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From YouTube: May 13, 2019 COW Policy and Personnel/Audit and Finance
Description
May 13, 2019 COW Policy and Personnel/Audit and Finance
A
A
A
Does
anybody
have
any
questions?
Do
you
want
to
explain
what
a
leader
is.
D
F
A
B
G
A
H
A
D
D
D
The
guidelines
allow
for
up
to
eight
students.
That's
the
way
the
fund
is
set
up
so
right,
so
a
school
would
have
to
supplement
beyond
that
if
they
have
more
than
that
or
if
the
cost
is
above
what
the
per
pupil
expenditure
and
again,
because
we
require
a
certain
number
of
chaperones
and
in
a
gender
specific
ratio.
We
include
the
chaperone
requirement
in
the
per
pupil
that
were
tallying
and
none
of
them
were
rejected.
If
they
requested
the
money,
then
we
funded
it
at
the
again
equal
level
for
each
of
the
participants.
D
B
G
F
G
C
Not
at
this
time
where
the
principal's
are
doing
an
analysis
to
see
how
close
to
that
we
could
get.
If
you
noticed
in
the
board
brief
we,
since
we
before
last,
we
showed
you
Greenville's
budget
and
it
cost
them.
Seventy
three
teaching
positions
additional.
Seventy
three
teaching
positions
in
rotation
provide
that.
So
we
believe
we
have
it
covered
at
the
middle
in
high
school
at
some
Elementary's,
but
we
have
some
elementary
teachers
and
some
special
education
teachers
who
do
not
have
that,
but
the
so.
C
C
C
I
I
I
The
agenda
is
shown
on
the
slide.
Here
we
are
going
to
talk
about
the
alleged
assumptions
that
there's
some
changes.
It's
changes
for
the
first
reading
to
the
second
reading
of
the
budget,
talk
about
the
changes
in
the
millage
and
the
index
of
tax,
paying
ability
I
want
to
talk
a
little
bit
about,
though
I've
heard
just
in
the
previous.
In
a
previous
conversation
here
today,
you
heard
I
talked
about
Mitchell
elementary
school.
I
So
there
are
many
assumptions
that
go
into
building
a
budget.
These
are
the
significant
ones
that
we
have
in
the
fiscal
year,
20
budget,
a
3%
increase
in
assessed
property
values
that
3%
increase,
is
corroborated
by
the
county
auditor,
so
we
meet
with
them
on
a
regular
basis
and
to
make
sure
that
what
we're
projecting
in
terms
of
changes
in
assessed
property
values
is
what
what
they,
what
they
are
actually
projecting
in
that
we
are
in
agreement.
So
that
is
a
3%
increase
in
assessed
property
values.
I
We
in
this
second
region
of
the
budget
will
propose,
may
3.4
mm,
which
increase
value
of
a
mill.
It's
two
point
two
point:
five
million
dollars
in
later
in
the
presentation:
I'll
talk
about
the
military
increase
that
we
have
exploring
up
from
a
three
point:
one
six
in
the
first
three
end
of
the
budget.
To
three
point:
four:
eight
now
talk
about
the
reasons
behind
that
the
CCSD
index,
with
taxpayer
ability
for
Charleston
County
badges
going
up.
I
So
this
year
for
year,
nineteen
the
base
student
cost
for
every
student
in
the
state
of
South
Carolina,
it's
the
2485
and
in
the
House
Ways
and
Means
budget.
That
goes
down
by
about
eighteen
dollars
in
the
Senate
version.
The
Senate
restores
that,
but
that
has
not
been
reconciled
yet,
and
so
we
don't
have
that
when,
if
we
have,
therefore,
we
have
24
67
in
this
budget
assumptions,
so
the
reconciliation
of
the
first
reading
that
was
done
last
month
to
propose
separate
reading,
which
is
later
this
month
at
the
very
top.
I
Here
we
show
the
projected
revenues
of
536
million
dollars
from
the
first
reading.
We
are
just
in
that
by
eight
hundred
sixty
three
thousand
dollars,
which
which
are
comprised
of
those
two
figures
here.
The
remaining
millage
increase
from
three
point:
one
six
mill,
which
was
indeed
in
the
first
reading
of
budget
to
three
point
four,
eight
in
the
second
reading.
I
I
Additional
request
to
the
board
is
simply
recognizes
what
the
state
has
allowing
the
district
to
to
raise
millage
by,
and
we
have
a
slide
in
here-
talk
a
little
more
about
the
millage
and
how
it
has
calculated
so
I'll
get
into
that
a
little
bit
later
and
then
also
the
the
charter
school
administrative
fee.
