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From YouTube: March 18, 2019 CCSD Board of Trustees Meeting
Description
March 18, 2019 CCSD Board of Trustees Meeting
D
F
G
C
H
G
H
H
G
Okay,
right,
okay,
sorry,
sorry,
sorry
good
afternoon,
and
so
what
I'm?
What
I'm
doing
this
afternoon
is
providing
an
update
to
the
FY
2008
and
so
I'm.
The
only
one
making
the
presentation
today
for
your
information
at
the
end
of
the
presentation,
there's
a
slide
that
shows
that,
on
we
proposed
on
the
April
8
board
meeting
that
we
have
another
budget
workshop.
And
so
then
we
have
the
other
Chiefs
come
forward
at
that
time
to
talk
any
more
details
about
specific
aspects
of
the
budget.
G
So
what
what
I
propose
to
do
this
afternoon
is
to
give
you
an
update
on
state
and
local
funding
and
an
overview
of
that
just
for
sorta
like
a
starting
of
an
education
type
process,
so
that
we
can
better
understand
state
and
local
fire
and
then
give
an
update
on
where
we
are
with
the
fiscal
year.
20
budget
development
as
well.
G
Let's
take
a
look
at
the
out
the
projection
and
update
on
the
projections
for
fiscal
year,
21
and
22
and
show
you
had
also
changed
because
of
all
things
that
we
put
it
into
the
proposed
to
put
into
the
FY
2008.
I'll.
Give
an
example
of
remaining
work
to
be
done
as
we
develop
the
fiscal
year
20
budget.
G
There
was
a
question
last
week
about
charter
school
funding.
How
that
process
worked
so
I
have
a
couple
slices.
It
talks
about
that
and
then
then
give
their
next
steps.
So
what
questions
you
have
on
the
agenda?
Anyone
all
right
so
a
little
bit
about
state
funding,
so
they're
a
multiple
components
of
state
funding.
I
have
a
three
here
at
388:
education,
Finance,
Act,
the
Act
of
1977
and
the
index
of
taxman
ability,
and
so
with
the
state
funding
of
education
across
all
the
46
counties.
It's
largely
based
on
to
own
property
value.
G
So
you
can
see
here
with
Charleston
County
School
District
in
fiscal
year
17,
our
EF
8
percent
that
we
received
from
the
state
is
31%.
So
for
every
dollar
that
we
send
to
the
state
for
redistribution
of
education
through
sales
tax
we
get
Dow
30
and
in
just
year
2017
we
got
31
cents
back
currently
in
fiscal
year
19.
That
number
is
going
up
to
34
cents,
oh
and
for
fiscal
year.
G
20
is
projected
to
go
back
down
to
31
cents,
so
we're
not
making
a
lot
of
progress,
and
so
you
can
see
a
department
here
with
the
Clarendon
County
School
District,
which
is
most
poor
County.
They
received,
conversely
92
cents
idea
in
fiscal
year.
17
I
assume
that
number
is
roughly
the
same.
Had
a
problem
went
up
a
little
bit
in
fiscal
year
20
and
in
the
major
reasons
for
that,
the
stet
that
difference
is
that
the
index
is
based
on
property
values
in
the
state
of
South
Carolina.
G
So
here,
obviously
in
Charleston
County
as
depicted
in
these
pictures
here,
we
have
a
substantially
larger
tax
base
than
the
small
rural
county
like
well.
A
rural
County
like
like
Clara
I,
don't
know
the
size
of
it,
and
so
the
the
tax,
the
EFA
state
funding
formula,
says
that
four
states
that
have
counties
that
have
a
high
property
values.
They
should
take
on
a
greater
percentage
of
their
funding,
their
education
for
their
students,
and
so
therefore
index
is
higher
and
therefore
we
get
less
dollars
from
the
state
and
percentage-wise
the
problem.
G
The
problem
with
that
the
tension,
rather
with
that
funding
formula
is
the
Act
388.
