►
From YouTube: August 27, 2018 CCSD Board of Trustees Meeting
Description
August 27, 2018 CCSD Board of Trustees Meeting
A
A
B
C
C
A
E
A
F
A
A
A
A
G
A
F
E
A
F
F
H
A
I
A
J
A
I
A
G
K
G
F
D
F
A
C
G
A
F
A
A
D
I
A
A
A
Out
we
have
a
new
computer
system
that
we
are
using.
You
can
see
our
agenda
up
there
on
the
screen.
Julie
has
been
very
patient
with
us.
Today
is
our
first
day
using.
It
will
be
voting
and
going
through
the
agenda
so
again,
I
apologize
that
it
took
us
alone
be
patient
with
us,
as
we
move
through
here.
I
know.
A
lot
of
you
are
here
to
hear
about
the
Clemson
diversity
study,
which
I'm
real
excited
about.
So
we'll
move
through
the
other
things
quickly.
A
So,
over
the
past
three
years,
our
board
has
been
a
part
of
more
than
100
special
recognitions
at
board
meetings
highlighting
various
awards
of
our
students,
our
teachers,
coaches,
administrators
fellow
board
members,
athletic
teams.
We've
had
lots
of
those
schools
and
organizations
honoring
more
than
800
individuals,
but
we
have
not
recognized
our
superintendent
dr.
to
read
a
post
await,
and
we
would
like
to
do
that
this
evening.
As
you
can
tell,
it
is
a
surprise.
E
L
Few
weeks
ago,
doing
their
board
meeting
president
cold
and
the
board
members
of
the
medical
university
of
south
carolina
unanimously
passed
their
resolution
resolution
commending
dr.
post
await
for
her
service
and
leadership
in
the
community,
and
they
wanted
to
present
the
resolution
during
our
board
meeting
the
immediate
past
chairman
of
the
MUSC
board.
Dr.
Johnson
is
here
tonight
with
me
dr.
Johnson.
If
you
would
please
come
and
along
with
dr.
Johnson,
we
also
have
with
us
tonight
chief
diversity
officer
of
the
Medical
University
of
South
Carolina
and
town
Gunn.
If
you
would
please
come.
M
Well,
in
fairness
for
your
board
and
by
the
way,
greetings
from
your
sister
and
brother
board
down
the
road,
I
haven't
served
on
that
board
for
25
years.
That
I
appreciate
the
hard
work
that
you
guys
all
do,
and
so
thank
you
for
that
I
just
want
to
before
I
read
this
just
let
you
know
what
was
the
impetus
of
this?
Your
superintendent,
who
you
were
rightly
recognizing
tonight
by
the
way,
nice
clothes.
M
The
choice
just
noticed
that
this
wasn't
planned
was
that
she
has
been
integral
with
our
ability
at
the
Medical
University
to
work
with
CCSD
and
I
would
say
it's
only
through
her
hard
work
and
her
willingness
to
meet
with
us
and
work
with
us.
She
has
been
a
an
easy
and
a
phenomenal
person
to
work
with
and
I.
M
M
Last
week,
so
thank
you
all
for
that.
So
if
I
could
I
guess,
I'll
read
from
here,
if
I
can,
since
this
is
might,
this
is
a
resolution
in
appreciation
of
jury
deposed
away
EDD,
whereas
dr.
post
await
became
Charleston
County
Superintendent
of
Schools
on
July
9
2015,
a
role
where
she
brings
a
wealth
of
experience
as
an
educator
practitioner
and
leader
at
the
district
state
and
national
levels,
and
whereas
dr.
post
await
served
as
chair
of
the
State
Board
of
Education.
M
College
and
life,
and
whereas
the
Medical
University
of
South
Carolina,
with
great
appreciation,
commends
and
thanks
dr.
post,
to
wait
for
her
leadership
and
service
to
the
Medical
University
of
South
Carolina,
the
Lowcountry
and
Charleston
County
Schools,
therefore,
be
it
hereby
resolved
that
the
Board
of
Trustees,
of
the
Medical
University
of
South
Carolina,
on
behalf
of
its
students,
faculty
and
staff,
and
the
extended
public
education
community,
acknowledges
and
appreciates
the
outstanding
work
of
dr.
post
away,
approved
this
27th
day
of
August
in
the
year
2018.
Thank
you
again.
L
A
As
we
begin
the
2018-19
school
year
with
the
plan
to
make
this
school
year,
the
best
school
year
possible,
our
leader
is
celebrating
a
milestone
and
beginning
her
50th
year
in
education,
and
we
want
to
take
time
today
to
thank
her
for
her
dedication
and
unwavering
commitment
to
all
children
as
a
board.
Not
only
are
we
proud,
we
are
also.
We
also
have
a
very
special
message
from
our
State
Superintendent
of
Education
Molly
Spearman,
hello,.
N
Everyone,
and
especially
my
dear
dear
friend,
to
read
a
post
awake
I'm,
so
sorry,
I
can't
be
with
you
tonight
to
celebrate
your
50
years
of
service
to
Rita.
I,
can't
believe
it
you're
beautiful
on
the
inside
and
out
and
I
have
always
admired
you
for
your
great
intellect
your
commitment
to
children,
your
leadership
ability,
there's
so
many
ways
you
have
made
South
Carolina
a
better
State.
We're
so
grateful
that
many
of
your
50
years
have
been
here
in
the
Palmetto
State.
Don't
stop!
A
A
So
you
can
put
them
right
for
it
at
Priscilla's,
see
won't
move
them
will
move
that
you'll
get
to
be
on
TV.
Don't
worry
so
just
real
quickly.
If
any
of
you
have
been
to
a
board
meeting
before
you
read
the
paper.
You
know
that
working
with
the
nine
of
us,
because
we're
very
passionate
about
education
and
always
the
easiest
thing
to
do,
but
dr.
Postel
Wade
has
done
it
with
grace
and
three
years
ago
she
came
on
board
to
the
Charleston
County.
She
didn't
need
to
work.
A
A
L
J
Good
evening,
good
evening,
I
know
I've
been
speaking
about
a
lot
of
different
topics.
Today,
I
want
to
share
a
little
about
the
issue
of
the
school,
to
Prison,
Pipeline
and
specifically
in
North
Charleston,
because
the
North
Norfolk
schools
still
having
a
lot
of
problems
with
that.
So
I
would
personal
like
to
see
what
what's
got
like
how
the
stats
have
been
looking
since
they've
implemented
the
restorative
justice
and
those
several
schools
as
it
applies
in
North
Charleston.
So
that's
a
question
that
I
have
but
also
an
observation
that
I've
got
concerning.
J
So
so
the
suspension
rates
I'd
like
to
know
how
that's
looking
as
it
applies
in
North
Charleston
I,
just
feel
like
there's
a
lot
of
specific
issues
that
that
could
be
addressed
and
I'm
going
to
try
to
figure
out
who
I
can
speak
to
about
that
and
I
know.
There's
some
parents
tonight
as
a
parent
tonight
that
had
an
issue
with
with
discipline
and
so
I
saw
a
show
tonight.
So.
A
L
L
F
F
J
A
K
Good
evening
never
done
this
before,
but
what
I
wanted
to
touch
base
is
on
piggybacking
off
of
Jessie.
I
am
the
parent
he
was
talking
about
that
had
if
she
would
discipline
I
want
to
see
or
I
guess,
I
want
to
know
how
we
can
kind
of
change
some
of
the
rules
when
it
comes
to
everybody
involved
in
an
incident.
As
far
as
what
happens
to
every
party
versus
everybody.
Getting
this
same,
the
same
action
that
the
same
of
was
to
what
I'm
looking
for
punishment
there
you
go.
K
Thank
you
the
same
punishment,
if
you
weren't
the
aggressor
or
if
you
weren't
the
perpetrator
and
whatever
the
situation
is
because
personally,
my
son
was
Nadia
the
aggressor
in
a
situation,
and
it
has
some
kids
that
weren't
even
involved.
Everybody
got
the
same
thing,
and
if
these
kids
wanted
to
go
to
a
different
school
like
I,
want
to
test
my
child
into
a
school
later.
If
he
has
a
track
record
of
saying
he
has
a
charge
on
his
account
on
his
records.
K
We
just
need
to
figure
out
and
not
have
a
trail
of
oh,
he
has
this,
but
he
really
didn't
do
anything,
because
a
lot
of
the
kids
in
the
incident
didn't
have
anything
to
do
with
it,
but
they're
getting
everybody's,
getting
reprimanded
in
getting
punished
for
something
that
could
have
been
dealt
a
different
way.
So
it
is
more
of
how
do
we
change
how
the
outcome
is
when
it
comes
to
these
kids,
that
aren't
the
trouble
ones
and
how
do
we
deal
with
the
trouble
ones
without
having
such
a
bad
record,
followed
them?
Also,
okay,.
G
A
A
B
O
Good
evening
my
name
is
Surya
McCall,
the
I
in
the
middle
is
very
tricky.
Yeah
I
just
wanted
to
come
in
it's
nice
to
see
you
all
again.
I
was
here
last
time
we
met
for
the
strategic
action
plan
and
I
just
wanted
to
come
and
introduce
myself
and
talk
a
little
bit
about
se
farad
and
Low
Country
area
teachers
taking
action
so
Low
Country
area
teachers
taking
action
is
a
local
affiliate
of
SC
for
Edie,
a
statewide,
grassroots
educational
advocacy
movement.
O
Sc
fred
is
by
teachers
for
teachers,
we're
a
nonpartisan
group
working
with
administration,
school
boards,
district
offices,
superintendents,
community
members
and
legislators
around
the
state
to
improve
education
in
South
Carolina
for
all
teachers
and
students.
We're
currently
focusing
on
three
major
issues:
fair
pay,
discipline,
reform
and
equitable
funding.
This
is
taking
a
positive,
coordinated
effort
in
the
community
across
the
aisle
and
up
the
chain
of
command.
At
this
time.
We're
focusing
our
efforts
on
voter
registration
and
education.
O
We
want
to
make
sure
that
everyone
has
the
ability
to
vote
and
is
prevent
presented
with
impartial
information
about
each
candidate,
as
we
continue
our
partnership
with
the
League
of
Women
Voters,
we'll
be
organizing
voter
registration
events
along
the
tri-county
area
and
we're
also
beginning
to
plan
our
own
school
board
candidate
forms
in
the
tri-county
area.
We're
new
and
incumbent
candidates
will
answer
questions
generated
by
educators.
We
maintain
a
level
of
professionalism
with
every
move.
We
make
we
document
communication
with
educators,
we
document
our
work
outside
of
contract
hours.
O
We
only
participate
in
advocacy,
work
outside
of
contract
hours
and
school
responsibilities.
We
communicate
with
a
level
of
positivity.
We
demonstrate
our
love
and
passion
for
our
job.
For
my
fighting
for
what
all
educators
and
students
need,
we
are
all
too
good
at
our
jobs
to
not
be
first
in
the
country
for
education,
okay,.
A
P
So
good
evening,
everyone
I'm
a
Don
Kennedy,
the
chief
financial
and
administrative
officer
for
the
school
district.
We
have
two
bars
to
work
that
Warren
talked
about
tonight,
one
the
critical
one.
The
first
is
the
one
on
the
Clemson
diversity
and
inclusion,
a
study
and
then
we're
going
to
talk
about
the
once
the
report
is
issued.
So
what?
What
was?
What
are
the
next
steps?
