►
From YouTube: October 28, 2019 CCSD Board Meeting
Description
October 28, 2019 CCSD Board Meeting
C
D
C
E
Think
did
we
correct
the
fact
that
the
executive
agenda
has
a
through
E
and
then,
when
you
come
out,
it's
a
through
C
and
as
the
titles
don't
match.
So
we
need
to
clean
that
up.
Executive
session
has
a
B,
C,
D
and
E,
but
possible
action
on
executive
session.
C
is
mislabeled
and
I
still
think.
We
need
to
come
out
and
sit
and
say
that
we
took
no
action
on
the
others.
Okay,.
E
A
B
D
A
E
F
G
E
A
A
A
I
A
E
J
D
11
and
inputs
go
it's
considered
in
it.
It's
mostly
all
policies.
I
said
whatever
we
have
a
policy.
I
read
the
rules,
not
following
the
petition
consent
unless
we
put
on
them
by
us
in
a
separate
motion.
I,
don't
know
used
to
prove
any
policy
bar
could
potentially
simple
only
allowed
me
agenda.
Let
it
be
separate
not
that
I
disagreed.
The
policies
I,
don't
see
why
we
should
approve
that
with
the
agenda
that
we
proven
policies
A
through
G,
okay,.
K
E
A
Is
not
no
we're
not
confused.
The
problem
is
we're
not
confused.
A
problem
is,
is
that
everyone
is
trying
to
add
in
their
their
decision
or
their
liking
as
to
what
should
occur,
and
when
we
have
all
of
this
going
on
at
one
time,
then
everybody
gets
confused.
That's
why
we
have
what's
called
you
make
a
motion,
your
second
it
we're
discussing.
We
move
forward,
but
when
you
have
everyone
else,
adding
everything
else.
This
is
where
we
end
up
at
so
this
is
where
we
are
right
now,
so
the
court.
L
C
E
E
M
A
A
C
N
K
N
E
D
E
C
A
E
F
P
E
A
A
A
We
also
pray
for
the
family
of
ten-year-old
cabaret
Lucas,
who
was
a
CCSD
student
who
attended
Stone
Park
Elementary
School.
She
was
laid
to
rest
on
October
19th
2019
with
sadness.
We
mourn
the
passing
of
Glynn
Stockman,
former
CCSD
chief
financial
officer,
who
retired
in
2017
Stockman
was
a
longtime
school
financial
officer
leader
and
supported
CCS.
Doing
a
very
serious
time
in
our
district.
A
Once
we
were
made
a
way
of
these
services,
I
will
ask
that
Miss,
Erica
Taylor
share
them
with
the
board.
Consoled
ease
families
Lord
as
they
grieve
give
them
your
strength.
Heavenly
Father
remind
them
of
your
promises,
comfort
them
when
loneliness
strikes
and
they
feel
lost
Heavenly
Father.
These
families
need
you
and,
as
I
may
recall,
in
Revelation,
21
and
44,
and
it
says
in
God,
will
wipe
away
every
tear
from
their
eyes.
There
shall
be
no
more
death,
no
sorrow
nor
crying.
It
shall
be
no
more
pain
for
the
former
things.
Past
amen.
A
E
D
C
Q
P
I
I
A
I
A
I
A
I
E
R
That
the
reason
is
if,
if
I,
would
call
in
August
that's
before
the
students
actually
came
back
and
we
have
a
10-day
count.
So
we
gave
some
preliminary
numbers
and
then
we
used
the
same
kind
of
calculation
after
the
ten
day
report
and
the
number
the
change
in
the
number
represents
the
actual
student
achievement.
You
asked
a
little
while
ago
of
student.
Achievement
follows
a
student
or
the
school
and,
and
the
actual
answer
is
both.
It
follows
the
individual
student,
but
it
also
backs
up
to
the
school
and
then
aggregate
to
the
district
level.
E
So
and
I
kind
of
assumed
it
would
be
related
to
a
percentage
of
students,
but
I
was
a
little
shocked
to
find
out
that
the
one
of
them
drops
by
more
than
three
percent.
One
goes
from
sixty
nine
point.
Eight
five
percent
of
students
in
the
ninth
grade
will
achieve
at
or
above
their
reading
and
math,
and
that
now,
where
the
goal
becomes
sixty
six
point
for
the.
R
C
E
S
Good
afternoon,
chair
Mack
vice-chair
Darby
board
members
and
superintendent
and
guests
who
are
here
with
us
this
evening.
Recently,
Charleston
County
School
District
saw
a
significant
increase
in
overall
ratings
of
our
schools.
The
number
of
CCSD
excellent
rated
schools
increased
by
four
from
last
year.
The
number
of
excellent
and
good
schools
increased
by
seven.
Our
average
schools
and
above-average
schools
increased
by
nine
from
last
year
and
our
unsatisfactory
schools
dropped
from
14
to
only
3.
S
This
year
there
are
25
schools
that
were
named
to
the
South
Carolina
Department
of
Education
Palmetto
gold
and
silver
Award
for
their
academic
performance,
spanning
over
the
last
two
years.
Now,
most
recently
board
members,
our
principals
were
honored
at
their
meeting
for
the
for
these
accomplishments,
but
we
would
like
to
recognize
the
fearless
leaders
who
support
our
principals
in
the
learning
communities.
So
I'd
like
to
ask
Miss
Cindy
Ambrose
to
come
forward.
Mr.
John
Cobb,
please
come
forward.
Miss
Michelle
Simmons!
Please
come
forward
mr.
dr.
Jennifer
Swearengen.
Please
come
forward
dr.
Joe
Williams!
S
S
As
they're
coming
forward
I'm
going
to
begin
reading,
some
quotes
that
were
shared
with
us
today
about
each
of
them
in
the
commitment
and
the
support
and
the
thanks
that
the
principles
for
whom
they
support
have
so
one
principle
shared
this
about
miss
Ambrose.
She
said
Miss,
Ambrose's,
commitment
to
growing
and
supporting
our
school
has
been
instrumental
her
feedback
about
data
and
her
support
of
our
mission
has
been
key
to
our
success.
Thank
you
for
mr.
Cobb.
Thank
you.
Mr.
S
Cobb
you've
always
been
available
to
listen
to
the
challenges
that
we
face
at
the
school
level.
In
an
effort
to
problem-solve
for
our
students
and
our
community.
We
appreciate
you
for
Miss,
Michelle
Simmons.
It
says
Michelle
Simmons
is
a
consummate
professional
who
is
consistently
working
to
support
her
schools,
she's
laid
out
her
charge
for
the
school
and
she's
asked,
and
she
matches
all
the
first
principle
skillsets
with
the
needs
of
the
school
she's,
very
explicit.
In
her
analysis
of
data
and
clear
about
her
goals
for
each
of
her
schools.
Dr.
S
S
For
three
straight
years,
dr.
Williams
provided
a
level
of
support
that
not
only
played
an
instrumental
role
in
my
school
success,
but
also
in
my
personal
and
professional
growth
as
an
educator
in
CCSD.
We
have
always
I,
have
always
and
will
always
consider
dr.
Williams,
an
inspirational
role
model.
Someone
I
will
forever
admire
and
look
up
to
miss
Randall.
S
Thank
you
for
your
support
and
assistant
in
assisting
our
students
with
the
experiences
that
will
prepare
them
to
be
leaders
in
all
of
their
future
endeavors
another
principal
rights
because
of
her
high
expectations
and
assistance,
CCSD
hi
schools
rise
to
the
challenges
perform
and
reach
our
goals
and
miss
Coker.
The
Department
of
alternative
programs
under
her
direction
has
been
beneficial
by
providing
intensive
intervention
and
support
to
those
students
who
need
that
type
of
support.
S
Our
climate
coach
is
always
on
hand
to
help
ensure
that
we
are
on
track
with
our
PBS
model
and
are
staying
the
course
for
maximum
student
growth
and
performance.
Now
we
applaud
our
principals,
our
educators
and
our
students,
but
tonight
I'd,
like
everyone
here
to
join
with
me
in
applauding
these
leaders
for
the
work
that
they
do
for
Charleston.
C
A
R
R
So
the
first
thing
I'd
like
to
mention
is
the
vetting
of
the
solicitation
for
interest
schools
that
came
forward.
We
had
nine
proposals
and
we
think
five
of
them.
We
can
vet
internally
fairly
quickly.
I'll
talk
a
little
bit
more
about
those
in
a
bit,
but
we
would
like
some
assistance
in
vetting
the
four
that
are
from
outside
the
district
or
or
the
three
are
outside
the
district.
R
One
is
an
entity
that
we've
not
worked
with
in
the
district,
so
in
that
vetting
process
we
need
to
include
parents,
educators,
other
expert
community
members
and
in
your
packets.
Today
you
had
a
letter
from
one
organization
on
Charleston
rise
and
someone
from
arises
here
today,
I
believe
perhaps
Natasha
Jefferson,
to
address
the
main
points
of
that
letter.
U
Good
evening
I'm
Natasha
Jefferson,
you
all
may
know
me
from
being
at
all
the
meetings.
However,
those
who
do
not
know
me
I
would
just
like
to
give
you
a
little
background.
I
am
a
quarter
sunrise,
which
is
a
grassroot
organization
of
parent
advocates,
I
rise
because
I
do
have
three
children
who,
who
are
a
part
of
the
system,
but
unfortunately
we
are
a
choice,
family
and
we
do
travel
hundred
miles
a
day
between
my
husband
and
I
to
take
our
children
to
schools
that
fits
their
their
needs.
U
However,
I
rise,
because
there
are
several
children
who
are
unable
to
make
that
same
journey
that
my
husband
I
make
on
a
daily
basis.
So,
therefore,
we
know
that
the
urge
to
fit
in
fixing
the
schools
is
a
necessity
and
for
us
to
get
that
and
by
all
means
necessary.
It
needs
to
get
done
and
when
it
comes
to
choice,
my
children
want
to
have
the
choice
of
going
to
school,
for
the
sport
that
the
school
offers
or
the
mascot
that
the
school
has
not
necessarily
for
academic
academic
achievements.
U
But
with
me
today,
I
have
three,
ladies,
who
are
a
part
of
our
our
provider,
review
team.
They
go
out
and
they
seek
providers
and
do
the
research
on
them,
but
before
I,
introduce
them.
I
would
love
for
anyone
who
is
a
part
of
rise
to
please
stand
so
they
know
you're
here
and
I
believe
we
have
some
in
the
overflow
room
as
well,
but
we
are
here
and
we
are
willing
to
help.
First,
you
have
Charmaine
Wilder.
V
I
gotta
use
my
cheat
sheet
greetings.
All
my
name
is
Tony
Williams
I'm,
the
Weiland
Neighborhood
Association
president
and
the
Charleston
rise
alumni
cohort
one
I
rise
because
I
have
a
grandson
who
attends
Edmund
a
burns
elementary,
but
that's
a
story
for
another
time.
