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From YouTube: April 22, 2019 CCSD Board Meeting
Description
April 22, 2019 CCSD Board Meeting
A
C
E
B
A
G
E
C
You
will
place
your
left
hand
on
the
Bible
and
raise
your
right
hand
and
repeat
after
me,
I
do
solemnly
swear
that
I
am
duly
qualified
according
to
the
constitution
of
this
state
to
exercise
the
duties
of
the
office
to
which
I
have
been
elected
or
appointed,
and
that
I
will,
to
the
best
of
my
ability,
discharge
the
duties
thereof
and
preserve,
protect
and
defend
the
Constitution
of
the
of
this
state
and
of
the
United
States,
so
help
me
God.
Thank
you.
E
C
A
E
D
A
G
A
D
H
D
D
A
A
A
His
celebration
of
life
service
was
held
on
Saturday
April,
19th
2019.
As
a
board.
We
will
continue
to
pray
for
his
family
and
friends
for
their
strength,
but
to
our
educators
at
Clark
Academy.
We
also
pray
for
your
peace
understanding
and
we
sincerely
thank
you
for
all
that
you
do
to
enrich
the
lives
of
the
students
that
you
serve.
A
We
know
that
this
year
you
have
experienced
much
loss
and
we
want
you
to
know
that
we
are
here,
for
you,
you're,
also
very
much
appreciated
if
we
can
just
bow
our
heads
for
a
moment:
gracious
father,
we
thank
you
Lord
for
life
and
we
thank
you
for
the
opportunity
for
those
that
have
touched
the
lives
of
Michael
Greene.
We
ask
continued
blessings
upon
the
family,
friends,
students,
teacher
faculty
and
staff
in
the
district
as
a
whole.
A
We
asked
that
you
contain
a
strength
in
the
family
in
the
community
and
we
that
you
continue
to
lift
him
up
as
they
continue
to
move
forward
from
this
day,
we
as
a
district
recognize
his
presence
in
our
lives
when
we
trust
and
pray
that
we
have
touched
him
in
a
very
positive
way.
We
ask
continuum
blessing
now
in
Jesus
name
for
Christ's
sake,
amen,.
E
B
A
B
Emotion,
I
would
like
to
move
that
the
board
overturned
the
Constituent
board
decisions
and
approved
transfers
for
the
following
students
that
are
on
your
spreadsheet.
These
are
students
number
one
number,
two
number
four
number:
five
Number
six
number,
seven
number
eight
number
ten
number,
eleven
eighteen,
twenty-two
twenty-three
number,
24
and
number.
Twenty-Six
second.
H
A
D
B
E
J
J
Please
help
me
in
congratulating
mr.
Ron
Crump's,
our
executive
director
for
facilities,
Robby
waltz
our
environments,
will
an
energy
officer
and
Jennifer
Kent
Rose
our
utilities
manager
for
implementing
steps
to
reduce
energy
costs
and
consumption.
Their
actions
led
to
state-level
recognition
by
the
Association
of
South
Carolina
energy
managers
for
reducing
energy
intensity
by
20%.
Since
the
year
2000,
the
staff
at
hand
were
able
to
receive
this
award
at
their
conference
earlier
this
month
in
their
waters
in
front
of
them
as
well.
J
Some
of
the
energy
saving
decisions
by
CCSD
include
moving
to
highly
efficient
LED
lighting
in
schools
and
district
buildings,
remote
control
of
heating
ventilation
and
air
conditioning
and
associated
mechanical
equipment,
and
setting
back
temps
and
facilities
during
unoccupied
officers.
Let's
give
them
a
round
of
applause.
E
J
Next
special
recognition,
this
project
leads
away,
we'd
like
to
congratulate
Wando
High
School,
represented
by
a
principal,
sherry,
Appel,
Shimer
and
mr.
Kevin
Sneed.
Why
don't
high
school
is
the
only
High
School
in
the
state
of
South
Carolina
to
be
honored
by
the
project
lead
the
way
as
a
distinguished
School
for
the
2018-19
school
year?