In
the
first
reading
of
the
budget
we
had
proposed
since
we
have
a
significant
number
of
charter
schools
in
the
district
and
there's
a
lot
of
administrative
support
by
the
district
to
pay
to
support
those
and
various
our
fashions.
I
And
so
the
state
law
allows
for
y'all
for
a
district
to
charge
charter
schools
a
fee
to
be
returned
to
fund
a
position
of
funds
paid.
You
know
partial
position
in
some
cases
to
be
able
to
provide
administrative
support
services
that
we
provide,
and
so
that
percentage
fee
is
0.25
which
would
be
applied
if
it's
adopted
by
the
board
to
the
revenues
that
we
allocate
through
charter
schools.
And
then
we
generate
this
one
hundred
eighteen
thousand
dollars
that
would
go
to
fund
a
position
exclusive
for
charter
school
administration.
So
those
are
additional.
I
Those
two
factors
there
are
the
traditional
increases
in,
though
in
revenue
in
the
second
reading,
the
proposed
second
reading
and
then
at
the
bottom.
Here
we
adjust
the
expenditures
by
the
exact
amount
of
the
increased
revenues,
the
$745,000
to
create,
what's
being
called
a
sustainability
fund
for
former
priority
schools
and
I
have
a
section
in
the
presentation
while
getting
to
that
Tom
in
more
detail
and
then
118,000
to
fund
the
charter
school
coordinator
position
that
you
talked
about
on
the
top
part
of
the
slide.
F
G
F
I
I
understand,
but
if
we
take
a
look
at
it,
is
that
the
historical
long
increase
in
the
charter
school
revenues
that
we
allocate,
those
those
grow,
those
grow
and
those
have
grown,
and
so
the
charter
school
funding
formulas.
It's
a
factor
of
all
the
student
demographics,
as
well
as
the
district's,
the
district's
revenues.
Last
our
revenue
increase,
then
the
proportional
share
goes
see
our
increases
also
over
to
charter
schools,
so
I
would
I
would
anticipate
Misco
state
would
would
maintain.
F
F
I
I
I
So
then,
that
takes
on
the
open
by
the
way
at
the
end
end
and
the
presentation
that
was
distributed.
There's
the
the
budget
summary
from
the
first
reading
of
the
bus
I'm
not
going
it's
not
part
of
the
PowerPoint,
whereas
this
is
just
the
budget
summary
on
the
first
reading,
which
is
included
in
the
on
the
president
book.
So
you
see
some
of
the
details
there.
I
So
next
I
want
to
talk
about
the
allowable
millage
indicate
that
the
allowable
million
for
fiscal
year,
twenty,
which
is
shown
in
this
slide
on
the
right
column,
is
three
point.
Four,
eight.
It's
just
the
history
going
back
to
fiscal
year.
Eighteen,
three
point
one
one,
three
point:
nine
three:
six
and
the
three
point:
four
eight
and
in
the
allowable
millage
under
a
create,
is
comprised
of
two
components:
the
cost
CPI,
the
Consumer
Price
Index
and
the
population
change
in
the
state.
And
so
what
this?
I
What
the
Act
recognizes
under
the
allowing
millage
that
the
from
an
economic
standpoint
there
are
increased
costs
associated
with
these
two
factors.
As
discussed
the
CPI
goes
up,
then
the
cost
for
who
listens,
miss
Kay
services
increase
and,
as
the
population
increases,
there's
a
need
for
additional
lot
of
resources,
and
so
you
can
see
for
fiscal
year
20.
The
CPI
is
increasing
by
two
point:
four
four
percent
and
the
population
in
the
station
increases
by
the
1.04
percent.
So
under
the
Act
three
eighty
eight
men,
the
it
recognizes
that
those
those
economic
conditions
changed.
I
It's
changed
by
3.48%
and
some
school
districts
are
still
County.
Rather
it's
allowed
to
increase
its
abilities
by
3.48%.
Now
again,
this
is
not.
This
is
not
the
district.
The
staff
trying
to
increase
the
revenue
on
the
taxes
here
simply
what
we
did
before
in
the
first
reading
was
an
estimate,
and
this
just
reconciles
the
estimate
to
what
the
actual
allowable
about
amount
is
for
for
the
district.
The.
I
I'm,
sorry,
that's
the
way,
the
so
so
one
of
the
challenges
that
the
district
has
on
the
actually
388.
If
we
were
not
to
to
use
the
available
millage,
that's
been
authorized
by
the
state,
and
then
we
talked
to
state
legislators
about
the
need
for
tax
reform.
The
favor
to
allow
us
to
tap
into
the
resources
that
we
have
it
becomes
problematic
and
I
have
a
slide
talking
about
an
index
of
taxpayer
bill.
