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A
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E
So
I
can
go
to
the
next
slide
please.
So
there
are
seven
key
components.
Are
that's
compliance
in
this
tough
budget?
Although
we
are
in
a
fiscal
crisis
mode,
we
are
still
able
to
recommend
to
the
board
and
justness
in
in
this
board
board
directors
as
well.
Well,
that's
the
mission,
critical
initiatives
that
the
board
has
been
working
on
the
last
a
year
and
a
half
at
least,
and
we're
able
to
do
this
without
increasing
taxes
to
the
to
the
public.
E
It's
inappropriate
time,
I
think
to
do
that
because
of
the
fiscal
nature
of
the
environment
that
we're
living
in
and
were
able
to
make
a
balanced
budget
increase
in
investments
without
a
tax.
Thanks
to
a
couple
primary
reasons.
One
is
that
in
the
current
fiscal
year
fiscal
year,
twenty
we
were
able
to
reduce
the
spring
spending
about
ten
point:
seven
billion
dollars.
We've
used
that
ten
point:
seven
million
dollars
to
roll
into
fiscal
year
years,
2000
and
budget
for
to
fund
these
investments.
E
Now
the
other
major
component
of
that
over
the
last
a
few
years,
the
district's
been
in
a
situation
where
we've
added
staff
linked
to
the
fund
balance,
and
so
we
have
a
really
strong
fiscal
position
in
the
district.
Now
to
the
point
where
we
can
allocate
money
out
of
that,
the
funds
out
of
the
fund
balance
are
our
reserves
to
be
able
to
continue
our
vestments
in
our
in
the
education
of
our
students.
The
next
item
here
the
daily
planning
time
for
all
elementary
school
teachers.
E
So
that
was
a
major
piece
of
work
that
was
done
back
back
in
the
fall
in
the
collaboration
with
principals
and
those
in
central
office
staff,
as
well
as
myself,
to
determine
how
we
get
down
fun,
Pacific
positions
within
our
elementary
schools
to
make
sure
that
all
of
our
teachers
and
those
in
the
elementary
schools
have
a
planet
time.
So
that's
included
in
this
budget.
E
E
Next
I'll
slightly,
and
this
slide
highlights
in
three
different
areas.
Some
of
the
continuation
and
sustained
increases
that
we
have
for
adjustments
for
for
in
our
academic
programs
on
the
Left
college
and
career
readiness.
This
coming
year
in
the
fourth
year
got
the
Early
College
High
School
program,
whereby
our
students
graduating
high
school,
both
with
failure
they're
in
this
program,
both
of
their
high
school
diplomas.
We
all
accept
a
two-year
associate
degree
that
gets
them
a
heads
up
on
now
that
college
college
education
opened
up
a
new
high
school
in
Mount,
Pleasant,
Lucy
Beckham.
E
So
substantial
funding
for
that,
and
also
the
new
North
Charleston
Center
for
Advanced
Studies
to
support
kids
going
into
different
career
fields
in
this
in
the
middle
column.
Here
here
are
academic
development
and
supports.
So
we
have
beginning
earlier
this
year
making
additional
investments
in
supports
for
Exceptional
Children.
Those
investments
continue
into
fiscal
year,
21,
as
well
as
without
gifted
and
talented
students,
and
as
the
district
cats
are
in
increases
in
the
enrollment
of
students
whose
language
first
language
is
not
English,
I'll
be
adding
additional
teachers
for
that
those
students
and
then
the
last
column.
E
Here
our
equity,
we
have.
This
board,
has
identified
14
selling
so-called
seller
acceleration
schools
ones
that
we
need
to
have
additional
supports
in
to
make
sure
that
kids,
that
may
have
been
struggling,
and
we
have
an
opportunity
to
address
their
needs
and
so
many
investments.
It
makes
those
14
schools
and
then
a
major
initiative
in
North
Charleston
is
the
creation
this
may
be
for
early
learning
and
parent
engagement
centers
and
serve
as
a
prototype
on
how
we
would
potentially
improve
significantly
our
approach
to
educating
the
really
a
young
young
learners.
Next
slide.
E
Please
now
the
next
tooth,
these
two
next,
these
two
next
slides
just
highlight
some
of
the
investments
that
they
are
being
made.
The
acceleration
schools
I
mention
that
one
four
million
dollars
we
have
a
partnership
with
the
University
of
Virginia
to
help
with
professional
development
in
our
academic
components
of
our
schools.
E
You
have
additional
classrooms
there
that
entails
additional
staff
for
teachers
to
support
and
expand
that
learning,
they're
embedded
in
that
1.5
million
dollars
and
some
other
things
such
as
the
teacher
residency
at
miniature,
with
the
concept
Charleston
and
then
there's
associated
in
addition
to
the
staff
and
the
teachers.
Residence
in
your
program
are
they're
associated
with
just
two
complaints:
around
transportation,
furniture
and
computers
and
other
electronic
devices.
E
The
two
hundred
two
thousand
dollars
in
additional
amounts
for
gifted
and
talented
programs,
the
Early
Childhood
Center
I,
mention
that
you
can
see
me
expanding
the
curriculum,
they're
purchasing
curriculum
having
a
way
to
screen
children
to
make
sure
that
they're
properly
placed
in
in
that
center
next
slide.
Please.
E
And
then
in
West,
without
district
10
with
the
the
new
CT
Williams
high
school,
excuse
me:
middle
school
with
a
middle
school,
make
sure
we
have
the
appropriate
learning
opportunities
there.
So
there's
expansion,
a
number
of
staff
there
to
support
that
we
have
a
partnership-
that's
been
to
him
with
the
USC
around
teacher
residency
program
there
and
then
that's.
We
work
through
those
changes
combining
schools
in
transportation
cost,
so
additional
investments
in
the
West,
National,
High,
School,
diversity
of
academic
magnet.
Some
changes
in
the
magnet
magnet
program
includes
additional
transportation
costs.
E
We
have
come
a
way
to
implement
some
of
the
initiatives
that
we
have
so
modeling.
Therefore,
the
mission-critical
implementation
and
then
another
us
another
slot
here
for
additional
support
in
the
acceleration
in
the
mission-critical
type
of
program
sense.