Wanda
High
School
is
also
repeat
winner
from
Charleston
County
School
District.
J
In
addition
to
Wando
for
the
second
year
in
a
row,
Thomas
Carey
ou
middle
school,
represented
by
principal
Morris,
received
distinct,
the
distinguished
school
gateway
status
for
Project
Lead,
the
Way
opportunities
offered
to
to
middle
school
students.
In
addition,
Morningside
middle
represented
by
principal
flock
and
mr.
Glickman
also
recognized
as
a
gateway
school.
J
They
were
the
only
two
out
of
five
middle
schools
in
South
Carolina
to
receive
the
recognition,
Project
Lead
the
way
it's
a
nonprofit
organization
whose
recognition
program
honors
schools
that
are
committed
to
increasing
student
access
engagement
and
achievement
in
their
Project
Lead,
the
Way
programs.
Let's
give
them
a
warm
round
of
applause.
J
J
J
Continuing
on
the
excitement
in
the
building
we're
near
the
big
reveal
for
our
2018-2019
district
Teacher
of
the
Year.
Allow
me
to
introduce
our
teachers
of
the
year
finalists.
The
first
is
Miss
Erin
Bua,
who
is
a
guidance
counselor
at
James
B
Edwards
elementary
school
she's
been
an
educator
for
27
years.
Let's
give
her
a
round
of
applause.
J
J
J
J
J
In
our
final
special
recognition
tonight
is
for
a
partner
Rick
Hendrick
of
Charleston
has
been
the
Teacher
of
the
Year
sponsor
in
a
creative
partner
to
the
district.
For
many
years
in
celebrating
our
educators,
I'd
like
to
ask
mr.
bilder
onda
and
Sheila
Thomason
to
please
come
forward,
we
want
to
thank
Rick
Hendrick
of
Charleston
for
making
this
year's
Teacher
of
the
Year
celebration
and
the
events
leading
up
to
it.
One
to
remember,
in
addition
to
allowing
the
top
five
finalists
to
view
a
caravan
of
BMW
options.
J
During
the
surprise
announcements,
BMW
also
invited
all
five
teachers
to
the
BMW
performance
driving
school
in
Greenville
South
Carolina
for
an
unmatched
driving
experience.
Rick
Hendrick
of
Charleston
has
always
also
been
generous
enough
to
give
the
2018-19
Teacher
of
the
Year
a
BMW
to
drive
around
for
the
next
year.
It's
this
type
of
partnership
that
allows
the
district
to
forge
lasting
community
relationships
all
while
rewarding
our
educators.
Thank
you
for
all
that.
You
do.
I
Hi
good
evening,
Jesse
Williams
first
I
want
to
I
heard
that
the
integrated
pest
control
policy
was
passed,
which
is
really
good.
I
believe
that
Chris
Dobbs
was
pushing
that
before
you
left
the
board,
pretty
sure
he
was,
but
so
I'm
happy
that
that
went
through,
but
I
weigh
all
the
schools
can
get
included
within
that
pest
control,
management
and
and
everybody
all
the
schools
have
equity
in
what
and
what
they
need.
I
I
So,
for
example,
I
attended
a
at
or
with
full
member
Kevin
Harlan
said
and
last
week,
and
what
I
found
was
that
that
they
they
pay
a
lot
of
attention
to
what
the
what
the
kids
need,
and
so
a
lot
of
their
funds
goes
to
the
kids
at
the
schools
and
unless,
unless
funding
on
the
kind
of
CCSD
central
level,
so
I
hope
that
could
be
applied
in
Charleston
as
well.
A
couple
major
takeaways
I
took
from
this
trip
once
again,
I
thank
Kevin
for
organizing
this
trip.
I
J
J
B
B
K
So
on
what
the
staff
has
agreed
to
do,
Robin
Collins
is
to
take
on
board
members
questions
and
do
the
research
put
them
in
a
Q&A
document
and
submit
them
to
the
full
board.
We
submitted
our
first
series
of
our
questions
to
the
board
late
last
week
and
then
between
now
and
second
reading
of
the
budget,
we
will
continue
to
do
that
is.