I
would
like
to
share
with
you
that
in
the
summer
of
2018,
Charleston
rise
was
approached
by
a
third
party
operator
who
was
interested
in
opening
a
school
in
North
Charleston.
V
We
researched
the
operator
and
ultimately
hosted
two
community
meetings
to
introduce
the
operator
to
the
community
and
to
give
the
community
an
opportunity
to
understand
what
the
operator
could
bring
both
positive
and
negative
to
their
children.
Charleston
rise
then
made
a
trip
to
Baton
Rouge
to
see
one
of
the
school's
ourselves.
It
was
an
amazing
learning
environment.
V
V
Almost
a
year
later,
I'm
thinking
if
they
made
a
lasting
impression
in
my
life,
I'm
envisioning
the
positive
impact
they
are
having
on
their
students.
From
this
work,
we
knew
we
needed
to
form
a
team
to
specialize
in
researching
providers
and
the
provider
review
team
was
developed.
We
knew
the
necessary
requirements
would
be
to
do
research,
deliberate
and
the
need
to
ask
inform
often
tough
questions
after
carefully
reviewing
all
that
is,
entailed
and
ensuring
that
all
children
receive
our
high
quality
education.
We
created
a
rubric
of
effectiveness
indicators
to
evaluate
school
operators.
V
Today,
Charleston
Rises
provider,
review
team
has
taken
the
time
to
identify
and
research
12
of
the
top
high
performing
national
providers,
and
we
were
concerned
that
none
of
them
are.
We
have
responded
to
the
request
for
information
you
released.
We
would
like
to
reach
out
to
the
operators
we
identified
and
ensure
they
have
seen
the
request
for
information.
Thank
you.
W
W
Can
I
be
heard
now?
Okay,
okay!
So
yes
thank
you.
So
as
members
of
rise
we're
beyond
grateful
and
extremely
overjoyed
with
the
fact
that
the
district
is
exploring
new
educational
opportunities
through
new
providers,
the
idea
of
bringing
fresh,
innovative
experiences
will
really
empower
our
children
and
experiences
will
be
awesome.
They
will
lead
to
success
for
our
students
and
that
would
actually
be
outstanding
for
the
Charleston
area.
It
is
essential
that
the
providers
in
the
selection
process
have
a
record
of
educational
growth
as
well
as
games,
because
it's
essential
to
student
success.
W
We
and
when
I
say
we
I'm
speaking
up
the
entire
district
needs
to
provide
educational
experiences
that
will
embrace
the
entire
child.
The
whole
child
and
the
goal
here
is
to
graduate
not
if,
but
when
they
graduate
that
they're
prepared
for
the
world
they're
prepared
on
a
local
level,
they're
prepared
on
a
state
level
they're
prepared
on
a
national
level
as
well
as
international.
The
current
list
of
possible
school
operators
needs
to
be
expanded.
Those
are
our
thoughts
from
part
of
the
provider
review
team
and
what
it
can
do.
W
What
we
can
do
again
as
a
district
is
explore
research
and
try
to
pull
in
some
of
those
providers
that
we
found
that
are
doing
great
work
within
the
country
and
what
we
want
to
do
as
against
again
as
a
district
is
provide
excellence
to
our
students,
because
that's
what
we
need
to
do
in
order
to
compete
in
the
world
as
a
district,
we
don't
want
to
be
average
average
on
that
is
on
the
top
of
the
bottom,
and
we
don't
want
to
be
on
the
top
of
the
bottom.
Excellent
is
what
we're
striving
for.
X
My
name
is
Jean
Howard
I
have
grandchildren
in
Charleston
County
and
I'm
a
CCSD
district,
nine
constituent
board
member
and
an
alumni
of
Charleston
rise.
You
have
been
presented
with
the
background
arised
the
work
rises
provider
review
team
has
done
over
the
past
years
and
the
excitement
rise
has
for
innovative
schools
coming
to
Charleston
County
on
Monday
October,
the
14th
at
the
Committee
of
the
Whole
meeting
dr.
X
Charleston
rise
alumni
will
bring
informed
voices
of
the
parents,
grandparents
and
caretakers
to
this
committee.
An
additional
recommendation
was
made
at
the
Committee
of
the
Whole
meeting
on
October
the
14th
to
extend
time
to
accept
provider.
Applications
through
December
rise
also
supports
this
decision
and
would
like
to
reach
out
to
the
operators
that
we
have
researched
and
ensure
that
they
have
seen
the
request
for
the
application
rise
proposes.
X
R
That
was
part
of
the
super
Dennis
report
in
terms
of
the
community's
interest
in
helping
to
vet,
and
the
second
part
of
that
particular
item
dealt
with
on
having
around
I
think
we
need
to
close
out
round
one
proceed
with
round
ones
that
we're
not
held
up
but
go
ahead
and
accept
solicitations
for
interest
through
December.
We
already
have
three
individuals.
R
One
has
submitted
an
application
that
particular
entity
has
expertise
in
helping
set
up
teacher
residency
programs,
and
we
talked
with
the
College
of
Charleston
about
perhaps
helping
to
vet
that
one,
but
those
it's
not
on
here
for
a
vote
I'm
just
telling
you
that's,
probably
one
of
the
recommendations
we'll
be
bringing
back
to
you
at
the
November
Committee
of
the
Whole
meeting,
and
then
the
second
part
of
the
superintendent's
report
is
an
update
on
board
priorities.
That's
where
I'd
like
to
go
now
it's
in
four
parts.
Why
again,
are
we
doing
this?
R
The
feedback
summary
from
the
meetings
that
we've
had,
what
we're
doing
now
and
what
we
currently
are
expecting
to
bring
to
the
board
on
November
11th
so
that
everyone
who's
interested
in
these
matters
as
some
preview
of
what
is
likely
to
be
coming
to
the
board,
we're
still
working
daily
on
these
recommendations.
But
we
wanted
to
make
sure
that
that
people
had
a
preview.
R
So,
let's
talk
about
why?
One
of
the
basic
reasons
for
the
existence
of
public
education
is
to
make
sure
that,
when
students
leave
us,
they
have
more
viable
life
options
available
to
them
than
they
would
have
had
had
they
not
been
with
us
to
start
with.
So
our
our
mission,
our
main
goal
is
to
help
young
people
be
ready
to
step
into
productive
pathways
in
life
in
our
region.
Out
of
every
100
students.
R
R
According
to
the
Chamber
of
Commerce,
with
the
74th
largest
metro
area
in
the
countries
that
we
ranked
in
the
top
5
for
job
growth,
34
net
new
people
are
either
born
or
move
here
every
day.
The
2018
talent
demand
study
shows
that
35,000
new
jobs
will
be
available
in
the
next
five
years
and
the
preponderance
of
those
are
high,
skilled,
high
wage
jobs,
that's
one
third
higher
than
the
2016
projection,
and
yet
look
at
the
gap
between
the
percentage
of
children
who
are
and
the
jobs
that
are
available.
We
have
to
do
better
than
this.
R
On
top
of
this
challenge,
we
know
that
we
are
are
in
a
situation
where
our
revenue
cannot
keep
up
with
our
needs,
so
we
have
to
operate
differently
than
we
have
in
the
past.
We
have
to
achieve
efficiencies
wherever
we
can
and
increase
effectiveness
across
the
board,
not
just
in
academics.
Our
kids
need
to
be
academically
ready.
R
But
if
you
look
at
the
employer
reports
from
this
region,
they
talked
about
being
able
to
work
with
others
on
the
job
to
to
disagree
in
a
civil
manner
to
help
solve
problems
to
collaborate,
critical
thinking,
people
with
people
skills.
This
requires
a
system
that
is
coherent
and
is
working
across
all
communities.
R
So
that's
that
encapsulates
why
the
board
started
on
this
journey.
To
start
with
a
quick
summary
of
the
community
listening
sessions.
Following
the
September
16th
meeting,
we
developed
slides
for
each
constituent
area
and
the
board
held
listening
sessions
in
each
area.
There
have
also
been
some
copies
with
the
superintendent
and
staff
we've
met
with
some
parent
and
educator
representatives
and
we'll
continue
to
do
that.
The
following
slides
summarize
the
main
themes
you
saw
this
slide
on
October
14th
I
put
it
in
here
just
in
case.
R
Someone
is
here
tonight
who
wasn't
here
the
14th,
the
many
hughes
community
members
are
opposed
to
combining
the
192
many
hughes
students
with
the
362
EB
Ellington
students
at
the
Ellington
site,
Mitchell
buse,
Charleston,
progressive,
Academy
meminger,
all
the
downtown
schools
like
their
schools
as
they
are,
and
pretty
much
opposed
change.
Some
parents
have
privately
offered
some
thoughtful
alternatives.
R
As
a
reminder,
last
time
we
had
eloquent
speakers
about
the
fragility
of
some
communities
and
the
ecosystem
that
exists
among
educators,
social
workers,
community
members,
faith-based
groups
and
so
forth.
There
are
concerns
about
some
of
the
partial
magnet
recommendations,
there's
some
opposition
to
and
some
misunderstanding
about
what
we
were
calling
the
partnership
schools
we're
now
referring
to
them,
as
acceleration
schools
and
several
parents
and
educators
asked
that
we
reconsider
the
concept
of
putting
multiple
middle
schools
on
the
same
site.
So
those
were
the
recommendations
back
or
the
feedback
that
you
received
back
on
October
14th.
R
R
Those
parents
are
asking
that
if
partial
bagnat
changes
have
to
be
made
that
we
pull
laying
off
the
list
for
at
least
the
time
being
until
the
students
who've
already
had
to
change
those
get
to
matriculate
through
those
schools,
north
charleston
and
jenny,
moore
school
of
the
arts,
both
have
attendants
and
plus
serviced
partial
magnets,
so
that
the
feedback
is
that
perhaps
Ashley
Weaver
creative
art
so
image.
You
could
have
an
attendance
zone
and
continue
to
serve
the
d10
partial
magnet
that
would
make
it
consistent
with
the
others.
R
There's
some
cinnamon
in
West
Ashley
to
establish
a
more
equitable
feeder
pattern
by
creating
a
sixth-grade
Academy
at
West,
Ashley
middle
school
and
placing
all
of
grades
seven
and
eight
from
D
ten
in
the
CEO
yems
facility
that
will
open
in
August.
If
we
do
that,
both
the
arts
program
and
the
academic
advanced
magnet,
you
could
offer
do
all
of
the
students.
R
In
d
ten,
some
partial
magnet
parents
with
preschoolers
are
worried
that
their
siblings
would
be
sent
to
different
schools
if,
if
younger
siblings
are
not
grandfathered
in
parents,
strongly
disagree
about
whether
D
2
and
D
20
in
particular,
should
be
given
priority.