We
further
do
those
analysis
and
you'll
see
later
in
this
presentation,
the
attendance
to,
and
sometimes
this
before,
the
county
or
is
out
to
develop
a
in
multi-year
financial
plan
for
the
for
the
acceleration
schools
and
so
we'll
start
reallocated
from
from
others
full
of
dollars
next
slide.
Please.
E
So
the
in
building
a
budget
there's
always
a
number
of
assumptions,
go
in
pick
that
substance
that
go
into
that
process
here
of
this
slide.
That
shows
the
major
assumptions
that
God
that
were
that
we
made
to
develop
the
budget.
It
one
was
an
increase
in
assessed
property
values
in
Charleston
County.
Typically,
what
we
do?
We
have
minimum
two
percent
increase
that
would
estimate
a
book
mikasa
look
over
nineteen,
the
fiscal
crisis
brought
on
by
the
cove
in
nineteen.
We
worked
with
the
county,
ordinance
office
and
reduced.
E
That
estimate
to
one
percent
I
mentioned
earlier:
no
tax
increase.
That's
number
three,
this
estimated
six
point:
nine
million
dollar
decrease
in
state
appropriations,
that's
an
estimate
or
not
on
staffs
part.
We
will
have
the
exact
appropriation
from
the
state
and
we
will
adjust
our
budget
accordingly.
E
There's
no
salary
increases
in
the
budget,
with
the
exception
that
we
did
them
placeholder
for
stepping
resource
with
teachers.
Once
the
state
adopts
its
budget
in
the
fall,
and
if
they
authorize
a
step
increase,
then
we
have
that
funding
in
the
budget.
For
that
that
purpose
base
student
cost
went
up
slightly
to
$2,500.
E
So
this
slide
here
here
shows
the
the
high
level
revenue
numbers
and
their
sources
you
can
see
because
of
the
one
percent
increase
in
assessed
property
values,
we're
estimating
that
I
won't
have
enough
point:
two
million
dollar
increase
in
local
revenue,
but
at
the
same
time
we
have
a
six
point.
Nine
million
dollar
estimate
it
down
decreases.
E
State
revenue,
suspensful
mark-up
percentage,
affects
about
twenty
five
percent
of
the
state's
revenue
it's
generated
through
sales
tax
and
since
some
businesses
have
not
been
operated
fully,
the
state
sales
tax
revenues
are
down
federal
dollars
in
the
general
operating
fund
them
very,
very
minimum.
So
we
never
really
I
do
a
lot
of
analysis
on
that.
We
haven't
obviously
the
federal
revenue
in
the
in
the
like
an
entire
once
entire
to
type
fronts,
but
they
don't
don't
get
reflected
in
the
internal
operating
fund
and
then
the
transfers
these
are.
E
These
are
counter
measures
so,
for
instance,
in
some
of
the
state
appropriations
through
the
Education
Improvement
Act,
Fonzie
ia.
It
comes
in
through
special
revenue
and
we
have
to
transfer
those
into
know
the
portion
of
that
internal
operating
fund
next
slide.
Please,
and
what
this
slide
shows
here,
is
that
it
shows
the
same
numbers
to
total
revenue,
numbers
and
expenditures,
and
any
gaps
in
expenditures
from
revenue
would
be,
as
I
mentioned
earlier,
fun
to
the
savings
that
we
made
this
year
and
budget
as
well.
E
That's
the
use
of
fund
balance
and
then
but
the
real
purpose
of
this
slide.
Here's
the
bottom
section
here
it
showed
that
in
village
in
fiscal
year,
2021
rather
remains
the
same
as
fiscal
year
twinning.
So
no
no
military
increase
in
the
state
of
the
state
authorized
CCS
near
Charleston,
County
debate
the
increase
on
militants,
3.09
middle
mills,
but
again
we're
not
gone.
We're
not
doing
that
this
year.
Next
slide,
please.
E
The
2.6
million
dollars
here,
negative
number
you
see
we
had
we
made
reductions
in
some
would
be
based
on
some
additional
analysis
that
were
done,
especially
around
the
mission-critical
expenditures.
We
made
some
adjustments,
reduce
some
of
those
and
move
some
of
those
those
dollars
have
down
to
our
support
indigenous
school
based
personnel
because
of
additional
needs
that
come
in.
We
put
an
additional
million
dollars
in
the
seven-day
reserve.
E
So
when
it's
school
start
whenever
starts
this
fall,
we
need
to
have
an
ability
to
adjust
our
funding
to
schools
based
on
the
number
of
students
that
come
in
to
each.
So
we
have
to
have
a
reserve
for
that.
So
we
moved
the
partner
part
of
that
2.6
million
dollar
reduction
into
the
reserves
and
then
the
last
piece
here
when
we
follow
eyes
the
budget.
E
It's
always
some
at
the
beginning
of
the
budget,
there's
input
from
different
sources
and
then,
when
we
wants
me
that
all
of
that
into
the
accounting
system
and
there's
some
reconciliation
and
so
there's
always
a
reconciliation
and
and
some
of
those
adjustments
are
due
to
building
a
budget
initially
on
estimated
average
salaries
and
then
when
we
do
put
down
the
thing
into
the
system
with
working
work
on
actual
salaries.
So
it's
a
relatively
matter
of
jessalyn
about
the
three
million
dollars
or
so,
but
the
bottom
line
is
the
same.
E
F
E
E
We
will
train
those
recommendations
to
the
board
and
mouth
in
the
fall,
and
then
I
mentioned
that
the
development
of
a
three-year
financial
plan
for
acceleration
schools
I,
believe
you
all.
The
board
members
have
seen
the
the
three-year
plan
for
the
acceleration
schools,
but
the
intent
here
is
to
actually
do
a
financial
plan
associated
with
the
strategies
and
then
in
doing
that
the
last
bullet
here
taking
a
look
at
different
funders
truck
funding
sources
to
to
accommodate
that
type
of
our
long-range
plan.
Next
slide,
please.
E
You
know
this
line
here
is
for
the
debt
service
budget,
and
so
you
can
see
the
numbers
here
where
we
have.