And
we
have
the
discussion?
We
want
to
talk
about
their
own
them
and
what
that
looks
like.
So
we
have
a
three-part
presentation.
P
P
So
this
data
point
I'll
come
back
to
here
in
a
second
most
recently
before
coming
back
to
Charleston
in
January
of
the
chief
financial
officer
for
Baltimore
City
Public
Schools
in
April
of
April
about
2015,
the
school
district
was
building
a
new
middle
school,
fort
Worthington
middle
school.
The
original
school
was
built
in
1962
and
1963,
and
the
construction
crew
in
April
2015
had
to
raise
and
knock
down
the
original
building.
P
Custon
the
new
building
and
school
building
was
going
to
be
placed
wetland
on
that
same
site.
The
construction
crew
found
a
time
capsule.
So
we
had
this
big
ceremony
in
a
big
conference
room
laying
out
all
the
items
in
the
time
capsule
and
never
say
y'all
reporting
in
there
that
caught
my
eye
and
it's
called
a
letter.
P
It
was
called
a
letter
to
ourselves
and
it
was
a
series
of
groups
of
people
in
1962
that
wrote
this
multi-page
document,
highlighting
all
the
issues
that
were
challenges
to
a
student
outcomes
in
in
Baltimore
City
and
the
negative
impact
they
had
on
only
our
city.
The
thing
that
caught
me
about
that
once
I
read
that
was
that
in
April
of
2015
are
the
same
things
that
the
folks
are.
The
citizens
of
Baltimore
were
talking
about
in
1962.
P
Were
the
exact
same
things
that
we
were
dealing
with
here
well
over
fifty
years
later,
and
so
this
slide
here,
then
this
is
a
data
point
for
Charleston
County
School
District
goes
back
to
2009
through
2017,
and
it
shows
the
the
gap
that
of
high
school
English
and,
of
course,
completion
and
the
blue
lines
represent.
The
white
students
and
the
green
land
represent
african-american
students.
The
state
line,
that's
blue.
The
dotted
line
is
its
US
statewide
white
students
and
solid
line
is
statewide.
P
Excuse
me
the
statewide
african-american
students,
and
so
you
can
see
that
the
gap
between
the
green
and
the
blue
lines
they're
all
over
that
same
time
period
from
2009
to
2007.
Now
there
has
not
been
much
changed
in
the
gap
in
the
2017
there
was
a
dip
downward.
That
was
due
primarily
to
the
fact
that
that
the
test
actually
got
harder
and
more
difficult
or
more
challenging
there.
But
regardless
of
that,
the
changes
haven't
haven't
done,
haven't
been
forthcoming.
P
So
what
I
want
to
talk
about
for
a
few
minutes
is
what
I
call
at
the
beginning
here.
The
intractable
challenges
in
1972
when
I
was
a
senior
at
Newberry.
College
I
was
an
Air
Force
ROTC.
At
that
time,
I
made
my
first
trip
ever
to
Charleston.
There
were
some
submissions
that
I
noticed
here
in
Charleston,
then
that
was
similar
to
Winnsboro
Fairfield
County,
where
I
grew
up,
certainly
a
Newberry
where
I
was
around
racial
issues
and
I'm
coming
back
here
and
2018.
P
I
have
the
same
sense
that
many
of
these
issues
have
not
been
addressed
and
because
most
of
the
opportunities
that
we
have
most
of
the
problems
to
our
opportunities,
excuse
me,
but
most
of
the
problems
that
we
have
all
have
a
race
component
here
in
South,
Carolina,
South
Carolina,
and
that's
not
an
uncommon
across
many
places
in
the
country,
but
I
think
over
a
number
of
years.
It's
about
time
before
we
actually
take
a
look
at.
How
do
we
address
those
honestly?
P
The
second
challenge
that
I
see
is
the
governance
structure
here
in
1968
I
think
it
was.
The
state
legislators
created
act,
act
340,
which
I've
created
the
act
of
consolidation,
which
was
created
in
the
constituent
districts,
I
think
in
1968
there
were
probably
a
requirement
or
need
for
that
in
2018,
I'm,
not
sure
that
the
the
best
structure
really
serves
the
purpose
that
that
we
need
right
now
it
from
our
perspective
is
it
tends
to
deepen
some
of
the
divisions
that
we
are
that
we
are
faced
with.
P
P
And
then
the
last
bullet
on
the
slide
here
is
the
inability
to
break
cycles
of
generational
poverty.
So
when
I
was
contemplating
coming
back
to
Charleston
and
in
December,
that
was
concurrent
with
it,
with
the
release
of
the
Charleston
campus
College
of
Charleston
Avery
Institute
report
on
racial
disparities,
thought
in
Charleston,
County
and
so
I
read
that
before
coming
in
and
what
really
struck
me
about.
P
So
the
talk
about
two
aspects
of
funding
here-
one
the
first
one
here-
is
that
I
believe
that
the
funding
structure
is
inadequate.
We
all
faintly
support
is
aware
of
the
act
388
and
the
restrictions
that
places
on
now
on
the
district,
when
I
was
the
chief
financial
officer
at
Boston,
Public
Schools
a
few
years
ago,
Boston
had
at
that
time
I
think
roughly
the
same
number
now
roughly
fifty
six
thousand,
and
so
we
have
50,000
students
so
roughly
the
same
amount.
P
We
need
to
take
a
look
at
how
we
funds
fund
schools
here.
The
flip
side
of
that
don't
resource
alignment.
You
know
well.
The
first
time
I
came
in
came
to
Charleston
died.
First,
my
first
down
for
a
into
a
k-12
education.
I
was
CFO
year
and
2004
so
14
years
ago.
So
when
I
take
a
look
at
all
the
budgets
that
have
been
developed
over
that
time
period,
both
in
terms
of
Jerome
fun
and
special
revenue
in
capital,
we
have
spent
a
lot
of
money.
P
You
know
millions
of
billions
upon
billions
of
dollars
on
education,
yet
our
outcomes
remain
remain.
Constant.
The
student
outcomes
remain
remain
constant
and
some
of
the
things
that
I
think
we
need
to
take
a
look
at
is
how
we,
how
we,
how
we
structure
the
use
of
our
resources
this
this
graph.
Here,
you
can't
see,
probably
can't
see
the
numbers.
The
second
up
bar
from
the
left
is
CCSD,
and
what
these
bars
represent
is
the
average
number
of
students,
the
average
number
of
students
in
a
school
building
and
select
school
districts
across
the
state.
P
So
the
first
bar
is
Berkeley
County
761
students
per
school
building
on
average
Charleston
563
Dorchester
to
1062
Greenville
845,
some
offenses,
like
Greenville
Greenville,
has
about
77,000
students.
Yet
they
have,
they
have
87
school
buildings.
We
have
50,000
students
with
82
school
buildings,
so
almost
the
same
number
of
buildings
and
in
the
disparity
between
the
difference.
Rather
between
these
numbers,
students
is
great
and
when
I
take
a
look
at
at
Charleston
at
563
students
per
building
that
includes
the
largest
school
high
school
in
the
state.
One
though
a
four
thousand.
P
So
there's
some,
you
know
I
say
our
community.
Why
resistance
to
change
in
the
I've
seen
I've
seen
some
people
talk
about
the
what's
happened
that
what
happened
in
New
Orleans
after
Hurricane
Katrina,
so
that
was
a
natural
disaster
that
forced
forced
change
on
that
on
that
district
about
eight
years
ago
there
was
a
movie
that
came
out
Waiting
for
Superman
talking
about
the
challenges
about
how
we
educate
all
children,
and
so
the
reality
is
that
if
we
don't
do
something
more
proactive,
there's
not
going
to
be
there's,
not
something.
P
That's
gonna
come
in
from
behind
us
and
push
us.
We
have
to
take
it
on
as
a
community
and
make
the
changes
without
waiting
for
something
extraordinary
to
happen.
The
next
one
here
school
choice,
you
know,
I,
have
I,
have
five
children
and
they're
all
well
educated,
I,
understand
and
I
understand
the
need
to
be
able
to
choose
the
type
of
education
that
each
of
those
five
needed,
they've
different.
Each
one
have
different
needs.
They
had
different
needs,
and
so
my
wife
and
I,
we
made
sure
that
we
we
address
those
needs.
P
Some
of
that
was
through
school
choice.
So
I'm
not
against
school
choice.
What
I'm
pointing
out
here
is
that
here
that
it
has
led
and
in
some
instances,
if
not
a
lot
of
instances
to
uneven
educational
opportunities
for
students,
and
so,
if
I'm,
if
I'm,
if
I'm
a
child,
my
family,
low
economic
means
they
may
not
be
able
to
afford
to
put
me
into
private
lessons.
That's
an
example.
P
Today,
they're
going
to
some
of
their
school
choice,
offerings
that
we
have
and
so
charter
schools
here
in
Charleston
I
think
at
least
it
was
when
I
was
here
before.
If
we
have
the
highest
number
of
charter
schools
in
the
district
and
when
I
was
here
before
and
I
see
it
now,
I
see
this
community
conflicts
that
are
generated
by
charter
schools
also
conflict
between
CCSD.
In
some
cases
in
charter
schools.
Again
I
am
not
get
against
charter
schools.
My
youngest
daughter
Courtney.
It's
a
gradual
change,
solid
charter,
high
school!
P
So
well
again,
what
were
the
needs
out
there
and
how
do
we
address
all
those
needs?
And
then
the
last
one
here
on
this
on
this
page?
The
perception
at
least
of
the
impact
is
your
gentrification.
On
historically
african-american
neighborhoods,
so
if
I
take
a
look
at
the
peninsula,
take
a
look
at
the
peninsula.
Here.
P
Take
a
look
at
the
schools
here
and
when
I
first
came
back
in
January,
looked
at
a
couple,
neighborhood
said:
I
was
potentially
contemplating
moving
into
and
I
still
haven't,
ruled
it
out,
because
I'm
renting
right
now,
but
but
here
on
the
peninsula
and
so
I
take
a
look
at
some
of
the
neighbors
who
neighborhood
starts
changing
now
going
I.
Take
a
look
at
the
composition
of
the
schools
and
those
the
composition
of
schools.
Don't
reflect
the
neighborhood,
and
so
it
has
a
negative
impact
on
the
concept
of
our
neighborhood
schools.
P
And
then,
yes,
this
is
the
last
one
here,
the
new
economy
here
in
Charleston,
so
we
have,
we
have
the
bone
company.
We
have
Volvo.
We
have
all
of
the
high
tech
opportunities
that
are
here.
We
have
all
the
other
opportunities
that
American
University
was
here
a
few
minutes
ago
talked
about
their
programs
and
so
with
the
growth
I
see
this.
P
This
creation
of
external
demand
on
the
school
system
to
rapidly
increase
student
levels
of
achievement,
and
sometimes
things
can't
be
done
rapidly,
and
the
philanthropic
community
certainly
provides
an
impressive
levels
of
support
to
the
school
district.
And
but
again
we
have
an
antiquated,
a
k-12
system
that
was
designed
many
many
many
decades
ago
that
we're
still
operating
under
that
that
that
will
not
respond
to
quick
fixes.
P
P
Babies
born
in
2018
this
year,
2018
18
years
from
now
in
2036,
they
will
will
graduate
from
Charleston
County,
School
District,
and
so
what
we're
going
to
talk
about
after
the
Clemson
study
is
presented
its?
