
Constituent
Board
districts,
it
was
created
to
to
continue
the
continue.
Excuse
me,
segregation
and
so
what
the
reports
are
saying.
AG
Clemson,
the
1998
Harvard
report,
the
advance,
a
report,
and
what
we're
saying
is
that,
in
order
to
move
away
from
that
system
that
the
system
that
that
generated
it
in
this
case,
actor
340
on
the
Constituent
districts
has
to
change
that
has
to
change
in
order
to
do
that
and
a
change
that's
contemplated
in
scenario
3
when
Jennifer
talked
about
the
four
attendant
zones,
that
is
a
recommendation.
That's
directly
to
help
us
move
away
from
a
system
about
segregation
and
continued
to
us
salvation.
AG
AH
I
will
point
to
the
glossary.
That's
in
the
piece
that
you
have
now
in
that
glossary.
We
have
all
most
of
the
terms
that
we
thought,
as
we
discussed
with
our
group,
that
would
need
explanation
and
there
certainly
as
discussion
about
act
388
in
that
340
John.
You
want
to
make
one
more
comment
in
the
middle.
AQ
Yes
briefly,
the
active
consolidation
of
1967
was
passed
by
the
General
Assembly
right
now
we
have
a
constituent
district,
so
it
would
take,
and
after
the
legislature,
to
abolish
that
or
redraw
it
into
four
zones
and
get
the
district
an
opportunity
to
have
more
racially
balanced
schools
that
cross
the
current
lines.
Thank.
BC
AN
AN
All
of
the
information
that
we
received
tells
us
that
it
is
dysfunctional
to
keep
what
we
have
in
place.
So
therefore,
in
creating
what
would
be
the
most
plausible
future
I,
don't
think
we
considered
that
in
any
of
the
scenarios.
So,
once
again,
the
scenarios
are
not
an
answer
to
any
problem.
The
scenarios
are
just
stories
so
that,
as
we
are
going
about
our
daily
lives
as
citizens
of
the
system,
we
can
look
at
the
scenarios
and
measure
the
decisions
we
make
as
to
which
way
we
are
driving
this
system.
Thank.
AH
BE
It
reflected
a
lot
of
our
combined
sentiments,
I'm,
also
a
member
of
the
Charleston
forum,
which
seeks
to
bring
all
racial
groups
together
and
you're
all
invited
to
come
to
our
event
in
June.
My
question,
though
tonight
is
one
that
deals
with
resources
when,
when
we
moved
away
from
allowing
real
estate
to
be
the
primary
way
in
which
we
fund
education
to
a
proposition
of
sales
taxes,
we
discovered,
in
our
brief
conversation,
that
it
becomes
extremely
difficult
to
plan
for
the
future
with
the
unpredictability
of
a
sales
tax
base.
BE
We
all
need
to
recognize
that
if
we
don't
all
swim
together,
we
certainly
will
all
sink
together.
So
can
there
be
a
way
that
we
can
go
back
to
some
motive
of
a
real
estate
tax
and
how
do
we
create
internet
access
for
all,
because
if
there
is
no
way
for
all
elements
of
the
community
to
have
internet
access
that
will
be
just
like
not
being
able
to
get
books
or
information?
We
have
to
learn
in
the
technology.
BE
AH
AR
Just
to
address
the
technology
in
scenario,
4,
that's
definitely
addressed
there
of
how
we
have
to
bring
Internet
to
the
community,
so
students
can
have
access
to
information.
So
definitely
we
discussed
that
that's
in
scenario
4.
Of
course
we
don't
have
all
the
solutions,
but
it
was
definitely
there
as
something
that
we
saw
as
a
need.
AQ
The
property
tax
law,
the
voters
of
South
Carolina,
approve
this
laws,
a
constitutional
amendment
in
2006,
and
the
reality
is
if
it
was
an
automatic
repeal
which
would
also
have
to
go
through
the
General
Assembly
and
the
voters.
It
would
mean
that
individual
property
owners
would
have
a
double
a
doubling
of
their
property
taxation.