K
So
this,
yes,
sir,
so
this
budget
tonight
the
first
reading
is
the
first
reading.
It
typically
is
less
less
details
than
the
full
budget
which
you
have
that
prior
the
vote
on
the
vote
on
May
28
for
the
other.
Yes,.
A
So
let
me
let
me
just
say
this
mr.
Kennedy
and
I
should
have
said
this
before
you
begin
to
speak.
This
first
reading,
of
course,
was
an
opportunity
for
board
members
to
examine
the
first
layout
of
the
budget
and
to
craft
questions,
detail
questions
that
can
be
submitted
so
that
staff
can
go
back,
Reverend,
Collins
and
start
answering
those
detailed
questions
that
you
have
before
we
do
second
reading,
which
is
critical
and
which
is
important
so
that
all
questions
can
be
addressed.
A
K
A
So
board
members,
if
you
can
really
look
at
the
budget
that
has
already
been
presented
to
you
online,
so
we
can
really
examine
those
and
maybe,
within
the
next
day
or
two
craft,
your
questions
and
submit
them
to
a
mr.
Kennedy.
If
that's,
if
that's
okay,
so
that
we
can
get
all
of
our
questions
answered
in,
we
can
make
sure
that
thorough
research
is
done
with
those
questions
at
hand,
so
they
can
be
more
detailed,
miss
Jeffries.
They.
H
H
No
well
as
yet
about
the
budget
was
listen
for
a
minute.
Last
year
on
the
budget
we
had
a
Black,
Codes
or
ladders.
Privations
and
most
of
us
partners
didn't
know
what
they
meant.
Where
the
money
was
actually
going
it,
then
you
came
back
explain
later
what
the
song
means.
So
this
year,
you've
kind
of
make
it
really
basic
and
simple
for
us
to
read
and
they'll
be
able
to
follow.
I
wouldn't
really
appreciate
that
I,
don't
let
it
be
too
small
where
I
need
a
magnifying
glass
to
read
it.
Okay
can.
D
I
think
that
if
we
correct
me
if
I'm
wrong,
but
if
we
approve
first
reading
and
present
questions,
then
you're
going
to
you're
not
going
to
alter
the
budget
between
first
and
second
reading,
you're
just
going
to
come
back
for
this
budget
unaltered
for
second
reading.
With
answers
to
the
questions
so
I
guess
the
question
would
be
is:
when
do
we
have
an
opportunity
to
affect
the
budget
as
opposed
to
just
asking
questions
about
the
budget?
So.
E
D
K
F
Mr.
Garrett
I
have
one
comment
in
support:
the
first
reading
and
we'll
support
the
second,
but
in
between
now
and
the
second
I
want
to
see
what
we've
added
a
lot
of
last
four
years
and
we've
tried
some
new
things.
What
has
worked
and
what
hasn't,
if
you
can
report
back
to
the
staff
on
or
where
we
need
to
refocus,
so
that
we
don't.
F
K
Right
and
I
would
add,
if
I
may
so
we're
selling
bonds
here
here
shortly,
and
so
it's
part
of
that.
Obviously
we
get
bond
ratings
from
the
rating
agencies
and
so
Moody's
gave
this
district
is
a
bond
ratings
bond
ratings
for
this
Friday
and
they
just
published
those
today
both
of
those
are
upgrades
in
our
bond
ratings,
so
Buddhism
Moody's,
Investor
Services,
has
upgraded
its
underlying
rating
of
the
installment
purchase
revenue
bonds
from
a
1
to
8.
A
3
and
Moody's
has
upgraded
greater.
K
This
underlying
rating
of
the
general
obligation,
bonds
of
Charleston
County
School
District
from
a
a
3
to
a
2.
So
those
statements
are
directly
from
the
report
that
that's
being
released
by
Moody's
that
was
released
by
Moody
today
and
that
information
is,
you
know,
they're
basing
those
ratings
on
several
factors,
one
being
the
sound
fiscal
position
of
the
district
and
they
look
at
our
fund
balance
and
that
that
increase.
