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From YouTube: October 22, 2018 Board of Trustees Meeting
Description
October 22, 2018 Board of Trustees Meeting
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Just
quickly
welcome
dr.
mark
Elgar
he's
president
and
CEO
of
advanced
at
the
international
agency
that
accredits
school
districts
or
not
around
the
world.
They
have
a
new,
very
rigorous
new
process.
Dr.
L
guard
chaired
the
visiting
team
that
visited
Charleston
County
Schools
about
a
month
ago
and
often
advance
ed
tells
the
district
or
school.
There
are
accreditation
status
before
they
lead
the
district.
Under
this
new
process,
though,
the
recommendations
have
to
go
back
and
be
reviewed
by
a
panel
of
individuals
and
dr.
D
E
Good
evening,
thank
you,
dr.
pulsate,
Thank
You,
members
of
the
Board
of
Trustees
and
I,
look
forward
to
sharing
this
report
with
you,
as
well
as
members
of
the
staff
and
community
here
in
Charleston.
County
I
want
to
give
you
a
little
backdrop
and
then
I'll
give
you
the
summary
of
the
findings
for
the
report.
E
We
work
with
over
36,000
institutions
in
over
75
countries
serving
over
25
million
students.
It's
important.
There
is
every
year
we're
in
over
5,000
schools
and
over
a
hundred
thousand
classrooms.
So
we
bring
to
this
a
great
amount
of
expertise
and
experience
and
virtually
any
setting
in
the
world.
We
have
experienced
that
types
of
schooling
that
you
have
here
in
Charleston
County.
E
It
is
an
international
protocol.
So
when
we
accredit
to
school,
whether
they're
in
Charleston,
South,
Carolina,
Tempe,
Arizona,
Cairo,
Egypt
Rio
de
Janeiro,
they
have
to
meet
the
same
set
of
standards.
It's
a
quality
school
and
a
quality
learning
environment
doesn't
have
Geographic
limitations
or
geographic
boundaries.
E
So
it's
really
used
as
a
leverage
to
engage
to
identify
educational
quality
but,
mostly
importantly,
to
engage
in
continuous
improvement.
What's
most
important,
is
you
hear
the
report
findings
today
it's
about
where
you're
headed
as
a
school
system,
not
where
you've
been.
We
used
your
history
and
your
performance
and
the
results
you've
achieved
as
a
context
and
a
foundation,
but
this
report
is
pushing
you
towards
a
future
which
is
dedicated
to
continuous
improvement,
so
the
role
of
the
Engagement
Team
at
first
we
gathered
evidence
in
information.
We
pored
through
hundreds
of
documents.
E
We
pored
through
a
assessment
results.
Student
learning
results.
Over
the
last
several
years
we
interviewed
over
500
stakeholders
over
a
three-day
period.
We
visited
approximately
I,
don't
have
the
exact
number,
but
we've
we
visited
was
it
approximately
200
classrooms.
In
the
three
days,
we
interviewed
principals
superintendent,
central
office
parents,
students,
members
of
the
board
over
those
three
days.
The
process
itself,
though,
is
much
longer.
In
fact,
this
process
with
Charleston
County
I've,
been
involved
with
it
for
nearly
two
years.
E
So
let
me
share
with
you
the
findings.
The
Charleston
County
County,
School
District
has
a
rich
history,
a
compelling
heritage
and
potential
for
a
prosperous
future.
The
school
district
is
at
a
crossroads
today
with
a
stark
choice
between
preserving
its
past
and
creating
a
new
Charleston
County
School
District
for
today
and
tomorrow's
children.
If
the
district
and
its
community's
focus
on
the
needs
of
today
and
tomorrow,
the
choice
is
clear.
E
The
school
district
would
benefit
greatly
from
the
removal
of
the
Constituent
board
structure
established
by
act
340
adopted
in
1968.
Today.
The
provisions
required
by
act
340
create
an
unnecessary
level
of
governance.
There
is
a
barrier
to
the
district's
effort
to
be
to
create
an
aligned
system
of
operations
that
optimizes
available
resources
in
support
of
every
learner,
no
matter
what
part
of
the
county
they
reside
or
what
school
they
attend
as
a
district
continues,
its
journey
to
serve
and
support
every
learner
to
ensure
readiness
for
their
future.
E
There
are
critical
attributes
that
must
be
preserved
and
leveraged.
The
district's
recent
efforts
to
engage
the
community
in
the
development
and
determination
of
a
strategic
plan
lays
the
groundwork
for
guiding
monitoring
and
achieving
the
vision.
In
order
for
the
district
to
succeed,
it
must
ensure
capable
and
effective
leadership
at
all
levels
that
is
stable
and
sustaining.
The
district
has
experienced
significant
leadership
changes
at
all
levels
over
the
past
three
years.
It
is
now
time
for
the
district
to
stabilize
so
that
efforts
of
improvement
can
be
consistent,
sustaining
and
coordinated.
E
The
board
and
superintendent
must
establish
clear
expectations,
an
unwavering
commitment
to
the
strategic
plan,
so
this
change
occurs.
The
focus
on
the
mission
and
goals
of
the
district
remain
unaltered.
It
is
evident
that
the
district
benefits
today
from
strong
visionary
leadership
of
the
superintendent
and
in
other
leadership
roles
at
the
district
and
school
levels
throughout
the
district.
There's
ample
evidence
of
deeply
committed
teachers
have
the
skills
and
knowledge
to
help
every
child
learn
the
district
committing
to
supporting
teachers
through
coaching
professional
development
and
establishing
competitive
compensation
schedule.
E
Although
teachers
have
the
expertise
to
be
effective
in
ensuring
success
for
every
learner,
they
need
the
direction,
support
and
resources
from
the
district
to
guide
the
instructional
changes
necessary
to
achieve
the
goals
and
expectations
set
by
the
district.
With
the
strategic
plan
serving
as
a
blueprint,
the
district
must
align
and
allocate
resources
to
ensure
that
every
learner
has
the
opportunity
and
support
to
succeed.
Teachers
must
engage
in
professional
development
to
enable
support
their
efforts
to
create
and
sustain
learning
environments
that
leverage
needed
instructional
resources
to
engage
every
learner
and
support
their
success.
E
School
principals
enjoy
a
level
of
autonomy
with
respect
to
professional
development
of
teachers.
However,
such
autonomy
must
be
balanced
and
monitored
to
build
capacity
and
capability
across
the
district.
For
example,
some
classrooms
embrace
and
integrate
available
technologies
in
support
of
learning,
whereas
other
classrooms
provide
scant
evidence
of
any
use
of
available
technologies.
E
Additionally,
some
teachers
are
clearly
focused
on
creating
environments
where
the
learner
is
the
active
participant.
However,
there
a
significant
number
of
classrooms
and
maintain
a
traditional
direct
instructional
approach
that
favors
the
high
achieving
student
and
ignores
the
struggles
of
individual
students.
The
district
has
access
to
necessary
resources
to
implement
required
actions
to
meet
the
goals
in
a
strategic
plan.
However,
it's
critical
district
is
able
to
preserve
and
grow
available
resources
in
subsequent
years
to
ensure
success
of
its
vision.
E
The
district
must
continue
its
efforts
to
ensure
that
every
learning
teacher
are
supported
by
the
physical
environments,
as
well
as
the
instructional
resources,
including
technology
they're
needed
for
success.
There
are
pockets
in
the
district
where
students
and
teachers
enjoy
the
benefit
of
needed
resources
to
succeed,
whereas
in
other
parts
of
the
district
students
and
teachers
struggle
to
access
and
benefit
from
needed
resources,
the
district
is
it
committed
to
ensuring
equity
that
target
resources,
support
and
attention.
Where
need
is
greatest
meeting,
this
commitment
will
require
hard
choices.
E
It's
critical,
the
district
in
short
equity,
not
community
by
community
or
school
by
school,
but
at
the
student
level,
equity
does
not
mean
equal
equity,
for
every
student
means
that
he
or
she
has
the
opportunities,
resources
and
support
to
succeed.
The
district
must
move
from
an
environment
where
one
must
advocate
for
equity
to
one
that
allocates
for
equity
in
support
of
the
results
of
the
standards
diagnostic,
which
is
guides
the
evaluation.
The
following
areas
must
be
addressed
in
support
of
achieving
the
goals
and
expectations
in
the
district
strategic
plan.
First
relative
to
board
governance.
E
The
board
needs
to
commit,
engage
in
whole
board
training
regarding
the
role
of
governance
in
leading
and
supporting
effective
educational
systems.
Such
training
should
focus
on
the
work
of
the
board
as
a
team
providing
critical
leadership
for
the
school
district.
Although
board
members
may
understand
their
individual
role
and
responsibilities
and
service,
there's
ample
evidence
that
the
board
as
a
whole
struggles
to
provide
effective
leadership
in
guiding
and
governing
the
district.
The
team
makes
that
recommendation
with
understanding.
We
watched
many
of
your
board
meetings.
We've
engaged
all
of
you
in
conversation.
E
You've
made
a
significant
commitment
in
serving
this
community:
it's
not
an
easy
job,
having
the
having
an
understanding.
What
you
do
individually
is
one
aspect
of
the
job,
but
you
govern
together.