What
is
our
shared
future
for
these
babies
that
are
being
born
this
year
for
18
years
from
now?
So
with
that
I
will
ask
mr.
Lee
Gil
with
the
Charleston
team
come
up,
and
then
we
will
get
back
at.
Thank.
Q
Q
The
30th
was
the
first
group
of
team
members
from
Clemson
who
came
to
Charleston
and
stayed
for
four
days,
and
so
that
I
can
thank
those
team
members
publicly.
Just
in
case
there
are
some
friends
of
them
that
in
the
audience,
let
me
just
take
a
few
moments
to
to
provide
their
names
because
I
want
you
all
to
understand
the
in
depth
and
the
comprehensiveness
of
this
particular
study.
Q
Dr.
Charisse
fine
Clemson
University,
dr.
daniela
hall,
mr.
Julio
Hernandez,
mrs.
Moya
Jackson,
mrs.
amber
laying
dr.
Jane
Clark
Lindell,
dr.
William
McCoy,
mrs.
Cindy
Roper,
dr.
hazel,
Roundtree,
dr.
Melissa
Vogel
and
dr.
Curtis
white,
that
group,
along
with
myself
and
mr.
gray,
Gladys
key,
who
will
be
following
me
shortly
initially,
as
I
say,
it
came
in
to
Charleston
to
begin
a
process
of
focus
groups,
personal
one-on-one
interviews,
but,
more
importantly,
focusing
on
visiting
literally
every
school
in
Charleston,
fanning
out
from
one
end
to
the
other
end
of
this
great
district.
Q
Before
we
even
started
that
process,
we
met
with
every
board
member
one
on
one:
listen
to
their
thoughts,
their
ideas,
their
suggestions,
their
gripes,
their
concerns,
their
thoughts
for
how
to
improve
the
school
district.
We
then
met
with
the
superintendent
on
several
occasions
throughout
this
process
and,
quite
frankly,
we
even
came
back
to
some
board
members
and
even
met
them
again
talking
through
how
the
process
worked.
Q
We
met
with
administrators
of
the
school
district.
On
several
occasions.
We
met
with
retired
school
administrators.
We
met
with
former
board
members.
Then
we
met
with
the
mayor's.
We
went
with
legislators.
We
met
with
business
civic
community
law
enforcement
we
continued
to
meet.
We
then
met
with
food
service
workers
and
information
technology,
specialists
and
maintenance
workers
and
teachers
and
students
and
assistant
teachers,
and
we
met
with
parents
and
special
education
parents
as
well.
Q
So
throughout
this
process
we
wanted
to
ensure
that,
through
the
focus
groups
and
one-on-one
interviews
and
community
leaders
and
community
members
and
the
politicians,
we
wanted
to
hear
those
voices.
We
met
on
one
occasion
at
mother
Emanuel
with
probably
about
32
clergy
listening
to
their
voices
regarding
the
Charleston,
School,
District
and
ways
to
improve
and
ways
to
grow
and,
most
importantly,
at
all
of
all,
how
could
we
support
the
interest
of
the
children
of
Charleston
County,
School
District?
Q
So
that's
laying
out
the
table
for
you
and
all
we
travel
over
1,600
miles
just
in
Charleston
I
wasn't
going
back
and
forth
to
Clemson
that
wasn't
going
home,
that
was
just
in
Charleston,
1,600,
miles,
visiting
schools
and
talking
and
having
interviews,
etc,
etc.
So,
amongst
all
of
that,
the
travel
and
the
discussion
and
the
listening
we
begun
to
formulate
recommendations
after
analyzing
data
all
of
the
reports.
Some
of
the
information
that
mr.
Q
Q
Ccsd
must
address
the
stark
divide
between
high
performing
and
low
performing
schools
due
to
the
low
achievement
by
children
of
color
and
poverty
that
exists
at
all
academic
levels
of
the
system.
Solutions
to
address
this
historically
under
under
achievement
by
high
by
high
percentage
of
Dix
districts.
True
children
of
color
and
poverty
must
involve
the
wider
community.
This
is
the
20,000
foot
view
mr.
Gregg
leader,
who
will
follow
me
and
we'll
get
in
the
weeds.
Q
We
must
make
school
district
governance
more
efficient,
accountable
and
credible,
and
by
the
way,
I
just
want
to
say
that
the
the
artwork
that
you
see
on
this
particular
slide
when
our
group
was
taking
a
tour
through
the
JB
Edwards
elementary
school.
This
was
one
of
the
nice
little
pictures
that
were
there
that
morning
and
my
group
was
so
impressed
by
it
that
they
took
a
picture
made
it
in
part
of
this.
Q
This
powerpoint
CCSD
must
address
the
governance
structure
related
to
the
Constituent
districts,
which
has
deepened
the
district's
division
by
race,
poverty
and
political
status.
Additionally,
any
action
undertaken
by
CCSD
or
its
governance
boards
must
include
as
a
critical
component
the
impact
they
that
any
action
taken
will
have
on
building
or
eroding
of
trust
among
all
groups.
Q
Reform
the
system
to
ensure
access
to
quality
schools
CCSD,
must
address
the
effectiveness
of
the
district's
magnet
and
choice
programs
in
terms
of
determining
if
they
are
achieving
the
goals
under
which
they
were
formed,
the
board
must
be
willing
to
take
action
to
open
clothes,
merge
and
redesign
ineffective
schools
or
programs.
The
district
must
also
ensure
equitable
access
to
high-quality
programs
and
courses
for
all
students,
engage
community
stakeholders.
Q
2020
there
is
a
restructuring
referendum.
That's
coming
forward,
we're
making
a
recommendation
that
that
2020
school
improvement
record
a
referendum
be
used
as
a
catalyst
to
achieve
equitable
opportunities
for
all
students,
and
now
the
follow
through
one
of
the
first
things
that
as
great
will
come
in
and
get
into
the
weeds
on
these
recommendations.
Q
Part
of
our
conversation
that
we
often
heard
from
the
various
groups
that
we
met
with
was
that
we've
had
studies
and
we've
had
reports
in
the
past,
but
there's
been
no
follow-through,
I
think
already
mr.
Kennedy
and
some
of
his
opening
remarks
and
some
of
the
information
that
he
has
provided
us
will
follow
us
after
our
presentation
to
talk
about
how
to
take
these
recommendations
and
follow-through
no
longer
sitting
on
a
shelf
gathering
dust.
But
the
next
stages
of
actually
pulling
the
trigger
to
make
the
school
district
successful
for
graduation
of
our
students.
R
One
thing
that's
been
in
my
heart
to
say
is
that
we
will
be
talking
a
great
deal
about
shortfalls
and
gaps
and
so
forth,
and
that's
because
you
don't
need
us
to
come
here
and
pat
you
on
the
back,
but
all
of
the
members
of
the
team
would
say
to
you:
you
have
wonderful
teachers
in
this.
In
this
district,
you
have
great
teaching
assistants
and
principals
and
staff
in
every
school.
R
As
Lee
said,
I'm
gonna
get
into
the
weeds
a
little
bit,
but
I
hope
quickly
enough
to
not
take
too
much
time
or
or
get
bogged
down,
but
in
terms
of
closing
the
gap.
What
are
some
of
the
ideas
that
we
have,
that
the
team
has
put
together
to
to
achieve
that?
One
idea
is:
bringing
a
team
of
experts
creating
a
team
of
experts
and
asking
them
to
determine
what
resources
and
Management
Authority
are
needed
to
improve
the
performance
of
students
in
every
school.
R
R
R
R
R
R
Superintendent
has
already
been
doing
a
good
deal
of
collection
data
publication,
making
that
transparent.
We
certainly
encourage
you
to
continue
that
and
to
make
sure
that
data
collection
is
not
only
gathered
but
publicized
publicized
to
the
schools
themselves
to
the
parents
to
everyone
who's
interested
in
the
future
of
students.
Here,
okay,
as
we
mentioned,
the
team
focused
on
a
cluster
of
issues
in
regarding
making
school
district
governance
more
efficient,
more
accountable,
more
credible.
R
We
would
also
suggest
designating
a
parliamentarian
who
could
oversee
procedures.
Many
boards
that
I
have
worked
with
in
my
career
had
a
parliament,
earier,
Prime
interior
up
parliamentarian,
either
as
an
ex
officio
member
or
as
a
member
of
the
board
to
resolve
disputes
and
move
things
forward
effectively
and
as
smoothly
as
possible.
R
R
R
R
They
do
not
offer
physics
and
if
your
school
does
not
offer
high
level
math
and
physics
that
will
limit
futures
so
that
that
is
kind
of
a
baseline,
every
school
should
offer
should
offer
those
courses,
or
at
least
you
should
consider
that
we
recommend
that
you
consider
reviewing
magnet
school
residency
rules
and
other
preferences
like
sibling
preferences
that
may
hinder
the
application
and
enrollment
of
students
from
poor
and
minority
families.
Students
with
a
different
socioeconomic
status
and
so
forth,
make
changes
to
make
those
schools
inviting
attractive
and
accessible.
R
R
Down
the
road
there
should
be
examination
of
the
extent
to
which
the
true
school
system
has
an
impact
on
students
from
various
neighborhoods,
various
backgrounds
and
so
forth,
and
to
the
extent
that
that
does
have
a
negative
impact.
How
can
that
be
remediated
beyond
the
the
kinds
of
steps
that
we
are
suggesting
you
consider
here?
R
Okay,
finally
or
not?
Finally,
but
engaging
community
stakeholders
Lea
and
I
and
and
others
spent
hours
and
hours
talking
with
people
from
outside
the
school
district,
businessmen,
leaders
of
civic
organizations,
faith
leaders,
political
leaders
and
so
forth
and
I'm
sorry
to
report
that
many
of
them
are
concerned
about
how
welcome
or
not
welcomed
they
feel
to
engage
with
the
district.
Now
I've
heard
other
individuals
from
within
the
district
say
that
that
is
all
talk.
R
We
would
suggest
that
you
put
people
to
the
test
if,
in
fact,
they
really
want
to
be
engaged
and
are
given
the
opportunity
to
engage
and
do
not
do
so.
Well
then
you'll
know,
but
if,
in
fact,
there
are
barriers
to
the
to
the
kind
of
engagement
that
would
help
the
students
and
the
children
of
the
school
district,
we
would
encourage
you
to
consider
that.
R
One
one
idea
of
many
certainly
is
to
have
some
sort
of
the
system
in
which
businesses
could
adopt
a
school
large
businesses,
small
businesses,
some
sort
of,
if
you
like,
matchmaking
service,
but
this
should
not
be
driven
just
by
the
business
or
corporation
or
entity
itself.
It
should
be
done
in
accordance
with
what
the
district
with
district
gardens
on
what
those
students
need.
So
you
don't
have
Cowboys
coming
in
to
to
to
try
to
take
over
that
won't
work,
but
you
do
have
entities
that
have
the
resources,
and
that
might
include
not
just
money.
R
People
are
being
are
tired,
sometimes
of
being
asked
for
money,
but
talent.
Do
they
have
staff
members?
Do
they
have
employees
with
expertise
in
STEM
fields
or
what
have
you
and
if
they
do,
how
could
they
help
in
the
classroom?
Do
they
have
equipment
they
could
loan
and
so
forth
and
so
forth
time,
talent
and
treasure
same
thing
goes
not
just
for
the
corporations
in
the
business
community,
but
for
civic
organizations
of
churches
other
other
faith
communities.