I
Think
we
should
explain
that
a
little
bit
better
here
in
a
second
but
I
will
say
that
in
the
post
earlier
this
morning
there
was
an
article
along
now,
though,
it's
just
a
to
school
district
and
where
they're
talking
about
there
are
eight
million
dollars
short
in
their
budget.
Right
now
and
say
it
develop
that
budget
and
and
the
reason
that
they
gave
is
because
of
act
388
and
they
are
not
been
able
to
tap
into
the
to
public
property
values
under
act.
G
I
Then
this
is
the
slide
here
if
we
were
to,
if
the
board
were
to
adopt
a
three
point.
Four
eight
mil
increase.
This
gets
given
gets
an
example
of
a
of
a
impact
to
a
taxpayer
and
so
what
we
used
I'm,
currently
a
cess
property
value.
This
case
a
vehicle
of
$15,000
with
assessed
property
value,
assessment
rate
on
vehicles
of
six
percent,
and
so
the
assessed
value
of
that
then
is
$900.
And
then
the
increased
millage
I
mean
the
millions
of
three
point.
Four
eight
excuse
an
increase
in
village
with
of
three
point.
I
I
The
slide
hit
the
IPA
stands
for
in
index
of
taxpayer
bility.
So
you
know
they
asked
you
know
there.
There
are
multiple
components
of
the
state's
education
funding
formulas.
We
talked
a
minute
ago
about
that.
We
said
about
act
388
and
the
second
component
is
the
index
of
taxpayer
ability
and
what
the
index
of
taxpayer
ability
takes.
I
All
of
the
46
counts
in
the
state
of
South
Carolina,
and
that
takes
all
the
sets
property
values
in
each
county,
guess
a
their
percentage
of
what,
where
is
their
percentage
to
the
whole,
and
so
when
that
calculation
is
done,
Charleston
County
is
the
wealthiest
County
in
the
state
of
South
Carolina
in
terms
of
property
values
and
Republic
would
been
that
way
for
a
long
time.
So,
over
fiscal
year,
nineteen,
the
right-hand
column
they're
our
index
of
taxpayer
bility
is
the
zero
point,
one
three,
five,
nine
five,
but
fiscal
year
twenty
has
gone
up.
I
So
that
means
that
the
fact
that
it's
going
up,
we
have
got
even
more,
wealthier,
wealthier
and
in
so
this
part
of
the
funding
formula
says
that
district
that
has
tremendous
wealth
while
county
has
tremendous
wealth,
should
bear
a
greater
portion
of
educating
their
students
relative
to
the
state
and
relative
to
others
of
the
county.
So
accounting,
that's
poor,
let's
say
like
Collington,
which
we
looked
at.
They
would
not
get
as
much
they.
I
They
were
expect
to
get
more
support
financial
support
from
the
state
percentage-wise
than
what
we
would
and
so
in
this
particular
funding
formula
here,
portion
of
it
for
this
year
for
fiscal
year,
nineteen
and
then
this
portion
of
the
EFA
Education
Finance
Act
for
every
dollar
that
we
send
up
to
the
state.
They
send
us
the
34
cents
back.
That's
the
second
line,
there
percent
of
state
support
next
year
that
goes
down
to
31
cents
because
of
our
wealth
increase.
I
Now
we
haven't
talked
about
this.
That
Charleston
County
would
lose
151
million
now
in
terms
of
being
able
to
wave
to
claim
to
access
that
and
what
we
had
calculated
earlier
this
year.
One
of
the
presentations
that
we
made
was
that
tough
work
I
think
the
current
fiscal
year
that
we
had.
We
had
estimated
that
that
we
we
could,
we
could
have
we
have.
We
could
have
brought
in
an
additional
61
million
dollars
in
local
tax
revenue,
not
saying
that
the
board
would
go
that
high,
but
we
have
the
capacity
to
do
that.
I
B
I
I
want
to
talk
about
the
sustainability
fund
concept,
the
$745,000,
so
this
slide
here
that
says
variations
in
elementary
schools.
I've
shown
this
a
number
of
times
what
I've
shown
the
schools
in
the
green,
which
is
a
high-performing,
select,
high-performing,
Elementary,
School's
I've
shown
them
the
ones
in
yellow
which
I'll
select
average
performing
schools
and
once
at
the
bottom
here
select
low-performing
schools.
I
What
what
I
have
not
shown
before
is
the
one
in
blue
here,
which
is
representative,
was
Mitchell
Elementary
School,
which
I'm
using
as
a
representative
of
schools
that
are
former
state
identified,
priority
schools
and
so
missiles
at
one
point
was
lower
performing
their
problems
been
down
in
the
red
box,
and
you
can
see
now
that
they're
in
this
blue
box,
because
they're
their
metrics
are
a
lot
better
than
what
they
have
been
previously.