So
to
make
it
practical,
we
need
legislation
to
phase
it
out
over
eight
or
ten
years
and
we
need
to
push
our
legislators
to
work
toward
that.
AG
If
I
may
so
I'm,
the
chief
financial
officer
for
the
school
school
district
in
November
I
made
a
presentation
to
the
school
board
that
was
a
three
year
financial
projection
that
showed
at
the
end
of
that
three
years
that
we,
the
district,
would
be
in
in
some
financial
difficulties
because
of
the
sales
tax.
And
if
we
don't
make
changes
we
be
in
these
the
state
legislators
through
the
actions
of
the
community
across
the
state,
then
in
Charleston
County
we
will
not
have
the
resources
to
be
able
to
do
the
things
that
are
necessary.
AG
C
BF
Meeting
everyone
in
December
of
last
year,
Senate
bill
255,
was
pre
filed
to
address
how
local
subdivisions
political
subdivisions
can
in
fact
fund
more
adequately.
Schools
and
the
education
of
their
young
constituents
is
pre
filed
its
Senate
bill
255,
that's
a
first
strike
in
getting
local
elected
officials
to
rally
behind
this
bill
in
the
outcome
should
should
prove
to
be
a
very,
very
positive
and
then,
lastly,
with
respect
to
business
engagement,
as
said
already,
we
would
welcome
all
businesses
or
business
interested
in
helping
move
this
education
agenda
forward.
BF
BF
Look
for
the
most
part.
Business
want
to
engage
the
feel-good
kind
of
stuff,
the
tough
stuff,
the
the
heart
issue
they
tend
to
avoid.
But
education
is
everyone's
business
and
they
have
to
step
up
just
as
parents,
teachers,
students,
elected
officials,
they
too
must
step
up
to
the
plate
and
played
a
role
and
please
join
us.
Let's,
let's
hold
them
accountable
as
well,
and
let's
have
this
stretch
this
conversation
into
that
sector
also
thank.
BG
My
name
is
Gail
I'm,
a
parent
of
4k
and
5k
students
at
James,
Simenson
I'm,
so
supportive
of
this
initiative
and
excited
about
this
energy
to
improve
the
Charleston
County
Schools.
In
fact,
I
think
that
we
need
a
lot
of
the
radical
changes
in
plan
three,
but
the
name
reconstruction
gave
me
pause
because
we
are
living
in
a
post
reconstruction
world
as
we
are
in
a
post,
1835
world
and
if
you
think,
back
to
the
early
20th
century,
there's
an
amazing
backlash
to
reconstruction
and
the
agenda
items
are
I.
AR
BF
AN
And
so
the
first
scenario
is
is
named
1835
because
that's
the
beginning
of
the
mess
that
we
have,
we
termed
it
in
reconstruction,
because
most
of
the
things
in
the
scenario
will
mean
that
we
have
to
reconstruct
Charleston
County
school
districts
system,
and
we
kind
of
related
that
to
the
fact
that
after
the
Civil
War,
the
South
had
to
be
reconstructed
that-
and
it
was
difficult
because
during
that
time,
of
course,
they
had
African
Americans
that
were
joining
the
political
scene.
And
so
it
was
I
guess
to
kind
of
answer
your
question.
AN
Yes,
it
was
intentional
that
the
name
is
associated
with
what
we
are
trying
to
do
the
same
as
with
the
sweetgrass.
What
we're
saying
in
that
particular
scenario
is
that
we
we
are
going
to
try
to
bend
and
and
make
changes
that
it's
going
to
take
a
little
bit
of
time,
because
creating
a
sweet
grass
basket
takes
time
and
it
is
very
intricate
and
then
finally,
our
tech
town
was
that
it
means
that
they're
our
school
system
will
be
transformed
by
technology.
So
all
of
the
names
are
intentional.
AN
They
were
not
meant
to
be
offensive,
but
they're
also
not
meant
to
I.
Guess
make
it's
not
a
feel-good
name,
and
it's
it.
It
had
its
reasons,
so
I
hope
that
that
helps,
and
we
do
understand
that
that
scenario
will
make
a
lot
of
people
uncomfortable,
as
is
sure
the
era
of
reconstruction
in
the
south,
Thank.