R
R
We
know
that
apparent
organizations
and
some
some
schools
have
the
ability
to
raise
large
sums
of
money
and
that's
what
parents
do,
but
that's
putting
a
thumb
on
a
scale
for
schools
in
many
cases
that
are
already
ahead
of
the
game
to
have
some
counterweight
for
other
schools,
we're
not
talking
about
taking
away
from
anyone,
but
for
adding
to
where
that
would
make
the
most
difference
and
be
the
most
help
that
we,
we
think
certainly
should
be.
A
could
be
sorry,
sorry
could
be
a
community-wide
effort.
R
Also.
We
would
suggest
that
you
consider
a
comprehensive
communication
plan
that
would
explain
why.
All
of
this
is
important.
Why
are
you
doing
this?
Why
did
you
spend
money
to
bring
in
Clemson
other
experts
all
this
all
these
efforts
that
that
mr.
Kennedy
spoke
about
some
people?
Don't
understand
yet,
not
only
that
it's
desirable,
but
that
it's
possible.
R
So
we
would
suggest
some
kind
of
communications
plan
that
might
include
a
two-way
communication.
Now
this
is
between
parents
and
school
officials,
but
between
all
members
of
the
community
and
school
officials
where
the
the
district
and
its
representatives
talked
to
them.
They
talked
to
the
district
and
and
there's
information
flow
instead
of
recriminations
and
resentment,
regular
interviews
with
Korean
and
broadcast
media
to
share
news
and
take
questions.
R
In
discussions
with
members
of
the
media,
we
heard
a
great
willingness,
a
great
desire
to
help
I,
don't
know
that
people
feel
always
that
the
media
are
helping
in
this
effort.
But
certainly
we
heard
that
they,
many
of
their
representatives
want
to.
It
does
not
have
to
be
a
fraught
relationship
between
the
media
and
in
the
district,
and
we
would
suggest
that
you
consider
whatever
could
be
done
also
as
stretched
in
as
the
superintendent
and
other
members
of
the
the
district
and
board.
R
Perhaps
there
are
other
people
who
could
fan
out
and
and
really
engage
and
put
put
a
human
face
if
you
like
in
front
of
these
folks
out
there
in
terms
of
what
the
district's
needs
are
how
people
can
help
what
the
district's
successes
have
been
and
and
really
talking
about,
the
importance
of
making
this
school
district
work
for
children
everywhere.
All
throughout
Alli
talked
a
little
bit
about
the
2020
school
improvement
referendum.
R
It's
not
our
place
to
say
what
you,
how
you
should
prioritize
that,
but
certainly
that
is
a
moment
when
reform
kind
of
makes
sense.
That's
a
time
if
you
like
to
potentially
reboot
consider
summer,
consider
injecting
money
into
some
of
the
bold
initiatives
that
you
may
need
to
change,
programs
to
change
facilities
and
so
forth.
So
one
thing
is
to
find
the
program
that
should
that
every
student
should
have
access
to
another
is
to
decide
what
the
optimal
school
enrolment
ranges
are.
R
R
Certainly,
it's
high
time
to
consider
the
attendance
zone
lines
and
how
those
are
impacting
students
throughout
the
Charleston
County
School
District,
2020
improvement
referendum
is
an
opportunity
to
do
that.
But
now
is
a
good
time
to
we're
appropriate,
adjust
allocation
structure
to
ensure
that
students
are
adequately
supported.
R
Give
schools
with
the
greatest
needs
the
greatest
help.
As
mr.
Kennedy
said,
money
is
not
a
solution
to
everything,
but
money
doesn't
hurt
and
we
certainly
I'll
speak
only
for
myself.
I
spoke
to
some
school
administrators
who
said
in
confidence
that
they
did
not
have
certain
resources
that
they
wish
they
had.
R
Students
performing
at
or
above
grade
level
should
continue
to
receive
or
accept
too
ill
to
accelerate,
and
that
would
include
talented
and
gifted
sorry,
gifted
and
talented
I'm
used
to
be
the
other
way
around.
Let's
not
again,
let's
not
engage
in
Level
II
less.
Let's
let
everybody
rise
follow
through
as
Li
said
and
I
will
simply
say.
The
team
is
concerned
that
we
have
read
other
reports
that
apparently
were
not
implemented,
or
at
least
we
saw
it.
We
didn't
see
evidence
of
that.
R
They
should
formulate
additional
recommendations
again.
What
we
brought
forth
is
the
consensus
of
a
team
of
14
experts,
multidisciplinary
multicultural
lots
of
brains
brought
to
bear
and,
as
as
Lee
pointed
out,
hundreds
and
hundreds
of
hours,
but
there
may
be
other
ideas
and
some
of
the
ideas
that
we
suggest
are
better,
probably
better
than
others
so
prioritize,
but
move
implement
the
recommendations
through
a
benchmarked
action
plan.
Q
P
P
This
is
from
the
CCSD
strategic
plan
that
we
have
this
imperative
for
change,
we're
all
aware
of
the
Charleston
being
the
best
in
this
category
best
in
that
category
best
in
a
lot
of
categories,
as
well
as
the
opportunities
that
exist
here
through
the
multiple
sectors
that
have
grown
up
in
recent
years.
Yet
when
we
take
a
look
at
our
system
of
public
education,
it
does
not
adequately
ensure
that
all
of
our
students
have
access
to
to
that
down
to
those
opportunities,
and
so
how
do
we?
P
How
then,
do
we
take
what's
been
done
by
Clemson?
What's
been
done
by
the
Avery
Institute?
What's
been
done
by
a
number
of
organizations
and
people
to
make
to
make
it
actually
happen
in
terms
of
better
outcomes?
The
next
two
slides
talk
about
what
has
occurred
recently
within
the
CCSD,
so
this
is
within
the
school
district.
P
These
are
some
of
the
things
that
have
been
happening
since
right
before
I
got
here
in
January,
I
can
see
the
creation
of
the
2017
strategic
plan,
the
Clemson
diversity
and
inclusion
study
that
is
concluding
now
analysis,
the
school
design
and
resource
allocation.
So
that's
a
long
list
of
things
well,
relatively
long
list
of
things
that
have
been
taking
place
recently
here
in
this,
in
that
school
district
and
on
the
second
slide
here
during
that
same
time,
period
are
relatively
the
same
time
period.
P
Now,
there's
a
number
of
things
that
have
been
initiatives
and
efforts
that
are
being
pushed
forward
outside
the
school
district,
to
have
any
impact
on
student
on
student
down
outcomes,
but
yet
again,
being
the
system
never
seems
to
change
and
what
I
did
around
for
these
two
slides
together.
I
looked
back
in
three
year
increments,
up
from
twenty
eighteen,
twenty
fifteen,
twenty
twelve
twenty
nine
and
back
to
about
twenty
two
thousand
six,
and
when
I
take
a
look
at
the
initiatives
over
that
time
period.
They
have
different
names,
maybe
different
organizations.
P
But
the
approaches
have
been
similar
and
like
Baltimore.
Here
we
have
not
been
able
to
make
those
so
those
those
changes,
and
so
the
question
then
becomes
if
we
have
lar
smart
people.
We
have
a
lot
of
our
initiatives
that
are
designed
to
improve
student
outcomes,
and
yet
we
haven't
done
that.
What
are
then
the?
What
are
the
impediments?
What
are
the
impediments
to
that?
That
will
not
allow
that
to
to
happen,
and
so
we
don't
know
where
those
impediments
are.
We
know
what
the
initiatives
have
been.
P
P
We
focus
on
how
to
overcome
those
impediments,
and
then
we
create
a
strong
future
for
education
in
Charleston
County
and
that's
where,
when
Greg
was
talking
about
looking
outside
for
because
the
right
group
of
people
to
do
that
to
to
answer
this
critical
question
of
what
you
do
with
what
should
we
do
next,
how
do
you
align
all
these
different
states
and
strategies?
How
do
we
coordinate
throughout
the
system
that
all
the
organizations
that
are
involved?
How
many
do
we
create
a
possible
future
for
the
district
and
implement
those
a
potential
future.
P
And
so
where
does
the
experience
exist
to
create
a
path
forward
so
down
at
the
bottom
of
the
slide?
There's
an
organization
that
we're
bringing
in
called
Rios
partners
as
an
international
group.
That's
done
complex
work
in
many
parts
of
the
world.
I
have
a
few
examples
here.
All
these
examples
are
listed
on
their
website,
the
first
one
here,
South
Africa
in
1992,
post
apartheid.
So
there's
a
person,
that's
one
of
the
consultants
that
was
in
South
Africa
he's
a
Canadian
guy.
His
name
is
Adam
kahani.
P
This
person
was
the
prime
facilitator
in
coming
up
and
creating
what
they
call
several
scenarios
of
possible
futures
and
then,
once
those
scenarios,
those
possible
futures
were
created,
I
mean
there
were
concerned,
people
that
came
together
alash
themselves
onto
one
or
more
of
those
scenarios
and
actually
created
the
structure
that
pulled
South
Africa
out
of
apartheid
now.
Certainly,
today,
there's
some
there's
been
challenges
over
the
years,
but
certainly
they
also,
they
were
able
to
move
forward
on
the
the
bottom
one
in
their
Colombia,
the
same
person
with
the
with
the
same
group.
P
They
did
similar
work
in
the
country
of
Colombia
with
the
FARC
rebels
there
when
they
were
in
in
conflict
with
the
government
and,
as
you
know
recently,
the
government
of
Colombia
just
had
elections,
and
so
they
work
through
those
those
complex
problems.
They
are
currently
working
in
Brazil
on
the
future
of
education
across
the
entire
country
of
Brazil
they're,
doing
similar
work
on
education
in
Mexico
and
the
last
one
here,
which
is
actually
the
second
one.
P
Health
equity
in
the
United
States
I
actually
participate
in
one
of
these
projects,
the
winter
of
last
year
that
was
funded
by
the
Robert
Wood
Johnson
Foundation.
Looking
at
how
can
we
address
health
inequity
as
the
country
and
in
coming
out
of
that
work?
With
some
of
these
scenarios
that
were
created
down
in
New
Orleans,
there
say
a
group
of
health
professionals
they
have.
They
have
latched
onto
one
of
the
scenarios
and
making
changes
there,
and
so
a
group
out
of
Seattle
doing
doing
a
similar
work.
P
So
the
work
itself
in
its
in
the
three
phases
phase
one
is
to
initiate
the
project
phase,
to
construct
the
implementation
scenarios
and
I'm
one
of
the
pause
here
and
say
that
the
work
that
clemson
has
done
the
work
that
ava
institute
is
done
at
work
that
I've
been
doing
the
planning.
The
planning
is
the
easy
part
of
this
work.
It's
been
my
experience
in
the
14
years.
P
That
I've
been
in
k-12
is
that
we
are
very
good
as
an
industry
of
planning,
but
we
have
some
challenges
when
it
comes
to
implementation,
and
so
the
planning
intent
is
to
to
stop
planning
and
actually
start
implementing,
and
so
once
the
scenarios
are
completed,
then
the
work
begins.
Hi
then
do
we
take
those
scenarios
and
implement
so
that
you
know
in
20
again
in
2036
the
kids,
the
babies
that
are
being
born
now
can
look
back
and
say:
well,
we
did
a
good
job,
so
the
work
is
in
in
several
parts.
P
The
first
piece
is
called
the
organizing
team,
that's
a
group
of
about
a
dozen
people,
or
so
that
will
come
together
and
actually
have
come
together.