So
you
take
a
look
at
teacher
experience.
Fourteen
point
four
or
five
years
average
teacher
experience
for
Mitchell.
That's
compares
very
favorably.
I
Actually
it's
greater
than
the
high
performer
rated
schools.
The
press
were
at
the
school.
It's
been
there
for
eight
years,
we're
in
the
red
schools
the
average
time
tenure
at
at
that
school.
Those
schools
one
point:
five
years:
the
turnover
for
teacher
rate
teachers,
teacher
turnover
in
Mitchell
is
ten
percent,
which
is
the
same
as
of
high-performing.
Schools
versus
twenty
four
percent
in
unsatisfactory
schools.
I
I've
thought
of
a
couple
other
principals
and
in
those
types
of
conditions,
and
everyone
tries
to
figure
out
through
this
budget
process.
Is
there
a
way
to
to
support
them,
and
so
the
next
two
slides
is
just
simply
show
something.
Some
of
the
schools
that
are
a
state
identified,
CSI
state
to
identify
priority
schools
there
with
their
file
and
small,
and
you
can
see
the
additional
dollars
supports
that
they
get
so
you
see
in
with
the
Commonwealth
says.
I
Yes,
our
federal
spring
CSI
federal
fall,
CSI
state
spring
CSI
state
fall
these
traditional
dollars
from
the
state
and
the
federal
government
that
these
schools
will
get
because
they
are
priorities.
A
school
like
Mitchell
that
used
to
used
to
be
a
priority
school
and
you
still
get
these
types
of
funds.
Well,
when
that
that's
cool
no
long
no
longer
receive
these
funds,
but
the
needs
of
still
needs
to
steer
them
in
this
slide
here
talks
about
some
of
the
needs.
I
Some
reason:
I
failed
to
put
the
department
right
in
here,
I
believe
it's
like
84
percent
or
so
so.
The
high
poverty
and
academic
achievements
we've
talked
about
a
second
ago
and
how
they're
making
progress
they
have
made
progress.
They
have
our
staff
and
allocations
from
fiscal
year
current
fiscal
year,
nineteen
and
fiscal
year,
twenty
and
they
have
they
have
huge
nice
at
the
school
in
terms
of
mental
health.
Counseling
some
of
the
staff
positions,
they're
lost.
I
It's
in
that
area,
other
drawbacks.
You
can
see
there
that
the
student
teacher
ratio
in
the
fifth
grade
is
considered
by
the
principal
of
pretty
high
the
the
high
percentage
of
fifth
grade,
students
with
individual
education
plans
and
a
high
percentage
of
students
with
significant
challenges
outside
South
School,
and
so
that's
all
the
it's.
The
accident
here
stand
how
to
determine
how
to
financially
support
schools
that
lose
resources
due
to
academic
gains.
I
So
you
make
progress
and
you
get
essentially
penalize
penalized
for
doing
so
penalized
in
terms
of
the
allocations
that
we
sent
out
and
so
what's
being
proposed
in
the
what
will
be
proposed
in
the
fiscal
year
in
second
reading
on
fiscal
year.
Twenty
budget
is
that
we
use
the
additional
this
year.
The
point
three
to
millets
that
we
did
not
plan
for
in
the
first
meeting
to
create
and
it
has
been
created
yet
but
to
create
something
along
the
line
of
sustainability
funds,
so
that
we
can
provide
the
supports
not
to
schools
like
Mitchell.
F
I
I,
so
I
don't
have
that
that
information
today,
but
we're
working
on
it
and-
and
so
my
assumption-
is
that
individual
schools
lost
and
lost
supports
in
different
areas
and
support.
So
this
is
one
school,
and
so
we
will
take
a
look
at
the
other.
You
know
what
other
schools
exist
in
the
district
that
we're
former
priority
schools
that
may
have
lost
so
I've
had
conversation
with
the
principal
admit
so
I've
had
conversation
with
the
principal
that
manager,
but
I
just
haven't
done
the
full
analysis
yet
so.
F
H
I
I
F
C
If
the
budget
doesn't
go
down,
if
because
it's
not
necessarily
a
budget
going
down
with
teacher
pay
raises,
you
have
to
watch
both
things.
They
can
still
lose
positions,
and
one
thing
we
haven't
mentioned
today
that
I
mr.
Kinney,
probably
is
going
to
mention,
is-
are
worried
about.
We've
mentioned
it
before
the
salary
positions
are
in
federal
funds
and
the
fact
that
the
growth
in
those
funds
is
not
even
beginning
to
keep
pace
with
what
we
have
to
pay
in
salaries
and
benefits
here.