When
enrolling
students
at
fused
we
use
regarding
the
proposed
changes
to
academic
magnet
emissions.
Changes
vary
pretty
widely.
There's
some
feedback
that
academic
magnet
is
the
US
News
and
World
Report's
top
performing
magnet
school
in
the
country
and
that
no
changes
should
be
made.
R
For
the
most
part,
though,
the
feedback
from
academic
magnet
is
that
the
admissions
criteria
should
change
and
that
we
need
to
improve
student
preparation
so
that
more
students
would
be
would
be
ready
to
enter
academic,
magnet
and
I'll
say
a
little
bit
more
about
that.
In
the
recommendations
that
were
contemplating,
several
individuals
expressed
the
view
that
the
top
2.5
percent
from
each
middle
school
should
meet
some
sort
of
readiness
criteria
to
make
sure
that
they
are
up
to
the
academic
challenge
and
the
accelerated
that
academic
magnet
views.
R
There's
strong
support
for
giving
priority
to
Charleston
County
residents
for
academic
magnet
enrollment,
but
there's
a
lot
of
mixed
feedback
regarding
the
recommendation
that
resident
students
attending
Charleston,
County
Schools
receive
priority
over
privately
schooled
students,
and
just
so
that
everyone
knows
on
first
reading,
the
board
approved
tonight
that
we
would
modify
the
admissions
criteria
to
to
give
priority
to
Charleston
County
residents
in
some
manner.
That
is
legal.
The
board
did
not
address
students
coming
from
private
schools
in
terms
of
not
not
having
equal
opportunity.
R
I
should
say
community
members
who
attended
some
of
the
sessions
really
empathize.
With
the
board's
position.
The
position
the
district
is
in
regarding
our
388,
the
fact
that
you
have
funding
barriers
that
you
cannot
overcome
and
they're
interested
in
helping
with
an
advocacy
effort
if
the
board
is
organized
and
has
a
plan
to
present
to
the
legislative
delegation.
R
I
skipped
a
page
on
CEO
interviews,
meeting
this
okay.
Well,
thank
you,
I'll
just
back
up
and
do
that
and
I'll
finish
this
and
then
I'll
back
up
the
new
duck
and
we're
setting
the
impacts
of
merging
schools
with
enrollments
of
less
than
500
students.
We
know
that
that
can't
always
happen
that
there
will
be
some
exceptions.
R
R
So
we're
almost,
we
will
be
finished.
We
hope
with
the
chief
academic
officer
interviews
by
the
end
of
the
week,
and
we
anticipate
bringing
a
recommendation
as
early
as
next
week
to
the
board.
We
will
continue
the
meetings
with
parent
and
teacher
representatives
to
discuss
and
receive
feedback
on
the
suggestions
about
some
of
the
most
significant
proposals
we
met
with
the
College
of
Charleston
team
and
proceeding
with
plans
for
the
academic,
advanced
academic
programs
to
be
located
at
West.
R
Ashley
high
school
for
students
in
D,
10
or
D
20
will
bring
the
board
a
recommendation
regarding
the
beust
grade
configuration
and
the
second
location
at
the
November
11th
Committee
of
the
Whole
meeting
and
I'll
say
a
little
more
about
that
in
a
minute.
We're
working
on
the
beust
entrance
criteria
for
kindergarten
as
well
as
additional
classes
in
grades
2
through
8,
and
we
plan
to
have
these
recommendations
ready
for
November
11th,
we're
refining
the
academic
magnet
entrance
criteria.
R
If
we
go
with
that
2.5%
when
you
just
start
identification
earlier
by
end
of
6th
grade
at
least
we're
developing
developing
a
plan
to
house
hot
gap,
5th
graders
at
their
home
schools
next
year,
we're
searching
for
a
location
to
combine
several
Montessori
middle
schools
into
one
campus
in
order
to
provide
better
curricular
offerings
for
Montessori,
Montessori,
seventh
and
eighth
graders.
So
now
let
me
get
to
the
possible
recommendations
that
we
may
bring
to
the
board
in
November.
These
are
related
to
the
board
priorities.
R
The
first
one,
improving
preschool
and
family
engagement
programs
convert
meri
forward
to
a
Center
for
preschool
and
kindergarten
that
would
be
ages.
3
through
5
and
family
engagement
in
2021
proposed
a
new
Ladson
likely
on
the
Ingleside
property.
We've
talked
about
this
converting
the
existing
building
at
Ladson
to
house
an
early
childhood
and
family
engagement
center.
To
do
that.
R
Through
the
penny
sales
tax
referendum,
we're
proposing
a
new
combined
middle
school,
a
new
combined
Elementary
School
for
lambs,
good
one
honey,
Park
and
then
converting
either
good
run
or
Hundley
Park
to
another
early
childhood
family
engagement
center.
With
penny
sales
tax.
As
the
five-year
headstart
grant
sunsets,
we
have
to
start
rewriting
that
grant
in
the
next
semester
in
January.
So
we
want
to
consider
all
the
options
for
three-year
old
programs,
including
working
with
community
providers
to
sponsor
Head
Start
in
the
future.
R
For
the
programs
that
we
provide,
we
will
use
certified
teachers
in
our
preschool
programs
if
we
need
any
board
policies.
We
just
put
a
reminder
on
here
with
all
of
these
priorities.
To
make
sure
we
look
at
board
pilot
policies
because
we've
run
into
some
situations,
as
you
know
where
we
have
multiple
board
policies
and
we
have
changed
one
of
them
and
not
others.
So
we
want
to
make
sure
we
keep
the
board
policies
up
to
date
with
what
the
board
wants
to
the
actions
the
board
wants
to
take.
R
The
second
recommendation
has
to
do
with
creating
optimal
size
schools
in
order
to
provide
better
access
to
high
quality
equitable
program
offerings,
so
we're
proposing
a
new
school,
a
new
Elementary
School
in
district
9,
and
that
would
be
with
the
penny
sales
tax
referendum.
We
are
proposing
to
combine
EB,
Ellington
and
many
Hughes
for
next
year,
so
that
we
can
provide
better
offerings
to
more
students.
R
As
I
mentioned,
we
will
be
studying
the
impact
of
combining
merging
rezoning
the
schools
with
fewer
than
500
students
within
the
next
three
to
five
years.
That's
not
to
say
that
that
we
would
have
the
study
completed
behind
November,
but
we
would
have
a
study
completed
within
this
school
year
regarding
which
schools
we
think
might
benefit
from
combining.
We
know
that
there
are
some
exceptions
like
jane
edwards,
st.
james
Santee,
elementary,
the
Montessori
programs
and
probably
some
others.
There
are
some
small
high
schools
that
aren't
listed
here.
That
may
need
to
have
exceptions
again.
R
We
would
examine
board
policies
if
they
need
to
change.
The
third
board
priority
was
to
provide
greater
access
to
high
quality
programs.
We
will
bring,
as
I
mentioned
in
the
budget.
Analyses
will
bring
a
recommendation
to
provide
equitable
honors
course
offerings
in
the
middle
schools
that
have
enough
student
attendance
to
make
that
possible.
We
will
recommend
making
hot
gap
a
true
middle
school,
serving
grades
6
through
8,
effective
this
coming
year.
R
To
be
clear,
will
maintain
the
advanced
academic
program
at
hot
gap,
with
open
admissions
for
all
d9
students,
so
that
there's
not
a
cut
number
with
a
certain
number
of
students
in
and
then
other
eligible
students
who
cannot
get
in.
We
will
consider
creating
a
sixth
grade
Academy
at
the
West
Ashley
Middle
School
campus
in
a78
middle
school,
at
C
Williams,
as
I
mentioned,
will
recommend
that
we
create
the
advanced
academics
program
at
West
Ashley
high
school,
with
open
enrollment
for
eligible
students
in
D,
10
and
D
20.
R
Ensuring
fair
representation
of
our
diverse
student
population
and
special
programs.
This
is
particularly
pertinent
to
magnet
schools
at
Houston
academic,
magnet,
revamped.
The
programs
for
the
gifted,
where
necessary,
across
the
district,
serve
at
least
5%
of
the
students
in
grades
three
through
eight
in
all
schools,
and
we
see
how
important
that
is
when
we're
thinking
about
changing
academic
magnet
to
the
top
2.5
percent
from
all
the
middle
schools.
R
We
should
not
have
a
middle
school
in
the
district
that
doesn't
have
2.5
percent,
that
students
ready
to
enter
a
clinic,
magnet
and
meet
the
current
academic
requirements,
but
will
have
to
step
it
up
in
some
of
our
gifted
programs.
In
order
to
do
that
on
the
table,
we
continue
to
have
a
recommendation
to
expand
by
one
class
per
grade.
The
number
of
seats
abused
to
do
that
this
coming
year.
R
Right
now,
it
looks
as
though
the
best
stock
option
is
to
locate
the
beust
K
through
two
students
at
meminger
and
locate
views
3
through
8
abuse.
But,
as
you
know,
we
continue
drilling
down
on
those
options
that
could
change.
But
that
looks
as
though
it's
the
best
option.
Right
now.
We
are
getting
a
lot
of
good
feedback
from
parents,
though
about
some
other
twists
and
modifications
to
that.
R
Another
option
will
be
to
revise
the
student
selection
process
abused
to
ensure
more
equitable
representation
of
students.
We
will
consider
giving
priority
access
to
students
whose
home,
school's
academic
rating
is
below
good
answer.
D
twenty
students
we
will
bring
a
recommendation
to
revise
I,
can
make
my
high
school
admissions
criteria,
creating
an
early
identification
process,
supporting
a
bridge
program
and
implementing
readiness
criteria
for
the
proposed
top
two
point:
five
from
each
middle
school,
we
received
a
lot
of
feedback
that
we
need
to
make
sure
that
students
in
the
top
2.5
percent
are
academically
prepared.
R
Thus,
the
bridge
program
to
help
those
who
might
miss
the
cut
by
a
pointer
to
be
ready
to
retest
and
then
again,
if
we
need
to
change
board
policies,
we
would
do
that.
Recommendation
number
five
deals
with
the
partial
magnets
and
it
will
take
two
pages
to
explain
so.
The
first
recommendation
is
to
support
the
D
10
constituent
board
and
establishing
a
tendon
song
for
Ashley
River
creative
arts
elementary.
The
school
would
continue
to
serve
as
a
d-10
partial
magnet.
We
would
phase
in
the
attendance
zone
beginning
with
kindergarten.
R
Otherwise
we
there
wouldn't
be
room
for
I
doubt
that
there
would
be
room
for
an
attendance
line
attendance
line,
children
to
come
into
the
schools.
In
the
upper
grades.