They
talk
about
how
we
plan
the
south.
They
consist
of
what
we
call
with
the
recent
real
partners
call
honest
brokers,
so
these
are
people
that
want
solutions
to
problems.
They
don't
necessarily
have
to
push
their
particular
viewpoint.
They
might,
but
they
also
open
to
coming
up
to
to
the
right
solutions,
and
so
that
team
is
has
been
created.
P
And
now
the
people
on
the
team
are
experienced
in
getting
things
done.
It
has
a
level
of
diversity
around
age,
around
race,
around
profession,
and
we
have
two
students
on
that
team
by
the
way.
So,
when
you
talk
about
age,
we
have
11th
graders,
just
start
11th,
grader
and
academic
love,
great
and
academic
maddening,
and
we
have
a
loves
grader
just
started.
P
Alright,
so
who
does
the
actual
hard
work
about
developing
the
scenario?
So
that's
a
team
of
about
twenty
four
people.
We
are
reaching
out
to
trying
to
form
those
teams.
Now
they
engaged
in
three
actually
two
and
a
half
day
scenario
workshops,
and
so
those
workshops
are
being
initially
contemplated
for
the
end
of
September
end
of
October
and
in
the
November
coming
out,
and
that
those
workshops
name
will
be
the
two,
the
four
scenarios
that
will
give
us
a
path
forward
along
several
of
those,
no
three
or
four
different
paths.
P
P
Want
to
point
out
here,
the
I
think
it's
the
fourth
bullet
says
team
members
do
not
have
to
agree
on
a
particular
point
of
view
for
the
path
forward.
I
talked
about
the
work
in
South,
Africa
I
talked
about
the
work
in
Colombia
when
Adam
talks
about
his
work
in
Colombia
and
then
when
he
describes
in
a
couple
of
books
he's
written.
He
talks
about
the
fact
that
in
Colombia
they
had
people
that
were
actually
at
one
point,
shooting
at
each
other
sitting
down
at
the
same
table,
trying
to
figure
this
out.
P
Not
saying
that's
the
issue
here.
So
don't
get
me
wrong,
but
we
we
do
not
have
to
take
this
work
on
in
the
world.
We
don't.
We
don't
have
to
take
this
work
on
with
the
expectation
that
we
all
are
going
to
agree.
We
are
not
going
to
agree,
and
so
the
work
man
is
trying
to
figure
out.
Knowing
that
we're
not
going
to
agree.
P
How,
then
do
we
come
together
and
figure
out
solutions
that
there
are
the
best
solutions
for
you
know,
so
it's
for
our
kids,
but
it's
also
for
the
community
as
a
whole
and
and
that's
what
I
have
that's
been
the
big
disappointment
in
my
it's
been
a
huge
disappointment,
so
obviously
things
cost
money.
We
had
the
contract
with
Clemson.
We
talked
about
continuing
the
work
and
by
the
way
on
that
organizing
team
just
to
demonstrate
that
that
this
is
a
continuation
of
the
Clemson
work.
Clemson
is
not
simply
just
handing
this
off
to
us.
Mr.
P
Lee
Gil
here
he's
a
part
of
that
organizing
team
that
I
talked
about.
We
had
a
meeting
two
and
a
half
weeks
ago.
He
was
there.
He
has
agreed
to
be
a
part
of
the
larger
group
of
the
scenario
team
so
that
connection
in
between
what
Clemson
has
started
and
what
we
hope
to
work
with
there
are
Rios
partners
to
move
forward
now.
P
P
We've
gotten
that
started
and
then
wrapping
up
here
you
know
what
this
says
is:
if
we
don't
change
at
all,
what,
if
we
don't
change
at
all
and
something
magical
just
happened,
so
I
said
so
at
the
top
of
practical
consideration,
so
Erica
honey,
the
guy
talked
about
they
did
the
work
in
South,
Africa,
who's
who's,
a
world-renowned
leader
on
transformational
scenario,
plans.
He
has
a
book
called
collaborating
with
the
enemy
in
that
book.
P
He
talks
about
a
story
when
he
was
in
South
Africa
in
the
1990s
dealing
with
the
apartheid
situation
that
the
group
of
people
there
said
they
had
to
waste
two
options:
to
get
the
work,
done,
a
miraculous
option
and
a
practical
option
and
said
the
practical
option
was
for
all
of
them
to
get
down
on
their
hands
and
knees
and
pray
that
a
band
of
angels
will
descend
from
heaven
and
and
take
care
of
their
problems
said.
The
miraculous
option
is
for
all
of
them
to
come
together
and
work
to
solve
their
problems.
P
C
My
questions
more
I
guess
for
the
Clemson
folks
I
wanted
to
know
if
you
guys
got
a
chance
to
analyze
our
unique
structure
in
Charleston
County,
of
having
a
two
tiered
governance
system
between
having
a
Board
of
Trustees
and
a
constituent
situation
of
Board
of
Trustees
and
whether
that
has
anything
to
do
with
our
success
or
lack
of
success.
Reaching
all
children.
A
I
I
I
I
Really
think
some
of
it
really
needs
to
be
digested,
as
I
like
to
use
the
term
needs
york
reaction.
I
like
to
talk
it
over
with
my
some
of
my
board
members
get
a
better
understanding,
I
appreciate
the
report
that
you
did
tonight,
but
you
know
your
actions
and
things
that
you
know
we
need
to
go
back
and
talk
to
our
constituents
about
there.
Wasn't
some
critical
down
here:
I
think
that
just
needs
to
go
back
to
the
barbershop
room
and
talk
about
and
then
share.
I
I
would
like
to
have
what
you
just
presented
in
the
PowerPoint
to
discuss
those
things
when
leaders
that
I've
seen
in
the
back
of
the
room
and
around
the
county
I'm
not
knocking
it.
That's
not
what
I'm
saying
I
just
think
that
I
really
would
have
loved
it
in
the
qaol
meaning
when
we
could
have
kind
of
just
sat
around
the
table
and
discussed
a
little
bit
more
I.
Think.
P
P
I
G
Thank
you,
we've
seen
so
far,
no
super
mommy,
it's
just
this
yeah
and
you
first
gonna.
You
showed
us
page
forward
handout.
You
know
the
k-12,
the
kennel
put
on
peaceful.
We
really
spec
out
the
bullet
point:
persistent
lack,
persistent
lack
of
academic
achievement
for
many
children
of
color
and
poverty,
inability
to
break
cycles
of
generational
poverty
and
it
really
kind
of
summarize
all
the
work.
Did
the
diversity
study
it's
designed
to
do
in
that
one
statement.
G
We're
too
little
Cohen
are
persistently
lacking
everything
achievement.
It
seems
to
me
that
somehow
that
system
is
creating
not
necessarily
intentional,
but
that
Vanessa
does
the
results
of
a
system.
That's
created
that
if
there's
children
are
persistently
and
I
like
that,
but
you
straight
about
their
persistently
remaining
in
poverty.
So
if
they're
not
educated,
they
don't
get
high-paying
jobs
that
don't
get
the
best
of
the
career
and
that
cycle
just
continues
on
another.
So
so
we
had
to.
G
We
have
to
restructure
the
educational
process
when
we
get
this
finalizer
fully
know
what
we
have
here
in
crossing
kind
of
a
has
to
be
torn
down
and
rebuilt
and
I'm
sure
something
terrible
work
diligently
to
get
something
in
place.
That's
it's
got
a
very
but
one,
but
one
Park
in
my
mother
when
she
was
just
posted
that
about
a
lot
of
children
ever
hardly
neighborhoods,
especially
some
of
the
boys.
They
don't
learn.
G
They
don't
learn
very
well
in
a
class
in
a
large
classroom
with
a
lot
of
children,
but
you
got
several
children
playing
and
goofing
off
in
some
of
that
side.
Making
noise,
they
don't
do
well
enough
on
their
own.
They
did
better
in
much
smaller
settings
in
101
and
then
we
can't
afford
this
because
we
can
start
focusing
on
that.
Having
outside
of
these
younger
children
and
smaller
group
settings
I've
maybe
begin
to
see
some
real
results.
So
a
lot
of
one-on-one
but
I'm
gonna
stop
there.
But
they're
just
striking
to
see
the
chart.
C
I
heard
a
couple
of
comments
that
caught
my
attention
and
basically
they
come
down
with
the
question
of
how
do
we
grade
or
quantify
whether
students
are
doing
better
or
improving
I've
heard
mention
of
performance
standards
to
determine
progress
at
schools,
objective
measures
for
success,
the
question
and
I
and
I
just
want
to
guess
want
to
get
confirmation
on
this.
Over
the
last
couple
of
years
here
at
CCSD,
after
dr.
post,
awake
came
in
and
made
some
pretty
significant
changes.
We
got
equally
significant
pushback
from
the
community.
They
got
very
upset.
C
We
had
hundreds
of
people
outside
of
this
building,
holding
picket
signs
and
and
just
protesting
being
graded.
What
type
of
quantification
are
you
talking
about?
I
think
what
I'm
hearing
is
that
we
would
actually
look
at
how
these
kids
do
on
certain
tests
and
grade
whether
there's
a
success
or
not,
and
I
just
want
to
I
just
want
to
confirm
that's
what
you're
saying
testing.
R
R
R
R
Guess
I
guess
I'm
going
to
I'm
just
gonna
leave
it
there.
That's
the
kind
of
that's
the
planet
for
quantitative
analysis.
I
also
want
to
say
you
can't
always
measure
performance
by
achievement
by
by
by
progress,
because
in
some
cases
the
progress
is
over
anytime
and
then
people
feel
like
they're
being
rewarded
because
they
can't
squeeze
that
last
10%
power.
E
E
Points
of
critical
need,
as
well
as
areas
where
we're
doing
seemingly
very
well
and
well.
I
want
to
also
thank
mr.
Kennedy
for
his
his
own
personal
story
and
and
your
your
ability
to
share
that
with
us,
and
only
the
way
you
can
over
the
weekend.
I
was
watching
one
of
the
Rocky
movies,
I'm
kind
of
a
rocky
fan
and
I
think
it
was
in
Rocky
for
I.
E
Think
when
Rocky
was
fighting
a
Russian
I
think
it
was
and
he
came
home
one
night
after
driving
and
he
was
having
a
conversation
with
his
wife
about
fighting
the
Russian
in
Rocky
came
up
with
all
of
these
scenarios
as
to
why
he
didn't
want
to
fight
him
or
why
wanted
to
fight
him,
and
so
Adrian
kept
asking
him
said
rocky.
We
got
everything,
but
we
don't
have
the
truth.
I
think
I'm,
sorry
that
was
a
when
he
was
fighting
mr.
T
in
Rocky
III
and
so.
E
E
Lee
and
his
group
scratched
the
surface
and
I
appreciate
to
some
degree
than
being
kind
in
the
presentation,
but
I
wanted
you
guys
to
come
in
here
and
just
tear
the
sheets
off
the
bed
and
just
tell
us
the
truth.
The
truth
is
mr.
Kennedy,
that,
yes
years
and
years
and
years
years
ago
and
constantly,
this
district
has
worked
on
plans
and
programs
to
elevate
student
achievement
and
to
address
communities.
E
But
the
truth
is-
and
this
is
my
opinion-
that
as
a
whole,
this
system
does
not
believe
that
all
children
can
learn
and
be
successful.
If
someone
said
well,
mr.