C
I
I
Sometimes
things
get
dynamic
in
terms
of
all
the
direction
we're
hearing
in
and
I
want
it,
the
one
way
to
to
guard
against
some
significant
changes.
Wants
decisions
have
been
made
and
it's
to
get
it
actually
captured
in
the
budget
and
then
in
in
order
to
change
them
to
change
direction.
Then
you
have
to
change
that
that
budget
and
then
the
second
piece
there
is
if
it's
outside
the
budget,
the
technical
challenges
are
trying
to
keep
track
of
where
we
are
and
so
wet
what's
being
proposed
here.
I
B
I
had
two
quick
questions,
so
I
think
and
I
was
in
on
the
other
and
Finance
call
meeting
and
I
saw
I.
Think
what
you're
saying
about
having
us
review
in
August
is
and
do
a
budget
revision
is
so
that
we
can,
with
the
June
mission-critical
recommendations
that
are
going
to
come
to
us
or
whatever
staffs
gonna
recommend
we
could
potentially
put
in
some
new
and
different
things
or
some
changes
that
we
want
to
do.
That
will
really
impact
student
achievement
and
that's
what
we'll
do
in
that
budget
revision.
Is
that
correct?
That
is.
E
B
The
other
thing
I
have-
and
this
is
coming
kind
of
from
a
bit
in
my
business
side
and
I
know
we
did
a
grant
that
looked
at
kind
of
I
hate
to
say
this
compensation
for
performance,
but
our
districts
out
there
at
all.
Looking
at
me,
we
have
some
school
leaders
and
teachers
who
are
doing
some
really
great
things,
and
and
like
this
learning
services
staff
who
were
up
here
today
and
talking
about
all
those
things
we
have
people
that
are
doing
that
already.
Is
there
any
way
we
can
incentivize?
B
You
know,
and
that
might
be
a
question
for
Cindy,
but
is
that
an
area
or
the
supernatant
it
might
be
saying?
Is
that
something
that
we
want
to
do
or
having?
This
is
a
problem
we've
been
talking
about.
This
districts
been
talking
about
for
the
entire
whatever
50
years
it's
been
in
existence,
so
is
that
something
that
schools
or
districts
are
doing
effectively
where
we
you're
doing
it
really?
Well,
so
we're
going
to
incentivize
you
to
continue
to
do
that
or
for
you
to
help
other
principals
and
teachers
do
that.
I
So
and
I
do
know
that
several
years
ago
the
federal
government
had
the
teacher
incentive
fund,
which
allowed
some
districts
that
were
award
the
grant
to
across
the
country
to
approach
that
type
of
incentive,
and
so
one
of
the
things
that
we
could
do
certainly
I
haven't
done.
Perhaps
on
super
ten
and
then
now
miss
Ambrose
have
this
already.
But
we
could
take
a
look
we're
in
the
country.
Some
school
districts
were
successful
with
that
grant
and
and
use
that
grant
to
to
continue
that
process
and
I
know.
I
B
J
The
ninth
slide
I'm,
sorry
so-
and
this
may
be
a
a
Sindhi
question
or
answer
to
the
question,
but
so
a
lot
of
money
that's
allocated
over
the
course
of
for
a
period
of
time
for
the
various
schools.
So
this
is
additional
funding
that
will
be
on
top
of
what
what
will
be
allocated
to
each
school
and
they
will
be
able
to
use
these
funding
for
what
type
of
services
or
is
that
left
at
the
school
level.
I.
I
Think
it's
a
combination
of
some
of
the
funds
will
be
used
at
the
school
level,
so
they
so
principals.
They
have
to
develop
and
have
developed
plans,
and
in
some
cases
those
plans
have
to
go
to
the
state.
But
those
plans
are
developed
by
principals
in
collaboration
with
the
level
leaders
and
others
in
the
central
office,
and
so
so
part
of
these
funds
then
would
be
allocated
school
by
school
and
youth
school
by
school.
We
did
have.
Are
we
being
district
leagues,
including
superintendent?
I
I
J
Me
to
understand
this,
then
so
are
you're,
saying
then
that
the
plan
that's
already
in
place
for
yes,
let's
use
North
Charleston
High
School
for
an
example,
so
their
efforts
are
that's
being
put
into
place
to
help
strengthen
those
schools
and
and
core
content
areas
or
resources
that
are
needed
in
those
particular
schools.
So
are
we
building
on
top
of
what
we're
putting
in
place
to
strengthen
it,
to
make
it
more
viable
moving
forward,
or
are
we
using
portion
of
these
fundings
at
that
school
and
then
spreading
it
elsewhere
throughout
the
district?
Well,.
