►
From YouTube: CCSD Board of Trustees Meeting August 24, 2020 a
Description
CCSD Board of Trustees Meeting August 24, 2020 a
A
A
C
E
A
A
Unless
there's
one
that's
popped
up
julie,
are
we
ready
for
that?
We
are.
A
Okay,
I'll
tell
you
what,
since
we
have
miss
joyce,
green
and
miss
priscilla,
jeffries
and
mr
holland
shed
on
zoom,
we
will
do
electronic
voting
here
in
person
and
then
I
will
call
those
individuals
names
to
see
how
they
cast
their
vote.
Okay,
is
that
good
all
right,
mr
green?
How
do
you
vote.
E
G
A
E
E
A
A
You
have
a
julie,
all
right,
we're
entertaining
a
motion
to
go
into
executive
session,
we're
now
in
executive
session,
those
that
are
not
a
part
of
executive
session.
We
ask
that
you,
please
exit
the
room
and
we
will
let
you
know
when
you
can
return.
H
I
I
You
restate
the
motion
please
to
allow
the
child
to
stay
in
for
the
balance
of
this
year
and
pay
tuition
and
pay
tuition.
Thank
you.
A
Our
move
by
mr
garrett,
second,
by
miss
darby,
are
there
any
questions,
miss
coats?
How
do
you
vote.
A
A
Got
it?
Thank
you
for
the
reminder,
so
those
that
are
in
person.
We
will
be
voting
electronically,
miss
green.
How
do
you
vote.
E
A
Okay,
moved
by
ms
darby
second
by
reverend
collins,
those
that
are
in
person,
please
cash.
Your
vote
miss
green.
How
do
you
vote.
G
E
A
E
J
A
K
K
K
A
Okay,
just
item
number
two:
those
of
you
that
are
zooming
are
you
following
along?
Why.
L
F
We
didn't
know,
I
was
split
it
up
today.
Yes,.
F
A
G
We
are
no
because
I
I
see
the
motion
here
in
front
of
me.
I
just
wanted
to
make
sure
that
I'm
I'm
I'm
dealing
with
the
right
student.
Okay,
no.
G
A
J
G
E
G
K
Right
I
heard
that
we
overturn
and
place
number
three
okay.
E
E
G
A
A
Moved
by
mr
garrett,
second
by
mr
frazier,
how
do
you
vote.
G
G
E
A
A
A
K
E
E
A
And
that
motion
passes
ms
darby,
you
want
to
make
a
statement
about
the
online
public
comments.
K
M
Thank
you
good
afternoon,
everyone,
the
staff,
and
I
would
like
to
update
you
on
the
school
restart
plan
that
we
have
worked
on
since
we
last
met.
We've
been
working
for
several
months
and
I
will
just
start
with
the
the
recap
of
the
items
we're
going
to
discuss
today,
which
is
going
to
remind
everyone
of
the
short
timeline
that
we've
been
on,
as
decisions
have
have
been
made,
responding
to
the
conditions
and
the
metrics.
M
The
indicators
from
the
surveys
we'll
give
an
update
on
this
safe,
restart
plan,
we'll
mention
that
the
detail
that
has
been
built
out
and
is
ready
to
share
with
the
schools
consistent
with
the
advice
we've
gotten
all,
along
from
our
health
experts,
who've
been
working
with
us,
we'll
talk
about
the
instructional
plans,
the
cover
19
metrics
that
we're
suggesting
charleston
county
to
use
don.
Mr
kennedy
will
share
with
us
the
financial
implications,
and
then
we
will
share
with
you
the
two
items
that
would
require
board
action
in
this
portion
of
the
agenda.
M
So
recap:
we
move
right
in
then
to
the
timeline
of
the
major
work,
so
the
timeline
for
us
started
with
a
presentation
we
made
to
the
board
in
july,
and
then
we
we
brought
back
some
information.
After
the
july
meeting,
we
had
gotten
feedback
from
lots
of
community
members
in
july.
You
voted
that
we
could
bring
students
back,
but
you
wanted
some
additional
time
by
mid-august.
We
were
hoping
to
finalize
the
individual
school's
enrollment.
You
saw
what
happened
with
that.
M
The
numbers
who
applied
were
double
those
who
had
indicated
three
weeks
earlier
that
they
wanted
to
so
miss
belcher.
We'll
talk
quite
a
bit
about
that.
Moving
on
then
we
just
recap
review
the
board
action
that
was
taken
on
july
27th.
M
C
Thank
you,
dr
postaway.
We
just
wanted
to
share
with
you
that
you
received
a
document
in
your
board
packets
that
talked
about
talks
about
our
safe
restart
plan
and
it's
in
in
much
more
detail
and
so
pending
any
additions
or
suggestions
or
action
that
the
board
takes
today.
It's
our
plan
to
share
that
document
with
schools
and
then
definitely
on
our
website
with
the
public
within
the
next
day.
N
Good
afternoon
board,
so
much
of
the
information
that
erica
just
brought
up
with
the
ccsd
restart
plan
was
put
into
that
plan
from
this
musc
playbook.
It
hasn't
been
published
yet,
and
we've
been
working
out
the
contract
document
with
musc
that
doesn't
mean
it
hasn't
been
used,
as
I
mentioned,
used
it
extensively
for
that
ccsd
restart
plan,
so
we're
taking
the
maoc
document
boiling
it
down
to
the
ccsd
restart
plan.
Mr.
A
N
It
so
the
mesc
playbook
will
include
two
separate
documents,
one
for
elementary
and
one
for
the
secondary
or
high
schools.
It'll
include
a
checklist
that
each
of
the
principals
will
be
able
to
utilize
to
see
how
their
school
is
set
up
for
that
restart.
We've
included
in
the
contract
concerned
service.
N
This
document
has
we've
just
received
it
about
an
hour
and
a
half
ago,
so
we
expect
that
that'll
be
public
public
tomorrow.
As
soon
as
we
we
make
sure
it's
exactly
what
we
were
looking
for,
I'm
very
confident
that
it
is,
as
we
have
seen
the
draft
documents
it
includes
multiple
protocols
and
different
options
that
we
have
looked
at
and
then
selected
to
include
in
our
ccsd
restart
plan.
N
Next
slide
is
an
operational
update.
This
by
no
means
is
inclusive,
but
hits
really
the
highlights
plexiglas
being
the
largest.
In
the
end,
we
will
have
24
miles
of
plexiglas
installed
if
we
lay
these
sheets
end
to
end
four
foot
high.
So
it's
a
pretty
extensive
effort
by
both
the
operations,
team
and
contractor
support.
As
of
today,
we've
got
27
schools
completed.
N
We
hope
to
have
all
of
high
school
and
middle
schools
that
need
them
completed
by
this
weekend,
so
that
for
the
leap
week
next
week,
they
will
be
in
place.
High
school
completion
is
is
the
following
week:
each
teacher
will
get
a
desk
partition,
it's
portable,
it's
l-shaped,
it's
got
handles
they'll,
be
able
to
use
it
on
their
desk,
they'll,
be
able
to
take
it
to
conference
rooms,
they'll
be
able
to
take
it
to
small
work
rooms
if
they,
if
they
would
like
we're
hoping
to
have
those
in
place
by
the
7th
of
september.
N
Basic
signage
in
our
schools
is
done.
The
schools
have
a
menu
of
things
that
they
can
receive
from
the
warehouse
for
related
to
one
way
or
related
to
warefare,
signage,
arrows,
dots,
etc.
Again,
each
school
will
be
personalized
to
meet
their
their
needs
and
and
those
those
items
are
available
for
the
principals
to
secure
at
this
point,
and
a
number
of
them
have
already
got
those
we've
got
our
disinfecting
foggers
in
place
and
operational.
N
The
student
teacher
mask
as
well.
The
student
mask,
as
well
as
the
teacher
masks
the
final
shipment
of
those
to
start
the
school
year
will
happen.
This
week
the
the
faculty
received
state
provided
mass
last
week.
They
will
receive
the
mass
that
we
procured
this
week
as
well
as
a
number
of
masks
for
each
of
our
of
our
students.
Each
teacher
will
also
receive
a
face
shield.
N
Air
filtration
system
upgrades
continue
that
includes
meeting
the
manufacturers
requirements
for
the
highest,
the
highest
filter
capability
we
can
put
in
our
schools.
That's
underway.
We've
got
55
bottle,
fillers
planned
for
installation.
Only
19
of
those
are
left.
Each
school
will
have
at
least
two
of
those
larger
schools
will
certainly
have
more
than
those
bottom
line
in
operations
which
is
not
on
the
slide
is
that
all
schools
will
have
hand
sanitizer
all
classrooms
will
have
disinfectant
and
all
schools
will
have
disposable
masks
as
backup,
so
we're
on
track
to
meet
that
requirement.
N
Next
slide.
One
of
the
common
questions
we're
getting
is
what
happens
if
a
student
or
a
teacher
is
positive,
I'll,
just
say
overarching
wise.
We've
got
a
very
good
system
in
place.
That's
been
in
practice
since
march,
where
our
nurses
have
been
working
with
dhec
to
do
contract
tracing
and
I'm
very
confident
that
we'll
be
able
to
act
very
quickly
and
and
make
changes
right
away.
Once
we
receive
information
that
an
individual
is
positive,
a
nurse
is
assigned
to
do
that
contact
tracing.
We
expect
that
to
be
done
within
the
day.
N
In
most
cases,
we
complete
it
between
one
and
three
hours,
those
that
are
closed,
contacts
are
notified
to
be
quarantined
and
we
we
notify
facility
management
on
which
areas
have
to
be
cleaned.
We
get
the
fogging
equipment
out
there,
we'll
notify
communications
and
then
we'll
update
the
dashboard
that
update
on
the
dashboard
I'll
talk
a
little
bit
about
that
in
an
upcoming
slide
of
what
information
is
made
available
to
the
public.
We
then
complete
the
necessary
the
necessary
cleaning.
N
The
following
question
from
individuals
has
been:
what
will
happen?
Will
we
have
to
close
the
school?
What
will
be
necessary
to
close
the
school?
When
does
this
happen?
This
is
a
case
by
case
scenario,
and
we
will
be
working
lock,
step
with
the
dhec
epidemiology
team
to
determine
when
something
needs
to
be
closed.
There
is
no
defining
criteria
for
when
it
has
to
happen,
but
we'll
obviously
consider
the
number
of
positive
cases
in
a
school,
the
distribution
of
the
cases
within
the
school
and
the
timing
of
that
of
that
spread.
We're
very
confident.
N
The
last
slide
that
I
have
to
talk
about
is
going
back
to
that
dashboard.
I
mentioned
with
information.
If
someone
is
positive
along
with
that
dashboard,
we'll
have
links
to
two
items.
One
is
the
epidemiology
report
from
musc,
which
has
seven
metrics.
The
superintendent
will
talk
about
that
in
a
little
more
detail
in
a
few
minutes,
as
well
as
the
county-wide
metrics,
which
we're
all
familiar
with
the
incident
rate
trend
and
positive
test
data.
N
Dhec
has
been
directed
by
the
governor
to
provide
updates
to
the
public
on
school
positives.
We
want
to
stay
aligned
with
that,
so
that
our
information
matches
theirs,
and
so
we
haven't
got
the
details
on
what
that
will
look
like
yet,
but
we'll
make
sure
that
we
remain
lockstep
with
with
dhec
on
what
information
is
made
public
all
right.
Moving
on
to
face
coverings,
natalie.
O
Yes,
sir,
thank
you
so
policy
add,
is
actually
on
the
agenda
for
consideration
today
and
what
is
being
requested
of
the
board
is
to
approve
a
policy
that
requires
for
all
staff
students
and
visitors
face
mask.
It
does
specify
that
gators,
bandanas
and
neck
scarves
are
not
approved.