Miller,
why
did
you?
How
could
you
possibly
say
that
there's
a
wrapper
that
says
mirrors
don't
lie
and
numbers
don't
lie.
Our
data
tells
me
in
any
party
who's
got
half
a
brain
that
we
have
not
been
committed
to
educating
all
children
in
this
district.
We
use
race,
we
use
poverty,
we
use
everything
we
can
think
of,
but
we
don't
have
the
truth.
E
The
truth
is
sir.
When
you
mentioned,
we
have
wonderful
teachers
and
principals
in
this
district.
I
know
that
we
do,
but
what
we
do
not
have,
in
my
opinion,
is
a
consistent,
persistent
effort,
regardless
of
student
race
income
background
where
they
live,
where
they
don't
live.
We
don't
have
the
fundamental
belief
that
every
child,
no
matter
what
they
look
like,
can
achieve
at
a
high
level,
because
if
we
did,
our
numbers
would
not
reflect
that
the
perfect.
The
way
that
they
do
I
got
one
vehicle.
E
When
my
car
gets
a
flat
tire
that
car
gets
all
of
my
attention,
till
I
get
it
back
on
the
road.
That's
the
only
car
I
got
that's
the
kind
of
deliberateness
we
need
to
have
when
it
comes
to
educating
our
children.
So
when
we
talk
about
school
choice
and
magnet
schools
again,
this
is
my
humble
opinion.
I,
don't
believe
those
schools
were
created
to
make
sure
all
children
would
be
successful.
I
think
it
was
creative
that
some
would
be
successful
only
a
few
now.
The
question
then
becomes
is
everybody?
E
Okay,
with
that
you
just
mentioned.
Push
back.
Push
back
tells
me
that
people
do
not
want
to
change.
Pushback
tells
me
things
are
okay
as
long
as
mine
or
good
right
right.
As
long
as
my
kids
are
good
I,
don't
Kemp
the
house
falling
down,
I'm
gonna,
protect
mine.
The
nine
of
us
can't
do
that.
The
ten
of
us
can't
do
that.
Your
leadership
team
can't
do
that.
The
committee
as
a
whole
should
not
be
willing
to
settle
for
that,
but
they
have.
They
have
every
recommendation.
He
brought
to
us
all.
E
Nine
of
us
already
know
that
without
a
doubt,
y'all
Intel
is
nothing
new.
We
never
heard
before.
We
all
knew
that.
What
we
don't
have
is
a
commitment.
I
guarantee
you
right
now.
If
I
made
a
motion
to
close
charter
and
magnet
schools
today,
there'd
be
another
ride
outside
tomorrow,
there'd
be
thousands
of
parents
outside
protesting
asking
for
all
of
us
to
lose
our
jobs.
All
of
us
should
be
voted
off.
Why?
E
Because
the
question
really
becomes
injury
mentioned
this
a
couple
of
years
ago,
or
maybe
even
not
even
a
quite
a
year
ago,
haves
has
school
choice,
better
served
all
of
our
students.
If
that
answer
is
no,
then
my
next
question
is,
then:
why
do
we
have
it's
simple?
It
ain't
rocket
science.
It's
not.
They
told
us
what
we
already
know.
E
What
we
lack
is
the
will
to
do
it
and
I'm,
not
saying
all
of
us
I'm,
not
saying
one
of
us
I'm
saying
collectively
as
a
community
as
a
greater
Charleston
community
from
McClellanville
to
Eddie
stone
to
latch
them
to
the
peninsula.
We
lack
the
will
to
do
that.
Why?
Because
some
people
don't
want
to
deal
with
the
pushback
that
comes
with
that
some
people
don't
want
to.
Let
the
look
at
their
neighbor
and
say
you're
the
reason
why
they
closed
my
school,
some
people
say
well.
E
I
can't
I
want
my
kid
to
go
to
a
magnet
school,
but
I
use
public
transportation
that
we
pay
for
the
district
that
city
residents
paid
for
and
those
students
get
during
buses
which
are
better
buses
then
stayed
on
buses.
This
system
is,
it's
hurting
children
at
its
core
and
we
sit
back
and
I
say
we
as
a
boy
and
I
hold
myself
more
responsible
than
anybody
else,
because
I
can't
can't
answer
for
Erica
and
everybody
else.
I
can
only
answer
for
me.
E
It
takes
the
courage
to
stand
up
in
front
of
thousands
of
people
who
are
protesting
and
saying
yes,
you
might
not
like
the
decision
that
we
made,
but
that
decision
was
predicated
on
the
fact
that
children
should
be
at
the
heart
of
our
work,
and
that
means
all
children
and
some
people.
Mr.
Lee
are
not
going
to
like
the
the
the
picture
of
the
equity
versus
equality.
E
Some
people
think
that's
not
fair,
but
at
the
end
of
the
day,
if
it's
about
children,
if
it's
really
about
children,
I
don't
care
if
everybody
get
mad
I,
don't
care
of
none
of
y'all
I!
Never
talk
to
me
seriously.
I,
just
don't
I'm
not
bothered
by
that,
but
at
the
end
of
the
day,
if
the
work
is
not
about
our
children,
not
just
the
two
that
I
have
but
the
55,000
that
we
share
together.
E
If
that's
not
at
the
basis
of
our
work,
then
none
of
this
means
anything
I
mentioned
that
in
the
back
it's
about
the
children,
it's
not
about
a
school
or
about
that
neighborhood
or
that
community
school.
No,
no.
We
have
to
properly
serve
all
of
our
babies
and
I'd
be
the
first
one
to
tell
you
we're
not
doing
that
this
district
had
done
it.
E
But
when
we
look
at
these
power
plants-
and
we
see
those
pretty
faces
on
the
screen-
they're
counting
on
us
to
get
the
class
of
twenty
thirty
six
right,
the
question
is:
do
we
have
the
guts
to
do
it?
Because
if
we
don't,
then
we
shouldn't
sit
here?
That's
true!
If
we
do
and
we're
willing
to
take
the
bullets,
because
bullets
are
going
to
come,
the
emails
are
gonna
come
the
phone
conversations
are
gonna,
come
you're,
gonna
get
blasted
and
folks
in
social
media.
You're
gonna
get
blasted
on
phone
conversations
at
the
end
of
day.
E
Who
cares?
Who
really
cares
if
we're
doing
the
work?
So
I
appreciate
the
presentation
I'm
looking
forward
to
what's
coming
next
mr.
cam,
hoping
with
the
recommendations
that
they
bring?
We
have
the
resources
to
put
people
in
place
to
do
this
kind
of
work,
but
one
thing
we
can't
buy.
We
can't
buy
courage,
brother,
no,
and
that's
what
we
need
I
want.
They
got
some
banana
closely
because
we
need
to
borrow
some
of
the
guts.
A
C
Where
are
some
successes
that
we
as
a
group,
can
try
to
duplicate
rather
than
us,
just
picking
this
one
here,
picking
this
thinking,
we're
doing
the
right
thing,
we're
not
experts
we,
but
you
guys,
are
and
I'm
hoping
that
the
next
step,
when
you
come
back
with
with
the
with
the
deliverable
weather
that's
next
week
or
next
month,
that
there
are
some
suggestions.
There
of
things
that
the
nine
of
us
can
do
where
hopefully
there's
some
place
in
this
country,
where
it's
actually
worked,
that
we
can
actually
move
the
needle
and
do
something
good.
D
I
Have
the
parents
liner
from
someone
in
this
room
to
the
other,
about
the
sibling
policy?
But
what
did
our
board
do?
They
kicked
the
can
down
the
road
because
some
board
members
to
get
ready
to
go
for
re-election
bid.
Then
one
deal
with
for
dinner.
So
that's
all
I'm
saying
this
is
my
some
of
the
hard
choices.
Those
are
things
we're
gonna
have
to
deal
with
and
I'm
just
going
to
see.
I
You
want
to
hire
somebody
for
my
or
what
a
farm
coming
here
and
deal
with
the
issue
for
the
issue
of
the
board
has
to
make
those
hard
decisions.
So
that's
that's
the
thing
I'm
sitting
back
I
love
to
have
a
little
discussion
in
the
cow
meeting,
because
that's
where
it's
got
to
start,
it's
got
to
start
with
the
board
and-
and
you
had
a
meeting
a
couple
of
weeks
ago,
with
some
groups
you
carrying
out
of
town
in
the
hotel,
I,
don't
know,
that's
that's
that's!
I
The
situation
is
gonna
help
because
it
really
comes
with
educating
the
community.
It
really
comes
with.
Educating
the
community
community
has
to
make
that
stand.
They
they
have
to
want
the
change.
They
have
to
force
the
elected
people
that
we
did
for
the
officers
to
make
those
changes.
That's
all
I'm,
saying.
F
P
F
F
P
Had
numerous
conversation
with
the
Clemson
team
I
think
it
was
a
week
before
last
I
and
Edward.
We
drove
up
to
Clemson.
We
spent
some
time
on
campus
with
both
Leigh
and
Greg
and
another
couple
other
members
of
their
team.
So
we've
had
in-depth
conversation
on
the
study
that
they're
done
and
our
next
steps
in
engaging
with
Rio's
partners
as
a
world-class
organization
may
be
to
pull
this
pull
this
together.
F
The
30
days
with
the
very
first
question
I
asked
you
was:
do
you
have
the
resources,
the
money?
Clearly
you
have
the
support
of
your
superintendent
because
you've
begun
this
work.
So
in
the
terms
of
research
as
I'm
saying,
okay,
we've
got
the
we've
got
a
funding
stream.
We've
got
the
support
of
the
district
leader
to
allow
you
to
do
this.
We've
got
this
team
willing
to
work.
You
said
that
work
would
take
about
30
days.
So
now
I'm
thinking
it's
October.
P
P
So
let
me
give
you
the
timeline
and
I
may
have
miscommunicating
on
30
days.
So
I
talked
about
the
organizing
team,
the
smaller
groups,
so
that
team
is
already
met,
and
so
we
met
two
and
a
half
weeks
ago
and
that's
about
a
dozen
people,
plus
myself
plus
two
of
the
Rios
consultants,
so
and
plus
a
support
staff
here
so
15
people,
and
so
we
had
that
that
meeting.
P
A
part
of
that
work
of
the
reals
partners
is
to
have
what
they
call
dialogue
interviews
with
with
people
that
would
be
involved
in
this
project
and
that's
roughly
a
90
minutes
of
a
video
conference.
So
they've
had
probably
a
dozen
of
those
so
far
and
they'll
have
another
12
to
16
and
that
will
that
work
that
will
be
concluded
on
the
dialogue
and
abuse
sometime
between
now
in
the
middle
of
our
September
September.
P
P
That's
with
the
larger
group
and
then
the
person
that
I
mentioned
Adam
kahani,
who
was
the
person
that
started
this
type
of
work
he
didn't
started
in
South
Africa.
He
started
in
the
UK,
but
at
any
rate,
he'll
be
here
along
with
other
members
of
the
real
steam
and
then
so
that
worked
in
in
September.
It's
really
four,
and
in
and
I
want
to
stress
again
the
diversity
of
around
multiple
factors
here,
multiple
factors
and
so
so
that
work
in
September
then
will
that
the
team
would
start
to
understand
through
looking
at
the
Clemson
report.
P
That
will
actually
go
out
into
this
to
these
organizations
and
study
that
and
then
also
at
the
second
one.
They
start
developing
these.