We
will
bring
to
the
December
audit
and
Finance
Committee
a
budget
package
to
support
the
arts
programs
at
Sanders
Clyde
commensurate
with
what
we
do
with
similar
schools.
In
the
district.
R
We
will
recommend
the
partial
magnet
enrollment
processes
no
longer
a
curb.
They
don't
seem
to
be
needed
as
we
analyze
enrollment
and
the
original
purpose
of
the
partial
magnets
at
James
B
Edwards
at
Sucher,
middle
West,
Ashley,
middle
hot
gaps,
EE
Williams,
Mitchell
and
meminger
schools.
We
would
remove
the
partial
magnet
status
from
these
schools
effective
next
year,
emphasizing
that
the
programs
will
remain
if
they're
effective,
along
with
the
additional
staffing
and
points
we
have
not
determined.
Yet
whether
st.
Andrews,
math
and
science
needs
it's
partial,
magnet
status.
R
We
heard
a
lot
of
feedback
about
that
last
week,
so
staff
is
drilling
down
on
those
numbers
again.
Students
who
are
currently
attending
a
partial
magnet
from
outside
an
attendance
zone
would
be
grandfathered
and
transportation
would
be
provided
for
a
year,
but
we
need
to
monitor
those
costs.
As
the
new
transportation
contract
is
developed,.
R
We
talked
about
the
reasons
why
we
might
exempt
Lange
from
this
list
until
the
students
who
recently
been
resumed
matriculate
through
Lange.
We
would
support
the
d2
constituent
board
in
redrawing
a
tennis
line
so
that
Sullivan's
Island
Elementary
has
an
attendance
zone
and
that
will
take
them
a
year.
To
do
that,
and
when
that's
finished,
then
we
would
recommend
removing
the
partial
magnet
status
for
Sullivan's
Island
as
of
August
2021,
and
then
that
would
occur
consistent
with
the
way
we've
held,
the
other
partial
magnet
transitions.
R
R
Effective
2021
create
one
Montessori
middle
school,
formerly
the
same
James
Simmons
Percy
and
Montessori
Community
Schools.
If
we
can
work
through
facility
and
transportation
challenges,
parents
of
the
middle
schoolers
who've,
given
us
feedback
in
those
schools,
are
asking
us
to
consider
a
712
Montessori
option
and
to
think
about
repurposing
the
vacated
space
in
those
current
Montessori
schools,
so
that
we
could
add
additional
primary,
lower
and
upper
elementary
seats
so
that
that
one
is
still
being
worked.
R
Sixty
students
in
our
region,
not
just
in
Charleston
County,
but
but
when
you
look
at
Dorchester
Berkley
and
Charleston
County
60
out
of
a
hundred
students,
currently
our
career
ready
in
order
to
change
that
we
have
to
grapple
with
the
amount
of
poverty
that
we
have
in
our
district
and
the
understanding
that
students
coming
from
generational
poverty
very
often
need
additional
supports.
This
is
another
picture
of
that
slide
that
the
nwea
nwea
experts
showed
you
two
earlier
today
and
that
we've
looked
at
multiple
times
across
the
country.
R
This
is
the
gap
that
exists,
but
public
schools
that
are
effective
closed
that
gap,
and
so
we
are
looking
for
effective
models
with
a
proven
track
record
of
closing
that
gap
and
accelerating
achievement
more
quickly
than
we've
been
able
to
do,
despite
all
the
different
things
that
we've
tried.
So
the
purpose
of
acceleration
schools
is
to
improve
increased
student
well-being
and
achievement
at
a
faster
rate
than
is
currently
the
case
for
those
schools
receive
greater
autonomy,
but
they
have
greater
responsibility.
R
The
possible
recommendations
in
November
then
we'll
be
to
engage
an
experienced
leader
to
head
up
the
effort.
We
hope
to
have
that
done,
as
we
mentioned
in
the
next
couple
weeks,
identify
and
bring
desired
state
policy
waivers
to
the
board
for
approval.
So
you
know
the
degrees
of
autonomy
that
you
would
be
contemplating
for
these
schools
designate
schools
for
the
acceleration
zone
and
staff
each
school
with
a
strong,
experienced
instructional
leader
who
has
a
demonstrated
track
record
of
success,
provide
that
leader
greater
autonomy
through
policy
waivers.
R
R
We
will
ask
in
November
that
you
preliminary
approve
the
following
acceleration
school
partnerships
and
request
that
they
submit
a
three
to
five
year
plan
by
January
3rd,
and
these
plans
differ.
Some
of
them
are
our
whole
scale.
Sort
of
chain
ho
scale
change
in
a
school
and
others
are
slight
modifications
to
schools.
So
Sanders
Clyde
and
engaging
creative
minds
is
very
excited
about
a
whole
scale.
Change
to
Sanders
Clyde,
the
principal's,
totally
on
board
and
they've,
been
working
together
for
several
months.
R
The
College
of
Charleston
and
CCSD
educators
would
like
to
collaborate
to
build
a
teacher
residency
lab.
The
district
has
piloted
this
for
the
past
two
or
three
summers
and
recommend
that
we
in
November
let
them
move
forward
with
bringing
developing
and
bringing
back
an
operating
plan,
the
University
of
Virginia
dart
and
curry,
leaders
in
education
and
three
three
CCSD
schools.
That
is
a
proposal,
a
plan
with
a
really
impressive
track
record.
R
R
The
following
two
are
still
under
consideration:
the
engine
angel
look
elementary
in
arts.
Now
we
don't
have
a
good
handle
on
what
those
changes
are
proposed.
Changes
would
look
like,
and
metanoia
is
early
childhood
proposal
is
for
their
old
shakoora
Elementary
site,
and
we
need
to
make
sure
that
it
augments
our
ECE
plans
for
the
Mary
Ford
area.
We
just
haven't
had
time
to
do
that,
but
it's
likely
that
we'll
have
those
finished
in
time
to
bring
the
recommendations
on
November
11th
on
November
11th.
R
R
R
A
better
way
to
do
this.
The
board
has
a
committee
meeting
once
a
month
and
aboard
business
meeting
once
a
month.
We've
been
talking
about
a
lot
of
these
things
for
months.
We
do
make
modifications
based
on
the
feedback
we've
received
when
we
can,
when
the
feedback
is,
is
consistent
with
the
direction
in
which
we
believe
the
board
wants
to
move.
We,
we
cannot
make
modifications
based
on
all
of
the
feedback
we've
received
without
moving
off
the
direction.
R
We
think
that
the
board
majority
told
us
to
move
in,
so
we've
tried
to
lay
out
a
preview
of
what
the
staff
is
discussing
to
bring
to
you
in
November
/
November
11th,
so
the
public
would
have
an
opportunity
to
do
that.
If
you
receive
specific
questions
about
where
a
particular
recommendation
stands
between
now
and
then,
if
you
refer
that
individual
to
my
office,
we
will
give
any
updates
that
we
have
available
to
them
just
as
quickly
as
we
give
it
to
the
board,
give
the
updates
to
the
board.
R
We
will
update
you
weekly
if
you
want
to
have
some
other
way
to
have
a
check
in
between
now
and
November
11.
We
are
open
to
that,
but
what
we
tried
to
do
tonight
in
the
superintendent's
report
was
to
lay
out
where
we
think
we
are
and
terms
of
the
the
types
of
recommendations.
The
board
majority
would
be
expecting
by
November
11.
A
G
A
lot
to
digest,
obviously
thank
you.
People
would
expect
me
to
do
this.
So
I
typically
go
straight
to
the
budget
anyway,
when
we
look
at
the
estimates
that
we're
talking
about
for
increased
schools,
staffing
and
then
also
equalization
across
the
school,
so
that
we're
making
those
offerings
I
think
it's
important.
We
have
all
that
information
in
front
of
us
because,
to
the
extent
that
we
are
received
as
taking
something
away,
we
better
have
the
replacement
standing
by
in
a
way
that
looks
like
it's
credible.
G
Historically,
the
district
hasn't
always
done
that
very
well,
and
so
I
would
just
say
that
that's
an
important
part
for
me
to
look
at
all
the
other
stuff,
equally
important,
but
that's
one.
We
have
to
figure
out,
particularly
knowing
what
our
revenue
limitations
are.
So
all
of
this
sounds
wonderful
in
some
way
or
another,
but
the
question
of
how
we
get
there
concerns
me
a
bit
because
I
know
we
don't
have
enough
money
set
aside
today
to
do
these
things.
That's.
R
In
consideration
of
the
budget
that
mr.
Kennedy
and
his
team
are
working
on
the
budget,
estimates
they'll
bring
them
to
the
next
audit
and
Finance
Committee,
but
we
need
to
sequence
that
correctly.
So
we
would
not
ask
the
board
to
take
action
on
anything
that
hasn't
been
brought
to
audit
and
Finance
with
a
budget
possibility,
feasibility
behind
it.
Yeah.
F
R
First,
three:
we
think
we
will
have
ready
for
November
11th.
We
feel
good
about
the
first
three:
we've
not
included
everyone
in
reviewing
them,
who
needs
to
be
included
yet
that
so
that
Sanders
clad
in
engaging
creative
minds,
the
College
of
Charleston
teacher
residency
in
the
University
of
Virginia.
We
think
we
have
reviewed
to
the
point
that
we
can
say
pretty
definitively.
F
And
do
we
will,
can
we
get,
and
maybe
just
a
conversation
with
you
and
I
can
do
this,
but
can
we
get
some
information
on
exactly
what
you
were
looking
for
with
these
partnerships
as
it
pertained
to
each
of
the
schools,
I
mean
in
terms
of
the
background
and
what
they
have
done
in
the
past?
Yes,
you
have
some
information
on
that
that
we
we
do
and.
R
N
Concern
on
the
and,
like
you
said,
not
the
up
partnership,
but
how
they're
going
to
collaborate
with
the
three
schools?
That's
Joyce
said
a
minute
ago:
well,
you!
What
do
we
expect
for
them?
How
the
role
they're
going
to
play?
A
lot
of
things
that
you
put
on
here
that's
displayed
today
is
a
lot
to
digest.
N
N
Will
it
reduce
central
staffing
numbers
I
need
to
know
from
the
time
since
I've
been
here
when
we
started
out
a
sense
of
staff
and
where
we're
at
now
and
what
we're
at
where
were
we
at
three
years
ago?
Do
you
increase
the
dollar
amount
tax
wise
to
the
county,
a
lot
of
questions
not
enough
and
I'm
working
on
something?
Now
that
you
know
we
just
need
to
know,
there's
just
accountability,
things
that
we
need
to
kind
of
find
out
as
we
move
forward.
That's
all
the
early
childhood
program,
I
think
is
great,
but
no.