BH
Evening
I
wanted
to
say
thank
you
first
for
dedicating
all
your
time
and
energy
to
our
children's
future.
I
mean
this.
Is
it
right?
You
guys?
I,
have
two
children
here:
I'm
a
CCSD
parent
at
James,
Simmons
and
I
wanted
to
talk
a
little
about
your
scenario.
Three.
You
talk
about
getting
community
engagement,
bringing
in
businesses
and
using
these
resources.
How
does
this
scenario
aim
to
give
a
voice
to
parents,
staff
and
community
members
they
currently
feel
lost
and
how
to
voice
their
concerns
in
their
schools?
BH
AS
So
scenario,
three
really
places
a
lot
of
importance
on
a
grassroots
movement
and
that's
where
the
voice
comes
from,
but
truly
knowing
happens
after
the
massive
change.
So
when
we
redistribute
move
to
four
zones
consolidate,
some
schools
find
optimum
optimum
school
choice.
There
is
a
constant
feedback
and
revision
loop,
that's
done
by
outside
researchers
to
make
sure
that
children
are
getting
what
they
need,
because
large-scale
change
is
is
uncomfortable,
it's
disruptive
and
it
can
be
disenfranchising.
So
we
need
to
be
sure
that,
after
the
large-scale
change
we
are
checking
on
our
children.
Thank.
AH
AT
AT
There
could
be
thousands
of
scenarios
and
each
part
of
each
scenario
could
really
be
its
own
thing
and
fix
it
fit
in
with
another
scenario.
So
it's
not
about
choosing
one
of
the
four
it's
about
seeing
you
ask
somebody
asks
a
question
about
well,
can
we
do
this
or
what?
How
do
we
do?
We
can
have
whatever
we
want.
It's
about
the
energy
of
the
individuals
who
are
part
of
the
system
you
have
whatever
you
want
the
thing
about.
AT
We
understand
we
have
a
shared
future
and
we
have
the
power
to
determine
what
that
future
looks
like,
and
there
is
nobody
else's
story,
but
our
own,
and
we
have
the
power
because
we
get
to
write
our
own
story.
So
this
is
about
the
energy
and
understanding
and
discussing
what
is
it
we
want.
How
do
we
move
together
to
do
it?
Even
though
we
have
different
perspectives,
we
have
a
shared
future
thanks.
BI
BI
AI
So
we
did
talk
a
lot
about
AI
ADFA
funding,
there's
a
whole
alphabet
soup
of
education
funding
in
South
Carolina.
There
are
multiple
bills
that
are
currently
at
the
Statehouse
that
do
look
at
consolidating
I'm
a
school
leader,
I,
look
at
at
least
40
different
lines
of
funding
that
potentially
are
triggered
by
which
students
I
have
in
the
building
with
teachers
I
have
in
the
building
and
those
have
to
be
tied
to
certain
things.
AI
There's
a
need
to
really
simplify
all
of
those
pieces
and
where
the
funding
sources
come
from
higher
ed
impacts,
k-12
funding,
because
a
lot
of
that's
on
the
back
of
your
lottery
tickets
at
your
buyer
and
everything
else
that
we're
never
meant
to
be
financing
higher
education.
The
way
they
are
initially
that
was
supposed
to
go
to
k12.
So
there
are
lots
of
moving
pieces.
There
I
think
there's
good
momentum
right
now
at
the
Statehouse
and
in
the
governor's
office
to
make
change.
AI
BJ
Evening
I
wanted
to
say
how
proud
I
am
of
everybody
in
this
room
and
those
that
are
watching,
because
we
all
are
showing
that
we
care
about
the
future
of
what's
gonna
happen
for
CCSD
and
our
students
in
it.
What
I
wanted
to
bring
or
ask
what
are
the
actions
that
can
be
taken
to
bring
awareness
of
these
scenarios
to
the
public
that
seems
not
to
care
or
that
it
doesn't
seem
to
be
a
problem
that
they
need
to
worry
about?
BC
AH
Q
We're
doing
is
going
into
the
community
and
to
different
schools.