So
so
what
the
index
of
taxpayer
ability
or
EFSA
says,
is
that
we
Charleston
County
have
the
ability,
through
our
vast
tax
property
base,
to
be
able
to
raise
more
money
for
education.
But,
conversely,
the
act
388
says:
there's
restrictions
places
restrictions
on
our
ability
to
do
so,
and
so
on
one
hand
we
have
the
property.
On
the
other
hand,
we
don't
have
the
building
tool
to
raise
the
property
taxes.
G
So
this
is
a
very
recent
statement
that
he
made
when
he
was
discussing
someplace
up
in
Berkeley,
County
educational
reform
and
that
the
challenges
it's
the
state
legislators
because
of
the
restrictions
of
the
complexities,
the
complexities
about
tax,
the
tax
laws
here
in
the
state
so
for
act,
3
a
date
when
it
was
implemented
back
in
2008
I.
Tell
you
what
let
me
I
get
through
that
a
second
and
go
to
another
slide
here.
Oh
I'm,
sorry,
I'm.
Sorry,
one
other
one
other
point
on
this
slide
here
up
in
the
right-hand
corner.
G
It
says
the
impact
of
8388.
You
see
a
small
bar,
a
line
graph
brother,
yes,
and
what
that
is
showing
is
the
variance
between
the
sales
tax.
The
rent
line
that
we
should
have
been
collecting
on
the
action
and
the
property
value
is
the
tax
that
we
could
have
collected.
The
fact
three-date
were
not
in
place,
and
last
year
last
week,
brother
I
presented
that
for
fiscal
year,
1918
that
variance
that
gap,
that
capacity
that
we
were
not
able
to
to
tap
into
was
61
million
dollars.
G
That
saying
that
we
would
as
an
organizational
I
support,
you
would
raise
taxes
that
high,
but
that's
what
the
capacity
that
we
take.
We
gave
up
on
the
act
388
so
which
is
the
difference
between
what
we
could
have
raised
with
property
taxes
versus
the
sales
tax
relief
that
we
got
so
in
state
revenue.
G
The
general
fund
revenue,
the
next
two
slides
break
at
break
out
the
percentages
of
our
revenue,
so
we've
got
about
180
something
million
dollars
on
the
state
currently
in
the
broken
out.
This
way
restrict
the
state
fund
in
19
percent.
You
see
what
those
are
for:
handicap,
transportation,
school
bus
driver,
salary
and
Friends
transportation,
workers,
compensation,
etc.
So
19
percent
of
that
180
million
dollars
comes
through
that
through
that
section,
another
18
percent
comes
through
the
EFA.
G
We
just
talked
about
a
few
minutes
ago
on
the
previous
slide,
so
18
percent
from
the
EFA
actually
18
percent
from
a
portion
of
the
EFA,
the
FAA
is
actually
broken
down
into
several
components.
So
the
next
component
is
the
FAA
part-time
programs,
and
you
can
see
those
programs
listed
there.
So
we
pick
up
5%
there
and
the
reason
I'm
showing
this.
G
This
please
seriously
slice
is
this
show
not
necessary
at
this
point
for
you
to
fully
understand
state
funding,
because
I'm
still
trying
to
come
up
speed
in
some
parts
of
myself,
but
the
show
to
demonstrate
the
complexity
of
it
and
the
need
for
for
a
couple
things
one
for
people
to
for
us
to
become
educated
on
that
complexity,
so
that
we
can
have
some
influence
on
if
there's
any
opportunity
to
simplify
the
state
funding
for
education.
So
that's
the
purpose
of
it.
G
Those
are
the
purposes
so
the
last
slide
on
the
state
funding
shows
again
EFA.
There's
five
essential
allocations
made
to
support
programs
that
may
not
be
included
in
the
EFA
and
I.
Don't
have
clarity
right
now.
What
that
is
so
I
won't
get
into
it.