You
cannot
govern
independent
independent
of
one
another,
and
it
is.
It
is
a
best
practice
in
highly
functioning
districts
where
boards
engage
in
whole
board
training
understand
that
you're
leading
you're
among
the
largest,
if
not
the
largest
employer
in
the
entire
county,
you're,
leading
a
significant
aspect
of
this
community's
resources
to
engage
in
the
practice
of
teaching
and
learning
to
help
students
succeed.
E
So
we
say
that,
with
all
due
respect
and
admiration
for
the
service
you
were
engaged
in,
but
believe
that
you
must
push
yourself
further
with
training
the
culture
of
the
classroom.
The
district
needs
to
define,
invest
and
ensure
the
culture
of
every
classroom
is
aligned
with
the
goals
and
expectations
of
the
district
strategic
plan.
E
There
is
little
evidence
that
a
significant
number
of
classrooms
throughout
the
district
support
a
culture
of
learning
and
engagement,
that
the
district's
vision
for
every
learner
and
their
commitment
that
students
are
the
heart
of
your
work.
Far
too
many
classrooms
have
disengaged
students,
teachers
lack
an
understanding
and
support
for
establishing
and
nurturing
a
classroom
culture
that
will
engage
every
learner.
The
district
needs
to
investigate,
determine
and
commit
the
necessary
resources
for
professional
development,
coaching
and
mentoring
of
teachers
to
create
and
nurture
healthy
environments
of
learning
third
area
alignment.
E
The
district's
experiencing
a
significant
change
in
a
relatively
condensed
period
of
time,
although
the
change
being
sought
is
appropriate
and
necessary.
Such
efforts
strain
the
alignment
of
the
district
and
its
actions,
both
horizontally,
which
is
across
grade
levels
and
vertically
from
pre-k
through
12.
There's
little
evidence
that
there
is
a
known
while
articulated
curriculum
is
aligned
vertically
and
horizontally,
while
teachers
and
ministers
are
focused
on
data
related
to
student
learning,
there's
insufficient
evidence
that
the
assessment
practices
of
the
district
are
aligned
with
the
instructional
practices
and
curricula.
E
It
is
critical
that
the
district
conduct
the
necessary
analysis
and
actions
to
ensure
alignment
of
the
work
of
the
district,
particularly
in
support
and
success
of
learner.
Fourth
area
allocation
of
resources.
The
district
current
practices
and
allocating
resources
do
not
fully
align
and
support
the
direction
of
strategic
plan
and
the
expectations
stated
within
prior
to
the
development
of
the
next
fiscal
budget.
The
district
should
examine
its
policies,
procedures
and
practices
that
guide
the
development
and
termination
of
the
annual
budget.
E
In
order
for
the
district
to
support
and
enable
its
definition
and
commitment
to
equity,
the
allocation
of
resources
determined
through
the
budgeting
process
must
be
modified.
There
is
significant
evidence.
The
allocation
of
resources
is
dis
proportional
to
the
needs
of
students.
There's
clear
disparity
in
student
achievement
levels
between
schools
that
correlates
with
the
availability
and
allocation
of
resources.
In
order
for
the
district
to
meet
the
needs
of
students,
the
budgeting
process
must
discontinue
past
practices.
The
budget
process
must
begin
with
determining
the
needs
of
students
and
the
goals
of
the
strategic
plan.
E
This
required
the
will
and
courage
to
redirect
resources
from
areas
that
have
little
or
no
need
to
those
areas
that
have
valid
and
noted
need.
Last
area.
Community
engagement
set
a
new
direction
that
will
transform
the
work
of
the
school
district,
and
the
commitment
and
support
of
a
community
requires
extraordinary
vision,
courage
and
perseverance.
E
The
district
enabled
and
support
a
comprehensive
process
that
included
high
levels
of
community
engagement
and
creating
the
current
strategic
plan
as
a
district
begins.
The
implementation
of
actions
in
support
of
the
plan,
the
effort
to
engage
the
various
communities
that
are
served
by
the
district
is
critical.
Although
the
district
provided
avenues
for
stakeholder
involvement
and
feedback
into
development
of
the
plan,
there's
little
evidence
that
key
stakeholder
groups
have
taken
ownership
of
the
plan,
there's
little
evidence.
E
The
communities
served
by
the
district
and
key
stakeholders
in
these
schools
understand
how
current
and
future
actions
are
in
support
of
the
plan
in
its
expectations,
the
district
needs
to
design
an
AK
strategy
that
will
focus
on
building
and
and
understand,
building
understanding
and
commitment
to
the
plan.
In
doing
so,
it's
important
that
stakeholders
understand
the
why,
behind
the
plan,
any
evidence
that
compels
the
expectations
and
goals
in
the
plan
to
conclude
the
Charleston
County
School
District
is
in
motion.
E
It's
moving
towards
a
compelling
future
that
will,
when
realize,
dramatically,
improve
the
readiness
and
preparedness
of
every
learner
to
pursue
their
future,
whether
for
the
next
level
of
learning
or
to
seek
gainful
employment.
Creating
and
sustaining
a
highly
effective
school
system
is
a
key
attribute
of
a
vibrant
community
where
economic
prosperity
and
quality
of
life
are
enabled
through
education.
Charleston
County
School
District
has
defined
the
appropriate
plan
to
create
the
conditions
for
every
learner
to
succeed.
E
District
leaders
in
the
community
must
sustain
their
commitment,
remain
focused
on
every
learner
and
have
the
courage
and
conviction
to
persevere
regardless
of
the
roadblocks
or
hurdles
that
must
be
overcome.
Making
and
ensuring
students
are
the
heart
of
your
work
is
a
future
worth
pursuing
and
a
journey
worth
taking.
E
So
let
me
share
a
couple
data
points
behind
these
findings
and
the
rest
of
them
are
in
the
report.
When
we
went
into
the
classrooms
as
you'll
see,
we
looked
across
seven
domains.
One
is
equitable
learning
high
expected
supportive
learning,
active
learning,
progress,
monitoring,
well-managed
learning
and
digital
learning.
The
district
has
fallen
within
acceptable
ranges
in
most
of
these
areas.
What
I
provide
here
is
what
we
calculated
for
the
district
which
is
on
in
the
orange
color,
and
then
the
green
is
the
network
average,
and
that's
the
network
of
36,000
schools
served
by
advance
set.
E
The
major
findings:
there
are
two
standards
related
to
board
governance
and
the
emphasis
there
in
whole
board
training
that
are,
that
are
what
we
call
priorities
for
improvement
and
you
must
address.
There
are
two
standards
on
allocation
of
resources
which
relate
to
the
ensure
mañana
linemen
of
resources
to
needs
of
students.
Those
standards
are
2,
5
and
2.
6
also
required
for
improvement
and
community
engagement,
which
is
standard
1.8
in
the
area
of
alignment,
standard
2.12
as
a
standard
that
must
be
improved
upon
and
the
culture
of
the
classroom.
E
That
area
is
in
standards,
2
1
to
2,
&,
2
3,
your
IQ
score
is
255
point
eight
one.
The
network
average
is
282,
still
falls
within
acceptable
ranges.
It
does
indicate
your
your
a
district
on
the
move,
your
emerging
towards
a
level
of
meeting
the
expectations
behind
the
standards,
but
you're
not
quite
there,
yet
you're,
but
you're
moving
in
the
right
direction.
If
you
went
to
the
previous
slide
forgot
to
mention
a
summary
of
the
standards,
five
standards
out
of
the
31
you
meet
clearly
meet
18
emerging,
which
means
you
almost
meet
them.
E
E
Having
said
that,
we
evaluate
districts
in
their
schools
in
the
context
in
which
they
operate.
We
evaluate
it
in
the
context
of
your
vision,
your
mission,
the
direction
you're
headed,
that's
guided
by
your
strategic
plan.
We
evaluate
it
based
on
what
we've
witnessed
and
observed
in
classrooms
and
how
students
engage
the
learning
each
and
every
day
this
district
is
moving
in
the
right
direction.
That's
the
major
message
this
afternoon,
and
but
it
must
sustain
that
effort
if
we
return
in
five
years
or
less
and
no
progress
towards
that
future
has
been
made.
E
There'll
be
significant
concerns,
accreditation
and
achieving.
It
is
one
aspect
of
it:
maintaining
and
growing,
and
improving
throughout.
It
is
even
a
harder
hurdle
to
cross
or
to
cross
over,
but
I
am
proud
to
announce
that
the
recommendation
to
our
International
Commission,
which
will
be
voted
on
in
the
next
few
weeks,
will
be
that
Charleston
County
School
District
should
receive
initial
accreditation
as
a
district.
E
E
But
you
have
some
hard
choices
to
make
folks
you
really
do
and
as
I
often
tell
Boards
of
Education
or
boards
of
trustees,
if
your
meetings
are
mostly
spent
on
talking
about
the
future
and
what
you
must
do
for
learners
to
be
prepared
for
their
future
you'll
be
a
pretty
effective
board
and
you're
more
than
likely
make
the
right
decisions.
Take
the
right
actions
to
ensure
that
that
happens.