Added
to
that
list
are
vented
masks.
There
are
some
masks
that
have
vents
a
little,
a
little
thing
that
you
can
twist
that
allows
you
to
to
breathe
better
and,
unfortunately,
that's
not
recommended
by
dhec.
So
that
has
been
added
to
the
not
approved
list.
O
All
provisions
of
the
student
dress
code
apply,
so
there
are
required
restrictions
with
regards
to
what
can
be
on
the
mass,
no
political
statements
and
things
of
that
nature.
It
doesn't
specifically
address
that
in
policy
add,
but
we
put
a
statement
in
there
that
said
that
all
provisions
of
the
dress
code
policy
applies
to
that
policy.
O
In
addition,
we,
the
upon
request
by
several
employees,
erica
and
her
team,
were
able
to
start
a
safe
start
tip
line
for
any
employees
that
are
out
of
their
schools
and
see
anyone
not
wearing
a
face
mask
or
pro
or
adhering
to
the
safety
standards
that
the
operations
team
have
has
put
into
place.
You
can
call
this
line
or
send
an
email
to
to
that
email
address
and
be
remain
anonymous
and
we
will
follow
up
on
the
tip.
P
I
do
good
evening,
it's
nice,
to
see
you
all
I'd
love
to
start.
If
I
can,
with
the
next
slide
talking
about
sort
of
challenges
and
opportunities,
as
I
think
many
people
in
the
community
already
know,
we
have
experienced
a
setback
with
our
virtual
academy
and
temporary
remote
I'd
love
to
talk
through
that.
So
when
we
did
the
intent
to
enroll
form
now
two
weeks
three
weeks
ago,
at
that
point,
six
thousand
students
expressed
interest
in
virtual
academy.
We
also
had
a
large
number
of
students
who
did
not
respond
at
that
point.
P
When
we
went
through
the
proactive
enrollment
in
virtual
academy,
we
had
over
11
000
students
express
interest,
so
nearly
double
the
number
now.
One
of
my
regrets
is
that
I
didn't
emphasize
that
while
we
had
budgeted
a
certain
amount
of
teachers
and
an
investment
in
core
courses
from
through
florida,
virtual
edgenuity
and
south
carolina
virtual,
we
couldn't
necessarily
hire
an
entirely
new
teaching
force
for
the
virtual
academy.
So
the
assumption
was
that
if
we
went
over
our
initial
projections,
which
were
on
the
low
side,
we
would
like
we
do.
P
Every
year
pull
teachers
from
schools
based
on
an
enrollment,
so
we
had
a
larger
enrollment
in
virtual
academy
for
one
school
we
would
leverage
that
teaching
force
to
serve
the
students,
and
I
made
the
mistake
of
not
setting
that
expectation,
I
think
across
the
community.
So
this
feels
like
a
surprise,
and-
and
that
is
my
mistake
now-
I
think
the
good
news
here
is
that
we're
reopening.
P
I
think,
the
other
challenge
that
we're
sort
of
balancing
is
that,
because
we're
trying
to
be
cautious
around
our
in-person
instruction,
we're
doing
half
the
size
of
what
a
typical
class
would
be
with
a
teacher
so
we're
trying
to
use
our
same
teaching
force,
plus
the
virtual
academy
staff
across
smaller
class
sizes
of
in-person
and
temporary
remote
plus
virtual
academy.
P
So
that's
our
our
challenge
right
now,
and
the
principals
and
teachers
at
schools,
as
well
as
the
level
leaders
sitting
behind
me,
have
done
incredible
work
to
try
to
make
sure
that
we're
pivoting
very
quickly
to
have
all
hands
on
deck,
to
make
sure
that
we
can
well
serve
those
students
out
of
the
gate.
I
think
the
big
thing
that
I
would
want
to
make
sure
is
that
folks
understand
that
our
hope
here
is
that
we
continue
to
see
the
positive
direction
that
we've
seen
from
this
community.
P
So
we
can
bring
more
students
back,
particularly
because
we
can
show
the
community
that
we're
able
to
do
this
safely
show
our
teachers
that
we're
able
to
do
it
safely.
So
then,
our
in-person
class
sizes
will
get
to
a
more
typical
level
of
what
we
usually
have
just
to
make
sure
I'm
being
clear
if
you
would
switch
the
next
slide
on
exactly
what
we're
doing
in
each
context,
so
for
high
school
prior,
even
to
the
finalization
of
the
the
august
14th
date.
P
High
school
principals
had
asked
to
do
their
own
virtual
programming
themselves.
It
allowed
them
to
better
leverage
their
own
teaching
force
to
ensure
that
they
could
offer
the
same
number
of
electives
as
they
typically
offered,
and
it
also
made
sure
that
they
could
choose
to
leverage
edge
annuity
in
south
carolina
virtual,
which
is
the
curriculum
that
we
use
at
the
secondary
level
for
virtual
academy.
So
there
will
be
some
ingenuity
and
virtu
sc
virtual
courses
in
high
schools.
The
middle
schools
are
going
in
a
similar
way.
P
P
We
know
that
we're
also
seeing
some
creativity
among
our
principals
around
leveraging
faculty
across
multiple
schools
so
that
we
have
a
small
number
of
students
at
a
certain
grade
level
that
want
a
science
class.
We
can
leverage
one
science
teacher
remotely
across
several
schools,
and
I
think
our
one
of
our
bigger
challenges
is
at
the
elementary
level.
P
So
all
along,
as
I
talked
about
virtual
academy,
we
had
learned
from
the
spring
that
we
wanted
to
make
sure
that
we
had
a
combination
of
a
more
structured
day
where
there
was
live
instruction,
similar
to
how
we're
communicating
right
now
with
the
people
who
are
online
and
then
some
time
for
independent
work.
Our
youngest
students
there's
only
one
provider
nationally
around
virtual
instruction.
P
I
think
it's
important
to
call
out
that
we
may
end
up
centralizing
if
we
have
a
if
we're
able
to
do
this
right
and
go
back,
and
I
keep
wanting
to
knock
on
wood
because
we're
tending
in
the
right
direction
to
in
person
as
the
majority.
We
know
that
there
are
some
families
that
may
never
be
comfortable
with
that
this
year,
given
that
they
have
medically
vulnerable
folks
in
their
family
or
the
students
themselves
might
be.
P
We
will
make
sure
that
there's
always
a
virtual
options
for
families,
but
we
may
end
up
centralizing
the
virtual
academy
at
the
end
of
the
quarter
or
the
end
of
the
semester.
If
our
numbers
are
much
more
reasonable,
we're
not
pulling
resources
from
our
schools,
so
that's
sort
of
the
headline
our
our
next
slide.
P
It
gives
you
a
sample-
and
I'm
going
to
turn
it
over
to
dr
williams
and
miss
simmons
in
a
moment
to
kind
of
talk
through
because
they've
been
the
ones
on
the
front
line
talking
to
principals,
who
have
been
doing
heroic
work
over
the
last
few
weeks.
Usually
scheduling
is
done
earlier
in
the
summer,
and
it's
wrapped
up
by
this
point,
and
obviously,
in
order
to
do
this
work
we're
having
to
balance
a
lot.
P
I
think
the
the
headline
here
is:
our
community
is
not
consistently
expressing
the
same
needs,
so
we
have
some
parts
of
our
community
that
have
a
large
number
of
families
that
want,
I
would
say,
a
majority
of
families
that
want
to
send
their
children
back
in
person
and
other
aspect.
Parts
of
our
community
have
a
majority
of
families
who
do
not,
and
about
half
a
little
bit
over.
Roughly
50
percent
want
some
form
of
remote,
whether
it
was
virtual
academy
or
temporary
remote
and
about
half
one
in
person.
P
So
it
would
be
nice
if
that
was
a
nice,
even
distribution
across
the
system.
But
that's
not
the
way
it
is
so
we
have
to
adjust
in
real
time
at
each
setting,
and
we
tried
to
paint
a
picture
of
that
with
this
data.
I'm
going
to
turn
it
over
to
ms
simmons
and
dr
williams.
To
give
you
more
context,
all.
Q
Right
great
evening,
everyone
so
as
carolyn
just
alluded
to
next,
we
would
like
to
share
with
you
where
we
are,
as
it
relates
to
us
opening
up
schools
for
our
ccsd
families
on
september
8th,
but
before
we
delve
into
that,
I
think
we'll
be
remiss
if
we
did
not
take
an
opportunity
to
thank
our
school
leaders
and
their
teams
for
all
of
the
hard
work
that
they
put
into
planning
and
preparing
for
the
start
of
the
school
year
which,
if
we
all
can
agree,
will
be,
unlike
any
other
start,
that
we've
ever
had
so
again.
Q
Our
sincerest
gratitude
to
our
school
leaders
so
as
a
part
of
the
planning
and
decision
making
process
to
prepare
for
our
safe
restart
principals
have
studied
the
feedback
from
staff
and
parents
amongst
many
other
things.
So
daily
schedules
curriculum
offerings,
as
well
as
the
manner
in
which
grade
levels
will
and
deliver
instruction.
Each
day
are
a
few
of
the
elements
each
school
has
planned
for
so,
as
you
all
are
aware,
all
schools
are
unique
and
different.
Q
Q
So,
as
you
can
see,
under
the
student
request
section,
we
have
one
school
where
zero
scholars
want
virtual
academy
or,
on
the
other
hand,
in
another
school
180,
want
this
experience.
Q
Q
I
like
to
point
out
that
a
big
contributor
to
the
to
one
of
the
numbers,
the
10
percent-
is
the
amount
of
families
that
requested
in
person
for
the
school.
They
had
123
requests
in
person
and
they
are
able
to
serve
115,
and
this
is
what
accounts
for
their
10
percent
again.
There
are
so
many
different
pieces
and
caveats
that
need
to
be
considered
when
reviewing
each
school's
data
next
slide.
Please.
Q
Q
R
All
right,
thank
you,
dr
williams,
chairman
mack,
dr
posterweight
members
of
the
school
board.
I
want
to
thank
you
for
the
opportunity
to
share
the
safe
reopening
plan
that
the
ellington
staff
and
I
have
worked
very
very
hard
on
over
the
past
few
weeks.
Now
we,
while
these
are
challenging
and
unprecedented
times,
I
do
want
to
acknowledge
the
efforts
of
the
staff
and
and
their
commitment
to
ensuring
that
we
provide
our
students
with
a
very
robust
learning
experience.
So
this
evening.
R
I
want
to
talk
briefly
about
what
the
opening
entails
at
ellington,
starting
starting
out
with
some
of
our
current
enrollment
numbers,
as
dr
williams
shared
with
you
and
as
they
also
shared
our
numbers
changed
by
the
moment.
So
right
now
we're
at
33
of
our
families,
who
indicated
virtual
academy
as
their
learning
preference.
R
57
families
have
indicated
in
person
as
their
learning
preference
and
89
families
have
indicated
temporary
remote
as
their
learning
preference
for
a
total
of
about
239
responses,
and
do
be
mindful
that
these
numbers
do
not
include
our
cd
and
head
start
numbers
we're
still
working
to
confirm
those
numbers.
I'd
also
say
that
you
know,
while
we're
disappointed
in
the
number
of
in-person
students
that
we
will
serve,
we
continue
to
seek
some
opportunities
to
bring
our
students
back
in
the
safest
way
possible.
R
R
They
were
great
thought
partners
and
shared
creative
ways
to
make
certain
that
the
instructional
experiences
that
were
designed
were
purposeful
and
meaningful
because
of
the
different
learning
preferences
that
our
parents
selected
for
the
students
teachers
reminded
that
the
students
on
their
roster
wouldn't
necessarily
be
the
students
that
they
would
teach
on
a
daily
basis.
Therefore,
we
decided
collectively
that
we
would
implement
the
team
teaching
approach
this
year.