I
So
what
North
Charleston
has
as
an
example
where's
that
si
si
excuse
me:
si
si
state
spring
funds
115,000,
so
this
column
that
says,
si
si
state
spring,
so
they're
$115,000
principal
at
that
school.
This
is
staff
in
conjunction
with
the
central
office,
but
they
have
made.
They
have
to
decide
it
in
their
plans.
I
Have
115
thousand
dollars
would
be
used
specific
to
that
school
coming
to
the
left
here,
but
it
says:
si
si
federal
dollars,
followed
2050
or
twenty
one
hundred
forty
thousand
dollars
and
players
have
not
been
made
by
that
for
that
hundred
forty
thousand.
So
all
of
those
dollars
in
fall,
the
CSF
federal
fall,
FY
2100
point
one
point:
1
million
dollars
that
column
currently
is
under
consideration.
How
we
might
be
able
to
use
those
funds
collectively
versus
just
individual
schools.
F
F
I
F
Society
well,
y'all
be
able
to
speak
to
that
before
we
approve
the
budget,
I
mean
just
using
the
charter
school
coordinator
position.
These
this
money
doesn't
buy
you
two
people,
so
unless
we're
doing
it
for
something
out
so
I
mean
will
we
be
well?
We
have
some
idea
of
what
that
money
is
going
to
to
buy
so.
I
We
we
already
have
plans
for
the
CSI
state
spring
for
sure,
so
that's
been
solidified
the
cs,
our
federal
one.
The
follow
dollars
are
coming
in
those
plans
have
not
been
developed
and
they're
being
developed.
Now
I
don't
have
a
timeline
today
on
that,
but
we
will
let
make
note
of
that
of
that
and
so
you're
asking
well
that
with
those
plans
to
be
developed
by
by
the
time
that
you
adopt
the
budget
at
the
end
of
this
month,.
A
About
the
flu
talking
about
the
breaks
and
that
the
student,
the
teacher
breaks
and
that
the
principal's
were
now,
you
had
them
assessing
what
the
needs
would
be.
When
will
we
have
that
information,
and
will
we
have
it
if
we
want
to
make
a
decision
about,
including
those
that
cost
in
this
budget
right.
C
We
you
will
know
that
by
May
28th,
then
there
are
two
different
we're
talking
about
two
different
things:
they're
talking
about
a
planning
period
for
every
teacher
every
day
right
and
do
they
have
time
to
eat
lunch
without
having
you
supervise
children,
and
so
it
it's
possible
in
most
schools
to
work
a
master
schedule
to
arrange
for
coverage
of
of
the
lunch
without
extra
cost.
The
difficulty
is
giving
every
teacher
a
planning
period.
C
If
you
have
five
teachers
teaching
the
one
grade
level,
it
takes
one
other
teacher
to
take
each
of
those
classes
for
45
minutes.
That
requires
a
whole
other
teacher
and
then
maybe
you're
looking
at
adding
them
you
something
in
the
arts
or
humanities,
so
it
it
is
somewhat
complicated
and
we
will
have.
We
should
have
that
information
after
the
May
principles
meeting,
which
falls
before
the
May
28th
budget
meeting.
That's
another
reason
we're
suggesting
that
you
adopt
the
budget
now
but
work.
Let
us
work
with
the
schools
to
develop
those
kinds
of
approaches.
C
C
Clarification
of
that
CSI
funds,
mr.
Kennedy's,
doing
a
great
job
at
staying
in
his
Lane
as
the
CFO,
but
it
is,
it
is
complex
and
and
what
I
think
we
just
need
to
very
frankly
say
is
that
in
the
past.
For
the
most
part,
the
School
Improvement
funds
have
gone
to
the
schools
and
in
some
cases,
they've
been
used
very
wisely
and
in
other
cases,
looking
back
they've
been
used
in
ways
that
were
the
best
anyone
knew
to
do.
C
But
there
was
no
evidence
that
investing
in
that
particular
approach
strategy,
counselor
consultant
resolve,
is
insignificant
growth
for
students,
so
we're
trying
by
law
those
funds
go
to
the
schools,
but
we're
trying
to
work
with
schools.
An
example
of
a
collective
action
would
be
if
a
school
has
a
lot
of
low
perform
children
who
are
low
performing
in
reading
and-
and
we
find
that
there's
a
particular
reading
approach
or
or
curriculum
that
works
to
accelerate
the
growth
of
those
students.
C
The
principals
across
those
schools
could
agree
to
provide
that
kind
of
training
and
then
we
would
be
permitted
to
invite
teachers
from
other
schools
that
have
low-performing
students
to
participate
in
that
training,
if
doing
so
wouldn't
dilute
the
experience
for
the
teachers
in
those
schools.