E
The
things
to
build
on
you
need
to
take
stock
of
those
and
preserve
them
and
grow
up,
but
you
also
have
a
lot
of
kids
that
you're,
not
reaching
you
need
to
double
back
focus,
do
what's
necessary,
don't
leave
any
child
disengaged
in
your
classroom.
Don't
leave
any
child
struggling
to
find
your
pathway
through
your
schools,
find
the
pathway
with
them,
because
that's
why
we're
all
here?
It's
about
them!
It's
not
about
us!
So
I
congratulate
you.
You
have
our
commitment
to
help
you
through
this
journey
in
any
way
that
we
can.
E
A
A
A
F
I
want
to
ask
you
if
you
can
elaborate
a
little
more
about
just
you
mentioned
that
the
first
thing
that
you
do
is
work
with
board
governance.
That
was
my
mindset
in
the
major
issue
and
if,
when
you
answer
the
question,
can
you
tell
me
how
what
a
what
the
board
is
or
isn't
doing
this
prohibiting
gains
in
the
classrooms?
F
E
We
bring
our
observation
and
then
what
we
know
effective
boards
do.
One
practice
is
the
whole
board
training,
but
because
you
set
the
direction
for
this
district
and
if
the
board
is
struggling
among
them
between
themselves
on
what
that
direction
is,
then
that's
going
to
trickle
down
throughout
the
district.
If
the
board
is
not
unified
in
their
commitment
to
a
vision
for
this
system,
then
that's
going
to
trickle
down
throughout
the
district
and
community,
but
if
the
community
witnesses
a
board,
that's
struggling
to
find
a
common
pathway
forward
in
governance.
E
The
community
will
struggle
to
really
support
that
pathway.
Whatever
it
is,
you
don't
want
a
community
divided
on
how
they
support
a
school
system,
and
the
key
component
to
unifying
a
community
is
how
the
board
governs.
You
are
that
you
are
the
bridge
between
what
happens
in
the
classroom
and
what
happens
out
there
in
the
community
and
what
we
see
is
effective
board.
Governance
plays
a
critical
role
in
helping
a
community
understand
and
commit
to
the
value
that
the
educational
system
can
bring
to
that
community
because
it's
part
about
economic
prosperity.
E
The
community,
if
you
have
an
excellent
school
system,
it's
also
part
about
when
you
have
employers
throughout
this
district
who
and
you
have
newer
employers-
they
want
to
be
able
to
employ
citizens
of
this
district
students
of
this
district.
You
leave
it.
You
are
that
bridge
and
if
you're
not
unified
and
and
you
get
through
the
whatever
the
differences
are,
you
have
to
come
to
agreement
professionally,
but
as
a
group,
once
that
agreement
is
made,
you
must
commit
to
it
with
unwavering
support.
E
You
may
lose
in
the
debate
on
certain
things,
because
you're
not
gonna
always
agree.
That's
not
what
this
is
about,
but
once
you
make
that
decision
you
move
forward
and
that's
what
we
we're
seeing.
We
see
board
struggle
every
day.
It's
not
an
easy
job,
so
our
recommendation
is
to
help
the
very
difficult
job
you
have
make
it
a
little
bit
easier
and
try
to
help
you
do
it
more
effectively.
So
this
last
thing.
F
F
E
E
F
H
I
E
There
was
a
clear
pattern
of
available
resources.
The
higher
achieving
schools
clearly
had
more
resources.
Part
of
those
resources
came
through
the
budget.
Part
of
it
came
through
the
community
in
which
the
school
resided
yeah
and
there
are
disparities
between
the
resource
availability
at
a
low-performing
school
and
when
I
say
school.
The
the
significant
number
of
struggling
learners
in
that
school,
and
so
our
advice
is
rather
than
look
at
a
formula.
E
It's
based
school
by
school,
look
at
the
number
of
students
in
a
school
that
are
struggling,
what
the
nature
of
their
struggle
what's
causing
that
struggle
and
what
you
need
to
do
to
address
the
needs
of
student
get
below
the
school
level
in
your
budgeting
process.
You
should
know-
and
there
are
I-
spoke
with
the
staff.
There
are
examples
out
there.
E
There
are
school
districts
in
the
state
of
Connecticut
that
actually
budget
based
on
a
formula
per
student
and
what
they
do
is
they
look
at
every
student
and
they
look
at
all
the
factors,
their
demographics,
socioeconomic.
They
look
at
achievement,
levels
or
learning
needs
and
they
put
a
factor
to
each
one
of
those,
and
so
it
might
turn
out
forever.
Your
factor
might
be
3.9.
Yours,
4.1,
yours
might
be
2.6.
Yours
might
be
7.8
and
there's
a
number
that
gets
multiplied
so
the
number
of
dollars,
but
behind
every
student,
is
differentiated.
E
It's
based
on
their
need.
It's
not
we're.
Gonna
give
every
elementary
school
six
thousand
dollars
per
kid,
regardless
of
what
kids
attend
that
elementary
school.
So
there's
a
growing
number
examples
and
what
we're
encouraging
you
aren't
going
to
tell
you
that's
the
formula,
but
to
look
at
districts
who
have
taken
on
a
more
innovative,
modern
way
of
how
they
determine
the
allocation
of
funds
to
meet
the
needs
of
students.
I
E
Importantly,
the
team
believes
that
the
distribution
of
resources
should
be
based
on
need,
not
a
fixed
formula
school
by
school.
So
what
the
needs
in
that
school
are,
which
means
you
will
have
school
a
receiving
more
funding
or
different
funding
than
school
B
if
you're
able
to
find
an
objective
way
to
determine
need
in
each
one
of
the
schools.
So
then.
I
I
E
You
can
you
can
look
at
Broward,
County
Florida,
you
can
look
at
Boston,
Massachusetts
I
can
look
at
Indianapolis
public
schools
in
Indianapolis,
Indiana
I
can
look
at
Jefferson
County
in
Kentucky
and
I.
Keep
going
I
mean
there
are.
There
are
a
myriad
of
school
districts
that
have
similar
demographics
now
I'll,
be
blunt.
No
district
has
what
you
have
challenging
you
with
a
constituent
board
structure
and
the
in
the
manner
in
which
this
districts
attendance
lines
are
drawn.
That
normally
is
the
purview
of
the
board
of
trust.
E
These
of
the
governing
body,
which
allows
districts
like
Jefferson
County
to
draw
attendance
lines
which
have
a
much
more
favorable
mix.
They
don't
concentrate
along
the
lines
that
you
do
and
when
I
we
saw
the
achievement
and
I
know
you've
seen
it
too
I
mean
it
is.
That
is
remarkable.
There
is
no
other
district
with
that.
Clearly
distinct
line
in
the
sand
between
high
performing
and
low
performing
schools.
E
I
E
I
E
Name
yes,
and
that's
without
legislative
action:
that's
your
only
pathway
is
to
get
their
buy-in
to
establishing
attendance
lines
that
benefit
all
students
in
this
entire
county.
Now,
that's
a
steep
hill
decline.
I
recognized
that
fully,
but
without
legislative
action.
That's
the
only
pathway
forward
because
with
no
action,
the
past
50
years
are
going
to
be
sustained
focus.
J
So
it
just
gives
us
a
greater
light
and
a
greater
sense
of
in
depth
of
some
of
the
issues
that
we
need
to
address
and
I
appreciate
the
findings
with
that
in
and
also
that
those
findings
as
far
as
classroom
instruction
as
far
as
teachers
are
concerned
and
I
just
wanted
to
be
clear
that
that
we
do
value
and
appreciate
our
teachers
and
our
administrators
who
work
very
hard
every
day,
and
we
have
some
challenging
issues
on
some
things
that
we
have
to
put
in
place.
So
so
I.
J
K
K
It's
almost
like
asking
somebody
to
come
into
your
house
and
evaluate
what
you're
doing
or
what
you're
not
doing
I
mean
I've
heard
people
say
that
they
don't
want
Outsiders
coming
in
telling
us
how
we,
how
we're
doing
or
what
we're
doing
or
what
we
should
do
better.
So
for
this
process
to
take
place.
K
But
there
were
two
things
that
you
said:
they're
really
kind
of
stood
out
to
me,
probably
more
so
than
anything
was
the
world
will
and
the
word
equity,
two
of
which
I
think
we
don't
have
no
to
which
I
know
we
do
not
possess,
at
least
not
in
a
whole
hearted
everybody
on
board
all
hands
on
deck
kind
of
way,
which
you
said.
If
we
don't
have
it
it'd
be
very
difficult
for
us
to
move
forward
and
fifty
years
from
now
we'll
be
in
the
same
place.
I
know
you
did
a
lot
of
I
know.
K
You
guys
spend
a
lot
of
time
here,
speaking
to
a
lot
of
people,
and
so,
if
you
know
somebody
who
has
a
magic
pill
who
could
give
us
the
will
and
not
be
afraid
of
the
equity
that
will
take
place,
like
you
mentioned,
to
really
move
the
district
and
transcending
the
district
in
a
way
that
will
be
beneficial
for
all,
because
you
mentioned
about
the
hard
lines
of
achievement.
Every
person
in
this
building
who's
in
a
classroom
in
a
school
on
this
board
sees
those
lines.