That
means
that
teachers
at
each
grade
level
will
work
as
a
team,
not
as
individuals
to
provide
daily
instruction
to
our
students.
R
The
team
members
are
responsible
for
all
of
the
students
at
their
respective
grade
levels.
This
also
includes
our
resource
teachers,
our
intervention
teachers
and
any
other
teachers
who
support
students
throughout
our
building
on
any
given
day.
We
were
really
trying
to
think
ahead
to
that
point
in
the
school
year,
where
all
of
our
students
may
be
able
to
return
safely
for
in-person
instruction.
R
So
by
utilizing
this
approach
and
having
teachers
work
collaboratively
in
their
support
of
the
students
to
transition
back
to
in
person
would
be
seamless
for
our
students,
as
each
of
them
would
have
access
to
the
same
instructional
opportunities
and
the
same
learning
expectations
daily
instruction,
but
because
we,
because
we
recognize
and
value
the
importance
of
social
emotional
learning,
one
of
our
non-negotiables
was
to
make
sure
that
we
began
our
day
teaching.
R
The
second
step,
lessons
which
is
the
research-based
social
emotional
program
that
we
use
here
at
ellington
from
there
teachers
will
teach
math
and
literacy
on
a
daily
basis,
integrate
science
and
social
science
in
the
content
areas
when
appropriate
or
teach
those
subjects
in
isolation
and
integrate
writing
through
all
throughout
all
of
our
content
areas.
In
the
most
authentic
ways,
we've
encouraged
our
teachers
to
use
the
station
rotation
model,
which
will
help
with
differentiating
and
personalizing
the
learning
for
our
students
and
that
also
eliminate
eliminates
long
periods
of
screen.
R
Time,
which
you
know
some
of
our
parents
have
shared
that
that
is
a
concern
of
theirs.
Our
students
will
also
have
opportunities
to
use
the
various
adaptive
digital
content,
such
as
dream
box,
and
I
ready
for
math
lexia
and
I
ready
for
reading
and
some
independent
reading
and
workplaces
in
bridges
math.
As
far
as
a
learning
platform
we're
going
to
be
using
canvas
as
our
access
point
and
that
will
direct
parents
to
the
lms
and
google
site
for
each
of
our
grade
levels.
R
Our
grade
level
first
grade
is
going
to
be
using
seesaw
as
their
lms
and
I
hope
and
they'll
also
host
a
google
site
that
will
house
resources
needed
for
parents
at
that
grade
level.
Teachers
in
grades,
two
through
five,
will
be
using
google
classroom
and
they'll
also
host
a
google
site
that
will
house
resources
needed
for
support
at
that
grade
level.
R
All
of
our
instructional
support
teachers,
interventionists
special
education
teachers
will
be
added
as
collaborators
to
cam
to
canvas
in
the
grade
level
lms,
so
that
they
too
can
communicate
with
our
teachers
I
mean
and
our
parents
of
the
students
with
whom
they
serve
related
arts
teachers.
Also,
we
hosting
a
google
site
that
houses
all
related
arts
classrooms
and
that
site
will
be
linked
through
our
eb
ellington
website
and
overall,
the
school
will
be
using.
Google
meets
for
online
synchronous
instruction
and
we're
very
excited
about
a
new
feature.
R
R
This
is
an
opportunity
for
our
teachers
to
make
that
initial
in-person
contact
with
students
and
their
parents
to
share
pertinent
information
about
the
upcoming
school
year
to
collect
some
diagnostic
information
to
get
a
sense
of
you
know
what
are
students,
what
are
some
of
their
strengths
and
what
are
some
areas
of
opportunity
for
them
so
that
we
can
begin
day.
One
on
september,
8th,
ready
to
make
sure
that
we
are
meeting
the
needs
of
all
of
our
our
students.
R
We've
also
put
together
and
thought
very
carefully
thought
through
some
specific
protocols
that
will
be
implement
safety
protocols
that
will
be
implemented
throughout
our
building,
starting
from
the
time
students
disembark
the
bus
in
the
morning
to
transitioning
through
the
hallways,
utilizing
bathrooms
cafeteria.
We
worked
really
hard
to
put
together
protocols
aligned
with
ccsd
and
dhak
expectations,
and
the
last
piece
is
parent
communication.
R
Our
belief
is
that
we
need
to
over
communicate
over
communicate
to
make
sure
that
our
parents
are
equipped
with
all
of
the
information
that
they
need
to
have
a
successful
opening
of
the
school
year
for
their
children.
So
whether
it's
you
know
the
school-wide
parent
communication
tool
that
we're
going
to
be
using
e-learning
changes
that
will
be
reflected
in
our
student
handbook.
We
have
worked
diligently
to
make
sure
that
we
have
left
no
stone
unturned.
R
So,
as
you
can
see,
we've
been
working
very
hard
to
think
through
and
anticipate
everything
that
we
feel
will
make
a
successful
opening
to
the
school
year.
We
know
this
is
an
iterative
process.
Therefore,
we
will
certainly
adjust
as
needed
and
as
dictated
by
the
responses
of
our
students
and
our
families.
So
that's
that's
a
high
level
overview
of
what
the
opening
will
look
like
at
eb,
ellington
elementary
school.
S
S
So
we
did
a
couple
of
things
that
we
think
were
very
impactful
that
we'd
like
to
share
with
you
before
school
started.
We
used
summer
school
feedback
from
students,
summer
school
feedback
from
teachers
and
frequent
faculty
meetings
across
the
summer
to
decide
on
what
our
instructional
model
would
be
in
our
temporary
remote
soft
start.
S
If
you
will,
ultimately,
we
decided
that
all
classes
would
have
35
to
45
minutes
of
synchronous
class
time,
followed
by
35
to
45
minutes
of
small
group
or
independent
practice
time
and
ending
with
a
15-minute
synchronous
wrap-up
for
every
single
class,
every
single
period
and
every
single
day,
social
emotional
learning
is
incorporated
into
all
classes
daily,
at
least
through
the
sharing
of
good
news
at
the
beginning
of
the
class
period,
but
also
more
robust
team
building
and
collegial
activities
twice
per
week.
We
felt
that
that
has
gone
really
well.
S
Our
teachers
at
this
point
have
reported
that
they're
already
building
very
strong
relationships
with
their
students,
even
though
they're
in
a
full
fully
online
environment,
which
is
remarkable,
we
were
worried
about
that
before
the
start.
We
teachers
definitely
thought.
How
is
this
going
to
work?
How
am
I
going
to
going
to
connect
with
my
new
students?
S
We
had
a
really
big
event
at
the
a
couple
of
weeks
ago
about
three
weeks
before
the
start
of
the
school
year.
We
called
it
parking
lot
pickup.
We
think
that
that
really
contributed
to
the
sense
of
school
community.
We
provided
all
of
our
students
with
an
early
college
shirt,
an
early
college
book
bag.
We
think
that
we
did
a
great
job
of
supporting
parents,
because
we
provided
all
of
the
school
supplies
that
our
our
children
would
need
for
class,
which
began
last
tuesday.
S
We
also
provided
parents
with
a
cheat
sheet
that
would
provide
them
with
information
about
canvas,
zoom
and
d2l,
which
is
the
trident
tech
portal.
It
also
had
some
information
about
clever
and
any
other
any
other
portals
they
needed
to
access.
We
decided
that
all
of
our
classes
would
meet
synchronously
on
zoom
and
we
provided
all
of
our
parents
zoom
links.
In
fact,
you
can
check
out
our
early
college
homepage.
S
One
of
our
teachers
has
done
a
phenomenal
job
of
keeping
that
up
and
on
the
home
page
are
all
the
zoom
links
for
all
the
class
periods.
For
each
day,
like
mr
mr
dallas,
weekly
communication
with
families
throughout
the
summer
was
very
important.
We
thought
that
there
was
an
emphasis
on
communication
and
wanted
our
families
to
feel
equipped.
We
tried
to
make
ourselves
very
accessible
to
families
to
talk
through
individual
scenarios,
because
just
like
every
single
school
in
our
district
is
different.
S
Every
single
family
is
grappling
with
their
own
challenges
and
questions
and
considerations.
We
really
worked
hard
before
students
got
to
school
to
redesign
our
roar
matrix,
which
is
our
pbis
matrix.
We
talked
a
lot
about
the
new
environment,
so,
for
example,
our
previous
ror
matrix
might
have
talked
about
the
cafeteria,
but
now
it
became
more
important
to
talk
about
a
virtual
class
setting.
S
We
also
centered
ourselves
on
our
school-wide
goals.
Early
college
is
a
new
school,
we're
still
growing
and
changing,
and
we
wanted
to
make
sure
that
the
pandemic
didn't
cause
us
to
lose
sight
of
our
goals.
This
is
a
big
year
for
us.
It's
the
first
year
that
we'll
have
graduates,
and
we
also
wanted
stakeholders
to
be
aware
of
what
those
goals
were
and
to
remain
focused
on
our
pdsa
last
week
was
our
first
week
with
students
and
I'll
tell
you
what
it
was
amazing
to
watch
our
teachers
interact
with
their
students.
S
S
We
also
began
working
through
our
mtss
process.
Last
week
we
have
a
house
team
system,
which
is
a
structure
that
we
use
at
early
college
to
provide
targeted
support
to
each
student
depending
upon
those
grade
levels.
We've
already
had
two
house
team
meetings
and
we've
identified
students
who
might
need
additional
support
so
we're
we
were
really
intentional
to
make
sure
that
that
support
was
not
lagging.
S
We
were
able
to
do
our
map
testing
so
for
the
rest
of
the
ccsd
schools.
Following
behind
us,
we're
here
to
tell
you
it
can
be
done
and
it
can
be
done
rather
easily,
and
we
are,
of
course
continuing
to
focus
on
social,
emotional
learning.
S
So
that
was
a
remarkable
feat
and
we
never
would
have
been
able
to
do
it
without
the
help
of
mr
cromps
and
his
team
and
mr
borowie
and
his
team
we've
coordinated
with
ttc,
so
that
we
can
use
additional
spaces
to
provide
students
with
virtual
learning
labs
on
campus
in
the
event
that
we
do
have
teachers
who
are
not
comfortable
coming
back
to
in-person
instruction
or
students
who
are
not
comfortable
coming
back
yet
fully.
So
we're
in
the
process
of
matching
family
requests
with
available
space
and
teachers.
S
We're
really
proud
to
say
that
we
had
118
students,
request
face-to-face
instruction
five
days
a
week,
and
we
think
that,
with
the
additional
ttc
spaces,
we're
going
to
be
able
to
accommodate
all
of
the
students
who
would
like
to
be
in
school,
we're
going
to
run
through
individual
student
schedules
and
see
that
each
of
our
rooms
meet
social
distancing
requirements
and
figure
out
how
we
need
to
use
those
additional
trident
spaces.
So
we
still
do
have
that
to
do
and
we're
in
the
process
of
creating.
S
If
you
will
a
lazy
river
traffic
pattern
so
that
traffic
in
our
hallways
just
flows
in
one
direction,
and
we
can
try
to
keep
our
students
distant
as
they're
transitioning
in
the
hallways.
We
know
high
school
kids
are
a
lot
bigger
and
like
to
move
through
the
hallway
in
a
couple
of
different
directions,
not
just
straightforward.
T
T
T
This
has
been
a
long
winding
road,
but
we
feel
like
we
are
now
in
a
position.
At
least
our
school
teams
are
they're
in
a
position
to
start
notifying
families
this
week
so
building
level.
Principals
and
school
teams
have
labored
this
summer
with
every
bit
of
information,
they
can
to
contend
with
grapple
with
organize
school
schedules.