V
E
So
I
think
that
that
there's
two
big
themes
coming
out
of
this
is
I
know
that
when
we
went
down
the
road
with
saying
that
we
were
going
to
do
a
solicitation,
I
had
kind
of
expected
the
board
to
have
an
opportunity
to
discuss
as
a
body
the
entities.
That
was
something
we
I
had
said
all
along
and
the
reason
we
did
a
solicitation
I
see
now
that
it's
kind
of
not
going
to
happen
that
way.
E
But
it
also
said
that
we
would
engage
parents
of
the
schools
and
it
appears
that
we're
going
to
have
recommendations
brought
in
I'm,
correct,
14
days
and
you're,
not
identifying
all
the
schools
yet
so
I,
don't
know
how
you
put
together
a
parent
group
in
14
days.
So
I
think
that
we
might
want
to
look
at
some
of
that
piece.
Parents.
E
E
This
board
was
a
very,
very
vocal
that
we
wanted
Universal
four-year-old
kindergarten
and
that
we
wanted
a
report
on
that
in
December
and
that
we
were
not
going
to
approve
that
kind
of
budgeting
until
February,
which
we
see
that
it's
very
quickly
coming
in
to
approve
this
Center
and
those
recommendations
are
demands
from
the
board
can't
happen
because
December
is
not
going
to
come
before
November.
So
we
want
to
talk
about.
E
We
need
to
talk
about
whether
you're,
including
this
as
universal
four-year-old
or
is
that
off
the
table
all
together
and
what
it
looks
like
for
schools
that
no
longer
have
five
year
old
kindergarten.
That's
something
that
was
not
clearly
at
our
front
of
mine,
so
I
think
those
sorts
of
logistical
things
need
to
come.
November
11th,
because
we're
only
going
to
have
seven
days
to
turn
that
information
around
into
a
vote.
E
You're
gonna
ask
us
to
up
or
down
and
I
think
we
need
to
be
very
cognizant
that
I
think
I
speak
for
everybody
on
this
board.
We
we
will
not
take
it
lightly
or
well.
If
we
are
told
by
a
district
staff
member
in
February,
we
can't
have
that
because
you
tied
up
the
money
in
November.
We
have
to
know
what
happens
now.
What
that
ties
us
up
for
in
the
budget.
We
get
that
missus.
R
N
N
C
A
D
D
This
was
a
lot
on
just
trained
stray,
have
the
full
load,
that'll
mean
my
training
there,
but
but
of
course,
where
I
won't
ask
you,
where
does
the
mission-critical
planes
initially
come
from?
How
did
it
originate?
These
planes
are
having
together,
you
presented
aborted
mission
critical.
How
did
initially
originally.
D
Okay,
food
goals,
all
right,
we're
then,
but
we
are
other
academic
plans.
Let's
say
you
propose
multiple
sample
how
many
parking
a
good
win
in
lambs
proposed
binding
these
combining
these
skills
together
with
mostly
Tyler
when
schools,
or
so
it's
not
gonna,
moving
bodies
and
buildings
and
building
other
buildings
or
converting
buildings
of
Charlie
childhood?
What
is
academic
plan?
That's
going
to
bring
your
children
forward
once
you
put
these
things
in
place.
What's
the
plan
really
connects
plan
of
action?
D
R
Think
a
lot
of
the
academic
plans
have
already
been
brought
to
the
board
in
other
meetings
that
the
new
programs
that
are
being
introduced,
a
report
on
which
programs
are
working
and
which
programs
are
not
working.
The
board
has
tried
a
number
of.
If
you
look,
for
example,
at
the
history
of
Byrnes,
elementary
all
the
different
approaches
that
were
used
at
burns.
So
you
you
have
that
history
book
better
than
I
do
and
then
in
terms
of
what
we're
currently
doing
in
academics.
R
D
That
one,
the
partnerships
come
in
to
run
a
school.
You
know
you
spoke
about
waivers
and
well
ago,
but
I'll
come
back
to
that.
What
I'm
good
acting,
who
is?
What
is
your
academic
playing
that
you've
already
tried?
That
leads
us
to
go
to
private
partnership
or
private
businesses
or
nonprofits
to
ice
to
run
some
of
our
schools,
but
whatever
you
put
in
place,
as
that
has
not.
R
I
tell
you
what
we'd
be
happy
to
do.
We'd
be
happy
to
bring
back
to
you
a
list
of
all
the
interventions
that
were
tried
at
one
of
these
schools
over
the
past
20
to
25
years,
and
despite
the
best
efforts
of
a
whole
lot
of
different
people
who
were
who
sat
in
these
seats
and
tried
to
make
the
best
decisions
they
could.
The
achievement
of
our
children
is
still
languishing.
R
D
Like
the
right
special
black
Spencer,
black
children
will
be
way
behind.
So
when
you're
talking
about
these
changes,
these
changes
change
up
the
entire
school
district,
but
especially
North
Charleston
suffers.
The
greatest
impact
was
the
most
schools
at
risk
to
be
closed,
are
commanded
and
then,
if
we
don't
have
a
plan
in
place,
that's
gonna
make
a
difference.
We're
just
spinning
our
wheels
with
planes.
I
D
Bit
I
did
interfere
in
your
time,
I
respectfully,
all
right,
so
you
said
you
would
include
the
community
but
as
a
boatman
I
feel,
like
I,
haven't
been
included
in
the
plan
so
for
our
constituents
myself.
So
if
you,
if
you
come
back
in
November
recommendations
for
different
groups,
Metanoia
angel
called
the
Charleston
resent
them
to
the
board,
it's
kind
of
not
kind
of
disingenuous.
At
that
point
you
say
you
include
the
community
and
parents
and
stakeholders
I
mean
they
should
be
included
up
front,
it's
been
who
than
all
the
disciplines.
D
D
Last
July
I
stopped
into
this.
It's
early
childhood
right
now,
wherever
childhood,
we
have
whatever
underfunded,
not
underfunded.
You
know
what
it
was
that
with
vacancies,
not
diving
that
money
even
run
the
program
properly.
We
have
money
and
I
budget,
but
we're
not
putting
it
into
the
program
now
and
so
the
kids
are
the
programs
not
producing
to
get
results?
They're?
Having
comes
fandom
area
for
the
question,
sometimes
you
spend
America
and
only
park
other
places
with
the
same
mentality.
They
finance
spending
is
ludicrous
because
we're
not
taking
get
up
are
going
to
have
now.
C
Z
R
You
know,
and
one
of
the
things
that
I
talked
about
was
determining
whether
or
not
we
ought
to
continue
at
the
headstart
grant
and
whether
we
ought
to
run
our
own
three-year-old
program
and
let
someone
else
run.
Head,
Start
and
I
talked
about
revamping
the
early
childhood
program
because
we're
not
getting
enough
academics
to
children
in
our
early.
AA
X
R
Not
coming
out
ready
to
read
they're,
not
entering
first
grade
ready
to
read,
so
the
reason
that's
happening
is
the
curriculum
that
we're
using
is
not
is
either
not
focused
correctly,
not
implemented
with
fidelity,
or
there
are
some
other
needs
that
our
children
have
that
we're
not
getting
at
which
keeps
them
from
being
able
to
engage
in
the
learning.
So
we're
revamping
our
early
childhood
program.
I
am
NOT
asking
to
invest
more
in
a
program
that
has
not
produced
results.
R
A
I
A
I
So
for
our
public
comments
just
want
to
remind
people
of
what
our
policy
is,
we
have
timing
device
right
there.
We
have
two
minutes
for
public
comments
and
no
speaker
may
use
public
comment
to
discuss
personnel
matters
or
matters.
Otherwise
private
or
confidential
speakers
are
to
address
issues.
Not
individuals
and
I'll
just
call
a
couple
of
Nate
the
names
and
then,
if
you
all
want
to
just
come
up
and
get
in
line,
so
it
doesn't
take
you
too
long.
I
T
I
T
Okay,
all
right:
okay,
superintendent,
board
members
thanks
for
the
time
my
child
attends
boots,
Academy
and
I
have
a
couple
questions
about
kind
of
echoing
your
comments.
Mr.
Collins
I'm,
sorry
kind
of
echoing
your
comment
protocols
about
how
you
are
going
to
bring
forward
the
proposed
changes
that
you
have
for
Buse,
such
as
moving
the
children
from
one
school
to
another,
with
the
week's
turnaround.
How
will
that
be
vetted.
T
Okay,
so
that's:
okay,
that's
my
concern.
Is
that
there's
not
enough
time
for
that
and
it
seems
like
this
board
is
intent
on
plowing
forward
with
the
changes
in
2020
was
what
was
proposed
in
a
small
group:
I,
don't
understand
how
that
can
be
vetted
appropriately
and
or
voted
on
in
a
weeks
turnaround
time.
My
other
concern
is
that
there
are
these
proposals
that
people
have
made
privately,
if
you're
going
to
propose
those.
Why
can't
we
have
that
information
now?
T
Why
is
that
going
to
be
held
closed
until
November
11th
and
then
brought
to
action
so
that
people
can
be
voted
on
and
I
do
think?
As
you
said,
Reverend
Collins,
it's
very
disingenuous,
to
say
the
community's
been
involved.
If
you
won't
make
those
proposals
known
to
parents,
parents
put
their
children
in
those
schools
based
on
the
curriculum
offered
and
now
are
having
to
kind
of
work
backwards.
And
it's
you
know
everybody
wants
what's
best
for
their
children.
T
You
say
that
the
student
is
at
the
heart
of
your
work
or
even
think
that
you
know
one
of
the
MS
greens
things
was.
My
question
is,
you
know:
is
this
good
for
the
student
and
I?
Don't
think
that's
considered,
I,
don't
think
that
that's
been
taken
into
account.
It's
just
these
moves
to
make
moves
without
any
real
time
to
study
I
mean
where
is
the
time
and
that's
what
I
think
if
you
want
to
involve
the
community,
you
have
to
provide
more
than
seven
days,
I
mean
I
work.
T
I
H
The
Florida
Legislature
has
banned
the
construction
of
larger
schools,
Florida
statute
states,
small
school
K
through
12,
cannot
have
more
than
900
students,
which
would
be
approximately
69
per
grade.
They
say
smaller
schools,
reduce
discipline
problems,
truancy,
dropout
rates
and
improve
student
academic
achievement
and
increase
parent
involvement
without
increasing
administration
and
construction
costs,
and
regarding
the
achievement
gap.
Small
schools
narrow
the
achievement
gap
between
poor
children
and
they're
fluent
classmates.
H
Arkansas
did
a
study
measuring
school
size
by
a
number
of
students
enrolled
per
grade
and
the
fewer
classes
per
grade
the
better
they
determined
that
poverties
power
over
student
achievement
was
greater
in
larger
schools,
with
more
students
enrolled
for
small
schools,
slashed
poverty's
power
over
achievement
by
27%
in
4th
grade
math
and
8th
grade
math,
for
example,
and
made
a
significant
difference
in
every
grade
in
every
single
category.