K
You
all
come
from
different
backgrounds
were
all
the
sum
of
our
experiences,
but
I
do
not
believe
all
of
us
share
in
the
same
mission
of
every
child
being
prepared
when
they
leave
us
I.
Just
don't
I
hope
that
the
teachers
and
principals
in
the
building
believe
that,
but
the
results
don't
show
that
and
so
I'm
hoping
as
we
move
forward,
there's
something
you
have
in
that
jacket
pocket
or
in
your
pants
pocket
or
something
because
I
really
do
feel.
K
We
need
that
I
think
since
Jim
Reed
has
been
here,
she's
been
assuring
and
talking
about
and
having
those
kinds
of
conversations
and
I'm
sure
they
haven't
been
very
pleasant.
Conversations
and
I
forgot.
No,
they
haven't
been.
We've
had
previous
people
leave
our
system
because
they
wanted
to
have
those
kinds
of
uncomfortable
conversations
about
equity
and
will
and
the
opportunities
for
all
and
closing,
not
just
the
achievement
gap,
but
the
X
access
gap
as
well.
I'm
hopeful,
but
also
very
leery
I
want
us
and
our
children
need
us
to
succeed.
K
E
E
We
can
build
on
that
and
we
can
move
it
forward
and
I'll.
You
know
in
all
seriousness
when,
when
we
turn
our
attention
to
an
individual
child
in
their
future,
it
changes
how
we
approach
one
another
and
and
we're
not
going
in,
and
we're
and
I'm
not
going
anywhere.
I
took
on
this
commitment
when
I
was
asked
to
I
I
lead
one
of
these
a
year
and
very
selectively.
I
believe
that
you
have
the
ingredients
to
move
forward
and
that's
why
you're
being
granted
initial
accreditation?
E
E
Effective
teaching,
effective
leadership
we've
seen
it
and
heard
it
from
you
individually
as
board
members,
but
you
need
some
work
and
we're
here
to
help
you
or
you
can
use
there's
other
experts
who
could
help
you
so
I'll.
Add
one
more
word
to
your
will
and
equity
as
I
think
there's
a
really
good,
healthy
dose
of
hope
that
you
can
grab
on
to
and
build
to
that
future.
A
L
Have
a
little
bit
of
a
different
background:
I've
worked
in
many
classrooms
in
other
parts
of
the
country,
and
this
is
its
own
unique
place
and
I
understand
that
it
has
taken
me
two
years
to
kind
of
figure
out.
What's
going
on,
I
find
the
thing
that
would
be.
That
is
most
beneficial
to
me
as
an
educator
and
as
a
board.
L
Member
here
is
that
you
said
our
strategic
plan
is
a
good
one
and
that
I
really
I
mean
I
thought
it
might
be,
but
that
to
me
helps
establish
a
jumping-off
point
that
we're
in
going
in
the
right
direction
and
I
know
a
lot
of
the
problems
that
we
have
and
I'm
willing
to.
You
know
I,
think
we're
all
willing
to
address
those
problems,
but
just
to
know
that
we're
headed
on
the
right
Road
in
the
right
direction,
for
me
personally,
has
been
that's
been
the
most
helpful
piece
of
information.
Thank
you.
I.
A
F
A
A
That
is
okay
and
leaves
things
like
I
have
been
for
the
past
50
years,
which
I
don't
want
to
see
that
happen,
or
we
can
be
the
board
that
that
you
know
booth
comes
together
on
how
we
are
ensuring
equity
across
the
district
and
supporting
these
fabulous
principals
and
community
members
and
I
hope
that
that's
the
board.
We
are
so
mr.
Dobbs.
M
Now
we
currently
have
schools
from
anywhere
close
to
a
hundred
students
and
in
some
parts
of
the
district
to
over
four
thousand
in
other
parts
and
I.
Think
that
one
of
the
equity
issues
is,
it's
a
lot
easier
to
provide
a
large
number
of
programming
and
resources
to
kids.
When
you
have
four
thousand
kids
when
you're
versus
when
you
only
have
a
small
number
of
kids.
M
E
Yes,
they
have
I
mean
if
you
go
to
Jefferson
County
in
Louisville
Kentucky,
because
of
they
each
had
local
school
councils
and
through
it
enacting
legislature
in
Kentucky,
there
was
a
layer
of
governance,
they
were
granted
to
those
school
councils
and
so
in
Kentucky.
There's
these
layers
the
difference,
though,
where
it
makes
it
difficult
as
they
were.
They
were
given
authority
over
things
that
reside
from
the
principles
of
the
programs
within
the
school,
not
who
goes
to
the
school.
The
attendance
lines
were
at
this
level.
E
That
is
the
unique
proposition
here
is
where
you
don't
have
control
over
attendance
lines,
which
you've
already
identified,
one
of
the
one
of
limitations
there
in
a
district
you
would
rarely
find
unless
there
was
a
geographic
separation
that
prohibited,
you
would
have
a
much
more
even
distribution
of
student
populations
across
elementary
middle
and
high
schools
and
you'd
build
schools
to
that
spec
and
you'd
maintain
them.
That
is
normally
what
governing
bought
boards
have
the
authority
to
do
and
the
authority
to
find
the
resources
to
commit
to
those
attendance
lines.
E
So
that's
the
unique
element
here
there
is
shared
governance
and
other
systems,
and
even
in
Kentucky
and
mr.
Hollingsworth,
the
Hollingshead
you
were
mentioning
that
takes
like
in
Jefferson
still
a
relationship
between
the
board
and
those
local
school
councils.
They
have
to
come
to
agreement
on
the
overall
strategic
plan
and
they
work
hard
at
that,
but
it
works
their
struggles
there
in
Jefferson.
It's
a
district
with
wide-ranging
needs,
high
pockets
of
achievement
and
high
pockets
of
underachievement.
E
M
E
Back
here,
if
you
accept
that
as
your
reality,
which
basically
has
been
done
for
the
50
years,
what
you
have
witnessed
and
what
you
have
been
able
to
achieve
in
this
district
will
not
change.
It
will
not
change
you.
Won't
you
don't
do
you
have
the
universal
will
to
commit
to
a
to
equity,
to
overcome
the
structures
that
are
going
to
limit
your
cave,
abilities
and
I?
Think
that's
where
people
look
at
something
and
say
we
can't
do
anything
about
it,
so
we
live
with
it.
E
Well,
here's
the
problem:
you
live
with
it
and
you're
gonna
continue
to
prepare
kids
and
we
I
said
in
the
opening
paragraph,
no
matter
how
gifted
your
kids
will
equip
for
their
future.
Even
the
high
achieving
kid
today
will
be
compromised.
If
this
structure
prevails
over
the
next
50
years,
its
antiquated
it
needs
to
be
fixed.
E
You
need
to
help
you
know
through
advocacy
or
whatever
you
can
do,
to
bring
people
to
that
awareness,
and
it's
going
to
take
all
of
you
together
committed
to
getting
the
people
who
have
the
power
to
make
the
change
and
if
they
won't,
then
you're
going
to
need
to
commit
to
some
other
arrangement
to
make
sure
you
can
get
the
Constituent
boards
on
the
same
page.
As
all
of
you
correct.
E
E
A
F
E
E
I
didn't
say
that,
okay,
so
let
me
give
you
another
one.
Let
me
go
to
what
your
wine
Gwinnett
County
Georgia.
It
says
it's
an
urban
school
north
north
of
Atlanta,
it's
more
diverse
than
the
city
of
Atlanta.
It
has
more
wide-ranging
needs
in
his
grown.
It
probably
has
one
of
the
the
highest
achieving
boards
in
the
country.
They've
had
a
five-member
board
and
most
of
those
members
have
been
there
a
long
time.
E
They've
had
the
same
superintendent
for
20
plus
years,
they've
stayed
to
their
vision,
they've
seen
that
district
grow
from
being
just
basically
african-american
cut,
african-american
and
Caucasian
to
about
30
different
nationalities
in
the
last
20
years,
and
yet
they've
improved
student
achievement
in
all
demographics
they're
there.
If
and
they've,
been
recognized
numerous
times
as
a
district
of
distinction.
Do
you
want
a
county
school
system
that
you
should
look
at?
You
should
look
at
them.
Do
you
want
another
one
miami-dade,
even
though
they
have
their
struggles?
E
H
E
Could
today,
with
with
a
very
passionate,
very
gifted
superintendent,
that
same
board
virtually
that
same
board
our
unified
on
virtually
everything
they've
come
together,
they
got
past
their
differences
and
it's
a
district
that
has
and
put
aside
act
340
it's
more
complex
than
Charleston,
far
more
complex
and
they're
improving
they're
making
games,
but
it
started
in
the
board
room
with
the
superintendent.
That's
where
it
started.
So
miami-dade
is
a
great
district
for
you
to
look
at
as
a
district.
It's
overcome
some
historical
struggles.
F
So
let
me
let
me
try
to
get
them
going
jobs
away.
What
I'm
really
asking
you
is
that
you're
saying
that
if
you
used
to
good
governance,
just
thinking
about
a
boy
of
that
that
agrees,
I
assume
a
board
that
works
together,
a
boy
that's
trained
or
he's
beginning
some
other
aspect
with
you,
what
everybody
getting
it
I
think.