On
the
right
hand,
side
other
state
revenue,
you
can
see
the
retirement
reimbursement,
that's
two
percent,
the
the
majority
are
the
biggest
share,
rather
of
our
state
revenue
of
the
holidays.
G
G
We
got
about
seventy
seven
million
dollars
and
that
that
is
it's
a
tax
relief
for
home
owners,
it's
the
first
hundred
thousand
dollars
on
their
property
values,
and
so
that
was
implemented
some
time
ago
and
then,
when
act,
three
date
was
was
implemented
that
that
whatever
a
school
district
was
getting
was
capped
at
that
amount.
So
we
will
get
a
sixteen
point,
eight
or
something
million
dollars.
It's
been
capped
at
that
amount.
G
Tier
two
is
another
tactic:
tax
exemption
and
it's
for
people
who
own
their
homes
that
are
65
years
over
65
years
of
age
are
they're,
fully
handicapped
or
they're
blind,
and
so
that's
another
amount,
that's
tax
exempt,
and
that,
for
us,
is
three
point:
five
million
dollars
that
we
get
annually
there
again.
It's
count,
so
17
billion
dollars
was
capped.
G
Five
million
dollars
camp
doesn't
go
out
and
then
Tier
three
is
the
sales
tax
replacement
for
the
lost
ability
to
tax
home,
a
home
on
a
home
owner
occupied
property,
and
that
is
Tier
three
and
we
receive
around.
Seventy
two
million
dollars
annually
Oh
currently
for
that
amount,
and
that
is
the
amount
where
I
showed
in
the
previous
slide,
where
there's
that
gap
of
61
million
dollars.
So
if
we
didn't
have
the
AXI
eight
three
a
date
restriction,
then
that
seventy
something
million
dollars
would
be.
G
G
The
budget
process
is
to
continue
to
provide
information
to
try
to
provide
some
clarity
mix
life
and
then
then
the
local
funds,
then
general
fund,
in
addition
to
what
and
the
only
state
only
on
the
general
fund,
we
also
get
an
amount
from
E
I
ate
Education
Improvement
Act,
that
was
in
the
early
80s
1983
before
I
think
it
was
I,
think
there's
another
50,
something
million
dollars
with
it
that
doesn't
come
through
the
term
fun.
Those
are
special
revenue
funds
and
then
for
the
journal.
G
Funding
from
local
sources,
the
vast
majority,
the
97%
there
is
from
taxes.
This
is
the
journal
fund,
so
that
will
come
primarily
from
businesses
and,
if
you
own,
a
second
home
from
that
type
of
property
and
also
delinquent
taxes
that
have
been
collected
from
past
years,
I'm
gonna
smile
them
out
two
point:
four
six
percent
fee
in
lieu
of
I
know
I'm
the
only
board
agenda
this
afternoon.
There's
a
component
general
item
for
fee
in
lieu
of,
and
so
we
get
2.4
percent
of
our
revenue
from
fee
and
LU
up
instead
of
taxes.
G
G
E
A
I
G
So
then,
I'll
just
proceed
through
the
presentation
and
take
questions
at
the
end
there.
So
the
next
slide
here
is
the
FY
2008
summary,
and
so
this
is
an
adjustment
to
the
slide
that
I
showed
last
week
what
we
showed
the
530
million
dollars
of
our
projected
revenue
for
fiscal
year
twenty
and
then,
if
you
recall
there
was
a
section
that
added
into
that
revenue,
the
mouth
6.6
million
I
think
it
was
designated
fund
balance.
G
We
had
a
proportion
that
for
the
teacher
salary
adjustments,
we
are
portion
in
there
for
the
early
college
and
I'm
three
million
dollars
number
for
academic
attainment
initiatives,
and
so-
and
there
was
question-
is
how
we
match
up
that
revenue
from
from
the
fund
balance
to
the
actual
expenditures.