The
revenues
projected
for
fiscal
21
in
the
mill,
but
the
middle
column
here
front
went
six
point:
three
million
dollars
that
increase
the
four
point:
five
million
dollars
on
fiscal
year,
twenty
same
thing
with
expenditures
we
show
the
difference.
Is
there
a
5.6
million
dollars?
E
I
have
at
the
bottom
line
here,
there's
no
change
in
the
millage,
so
the
Millers
remains
the
same
as
it
was
in
the
fiscally
just
leaving
20
and
currently
still
on
track.
I
based
on
this
level
to
all
things
being
remain
insane
between
now
and
2050
leader,
we
are
2030
to
be
out
of
debt
for
the
district
next
slide.
Please.
E
So
this
is
the
last
slide
in
the
presentation.
It
simply
shows
the
history
about
fun
bounce
over
the
last
few
years,
my
back
to
fiscal
year
13
and
you
can
see
beginning
in
1700
and
we're
expecting
it
projecting
at
the
end
of
this
year
that
we
will
continue
that
pattern.
But
we
will
use
a
portion
of
what
you
see
in
that
projected
column
at
the
far
right,
as
I
indicated
earlier,
to
help
balance
the
fiscal
year
to
minute
my
budget.
E
A
E
E
E
A
G
E
A
portion
of
that
is
for
professional
development
for
the
staff
in
the
acceleration
schools.
We're
also
hiring
a
a
new
executive
director
of
acceleration
schools.
That
position
has
been
it's
been
filled
and
so
that
person
will
be
coming
on
board
know
shortly,
so
so
professional
development
for
staff.
A
G
A
E
E
No,
sir,
so
those
that
that's
there,
that's
the
additional
amounts
amount,
that's
beyond
the
normal
allocation,
so
you
take
a
look
at
acceleration
students
they
get
their
normal
appropriations
based
on
the
number
of
students
that
they
have
in
the
demographics
of
those
students,
the
characteristics
of
those
students,
that's
one
the
journal,
operators
crying
and
then
most
of
those
schools
also
receive
support.
Funds
from
the
state
for
improvement
type
is
essential
amount,
that's
not
shown
in
the
general
operating
fund
and
for
those
schools
that
are
entire
one
schools.
G
Less,
that's
really
what
goodness
burns
me
instead
of
I
understand
in
schools
of
doing
budget,
we
have
to
allocate
it
but
a
regular
in
Tyler
one
entire
to
money.
Yes,
it
may
be
not
really
for
you,
but
gets
tossed
upholds,
always
that
that's
always
gonna,
that's
all
the
additional
source.
Are
we
going
to
spend
on
the
school's
the
14
schools?
I?
Don't
think
we
can
expect
too
much
change
if
you're
gonna
spread
out
one
and
a
half
million
dollars
for
14
schools,
no,
they
make
it
to
make
any
real
progress.
H
If
I
could
speak
to
possibilities
that
all
right,
certainly
Caroline
I-
think
Reverend
Collins
within
a
little
bit
less
than
13
million.
Now
that
we're
investing
in
mission
critical
items,
there's
are
additional
school
level
investments.
Some
of
us
have
reflected
in
that
15
and
some
are
now
embedded
in
school
of
a
budget.
So,
for
example,
shakoora
Elementary
is
trying
team
teaching,
as
is
MIM,
endure
elementary
school.
H
So
we
have
additional
teachers
and
some
of
the
grade
levels
in
order
to
provide
more
individualized
instruction
in
the
case
of
meminger,
to
facilitate
the
advanced
academic
program
that
we
wanted
to
put
in
place.
We
also
are
investing
at
Sanders
Clyde
around
its
music
in
its
arts
program,
both
an
adding
additional
arts
teachers
and
the
partnership
with
engaging
creative
minds.
We
are
looking
very
critically
I
think
so
that
when
you
look
at
1.5,
that's
really
about
capacity
building
at
the
system
level
in
the
in
the
way
that
we
talked
about
around
particularly
curriculum
and
talent.
H
So
how
do
we
make
sure
that
those
schools
have
that
we're
building
teacher
capacity
and
core
curriculum
and
ela
and
mathematics,
which
is
a
more
centralized
I,
would
say
responsibility?
But
each
school
has
also
asked
for
and
received
an
additional
investments
of
assistant
principals
and
additional
teachers
depending
on
the
school
strategy
to
increasing
student
achievement.
So
I
would
say
the
district's
investment
is
significant
and
that
it's
also
paralleled
by
obviously
additional
federal
and
state
dollars.
Given
these
schools
have
a
high
population
of
students
in
poverty.
G
E
D
Member
Mac,
we
have
15
public
comments
that
we
received
and
the
board
members
all
have
received
them.
14
of
them
had
to
do
with
parents
in
put
on
us
returning
back
to
school,
the
start
day,
8
calendar
date
that
concept
and
then
one
was
a
question
about
the
budget
that
mr.
Kennedy
of
already
referenced,
but
all
the
board
members
should
have
those
they
were
emailed
to
them.
On
Monday.
A
I
A
No
poses
thank
you
also.
Item
4b
was
pulled
item
4c,
which
is
the
committee
to
research
origin
of
current
facility
names.
I
am
appointing
three
board
members
to
serve
on
that
committee.
Mr.
Hollin
shed
reven
Collins
and
mr.
Frasier
to
serve
on
that
committee,
along
with
two
outside
community
individuals
that
that
was
still
being
researched.
Do
not
currently
have
those
names
yet,
but
I
wanted
to
make
aware
the
name
of
the
current
board
members
that
will
serve
on
that
committee.
Are
there
any
questions?
A
C
A
C
A
C
A
Okay,
so
justjust,
let
me
just
say
so
holistically.
What
we're
going
to
do
is
we're
going
to
look
at
all
of
our
schools
within
the
district
and
in
collaboration
board
members
and
with
staff
we
will
will
come.
They
will
come
back
with
with
the
findings
of
the
research
to
the
full
board
and
we
will
discuss
moving
forward
from
there.
So
you
don't
you.
I
A
We're
researching
this
information
with
staff
and
board
members
that
are
being
appointed
and
just
so
that
we
can
have
some
structure
there.