E
A
board
that
still
engages
in
open
and
honest
debate
with
one,
but
they
they
understand
that
as
a
group,
they
make
decisions
and
once
that
decision
is
made
as
a
group
without
exception,
they
commit
to
that
decision.
It
doesn't
mean
you're
going
to
agree
on
everything,
but
once
you
make
it
decision
a
collective
decision,
because
as
individuals,
you
have
absolutely
no
governing
authority.
You.
E
Authority
comes
as
a
group,
but
we're
not
saying
every
every
decision
should
be
nine.
Oh
you're
gonna
have
tough
decisions
that
you're
not
all
going
to
agree
on.
The
worst
decisions
you
can
made
are
five
four,
because
that
means
you
haven't
pushed
each
other
enough
to
get
to
the
best
decision,
because
you're
still
divided
and
simple
to
my
a
simple
majority
is
not
to
me
good
governing.
There
are
a
lot
of
boards
today
that
put
in
their
policies
that
they
have
to
get
a
supermajority
but
5-4
vote
on
a
board,
a
nine
wouldn't
count.
E
They
actually
have
to
get
to
seven
or
greater,
which
means
they
have
to
push
each
other
to
get
to
and
and
resolve
the
differences,
but
once
they
vote
they
commit
to
whatever
that
action
is
there's.
No.
We
want
to
go
back
and
revisit
or
I'm
going
to
keep
fighting
the
fight,
even
though
I
lost
seven
to
I'm
going
to
keep
fighting
the
fight.
So
we
see
practices
where
boards
they
still
are
very
passionate.
F
This
is
some
of
what
you're
saying
then,
is
that
you
believe
that
the
issue,
the
main
issue-
is
look
like
a
trainer
on
a
consolidator
board
in
governance
and
they're
all
of
the
Constituent
board,
it's
rolling
in
governance,
and
it
wasn't
for
these
two
things:
Charles
County,
School
District
would
be
far
better
off.
Okay,
let's
make
higher
gains.
F
That's
what
I'm
perceiving
that
or
another
way
of
doing
it
by
eliminating,
perhaps
the
castilian
board
or
you
didn't
find
the
consolidator
boy,
but
but
what
I
don't
really
see,
then
I'm
not
saying
I.
Disagree,
100%
I,
don't
agree
with
some
of
what
you
say,
but
what
I'm
really
getting
at
is
that
I
don't
see
where
the
direct
impact
of
the
classroom
is
really
being
dealt
with,
how
the
board
is
really
hindering
the
growth
between
the
teacher
and
the
student
on
a
one-on-one
basis
or
union
summary
I
see
the
governance.
F
You
said
you
say
the
governor
of
the
way,
but
for
me,
if
I
sounded
like
a
kid
and
sign
that
telephone
baseball,
hey
you're,
gonna
play
baseball,
come
to
come
that
kid's,
father
and
maybe
you're
the
coach,
so
I'll
lose
several
games,
but
we
lose
several
games
and
so
I
go
to
the
umpire
and
say:
hey.
We
can
win
if
you
don't
call
these
errors
against
us,
if
you
don't
call
our
file,
so
you
know
so
so.
F
I'm
looking
at
you're
looking
at
the
governance,
but
I
want
to
look
inside
the
classroom
to
see
what
we
can
do
to
fix
that
and
not
so
much
what's
wrong
with
the
governance,
because
we're
not
fighting
it,
the
superintendent
for
teaching
children
we're
behind
it.
We
all
kind
is
that
we
want
to
see
our
kids
grow,
but
I
don't
see
the
direct
correlation,
how
that's
the
governing
authority
of
any
body.
F
E
Other
for
the
culture
of
the
classroom,
alignment,
which
is
you
know,
curricula
the
alignment
between
the
taught
curriculum
and
assess
how
teachers
are
addressing
student
needs.
The
other
area
was
allocation
of
resources
which
does
relate
to
governance
because
you
set
the
budget
Community
Engagement.
So
this
is
not
all
about
governance.
I
think
the
conversation
here
turned
to
that
because
you're
a
board
in
this
in
this
setting,
but
if
we
were
having,
if
I,
was
having
this
meeting
with
just
principals
and
teachers,
I
guarantee
you
we'd,
probably
be
spending
most
of
our
time
on
these
two.
H
E
A
F
I
Would
love
to
but
I
know,
maybe
with
superintendent
later
on
well
love
to
visit
or
either
have
a
dialogue
with
some
district
across
the
country
to
house.
The
similar
needs
are
power,
problems
or
goals
that
we
have
I'm
very
curious
and
like
to
learn
that
the
other
thing
I
was
saying
to
you
is
that
life
in
our
own
County.
You
said
moving
from
the
past
so
forward.
I'm,
saying
one
of
the
things
I'm
and
a
big
fan
of
is
I.
Understand
the
situation
of
the
constitutive
board.
I
understand
the
pros
and
cons.
I
I
understand
why
I
got
here.
Some
tell
the
truth
about
us.
Some
don't
tell
us
about
it,
but
the
thing
about
it
is
is
here
I
think
as
a
board.
We
need
to
wrap,
put
our
arms
around
them,
provide
them
with
the
necessary
training
to
make
them
feel
as
a
partner
to
be
able
to
move
forward
until
such
time
the
delegation
or
anybody
makes
changes.
You
know
you
can't
keep
doing
rots
all
the
time
and
not
being
able
to
move
forward.
We
have
to
kind
of
have
that
dialogue
to
bring
them
together.
I
Even
I
know
that
one,
but
the
other
thing
is
is
like
schools
like
thing
like
Sing
se,
for
example,
st.
James
Fantine.
What
has
attacked
our
teaching
team
in
place
our
principle
in
place
that
has
a
team.
We
have
to
show
that
team
that
necessarily
love
and
support
that
teaches
that
drives
50
miles
a
day.
One
way
to
get
to
that
school.
We
have
to
find
ways
to
have
that
person
be
built
up
for
that
long
task
of
educating
those
kids
I'll.
Give
you
one
good
example
and
I
should
tell
you
a
secret
in
Charleston.
I
H
I
Cecelia
Cunningham
ladies
started
at
school,
some
over
15
20
years
ago
and
she's,
taking
kids
out
of
the
projects
and
she's
done
wonderful
things
within
that
school
that
no
one
ever
talks
about,
and
even
marvels
in
Charleston
County.
Now
we
need
to
take
that,
for
example,
instead
of
looking
at
who
brings
the
cash
counselor
to
the
trough
and
we
need
to
mimic
what
goes
on
there
and
place
that
kind
of
teamwork
within
schools
like
st.
E
A
A
A
B
A
A
F
H
F
A
F
A
F
F
C
C
A
C
F
C
Apologize
may
I,
please
speak
again.
They
start
over
yeah
yeah
because
we're
in
the
middle
of
the
year
right,
I'm
thinking
it's
the
beginning
of
the
year.
I
apologize
Julie
I'd
like
to
change
the
motion
to
say
one
and
two
will
remain
for
this
year,
choosing
to
remain
beyond
that.
They
will
be
charged
tuition.
F
F
C
F
A
F
My
concern
with
the
motion
is
that
we're
fighting
them
to
twist
in
next
year
if
they
apply
without
knowing
the
circumstances
and
then
before,
but
next
year
comes,
they
can
appear
before
a
new
board
decide
whether
or
not
to
do
today.
It's
miss
abandoning
emotion.
So
why
would
we
deal
with
now?
We
don't
know
tomorrow's
gonna
bring.
C
C
A
C
K
C
F
A
Motion
for
wanting
to
to
stay
through
the
rest
of
this
school
year,
even
though
they
live
out
of
county
next
year.
If
they
continue
to
live
out
of
county,
they
would
pay
tuition.
They
could
come
back
and
apply
it
again
for
something
different.
Mr.
Hyland
said
how
do
you
vote
miss
Coates?
Yes,
mr.
Garrett,
yes,
Reverend
Collins,
yes,.
F
J
J
A
G
J
A
C
Those
I'm
sure
I
have
a
motion.
Okay
and
it'll
be
multiple
appointments
right.
There
was
only
one
student
applying
so
I
make
a
motion
that
we
approved
that
student
okay,
there
was
only
one
teacher
I
make
a
motion
that
we
approve,
that
teacher
for
community
Borgman
and
moses
and
for
medical
cochran.
Second,.
B
A
So
we
have
a
motion
for
miss
coats
and
a
second
from
mr.
Garrett.
Does
anybody
have
any
questions
about
that?
The
health
of
Health
Advisory
Committee?
Are
we
continuing
to
vote
this
on
paper
Julie
right
now,
okay,
hold
on
one
second
Julie
I'll
have
that
up
for
us
and
we're
going
to
keep
the
it
open
because
we
did
not
have
any
clergy
to
apply
so
go
ahead
and
vote.
Please.
A
C
H
G
A
J
N
Hi
good
evening,
my
name
is
Brooke
Mosteller,
Buress
and
I'm.
The
chair
of
the
tri-county
human
trafficking
task
force
in
2018
in
January,
the
Attorney
General
statewide
human
trafficking
task
force
came
out
with
their
annual
report.
That
said,
118
human
trafficking
cases
occurred
in
South
Carolina,
just
in
2017,
not
all
those
were
prosecuted,
but
Charleston
County
was
the
second
highest
location
for
trafficking
in
the
state.