And
so
we
made
a
change
in
the
presentation
so
that
you
can
see
that
and
so
a
once
we
there
you'll
see
that
on
the
next
slide,
and
so
so
I
started
pointing
then
at
the
bottom
here:
funds
available
for
allocation
for
fiscal
year.
G
Twenty
to
thirty
four
point:
six
million
dollars
at
the
bottom.
So
that's
an
adjustment
to
the
slide
that
you
saw
last
week
on
the
next
slide
here.
Fy,
twenty-eight
budget
summary
again.
That
number
top
is
the
same
from
the
last
page
at
the
bottom.
Thirty
four
point:
six
million
dollars,
and
so
what
this
shows,
then,
is
how
a
what
those
required
increases
are
next
year,
what
those
numbers
are
and
so
you've
seen
these
up
from
last
week
also
I
saw
them.
G
If
you
call
indicate
that
those
were
were
things
like
contract
escalation,
cost
escalation
causes
the
additional
amounts
for
charter
schools
in
the
middle
street.
School
I
was
too
fast
and
here
to
talk
we'll
talk
to
the
that
the
funding
formulas
for
that
reserved
for
Saturday
enrollment
changes
when
we
do
these
some
day,
enrollment
changes.
So
we
project
revenue
excuse.
G
And
then
we
still
have
the
five
million
dollars
in
as
I
reserve
for
the
mission
critical
actions
that
have
not
come
out
yet
of
that
work.
And
this
it
is
simply
the
same
approach
that
we
took
last
year
when
we
put
the
the
three
million
dollars
on
the
balance
sheet.
We're
proposing
to
do
the
same
thing
with
the
mission,
critical
action.
G
Okay,
so
the
neck,
this
slide
here
you
have
not
seen
before
this
is
some
of
the
work.
Some
of
the
work,
not
all
of
the
work
that
the
chief
officers
and
this
staff
had
been
working
on,
and
so
after
we
did
the
the
required
increases.
We
had
six
point:
nine
million
dollars
left
that
left
two
that
we
could
allocate
for
other
purposes,
and
so
you
see
what
some
of
those
are.
The
purposes
are
here.
G
The
first
one
is
to
non
teacher
salary
increases,
so
you
saw
that
twelve
point,
three
or
twelve
point
four
million
for
the
teacher
salary
increase,
and
this
is
for
all
the
other
staff
in
the
district.
So
with
the
teachers,
it's
four
percent,
plus
the
one
point,
nine
percent
step.
So
five
point:
nine
percent
with
the
non
teacher
says
it's
at
one
point:
nine
percent
step
and
at
one
point
nine
percent
cost
of
living.
That's
linked
to
a
federal
index
showing
what
those
cost
increases
are.
G
G
So
it's
a
it's
a
washed
in
terms
of
zero
bringing
in
the
revenue
and
what
are
the
cost
of
a
position
would
be
and
its
associated
benefits,
and
so
all
of
that
comes
to
8.2
million
dollars
and
so
remaining
amount
to
balance
is
saying
that
was
still
out
balanced
by
1.3
million
dollars.
So
that
means
we're
over
an
amount
to
debate
with
the
balance
and
as
I
indicated
a
couple
minutes
ago.
There's
a
lot
of
work
left
to
do
between
now.
G
It's
now
a
deficit,
it's
a
projected
budget
gap
and
we
have
to
have
a
balanced
budget.
So
there's
not
a
deficit.
So
that
number
goes
to
sixteen
point:
two
million
dollars.
So
last
week
when
I
made
the
presentation
that
number
was
I,
just
have
it
down
there,
for
reference
was
five
point:
nine
million
dollars.
So
that
means
that
we
have
added
to
that
fiscal
year
21,
because
what
we
had
in
50
of
20
in
same
thing
for
22
that
Buzzbee
projected
buzzer
Gulf
Coast,
2030
million
dollars
up
from
18.9.