T
T
Our
4k
through
eighth
grade
families,
can
expect
a
face-to-face
opportunity
to
include
activities
but
not
limited
to
things
like
meeting
their
teacher
school
tours
an
opportunity
for
our
boys
and
girls
to
participate
and
diagnostic
testing,
just
an
over
orientation
and
an
overview
of
what's
to
be
expected
for
the
upcoming
school
year
and
so
a
lot
of
effort.
A
lot
of
planning
and
deliberation
has
gone
into
organizing
leak
weeks
and
by
now,
families
should
know
their
schedule
for
next
week
and
what
to
expect
from
august
31
through
september
4..
U
The
last
six
months,
as
you
can
imagine,
as
far
as
recruitment
have
been
unique.
So
I
have
to
say,
after
I
believe,
15
years
of
having
recruitment
under
my
area
I
was
a
little
bit
nervous,
but
we've
done
a
great
job,
the
prince
of
our
principals,
our
recruitment
staff,
have
really
stepped
up,
and
we've
hired
510
new
teachers
so
really
excited
about
that.
U
U
So
you
can
see
some
of
the
historical
data
there,
but
this
was
obviously
a
big
year
for
us
and
our
staff
as
we
work
remotely
back
in
the
spring
and
early
summer.
So
I'm
very
proud
of
our
team,
some
of
the
opportunities,
if
you'll
go
back
to
that
slide
eric
that
we
faced
this
year
or
challenges
we
had
this
year.
We
had
some
new
facilities,
opening
one
of
our
biggest
was
lucy
beckham
high
school,
as
well
as
the
cooper
river
cast
and
in
the
east
cooper
cast.
U
U
So
where
are
we
today?
As
far
as
teacher
vacancies,
we
currently
have
21
classroom
vacancies.
You
can
see
there's
seven
at
our
elementary
schools,
two
two
at
middle
nine
at
our
high
schools
and
three
at
our
alternative
schools.
We
are
still
recruiting.
I
will
tell
you:
the
pipeline
is
a
little
little
different
at
this
point
in
time.
We
do
not
have
as
many
candidates,
but
we're
also
talking
about
subs
coming
in
and
principles
covering
classes
in
different
ways
as
we
move
towards
the
conversation
around
substitute
teachers.
U
So
we
have
a
plan
in
place
with
kelly
educational
services
to
provide
our
schools
with
a
building
level
sub,
which
is
really
a
permanent
sub
going
into
the
start
of
the
school
year.
Once
students
are
back
in
our
buildings
and
there's
face
and
face
face-to-face
instruction,
so
schools
will
have
permanent
subs,
which
we
call
building
subs.
U
U
I
want
to
make
sure
the
board
understands
that
there
are
about
52
teachers
who
are
who
are
out
working
remotely
based
on
documented
health
concerns,
so
this
is
above
and
beyond
the
ffcra
or
the
family's
first
coronavirus
response
act
for
the
month
of
august
and
september.
If
we
have
a
teacher
who
has
concern
and
can
produce
medical
documentation,
of
course,
we
will
allow
that
teacher
to
teach
remotely
from
their
home.
U
M
Thank
you
and
I
will
wrap
up.
We
have
not
yet
talked
about
the
metrics,
so
we
want
to
do
that
now
and
I
want
to
start
with
a
slide
that
d
heck
used
in
a
conversation
with
superintendents
on
august
18th
dx
started
with
this
slide.
Our
understanding
of
this
new
disease
and
of
the
situation
continues
to
rapidly
evolve.
M
So
I
that
sums
up
where
we've
been
as
a
district,
I
know
it's
been
difficult
for
everyone.
As
we
adjust
wayne,
gretzky
said
you
don't
in
hockey
skate
where
the
puck
is
you
skate
where
you
believe
the
puck
is
going
to
be,
and
we
think
that's
the
position
this
board
has
taken
with
respect
to
how
to
start
schools.
We've
looked
forward,
hoping
that
by
september,
8th
we'd
be
in
much
better
situation
than
we
were
in
mid-july,
and
that
is
in
fact
the
case.
M
This
slide
shows
the
musc
cova
19
epidemiology
intelligence
report.
It
also
has
the
link
at
the
bottom.
So
if
anyone
wants
to
look
at
it,
he
can
there's.
As
you
see,
four
indicators
are
green.
The
two
that
are
red
have
to
do
with
the
number
of
infections
for
ten
thousand
population
and
the
speed
of
getting
the
diagnostic
testing
results.
M
So
if
you
combine
that
with
the
sc
accelerated
recommendations,
if
a
whole
county
is
rated
low
in
all
three
of
those
indicators,
their
recommendation
is
that
there
would
be
normal
operations
following
d
guidelines
if
there's
low
spread
in
the
area,
and
then
people
miss
the
last
part
of
these
sentences
and
low
to
no
positive
cases
within
a
school
building.
So
that's
why
dhec
has
asked
counties
not
to
use
these
metrics
county-wide,
but
to
use
them
in
the
context
of
what
parents
want
and
the
outbreak
that
may
exist
in
the
community
that
serves
as
school.
M
The
trend
and
incident
rate
was
declining,
so
we
were
rated
low
and
our
positivity
rate
was
16,
which
is
still
high.
The
heck
reminds
us.
This
is
an
imperfect
science.
They're,
not
sure
of
the
testing
results,
how
many
people
are
participating
in
testing
or
how
quickly
the
tests
are
getting
processed.
So
the
the
circumstances
change,
and
they
ask
us
to
use
this
information,
take
it
seriously,
but
but
take
other
factors
into
consideration.
M
M
M
The
medium
is
shown
in
that
column,
a
medium
incident
rate
would
be
less
than
200
per
week.
As
of
today,
our
we
are
in
the
high
rate,
so
it
shows
charleston
county.
On
saturday
our
incident
rate
was
230
per
hundred
thousand.
When
dhec
released
this
afternoon's
update,
we
were
at
238,
so
we're
30
to
38
children
above
the
medium
spread,
which
would
place
our
our
whole
county
in
the
yellow
range
rather
than
in
the
red.
M
M
New
chart
that's
been
updated,
we're
at
13.8
percent
and
compare
that
to
july
that's
almost
half
of
where
we
were
in
mid-july.
We
were
a
little
above
25,
so
as
we
as
we
look
at
the
metrics
we're
trying
to
find
some
way
now
to
to
create
parameters
for
us
to
move
from
the
phase,
one
opening
that
you've
you've
voted
on
in
july
and
august
to
phases
two
and
three.
So
as
we
look
at
the
declining
incident
rate,
this
is
what
I've
just
mentioned:
we're
at
230
to
238
per
hundred
thousand.
M
If
you
look
at
the
tri-county
area
on
saturday
that
berkeley,
dorchester
and
charleston
counties
together
were
200
per
hundred
thousand,
so
we're
decreasing
pretty
rapidly.
The
next
chart
shows
that
it
shows
you
how
quickly
the
numbers
are
declining
or
have
been
declining
because
of
the
cooperation
of
our
community
in
following
the
three
w's
wearing
masks,
washing
hands
and
watching
distance
statewide.
The
kova
testing
positivity
rate
is
not
coming
down
as
quickly
as
we
would
want
it
to
see.
Charleston's
pattern
is
not
much
different
from
this.
M
The
next
slide
then
gets
into
how
we
think
about
setting
metrics
for
charleston
county
you've
been
asking
us
to
do
this
for
some
weeks
and
we
have
given
the
what
our
understanding
of
of
the
factors
that
need
to
be
considered
are
comfortable
recommending
to
you
a
system
that
is
based
from
the
dhec
chart.
So
if
our
two-week
incident
rate
is
low,
anything
that's
low
would
get
two
points.
If
our
trend
is
low,
it
would
get
two
points.
If
our
positive
rate
is
low,
it
would
get
two
points.
M
Anything
in
the
medium
range
would
get
one
point
and
obviously,
if
we're
high,
we
think
we
don't
that's
zero
point
so
that
that's
the
point
value
that
we're
thinking
about
the
next
slide.
Then
we
get
into
the
actual
guidelines.
We
think
we
should
look
at
at
the
two-week
rolling
data.
So
every
monday,
the
data
for
the
past
two
weeks
are
updated.
M
We
run
those
numbers
ourselves
in
our
district
as
well
as
watching
dhec
numbers,
they're
they're,
the
same
source
numbers,
so
we
would
update
the
board
every
single
week.
We
would
give
you
the
information
publicly
at
every
meeting
for
every
gain
that
we
make
if
we
move
from
a
red
to
a
yellow
or
a
yellow
to
a
green.
We
get
one
point
so
that
when
we
improve
according
to
the
dx
chart,
it
would
give
us
another
point
right
now.
We
have
two
points
because
we're
in
the
green
on
the
lowered
incident
rates.
M
M
Number
two:
I
want
to
point
out
that
the
percentage
of
the
in-person
instruction
could
be
adjusted
every
two
weeks,
but
we
would
give
schools
at
least
a
two-week
notice
before
they
would
need
to
try
to
implement.
So
the
next
slide
spells
this
out
more
clearly
phase.
One
is
where
we
are
now
two
or
fewer
points.
The
board
sets
the
guidelines,
that's
what
you
did
in
july
and
and
affirmed
those
in
august
phase
two,
when
we
reach
three
points
which
we
should
reach.
M
If
we
continue
our
steady
decline,
that
squiggly
line
is
meant
to
say
about
about
50
percent
of
the
students
district-wide.
But
as
you
see,
it
varies
tremendously
from
school
to
school.
We
have
some
schools
where
85
percent
of
the
students
want
to
come
back
in
person
in
schools,
where
no
parents
want
their
children
to
come
back
in
person,
so
it
has
to
be
unique
to
each
school
situation,
taking
into
consideration
the
safe
capacity
of
a
school.
M
So
that
could
be.
I
want
to
note
in
phase
two.
We
would
ask
all
of
our
teachers
to
be
ready
to
be
called
back
to
teach
in
person
if
they
need
to
that.
All
teachers
would
be
subject
to
coming
to
help
teach
the
students,
because
we
would
be
in
the
yellow
phase,
and
that
is
where
both
the
accelerate
ed
report
and
dxa.
We
can
operate
at
what
they
call
a
hybrid
schedule,
but
that
could
be
50
of
the
students
in
and
50
out.
M
V
I
also
estimated
that
now
will
be
reimbursed
from
the
cares
of
the
18.7
that
we
estimate
of.
As
of
last
friday,
9.5
million
dollars
is
for
associated
with
the
safety
protocols
that
mr
breuer
talked
about
the
the
filters
in
in
the
air
conditioning
the
hvac
systems,
all
of
the
p
p
and
e,
the
et
cetera.
The
rest
then
goes
to
learning
services
associated
with
the
virtual
learning,
as
well
as
other
other
activities
within
within
the
learning
services.
V
I
will
also
indicate
that,
in
the
slide
that's
not
shown,
we
have
a
column
that
says
tbd,
so
we
have
some
costs
that
have
not
been
fully
captured
yet,
and
so
I
do
expect
that
18.7
million
dollars
to
increase
we've
been
working
diligently,
trying
to
figure
out
how
to
cover
that,
and
we
will
come
back
to
the
school
board
in
later.
This
fall
with
the
revised
budget,
we'll
have
recommendations
so
I'll
turn
it
back
over
to
dr
foster.
Thank.
M
M
M
Days
of
schools,
just
sending
students
home
a
little
more
than
an
hour
early,
maybe
an
hour
15
minutes
hour
30
minutes,
and
that
would
allow
on
the
monitoring
and
adjusting
of
those
safety
protocols.
You've
heard
our
principals
talk
about
just
making
sure
that
the
lazy
river
circulation
patterns,
work
and
the
schedule
is
working
for
moving
students
and
teachers
about
the
building,
the
duty
assignments
and
so
forth,
and
the
other
item
we
need
board
action
on
is
a
vote
on
the
proposed
metrics,
so
reverend
mack.
