►
From YouTube: CCSD Board of Trustees Meeting | April 27, 2020
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
B
Will
now
officially
call
the
Board
of
Trustees
a
meeting
April
27
2020
to
order
at
this
time
before
we
go
into
the
adoption
of
of
the
agenda?
I,
just
ask
that
you
just
pause
with
me
for
a
moment
and
please
join
me
in
remembering
to
Charleston
County
School
District
students
who
have
passed
away
Jackson
long,
attended,
James,
Island,
High,
School
and
Linnell
Reed,
who
attended
Daniel
Jenkins
Academy.
We
also
want
to
remember
st.
John's
high
history,
teacher
Isaac
Legree,
who
passed
away
Friday
April
24th.
B
Mr.
Legree
was
a
father
figure
to
many
students
at
st.
John's
High
and
he
will
be
sorely
missed.
Lastly,
we
also
want
to
keep
AC
current
principal
Panetta
right
in
our
thoughts
after
the
recent
loss
of
her
mother.
If
you
would
please
join
me
in
praying
father
of
all,
we
pray
to
you
for
our
children
and
for
all
those
who
we
love
but
see
no
longer
father.
B
We
pray
for
care
and
healing
for
those
who
are
particularly
vulnerable.
We
pray
for
safety
and
protection
for
all
who
experience,
fear
or
anxiety.
We
pray
for
peace
of
mind
and
spirit
for
affected
families
who
are
facing
difficult
decisions
between
food
on
the
table
or
public
safety.
We
pray
for
policies
that
recognize
their
plight,
but
those
who
do
not
have
adequate
health
insurance.
We
pray
that
no
family
will
face
financial
burdens
alone
for
public
officials
and
decision
makers.
We
pray
for
wisdom
and
we
pray
for
guidance
father
doing
this
time.
B
B
E
C
D
D
B
C
C
B
I
A
A
A
E
J
E
A
E
E
E
J
J
J
J
J
M
B
M
C
D
B
M
M
C
C
B
D
On
item
public
comment
due
to
the
recommendations
of
medical
and
governmental
officials
after
the
outbreak
of
code
19,
the
board
voted
to
suspend
public
comment
policy
on
March
23rd
in
an
attempt
to
flatten
the
curb
and
abide
by
the
recommended
social
distancing
guidelines.
The
world
for,
however,
wanted
to
make
sure
that
the
public
has
a
mechanism
by
which
they
could
be
heard
prior
to
vote
on
matters
involving
the
district.
So
we
created
a
method
by
which
the
public
could
submit
comments
in
writing
via
our
website.
D
N
We
have
two
updates
tonight.
The
first
one
has
to
do
with
AK,
Ovid
1940
and
then
we'll
get
to
an
update
on
the
board
priorities.
So
they'll
start
looking
at
the
slides
that
help
us
summarize.
We
and
the
public,
the
coab
in
nineteen,
that
this
district
has
taken
in
the
impact
that
that
particular
for
Jairo
infection
on
our
district,
as
well
as
the
rest
of
the
country
Maggie.
N
If
you
could
go
ahead
and
display
the
slides
that
board
members
received
ahead
of
time
so
that
the
public
could
look
at
them
well,
we're
talking
that
would
be
great
on
the
first
slide
is
simply
the
title
slide:
okay,
they're
asking
me
to
slow
down
for
a
minute
so
that
they
can
change
screens
and
get
them
displayed
for
everyone.
The
first
slide
is
just
the
title
slide,
so
we
will
slide
on
through
it.
It
simply
indicates
that
Carolyn
Belcher
and
Jeff
burrow
you're
going
to
be
assisting
with
the
presentation.
N
N
The
next
slide
is
just
another
picture
showing
someone
coming
back
to
work.
That's
what
we're
contemplating
now
before
we
talk
about
that,
though
we
want
to
talk
about
just
generally
the
impact
that
Cova
19
has
had
on
our
system.
We
know
that
schools
are
the
cornerstone
of
a
stable
democracy
and
Maggie.
If
we
can
advance
to
the
next
slide.
Thanks
schools
are
the
cornerstone
of
a
stable
democracy.
N
Pandemic
has
brought
a
lot
of
challenges
most.
The
most
important
thing
that
it
has
done
is
to
lay
bare
the
disparities
that
have
always
existed:
the
blue
font
there
for
board
members
packets.
That
was
a
link
to
a
research
study,
that's
put
out
by
the
same
nonprofit
that
provides
the
map
assessments
for
the
district.