G
This
is
an
example
of
some
of
the
work.
That's
being
done,
that's
yet
to
be
done.
This
slide
I
think
you've,
probably
seen
before
it
came
out
back
I
think
in
the
wintertime,
and
we
added
another
data
point
on
here.
I'll
talk
about
that
in
a
second
and
we
took
some
sample
schools
both
high
before
a
high
performing
average
performing
and
unsatisfactory
schools.
The
green,
yellow
and
red
blocks
there
and
what
we
got,
what
we
showed
initially
back
in
the
winter.
G
Actually,
I
guess
it's
earlier
in
the
winter
was
still
in
the
winter,
so
the
the
cost
per
pupil.
We
show
the
teacher
experience.
We
showed
the
South
Carolina
registers,
both
the
ela
and
math
of
the
enrollment
in
our
school
suspensions.
What
we
didn't
show
was
teacher
turnover
and
so
what
we
showed
earlier.
G
Experience
know
just
starting
out
one
or
two
years
worth
of
experience
in
in
in
the
problem.
The
problem,
how
that
is
sustained
I
mean
that's
a
problem.
You
know
you
can
imagine
that
that's
a
problem,
you
take
a
look
at
the
right-hand
side,
this
spot.
You
see
the
high
school
suspension
for
the
excellent
schools,
nine
for
the
average
of
twenty
six
and
for
the
low
performance
120.
G
So
you
have
the
experienced
teachers
working
with
the
summit,
most
challenge
in
working
in
district
and
in
this
way
that
is
perpetuated
just
through
this
additional
data
point
that
was
added
on
teacher
turnover.
So
here
take
a
look
at
a
teacher
turnover
in
the
high-performing
schools.
It's
only
ten
percent.
This
is
a
five
year
average,
so
this
year
after
year,
is
five
percent
I'm
at
ten
percent
for
the
high
performing
schools.
G
Fourteen
percent
for
the
average
performing
schools
and
jumps
way
up
to
twenty
four
percent
for
the
low-performing
schools,
so
not
only
as
the
the
teacher
experience
low
it
gets
is
perpetuates
itself
because
of
this
high
turnover
and
and
so
for
me,
it's
like
it's
really
it's
a
system.
It's
a
system
that
that
takes
least
experienced
people
and
have
them
do
the
work.
G
That
is
some
of
the
most
challenging
work,
which
is
you
know
something
that
in
the
prior
environments
I
worked
in,
it
was
the
opposite
where
the
most
experienced
people
are
placed
on
their
own,
more
challenging
parts
of
the
organization,
and
so
so
part
of
the
work
that
we
were
working
on
now,
then,
is
how
do
we
address
that
and
so
bill
bring?
We
talked
last
week
about
as
an
example
the
consumption
residency
initiative.
G
We
have
to
grow
our
own
program
in
tip
with
that
includes
things
like
teach
Charleston,
whether
or
not
we
want
to
expand
that
teach
local,
whether
we
want
to
expand
that
through
the
commonly
missed
the
program,
things
like
the
teacher
cadet
program,
so
those
are
just
examples,
but
the
the
data
show
that
we
really
need
to
figure
out
as
we
develop
in
the
budget
for
this
year
in
future
years.
How
do
we
address
some
of
these?
So
some
of
these
challenges.
G
Going
to
charter
school
funding,
so
charter
school
funding
formula
is
by
state
law.
It
tells
you
exactly
how
to
do
do
the
calculation,
so
we
begin
with
the
district's
prior
year
audited
revenues.
So
what
the
fiscal,
when
I
find
that
statement
so
issue
this
year
we
take.
Those
are
two:
are
the
revenues
and
that
becomes
the
basis
we
have
the
US.
The
districts
are
weighted
per
pupils,
so
the
waiting
for
pupils-
you
know
you
have
a
student,
it's
counted
at
one
and
then
whatever
needs
that
that
student
has
that's
weights
put
onto
it.