A
H
All
right,
obviously,
that's
one
more
question
to
find
out
there
in
the
budget
with
the
last
minute
you
talked
just
said:
you're
going
to
do
something
with
the
year
the
head
start,
but
you're
lying
I
was
I,
wasn't
able
to
find
it
other
than
the
amendment
they
were
saying
for
some
time
got
to
admit,
were
able
to
add
a
head
start.
So.
K
H
D
A
G
You,
the
slides,
have
been
in
your
board
book
for
the
past
two
meetings.
This
will
be
the
third
time
that
these
slides
have
been
in
your
board
book.
So
as
they
come
on,
the
screen.
I
didn't
make
additional
copies
for
you
tonight.
So
it's
our
intent
to
talk
about
this.
The
kinds
of
system
change
that
we
have
to
make
in
order
for
us
to
be
able
to
create
different
results.
So
I
just
want
to
start
out
by
pointing
out
that
our
system
was
designed
during
the
agricultural
age.
G
It
was
modified
some
during
the
industrial
age
in
order
to
produce
different
results.
It's
gonna
have
to
be
rethought
again.
Right
now
in
our
state,
students
are
required
to
complete
24
Carnegie
units
to
graduate
a
Carnegie
unit
is
a
little
over
8,000
minutes
of
time
spent
in
a
class
and
passing
is
60%,
so
that
sort
of
system
isn't
preparing
children
with
the
kinds
of
high
levels
of
literacy
and
mathematics,
skills
that
are
required
for
any
of
our
jobs
today,
not
not
any
of
our
jobs.
So
we
really
need
to
rethink
the
way
we
operate.
G
G
The
improved
requirements
for
assisting
underperforming
schools,
the
removal
of
some
of
the
tests
that
aren't
required
by
the
federal
government
permission
for
some
districts
to
move
toward
competency-based
education,
and
that's
the
piece
I
want
to
talk
about
tonight,
because
I
think
that
we
may
still
get
that
out
of
legislation
Lexile
in
quantile
scores,
which
I'll
talk
more
about
in
a
moment.
Common
Admission
scores
for
all
of
the
tech
colleges,
which
would
be
immensely
helpful,
zero
to
20
align
system.
G
I,
don't
know
if
we
need
another
committee
to
study
that
or
not,
but
we
sure
do
need
a
system.
That's
aligned
zero
through
20,
so
that
when
we
sit
down
with
Mary
Thornley
and
her
colleagues
that
try
to
attract
tech
or
with
any
of
our
other
higher
ed
institutions,
it
isn't
so
laborious
to
figure
out
how
to
get
dual
credits
to
our
students
or
make
sure
students
coming
to
them
have
already
had
the
remediation
they
need.
And
then
the
final
bullet
I
thought
was
really
interesting.
G
It
was
quite
controversial,
but
it
would
change
the
nature
of
the
way
we
think
about
our
work.
If
school
districts
were
required
to
make
sure
that
we
take
care
of
the
remediation
for
any
student
under
the
age
of
21,
who
can't
enter
our
local
Technical
College
without
remediation,
because
our
systems
should
be
aligned.
So,
as
you
know,
or
those
of
you
who've
been
on
the
board
for
a
while
know
that,
as
we
looked
at
our
new
career
and
technical
centers,
we
used
many
different
sources,
one
of
which
was
the
local
chambers.
G
Talent,
demand
study
to
make
sure
that
the
career
opportunities
we're
providing
through
our
centers
are
aligned
with
our
local
market.
So
the
next
slide
simply
showed
you.
The
work.
That's
done
nationally.
Aligning
hundreds,
if
not
thousands,
of
different
jobs
and
careers
telling
us
what
Lexile
level
is
needed
now
at
Lexile
level,
is
a
measurement
of
reading
capability,
so
the
federal
government
has
created
these
different
careers.
They
tell
you
how
many
years
of
education
that
you'll
need
to
probably
to
get
into
that
career.
They'll.