Our
task
force
began
in
March
12
to
16.
Depending
on
the
study
is
the
average
age.
N
The
average
victim
falls
into
trafficking
and
truancy
is
one
of
the
top
indicators
of
it's
a
high
risk
factor
of
a
trafficking
child.
Then,
in
April,
governor
McMaster
signed
H
3701,
which
amended
the
definition
of
child
abuse
and
neglect
to
include
all
forms
of
trafficking.
I
may
be
saying
things
she
already
knows,
who
forgive
me,
but
of
course,
if
the
definitions
change,
then
it
affects
all
mandated
reporters
all
teachers,
school
personnel,
to
be
able
to
identify
and
report
on
trafficking,
and
it
changes
the
comprehensive
health
education
program
to
affect
sexual
abuse
curriculum.
N
So
our
our
task
force,
we
have
the
resources
with
community
partners,
of
course,
to
not
only
train
teachers
adequately
in
school
personnel,
but
also
provide
different
curricula
that
have
been
used
around
different
states.
There's
not
one,
that's
and
we're
in
the
midst
of
tailoring
it
to
South
Carolina
Greenville
County
is
already
doing
that,
so
any
help
we've
met
with
franz
dilly
and
clara
Heinsohn,
so
they've
been
great,
but
any
any
help
or
any
help
is
appreciated.
So
thank
you
for
your
time.
Thank
you.
O
Hi,
thank
you
for
the
opportunity
to
speak.
I
live
in
the
Bell
Hall
Elementary
School,
Zone
off
of
Long
Point,
Road,
Mount
Pleasant
and
recently
the
multi
Middle
School
decision
was
made
by
the
district
to
Constituent
Board,
which
actually
excluded
Bell
from
that
plan.
Even
though
we
were
originally
on
all
six
of
the
original
plans
based
on
traffic
and
logistics.
O
That
you
know
took
a
long
time,
I
believe
to
come
up
with,
but
Bell
was
ultimately
removed
from
that
plan,
and
now
we
face
the
Lucy
Beckham
High
School
Zoning,
coming
up
we're
just
concerned
that
possibly
the
same
disregard
for
our
particular
students,
safety
and
well-being
is
in
jeopardy.
Again.
Long
Point
Road
has
an
F
rating
by
the
d-o-t
I've,
driven
behind
a
school
bus
that
actually
had
both
right
tires
on
the
gravel,
where
the
road
slopes
down
into
the
marsh
on
that
two-lane
part
of
Long
Point
Road.
O
So
we
just
feel
like
there's,
always
been
a
safety
issue
with
that
road
and
buses.
The
current
decision
for
the
middle
school
zoning
keeps
our
school
traveling
on
that
road
on
a
daily
basis
versus
the
Moultrie
decision
would
have
had
us
on
526
East,
which
would
just
make
more
logical
sense
to
me,
but
we're
now
concerned
that
Bell
Hall
isn't
within
walking
and
biking
distance
of
the
new
Lucy
Beckham
High
School,
and
because
of
that
middle
school
zoning,
it
has
also
put
our
high
school
zoning
in
jeopardy.
O
We
just
don't
want
to
have
our
kids
driving
past
or
riding
buses
past
the
high
school,
that
is
in
our
backyard,
it's
to
travel
much
further
down
and
we're
just
we're
like
we're
asking
for
reassurance
from
not
only
in
the
district
to
board,
but
maybe
even
from
the
Constituent
four
of
the
Board
of
Trustees,
that
the
middle
school
zoning
that
was
just
decided
is
not
going
to
affect
high
school
zoning.
If
so,
then,
I
feel
like
the
Moultrie
zoning
needs
to
be
redone
or
you're.
O
Gonna
have
Belle
hall
and
snout
in
and
these
neighborhoods
that
again
we
could
be
biking
to
school.
That's
not
going
to
be
an
option
for
us
anymore
and
we're
just
hopeful
that
district
2
will
make
at
the
high
school.
Zoning
too
will
best
serve
the
entire
community
and
if
there's
any
advice
that
the
Board
of
Trustees
can
offer
and
that
we
would
greatly
appreciate
it.
Thank
you.
Thank.
A
Thank
you
and
board.
If
you'll
remember,
we
we
had.
We've
asked
the
DT
board
for
some
more
information
on
that.
Okay,
so
public
comments
is
over
in
the
next
items
on
our
agenda,
I
think
seven
a
and
B
we
included
in
up
seven
a
and
B
we
included
in
the
consent
agenda,
so
that
was
gof
millage
sunset
in
the
early
teacher
recruitment.
So
the
next
item
is
seven
C,
which
is
adjustment
to
school
board
salaries.
I
A
I
A
B
I
mean
really
we
would
have
to
do
I
mean
we
would
have
to
approve
to
add
it
to
the
moment
where
the
money
would
probably
come
from
just
as
a
default
of
lat
salaries
that
we've
had
a
we've,
got
less
lab
salaries
this
year
than
we
did
last
year,
but
there
would
be
enough
and
lapse
salaries
to
cover
this
without
raising
taxes
and
that's
based
on
at
least
our
past
two
years.
Mr.
Kennedy
called
me
if
I'm
wrong,
okay
and
the
total
amount
I
apologize.
The
total
amount
for
this.
B
A
P
K
K
C
C
And
Natalie
correct
me:
if
I'm
wrong,
it
can't
start
until
after
the
election,
but
we
can
decide
when
we
want
it
to
start
if
our
start
date
is
after
the
election.
In
other
words,
you
could
make
a
motion
to
start
this
with
the
next
fiscal
school
year.
He
says
must
not
take
effect
until
after
the
next
regularly
scheduled
election
for
board
members.
It
does
not
tell
you
that
you
can't
it
doesn't
give
you
a
date
that
says
it
must
take
effect
after
the
election.
So.
K
Q
F
A
I
H
P
C
I
G
G
H
F
A
A
J
K
C
I'm
saying
that
we
set
the
the
financial
compensation
at
400
and
leave
those
policies
intact,
so
you're
still
going
to
get
a
phone.
If
you
choose
you're
still
going
to
get
a
computer,
if
you
choose
you're
still
going
to
get
an
iPad
if
you
choose-
and
you
can
also
build
the
district
for
your
office
supplies.
If
you
choose
that's
the
policy
we
passed
earlier
this
year,.
H
F
F
C
A
F
C
G
I
I
A
A
A
A
F
I
D
We
had
two
reports
in
your
packet
tonight.
The
first
I'm
not
going
to
talk
about
tonight,
but
it
is
an
important
report.
If
you
haven't
had
time
to
read
it
I
doubt
you'll
find
how'd.
You
read
it
so
we'll
review
the
high
points
of
evaluating
the
relationships
between
poverty
and
school
performance
at
our
November
Committee
of
the
Whole
meeting.
We
want
to
talk
about
data.
D
In
terms
of
using
it
to
help
us
serve
students
better,
not
using
it
to
punish
or
embarrass
people,
and
that
often
happens
system,
despite
the
best
intents
of
those
who
started
to
build
the
systems,
we
often
end
up
using
the
data
in
ways
that
fail
to
honor
the
hard
work
that
teachers
do
when
they
serve
schools
for
them
harvest
children.
The
only
way
that
we'll
ever
acknowledge
the
work,
that's
occurring
and
look
at
what
is
working
and
scale.
D
D
Presentation
that
dr.
Lauren
Anderson
gave
to
the
South
Carolina
education,
Oversight
Committee,
dr.
Anderson,
is
probably
one
of
the
most
well-regarded
researchers
in
the
country.
He
happens
to
reside
here
in
South,
Carolina
and
again
I'm
not
going
to
cover
all
of
that,
but
I
just
want
to
mention
a
few.
The
first
slide
he
says
the
data
I
will
be
presenting
are
not
longitudinal
data.
D
Longitudinal
data
were
attributed
to
the
same
students
over
time.
We
don't
do
that
here
in
Charleston
and
we
should.
We
should
bring
back
to
you
every
year,
so
longitudinals
a
the
habit.
Last
year's
fourth
graders
to
do
this
year
on
fifth
grade.
If
it's
good,
we
don't
do
that.
We
tell
you
how
last
year's
fourth
graders
did
compared
to
this
year's
4th
graders.
So
there
are
two
different
groups
of
students.
We
should
start
looking
at
the
same
group
of
students
over
time.
D
The
second
thing
I'm
going
to
point
out
is
his
third
bullet.
He
says
he
doesn't
he's
picked
out
the
odd
number
of
years,
because
that's
when
the
National
Assessment
of
Education
progress
is
is
given,
then
that's
what
he's
trying
to
show
here
so
I'm.
Just
gonna
click
to
this
slide.
This
is
the
percent
of
fourth-grade
students
who
meet
standards
on
South
Carolina's
tests
from
2002
to
2007
teen.
And
if
you
look
at
these
data,
it
looks
as
though
our
children
we're
doing
really
well
until
2013,
and
then
something
happened
in
the
body.
D
So
what
happened
was
we?
We
changed
tests
in
South
Carolina?
We
changed
three
times
over
those
years.