We
will
allow
two
additional
community
members
to
be
a
part
that
will
be
appointed
by
me
so
as
we
formulate
that
they
will
begin
to
move
forward
accordingly.
Okay,.
A
C
A
J
I'm
Eric,
before
just
an
its
Joyce
and
just
before
weight,
starts
on
I.
Think
once
you
do
the
committee
and
a
charge,
it
would
be
nice
to
give
them
starting
in
our
ending
date.
Just
so
you
know
we
can
make
sure
we
keep
this
on
our
radar.
It
would
be
nice
to
you,
know,
kind
of
put
a
date
out
they
that
we
would
like
to
you
know,
have
it
finalized
or
updates,
or
whatever
got.
B
A
B
Good
afternoon
everyone
I'm
gonna
start
by
just
saying
there
are
three
to
pretend
this
report
tonight.
The
first
is
to
talk
a
little
bit
about
our
graduation
ceremonies
attended.
The
one
that
people
are
probably
most
interested
in
is
an
update
on
the
school
restart
information
in
third.
This
might
seem
a
strange
time
to
bring
back
a
discussion
about
diameters
for
entrance
into
abused
Academy
in
this
school
year.
B
22
23,
but
according
to
the
practice,
a
report
was
due
to
you
in
june,
so
buckley
roberts
will
be
presenting
that
my
first
three
slides
talked
about
the
work
that
has
happened
in
Charleston
County
Schools
since
March.
So
if
we
could
advance
to
the
next
slide,
I
want
to
commend
the
high
school
principals
and
the
teams
of
teachers,
guidance,
counselors
leadership,
staff
who
worked
so
hard
with
students
and
parents
to
ensure
that
our
students
had
to
graduation
ceremonies.
B
One
was
a
virtual
ceremony
and
the
other
was
very,
very
carefully
scripted
and
enacted,
sometimes
drive
through,
but
in-person
diploma
awards
ceremony,
the
schools
that
are
listed
in
black
font
for
those
of
you
who
can
see
the
screen
have
already
had
conducted
their
ceremonies.
Military
magnet
is
currently
scheduled
for
June
29th
Wando
will
be
in
three
session
so
that
we
can
appropriately
socially
distance
on
June,
29,
30,
30
and
July
1,
and
then
Garrett
Academy
will
have
its
graduation
ceremony
and
the
celebration
of
Garrett
Academy
currently
scheduled
for
July
3rd.
B
Despite
everything
we
did,
we,
we
were
not
able
to
fully
engage
all
of
our
children.
According
to
principals
reports,
you
see
on
the
screen
the
number
of
elementary
middle
and
high
school
students
with
whom
we
were
not
able
to
consistently
engage
so
that
they
completed
their
assignments
so
about
almost
5,000
of
our
50,000.
Students
did
not
continuously
engage
with
us,
our
teachers
and
principal
load
up
with
those
students
when
they
were
unable
to
reach
them.
B
They
engaged
the
efforts
of
Jennifer
Coker
and
her
alternative
program
staff
able
to
narrow
it
down
to
79
students
at
the
beginning
of
May,
with
whom
we
had
not
made
contact
Jennifer
and
her
staff
psychologists,
social
workers,
behavior
specialists
and
others
contacted
56
of
the
79,
and
so,
when
all
was
said
and
done
at
the
end
of
the
year,
they
were
23
of
our
almost
50,000
students,
for
whom
we
could
not
account.
So
other
public
agencies
are
helping
now
trying
to
locate
a
student.
Some
have
moved
out
of
the
area,
but
they're
doing
welfare
checks.
B
Those
students,
in
addition
to
those
every.
As
you
know,
we
ran
a
family
student
support
line
from
9
a.m.
to
6
p.m.
daily
to
try
to
help
any
family
or
student
in
need.
The
next
slide
shows
the
sort
of
support
services
that
have
been
provided
when
we
closed
out
schools.
At
the
end,
we
had
served
about
nine
hundred
seventy
thousand
meals
on
Monday.
We
surpassed
the
1
million
meal
mark,
so
that
was
a
point
of
pride
and
great
celebration
for
our
new
services
team.
B
Our
help
desk
filled
at
almost
2,000
parent
help
calls
our
Wi-Fi
bus
routes
visited
about
1300
different
sites
and
at
our
IT
repair
sites
around
the
district,
almost
800
devices
were
either
repaired
or,
if
necessary,
replaced
during
that
time.
So
the
staff
did
everything
they
could
possibly
do
to
see
that
students
who
were
unable
to
maybe
their
teachers
face-to-face
had
the
support
that
they
needed.
B
B
It's
gone
very
very
well,
and
we've
learned
a
lot
that
coupled
to
us,
as
we
think
about
how
to
reopen
schools
our
summer
master
for
several
thousand
children
is
scheduled
to
begin
July
6th
and
run
4
weeks
through
July
31st.
Miss
Belcher
reported
to
you
at
your
last
meeting
that
how
that
operation
will
work
at
this
point
in
time
we
are
debating
whether
or
not
we'll
be
able
to
operate
the
in-person
services
and
I'll
say
a
little
bit
more
about
that.
B
When
we
look
at
our
infection
rates
in
just
a
moment,
I'm
going
to
switch
gears
now
on
the
next
slide
and
talk
about
the
challenge
and
the
opportunity
that
lies
before
we
think
about
how
to
safely
restart
schools,
there's
simply
no
way
to
sugarcoat
it.
The
the
the
interruption
of
our
normal
sort
of
academic
engagement
with
children
has
created
learning
loss
for
many
of
our
students.
B
In
addition
to
that,
recent
tragedies
that
our
country
has
has
experienced
and
become
more
aware
of
fall
at
a
time
for
us
when
we're
struggling,
to
figure
out
how
to
bring
children
back
safely
and
see
to
both
their
academic
and
social
and
emotional
needs.
The
mission
that's
before
us
is
really
daunting.
We
have
to
figure
out
how
to
safely
safely,
restart
schools,
retooling
our
education
system,
rethinking
everything
and
making
sure
that
learning
for
all
of
our
students
continues.
B
Even
if
our
kovat
19
infection
rates
are
high.
This
is,
as
we
show
on
the
next
slide,
a
massively
complex
challenge.