G
So
if
you
begin
to
see
down
that
the
pattern
of
what
those
Lexile
levels
look
like,
we
can
tell
you
that
any
student
we
send
out
of
this
system
with
a
Lexile
level
before
below
1100
is
not
going
to
be
able
to
get
a
job
with
living
wage.
That
has
any
sort
of
stability
with
it.
I'll
talk
a
little
bit
more
about
that
in
a
moment,
but
this
is
the
framework
it's
used
worldwide.
G
If
you
are
traveling
in
some
other
country,
and
you
have
a
fourth
grader,
you
know
your
fourth
graders
Lexile
level
is
about
800.
You
can
go
to
into
a
library
anywhere
in
the
world
and
check
out
books
at
the
right,
Lexile
level.
It's
becoming
the
national
measuring
stick
the
way
that
we
use
a
thermometer
to
take
a
child's
temperature
or
or
we
use
blood
pressure,
and
that
is
is
understood
across
the
world.
That
means
that
we
could
create
a
regional
accountability
system,
so
we're
working
the
dorcester
in
Berkeley
counties.
G
If
you
look
down
the
left-hand
side
of
this
slide,
it
shows
you
the
grade
level.
The
right-hand
side
of
this
slide
right
now
has
a
Lexile
level.
We
could
add
the
quantile
level
there
too,
so
the
four
pieces
of
information
that
would
be
important
to
parents,
to
students
to
teachers
and
to
employers
are
the
ones
that
are
shown
they're
the
Lexile
level.
How
well
is
this
child
able
to
access
retrieve
process
and
produce
information?
The
quantile
level?
G
How
well
is
this
child
able
to
understand
what
mathematical
operation
needs
to
be
brought
to
bear
to
find
a
solution
to
a
problem,
and
then
the
work
ethic
and
and
what
is
called
soft
skills
as
social
skills
and
for
us
that
doesn't
have
to
be
really
complicated
at
the
high
school
level,
we
have
the
Wynn
assessment
at
the
elementary
level.
It
might
be
as
simple
as
this
didn't
get
along
with
other
students.
Finish
assignments
on
time
collaborate.
G
G
Is
this
the
kind
of
school
where
people
care
about
me
and
I
get
help
when
I
need
when
I
need
assistance,
so
Dorchester
foreign
to
Berkeley
in
Charleston,
agreed
as
you'll
recall
last
year
to
work
together
on
this
sort
of
accountability
or
progress
monitoring
system?
We
have
the
support
of
the
education,
Oversight
Committee
and
the
State
Department
of
Education,
dr.
Kevin,
o
Gorman
was
leading
that
work
for
us.
G
He
has
moved
on
to
a
superintendency
and
Cindy
Ambrose
has
agreed
for
the
region
to
pick
up
some
of
that
work
and
to
lead
this
development
of
what
the
progress
report
would
look
like
and
how
we
make
it
simple
enough
that
everyone
understands
it
and
meaningful
enough
so
that
it
it
conveys
an
understanding
to
parents
and
to
employers,
as
well
as
for
teachers
and
students.
So
what
does
that
mean?
G
What
would
we
do
Monday
morning
as
a
result
of
that
in
your
board
books,
you
had
for
a
number
of
of
areas
how
we're
trying
to
make
all
of
this
work
in
our
Career
and
Technology
education
centers.
There
are
centers
for
Advanced
Studies.
If
you
look
across
the
top
of
that
chart,
you
see
a
sort
of
tan
line:
that's
a
high
school
program
of
study
in
the
areas
of
architecture
and
construction.
G
So
under
architecture
and
construction
we
have
tools,
blueprints,
framing
and
roofing,
exterior
and
interior,
finishing
footings
and
foundations,
electrical
switches
and
circuits
plumbing
tubing
and
systems,
drainage
systems
and
so
forth
that
those
are
jobs
that
you
could
get
right
out
of
high
school.
And
then,
if
you
follow
clear
over
to
the
right-hand
side
under
that
tan
box,
it
tells
you
the
average
starting
salary
for
that
position
and
the
Lexile
level.