I
will
turn
the
floor
back
over
to
you.
A
Okay,
just
to
let
everyone
know,
we
have
lost
internet
connection,
so
some
of
our
board
members
are
that's
zooming
in
is
not
with
us
at
the
moment.
D
A
So
I'm
still
not
able
to
connect.
So
while
we're
trying
to
do
this,
I
believe
there
may
be
some
questions
that
need
to
be
asked
of.
The
presentation
has
been
made
in
the
interim.
We
can
do
that
while
we're
trying
to
log
back
in
so.
Are
there
any
questions
for
dr
pulls
the
weight
or
any
of
the
presentation?
Mr
frazier.
D
Just
a
couple
first,
thank
you.
I
absolutely
know
this
is
a
moving
target.
I've
never
tried
to
catch
jello
while
it's
forming,
but
I
think
this
is
what
we've
got
here.
So
a
couple
of
things.
I
saw
and
answered
a
number
of
questions
for
me.
Let's
start
at
the
end
finances
I
said
you
know
five
or
six
million.
V
So
currently
we
are
taking
a
look
at
mr
breuer's
team
is
taking
a
look
at
using
some
of
the
fixed
costs
of
ownership,
but
I
think
that's
more
for
a
deferral,
and
so
I
would
say
that
we
won't
know
for
sure
the
all
of
the
funding
sources
until
this
fall
until
we
get
the
state's
budget,
but
currently
at
least
on
a
temporary
basis.
Yes,.
D
I
thought
I
understood
at
some
point
that
anybody
that
wanted
to
be
in
person
would
be
able
to
be
in
person
for
some
percentage
of
the
time,
and
what
I
heard
tonight
was
that's
not
necessarily
true
at
our
last
meeting
when
we
left
it
was
my
impression
that
if
you
couldn't
get
everybody
that
wanted
to
be
you'd
go
aabb
or
you
might
do
some
other
things
so
did
I
miss
read
or
mishear
then
or
tonight.
H
M
Expose
teachers
who
are
volunteering
to
come
at
this
point
to
a
greater
number
of
students
on
on
an
a
a
b
b,
a
b
schedule,
and
because
we
expect
to
be
able
to
start
in
the
yellow
zone
very
soon.
The
decision
was
made
to
open
up
five
days
a
week,
and
at
that
time
we
were
dealing
with
6
000
students,
whom
we
thought
wanted:
virtual
and
many
teachers,
85
percent
of
our
teachers,
who
are
willing
to
teach
in
person.
M
So
at
the
point
we
had
to
make
that
call,
we
were
dealing
with
a
different
situation.
We
thought
we
would
be
able
to
serve
more
students
in
person
than
we
were
actually
able
to
serve
because
we
had
too
many.
We
had
so
many
students
asking
for
some
sort
of
remote
about
half
of
our
students
want
remote.
When
we
reduced
the
class
sizes
for
teachers
to
teach
in
person
there
weren't
enough
teachers
left
to
go
around
to
do
to
serve
the
remote
students.
M
So
the
decision
was
made
to
open
up
five
days
a
week
for
a
portion
of
the
students
who
we
could
handle,
knowing
that
within
three
weeks
or
believing
that
within
three
weeks
we
could
make
a
different
decision
about
running
virtu.
Almost
every
student
who
wants
to
come
back,
but
it
does
mean
we'll
have
some
schools
that
can
run
five
days
a
week
and
some
schools
that
will
have
to
run
on
an
a
a
b
schedule
of
some
sort.
The
schools
are
working
on
that
on
an
individual
basis.
P
No,
I
mean,
I
think,
you've
captured
it.
Our
hope
is
to
bring
it
back.
I
do
think
we
have
some
high
schools
that
may
move
to
that
fairly
quickly,
because
the
high
school
with
the
level
of
independence,
it
just
allows
the
kids
to
come
in
and
meet
with
their
teacher
and
then
go
do
the
work
more
independently
themselves,
whether
they're
in
person
or
remote.
So
I
know
wando,
for
example,
is
thinking
about
that,
so
that
we'll
know
more
in
the
next
couple
of
weeks.
D
M
Are,
for
example,
if
you
have
a
hundred
students,
you
would
normally
assign
four
teachers
if
the
two
in-person
teachers
are
teaching
15
students,
each
that's
30,
students
that
leaves
the
two
teachers
left
to
handle,
handle
virtual
35
students
each.
So
that's
not
sustainable
for
a
very
long
period
of
time.
D
F
F
P
That's
both
sir,
and
that's,
based
on
the
verification
that
we
did
so
it's
not
doesn't.
The
numbers
that
were
shared
with
you
earlier
today
does
not
reflect
there's
a
subset
of
people
who
still
haven't
responded
and
then
principals
are
trying
to
figure.
C
F
From
somebody
I
assume
this
is
sixteen
thousand
one
hundred
and
six
that
one
in
person.
F
P
Right,
that's
the
number
that
hadn't
responded
to
the
verification
process,
which
is
what
we
did
as
the
second
step
to
check
after
the
enrollment
principles
are
entering
that
data
right
now,
so
that
we
can
have
a
more
comprehensive
picture.
But
this
is
what
we
had
from
our
database.
So
that's
our
current
reporting.
P
P
F
F
What
I'm
speaking
about
now
is
paid
days,
but
I've
heard
that
some
teachers
say
they
were
thinking
that
maybe
they're
going
to
work
preparing
the
class
getting
things
ready,
but
then
they
don't
know
where
they're
getting
paid
for
the
time
they're
putting
into
the
school
down.
So
when,
when
does
the
teacher,
I
guess
paid
period
really
begin
that
they're
getting
even
her
getting
paid
for
the
work
they're
doing.
When
does
that
really
officially
begin.
M
M
M
F
F
B
So,
first
off
you
gave
us
45,
slides
and
seven
different
people.
Talking
for
what
you're
asking
us
to
approve
is
in
the
last
three
slides,
that's
a
lot
of
stuff
on
top
of
something
we
need.
M
B
Very
seriously
consider
and
tear
apart,
so
can
we
wait
until
you
present
to
us
that
standalone
part
on
how
you
want
to
ramp
up
in
schools
before
you
ask
us
to
vote
on
it?
There's
another
thing:
we
can't
access
this
okay,
I'm
having
to
do
it
from
memory,
but
you
have
another
presentation
in
here
for
that.
That
starts
with
the
ccsd
proposal
to
adjust
in-person
capacity
based
on
metrics.
B
I'm
asking
you
not
to
ask
us
to
vote
on
that
until
you
go
through
that
presentation
stand
alone,
not
with
everything
else.
That's
a
lot
for
nine
people
to
have
to
absorb
to
make
such
a
monumentous
decision.
That
is
a
future
decision,
we're
having
trouble
remembering
what
you're
going
to
do
tomorrow
when
we
leave
here.
Imagine
how
hard
it's
going
to
be
for
us
to
be
prepared
for
what
happens
in
three
weeks.
So
that's
my
first
request.
A
Let's
go,
can
you
can
you
just
because
I'm
making
notes
down
here?
I
understood
what
the
superintendent
asked
us
to
vote
on
tonight
and
but
just
to
be
clear,
you're
asking
for
us
a
separate
standalone.
B
Presentation
for
the
metrics
that
she
and
the
staff
are
proposing
for
how
we
ramp
up
bringing
people
back
into
the
building.
I
want
to
go
through
that
before
we
know
the
emotions
or
votes
of
the
45
pages
we
just
went
through.
That
was
only
three
of
those
pages,
but
there's
a
standalone
in
here.
I
want
us
to
go
through
that
before
we
make
a
motion
or.
B
M
What
we
tried
to
do
was
answer
the
most
frequently
asked
questions
that
have
been
posed
to
us
since
your
last
meeting.
So
the
beginning,
part
of
the
presentation
from
each
of
us
is
saying
what
we've
done
to
get
ready
and
respond
to
the
questions
that
we
have
been
receiving
directly
or
through
board
members.
The
metrics
we
sent
to
you
last
week.
H
B
Okay,
so
specific
to
your
presentation:
you're
referencing,
the
musc
playbook
and
you're
referencing
it
in
future
tense
for
principals
to
access,
but
they
already
need
to
have
decided
who's
coming
back.
How
many
are
coming
back
and
what
their
staff
is.
So
can
we
be
very
clear
that
those
references
were
import?
Principals
are
going
to
call
musc
are
not
related
to
to
the
september
8th
opening,
because.
V
M
E
M
B
That
they
will
be
able
to
call
and
ask
individual
school-based
questions,
and
I
have
three
schools
right
now
that
are
telling
parents
that
they
cannot
tell
their
parents
who's
coming
back
or
how
many,
because
they're
waiting
on
more
information
from
the
district.
So
there's
a
disconnect
happening
here
and
then,
when
you
throw
into
it
a
public
statement
that
they
that
principals
are
going
to
get
a
document
tomorrow
and
access
the
information
tomorrow.
N
H
B
B
B
K
B
Right,
okay,
so
jeff
you,
you
said
in
the
presentation
that
the
shields
would
the
the
teacher
shields
would
be
in
place
by
september
7th,
and
then
you
verbally
said
you
were
hoping
is:
can
we
they.
N
Not
every
single
system
will
be
upgraded.
We're
working
through
that
there
there's
a
lot
there's
a
lot
of
work
to
be
done,
so
I
cannot
say
that
every
system
will
be
up
to
the
manufacturer's
recommendations.
Okay,
that
that,
to
me
again,
is
a
is
a
small
factor
of
a
number
of
defensive
measures
to
protect
students
and
faculty.
It's
not
the
sole
reason
to
not
open
a
school.
B
N
We
we
don't
have
a
date
for
the
dashboard
to
go,
live
because
we're
waiting
on
the
dhec
approach,
so
I
I
don't
have
a
date
of
when
dehuck
will
have
that.
I
don't
want
to
put
out
a
dashboard
that
puts
something
out.
That's
different,
that
they're
going
to
have
as
a
recommendation
from
the
governor,
so
I
don't
have
a
date
it
will
be
before
school
starts
before
you
have
the
first
case
of
of
an
incident
in
a
school
when
kids
are
there.
B
So
the
dashboard,
I'm
sorry
the
dashboard
was
going
to
carry
a
lot
more
information.
If
I
again
we're
kind
of
hemmed
up
that
we
can't
see
the
the
stuff,
but
wasn't
the
dashboard
going
to
carry
a
lot
of
information
beyond
just
dhec,
I
mean
I
thought
it
had.
I
thought
was
really
a
cool
concept.
N
N
A
communication
mechanism-
and
it's
also
it
is
really
a
way
if,
if
I
was
a
parent-
and
I
heard
a
rumor,
I
heard
on
facebook
that
there
was
a
case
at
my
child's
school,
I
could
log,
I
could
click
on
that
and
see
the
school
name
and
what
action
was
taken
and
know
that
my
child
was
not
a
close
contact.
Therefore,
I
was
not
personally
notified
to
quarantine.
My
child.
H
B
And
then
I
think
that
we
we
we
need
to
get
kind
of
clear
before
we
go
into,
and
maybe
it
starts
with
a
safe
restart,
but
we've
got
to
get
real
clear
on
where
we
are
with
this
virtual
academy,
because
I
think
for
me
there's
two
things:
one.
If
I
pull
what
was
written
and
handed
to
us
on
august
10th
and
then
what
was
I
mean
on
the
proposal
for
first
reading
and
then
I
pull
what
was
handed
to
us
for
proposal
for
second
reading
and
I
have
the
date
somewhere.