We
have
to
think
about
every
single
aspect
of
our
district.
How
does
students
get
to
school?
How
do
they
get
out
of
their
vehicle
or
off
the
on
and
off
the
bus
get
through
the
hallways
and
into
their
classroom
the
social
distance?
How
do
we
make
sure
that
all
of
our
students
wear
face
masks
until
they
are
safely
seated
at
their
desks
six
feet
away
from
someone
or
behind
a
screen?
B
The
next
four
slides
show
you
that
the
kind
of
learning
loss
that
we
believe
we
had.
So
it's
looking
at
the
epic
both
from
a
health
point
of
view
and
from
an
its
point
of
view,
this
slide
quotes
from
a
Wall
Street
Journal
that
talked
about
the
toll
that
isolation
was
taking
on
children
as
a
result
of
Cove
19
and
the
increased
incidences
of
depression.
Following
this
slide
about
social-emotional
development,
we
look
at
a
slide
that
shows
the
academic
impact
and
for
those
who
you
can
see,
your
screens
see
this
screen.
B
I'd
like
you
to
take
just
a
moment
to
look
at
this
I
want
this,
isn't
mathematics.
If
we
look
at
the
eighth
grade
line,
it's
a
pink
line,
the
solid
line
that
goes
across
there
shows
us
nwea.
The
Northwest
evaluate
Association
is
a
nonprofit
that
has
hundreds
and
hundreds
of
thousands
of
years
of
student
achievement
data
in
their
database.
B
They
have
probably
the
most
robust
database
of
student
growth,
academic
growth
information
in
the
world,
but
they
have
done
projections
showing
in
a
regular
year
that
solid
pink
shows
us
that,
along
about
mid-march
we're
where
we
see
the
school
closure
picture,
that's
where
our
students
in
eighth
grade
across
the
country
we're
achieving.
Then
we
move
forward
to
the
right
and
we
see
where
they
would
typically
achieve
on
the
last
day
of
school.
B
It's
just
shown
with
the
small
dots
shows
you
the
amount
of
instructional
loss
that
has
occurred
in
mathematics
for
eighth
graders.
Now,
let's
go
to
the
bottom.
The
chart
and
look
at
third
graders
look
how
much
steeper
the
decline
is
for
the
younger
children
and
the
academic
achievement
as
a
result
of
the
lack
of
direct
academic
instruction
with
a
teacher
in
between
March
and
some
anticipated
date
in
August
or
September,
and
then
the
final
line
I'd
like
us
to
look
at
is
fifth
grade.
It's
a
green
line
that
goes
across.
B
If
we
look
at
the
at
the
line,
that's
just
the
dots.
If
you
follow
that
downward,
you
see
that
because
so
many
new
concepts
that
are
abstract
in
mathematics
are
introduced
in
fifth
grade.
The
expectation
across
our
country
is
that
fifth
graders
will
return
to
school
below
where
we
would
have
ordinarily
expected
fourth
graders
to
be
so.
This
kind
of
learning
loss
can
be
devastating
if
we
don't
take
very
intentional
actions
to
address
it.
As
students
come
back
to
school.
B
The
next
slide
shows
the
learning
loss
in
reading
and,
interestingly
in
the
upper
grades,
the
learning
loss
for
reading
is
not
predicted
to
be
so
drastic
as
it
is
in
math.
The
hypothesis
behind
that
is
that
many
students,
most
students,
have
learned
to
read
and
regardless
of
what
they're
doing,
they
are
still
engaging
in
more
reading
now,
perhaps
even
if
it's
online
and
in
sites
that
aren't
necessarily
educational,
then
they
might
have
been
doing
but
again,
if
we,
if
we
direct
our
attention
to
the
bottom
of
the
chart,
we
know
that
that
language
loss
for.
B
Is
much
more
significant
and
the
last
slide
that
we're
going
at
in
terms
of
data
if
we
look
at
the
next
slide,
actually
helps
us
look
at
the
health
statistics,
so
this
is
the
science
that
will
underlie
our
decisions
or
recommendations
to
you
about
just
about
when
to
reopen
school.
We
I
want
to
emphasize.
We
made
this
slide
based
on
what
we
could
understand
from
the
the
or
interpret
I
should
say
from
the
accelerate
F
report
as
published
day
before
yesterday.
B
The
safety
measures
in
place,
the
physical
distancing
students
wearing
everybody
wearing
masks
until
they
get
situated
six
feet
apart
from
one
another.
If
it's
medium,
then
we
cut
down
the
numbers
of
students
who
are
coming
into
schools
and
schedule,
half
of
them
at
a
time
its
high,
then
the
recommended
restart
mechanism
will
again
be
online
learning.
We
don't
know
for
sure
what
what
criteria
DHEC
will
use,
but
in
that
left-hand
column
speculates.
B
This
is
just
illustrative.
It's
an
example,
but
we're
thinking
that
DHEC
will
probably
look
at
number
of
infections
per
one
about
100,000
people
in
a
county,
the
no
tests
that
have
been
done
in
any
particular
County
and
the
percentage
of
cases
per
the
tests
that
have
been
done
and
then
perhaps
some
measure
of
the
length
of
time
that
the
infection
remains
or
more
properly
stated,
the
length
of
time
that
we're
able
to
lower
it
and
keep
it
low.
B
So,
in
a
very
real
sense,
our
ability
to
bring
children
back
to
school
depends
on
the
the
extent
to
which
we're
all
able
to
work
to
do.
Our
part
reduce
the
spread
of
koga
19
in
our
community.
As
long
as
the
spread
is
high,
it
is
too
risky
for
us
to
bring
children
back
if
we
can
not
expose
our
employees
to
that
risk
and
we
cannot
a
those
children
and
their
families
to
that
risk.
So
that
is
the
reason
we
asked
the
calendar
recommendation
from
the
agenda
tonight.
B
We
expect
the
DHEC
report
to
be
published
tomorrow
or
Friday,
we're
not
positive
what
the
rating
for
Charleston
County
will
given
the
results
that
we're
all
reading
about.