We
should
also
focus
on
restructuring
the
2020
school
improvement
referendum
to
make
4k
available
for
all
which
will
bring
up
test
scores
in
all
schools.
H
A
child's
brain
is
like
a
sponge.
They
develop
85%
of
their
core
brain
structure.
By
the
time
they
are
5.
We
must
harness
the
learning
of
these
children,
which
will
result
in
better
grades
in
school.
Studies,
showed
that
early
education,
preschool
programs
increased
the
likelihood
of
children,
graduated
from
high
school
attending
college
and
becoming
responsible
adults,
I'll
email
you
with
my
ideas,
for
improving
diversity
and
making
special
area
offerings
more
equitable
because
I'm
short
on
time.
H
But
let
me
help
you
accomplish
the
change
you
want
without
increasing
the
size
of
our
school
or
any
other
school,
we
can
certainly
maintain
our
national
accreditation
in
CCSD
by
implementing
a
diversity
plan
and
funding
for
K.
For
all.
Sometimes
we
combine
our
ideas.
We
find
there
are
options
we
never
even
considered
that
meet
the
needs
and
provide
equity
for
all
children
in
CCSD
and
actually
satisfy
the
majority
of
parents
and
teachers,
and
wouldn't
that
be
an
incredible
outcome.
Thank
you.
AB
Hard
act
to
follow
their
my
child
also
goes
to
abuse,
Academy
and
I,
put
them
in
as
a
kindergartener,
because
that's
the
school
I
wanted
him
to
be
up
for
nine
years
and
now
you're
talking
about
changing
him
around,
and
you
proposed
moving
six
to
eighth
grade
that
didn't
fly
so
now
it's
we're
down
to
K
through
2
and
in
both
of
those
instances.
The
overarching
thing
is
that
we're
doing
a
school
within
a
school,
but
nobody
can
tell
any
of
us
what
that
actually
looks
like.
AB
O
Here
has
a
right
to
petition
at
the
1946
measures.
Procedure
Act
of
1946
deals
with
notice
procedure,
effective
date
and
petition.
Everyone
in
this
room
can
file
the
necessary
complaints
to
whoever
they
want
to
file
their
complaints
to,
as
far
as
the
supreme
quality
need
to.
In
terms
of
you
slowing
this
ball
down
completely
in
terms
of
what
you're
trying
to
do.
Okay,
now
you
have
direct
lobbyists,
Chamber
of
Commerce
other
people
who
have
best
interest
in
this
budget.
O
Now
that
the
Creole
question
is
gentrification
and
the
impact
on
housing
costs
and
prices
for
folk
in
this
room.
Okay,
so
you
got
to
really
see
what
housing
issue
should
do.
General
a
lot
of
council
be
conducting
a
housing
audit
for
these
students
or
their
parents
dealing
with
in
firms.
Hansmann
1970
did
night
2
2010,
actually
on
their
table
immediately.
In
terms
of
all
this
is
you're
making
redevelopment.
You
have
a
mere
election
right
now,
raising
a
million
dollars
or
amazed
elections,
a
million
dollars
you
and
TIF
districts.
O
Right
now,
the
judge,
your
fight
neighborhoods,
these
kids,
live
in.
You've
got
money
in
these
districts
right
now.
You
you
forfeited
tax
dollars
for
these
students
to
help
developers
get
rich,
so
so
so
so
it
so,
we
need
to
be
talking
about
his
money
all
the
time,
not
some
of
the
time.
Here's
all
about
money
and
then-
and
so
african-americans
have
been
subjected
to
this
type
of
bigotry
and
bias.
O
We
got
off
the
boat
before
the
museum
was
built
four
hundred
million
dollars,
so
so
we
got
to
be
about
the
business
of
money
in
dollars
and
protracted
concerns
for
those
for
the
least
of
the
in
his
communities.
I
submit
this
for
the
record.
My
supreme
court
documents
I
received
today
from
Susan
or
from
prong
and
Scott
s
higher
courts
to
the
Supreme
Court
in
acts
of
America.
This
for
the
record.
For
me,
this
is
my
concern
moving
forward
about
dollars
and
dollars.
Only
thank
you
very
much.
AC
AC
We
asked
for
the
same
revitalization
efforts
in
district
23,
bring
us
those
mains
of
and
help
us
revitalize.
The
instructional
staff
bring
us
more
certified
teachers
fund.
Another
early
childhood
education
class,
build
out
the
technological
infrastructure,
give
us
these
and
other
resources
to
help
our
students
achieve
academically.
You
have
a
duty
to
serve
your
constituents
and
not
the
city
of
Charleston
in
its
revitalization
efforts,
I
stand
before
you
with
1094
signatures,
asking
you
to
keep
many
hues
open
figure
this
out.
AD
I
stand
before
you
today
today
to
speak
on
child
safety.
Our
children
are
rising
too
early
in
the
morning
to
stand
at
the
bus.
Stop
and
you
know
so
much
danger.
Is
there
waiting
at
the
bus
stop
that
earlier?
In
the
morning
too,
many
things
are
happening.
Rapists
are
alerting
that
that
our
murderers,
the
distant
that
the
children
have
to
if
they're
going
to
be
bused
to
another
school.
AD
If
you
close
out
of
school
the
distant
that
they
have
to
travel,
the
traffic
accidents
and
stuff
like
that
happened,
I
want
to
say
one
thing
about
the
saint
of
the
matrons
on
the
bus.
As
far
as
I
know,
I'm
new
in
town
before
as
I
know,
we
don't
have
matrons
on
the
bus
for
all
young
kids,
and
now
we
can
ride
down
the
street
right
now
and
the
polys
will
give
us
a
traffic
ticket
for
not
having
a
seat
belt
on.
Do
we
have
seat
belts
in
our
on
the
bus
it
for
the
kids?
AD
I
AE
To
the
superintendent
board,
chair
I
stand
before
you
for
district
23
to
acknowledge
that
I
know
that
the
2020
referendum
is
coming
up.
I
just
want
you
to
know
that
district
23
will
not
support
that
referendum.
We
will
not
vote
for
the
2020
referendum.
Why?
Because
we
already
been
shortcutted.
Our
legs
are
being
cut
from
under
us.
When
it
comes
out
to
funding,
we
can't
get
what
we
need
to
educate
our
kids,
but
then
you
got
a
80
million
dollar
downfall.
Nobody
can
give
an
account
for
the
money.
AE
So
why
is
it
that
you
all
are
walking
around
$100,000
budget
pockets,
money
in
your
pocket,
but
then
our
kids
can't
get
a
nickel.
So
my
thing
is
for
you
of
district
23
is
concerned.
We
want
was
due
to
us
ever.
It
takes
us
to
March
here
in
Charleston
we
lost
a
lot
of
loved
ones
here
in
Charleston
due
to
the
menu
line
every
takes
us
to
get
our
Bishop
and
all
the
churches
that
are
in
Charleston
South
Carolina.
We
were
much
to
keep
this
school.
AE
We
do
have
people,
we
do.
Have
people
that's
in
high
places,
whether
we
can
do
it
here
at
the
state
level
or
we
take
it
to
Washington
gem
Clyburn
we're
not
backing
down.
We
going
forward
we're
tired
of
being
cut
short
of
what
belongs
to
us.
Give
us
our
40
acres
and
a
mule
give
it
to
us
because
past-due
and
we
will
march
if
it
takes
us
to
March
in
Charleston
and
Columbia.
AE
That's
what
we
have
to
do.
It
doesn't
matter
to
turn
back
the
hands
of
time
to
go
back
to
the
sixties
in
the
50s.
If
that's
what
it's
going
to
take,
we
will
close
our
district.
The
State
Department
of
Education
will
come
down
because
nobody
will
be
in
school
to
be
educated.
We
will
march
all
for
one
one
fall.
N
E
J
I
am
here
to
speak
against
the
proposed
closing
a
mini,
huge,
elementary
school.
Looking
at
the
data,
it's
easy
to
see
that
low
enrollment
is
a
good
reason
to
consolidate
schools,
to
cut
operating
costs
and
to
give
students
the
opportunity
for
better
its
education,
but
in
the
rural
communities
you
must
give
a
lot
of
consideration
to
travel
time,
safety
and
protection
of
our
children
and
the
community
itself
right
now,
I
am
asking
the
school
board
before
you
take
any
action
on
consolidating
many
used
school
and
EB
Ellington
school.
J
J
How
much
have
their
test
scores
improved?
How
strong
were
their
principals
and
teachers
and
the
most
critical
question
of
them
all
is?
Are
they
putting
our
children
in
harm's
way
by
having
them
being
at
the
bus,
stop
5:30
to
6:30
a.m.
in
the
morning
in
the
dark
and
dropping
them
off
at
5:00
after
5:00
p.m.
in
the
dark?
J
J
You
know
the
truthful
answer
to
these
questions
will
prove
that
there
is
very
little
to
none
to
no
benefit
to
the
district
to
the
student,
another
community.
If,
in
closing
these
schools,
now
those
closing
these
schools
there's
we
don't
see
very
little
district
or
not
a
very
little
benefit,
and
none
at
all
in
closing
these
schools.
So
we
do
not
need
a
third
school
to
close
and
district
23.
J
We
are
going
to
fight
in
this
boardroom,
we're
going
to
fight
in
the
courtroom
and
the
ballot
box.
Our
children
deserve
a
good
education
without
jeopardizing
their
safety
and
protection.
If
there's
a
problem
as
many
huge
fix
it,
but
don't
close
it,
we
have
enough
school
hold
until
223,
already
I
know:
I,
guess
you
have
some
questions
and
I'll
take
the
questions.
A
N
J
Q
Many
huge
was
also
recognized
for
moving
the
border
and
receiving
that
award
in
2007
in
2010.
Many
years
was
one
of
the
top
title
three
schools
in
the
state
and
a
finalist
as
a
South,
Carolina
distinguished
title,
one
school
for
student
achievement
and,
last
but
not
least,
the
Child
Development
Program,
currently
at
many
years
elementary
school
serve
as
their
model
for
Charleston
County,
School
District.
Thank
you
for
your
continuing
support
for
many
years
elementary
school
and
their
families.
Thank.
I
L
Good
evening,
over
the
past
few
years,
two
of
our
local
schools
have
closed
with
a
little
or
no
community
involvement
or
input
our
schools
of
a
lifeblood
of
our
community
and
a
source
of
great
pride.
As
a
result,
our
students
have
to
go
outside
of
the
local
area
to
other
public
charter,
our
private
schools
for
a
shot
as
an
other
decent
education.