B
I
think
it's
july,
20th
and
august
10th
they're
not
the
same
they're,
not
a
lot
different,
but
they're
not
the
same,
and
then
you
take
that
with
some
of
the
materials
that
are
being
sent
to
parents,
for
instance,
anything
that
went
out
after
august
11th
only
had
two
options
didn't
say:
temporary,
remote
and
virtual
or
in
person
it
said:
do
you
want
to
be
in
person
or
do
you
want
to
not
be
in
person
and
it
could?
It
can
have
some
of
these
things?
That's
not
what
we
were
told.
B
It's
not
what
matched
the
first
set
of
questions
that
were
given
to
the
board
in
in
july,
so
we
need
to
get,
and
we
can
talk
about
that,
and
I
mean
I
I
I'm
we're
there
we're
here,
but
we
got
to
get
real
clear
and
not
change
these
things
after
we
walk
out
today
in
certain
aspects,
even
if
it
means
the
rate
drops
to
zero,
we
don't
try
to
change
and
add
more
children.
B
Between
now
and
september,
8th
we've
got
to
get
some
kind
of
baseline
and
we've
got
to
get
very
detailed
on
what
this
virtual
means
I
mean.
Most
people
are
surprised,
because
every
one
of
us
knew
that
if
more
than
25
percent
of
the
kids
wanted
to
be
in
a
school
chances
are
not
all
of
them
were
going
to
get
there.
B
A
B
A
Believe
miss
belcher
explained
it
earlier,
but
I'll
give
her
another
opportunity
to
explain
just
what
happened
with
the
virtual
academy
as
it
shifted
and
let's
keep
in
mind
that
every
week
that
goes
by,
as
we
begin
to
put
a
plan
and
emotion
into
play,
that
they're
going
to
be
some
things.
A
That
going
to
change
is
going
to
shift
to
get
our
kids
back
to
the
learning
curve
with
inside
the
classroom,
given
the
the
metrics
that
are
being
used
by
cdc
and
by
the
playbook
that
are
being
produced
by
musc
and
with
our
staff
trying
to
coordinate
the
best
way
to
safely
do
this,
and
I
think
some
of
these
things
are
going
to
change
from
time
to
time.
A
So
so
it
may
be
one
way
one
week,
but
but
it
may
shift
given
the
guidelines
that
and
that
the
board
has
approved
and
have
given
staff
with
direction.
And
how
do
we
move
forward,
given
these
cdc
guidelines
and
the
other
positive
rates
and
and
per
per
capital
type
rate,
so
so
miss
belcher?
If
you
could
just
briefly
explain.
B
I'll
even
make
it
easier,
let's
not
talk
about
how
we
got
to
where
we
are.
What
does
it
look
like
with
remote
students
and
virtual
students?
Looking
at
the
same
teacher
in
the
same
on
the
same
computer
screen,
there's
some
confusion
there
there's
some
fear
that
so
let's
talk
about
exactly
how
that
blends
and
exactly
how
you
pull
that
apart,
because
if
you've
got
temporary
remote
and
the
last
communication
we
got
was
that
virtual
is
a
year
long,
there's
no
off
ramps
anymore.
So.
A
B
Let's
so,
can
you
explain
to
us
what
it
looks
like
that
these
are
two
being
taught
together
and
then
you're
going
to
start
adding
more
students
into
the
classroom?
Some
people
are
saying
well.
Does
that
mean
the
teacher
that
was
on
the
computer
now
goes
into
the
classroom
with
some
of
the
kids
and
the
other
kids
get
a
new
teacher
on
the
computer?
What
what
are
what
does
that
look
like
for
them
now
that
is
put
together
and
planned
to
be
pulled
apart.
P
Right,
we
still
want
to
make
sure
that
we're
keeping
our
commitments
to
parents,
so
if
families
at
the
end
of
a
quarter
and,
let's
suppose
majority
of
students
are
back
in
person,
that's
what
they
want,
they
can
transfer
into
that
or,
if
they're
uncomfortable,
for
whatever
reason
they
want
a
virtual.
So
again
at
the
on-ramps
off-ramps
point
of
a
quarter.
P
P
We
are
continuing
to
track
that
because
we
know
that
the
parent
preference
for
virtual
academy
was
a
longer
period
of
time,
so
we
feel
like
letting
go
of
that
label
would
mean
that
we
couldn't
find
those
families
that
we
know
at
this
point
in
time.
Think
they
want
it
for
a
longer
term.
However,
you're
right
that
in
some
schools
they
will
temporary
remote
students
would
be
in
the
same
classroom
with
virtual
academy
students.
P
The
difference
is,
we
are
not
going
to
use
the
florida
virtual
curriculum
beginning
at
the
beginning
of
the
year
at
all
for
k-5
and
there's
two
reasons
for
that.
One.
I
think
our
curriculum
is
stronger.
The
florida
virtual
curriculum
is
very
good,
I'm
not
doing
it
being
critical
of
it,
but
if
we
have
an
option
of
using
a
consistent
curriculum
for
the
entire
year,
I
would
use
our
bridges
or
zearn
or
our
our
ela
curriculum,
and
I
think
the
the
second
piece
of
that
is.
We
may
leverage
it.
P
So
this
is
the
place
where
we've
invested.
I
know
there
was
some
confusion
about
how
much
money
we've
invested.
We
made
it
on
top
of
our
general
operating
funds,
a
1.2
million
dollar
investment
in
virtual
academy
that
was
covered
by
the
cares
act.
Most
of
that
was
additional
teachers
about
400k
was
an
investment
towards
purchasing
licenses
and
having
some
seats
reserved.
P
So
we
may
still
leverage
that
beginning
it
we're
going
to
use
all
the
teachers
but
we're
going
to
leverage
the
400k,
maybe
at
the
end
of
the
quarter,
if
our
numbers
go
down
to
say
less
than
5
000
students,
but
that's
just
not
where
we
are
right
now
and
frankly,
from
the
educator
in
me.
I'd
rather
use
the
same
curriculum
all
year
for
all
of
our
students.
We
were
trying
to
accommodate
difference
and
make
it
easier
on
on
some
of
our
teachers
too.
I
Okay,
we've
spent
19
million
dollars
saying
that
to
protect
our
our
schools,
we
have
not
a
lot
of
child
in
them
since
march,
for
the
parents
out
there
now,
we
essentially
haven't
provided
anything
for
the
20
000
that
we
spend
in
our
tax
dollars
every
year
since
march.
I
just
we've
also
got
a
capacity
level
in
buildings
that
we
know
at
nearly
all
of
our
facilities.
I
We
can
accommodate
students
up
to
full
capacity
and
most
of
them,
and
some
of
them
like
academic,
magnet
it's
about
650
of
the
the
750.
At
what
point
would
we
not
then
say
all
right?
We
got
85
percent
teachers
who
are
willing
to
teach
in
person
and
we've
only
got
51
percent
it.
Just
our
mission
is
to
educate
them.
We've
been
told
that
we
can
safely
do
so
in
in
the
building
with
social
distancing.
I
At
what
point
do
we
not?
Are
we
not
able
to
just
say
we
give
out
county
contracts
in
april?
Why
can
that
81
percent
not
attend
to
the
the
51
percent?
Who
want
to
show
up
that?
I
know
that
we
had
talked
about
reduced
class
sizes,
but
I
don't
think
the
board
had
voted
on.
I
think
that
was-
and
I
may
be
wrong
on
that.
Don't
ever
I
I
don't
ever
trust
my
memory
beyond
the
minutes.
I
So
but
I
I
don't
see
how
we
would
have
whole
schools
where
we
turn
around
people
and
say
you
know
you
sit
at
home,
we're
not
able
to
educate
your
child,
but
we
can
at
another
one
when
only
half
of
them
want
to.
M
Given
that,
given
the
data
that
we
have
today,
we
believe
that
the
metrics
that
we
propose
today
will
work
to
do
just
that.
If
we,
if
we
understand
that,
when
we
get
into
what
d
heck
would
consider
yellow
dx
says
you
can
bring
some
of
the
students
back
and
leave
some
of
the
students
not
coming
back,
given
the
choices
people
are
making
across
our
district.
It
looks
as
though
it's
about
50
50
and
that's
why
we're
recommending
district-wide
when
we
get
into
the
yellow
zone
in
the
metrics.
H
M
I
So
so
that
nobody
will
come
back
and
say
well,
it
was
50
county-wide.
You
can't
allow
75
at
this
facility,
I'm
just
making
sure
that
we're
agreeing
that
it
may
it
will
be
higher
in
some
facilities.
M
It
will
absolutely
be
higher.
Some
facilities
now
have
enough
faculty
willing
to
teach
that
we
could
could
go
to
the
maximum
safe
capacity
in
that
facility,
but
we're
in
the
we're
still
in
the
red
zone
according
to
dx.
But
when
we
get
in
the
yellow
zone,
then
we're
clear
according
to
even
though
we
aren't
supposed
to
use
one
criteria
and
we
have
three,
we
have
parents
who
want
to
come
back
we're
in
the
yellow
zone.
We
can
ask
our
teachers
to
come
back
plus
85
percent
of
our
teachers
already
said.
They're.
M
M
But
it
is.
It
is
too
late
to
make
that
change
now,
for.
D
I
just
with
all
due
respect
to
cindy's
concerns.
D
D
We
are
faced
with
a
series
of
choices,
none
of
which
we
like
at
all
and
we
may
be
able
to
actually
make
everybody
mad,
which
is
something
we
routinely
do
in
different
ways,
but
not
all
at
one
time,
but
we've
got
to
nail
it
down
tonight
so
that
people
can
plan
families
have
to
plan
employers
have
to
plan,
and
we
got
to
pick
something
to
go.
So
I
hear
you
but
school
starts
in
two
weeks.
That's.
B
My
point
all
right
well.
K
Hold
on
so
so
so
you're
that
you're
done
yes,
okay,
so
miss
jeffrey,
miss
green
and
mr
holland
shed
were
off
of
the
call
for
just
a
minute.
So
we're
asking
questions
now
the
superintendent's
report,
so
mr
holland
said:
do
you
have
any
questions.
J
Yes,
for
a
doctor
postwar
to
make
sure
I
kind
of
got
mixed
around
how
many
vacancies
do
we
have.
J
U
We've
continued
to
use
our
in-house
recruiters
working
with
our
principals.
We
have
substitute
teachers
through
kelly
services
to
cover
any
vacancies.
J
Thank
you
and
then
the
other
thing
going
back
to
what
cindy
was
saying.
I
think
we
we
just
got
back
online.
I
think
mr
frazier's
right,
no
matter
what
we
do.
Parents
have
to
make
a
very
sound
decision
and
I
think
to
speculate
right
now.
What's
going
to
happen
by
what
I
believe
september
21st,
as
you
know,
the
trend
either
goes
up
or
goes
down
and
goes
into
the
middle,
so
we're
just
gonna
have
to
wait
to
see
what
happens.
J
One
thing
we
can
do
to
prepare
to
meet
the
expectations
of
what's
happening
right
now.
So
again,
I
just
commend
staff
on
what
they
have
done
so
far.
Thank
you.
G
Yes,
I
do,
I
think
I
had
several,
but
I
think
they
got
lost
when
I
got
lost,
but
one
question-
and
I
I
think
I
read
this
somewhere,
but
if,
if
someone
could
explain
to
me
how
you're
making
the
decisions
of
what
kids,
what
families
are
allowed
to
be
in
person,
you
got
just,
for
example,
50
parents
at
one
school,
you
can
only
accept
10.
how
you
making
that
decision.
Is
it
random.
P
Yes,
it's
a
combination
of
considering
objective
criteria
around
a
student
need
and
a
lottery.
So
roughly
we're
trying
to
aim
for
about
25
percent
of
I'm
sorry
about
half
and
half
so
half
from
a
lottery,
that's
random
and
half
from
objective
criteria.
There
are
some
schools
that
are
considering
curricular
decisions
that
might
also
affect
that.