So
these
scenarios
and
then
November
then
in
November,
will
be
the
last
of
the
three
workshops
and
they
were
finalized.
They
would
be
the
scenarios
during
the
interim
period
between
in
the
November
and
in
the
end
of
the
first
semester,
they
will
finalize
the
writing
in
publishing
their
publication
in
different
formats.
There
will
be
different
formats
of
publications
and
that
will
be
released
sometime
in
January
and
then
in
January.
P
We
will
engage
them
one
last
time
well,
I
said
it's
part
of
the
phase
one
here
and
to
be
able
to
identify,
after
to
the
four
potential
futures
that
we
that's
are
created,
which
ones
have
resonated
with
the
number
of
people
enough
people
in
the
county
to
be
able
to
take
those
own
and
then
one
important
factor.
You
know,
so
it's
not
really
a
CCSD
only
type
of
initiative.
This
applies
to
the
entire
county
here,
so
the
people
that
you
will
see
on
this
on
these
teams
then
represent
different
different
sectors
of
the
county,
which.
F
I
think
is
really
fantastic
because,
ultimately,
when
we,
when
our
children
graduate
up
in
the
12th
grade,
somebody
else
is
going
to
make
a
decision
on
that
child's
career
based
on
whether
we
did
a
good
job
or
not
and
preparing
them.
So
we
have
to
definitely
include
them
and
I.
Think
that's
great
and
and
I
can
commit
that
the
team
that
you
have
assembled
that
the
people
that
you
have
agreed
are
the
ones
that
need
to
start
this
as
a
board
member.
One
of
the
things
we
like
to
do
is
tell
you
what
to
do.
F
I
just
want
to
know
who
these
folks
are,
but
I'll
support
that
there
needs
to
be
no
reason
for
us
to
come
back
and
nitpick
what
you
did
two
and
a
half
weeks
ago.
We
don't
need
that.
We
need
to
keep
going.
My
biggest
fear
is
I
think
there
are
some
very
definite
school
configuration
and
course
offerings
that
I
don't
want
that
not
to
be
done
in
August
of
19
I.
Don't
want
to
have
a
plan
that
comes
to
us
in
January
that
says:
we've
already
finished
a
magnet
application
window
and.
D
F
Just
using
that
as
an
example
or
a
plan
that
comes
to
us
and
says,
but
we
haven't
found,
but
this
can't
be
implemented
that
quickly,
I
mean
we're
here
today
and
congratulations.
You
and
I
agreed
when
we
met
that
football
season
would
not
be
a
good
time
for
y'all
to
be
here.
If
five
days
out,
you
ready.
F
That
was
the
reason
for
doing
this
work
now.
Is
that
if
we're
going
to
do
some
school
configurations,
if
we're
going
to
start
talking
about
course,
offerings
we're
not
going
to
talk
about
2020
in
those
scenarios,
construction
I
get
all
that,
but
I
really
just
I'm
not
trying
to
be
critical,
but
I
really
want
some
of
these
easier.
When
I
consider
things
that
are
within
your
wheelhouse,
implement
it
and
I
don't
want
the
timeframe
to
stop
that
from
being
able
to
happen
ASAP
our.
P
A
A
Will
say
knowing
knowing
what
we
pay
for
as
a
district
and
the
amount
of
time
that
you
all
were
down
here
and
the
amount
the
number
of
appointments
that
you
had
and
meetings
that
you
had
with
people.
You
know
you
went
far
far
far
above
I
know
what
Michael
says
about
you
know
we
need
to
do
more
and
I
think
I
want
to
just
say
that
I
do
have
as
one
person
the
will
to
do
what
you've
recommended
today
and
do
more
than
that.
We
have
to
be
bold.
A
You
know
when,
if,
whenever
we
all
rotate
off
the
board
at
the
districts
in
the
same
place,
it
was
four
years
or
eight
years
or
12
years,
then
we
haven't
done
our
job,
so
we've
got
to
be
bold
and
I.
Think
this
whole
shared
future
discussion
has
got
to
be
in
our
discussion
at
every
single
meeting.
So
our
next
item
is
consideration
of
executive
session
items.
A
I've
had
a
couple
board
members
ask
us
if
we
could
take
a
quick
break
so
if
we
could
just
take
a
break
and
reconvene
at
10:00
till
8:00,
so
you
have
a
seven
minute
break
that:
okay
with
everybody
yep
nice,
okay,
thanks
everybody!
Let's
come
back
to
order
trying
to
get
Priscilla
back
on
thanks
everybody
for
allowing
us
to
take
a
quick
little
break,
and
hopefully
you
did
too
the
next
item
on
hey.
We
got
Jeff,
so
the
next
item
on
our
agenda
is
still
there.
A
A
A
A
G
G
H
H
G
A
A
E
A
F
A
D
A
I
I
G
C
A
G
A
G
A
G
A
F
A
A
A
G
A
G
C
C
E
B
A
I
A
F
A
G
F
G
F
I
A
C
A
I
I
F
F
C
Right,
so
my
question
is
based
on
something
that
one
of
our
esteemed
colleagues
mentioned
earlier
that
one
of
the
reasons
we
want
to
do
this
because
the
SRO
would
be
with
their
child
at
the
old
school.
That
was
more
compelling
to
me
than
the
idea
of
just
finding
a
place
to
put
them
somewhere
and
up
there
in
an
area.
That's
30
minutes
across
I
mean
district.
Two,
pretty
big
debate.
A
A
I
A
E
You
want
to
do
this
because
it
seems
like
the
right
thing,
the
right
thing
to
do,
but
if
it's
going
to
imp
a
teacher
point
or
something
like
that,
I
think
we
need
to
know
that
before
we
make
this
type
of
decision
not
just
on
this
particular
but
anytime,
we
have
a
recommendation
for
a
student
that
going
to
school
and
it's
there's
no
space.
I
would.
F
Think
the
one
thing
we
you
know
this:
this
brings
up
an
interesting
concept
that
there
are
94
other
interesting
concepts
that
could
come
before
us
and
I.
Like
you
said,
we
tend
to
make
bad
decisions,
but
I
think
we
might
sometimes
make
bad
decisions
because
we
make
one
good
one
and
then
all
of
a
sudden
realized
we
can't
duplicate
it
10
times
right.
A
A
K
R
A
Know
all
right,
so
my
the
motion
is
Julie.
I'll
tell
you
said:
I
made
the
motion
in
mr.
Hollin
shed
seconded
to
move
to
approve
the
student
attending
a
school
in
the
same
zone,
which
is
d2
that
has
space
available,
Wow
and
I
can
amend
it
to
say,
while
the
SRO
is
employed
in
detail
because
of
Cindy's
concerned.
A
I
I
I
C
A
C
G
D
A
I
G
A
G
G
F
Sorry,
no,
this
motion
is
referencing
in
it.
It's
not
accurate
on
what
you're
voting
this
motion.
This
motion
takes
the
decision
about
enrolling
and
students
new
to
the
district
and
puts
that
decision
in
the
Constituent
Board
print
school
principals
and
the
Department
of
alternative
programs
purview,
and
there
is
a
sentence
in
there.
That
said,
the
district
will
not
admit
a
student
who
has
been
expelled.
F
H
A
G
G
Awesome
I
can
win
us
over
that
student.
This
requires
the
students
required
the
suit
that
still
come
back.
It's
just
it's
a
mood
if
the
principal
has
concerns
of
maybe
they've
been
expelled
for
before
or
whatever
they
were
in
trouble
for
it's
still
supposed
to.
It
puts
the
person
back
into
the
system
of
the
construction
board
for
discipline,
but
they
could
be
placed
in
alternate.
Alternative
placement
at
the
AP
dependent
on
a
couple
of
principle
leaves
with
what
they
leave
with
what
they
were
taught
with,
what
their
keys.
G
Oh
I,
just
wonder
if
it's
kind
of
double
jeopardy,
another
I
think
I
just
need
a
little
bit
of
work.
That's
what
I'm
trying
to
say,
but
I
don't
have
the
answer
tonight
for
it,
but
I
want
to
meditate
on
some
more
of
these
I
want
to
make
sure
that
every
child
finish
what
they
did.
Yeah
nothing's
gonna.
Stop
me
to
come
back
to
school
unless
there's
evidence
from
they're
still
carrying
a
guns
about
that
or
if
I
ever
gonna
kill
somebody
but
I
want
to
make
sure
we
got
to
clean
up
with
notes.
F
D
F
F
G
E
F
F
You
look
at
it.
It
removes
that
and
puts
a
team
that
includes
the
principal
as
well
as
the
Department
of
alternative
programs
and
services,
so
really
the
intent
of
the
of
the
change
of
policy.
The
other
issues
you
have
you
have
you've
had
them.
Although
we've
been
doing
this
for
three
years,
what
this
did
was
included
the
principal
and
the
Department
of
alternative
programs
and
services,
rather
than
leaving
the
decision
into
one
person's
hands.
E
E
E
G
A
G
G
Please,
if
there's
a
concern,
information
should
be
folded.
Department,
alternative
programs,
services
had
referred
EAP
B
B's
have
referred
to
the
appropriate
constituent,
both
in
internal
exam
room
in
the
constituent
district.
For
the
first
time,
if
it
appears
to
the
principal
and
DfE
staff
from
non
school
records
and
law
student
disciplinary
records
sooner
does
not
meet
the
district's
standards
for
conducting
behavior.
So
I
think
when
you
consider
that
that
the
district's
pandas
conduct
and
behavior,
although
to
be
read,
it
had
to
be
defined
clearly
what.
F
Would
what
you're
voting
on
Reverend
Collins?
Is
this?
What
it
used
to
say
was
the
associate
superintendent
shall
refer
to
the
appropriate
constituent
board,
any
student
who
seeks
enrollment
in
the
constituent
district
for
the
first
time
and
then,
if
appears
to
the
associate
superintendent
from
non
school
records,
and/or
student
disciplinary
records
that
the
student
does
not
meet
the
district's
standard
for
conduct
and
behavior.
The
change
isn't
the
stuff
you're
talking
about
that's
been
in
place
for
three
years
and
that's
not
changed.
D
I
F
L
A
A
G
A
E
A
A
F
A
R
A
F
And
madam
chair
for
clarification,
this
is
a
request
that
is
coming,
although
there
are
I
think
four
identified
schools
within
300
feet
of
a
liquor,
selling
establishment
state
law
changed
this
year.
That
requires
new
applicants
to
the
school
and
any
religious
organization,
so
you'll
find
that
we
have
other
places
already
doing
this.
This
is
because
it's
a
change
in
the
state
law
mm-hmm.
D
Q
S
A
D
A
A
P
P
G
P
G
A
G
D
G
G
A
P
It's
very
similar
to
the
tan,
which
was
just
the
tax
anticipation
note
for
the
general
fund.
This
is
for
the
capital
to
pay
off
our
debt.
We
do
this
every
year.
Take
a
look
at
the
resolution
or
the
background.
We've
done
it
since
Bank
2004,
when
we
started
issuing
a
significant
amount
of
debt
made
presentations
in
last
few
months,
twice.
P
A
G
A
G
L
L
B
You
and
I
know
you've
been
waiting
all
evening
long
for
this
report.
I
am
mindful
of
the
time
and
the
fact
that
all
of
you
have
full-time
obligations
outside
this
board,
and
many
of
you
have
to
get
up
and
go
to
work
in
the
morning
and
we've
used
a
big
chunk
of
your
time
tonight.