The
first
test
that
we
were
using
was
a
South
Carolina
made-up
test.
Then
we
moved
to
a
CT
that
doesn't
show
up
on
this
chart.
Then
we
went
to
a
new,
a
different
South
Carolina
made-up
test.
Actually.
F
D
D
Will
follow
the
same
sort
of
trend,
then
he
simply
reviews
some
of
the
tests
we've
had
from
1999
to
2017
and
in
his
remarks
he
he
talked
about
that
the
reason
he
doesn't
understand
why
we
keep
changing
tests,
but
this
is
a
slide.
I
want
us
to
look
at
for
just
a
moment.
He
shows
what
the
adjusted
scores
would
look
like
if
you
use
scaled
scores,
chemistry.
F
D
F
D
Slide,
which
is
the
really
interesting
slide
orange
dots,
represent
that
the
state
South
Carolina
students
scores
on
the
National
Assessment
of
Educational
Progress.
The
problem
with
the
National
Assessment
of
Educational
Progress
is
that
it's
a
test
given
to
a
random
sample
of
students.
One
of
the
things
we
might
consider
do
if
we,
if
we
could
do
it
and
get
out
of
administering
the
state
tests,
would
be
to
give
the
National
Assessment
of
Educational
Progress
to
all
of
our
students.
D
You
can
do
that,
but
we
even
have
to
have
special
permission
to
do
that,
but
you
see
the
stability.
It's
unfortunate
that
it's
stay.
Boys
should
be
increasing,
but
you
see
the
stability
of
the
orange.
Those
are
the
national
tests
versus
the
South
Carolina
tests.
We
see
that
in
fourth
grade
and
in
eighth
grade.
So
those
are
the
main
points
I
want
to
make
tonight.
We
have
to
be
really
careful
when
we
start
comparing
data
over
time
using
South
Carolina
tests.
The
test
centers
are
much
more
valid.
D
D
Kinds
of
results
so
that
that
those
are
the
only
points
I
wanted
to
make
from
tonight's
slides.
This
shows
us
over
time.
If
you
look
at
South
Carolina
tests
in
grade
four
and
in
the
NAEP
test
in
grade
four,
we,
the
state
has
gone
up
a
bit
over
time
with
our
fourth
graders
there's,
no
significant
difference
in
terms
of
where
those
dots
are,
but
the
point
that
dr.
Anderson
was
making
to
the
EOC.
Is
this
we're
spending
a
lot
of
money
and
time
on
testing
and
we're
getting
ready
to
issue
report
cards
to
school?
H
D
Valid
liable,
so
what
we
want
to
talk
with
the
board
about
this
year
is
looking
at
growth
measures
and
finding
some
way
our
incredible
researchers
have
created
for
every
single
school,
the
growth
of
students
in
every
single
grade
and
the
grades
that
were
tested
on
using
that
look.
Looking
at
the
bottom
20%
of
the
students
that
the
students
from
the
20th
to
the
40th
percentile
40
to
60
60
to
80
and
80
to
100.
Why
is
that
important
if
your
child
was
scoring
at
at
in
the
bottom?
D
D
This
is
important
to
me
and
to
you
and
to
kids
and
to
teachers
and
to
parents
in
the
community.
Thank
you.
If
your
child
was
scored
in
the
bottom
50
at
the
beginning
of
the
year
on
that
math
test
compared
that
child's
growth
with
all
the
other
thousands
of
children
in
the
country
who
were
scoring
at
the
same
place,
we
need
to
get
this
point
right
this
year.
I
didn't
explain
it
well.
A
couple
of
years
ago,
things
got
so
contorted
that
I
didn't
try
to
explain
what
I
was
trying
to
explain.
H
O
D
For
every
single
person
whose
responsibility
it
is
to
serve
children
in
this
district,
that's
me
that's
most
of
the
people
sitting
in
this
audience
who
are
employed
by
the
district,
it's
all
of
the
principals
and
assistant
principals
and
those
who
support
teachers
and
the
teachers.
So
it
gives
us
the
chance
to
see
in
every
single
school
in
the
district,
how
we
were
able
in
that
school
to
grow
students
in
the
bottom
20th
percentile
compared
to
all
the
rest
of
the
country
in
the
bottom
20
the
same
thing
with
the
top
20.
D
So
for
every
single
school
you
can
see
which
schools
are
getting
growth
with
with
which
kids
and
which
schools
aren't
getting
growth
for
any
kids.
That
begins
to
give
us
a
starting
place,
to
think
about
equity,
to
think
about
resources,
and
coaching
and
I
want
to
say
that
it's
very
clearly
not
to
think
about
firing.
Anybody
that
was
never
the
intent
and
I
want
to
get
it,
get
it
straight
and
get
it
done,
because
you
cannot
improve
outcomes
for
children
of
color
and
poverty.
D
Those
who
have
gotten
a
career
credential
and
you
go
into
a
job
with
a
living
wage,
those
who
can
go
to
try
to
check
without
having
to
take
remedial
coursework
and
those
who
go
under
a
four-year
college
if
we
hold
ourselves
and
every
single
person
in
this
district
accountable
for
those
metrics.
Ladies
and
gentlemen,
we
can
make
a
difference,
but
we
have
to
get
serious
about
this,
and
only
this
so
for
the
rest
of
my
time
with
you
on
this
board.
That
is
what
I'm
going
to
be
talking
about
when
you.
H
D
In
from
the
whole,
in
November,
you
were
gonna,
give
you
four
every
single
school
those
quintile
reports
principals
received
in
this
past
week,
and
we're
going
to
be
talking
with
Frizzles
about
the
kind
of
growth
we
need
to
see.
We
talked
a
bit
tonight
about
three-year
contracts
for
people.
Those
contracts
should
be
continued
among
the
ability
to
show
growth
growth
for
students
who
sit
below
the
40th
percentile
ought
to
count
more
than
growth
for
anybody
else
already
counts
in
their
accountability
system.
D
They
weigh
more
the
growth
of
a
student
sitting
in
the
bottom
20th
percentile,
so
the
accountability
system
overall
in
South
Carolina
isn't
fair
when
it
slapped
the
grades
on
school,
because
it
doesn't
account
for
sure
enough
for
the
the
levels
that
children
were
when
they
came
to
us.
So
I
want
us
to
be
surprised,
will
come
out
next
month
and
I
want
us
to
be
very
careful
about
what
we
say
about
our
teachers
and
principals
who
serve
our
children,
who
are
most
vulnerable
and
you
count
on
public
schools
to
get
it
right
for
them.
C
C
C
Yes,
so
even
if
all
of
our
schools
were
performing
the
same
per
state
law,
some
school
is
going
to
have
to
be
rated
lower
because
a
percentage
of
our
schools
have
to
be
rated
I,
think
it's
a
D
and
then,
if
only
a
max
percent,
can
we
write
it
in
a
or
something?
And
we
need
to
be
aware
of
that.
That's
arbitrary
I.
D
Think
they
didn't
put
letter
grades
on
it,
but
but,
for
example,
here's
an
outlandish
example:
if
all
of
our
students
matriculated
to
Harvard,
we
would
still
have
schools
rated
as
needing
improvement,
because
if
they
score
them
on
a
bell
curve.
Conversely,
if
none
of
our
schools
graduated
students,
some.
D
Higher
scored
higher
performing
than
others,
and
that's
to
it
that
statewide
they
do
those
that,
because
there
will
always
be
the
bottom,
10%
will
always
be
found
in
that
lowest
rated
category.
But
that's
we
just
need
to
understand
those
things.
What
we
need
to
focus
on
is
growth
and
rewarding
growth,
where
it
occurs,
finding
what
people
are
doing
and
scaling
it,
rewarding
it
where
the
north
and
coaching
where
it
does
not.
K
I
agree:
I
agree
that
there
ought
to
be
a
and
more
of
a
deliberate
focus
on
identifying
growth
in
our
students,
but
you
didn't
mention
honest
about
them
for
a
second
about
proficiency.
So
are
we
still
is
our
focus
solely
on
growth
and
very
little
on
proficiency,
because
we
are
so
far
in
some
of
our
children.
Our
children
are
so
far
below
where
they
need
to
be
our
duty.
If
the
growth
doesn't
take
place,
the
gap
never
closes
and
you
can't
meet
proficient
until
you
close
there's
the
saying
I
have.
D
Would
never
abandon
proficient
proficient
is
the
destination.
So
what
we
have
is
a
system
where
we're
trying
to
get
kids
to
proficiency,
but
the
system
is
designed
around
time.
So
what
I
would
say
to
you
is
we
always
have
to
look
at
both
measures,
but
we
have
to
stop
punishing
our
children,
who
cannot
yet
run
a
10-minute
mile
bird
because
they
didn't
run
it
in
ten
minutes.
The
only
way
to
get
to
it.
Let's,
let's
do
something
more
appropriate
for
us,
walking
a
15
minute
miles.
Okay,
we
can't
give
up
on
that
goal.
D
That's
the
goal!
If
that's
what
it
takes
to
get
an
interview
with
Boeing
we
are,
you
have
to
be
able
to
reach
that
goal
right,
but
we
can't
we
can't
say:
schools
are
failing
when
they
got
more
growth
in
another
school
who
started
with
children
who
are
closer
to
the
goal.