L
L
Why
would
it
make
sense
to
close
the
highest
performing
school
in
the
district
and
what's
the
students
to
a
law
or
below
average
performing
school,
many
use
is
the
highest
performing
elementary
school
and
it's
the
only
option
for
our
local
families.
This,
the
local
school,
especially
many
use,
has
been
contributed
to
the
production
of
some
very
talented
citizens.
We
have
doctors,
lawyers,
engineers,
military
officers,
some
of
which
are
here
tonight
to
support
us
from
humble
beginnings.
These
students
were
taught
and
nurtured
in
this
community
and
today
they
make
us
so
proud.
L
Why
wasn't
the
public
better
informed
from
the
very
beginning
about
meetings
and
the
proposed
plan
to
close
of
a
school
and
why
a
meeting
cell,
at
a
time
when
it's
so
difficult
for
working
parents
to
get
here,
our
local
schools
have
been
neglected
for
too
long?
Why
hasn't
a
district
allocated
more
resources
to
help
improve
our
students?
What's
the
message
you're
sending
to
district
23?
L
Is
it
that
our
children
doesn't
matter
or
you
don't
care
about
them,
you're
seeking
to
force
families
to
seek
other
options,
you're
obligated
to
provide
for
our
children
to
provide
a
decent
free
education,
that's
equal
to
all
other
chosen
County
school
students,
education?
This
is
not
happening,
I,
just
23!
Thank
you.
AF
My
name
is
Brenda
Bowman.
The
truth
is
district.
23
has
never
been
treated
fairly
when
other
schools
had
opportunities
for
programs
that
will
allow
their
students
to
go
to
work.
Many
who
district
23
was
denied
those
same
programs
and
we
had
to
make
other
arrangements
or
other
options.
John
Graham
Altman
at
one
point
where,
as
far
as
to
say
that
district
23
was
brain-dead,
imagine
that
a
community
branded
in
recent
years
you
closed
our
middle
school.
AF
You
closed
CC,
Blaney
elementary
school
with
the
promise
that
it
would
reopen
at
a
magnet
as
a
magnet
school
that
has
never
happened.
You
took
the
best
friends
for
many
huge
you
sent
them
to
EB
Ellington,
with
the
promise
of
a
magnet
program,
never
funded,
never
staffed.
Now
you
wish
to
close
the
one
performing
school
in
our
district
because
of
low
numbers.
What's
the
tick's
surveys
show
that
smaller
schools
and
rural
communities
work?
They
are
especially
poor
income
communities.
AF
Many
Hughes
is
in
an
opportunity
zone
which
allows
tax
breaks
for
businesses
and
other
opportunities
for
money
to
be
provided
to
our
school.
Yet
you
wish
to
close
our
school.
What
is
the
advantage
of
relocating
our
children
from
a
performing
school
to
a
non
performing
school?
What
is
the
advantage?
The
truth
is
Charleston
County
school
board.
The
district
23
school
board
is
sick
and
tired.
We're
sick
and
tired
of
being
mistreated.
Miss
miss
judge
overlooked
and
we
are
not
going
to
take
it
anymore.
I
AG
I'm
Tiffany
D,
smalls
parent
family
community
advocate
for
the
rural
area.
We
do
not
want
our
kids
piled
in
one
school
to
meet
enrollment
of
five
hundred
students.
They
are
service.
Schools
like
ours,
in
North,
Charleston,
with
five
hundred
plus
students
and
have
all
the
resources
and
are
still
feeling
we
understand.
There
are
schools
with
two
certified
teachers
in
the
classroom
and
are
still
feeling
the
Early
Head
Start
program
in
our
neighborhood
is
a
very
successful
and
helpful
tools.
AG
What
grandparents
who
are
taking
care
of
parents
due
to
being
in
a
rural
area
where
parents
have
to
work?
We
are
a
rural
neighborhood
and
we
want
our
schools
to
reflect
small-town
feel
we
do
not
want
our
urban
area
to
be
an
inner-city
school
and
our
rural
community.
The
agenda
is
not
about
diversity,
it
is
about
the
refusal
to
acknowledge
and
embrace
our
culture.
The
district
and
state
and
equity
has
affected
many
schools
in
our
rural
area.
AG
The
education
promised
to
the
disenfranchised
was
minimally
adequate,
african-americans
and
kids
of
all
nations
and
nationalities
can
learn
together,
and
this
is
why
we
are
fighting
for
many
hues.
We
are
one
of
the
last
guiding
lights
for
our
community.
We
are
willing
to
support
CCSD,
but
not
in
regards
to
closing
our
school.
We
are
ready
to
take
this
fight
all
the
way
to
the
Statehouse
and
to
Washington,
if
need
be,
to
save
many
hues
and
schools
like
ours
across
the
nation.
AG
The
schools
closing
are
destroying
our
communities
where
you
say
you
work
for
the
people,
you
work
for
the
students
and
they
are
the
priority.
You
have
failed
us
as
a
hold.
You
continue
to
field
us
year
after
year.
Look
at
the
epidemics
of
what
many
hues
have
progressed,
look
at
everything
stating
and
what
you
say.
The
reason
why
you
are
closing
the
school
many
hughes
has
met
all
of
your
requirements.
I
AH
Before
you
start
the
clock,
it
is
very
I
trusted
everybody,
since
the
difficulty
of
being
forced
to
these
two
minutes,
because
we
are
late
arrivals
to
the
process
and
we
speak.
You
know
4000
minutes
we're
just
a
minute,
but
to
the
board,
on
behalf
of
the
children
and
grandchildren
of
district
23.
I
stand
to
ask
that
you
reverse
your
decision
to
close
many
Hugh's
elementary
school.
The
history
of
closing
schools
in
and
service
of
the
african-american
community
is
a
painful
legacy.
AH
House
bill
number
26
39
passed
in
the
Senate
and
House
of
Representatives
in
South
Carolina
and
became
law
on
April
1st
1835.
The
law
made
it
illegal
to
teach
any
slave
or
free
person
of
color
to
read
or
to
write
that
spirit
of
not
educating.
African
Americans
still
lingers
over
this
board
and
your
work.
The
issue
of
race
is
always
in
the
room.
It
is
my
prayer.
Mr.
chairman
Reverend
Collins
mr.
AH
Holland,
said
miss
green,
that
you
have
some
measure
of
relationship
and
influence
with
members
of
your
colleagues
that
this
issue
of
budget
adjustment
will
not
fall
on
our
babies
at
many
hues,
Elementary
School.
We
want
to
affirm
your
authority,
your
responsibility
for
the
whole
of
the
school
district,
but
we
appeal
to
you
to
exercise
them
in
the
spirit
of
compassion
and
to
and
the
privilege
that
you
have
in
educating
our
babies.
They
deserve
fairness
towards
their
education
and
their
safety.
AH
We
are
aware
that
your
decisions
are
often
made
an
executive
session
long
before
you
bring
these
sensitive
issues
before
the
public.
It
will
take
some
courage
to
publicly
change
your
vote
that
you
may
have
taken
in
the
private
session,
but
considering
our
babies,
we
ask
that
you
would
have
that
kind
of
courage
again.
I
appeal
to
your
sense
of
fairness
and
justice,
give
district
23
a
reversing
of
your
decision,
a
financial
investment
and
our
babies
do
so
by
remembering
that
you
have
the
privilege
of
helping
us
prepare
our
babies
for
the
future.
K
I
like
to
take
his
time
to
piggyback
off
of
the
comments
that
were
made
previously
and
provided
some
specific
details
to
put
this
in
perspective,
just
want
to
ask
a
quick
question:
do
any
of
you
know
how
far
it
is
to
travel
from
75,
Calhoun
Street
to
EB
Ellington
school
and
that's
17
miles
17
miles?
No
one
take
transports
their
children
from
downtown
to
EB
Ellington.
Do
you
know
the
distance
from
the
McKinley
Washington
Bridge
going
towards
Edisto?
K
That's
where
the
email
said
zone
begins
so
to
have
students
leaving
McKinley
Washington
Bridge
to
EB
Ellington
School
is
23
miles,
so
you're
asking
kids
to
travel
a
farther
distance
to
get
dbl
attend.
Then
you
would
have
them
leaving
here
to
go
to
EB
Alton.
Just
to
think
about
that.
Someone
else
mentioned
the
opportunity
zone
if
you're
familiar
with
the
opportunity
zone
and
opportunity
funding
and
tax
breaks
and
everything
for
investments
act,
388
I
think
it
was
made
into
law
around
2006
P.
K
It
starts
from
when
you
enter
Charleston
County
from
Jackson
bar
all
the
way
to
the
bridge
to
the
McKinley
Washington
Bridge
going
towards
Edisto,
so
that
area
is
an
opportunity
zone.
We
know
that
we'll
have
additional
businesses
will
also
have
growth
and
other
things
that
will
contribute
factors
that
you
want
to
keep
the
school
open
and,
finally,
I:
ask
that
you
all
create
a
list
of
things.
K
Obviously,
academic
achievement
is
not
at
the
forefront
because
the
school
is
outperforming
all
the
other
schools,
so
whatever
it
is
that
you
guys
want
to
see
you
see
that
you
have
a
willing
community
here.
So
why
don't
you
create
this
action
and
Improvement
Plan,
whatever
timeframe
three-year
five-year
plan
and
presented
to
the
Constituent
Board
members
and
they
give
to
the
community
and
give
us
a
chance
to
fix
it
ourselves
and
that's
it.
M
Hi
I'm
a
miniature
parent
of
a
first
and
third
grader,
and
there
are
a
number
of
ideas
being
considered
that
I
have
a
lot
of
concern
about,
and
my
concerns
are
intensified
because
we
don't
actually
have
a
permanent
principal
in
place
right
now,
at
meminger,
dr.
Woods
was
a
strong
leader
and
advocate
for
meminger.
She
went
on
maternity
leave
over
the
summer
and
decided
not
to
return
as
principal
and
instead
took
another
position
at
the
district
level.
M
It
wasn't
a
surprise
when
we
were
returned
to
school
to
see
an
interim
principal,
but
there's
been
no
announcement
that
dr.
Woods
is
not
coming
back
and
no
word
mentioned
about
finding
a
replacement
for
her
now
consider
the
most
recent
proposal
to
move
the
abuse
K
through
two
students
onto
the
meminger
campus
operating
as
a
school
within
a
school
I.
Personally
think
this
is
a
really
bad
idea.
That
would
only
perpetuate
the
current
issues
of
segregation
and
inequity.
M
But
if
it
does
happen,
we
would
certainly
need
to
have
strong
leadership
at
the
tops
of
both
schools.
Now,
I
don't
know
what
the
long-term
plan
is
in
this
scenario,
but
you
will
have
a
low
income
high
need
school
with
no
principal,
and
then
you
will
have
abused
in
the
same
school.
Now.
Consider
the
proposal
to
revoke
the
partial
magnet
status
from
a
school
like
meminger.