So
on
your
tables,
there
is
a
copy
of
the
report
that
is
now
displayed
on
the
screen.
B
Thank
you
and
I
will
simply
call
to
your
attention
the
contents
of
it
and
invite
you
to
look
at
it
on
your
on
your
own
time.
When
you
have
more
time.
The
first
page
just
tells
you
a
lot
about
the
professional
development
sessions
that
I
thought
went
better
this
year
than
ever
in
the
past
and
to
indicate
that
more
than
400
Kalon
teachers
and
300
exceptional
children,
teachers
were
trained
to
use
the
instrument
that
detects
dyslexia
and
other
reading
disorders
that
this
board
committed
to
use.
Last
spring.
B
The
second
page,
we
simply
highlighted
a
few
other
professional
development
areas
in
which
we
knew
you
were
interested
that
Gullah
Geechee
speaking,
students,
the
adaptive
digital
content,
restorative
practices,
using
the
comprehensive
literacy
initiative,
trauma-informed
education,
the
phonics
first,
which
we
know
is
critically
important
to
children
coming
from
homes
where
they
don't
have
a
rich
language
development,
the
second
step,
social-emotional
development
and
so
forth.
So
those
are
just
some
of
the
highlights.
The
third
page
gives
you
an
example
of
school-based
professional
development.
B
We
highlight
here
the
efforts
of
Vanessa
brown
at
Baptist,
Hill
who's
focused
on
evidence-based
practice.
This
is
the
world's
most
renowned
expert
in
what
works.
What
actually
works
to
produce
results
with
children
like
ours
and
then
to
point
out
that
Baptist
Hill
almost
doubled
their
overall
SC
ready
scores
since
last
school
year,
and
because
it
is
sort
of
focused
intentionality
on
the
leaders
part
then
in
operations
which
def
parolee
affectionately,
calls
beans,
buses,
bandwidth
and.
T
B
Four
B's:
he
gives
you
some
highlights
of
nutrition
services.
If
you
haven't
had
an
opportunity
to
drop
in
at
lunchtime,
I
invite
you
to
do
so.
It
is.
It
is
a
constantly
improving
service
to
kids
that
this
students
now
gets
side
talents
with
every
meal.
There
are
condiment
stations
that
they
get
a
sandwich,
they
choose
the
condiments
they
want,
and
lunch
participation
is
up
already
by
at
least
7%.
We
completed
more
than
the
facilities
Department
completed
or
oversaw
more
than
a
hundred
projects.
This
summer
we
were
down
to
the
wire
on
a
few
of
them.
B
We
have
a
couple,
we're
still
finishing
up
major
renovations
alterations
at
Midland
Park.
If
you
get
a
chance
to
stop
by
those
classrooms,
have
been
enlarged,
it's
much
more
feasible
for
so
many
small
children,
and
you
know
in
a
small
space
and
then,
of
course,
the
successful
return
of
the
fifth
grades
back
to
Ladson
and
AC,
Cochrane
and
I.
Think
mr.
Miller,
you
were
at
one
of
those
schools.
B
Today,
it's
operating
very
smoothly,
we're
so
happy
about
the
16
new
SRO
is
more
to
come
and
we
have
two
new
entrants,
vestibules
constructed
in
two
of
our
schools
and
another
one
on
online.
That
will
be
done
this
year
and
then
our
best
complaint
log
is
improving.
I
promise
that
we
would
give
them
a
24
hour
turnaround
on
those
calls
and
the
people
are
learning
to
use
that
log.
So
we
fell
maybe
a
day
behind
in
returning
the
calls,
but
we've
that
team
has
caught
back
up.
B
We're
really
pleased
with
what
they've
done
very
quickly
on
the
staffing
update.
We
don't.
We
had
two
two
vacancies.
When
we
started
school,
they
were
both
both
the
Baptist
Hill.
When
we
were
down
there.
The
first
day
we
learned
that
she
had
hired
for
both
of
those
positions,
but
every
single
day,
regrettably,
we
have
someone
who
resigned.
So
that's
a
moving
target
that
we
try
to
catch
up
with.
These
are
some
impressive
statistics.
We
have
519
new
teachers
to
see
CCSD.
The
total
number
of
positions
were
posted
this
year.
B
740
just
think
about
running
that
many
people
through
this
system.
It's
it's
a
massive
and
an
impressive
effort
to
fill
positions.
We
hired
six
new
teacher
librarians,
largely
as
a
result
of
the
partnership
that
bill
Brigman
and
human
resources
and
others
established
with
the
University
of
South
Carolina.
That's
been
very
well
supported
by
the
folks
here
at
the
district
and
the
response
rate
on
that
was
incredible
and
we
hired
44
new
math
teachers,
several
of
them
from
surrounding
districts.
So
the
steps
the
board
took
made
a
big
difference.
B
I
want
to
just
on
the
on
the
final
slide.
Thank
everyone,
including
board
members
and
the
district
staff
members
in
the
audience
and
others
who
aren't
here
tonight
for
volunteers
who
helped
out
supporting
families
in
the
ways
that
are
listed
there
and
in
additional
efforts
on
the
admin
support
that
was
given
in
the
offices
wherever
it
was
needed,
and
that
the
school
staff
support
just
basically
whatever
it
took
to
get
the
job
done.
B
Everyone
pitched
in
and
as
far
as
I
know,
we
had
a
a
very
smooth
opening,
considering
all
the
all
that
could
go
wrong
with
50
thousand
students
and
several
thousand
employees
returning
to
the
school
year.
So
thank
you.
Everyone
thanks
thanks
to
the
board,
for
your
support
of
the
resources
that
schools
needed
and
for
the
efforts
and
for
being
there
yourselves.
D
D
B
T
So
I'll
jump
right
in
first
of
all,
I
want
to
say
again,
I
do
appreciate
the
support
from
the
superintendent
and
the
board
for
salary
adjustments
this
year
for
teachers,
I
I
think
that
has
been
a
definitely
one
of
the
reasons.
One
of
the
top
reasons
we've
been
so
successful
with
recruitment
off
just
be
honest.
We
are
really
the
highest
paying
district
in
the
south
in
South
Carolina
right
now,
but
what
I'm
very
excited
to
inform
the
board
on
is
back
in
late
July
I
was
notified,
dr.
T
post
and
I
from
the
state
that
we
are
now
one
of
36
school
districts
in
South
Carolina
that
will
be
for
this
year
will
receive
funding
for
recruitment
retention
of
teachers.
It's
called
the
rural
recruitment
initiative,
it's
a
line
item
in
the
state
budget
and
has
been
for
I
think
about
three.
Maybe
this
is
the
fourth
year
so
Charleston.
This
is
the
first
year
that
we
will
receive
funds
there
about
15
areas
that
you
can
spend
the
money
on
I
had
a
PowerPoint,
a
very
short
one,
I'm,
not
sure
what
happened,
but
I'll.
T
Just
tell
you
very
quick.
Certainly,
do
that
I'll
say
that
the
the
title
of
rural
recruitment
incentive
is
a
little
bit
misleading
because
it's
not
really
about
rural.
It's
about
teacher
turnover
data
so
based
on
the
state
data
of
five
years
of
report
card
data,
we
show
11
and
a
half
percent.
As
far
as
our
teacher
turnover.
Oh
thank
you.
Somebody
found
it
so
we're
now
eligible
for
this
funding.
Thank
you,
sir,
and
and
also
know
that
the
funds
kameez
district-wide,
it's
not
for
a
specific
school.
E
T
I'll
get
to
the
good
part
in
a
minute,
so
the
approved
incentive
so
Sierra
the
center
of
educator,
recruitment
retention
and
advancement
out
of
Winthrop
Jane
Turner
who's.
The
executive
director
pulled
together
a
number
of
HR
folks
years
ago,
and
they
created
this
approved
list
of
how
these
funds
could
be
spent.
The
biggest
one
for
us,
of
course,
is
teacher
recruitment
expenses
which,
for
us,
we
travel
all
over
the
southeast.
So
it's
travel,
it's
anything
towards
recruitment.
It's
it's
our
giveaways,
it's
our
tablecloths!
It's
all
the
recruitment
items!
T
We
might
use
website
upgrades
meeting
with
Erica's
team
to
really
talk
about
a
website
for
teacher
recruitment,
specifically
for
Charleston
applicant
tracking.
We
currently
have
an
applicant
tracking
system.
We
would
like
to
do
some
upgrades
to
that
system.
Again:
alternative
route
teachers
we've
just
had
the
State
Board
approved,
teach
Charleston.
So
there's
money
for
that.
I
won't
read
all
of
these,
but
one
of
the
big
highlights
at
the
very
bottom
is.
T
It
will
and
so
I'm
going
to
bring
that
back
at
the
committee
of
the
whole
in
September
to
really
talk
about
that
piece
and
how
it
helps
us
with
recruitment
for
2020,
because
one
of
the
things
I've
always
talked
about
with
my
team
is
an
early
recruitment
is
really
really
critical.
But
at
that
point
in
time,
I
thought
of
early
recruitment
is
January
February
and
it's
now
September
to
ever
November.
So
that's
really
important,
so
Reverend
Collins
answer
your
question.
T
G
T
Just
for
this
year
it
is
well
I
was
told
by
the
by
Jane
Turner
to
expect
the
same
allocation
the
following
year:
she's
99.9%
sure
that
it
will
continue
on,
doesn't
see
us
I,
don't
know
the
answer
to
that,
because
the
state
is
so
concerned
about
recruitment
and
retention
of
teachers
and
salary.
I,
don't
know
that
it's
gonna
go
away
anytime
soon.
I
think
you're
gonna
see
additional
districts
added
to
the
list,
but
they
keep
increasing
the
amount.
So
that's
a
significant.
E
E
E
E
G
G
T
T
We
do
now
math
doctor
persuade
mentioned
some
resignations.
I
think
we've
got
one
or
two
that
are
that,
maybe
leaving
so
we're
just
we
that's
not
uncommon
the
first
two
weeks
of
school
so
but
we
are
working
hard
to
to
take
care
of
that,
so
I
will
bring
back
some
more
information
in
September
again,
thank
you
for
your
support.
The
salary
structure,
I'm
very
proud
of
the
recruitment
team
and
our
principles
this
year
that
early
hiring
are
having
teachers
the
first
day
of
school.
B
B
If
you
do
the
counts
before
Labor
Day
in
this
district,
we
found
that
we
pick
up
kids
after
Labor
Day
thanks
mr.
Brickman,
for
that
report,
as
as
dawn
makes
his
way
up
to
give
a
brief
financial
report.
I'll
just
mention.
We
need
to
thank
our
legislation
for
making
sure
that
we
get
that
we
got
included
in
the
rural
schools
initiative
because
we
weren't
always
included
so
members
of
our
legislative
delegation
and
Clara
deserve
a
lot
of
credit
for
that,
and
and
and
also
just
mentioned,
here's
the
beauty.
M
M
B
P
But
it
will
be,
it
will
be
brief,
so
reason
why
we
don't
have
a
finance
report
will
still
closely
of
the
year
in
we
have
our
external
auditors
and
the
staff
of
closing
the
Union.
The
last
time,
I
reported
to
the
board
that
we
were
anticipating
I
had
a
roughly
twenty
to
maybe
twenty
three
million
dollars
additional
to
the
fund
balance
that
still
holds
true
and
we'll
have
more
details,
and
once
the
artists
finish,
their
report.