We
believe
Charleston's,
spread
rate
will
be
in
that
high
range
in
the
red
range
and
until
it
comes
down
and
stays
down
for
a
while,
we're
likely
not
going
to
be
able
to
bring
children
back
in
person,
so
we'll
stay
tuned.
B
If
we
find
out
that
we
are
communities
doing
a
whole
lot
better
than
we
thought,
we
might
ask
the
board
for
a
special
called
telephonic
meeting
to
take
a
look
at
a
new
calendar,
but
right
now
we're
not
asking,
as
we
were
originally
going
to
ask
to
start
five
days
earlier.
We
have
now
decided
that
we
should
delay
that
action
until
we
have
some
more
specific
information
from
the
health
community.
B
The
next
few
slides,
then
we
just
simply
talk
about
what
what
we
want
to
do.
Our
default
position
is
in
three
layers.
First
of
all,
it's
our
intention
to
start
school
with
face-to-face
classroom
instruction
five
days
a
week
just
as
quickly
as
it
is
safe.
To
do
that,
we
were
hoping
to
be
able
to
do
that
in
August.
We're
still
hoping
that
that
will
be
possible.
B
Every
school
is
every
school's
principal
and
a
few
teachers
assistant
principals
staff
members
are
analyzing
the
capacity
of
that
school
deceipt
students
either
six
feet
apart
or
behind
Plexiglas
barriers,
I'm
Jack,
boro
boro.
He
will
show
you
a
little
bit
more
about
what
that
looks
like
in
a
moment,
but
that's
what
we
really
want
to
do.
We
have
to
get
the
infection
rate
low
enough
for
that.
B
We're
going
to
observe
the
DHEC
regulations,
follow
the
science
watch
continually
the
the
infection
rate
community
and
we
will
use
the
infection
rates
in
our
community
and
the
advice
of
medical
experts
to
determine
how,
when
and
under
what
guidelines
our
school
be
open.
We
want
to
try
our
best
to
serve
children
in
person
when
it's
safe
to
do
that,
and
if
their
parents
want
us
to
serve
them
in
person
for
children
whose
parents
don't
want
them
served
in
person,
we
will
offer
this
entire
year
an
online
school
so
that
children
have
an
opportunity
to
learn.
B
K
Dr.
post,
wait
in
addition
to
a
lot
of
the
other
work,
that's
going
on
to
prepare
our
schools,
whether
it
be
cleaning
protocols,
transportation,
security,
nutrition
services.
This
is
probably
the
the
most
daunting
task
and
that
that's
doing
our
best
to
maximize
the
number
of
students
in
the
classrooms,
while
keeping
safe
distance.
This
example
here
is
an
elementary
school
in
which
we've
created
barriers
between
four
desks
at
a
time
using
plexiglass
with
vertical
stanchions
on
each
end.
K
This
allows
we've
listed
here,
22
22,
but
in
reality
it
can
probably
be
as
high
as
24
students
getting
the
materials
and
having
the
construction.
Complete
is
certainly
a
significant
task
ahead
of
us,
but
we're
on
our
way
to
moving
in
this
direction.
We've
set
these
mock-ups
up,
we've
had
we've
had
principals
and
teachers.
Take
a
look
at
them
to
see
how
practical
they
are,
as
dr.
post
await
mentioned.
K
If
we
use
this
type
of
plexiglass
this
type
of
polycarbonate,
it
allows
us
to
bring
desk
closer
together
and
put
more
children
in
the
room
next
slide.
So
this
is
a
typical
high
school
space.
We've
established
criteria
for
individual
desks,
starting
by
put
in
the
back
row
against
the
wall,
creating
a
space
at
the
doorway
of
six
feet,
keeping
all
seats
six
foot
apart.
You
can't
really
tell
from
this
diagram,
but
the
the
desks
are
really
in
a
triangle
format,
and
then
we
leave
six-foot
space
in
front
of
the
front
row
for
the
teacher.
K
So
with
this
example,
you
can
see
we've,
you
know,
we've
got
it.
We've
got
sixteen
desks
in
place
in
a
in
a
relatively
average-sized
high
school
room.
Once
we
complete
the
analysis
of
the
elementary
schools,
we'll
look
to
see
what
we
can
do
in
middle
and
high
schools
with
dividers,
but
with
school
students
and
most
middle
schools.
You
don't
want
to
round
up
the
desk
too
close
together,
even
with
the
plastic
or
better
sir,
spacing
things
out
in
this
manner.
K
Right
now,
our
teams
are
working
with
the
schools
to
get
out
and
look
at
every
facility,
we're
hoping
to
have
all
the
many
elementary
schools
looked
at
by
the
end
of
this
week,
in
which
we
mock
a
room
up
similar
to
this
in
two
different
types
of
rooms
for
elementary
obeah,
pre-k
or
K
room
along
with
another
eleméry
room
and
two
other
rooms
and
middle
and
high
schools
after
we
get
them
with
the
elementary
schools.
As
dr.
B
Thank
you.
Jeff
I
only
have
three
slides
left
I
appreciate
your
patience,
letting
us
talk
about
this
massively
a
complex
work.
We
just
have
to
rethink
every
aspect
of
of
the
schools.
For
example,
do
we
turn
water
fountains
off,
so
that
students
aren't
pushing
the
button
to
the
other
to
turn
the
water
on?
And
if
so,
then,
they've
got
to
keep
up
with
water
bottles?
How
do
we
think
about
getting
students
from
one
room
to
another?
We
cannot
jam
the
hallways
with
them
as
they
change
classes.
B
How
do
we
think
about
courses
like
band
and
PE
and
in
chorus
virtually
every
aspect
of
what
we
do
has
to
be
rethought?
We
know
that
our
teachers
will
need
to
wear
masks
if
they're
within
six
feet
of
a
student,
but
we
also
need
protective
gear,
that's
transparent,
so
that
when
teachers
are
talking,
students
can
see
what
the
teacher
is
saying.
That's
critically
important
in
early
learning
years,
it's
important
for
hearing
children
with
challenges,
it's
important
for
foreign
languages
and
so
forth.
B
So
we
we
have
a
lot
of
work
to
do
and
we
greatly
appreciate
the
board's
understanding
of
how
all-consuming
it
is
for
all
of
us
to
everyday
spend
time,
thinking
and
rethinking
and
thinking
again.