G
So
you
see
that
in
order
to
be
a
construction,
laborer
and
helper
and
stay
on
the
job
with
continued
employment,
you
need
a
Lexile
level
of
at
least
11:30.
Why,
in
the
world,
we
would
graduate
students
who
have
scored
a
60%
passing
in
their
classes
and
earned
24
Carnegie
units,
but
has
the
Lexile
level
anything
less
than
a
thousand
is
mystifying,
and
yet
we
do
that
not
only
across
this
state
but
across
this
nation.
This
is
the
kind
of
systems
change
that
is
needed
if
we
were
to
say
to
our
schools.
G
We
want
no
child
to
graduate
who
has
a
Lexile
level
less
than
a
1100.
That
sets
a
very
different
kind
of
target
than
saying
we
want
children
to
earn
24
Carnegie
units
at
at
least
60%
completion,
or
if
we
were
to
say
that
eighth
graders
no
child
should
leave
middle
school
without
the
Lexile
level
at
at
the
level
in
the
chart
that
I
showed
you
that
sets
a
very
different
kind
of
target
for
us.
G
If
you
look
across
this
chart
at
the
gray
bar,
it
tells
you
that
industry
certifications
that
we
would
have
that's
a
national
certification,
that's
portable!
You
can
take
it
anywhere
in
this
country,
sometimes
even
internationally,
and
if
you
start
to
get
those
certifications,
they're
stackable
certain
means.
If
you
get
a
certification
and
this
specific
thing,
you
can
stack
it
on
top,
no
matter
where
you
move
in
the
country
that
certification
can
be
stacked
on
top
of
something
else,
and
so
can
the
college
coursework
that
go
with
it.
G
So
in
in
for
each
of
our
career
programs,
the
blue
line,
the
ten
is
a
high
school
diploma.
The
gray
is
a
certificate
which,
most
times
students
can
get
when
they
finish
our
program,
then
there's
the
associate's
degree,
the
bachelors
degree
and
we
sort
of
lay
out,
under
the
bachelors
degree,
the
coursework
that
the
students
could
find
at
Clemson
at
South,
Carolina,
State
or
the
University
of
South
Carolina,
so
that
we
start
to
align
the
work
our
children
are
doing.
G
Our
young
people
are
doing
with
their
on
post-secondary
prospects,
so
we
had
agriculture,
construction,
advancement,
manufacturing,
transportation,
distribution
and
logistics,
information
technology,
science,
technology
engineering
and
math
media
technology,
health,
science
technology
there
are
likely
more,
but
those
are
the
ones
that
we
included
in
your
packets
for
your
information
and
then.
Finally,
as
you
look
at
this
year's
budget,
we're
trying
to
be
more
intentional
about
the
question
that
you've
asked
this
evening,
which
is
in
the
past
four
years,
we've
invested
quite
a
bit
of
additional
funds.
What's
the
ROI
for
that?
What
were
the
impact
measures?
G
What
did
teachers
and
what
did
teachers
receive
and
students
accomplished
as
a
result
of
those
additional
investments?
So
you
will
see
from
us
a
relentless
intentionality
about
understanding
where
our
children
are
on
Lexx,
Isles,
on
quantiles,
on
work
skills
and
on
personal
feeling
of
well-being
and
alignment
with
our
funds.
So
this
gives
you
an
example.
You
had
many
of
these
slides
in
the
deck
that
was
sent
to
you,
and
that
is
in
your
packet
tonight.
Behind
the
budget.
Section
here
is
a
problem
we
have
identified.
G
G
That's
the
highest
leverage
strategy
that
we
come
up
with,
and
you
should
expect
to
see
these
results
Z
so
that
when
we
get
ready
to
look
at
the
budget
next
year
and
throughout
this
year,
as
we
get
the
measures
on
the
indicators
on
map
assessments
or
other
assessments,
you
should
expect
to
see
an
increase
in
Lexile
and
quantile
scores
and
as
measured
by
SC,
ready
and
map.