So
that's
what
we're
trying
to
figure
out
what
the
rules
are,
because
they
it
they're
they're
changing
the
State
Department
is
willing
to
let
us
submit
something
and
right
now,
we've
figured
out
it's
smaller
than
a
breadbox,
but
we
don't
exactly
know
what
will
be
permitted.
So
mr.
C
A
C
A
Comments
pertaining
to
the
state
spring
I'm
at
the
state
and
federal
just
on
state,
but
state
and
federal
well
I
mean
the
principal
still
are
accountable,
I
mean
so
even
though
the
funds
come
to
them,
I
mean
the
use
of
those
funds.
I
mean
could
also
play
into
the
accountability
factor
in
them
doing
their
jobs
effectively.
That's
a
very
rational.
C
C
C
What
will
we
accept
as
a
as
a
reasonable
amount
of
growth
for
children
in
every
single
setting,
because
if
it
can
be
done
in
one
setting,
we
need
to
figure
out
how
to
get
it
done
in
every
setting
and
why
it's
not
getting
done
in
everything
and
that's
the
come
to
the
altar
discussion?
We
simply
must
have
in
a
more
frontal
effort
than
we've.
We've
managed
this
far.
Okay,.
G
Yeah
yeah,
this
is
as
far
as
looking
at
what's
acceptable.
They
I
just
did
looking
in
our
third
grade.
Ela
results.
I
know
tests
learned
everything,
but
to
figure
out
where,
like
particularly
looking
at
our
ACT
American
students,
you
have
to
get
down
to
230
percent
to
even
include
the
majority
of
our
schools
by
30
percent
of
African
American
kids
reading
on
grade
level.
In
third
grade,
you
got
to
go
way
down
before
you
got
a
cut
score
or
listen,
otherwise,
they're
all
unacceptable,
and
you
know
nearly
all
and.
H
C
C
C
There's
so
many
different
issues
with
that,
but
but
you're
absolutely
right.
We
need
to
get
clear
about
what
metrics
will
accept
and
how
we
look
at
not
this
year's
fourth
graders
compared
to
next
year's
fourth
graders.
But
what
happened
to
this
year's
fourth
graders?
Where
were
they
and
now
what
Lexile
level
are
they
at
in
fifth
grade?
So
we
can
start
following
that
growth
with
a
particular
group
of
students
which
the
state
analyses
don't
do
for
us.
J
J
How
do
we
improve
after
American
kids
in
in
how
do
we
close
that
gap
in
how
do
we
make
things
better
and
I
think
you
know
we
have
to
really
dive
into
it
and
then
carve
it
out
and
really
look
deeply
into
our
afro-american
students
and
what
type
of
needed
resources
have
to
happen
at
that
school
again,
you
know,
we've
been
kicking.
This
can
down
the
road
for
for
sometimes
talking
about
closing
the
achievement
gap
in
closing
it
the
gap
between
afro-american
kids
and
white
kids,
and
how
do
we?
J
You
know
we
talk
about
it
and
then
sometimes
you
just
can't
lump
it
all
together,
you
really
have
to
carve
it
out
and
say:
okay,
these
set
of
kids
in
particular
area
are
are
needing
additional
resources.
How
do
we
make
that
happen?
I
think
in
this
mission
critical
piece
we
have
to
be
bold
and
we
have
to
be
aggressive
and
say:
look
we're
going
to
have
to
carve
this
out
and
we're
gonna
have
to
add
these
resources
here,
where
they're
needed
and
make
it
happen.
J
F
F
F
Don't
know
why
we're
not
talking
about
those
six
things
with
actual
nouns
and
goals
today,
I,
don't
know
why
we're
going
to
get
something
back
in
thirty
days
that
we
got
in
April
of
2019,
so
I,
really
just
I'm
I,
think
you've
got
a
board
that
is
more
supportive
and
ready
to
make
changes
and
we've
done
a
lot
of
yeses
in
the
last
five
months
and
we're
looking
to
see
those
things
that
you
told
us
to
say
yes
to
in
the
budget
and
I
done.
So
that's
that's
where
we're
just
and
I
think.
F
If
this
is
your
time,
like
Eric
said
this
has
come
to
the
altar,
but
we
knew
in
December
of
2018
what
rich
Gordon
needed
to
start
doing
for
K
through
five
for
career
awareness.
So
that's
what
we
expect
to
see
in
the
reading.
First
reading
of
the
budget,
because
we've
known
for
five
months,
I'm,
looking
at
what
he
told
us,
has
to
happen
in
k5
I,
don't
want
to
see.