There
is
a
safe
school
restart
task
force.
That's
been
operating
in
Johnson
County.
In
addition
to
that
task
force,
many
Support
Service
personnel
are
working
with
Jeff
Berlin,
his
team
and
a
teacher
representative
from
every
school
is
invited
to
participate
in
multiple
zoom
meetings
with
us.
B
We
had
a
call
today
with
teacher
representatives
and
are
trying
to
make
sure
that
we
keep
the
lines
of
communication
open
and,
and
so
all
of
our
teachers
how
to
have
easy
access
to
the
questions
that
they're
wondering
about
in
the
responses
that
we
have
as
of
today
so
listed
on.
This
slide
just
show
you
some
of
the
areas
that
the
Safe
Schools,
Start,
restart
task
force
will
be
working
on.
There
are
without
exaggerating,
I
continue.
There
are
thousands
of
details
they
worked
out
and
I
did
want
to
point
out.
B
You
had
in
your
packets
on
the
next
slide,
you'll
see
what
it
looked
like.
You
may
have
had
a
chance
to
glance
at
it
that
the
outline
for
this
safe
restart
plan
you
you
had
the
many
of
the
different
categories.
It
was
a
multiple
page
plan
that
this
safe
restart
group
has
been
developing
on
Friday.
When
we
engage
with
that
group,
our
staff
members
will
share
the
progress
they've
made
and
pose
some
of
the
key
questions
that
we're
pondering
at
this
moment.
B
As
soon
that
update
meeting
occurs
Friday,
the
meeting
is
open
to
the
public
and
media,
but
the
results
summary
from
that
meeting
will
be
posted
online
so
that
anyone
can
engage,
and
the
final
slide
I
want
to
mention
is
what
we
don't
want
to
get
lost,
have
lost
in
all
of
our
discussion
about
how
to
restart
schools
safely.
Is
our
renewed
awareness
of
Vanessa
I
focused
on
cultural
competence?
Are
we
deepened
understanding
of
the
hurts
the
trauma
that
both
kovat,
not
Cova,
19
and
the
events
in
our
society
to
help
us
understand?
B
B
One
of
the
things
you
mandated
as
a
board
was
that
all
6,000
of
our
employees
would
go
through
comprehensive
training
have
normally
completed
that
training
by
the
start
of
the
coming
year.
We
now
will
make
sure
that
the
training
is
underway
and
will
at
least
begin
the
initial
stages
of
it
before
the
beginning
of
the
year.
So
we
simply
wanted
to
close
out
by
acknowledging.
B
We
know
this
is
crucially
important:
it
creates
its
own
set
of
circumstances
and
challenges,
but,
more
importantly,
opportunities
to
take
advantage
of
our
current
set
of
circumstances
to
think
intentionally
about
addressing
inequities
in
a
way
that
don't
leave
our
most
vulnerable
children
even
further
behind.
So
that
concludes
this
part
of
my
report,
I'd
like
to
ask
Buffy
Roberts.
If
you
don't
mind,
if
she
would
talk
about
the
staffs
work
on
the
beust
entrance
criteria,
which
again
will
be
important
in
2223.
L
Thank
You
dr.
price
way
good
evening,
and
thank
you
for
providing
some
time
today
for
us
to
review
the
proposal
for
entrance
into
beast
Academy
for
third
grade
effective
20,
22
23.
You
do
have
a
copy
of
this
proposal
in
your
packet,
so
that
you
could
follow
along
the
proposed
entrance
process
is
a
three-step
process.
It
requires
all
interested
students
to
apply
through
the
school
choice,
application
program
to
be
screened,
entered
into
the
lottery
and
then
seeded
according
to
priority
levels
as
well
as
available
seeking.
L
First
students
apply
for
beast
Academy.
Once
students
apply
there,
then
screen
for
eligibility
students
can
meet
the
eligibility
requirement.
One
of
two
ways:
the
first
way
is
by
being
state
identified,
gifted
and
talented
transfer.
Students
are
also
able
to
meet
this
criteria
if
their
state
identified.
The
second
way
to
meet
eligibility
requires
students
to
be
assessed
with
the
map
assessment
and
then
to
meet
the
75th
national
percent
are
higher
on
both
the
winter
map.
Reading
and
math
assessment
for
their
application
year.
L
One
students
are
screened,
assessed
and
eligibility
is
determined,
priority
levels
and
lottery
order
are
then
applied.
Those
priorities
include
the
following
party:
one
would
be
the
miniature
elementary
matriculation
based
on
meeting
eligibility
and
families
choosing
to
apply
party
two
would
be
for
those
applicants
or
zone
for
an
80%
or
high
poverty
school
based
on
meeting
eligibility
and
then
priority
three
would
be
for
countywide
applicants
again
based
on
meeting
eligibility.
L
The
sibling
rule,
as
well
as
a
twin
policy,
are
applied
within
each
of
these
three
priority
levels.
So
the
way
this
process
works
is
that
all
priority
1
applicants
meeting
the
eligibility
criteria
are
seated
first
after
priority.
1
applicants
are
seated
and
based
upon
available
seats
and
lottery
number
party
2
applicants.
Meeting
eligibility
criteria
are
seated
after
priority.
L
1
and
2
applicants
are
seated
and
again
based
on
available
seats,
priority
3
applicants
meeting
the
eligibility
criteria
are
seated
based
on
their
lottery
number
within
each
of
the
three
priority
levels:
again
the
sibling
rule
and
the
twin
policy
are
applied.
It
is
also
recommended
that
an
annual
review
of
student
learning
outcomes
at
least
occurs
for
the
purpose
of
determining
any
need
for
possible
future
adjustments
in
the
entrance
process,
and
that's
basically
what
this
proposal
entails.
B
Thank
you,
Buffy
and
I
was
just
like
just
asking
the
board
to
approve
this
tonight
by
any
means
way
back
when
things
were
normal.
You
asked
us
to
bring
some
recommendations.
You
done
that
we
will
place
this
on
the
July
board
meeting
your
committee,
the
hole
and
the
board
meeting
are
combined
in
July
I
recommendation
for
the
board
to
discuss
it
and
then
actually
vote
on
it.