G
P
Dr
posterweight
says
sometimes
I
have
too
much
in
my
head
and
I
I
say
things
that
are
not
as
clear
as
I
want
them
to
be,
but
by
curricular
decisions
it's
for
example,
soa.
The
seniors
do
performances,
so
it's
important
that
they
get
into
the
school
earlier
to
begin
to
work
on
that,
so
they're
prioritizing
the
seniors.
P
That's
not
typically
what
all
schools
are
going
to
be
doing
as
a
for
instance,
and
then
on
the
objective
criteria:
we're
trying
to
be
very
sensitive
ma'am
to
not
call
out
individual
personal
conditions
for
kids,
because
we
want
to
be
protective
of
that.
There
were
already,
I
think,
some
rumors,
that
we
were
only
taking
special
needs.
Kids
and
that's
not
true-
we're
trying
to
make
sure
that
we're
considering
the
kids
that
are
most
need,
in-person
instruction
and
we're
doing
that,
based
on
a
variety
of
different
criteria.
A
Okay,
ms
green,
you
have
another
question.
A
H
H
W
And
I,
as
you
all
know,
I'm
always
researching
all
over
the
you
know.
I've
been
researching
how
this
is
being
handled
throughout
the
country,
and
I
have
to
commend
the
team
in
charleston
because
you're
more
on
top
of
it,
it's
an
imperfect
thing
that
you're
trying
to
do
than
many
of
the
other
school
districts
that
I've
been
reading
about
and
hearing
about
from
parents.
V
A
Okay,
thank
you,
reverend
collins.
F
Yes,
sir,
so
like
one
of
my
confusions
is
this:
if
85
or
70
teachers
signed
up
for
in
in-person
instruction-
and
you
have
about
sixteen
thousand
students
that
want
in-person
instructions-
and
maybe
I
say,
go
up
to
twenty
thousand
before
it's
all
over,
I
don't
understand
how
you
have
21
teacher
vacancies,
because
there's
more
teachers
that
signed
up
for
in-person
instruction
than
remote,
so
they're
willing
to
come
to
school.
F
So
to
me
that
seems
like
if
you've
got
16
000
students,
which
is
less
than
half
of
our
population,
it's
like
you
would
have
more
than
enough
teachers
that
you
can
use
in
person.
It's
like
you
have
assuming
you
have
a
great
surplus,
but
just
thinking
that
for
a
minute
before
you
answer
it
now
I
actually
have
the
three
questions.
Somebody
asked
them
all
at
one
time.
I
think
teacher
safety
protocols,
because
I've
got
calls
about
this.
Will
there
be?
Will
there
be
any
wash
seasons
in
the
classrooms?
F
F
F
Explain
what
that
means.
If
you
can,
what
that
really
means.
M
I'll
start
with
the
first
question
about
the
limitation:
the
difference
between
the
numbers
of
students
who
want
in
person
and
the
number
of
teachers
willing
to
teach
in
person
on
july
27th.
M
I
believe
this
board
voted
to
allow
approximately
20
to
25
percent
of
students
to
return
in
person
and
indicated
that
you
wanted
to
watch
for
10
more
days
to
make
sure
that
the
incident
rate
declined
before
you
cemented
that
decision,
so
school
started
planning,
then,
assuming
that
they
were
going
to
have
about
25
percent
of
20
to
25
of
the
students
back
in
person,
we
in
the
meantime
surveyed
students
and
parents
to
see
what
their
interests
were
and
mrs
coats.
I
think
it's
that
survey
you
were
referring
to
a
bit
ago.
M
We
were
wanting
to
know:
do
you
want
to
come
in
person
or
do
you
want
to
be
served
online?
So,
according
to
that
survey,
we
knew
we
could
probably
serve
more
students
in
person,
so
the
board
at
on
august
10th
said
we
district-wide
could
have
more
than
25
percent
of
the
students.
M
So
that
was
the
combination
of
factors
that
brought
us
to
the
scheduling
challenges
that
we've
experienced,
along
with
the
response
of
parents,
as
we
got
right
down
to
it,
not
wanting
as
many
of
their
students
to
come
back
in
person,
as
had
indicated.
Initially
in
our
survey,
so
that's
what
brought
us
to
this
point.
M
We
think
we
have
a
good
plan
to
open
start,
really
small,
make
sure
our
protocols
work,
but
that's
why
we
need
to
vote
on
the
metrics
to
allow
us
to
open
up
to
more
students
if
we're
able
to
run
safely
from
august.
Excuse
me
from
september
8th
through
that
that
the
21st,
knowing
that
we're
going
to
have
many
students
in
school
next
week
for
their
one-on-one
visits
with
teachers
during
the
the
cape
four
k
through
eight
with
respect
to
the
sanitizing
in
the
classrooms.
Mr
burley
can
answer
that.
M
I
will
tell
you
whether
students
move
from
class
to
class
or
the
teacher
comes
into
the
class
depends
a
lot
on
the
age
of
the
students
at
elementary
school.
It's
very
easy
to
leave
a
whole
class
together
and
have
adults
move
in
by
high
school.
That's
very
difficult!
Because
rarely
do
you
have
one
group
of
students
who
are
in
the
same
math
the
same
electives,
the
same
science
and
social
studies,
and
so
it
becomes
much
more
difficult
so
about
at
the
higher
the
older
the
children
get.
M
M
N
From
a
disinfecting
perspective,
reverend
collins,
every
school
will
have
a
nearly
disinfecting
of
all
horizontal
surfaces,
all
bathrooms
and
all
common
touch
surfaces
on
the
playground.
In
addition
to
that,
20
percent
of
the
building
will
be
fogged.
The
night
we'll
have
a
fogger
for
every
every
school
they'll
do
20
of
that
school
each
night.
So,
once
a
week
the
school
be
fogged.
During
the
day
time.
All
bathrooms,
including
classroom,
classroom
bathrooms
and
touch
surfaces
in
the
common
spaces,
will
be
disinfected.
N
Each
classroom
will
have
a
spray
disinfectant
bottle.
The
teacher
can
use
that
at
will.
We
have
the
safety
data
sheets.
It
doesn't
require
any
ppe
for
them
to
wear
that
if
a
teacher's
not
comfortable
with
or
wants
to
do
more
they're
welcome
to
do
more
and
we
will
have
the
disinfectant
in
the
school
to
refill
those
bottles
hand.
Sanitizer
is
the
other.
The
other
question
we
have
hand
sanitizer
delivered
to
all
the
schools.
In
one
gallon
pump
bottles
the
school
teachers
can
use
whatever
bottles
they
have.
The
principals
have
gotten
them.
N
A
lot
of
them
have
their
own
they're,
able
to
refill
those
from
the
dayporter
or
from
the
principal,
depending
on
how
they
want
to
manage
that
those
bottles
will
be
replaced
on
an
on
an
as
needed
basis.
So
there
is
no,
and
then
we
have
got
wall
mounted
hand
sanitizer
in
common
spaces
we
didn't
put
a
hand
sanitizer
dispenser
in
every
classroom.
We
didn't
put
a
gallon
pump
bottle
in
every
classroom
because
there's
actually
a
limit,
because
it
is
a
flammable
on
how
much
can
be
actively
used
in
a
school
and
in
some
schools.
N
I
Can
I
just
make
a
clarification
with?
I
just
don't
want
the
board
to
be
forced
into
a
they're
hand,
feeling
handcuffed
with
respect
to
a
survey
that
was
done
a
month
ago.
I've
I
mean
we
budgeted
in
in
the
fall,
and
I
know
you
know
this,
but
I
mean
we
budgeted
in
the
fall
based
on
a
certain
class
size
across
the
district
and
a
a
survey
monkey
that
we
send
out
yeah.
I
assume
that
surveymonkey
was.
However,
the
survey
was
whatever
format
you
use.
I
The
does
not
create
board
policy,
and
I
I
know
that
all
y'all
know
that.
But
I
don't
want
to
think
that
somehow
the
the
board
is
tied
into
a
new
class
size
and
a
new
budget
based
on
because
it's
just
outside
of
reality,
for
what
we're
going
to
have
the
dollars
to
do,
but.
A
We're
going
to
take
a
five
minute
break
if
you
can
just
pause
for
a
minute,
allow
everyone
the
opportunity
to
regroup
and
we're
going
to
start
back
at
at
6
51.,
okay,
6
51.
K
I
I
H
H
H
H
H
H
H
F
Yeah,
just
yeah
just
tell
me
about
the
classroom:
what
protection,
what
separates
the
teachers
from
the
students
and
or
will
the
students
have
access
to
go,
make
contact
with
the
teacher
or
because
you
should
make
under
the
students?
What
is
the
classroom
structure?
That's
provide
safety
other
than
the
barriers
between
the
students.
N
So
you
know,
obviously
that
varies
from
pre-k
to
12th
graders,
it's
hard
to
keep
a
pre-k
kid
from
wanting
to
walk
up
and
hug
their
teacher.
So
we
obviously
expect
that
there
will
be
more
interaction,
closer
interaction
with
it
with
the
younger
kids,
but
for
those
that
can
understand
social
distancing,
the
expectation
is
that,
throughout
the
day,
they're
going
to
maintain
six
foot
distancing
now
there's
going
to
be
times
when
they
have
to
get
closer.
N
That's
why
we're
providing
the
teacher
l-shaped
dividers
that
they
can
sit
face-to-face
with
a
student
at
their
desk
and
be
much
closer
than
that?
The
teacher
will
will
be
walking
within
that
six
foot
span
on
occasion,
but
the
the
goal
is
to
maintain
six
foot
distancing
wherever
possible
and
at
this
point
we'll
be
wearing
mass
thr
through
the
day.
B
So
at
our
last
meeting
we
we
were
told
and
jeff.
You
gave
a
great
presentation
that
there
would
be
the
ability
to
have
more
than
25
of
the
projected
enrollment
in
the
school.
There
had
to
be
other
factors
how
many
schools
are
bringing
in
more
than
25
of
their
projected
enrollment
into
the
school
on
september,
8th.
M
P
P
B
Think
the
most
valuable
slide
y'all
gave
us
was
slide
number
18
in
this
presentation,
and
I
would
love
that
we
could
get
that
for
all
the
schools
just
so
we
all
know
what
everyone
knows.
At
the
same
time
and
miss
belcher,
you
said
that
we
may
centralize
virtual
academy
for
middle
school
and
elementary
students
and
some
students
at
the
end
of
the
quarter
or
the
semester
under
some
circumstances.
B
P
P
The
challenge
about
that
is
that
would
have
been
our
larger
school
by
a
factor
of
2.5
right
as
compared
to
wando,
and
it
would
have
meant
decimating
school
communities
by
pulling
or
reassigning
teachers
to
teach
in
that
model,
and
we
knew,
or
at
least
were
assuming
that
most
families
actually
want
to
send
their
children
back
to
school
at
some
point
in
person,
but
they
were
afraid
that
if
they
didn't
express
an
interest
in
virtual
academy,
they'd
lose
that
option.
So
we
feel
like
if
we
can
show
we
can
do
this
right.
P
We're
going
to
have
many
fewer
families
that
want
that,
and
it
really
is
about
the
numbers.
We
just
want
to
make
sure
that
our
school
communities
are
able
to
move
forward,
focus
on
in-person
instruction
and
do
a
good
job
and
well
serve
families
virtually,
and
we
we
were,
and
again
that's
on
me
for
not
setting
an
expectation
that
we
would
have
had
to
reassign
teachers
anyway,
because
we
can't
add
just
another
whole
teaching
force
on
our
budget.
P
P
P
M
And
the
other
thing
excuse
me
that
just
it's
obvious
to
us,
but
maybe
we
we
should
state.