G
So
at
the
bottom.
Here,
for
example,
if
a
child
is
autistic,
the
state
says
that
there's
a
weight
of
two
point:
five,
seven,
and
so,
instead
of
forgetting
funding
for
one
position
that
student
be
funded
for
two
point:
five:
seven
FTEs.
So
because
that
child
has
additional
needs,
and
so
throughout
the
district.
Then
we
do
this.
This
computation
to
figure
out
what
our
total
weighted
pupils
number
keep
our
pupils
with.
G
That
number
is,
and
then
we
divide
that
number
into
the
prior
year
already
revenues
and
that
comes
out
to
a
per
pupil
amount
on
a
weighted
basis,
and
then
we
simply
take
take
that
amount
in
and
multiply
it
times.
The
charter
school,
the
Charter
School
waited
per
pupil
and
come
up
with
a
charter
schools
revenues.
So
you
can
see
the
budget.
G
These
are
budgeted
revenues,
not
actual
revenues
that
we
have
more
of
those
years
and
so
down
at
the
bottom
so
fast
as
if
a
y'all,
if
a
child,
if
a
child
in
elementary
school
directly,
the
standard
standard
is
one
if
that
child
is
autistic.
It's
two
point:
five:
seven.
If
the
child
has
a
learning
disability,
it's
one
point,
seven,
four!
So
whatever
that
highest
number
is
it's
what
the
funding
amount
is
so
in
flow.
So
if
a
child
is
to
has
all
these
the
child
will
get
instead
of
the
this
is
looking
at
the
FY.
G
G
And
then,
with
the
administrator
elementary
school
that
over
at
Brentwood,
we
calculate
a
per
pupil
and
the
average
per
pupil
amount
based
on
these
three
district
schools,
burns,
Goodwin
and
Mary
forward,
and
this
is
not
by
state
statute.
This
is
my
contract,
though
CCSD
has
with
ministry,
so
come
up
with
a
a
average
per
pupil
for
those
three
schools.
That
number
is
fifteen
thousand
three
hundred
fourteen
dollars,
and
we
simply
multiply
that
number
times
the
the
the
number
of
students
come
over.
G
Next,
so
this
this
is
the
last
line.
So
next
steps
so
we're
at
three
three
eighteen
book
bullet
budget,
up-to-date
update.
Now
in
April,
we
come
back
from
Spring
Break,
we'll
go
to
art
and
Finance
meeting
give
them
an
update,
probably
have
the
first
reading
of
the
budget
ready
for
them
and
then
on
the
fourth
of
April.
G
They
come
back
to
the
full
board,
doing
Committee
on
the
whole
for
a
budget
workshop,
and
then
you
see
the
cabinet
meeting
various
meetings
we
have
with
constituents
and
then
come
back
to
the
full
board
for
a
first
reading
of
the
budget
on
April,
the
22nd.
So
between
now
and
the
time
we
get
back
in
front
of
you
alone
for
eight,
then
that's
when
this
work
that
I've
talked
about
that
needs
to
be
done
will
continue
to
to
occur.
So
what
questions
do
you
have?
Okay,.
A
A
F
Thank
you
looks
like
I've
done
a
lot
of
work
on
this
shoot.
One
question
I
think
I
know
the
answer
to
and
one
question
I,
don't
I
think
you
told
us
that
at
the
meeting
the
budget
workshop
on
April
8
we'll
hear
more
from
the
Chiefs
on
things
like
Human,
Resources
expansion,
learning
services
expansion.
Is
that
correct?
Okay,.
F
E
G
I
G
E
G
G
So
that
is
driven
primarily
through
the
additional
resources
that
that
those
schools
received.
So
you
know
that
the
schools
are
he's
a
priority.
Schools,
comprehensive
support
schools
and
those
schools
receive
additional
funding
from
from
the
state.