I
know
we
got
to
st.
John's
and
Stoll,
and
a
few
other
schools
too,
where
someone
from
let's
say
out
in
parkas
fear
II
can't
make
it
all
the
way
to
downtown,
but
they
can
make
it
to
st.
John's
and
from
the
outer
areas,
be
able
to
come
and
to
be
able
to
get
the
information.
Q
But
you
also
have
to
realize
that
individuals
have
to
want
the
information
so
we're
going
out
into
the
community
starting
tomorrow,
if
I'm
not
mistaken,
we'll
be
all
over
the
CCSD
community
and
for
those
who
are
interested,
they
will
come
out
just
like
those
that
are
here
this
evening.
For
those
who
are
not
interested,
you
can
lead
a
horse
to
water,
but
you
can't
make
them
drink.
AV
AH
AK
Portia,
in
addition
to
Sharon,
if
the
information
in
the
community
on
tomorrow,
we
are
also
sharing
it
with
our
social
circles.
I
have
communicated
the
information
with
the
folks
in
my
church
and
folks
in
my
community,
and
we
ask
that
you
take
every
opportunity
to
be
a
part
of
something
great
Thank.
J
This
is
definitely
give
me
a
lot
of
energy.
That's
thinking
that
something
will
come
about
change,
but
it
sounds
like
there's
gonna
be
a
lot
of
legislative
too.
You
know
parts
to
get
back
moving,
but
so
it
sounds
like
it's
kind
of
far-reaching,
like
maybe
lock
down
the
wrong
the
road
when
something
would
be
addressed.
So
my
question
is
like:
how
soon
could
we
see
actual
changes
like
like
how
soon
like
I'm,
a
parent
with
two
kids
who
are
in
this
CCSD
so
great.
BF
BC
BC
AH
AS
John
and
I
have
decided
to
read
from
this
document
what
should
happen,
and
the
reason
that
we've
decided
to
read
from
this
document
is
because
every
single
word
in
it
was
thought
about
and
considered,
and
we
were
very
deliberate
with
our
message
about
what
should
happen
now.
How
do
we
harness
the
energy
in
this
room?
So
if
you
don't
mind
I'm
going
to
read
a
bit
to
you,
what
should
happen
over
the
course
of
our
work
together
to
create
four
scenarios
of
what
could
happen?
We
became
a
team.
AS
We
are
no
less
diverse
as
individuals
now
than
when
we
started
and
we
don't
see
the
future
in
exactly
the
same
way,
but
in
debating
all
that
has
happened
in
and
to
CCSD,
and
what
now
could
happen
to
this
generation
of
our
children
and
the
next.
If
we
found
ourselves
in
agreement
on
a
few
fundamental
points,
a
fundamental
belief
we
share
based
on
our
individual
and
collective
experience,
is
that
every
child
can
learn
and
they
are
entitled
to
more
than
a
minimally
adequate
education.
AS
AQ
This
group
is
simply
amazing
and
looking
around
here,
we
can
make
this
happen.
Available.
Resources
should
be
redistributed
and
based
on
need
when
we
consider
the
resources
that
are
available
to
support
the
education
of
our
children,
we
must
recognize
many
of
our
children
through
their
families,
have
access
to
financial
and
social
capital
that
many
other
families,
mostly
in
poverty
and
people
of
color.
AQ
You
know
we
believe
the
district,
the
county
and
the
state
must
restructure
how
schools
are
funded,
both
in
terms
of
increasing
funding
and
the
equitable
distribution
of
money,
teachers,
guidance,
counselor's,
rigorous
courses
and
experience
principals
to
those
students
in
schools
where
the
need
in
this
broader
sense
is
the
greatest.
The
equitable
distribution
of
resources
does
not
mean
an
equal
distribution,
but
rather
insurance
that
each
child
receives
the
amount
of
resources
needed
to
meet
his
or
her
needs
in
order
to
ensure
equal
opportunity
for
all.
AS
Every
child
should
be
taught
by
highly
qualified
teachers
led
by
highly
qualified
instructional
leaders,
while
the
failures
of
public
education
may
be
complex.