Only
50%
of
the
current
student
body
is
actually
zoned
for
meminger.
M
If
the
partial
magnet
status
is
revoked,
mem
endures,
enrollment
will
plummet
and
the
school
will
be
even
more
vulnerable
to
a
takeover.
So
let's
say
meminger
does
not
host
abuse
K
through
2
as
a
school
within
a
school,
but
ends
up
becoming
a
partnership
school
with
to
be
determined.
My
major
has
had
a
strong
working
relationship
with
CFC
for
several
years,
but
for
some
reason,
CFC
is
not
proposing
to
partner
with
any
d20
schools
and
I.
Just
think.
M
That's
weird
I,
don't
know
what
the
story
is
there,
but
if
the
manager
is
partnered
with
some
other
TB
college
nonprofit
or
whatever,
then
how
do
we
maintain
our
school
culture?
And
how
do
we
keep
all
of
our
super
talented
through
something
like
that,
especially
without
a
strong
leader
in
place?
So
why
not
actually
merge
houston
meminger
and
make
it
a
partial
magnet
open
to
those
that
can
see
the
value
in
racial
and
socio-economic
diversity
and
can
see
beyond
test
scores
is
the
only
way
to
measure
success.
I
M
Finish
reading,
why
not
engage
this
teachers
and
counselors
at
the
to
downtown
IB
schools
that
are
located
about
six
blocks
from
each
other
and
see
if
they
could
figure
out
a
way
to
make
an
actual
merger
work
between
the
two
schools?
They
are
the
ones
who
know
whether
the
students
are
capable
and
what
supports
they
would
need
to
thrive.
I
AA
Good
evening,
I'm
coming
as
a
North
Charleston
teacher
and
a
parent
to
discuss
the
proposed
changes
to
CCSD
schools,
I
see
the
desperate
need
for
change
each
day
in
my
classroom
and
in
my
neighborhoods
and
want
to
support
your
changes.
But
these
plans
change
week
to
week
and
are
not
clearly
communicate
communicated
to
us.
I
am
truly
concerned.
The
board
plans
to
vote
in
November
on
plans
that
are
missing,
clear
implementation,
details
and
vetted
research
impacts
due
to
time
constraints.
AA
I
can't
list
them
all
here,
but
I
believe
some
areas
we,
as
parents
and
teachers,
deserve
to
know
more
details
with
enough
time
for
us
to
review
our.
How
are
you
planning
to
revise
the
student
selection
process
for
beust
and
how
can
that
be
vetted
in
seven
days
with
accelerated
schools,
you
mentioned
or
sorry
with
the
acceleration
schools?
You
mentioned
greater
autonomy
with
for
greater
results.
We
need
exact
details
of
what
this
autonomy
we
are
giving
away
might
be.
How
will
you
revamped
gifted
programs
to
get
the
5%
each
school?
AA
Are
you
using
more
money
or
is
there?
Are
we
lowering
or
changing
standards
for
the
academic
magnet
program?
You
mentioned
targeting
the
2.5
percent
of
students
in
sixth
grade
to
ensure
they're
ready
by
eighth
grade.
How
will
you
know
which
sixth
graders
will
be
ready?
It
sorry
will
be
the
top
2.5
percent
in
eighth
grade,
and
how
can
you
support
them?
How
will
you
have
a
k2
boost
within
meminger?
Z
Right,
thank
you.
I've
been
where
you
are.
I
was
a
member
of
the
Charleston
County
School
Board,
a
member
of
the
State
Board,
and
a
member
of
the
State
Board
again
and
I
lived
here
for
40
years.
What's
most
unique
about
Charleston
County
is
were
a
hundred
miles
long
from
McClellanville,
the
Edisto,
and
in
that
we
have
rural
communities
and
part
of
your
job
is
to
help
preserve
the
diversity
of
our
communities
and
ask
you
to
actually
go
down
the
Adams
run
in
Parkers
ferry.
These
are
unique
communities.
These
people
have
lived
there
for
generations.
Z
In
fact,
wool
town
bluff
was
found
in
a
1685
one
of
the
earliest
communities
in
Charleston
County,
and
you
had
the
a
space
and
it's
a
beautiful
part
of
our
County
and
the
the
long
arc
of
things
you've
built
and
I
was
a
proponent
of
the
academic
magnet
in
the
School
of
the
Arts.
Go
to
that
campus.
How
many
tens
of
millions
of
dollars
did
you
build
for
a
few
students
and
you're
gonna
go
down
and
tear
down
a
school,
and
you
know
in
Parkers,
Ferry
and
Adams
run.
Z
They
love
their
children
just
as
much
as
everybody
else
in
our
County
does
and
I've
heard
what
you're
proposing
and
what
I
heard
was
the
lower
standards
they
get
in
the
academic,
magnet,
they're,
all
kids
away
from
neighborhood
schools.
That's
not
gonna
help,
that's
gonna
hurt
I,
don't
see,
and
then
you're
gonna
save
money
by
dumping
on
the
poorest
and
most
defenseless
parts
of
our
community
I
live
in
solvent
island.
You
rebuilt
the
school
there
at
how
much
money
I
love,
my
kids
went
there
I
loved
it.
Z
People
will
have
no
voice
and
I
can't
fight
back
I'm
honored
to
say
that
I've
been
retained
to
fight
this
in
court.
I
hope
you
make
the
right
decision
and
don't
do
this
to
the
schools,
their
study,
the
school
report
cards,
the
in
fact
at
the
South
Carroll
report
card
for
2018-2019,
showed
substantial
improvements
at
many
use
and
almost
twice
the
level
about
students
being
prepared
from
first
to
second
grade
and
second
to
third
grade
at
UB.
Ellington,
don't
solve
your
problems
on
the
backs
of
the
people
in
Parkers,
Ferry
and
Adams
run.
Z
They
love
their
children
as
much
as
anybody
in
Charleston
County.
You
deserve
to
maintain
the
uniqueness
of
Charleston
County
all
over
our
state.
Poor
and
rural
communities
are
dissipating
from
lack
of
infrastructure.
You
have
a
school
there
that
people
love
and
want
to
support.
Why
would
you
take
that
away
from
them?
Thank
you.
Y
Can
I'm
sorry
go
ahead
station
good
evening?
You
probably
recognized
me.
I
spoke
to
you
guys
a
few
weeks
ago,
and
it
just
seems
like
my
problem
is
not
being
heard
and
again
it's
concerning
a
bus,
stop
I,
know,
y'all
heard
a
lot
of
heavy
stuff
this
evening,
so
it
kind
of
seems
like
a
small
issue,
but
then
I
thought
again
and
I
realized
that
you
know
if
any
child's
life
is
put
in
danger
unnecessarily.
It
is
warranted
some
action
and
I
just
don't
understand
how
the
district
can.
Y
You
know
agree
with
the
removal
of
our
kids
bus
stop
from
being
inside
our
neighborhood
to
putting
them
on
highway
41
a
dangerous
Highway,
a
bus
that
has
been
coming
into
our
neighborhood
for
years.
No
incident
no
issue:
we've
had
a
great
bus
driver
step
down
because
his
heart
aches
seeing
those
kids
get
on
and
on
that
bus
at
6:30
in
the
morning
when
it's
still
dark,
dangerous,
okay
and
then
having
to
put
them
off
in
the
evening
times.
Y
You
know
parents
work
they're,
not
always
going
to
be
there
to
get
their
kids
off
the
bus,
so
you'd
need
the
bus
stops
to
be
at
least
within
eyesight.
You
know
for
the
kids
to
get
home.
Okay
7/10
of
a
mile
is
the
distance.
These
kids
have
to
walk
and
when
I
first
made
this
request,
I
was
wanting
the
middle
and
high
school
bus
to
just
come
in
and
drive
the
same
route.
The
elementary
bus
was
driving,
but
instead
they
stopped
the
elementary
bus
from
coming
into
our
neighborhood.
Y
Now,
all
of
a
sudden,
it's
unsafe,
don't
they
check
these
bus
routes
every
year?
How
come
our
neighborhood
was
safe
this
past
summer
for
the
review,
but
overnight
our
whole
neighborhoods
unsafe
now
for
a
bus
to
enter
it
just
doesn't
make
any
sense
now.
I
have
spoken
with
the
district
and
I
was
told
that
they
don't
like
buses
backing
up,
but
I
know
for
a
fact.
There's
multiple,
very
nice
neighborhoods
off
of
41
buses
back
up
all
day
multiple
times
those
kids
are
practically
put
off
at
their
doorstep.
Y
I
C
AI
Hi,
my
name
is
Terrell
Lowery
I'm,
a
district
20
parent
I
also
I've
had
a
kid
graduate
from
Charleston
County
School,
District
and
I
have
kids
in
elementary
school.
You
know
I'm
sitting
here.
Listening
to
all
these
conversations
and
y'all
are
still
the
same
as
you
were
twelve
years
ago,
and
that
goes
back
to
40
years
ago
and
go
ahead
probably
a
hundred
years
ago
you
continued
just
closed
schools,
not
open
anything
up.
That's
good!
Get
rid
of
neighborhood
schools
and
you're
endangering
kids
on
the
highway.
I
mean
guys
come
on.
AI
I'm
really
here,
because
I've
requested
a
for
Nia
for
the
financial
analysis
for
district
20.
It
wasn't
done
there
isn't
one
so
I
understand
that
you
guys
are
coming
up
with
all
these
plans
that
change
week
to
week,
but
you've
never
done
a
financial
analysis.
So
let
me
remind
you
of
years
ago
when
there
was
a
request
for
a
financial
audit
in
October
2015
there
was
the
forensic
audit
and
2018.
AI
You
guys
tried
to
approve
a
thirty
four
million
dollars
for
a
football
stadium
and
just
in
April
of
2019,
you
were
guys
were
on
a
fiscal
watch.
I
want
to
know
where
our
money's
going
every
taxpayer
deserves
to
know
where
our
money's
going
and
why
is
not
going
to
certain
communities
and
that
and
the
fact
of
the
matter
is,
the
CCSD
has
historically
put
the
african-american
community
on
the
back
side
and
as
I'm
listening
zero.
It's
still
the
same
exactly,
but
it
doesn't
matter
about
how
they
change.
You
guys
haven't
changed.
AI
A
Okay,
thank
you
for
your
public
comments
at
this
time
now.
I
just
want
to
remind
all
board
members
about
coming
board
meeting
November
the
11th,
the
Committee
of
the
Whole
meeting
November
18th
will
be
our
regular
board
meeting
and
we
will
have
one
meeting
in
December,
which
will
be
a
joint
Committee
of
the
Whole
meeting
and
a
committed
whole
and
a
regular
board
meeting.
At
this
time,
I
intend
to
motion
for
an
adjournment.