Those
assessments
measure
how
much
growth
has
occurred
in
a
period
of
time,
and
the
prediction
is
that
most
students
will
not
achieve
at
the
same
levels
they
might
have
achieved
at
at
first.
N
We
will
catch
up
that
growth
for
most
students,
but
students
who
are
coming
from
homes
where
they
can't
connect
to
the
Internet,
where
connectivity
isn't
possible
because
broadband
isn't
isn't
yet
available
in
that
area
or
families
that
can't
afford
broadband
are
missing
out
on
the
opportunity
for
one-to-one
tutoring.
Carolyn
Belcher
is
going
to
talk
in
a
little
bit
about
what
we
intend
to
do
about
that
just
as
quickly
as
we
are
able
to
see
students
face
to
face,
even
with
some
sort
of
physical
distancing
requirements
in
place.
N
We
want
to
give
a
shout
out
first
to
teachers,
our
school
leaders,
other
staff,
who
are
out
there
doing
everything
they
can
possibly
do
to
support
every
single
student.
Despite
their
best
efforts.
We
know,
as
I
just
said,
there
isn't
any
substitute
for
face-to-face
instruction,
so
we
will
give
additional
instructional
time
just
as
quickly
as
we
possibly
can.
N
We
will
advanced
most
students
to
the
next
grade,
so
unless
a
parent
requests
for
a
student-
you
repeat
a
course-
and
if
they
do
request
that
and
the
students
at
the
high
school
level
enrolled
in
a
Carnegie
course,
a
Carnegie
bearing
Carnegie
unit
course
is,
is
under
strict
regulation
by
the
state
Department
of
Education.
We
will
work
with
the
state
department
to
make
sure
that
no
student
who
repeats
a
course
that
they
were
they
withdraw.
N
Passing
from
this
semester
will
be
harmed
whatsoever,
and
it
would
be
our
intent
to
allow
every
student
to
withdraw
passing
because
there
are
some
students
who
may
be
struggling
with
a
mathematics
course
or
foreign
language
course,
or
a
number
of
other
courses
who
would
do
well
to
take
it
over
and
our
high
school
students
have
plenty
of
opportunities
to
get
all
their
required
courses
in
in
the
using
the
kind
of
scheduling
that
we
use
in
high
school.
So
we'll
give
those
opportunities,
just
as
broadly
as
we
can.
N
If
a
parent
wants
a
child
to
repeat
a
grade
or
if
teachers
had
already
talked
to
a
parent
about
having
a
child
repeat
occur
for
march
13th.
There
may
be
a
few
students
whose
best
interest
would
be
served
by
repeating
a
grade
level,
but
otherwise
everyone
will
move
forward
and
one
of
the
big
challenges,
as
students
start
back
to
school
will
be
figuring
out
how
to
address
the
gaps
that
occurred.
N
Finally,
I
wanted
to
mention
in
this
slide
that
while
we
will
observe
virtual
graduations
the
first
week
in
June,
every
high
school
principal
is
conferring
now
with
faculty
and
eventually
they've
only
lost
in
making
a
decision
about
how
to
conduct
an
in-person
ceremony
most
likely
in
their
own
school
community.
So
that's
that
decision
rests
with
principals
and
our
principals,
our
furring,
with
one
another
to
try
to
make
sure
they
are
communicating
well
about
what
will
be
happening.
Just
celebrate
and
honor
their
senior
class
we're
most
disappointed
about
the
loss
of
the
senior
year.
N
The
rites
of
passage
that
seniors
normally
get
to
observe
all
of
our
school
marquees
are
honoring
seniors
this
week
and
we
hope
to
be
able
to
continue
some
special
recognitions
from
now
to
the
end
of
the
school
year.
Next
slide,
please
Thanks,
as
we
think
about
how
to
how
to
develop
a
plan.
We
simply
follow
our
values,
so
we
using
some
references
that
were
provided
by
medical
experts
in
the
area.
We
looked
at
some
plans
from
other
places
in
the
country
and
and
began
thinking
about
a
reactive
reactivation
plan
with
these
five
values.
N
First,
being
always
vigilant
about
every
single
thing,
we
can
learn
about
how
this
virus
spreads
and
what
schools
can
do
now
to
support
our
students,
families
and
communities,
and
how
we
safely
bring
children
back.
We
will
make
data
form
informed
judgments,
as
we
move
to
start
back,
we'll
think
about
the
differences
that
exist
in
our
communities,
among
individuals,
among
facilities
and
among
communities.