The
first
steps
toward
a
solution
are
simple
and
involved
its
most
important
assets.
Teachers
and
principals
talent.
Development
has
not
been
a
priority
in
the
district,
and
the
consequences
are
found
in
teacher
shortages
and
high
turnover
with
the
greatest
impact
felt
by
children
in
our
most
challenged
schools.
AS
There
is
no
discernable
track
for
aspiring
principals
to
be
trained
and
ready
for
school,
instructional
leadership,
promising
teachers
new
to
the
profession
that
teach
in
title
one
schools
are
inadequately
prepared
to
teach
effectively
because
of
the
challenges
associated
with
high
poverty.
This
most
often
results
in
promising
teachers
transferring
to
other
schools
or
opting
to
leave
to
pursue
other
professions,
leaving
title
one
schools
with
no
option
but
to
hire
other
inexperienced
teachers.
AS
It
is
a
cycle
that
constantly
repeats
itself
sitting
principals,
who
have
demonstrated
high
skills
and
instructional
leadership,
are
not
granted
sufficient
autonomy
to
do
their
jobs.
Much,
but
not.
All
of
this
limitation
is
linked
to
the
states
restrictions
on
autonomy
that
can
be
granted
to
individual
schools
and
should
be
changed.
AS
Additionally,
the
limitation
in
state
and
local
funding
force
its
principals
to
be
a
combination
of
instructional
leaders,
building
managers
and
business
experts
and
must
be
addressed.
We
believe
that
highly
qualified
teachers
of
under-resourced
children
should
be
experienced
culturally
competent,
well
compensated,
mentored
and
as
much
as
possible.
Look
like
the
children
and
they
teach
district
practices.
AQ
We
have
some
diversity
of
high
tier
district
governance
should
be
efficient,
effective
and
focused
on
kids.
We
collectively
have
attended
hundreds
of
CCSD
school
board
meetings
and
our
respect
for
the
challenges
these
trustees
confront
in
providing
oversight
to
a
very
complex
organization.
The
school
boards
public
agenda
should
focus
more
on
the
means
by
which
equity
is
brought
to
accomplishing
student
growth
and
achievement.
AQ
The
board
can
encourage
and
support
efforts
to
bring
evidence-based,
creative
solutions
and
innovative
practices
to
schools
confronting
the
greatest
challenges
they
can
and
should
monitor,
charter
schools
and
magnet
schools
more
closely
to
ensure
diversity
and
strong
performance.
We
believe
that
the
advanced,
ed
and
Clemson
study
recommendations
that
map
out
the
appropriate
course
for
governor
its
effectiveness,
provide
the
correct
approaches
and
they
have
our
full
support.
AS
High
pay
differential
here
again
acknowledging
the
active
role
of
racism
in
Charleston.
Every
student
now
should
be
afforded
equal
opportunity,
regardless
of
race,
socioeconomic
class,
religion,
region
or
culture.
We
came
to
consensus
on
this
conclusion
that
the
legacy
of
racism
in
1835
continues
to
harm
our
community.
AS
Today,
with
all
of
the
pain
and
tears
that
such
a
conclusion
can
convey,
and
there
were
tears,
the
inequality
we
see
in
the
education
of
our
children
is
at
its
source,
the
result
of
continuing
racial
bias,
whether
implicit,
explicit
or
institutional,
in
many
of
our
schools,
that
most
of
them
are
either
predominantly
white
or
black
results
from
many
factors,
but
one
of
them
is
the
way
attendance
zones
are
drawn.
The
title
one
in
rural
schools
offer
far
less
opportunity
for
a
quality
education
and
urban
and
suburban
white
schools
is
undeniable.
AS
It
is
insufficient
to
expect
the
school
board
and
the
superintendent
alone
to
shoulder
this
responsibility.
Rather,
it
is
for
the
community
as
a
whole
to
acknowledge
the
active
role
that
racism
plays
in
preventing
high-quality,
inclusive
education
in
our
County.
With
that
acknowledgement,
we
can
move
forward
on
the
road
to
Equal
Opportunity.