These
are
some
of
our
most
high
poverty
schools
that
additional
resources
cause
of
their
poverty.
E
G
E
G
Does
not
because
the
rules
requires
to
do
something
to
call
to
not
supplant,
so
you
can't
take
money
there
from
the
jerk
that
otherwise,
we've
gone
through
to
a
student
from
the
general
fund
and
say
I'm
going
to
use
it
for
something
else,
because
I
am
the
state
money
on
the
federal
dollars
coming
in.
So
those
dollars
are
coming
in
from
the
state
and
from
the
federal
government
have
to
be
in
addition-
and
this
is
by
law
being
in
addition
to
do
what
they,
what
those
students
are
receiving
through
our
general
fund.
H
E
E
G
So
couple
things
so
one
and
there's
the
separate
budget.
So
this
is
your
own
farm,
but
us
except
the
funding
for
headstart
and
also
what
you
do.
But
it's
not
seen
here
in
this
presentation
are
those
things
that
are
currently
being
funded.
So
these
are
things
that
we're
proposing
as
additional
changes
to
what's
currently
being
funded.
E
I'm
looking
for
me,
you're,
not
with
the
head
start,
one
for
your
I
mean
the
finest
men
you
are
look
at.
We,
the
end
of
they
have
the
grant
offered
under
the
grant
fella
grant
in
just
as
the
20%
matching
fund,
but
I've
been
on
hits
our
program.
There
is
nice
about
it
being
in
part
of
that
budget.
I
didn't
have
a
second,
but
the
picket
pick
up
the
slack
or
they
like
that.
They
don't
have
the
high
turnover
rate
when
their
employees
a
tremendous
gentleman.
E
They
can't
they
can't
function
effectively
able
to
put
their
experience
on
the
budget
they
have,
and
so
what
I'm
asking
you
to
do
is
consider
having
a
line
that
we
can
try
to
compensate
thinking,
maintain
good
employees
and
teach
our
children.
Otherwise
we
have
a
head
start
program
in
place
of
all.
Have
stable
teachers
will
have
classroom
assistants,
it's
been
constant
turnover
and
we
have
that
the
kids
can't
learn.
We.
I
E
Consider
what
their
needs
are
and
how
to
get
them
in
into
the
budget,
which
is
not
a
whole
lot
of
money
they
need,
but
that,
but
there's
enough
and
long
another
thing
we
do
when
the
teachers
get
an
increase.
I
learned
that
the
money
for
the
increase
is
not
necessarily
coming
out
with
GOF:
let's
come
out
of
their
budget,
but
their
budget.
Each
increase
takes
up
a
down,
lower
and
lower,
and
we
need
to
address
that.
G
C
Just
hang
on
to
that
along
those
lines,
I
think
it.
Maybe
if
we're
doing
that
to
also
look
at,
is
that
too
many
dollars
that
we
put
in
that?
Would
that
be
better
spent
and
putting
towards
our
own
CD
classes
in
which
we're
getting
them
certified
teachers
just
as
a
conversation
piece,
obviously
we're
not
rather.
C
C
B
G
I,
don't
recall
the
percentage
that
surged
at
it,
so
we
so
we
had
with
like
five
hundred
seven
million
dollars
worth
of
Revenue
rejected
for
this
year.
Maybe
five
things
in
this
hope
so
and
so
we're
showing,
like
I,
think
five
hundred
thirty
million
for
the
next
year
so
yeah,
so
it's
substantially
less
than
twenty
percent,
so
from
so
from
roughly
five
hundred
ten
now
to
five
hundred
thirty
three,
twenty
million
dollar
increase,
as
opposed
to
twenty
percent.
Okay,.
G
It's
based
on
what
we
project
for
the
next
year,
but
for
the
future
for
next
year,
and
it's
the
state
adjusted
based
on
what
the
actuals
are.
So,
for
instance,
we
did
projections
for
fiscal
year.