We
need
to
talk
about
what
to
do
with
CAS,
because
we
already
did
and
we
agreed
with
what
y'all
promote
proposed.
F
C
C
Are
which
is
why
we're
recommending
that
you
approve
a
preliminary
budget,
because
that
takes
a
lot
of
time
to
get
the
budget
loaded
and
ready
to
go?
Would
you
like
one,
but
then
I
have
another
opportunity
to
make
some
major
revisions
in
August.
This
simply
tells
you
that,
in
addition
to
the
community
recommendations
that
are
coming
in
on
May,
24th
you'll
have
a
set
of
very
clear
recommendations
from
the
leadership
team
that
may
not
have
have
bubbled
up
from
the
community
work.
What.
B
Statement
and
comment
to
make,
and
here
exactly
what
everybody's
been
saying
and
I,
don't
want
anybody
to
interpret
this
the
wrong
way,
and
this
might
not
be
what
anybody
is
saying.
But
I
think
when
you
look
at
what
we're
spending
per
pupil.
There
are
lots
of
places
that
we're
spending
a
really
high
for
people
expenditure,
and
we
have
really
really
low
achievement
and
we
have
other
places
that
we're
spending
less
per
pupil
achievement
with
it
basically
of
very
similar
demographics
and
those
students
are
doing
better
and
we
just
can't.
B
F
You
know
and
and
you're
behind
job,
but
we
raise
taxes
three
and
a
half
Mills
last
year,
and
we
want
to
know
what
that
got
us
and
if
it
got
us,
no
improvement
in
education
whatsoever.
We
need
to
acknowledge
that
and
say
what
we're
going
to
do
different
next
year,
but
we're
doing
the
same
changes
year
over
year
and
then
saying
we're
gonna
make
the
same
changes
next
year.
What.
A
C
The
state
tests
are
occurring
for
the
most
part.
This
week
we
can
give
you
math
test
results
fairly
quickly,
what
the
extent
to
which
those
will
translate
into
state
tests-
I,
don't
know,
but
we
can
show
you
fairly
quickly
of
the
growth
or
lack
thereof.
We
think
we're
seeing
at
every
school,
particularly
in
terms
of
Lexile
levels
across
those
grade-level
bands.
B
J
All
I'm
saying
is
that
we
have
the
data,
we
have
the
report,
we
have
the
conclusion
and
we
can
see
where
the
resources
are
needed
and
where
we
need
to
add
more
funding
to
make
it
better
or
to
improve
or
to
bring
about
the
change.
At
the
end
of
the
day,
all
I'm
saying
is
that
we
just
need
to
make
sure
that
we
add
the
resources
where
they
need
to
be
or.
F
Every
other
industry
does
this
I
can't
figure
out
why
we've
talked
about
this
year
after
year
after
year?
Why
why
we
can't
get
a
above
controllable
line
and
a
below
controllable
line?
We
know
the
light
bill
at
one
was
not
controllable:
it's
not
dependent
on
the
number
of
students
and
it
it
while
it
may
be
a
part
of
the
student
cost.
We
can't
control
the
light
bill
it
burns
I
mean
yes,
CNG
does.
F
G
F
E
Not
said
anything
all
day
and
I
think
there's
one
piece
that
we've
left
out
of
the
of
this
discussion,
at
least
from
the
board
and
I:
don't
you
can't
really
put
dollars
to
it,
but
there's
one
piece
that
I
never
hear
us
talking
about,
and
that
is
curriculum
and
I
know
that
the
educators
here
already
know
that,
but
I
think
that
the
board
members
need
to
remember
it's
not
just
how
many
bodies
are
sitting
in
seats
and
whether
there's
a
good
principle.
What
are
we
teaching
in
those
classrooms?
E
C
C
E
G
J
Everyone
about
the
June
10th
committee
to
hold
meeting
please
make
note
that
we
will
be
in
an
operation
at
full
day,
beginning
at
9
a.m.
also,
please
make
sure
that
you
let
Julie
know
by
the
end
of
this
week
the
graduations
attendance
that
needs
to
happen.
Please
make
sure
you
do
that
as
soon
as
possible
and
then
also
I
just
lost
our
last
train
of
thought.
Please
make
note
in
the
Friday
update
the
thought
of
possibly
included
volunteer.
J
Therefore
Board
of
Trustees
to
please
see
what
volunteer
a
day
at
a
school
before
the
close
of
school
the
day
of
your
choice.
If
you
would
left
miss
Taylor
Erica
Taylor
knew
of
your
school
of
choice,
and
it
could
be.
You
know
two
or
three
four
or
five
hours,
but
I
think
we
need
to
grasp
some
changes.
We're
about
to
make
are
all
hoping
to
be
discussing
here
by
June
24th
board.