So
it's
always
looking
at
both,
but
right
now,
given
where
our
school
we
must.
We
must
know
how
to
grow,
we're
nothing
to
make
the
destination
if
we
don't
grow
and
we're
focusing
on,
but
we're
talking
a
lot
about
the
destination.
D
H
H
D
H
H
Q
K
Think
you
know
I
look
at
you
know
the
numbers,
because
I
monitor
my
daughter's.
You
know
performance
and
data
like
a
mad
scientist
and
so
I'm
constantly
with
her
teacher,
you
know
asking
about
you
know:
what
more
can
she
do?
She's,
because
when
you
started
to
talk
about
from
the
zero
to
twenty
into
twenty
to
forty
percentile
I
started
thinking
about
my
own
childhood,
where
she
is
and
I
think
you're
right,
I
know,
proficiency
is
the
mark.
K
How
are
we
delivering
education
to
that
child?
What
are
their
needs
and
desires?
Are
we
meeting
those
academic
needs
and,
and
what
that
looks
like
it
doesn't
look
that
way
for
every
single
child,
obviously,
and
so
I
think
it
really
becomes
probably
difficult
to
identify
a
classroom
with
children
who
are
all
over
the
gambit
and
in
the
teachers
like
okay,
I,
gotta,
move,
Priscilla,
I,
gotta
move
Michael
gotta
move
Creston
Eric,
and
how
do
they
do
that
in
a
way?
K
K
And
so,
when
you
mentioned
about
a
school
that
might
be
low,
performances,
I
don't
use
the
term
failing
when
it
comes
to
our
schools.
When
you
reach
it,
a
student
may
be
low
performing.
My
parent
doesn't
know
the
kind
of
growth
that
might
be
taking
place
inside
that
building
right
then
look
at
an
overall
school
card
that
doesn't
measure
the
growth,
and
so
that's
unfair,
not
only
to
the
children,
it's
unfair
to
the
teachers
and
to
the
principal
in
that
school
for
the
work
that
they
are
doing
so
and.
K
A
H
D
G
D
D
D
And
I
just
passed
today,
the
November
principals
meeting
will
be
about
this,
and
then
teachers
need
to
be
involved
in
helping
to
build
what
this
would
look
like
and
that's
the
mistake.
I
made
two
years
ago,
when
I
came,
the
Charleston
County
had
used
map
tests
given
map
test
for
a
long
time,
but
and
probably
at
one
time
there
there
were.
There
was
a
whole
Corps
of
teachers
who
used
the
data,
but
but
you
go
over
time,
we've
had
turned
over
mr.
Miller
I'll.
Not
forget.
H
D
Culture,
so
we
are
starting
and
I
took
that
what
we
will
build
by
the
end
of
this
year
is
an
understanding
and
support
for
operating
this
way,
so
that
some
people
won't
honestly,
from
my
point
of
view,
take
advantage
of
of
some
comments
to
run
an
agenda
that
was
unfair
and
unfounded.
To
start
with,
so
can.
I
I
D
G
D
That
get
results
beyond
average
and
we
know
that
that
involves
the
wyvern
ways
the
design
is
is
put
together.
It
can't
be
top-down
and
it
involves
time,
boss,
talent
and
some
some
of
that
takes
money.
I,
don't
I,
don't
know
what
form
it
will
take.
Mr.
Hollin
said
it:
it
would
mean
extra
coaching
from
the
district.
D
D
D
We're
starting
the
conversation
today,
what
I
would
envision
is
over
the
next
two
or
three
months.
The
principals
and
their
leadership
teams
will
put
plans
together,
and
what
I
would
like
to
see
is
that
the
committee
of
the
whole
meetings,
rather
than
having
three
or
four
principals,
come
and
present
to
you,
I'm
in
division,
a
team
of
principals
all
who
share
a
common
problem
like
here's,
here's
what
we
found
we
found.
We
were
teaching
to
this
segment
of
students,
but
not
to
this
segment,
working
together
with
our
teacher
leaders
and
our
school
improvement
Council.
D
I
H
C
K
Yeah,
you
know
my
daughter
goes
to
the
school
and
so
I
tell
people
all
the
time.
Her
4
year
old
class
were
25,
26,
27,
kids
in
her
4
year
old
program
class,
a
little
background.
Maybe
two
or
three
of
those
children
came
from
had
parents
were
married,
80
90
percent
of
the
kids
were
considered
title
one
students
but
her
her
partly
teachers
in
her
in
her
classes.
Her
primary
teacher
mrs.
lemon
who's.
A
former
teacher
the
year
had
30
plus
years
experience.
K
The
secondary
teacher
was
Miss
a
key
member
named
Miss
lemon,
not
miss
lemon
mr.
blackwell
I
believe
it
was
miss
Backman.
She
was
also
an
educator
but
25
plus
years
experience,
and
then
the
third
teacher
in
the
classroom
was
a
citable
grad
student
who
was
working
on
her
master's
degree
and
then
coupled
in
that
throughout
the
day
and
throughout
the
month
were
additional
people
coming
into
the
classroom,
providing
additional
support
that
other
mentors.
H
C
K
H
Q
K
I
have
super
high
expectations,
not
just
for
my
daughter's
performance,
but
for
what
the
school
should
be
delivering
to
her
in
the
classroom
every
single
day
and
I
think
they
understand
that
and
I'll
be
the
first
one
you
take.
They
don't
have
a
large
PTA
if
they
have
one
at
all.
They
have
a
very
small
school
improvement
Council
with
maybe
less
than
seven
parents.
K
Johnson
and
some
other
educators
in
the
building,
are
you
talking
about
where
the
child
is
when
it
comes
to
math?
Have
you
mentioned
the
growth
to
the
parents?
Because,
even
though
parents,
because
we
get
school
choice,
you
can
select
what
we
want
in
your
job
too?
That
does
not
mean
that
the
parents
are
educated,
what
this
stuff
means
to
us
or
to
the
teacher
or
to
their
child.
They
just
don't
know.
If
my
kid
they'll
say
my
kids
make
it
a
disease,
but
that's
good
right
well,
are
they
growing?
Are
they
proficient
most
parents?
D
G
I
G
I
A
Q
E
Cuz
we're
looking
at
the
district
as
a
whole,
not
the
individual
schools.
We
recognize
there
are
struggling
schools
in
this
district.
There
are
also
high
performing
district
high
performing
schools
in
the
district.
We
believe
that
the
district
has
the
capability
to
improve
those
schools
if
they
commit
to
the
areas
that
we
noted.
E
And
foremost,
is
board
governance
that
the
board
needs
training
as
a
whole
board.
They
need
to
understand
their
role
and
responsibilities
to
each
other
into
governing
the
district
effectively.
The
second
area
was
the
culture
of
the
classroom
really
to
provide
a
classroom
for
today
and
tomorrow's
learner.
That's
active,
that's
engaging
that
uses
available
technologies
to
guide
and
support
learning
in
other
areas.
Alignment
the
district's
gone
through
a
tremendous
amount
of
change
in
a
very
condensed
period
of
time
to
align
the
curricula
K
through
12,
also
across
grade
levels
to
align
teaching
practices
throughout.
E
As
far
as
leadership
programs
as
well.
Another
area
is
allocation
of
resources.
Today,
there's
a
great
disparity
and
they're
available
resources.
The
high-performing
schools
have
more
resources
to
meet
the
needs
of
students
than
the
low-performing
schools.
The
district
needs
to
engage
a
different
budgeting
process
to
ensure
the
allocation
of
resources
is
aligned
with
student
needs
and
the
fourth
area,
our
fifth
area,
that
I'd
have
alignment.
E
Community
engagement,
that's
right,
the
district
engagement
community
in
establishing
a
strategic
plan.
They
went
through
that
process,
but
now
the
community
needs
to
be
engaged
to
enact
the
plan
to
take
the
actions
necessary
and
the
district
needs
to
do
further
outreach
to
make
sure
the
community
understands
plan,
what
role
they
play
in
the
plan
and
how
they
can
help
support
its
achievement.
I.
B
E
In
both
both
cases,
they
begin
with
dealing
with
their
differences
that
exist
at
the
top
of
the
system
between
among
board
members,
with
the
leadership
not
only
the
leadership
of
the
superintendent
but
as
in
case
of
miami-dade,
the
leadership
throughout
the
community.
They
brought
in
business
leaders,
key
political
leaders
to
all
gather
and
come
together
as
to
what
type
of
school
system
do
they
want
for
the
future
in
Miami.
They
did
that
in
Jefferson
County.
It's
not
that
schools
are
not
just
the
property
of
those
who
work
in
them.
E
They
are
for
the
community,
they
serve
the
community
and
it
really
is
a
community
endeavor
that
helps
them
improve,
so
they
they
start
it
there.
The
second
thing
is
they
looked
at
how
the
community
is
going
to
use
its
resources
and
direct
them
to
support
schools.
They
got
the
buy-in
from
the
community
to
increase
resources
where
needed,
and
the
community
made
that
investment
and
seized
education
as
an
investment
to
ensure
the
economic
prosperity
of
the
community
in
which
they
live,
as
well
as
the
employability
of
students
who
come
out
of
the
system.