Nineteen,
the
the
state
will
make
a
final
adjustment
based
on
our
135th
day,
enrollment
numbers
this
year,
but
for
this
year,
okay.
B
I
B
G
B
B
B
B
I
G
Changes
in
those
in
the
numbers
either
up
or
down:
that's
okay
to
charter
schools.
Immediate
Street
in
this
case
be
up
in
both
cases.
It's
because
of
the
student
count.
That's
two
factors
for
the
charter:
schools,
our
revenue,
it
increased,
and
so,
when
the
revenue
increase,
the
chart
skills
that
a
portion
of
that
and
then
the
other
factor
of
the
equation
is
the
number
of
students
in
their
in
their
arms,
their
weights.
G
B
E
E
E
D
A
E
J
I
I
I
I
A
J
A
E
C
A
F
A
C
J
D
Good
afternoon,
chairman
Vice
Chair
Darby
board
members,
dr.
Postel,
eight
special
guests.
We
have
several
special
recognitions
this
evening.
I
want
to
start
by
recognizing
the
South
Carolina
State
nurse
of
the
year.
Miss
Jill
Bergen
I'd
like
her
and
Melissa
Pendergrass
who's,
our
Director
of
Nursing.
To
please
come
forward.
D
County
School
District
is
proud
to
announce
Jill
Bergen,
the
school
nurse
at
styles,
between
elementary
school,
she
was
named
the
2019
South
Carolina's
school
nurse
of
the
Year
by
the
South
Carolina
State
South
Carolina
State
Department
of
Education
in
the
Department
of
Health
and
Environmental
Control
this
week.
This
is
the
second
straight
year.
A
nurse
from
CCSD
has
earned
this
honor.
Last
year,
Mary
Ford's
Elementary
School's
nurse
won
the
award.
D
Miss
Bergen
has
been
a
nurse
for
25
years,
including
the
past
14
at
Stiles
point
she's
also
implemented
numerous
school-wide
health
promotion
and
health
strategies,
all
of
which
have
had
positive
impacts
on
students,
staff
and
family.
She
will
officially
be
honored
in
Columbia
at
the
38th
annual
SCA
SN
conference.
Let's
congratulate
miss
Bergen,
to
whom
we
are
grateful.
D
Earlier
this
year,
the
sophomore,
an
academic
magnet
high
school,
was
awarded
a
$2,000
scholarship
in
a
trip
to
Albuquerque
New
Mexico
for
the
National
junior
science
and
humanities
symposium,
which
will
occur
in
late
April
Hawk
will
be
one
of
230
students
from
around
the
world
competing
for
additional
scholarship
money
at
the
event
in
New
Mexico
he's
a
part
of
the
academic
magnet
science
club
and
his
project
titled.
A
novel
approach
to
removing
arsenic
from
drinking
water
for
low-income
populations
in
rural
villages
highlighted
a
high
household
water
purification
system.
He
developed.
D
D
Scholars
from
Edmund
a
burns
Elementary
School
captured
the
2019
Charleston
Promise
Neighborhoods
social
studies
bowl
title
earlier
this
month.
The
CP
and
social
studies
Bowl
gives
students
an
opportunity
to
showcase
what
they've
learned
in
school.
When
it
comes
to
history,
government,
geography
and
social
psychology
burns
not
only
took
the
overall
championship,
but
also
earned
wins
in
the
3rd
and
5th
grade
levels.
D
D
Thank
you
thank
you
and
lastly,
I'd
like
to
ask
Rachel
Stanley
from
the
American
Heart
Association
to
please
come
forward.
Charleston
County,
School
District
history
has
shown
true
commitment
and
passion
by
supporting
the
American
Heart
Association
through
our
school-based
programs,
Jump
Rope
for
Heart
and
hoops
for
heart
during
the
last
school
year,
Rachel's
going
to
come
forward
and
tell
us
more
about
our
about
the
schools
who
participated
this
past
year,
Rachel.