AQ
AQ
We,
the
Charleston,
shared
future
scenario
team,
are
committed
to
moving
from
scenario
planning
to
action
and
to
building
a
movement
to
make
equal
opportunity
a
reality
for
all
children
making
this
future
reality
can
only
occur
if
parents,
students,
educators,
grassroots
movements,
faith
leaders
and
others
of
high
moral
values
across
the
county
view
it
as
a
necessity.
So
here
are
some
things
that
you
can
do
right
now.
You
can
join
the
movement,
go
to
Charleston,
shared
futures
or
that's
Charleston,
shared
futures.org.
AQ
Do
it
now
or
do
it
when
you
get
home
and
you
can
find
it
you'll
get
feedback.
You
can
provide
feedback
and
know
about
the
4
community
meetings
that
we
have
tomorrow
and
even
recommend.
Where
can
we
go?
Where
can
we
take
our
show
on
the
road
to
reach
those
people
that
one
of
the
gentlemen
was
asking
about?
You
can
learn
more
about
how
the
current
system
is
veiled.
AQ
Failing
to
move
too
many
of
our
children
read
the
Clemson
study,
the
posting
curriers
minimally
adequate
the
series,
the
advanced
ed
report
for
certification,
the
1998
really
report
and
scenarios
we
presented
today
all
available
on
the
safe
Charleston
shared
future
org.
So
now
it's
up
to
you
to
advocate
for
change
and
hold
those
in
power
accountable
for
making
it
happen.
We
can
do
this.
AP
Thanks
so
in
closing,
just
a
few
comments
on
the
back
of
the
booklet
that
you
received
our
four
locations
for
tomorrow
night's
community
conversations
and
they
will
be
very
much
conversations
more
engagement
between
the
people
who
show
up.
So
please
share
that
information
with
your
friends
and
neighbors
and
other
communities
that
you
engage
with,
so
people
will
show
up
tomorrow
night.
These
are
just
a
beginning.
AP
There
will
be
more
of
these
conversations
as
time
goes
on,
so
we're
just
starting
tomorrow
night
with
those
four
and
these
information
forms
you
can
also
do
them
electronically
and
if
you'd
like
to
get
involved,
please
make
sure
you
turn
in
your
input
form
to
one
of
the
team
members
as
you
leave,
so
that
we
can
add
you
to
the
mailing
list
and
keep
you
informed
of.
What's
going
on
and
finally,
just
a
reminder
that
the
success
of
these
scenarios
is
not
about.
Did
these
events
that
we
put
in
the
scenarios
actually
happened?
AP
That's
not
the
point.
The
point
is
really:
did
these
scenarios
stimulate
conversation,
reflection
and
ultimately,
action
to
really
change
the
course
of
the
future
of
education
here
in
Charleston
County?
That's
what
matters
it's
the
conversations,
it's
the
actions
that
are
gonna
make
the
difference
here.
So
we
hope
that
you'll
continue
to
stay
engaged.
We
don't
have
all
the
answers.
That's
also
not
the
point.
It's
really
the
community.
That's
gonna,
make
the
make
this
happen
and
and
come
up
with
the
solutions
and
the
path
forward
for
the
future
of
all
students
in
Charleston
County.
AP
A
Thank
You
reals
for
your
partnership
with
district
and
the
tremendous
thank
you
to
the
entire
Charleston
shared
future
project
scenario:
team
who
took
countless
hours
and
days
out
of
their
busy
schedule
to
come
together
and
pour
themselves
into
finding
ways
as
a
community
to
shape
the
future
of
Education
for
our
students
in
order
to
provide
equitable
access
opportunities
and
success
for
all
our
students.
Thank
you
for
taking
the
time
to
be
here
this
evening.
A
Thank
you
to
our
mayor's
constituent
school
board
members,
our
board
of
trustees,
our
delegation,
members,
community
partners,
our
parents,
our
teachers,
staff
and
community
members
for
your
interest
and
your
support
at
this
time
board
of
trustees,
I'd
like
to
ask
for
a
motion
for
adjournment,
probably
moving.
Second,
thank
you
and
have
a
good
evening.