It
is
if
you
have
ten
thousand
students
who
initially
want
some
sort
of
online
instruction
and
you
pull
teachers
out
of
schools,
we
believe
other
parents
are
going
to
want
to
send
their
children
back
to
school.
But
if
you've
already
tied
up
those
teachers
in
virtual
interaction
with
other
kids
from
other
schools,
then
you
don't
you
don't,
have
the
flexibility
to
bring
them
back
and
that's
what
mr
dallas
was
talking
about.
M
A
You
okay,
ms
darby,
I'd
like
to
make.
K
Think
one
thing
that
we
all
are
really
struggling
with
is
that
things
are
changing.
You
know
every
day,
multiple
times
a
day,
and
I
feel
like
the
emails
that
I'll
get
about
this.
I
I
feel
like
as
a
district
as
a
board
as
a
staff.
We've
worked
really
hard
to
respond
to
what
parents
are
saying
they
want,
and
if
you
look
at
our
comments
that
we
get,
those
things
are
on
the
big
spectrum.
K
Some
people
want
us
all
virtual
some
people,
mr
garrett,
wanted
everybody
back
in
school,
so
we
cannot
make
all
those
people
happy
and
in
the
beginning
of
the
summer
we
started
talking
about
the
virtual
academy
and
then
lots
of
parents
say
well.
We
want
virtual
academy,
but
we
want
it
to
be
based
out
of
our
kids
school
and
you
guys
said
we're
gonna
figure
out
a
way
to
do
that.
K
B
But
I
do
think
I'm
sorry
todd,
but
it
would
not
be
fair
if
we
did
that
if
we
vote
yes
to
this,
are
we
voting
to
the
three
pages
that
are
labeled
in
our
board
docs
and
somebody's
already
julie,
I'm
going
to.
K
B
B
O
T
M
I
would
want
to
make
sure
that
there
are
no
incongruencies.
For
example
tonight
we
were
very
clear
that
we're
talking
about
50
percent
district-wide,
some
school
might
have
85
percent
of
its
students
in
person
when
it's
safe
to
do
that.
If
they
have
this
this
capacity,
the
seating
capacity
for
that
others
may
have
a
very
low
percentage
or
no.
I
would
want
to
make
sure
that
the
writing
in
the
three-page
document
is
absolutely
clear
on
that
point.
Other
than
that,
I
don't
think,
there's
anything.
B
A
J
E
A
A
A
Okay,
that
motion
passes
unanimously
item
seven
a
I
move
to
approve.
D
A
E
E
A
F
I
do
have
a
question
on
the
motion
of
ms
murray,
so
the
half
the
money,
roughly
half
the
money-
will
go
back
to
district
20
on
purposes
and
and
and
a
little
more
than
a
half
goes
to
the
bus
ride.
N
F
So
it's
going
to
completely
prepare
the
bus
stop
or
just
buy
it
only.
N
E
A
B
So,
are
we
not
as
a
board
going
to
review
the
safe
restart
plan
together
or
ask
any
questions
about
it.
A
B
B
M
Yes,
sir,
it's
to
share
with
the
board
the
more
detailed
directions
that
we've
been
giving
to
schools
that
mirror.
What's
in
the
musc
playbook,
since
we
weren't
able
to
publish
the
playbook,
that
is
the
guy
that
that
it's
adjustable,
we
keep
adjusting
it
as
we
receive
different
guidance
from
dhec
or
from
musc,
and
so
we
didn't
bring
it
to
the
board
for
approval.
It's
for
your
information
and
it's
a
living
document.
We
continue
to
update
it
and
keep
a
date
on
the
front.
A
Okay,
all
right,
so
ms
colts
raised
a
question
about
this
document
that
was
not
fully
presented
in
his
detail.
What's
the
pleasure
of
the
board.
A
We
have,
I
understand
that,
and
I
understand
that
we
are
in
a
part
of
the
situation
as
well
too,
that
we
don't
want
to
in
any
kind
of
way,
shape,
form
or
fashion,
have
the
the
public
to
feel
that
we,
the
board,
has
not
been
informed
or
there's
anything
that
has
been
included
in
document
that
we're
not
aware
of
and
we're
approving
items
as
we
move
forward.
A
So
I
just
have
the
concern
that
the
board
member
raised
that
question,
and
I
don't
want
it
to
go
unrecognized
that
we,
the
board,
just,
did
not
want
to
review
that
information
that
the
superintendent
has
readily
prepared.
L
A
A
L
L
A
Okay,
all
right
item,
seven
b.
E
B
D
K
G
I
just
have
a
a
question
for
natalie.
If
the
wording
of
the
motion
is
what
we
needed
to
say.
A
So
the
update
that
was
submitted
for
clarification,
miss
ham.
Do
you
want
me
to
read
this.
G
Yes,
yeah
because
I
I
think
there
was
some
specific
language
that
that
we
needed
to
make
sure
that
the
motion
had
okay,
I've
got
it,
but
if
you've
got
it
there,
okay,
that's
fine.
A
G
A
O
A
G
G
G
A
G
A
E
F
M
It's
in
there
because
we
could
get
a
notification
today
from
d
heck
that
a
certain
kind
of
face
mask
isn't
sufficient
and
we
need
to.
We
may
need
to
change
that
out
more
quickly.
The
ones
we
provide
will
be
fine,
but
students,
maybe
or
employees,
may
be
wearing
their
own,
and
we
might
need
to
do
something
in
emergency.
I
can
promise
you
we
wouldn't
do
anything
long
term
without
bringing
the
revision
back
to
the
board.
B
And
I
believe
that-
and
I
trust
the
administration,
but
I
want
to
make
sure
that
that
we
understand
so
that
we
don't
get
told
later.
We
won't
be
very
clear
about
what
it
means
and
that's
exactly
what
it
means
and
I'm
still
going
to
vote
yes
for
it.
I
just
want
to
make
sure
we
know
that's
exactly
what
this
means
it's
going
to
get
changed
and
we
might
not
be
told
about
it
until
a
friday
update-
and
these
are
unique
circumstances-
I'm
okay
with
that.
But
I
want
to
make
sure
that
we're
clear
on
the.
O
Yeah,
yes,
sir,
so
if
you
look
at
the,
I
can
just
quickly
go
through
what
the
changes
are
from
the
last
time
you
saw
this.
We
added
a
sentence
that
indicated
that
neck
scars,
bandanas,
gators
and
masks
with
exhalation
valves
or
vents
are
not
acceptable.
Face
coverings
and
shall
not
be
used
face
shields
are
not
to
be
worn
without
an
appropriate
face
covering,
unless
you
are
specifically
authorized.
O
Exceptions
for
wearing
masks
for
both
for
face
coverings
for
both
faculty
and
and
students
include
all
the
things
that
we
previously
listed
and
planned
and
socially
distanced
mass
breaks.
Thank
you.
Yes,
sir
also
visitors
will
be
denied
entry
or
asked
to
leave
district
property
if
they
refuse
to
wear
face
covering
and
also
the
provisions
of
all
of
the
applicable
dress
code
policies
apply
to
the
face
coverings.
O
O
There's
a
thing
going
around
the
country
where
people
are
trying
to
use
religion
as
the
scapegoat
for
not
being
able
to
wear
face
masks
through
my
research.
I
really
could
not
find
a
religion
or
major
religion
that
that
has
such
restriction,
but
I
want
to
make
sure
that
I
point
out
to
the
board
members
that
there's
a
process
that
that
a
religious
exception
would
go
through,
which
includes
an
approval.
So
you
don't
automatically
get
it
if
you
are
claiming
a
religious
exception.
G
E
D
B
O
E
E
A
F
A
E
E
A
A
A
Board
members,
we
have
come
to
a
point
in
our
meeting
tonight
where
one
of
our
serving
board
members
board
member
has
has
now
moved
to
a
different
state
and
will
be
leaving
us
officially.
On
september,
the
4th
ms
jeffries.
It
has
been
an
honor
and
a
privilege
to
have
worked
with
you
these
past
three
years
and
10
months.
A
There
is
without
question
whether
or
not
you
have
voiced
your
concern
rolled
up
your
sleeve
and
have
really
did
the
hard
work
that
we
did
here
are
currently
doing
right
now
in
ccsd.
A
A
You
have
led
our
sec
department
with
curriculum
with
accessibility
for
students,
and
you
have
really
voiced
those
strong
concerns
of
what
we
need
to
do
to
move
forward
to
make
sure
that
we're
reaching
every
child
every
student
within
the
district.
A
On
behalf
of
this
board,
I
just
want
to
say
thank
you
for
your
time
and
for
your
service.
Truly,
you
will
be
missed
in
ccsd,
and
but
I
know
that
moving
to
a
new
chapter
in
your
life
into
a
different
state,
it
will
truly
be
a
loss
for
ccsd,
but
I
can
imagine
the
gain
for
your
family
and
this
this
new
adventure
to
where
you
are
now-
and
we
just
thank
you
so
much.
A
We
we're
so
glad
that
you
did
receive
the
flowers
that
the
board
sent.
They
wanted
to
make
sure.
A
That
you
receive
them
on
the
on
the
night
of
this
meeting
and
and
we
will
be
sending
you
a
plaque
in
the
mail
that
will
be
delivered
to
you
as
a
as
a
reminder
of
your
service
that
you
have
rendered
to
this
district
to
this
board,
and
I
believe
that
I
speak
for
staff
and
I
speak
for
this
board
that
we
truly
thank
you
for
what
you
have
done,
and
I
say
to
you,
as
I
would
say
personally,
to
an
individual,
a
big
god,
speed
upon
you,
blessings
upon
you
in
that
and
the
error
and
where
you
are
now
that
you
will
continue
to
fight
for
justice
in
quality
education
for
all
of
our
students
everywhere,
and
I
know
you
will
continue
to
do
that
as
an
educator
that
you
are
it's
in
your
blood.
A
W
Thank
you
very
much.
I
will
miss
all
of
you.
I
know
we've
been
through
struggles
and
successes
together
and
thank
you
all.
I
will
miss
you
all.
A
Tonight,
but
I
am
sure
that
we
will
have
some
special
meeting
before
then
because
as
this
as
we
begin
to
prepare
and
plan
for
the
beginning
of
schools,
things
will
happen
and
we
will
need
to
make
swift
decisions
and
we
will
still
need
your
input
as
we
move
forward.
W
And
reverend
mack
I'd
like
to
add
that,
because
I'm
the
forever
educator,
if
anyone
in
the
district
or
the
board
ever
needs
me
as
a
sounding
board,
I'm
I'm
still
really
care
about
what
happens
to
our
students
and
our
teachers
in
charleston
county,
even
though
I'm
not
there.
So
please
use
me
if,
if
I'm,
if
you
can.
A
So
you'll
be
proud
to
know
I'll.
Tell
you
this
now
you'd
be
proud
to
know
that
we
we
did
have
a
parade
outside
in
the
front.
A
There
were
a
cajun
folks
champion
for
the
call
so
you're
proud
to
know
that
they
were
out
there
moving
forward,
but
we
will
continue
to
move
forward
and
make
sure
that
making
sure
that
we
have
safe
practices
in
place
for
our
students,
for
our
teachers,
for
our
staff,
our
cafeteria
workers,
our
janitors,
everyone
that
that
will
touch
bus
drivers
and
so
forth
on
the
line.
So
we
are
continuing
to
move
forward
and
to
make
those
things
happen.
Thank
you
so
much.
Thank
you
board
members.
A
You
will
see
that
our
next
scheduled
regular
board
meeting
is
september
the
14th,
but
I
will
put
you
on
notice
to
let
you
know
that,
there's
a
possibility
that
we
may
have
a
special
call
meeting
between
now
and
then
just
to
let
you
know,
just
in
the
event
that
we
need
to
make
some
upcoming
changes
if
herring.
Having
said
that,
entertain
a
motion
for
german
move.