B
A
C
When
you
say
the
Priority
One
is
the
meminger
elementary
for
matriculation.
Do
you
mean
anybody
at
Cindy,
meminger
or
anybody's
zone
from
imager
or
just
the
ones
in
the
academically
advanced
program
in
miniature?
So
could
someone
be
zoned
for
miniature
and
attending
out
and
get
in
on
priority
one?
That's
the
first
question
prior
and
the
second
question
is:
is
it
any
student
at
miniature.
F
Thank
you,
dr.
pulse,
await
for
your
report.
I
was
on
another
call
earlier
today,
and
it
was
based
on
a
dashboard
that
the
region
is
looking
at
relative
to
infection
rate
and
you're,
probably
pretty
the
same
information
I'm
about
to
say,
but
it
is
not
going
in
the
right
direction
and
it's
well
over
5%
now,
which
was
the
tipping
point
for
some
of
these
things.
So
I
assume
that's.
F
What's
informed
your
request
to
delay
the
decision
and
I
appreciate
that
you're
focused
on
all
the
different
options,
because
I'm
afraid
we're
gonna
have
to
play
all
of
them
all
the
way
out
to
the
end.
So
no
real
response
necessary
I
just
want
to
say
that
I'm
hearing
it
from
other
places
as
well
and
I,
appreciate
you
following
the
science
Thank
You
Roman.
G
From
15
minutes
or
more
someone
that
has
the
virus
is
one
of
the
leading
causes
of
it
not
wearing
a
mask
being
in
the
president's,
so
my
thought
is:
have
you
considered
that
the
impact
on
teachers,
the
type
of
stress
they'll,
be
under
and
exciting
I'm
trying
to
teach
and
deal
with
the
deal
with
the
virus?
At
the
same
time?
It'll
be
practical
respect
teachers,
teachers
to
do
a
good
job
under
these
circumstances,.
B
We,
of
course,
we've
considered
that
it
is.
These
are
difficult
and
times
for
everyone.
Public
education
is
an
essential
service
and
when
it's
deemed
safe
to
reopen
schools
following
the
guidelines
that
DHEC
CDC
and
MUSC
experts
have
given
us,
we
will
reopen
under
those
circumstances
and
as
we've
talked
with
teachers.
Most
of
them
are
willing
to
do
that.
Providing
we
follow
the
science
and
adhere
to
the
guidelines
and
insist
that
all
students
and
anybody
else
entering
that
building
adhere
to
the
guidelines.
A
I
G
G
B
Think
what
would
be
a
good
idea
would
be
for
us
to
have
a
presentation,
a
very
brief
presentation
in
July
at
your
Committee
of
the
Whole
meeting,
so
that
Carolyn
Belcher
and
her
staff
can
tell
you
about
the
improvements
that
they
and
teachers
in
collaboration
have
designed
for
this
coming
year.
Reverend
Collins
I
think
that
all
parents
would
be
very
pleased
with
the
improvements
we've
made.
You
know
we
we
learned
on
a
Sunday
afternoon
that
we
had
to
shut
down
schools
and
Tuesday.
B
Our
teachers
were
distributing
all
the
materials
and
by
Wednesday
they
were
implementing
online
learning.
So
I
I,
don't
know
the
direct
answer
to
your
question,
sir,
but
I
can
show
you
that
many
staff
members
are
working
hard
to
make
sure
that
teachers
have
the
supports
in
the
training
that
they
need
to
be
able
to
operate
more
effectively
in
a
virtual
environment.
B
Are
still
doing
the
summer
master
and
thousands
of
choice
will
be
helped
by
that
the
only
question
a
few
some
of
those
children
were
going
to
be
served
in
person.
The
decision
that
we
will
we
revisit
after
we
received
the
DHEC
ratings
tomorrow
will
be
whether
or
not
it
is
safe
to
conduct
any
in-person
sessions
for
the
children,
but
they
will
be
very
small,
well
organized
like
four
or
five
six
students,
one
with
your
follow-up
sessions.
Thank
you.
A
C
A
D
D
D
F
K
C
I
think
what
you're
saying
is
it's
safe
to
say
that
it's
possible
list
items
that
are
in
that
book
will
not
end
up
on
the
referendum?
Is
that
correct?
Yes,
ma'am?
Is
there
any
chanse
items
that
are
not
in
that
book
will
be
added
to
the
referendum?
They
will
see
things
on
the
referendum
list
that
are
not
in
that
book.
I'm.
C
I
guess
my
second
question
is:
why
are
we
doing
any
sort
of
assessment
to
create
cat
for
buildings?
I
thought
the
board
was
asking
you
guys
to
research,
the
value
when
the
the
the
against
the
stress
and
cost
of
using
our
buildings
for
hurricanes.
But
this
thing
seems
to
your
your
your
phase.
5
seems
to
indicate
that
you're
moving
forward
with
even
more
potential
shelters,
so.
K
Our
phase
5
plan
is
going
to
end
up
recommending
that
to
facilities
that
are
in
the
high
and
the
highlands
that
are
out
of
a
flood
zone
would
be
considered
for
category
5
protection.
So
it's
not
the
entire
building
program.
It's
just
two
schools
that
would
be
in
a
setting
which
would
be
conducive
to
having
it
be
safe
for
a
category
5
hurricane.
So.
C
K
K
Ma'am
I,
don't
remember
any
formal
direction.
I.
Remember
some
some
discussion
back
and
forth
about
considering
that,
but
we've
not
moved
off
of
that
we've.
We
closely
paid
attention
to
their
requests
and
we've
made
sure
that
the
district's
interests
were
protected,
but
we
weren't
prepared
to
come
back
with
a
list
for
approval.
D
D
D
A
D
L
A
A
On
one
meeting
set
in
July,
which
we'll
be
July
20th,
that
will
be
the
committee
to
hold
and
the
regular
board
meeting
now
keep
in
mind
that
they
may
be
a
potential
special
called
meeting.
Just
in
case.
As
things
begin
to
change
with
the
cove
at
19,
we
may
have
to
call
a
meeting
a
telephonic
meeting
or
zoom
meeting
before
that
in,
but
thereafter
so
hearing
that
we.