You
should
see
improvements
in
math
and
reading
student
outcomes
in
kindergarten
and
first
grade
according
to
the
fast
bridge
assessments.
G
And
then,
as
our
teams
go
out
and
observe
teachers,
you
should
see
an
increase
in
the
fidelity
of
implementation
of
programs,
because
many
times
in
the
past,
this
we
have
all
districts
have
purchased
programs.
But
we've
switched
from
program
to
program
to
program
so
quickly
that
teachers
have
not
had
time
to
to
develop
a
repertoire
of
skills
from
which
they
can
draw
to
meet
individual
student
needs
so
we're
looking
at
fidelity
of
implementation.
G
We
were
talking
to
an
advisor
last
week
who
recommended
that
we
don't
call
our
our
instructional
coaches,
instructional,
coaches,
their
fidelity,
implementation,
coaches
or
model
fidelity
coaches.
Their
purpose
is
to
make
sure
that
we
support
teachers
who
need
the
support
in
the
right
ways
at
the
right
time
and
not
just
bring
them
in
for
one
in-service.
The
next
slide
and
you'll
see
several
of
these
in
your
budget.
G
Another
example
that
we
put
in
your
packets
is
the
social
and
emotional
learning
and
school
climate
goals
to
show
that
even
those
kinds
of
goals
can
be
quantified
in
ways
that
don't
leave
us
guessing
and
there's
another
example
of
how
general
operating
funds
can
find
with
title
4
entitled
to
funds
from
the
federal
government
to
accomplish
a
specific
mission.
So,
as
you
see,
that
might
have
had
greater
context,
two
or
three
meetings
ago
to
tell
you
what
we
were
preparing
to
do.
G
But
we
just
want
to
make
sure
that
the
board
is
aware
of,
what's
being
done,
to
make
sure
that
as
we
construct
these
new
Career
and
Technology
education,
centers
centers
are
for
Advanced
Studies
that
the
programs
that
we're
looking
at
both
in
those
centers
and
at
the
high
schools
are
very
very
closely
aligned
with
what
we
believe
our
students
will
need,
whether
they're
leaving
high
school
going
right
into
the
job
market,
achieving
career,
certifications
going
onto
two-year
colleges
or
four-year
institutions.
So
that
was
the
superintendence
report
for
tonight
and
I
appreciate
you,
okay,.
A
G
A
H
H
Today,
buzz-buzz
happened
what's
happening,
it's
my
mistake:
I
missed
it
that
it's
placed
on
the
I
would
looked
at
earlier
and
for
finances
this
week
or
didn't
find
if
I
couldn't
find
it,
as
maybe
not
doing
today,
then
tonight,
I,
look
down,
I,
see
it
on
the
consent
agenda,
the
purchase
card
for
both
limits.
In
here
we
have
where
we're
amending
to
separate
two
separate
policies
on
the
consent
agenda.
Without
discussion
policy
DRD
in
policy
DKC,
then
they
were
also
granted
cards.
H
The
car
would
limit
$40
from
earth
and
Cindy
made
a
member
the
last
time
that
all
this
friction
I
don't
think
some
of
the
problems
even
realize
their
voltage.
They
prove
it
tonight
back
if
I
approve
the
agenda
and
I.
Don't
want
us
to
do
that
because
the
car
policy
tells
us
how
to
put
things
on
the
potential
consent
to
get
it
approved,
and
this
has
this
didn't
fall
under
that?
No,
you
know
we
have.
We
have
a
policy
as
hiding
something
a
such
a
consent.
H
Let
us
stick
with
that
and
follow
those
rules
that
has
not
come
here
when
we
got
a
majority
vote
they
put
on
the
potential
consent
and
then
get
it
approved,
but
people
don't
know
what
they're
really
approving
so
so
tonight
the
car
does
approve,
with
our
discussion
and
I,
have
a
problem
I
want
to
discuss
the
card
I
want
to
ship
you
on
the
table
tonight
for
discussion,
everything
we
need
to
bring
it
back
because
it
wasn't
approved
properly.
The.