N
We
will
think
about
how
to
care
for
the
most
vulnerable.
There
are
some
segments
of
our
population
that
are
more
vulnerable
than
others,
and
we
want
to
be
very
mindful
of
that
as
we
think
about
how
to
start
back
and
then,
finally,
we
will
have
to
have
brand
new
protocols
for
safety
so
moving
forward
there.
There
will
be
some
things.
Many
people
have
said
it
will
be
changed
that
will
be
changed
forever.
We
simply
will
not
be
able
to
pick
up
where
we
left
off
on
March
13th.
N
My
next
slide,
please,
as
we
begin
reactivation
planning,
we're
looking
at
immediate
needs
between
now
and
July,
and
then
we're
moving
past
July,
and
this
list
is
not
all-inclusive.
It
tells
you
some
of
with
using
about
we're.
Looking
now
at
our
facility
and
classroom
capacities,
given
the
current
CDC
guidelines
of
this
physical
distance
thing,
we're
thinking
about
the
instructional
needs
and
the
best
approaches
we
support
teachers
and
their
efforts
to
support
every
single
child.
I've
mentioned
that
new
protocols
for
safety.
There
will
need
to
be
professional
development
for
everyone.
N
Regarding
the
new
protocols,
that's
our
faculty
staff
and
for
every
student
who
comes
back.
There
are
a
lot
of
scheduling
and
transportation
considerations
that
have
to
be
taken
in
using
into
the
process
of
planning
and
then
we're
almost
sure
that
they're,
some
sort
of
phased
in
start
up
sequence
and
we
may
run
dual
opportunities
for
a
while,
because
we
imagine
that
there
will
be
some
families
that,
regardless
of
the
precautions
we
take,
will
want
their
children
enrolled
virtual.
You
can
make
that
happen,
so
we're
looking
at
all
possibilities.
We
will
draft
a
plan.
N
We
will
include
principals
teachers
and
other
staff
in
refining
that
plan
to
bring
to
the
forward
for
your
consideration
and
for
public
input
and
then
finally
I'll
mention
that
work
on
this,
and
we
take
the
advice
of
the
state
officials
who
are
involved
in
this
decision.
We're
also
coordinating
closely
with
the
medical
experts
in
our
community.
We
will
have
to
address
three
areas
before
they
feel
it
will
be
safe
for
us
to
restart
in-person
instruction.
The
first
area
is
a
specimen
testing
that
we
hear
so
much
about.
N
The
second
is
the
contact
tracing
and
all
of
the
analytics
that
go
along
with
that,
so
that
we
very
quickly
about
how
someone's
on
of
koba
19
might
impact
them
or
their
families.
Though
I'm
going
to
turn
the
slides
over
now
to
carolyn
Belcher
who's
going
to
talk
about
some
of
the
instructional
approach
from
the
learning
services
point
of
view,
Carolyn.
O
Yes,
first
of
all
make
sure
I
give
an
update
on
where
we
are
right
now,
so
we
did
distribute
third
quarter
interim
report
cards
via
email
or
if
parents
jennette
we're
not
able
to
provide
an
email
address
that
was
mailed
to
them.
This
is
an
interim
because,
as
given
guidance
by
the
state,
the
final
fourth
quarter
will
be
a
combined
grade
with
a
third
quarter.
O
So,
instead
of
a
third
quarter
grade
in
fourth
quarter
grade,
it's
going
to
be
a
semester
grade
to
ensure
that
we
give
students
maximum
time
to
raise
their
grade
if
they
can,
but
also
not
to
punish
a
new
student
who,
for
a
variety
of
reasons,
is
not
able
to
fully
focus
in
the
fourth
quarter
because
of
personal
considerations
or
health
issues
or
whatever
in
their
family.
We're
focusing
specifically
on
grade
level
content.
O
We've
gone
through
the
standards
for
particularly
the
K
to
8th
grades
in
ela
and
math
to
see
what
would
have
been
taught
in
the
fourth
quarter,
which
we
are
not
teaching,
though
the
good
news
is
because
reading
and
mathematics
tends
to
spiral.
So
you
revisit
similar
concepts
at
a
higher
level
of
complexity.
O
Now
the
challenge
right
now
is,
as
we
look
at
the
priorities,
we're
looking
roughly
at,
if
say,
a
k-25
of
8,000
students,
which
is
a
significantly
higher
number
than
what
we
typically
would
serve
in
a
summer
camp.
We
have
the
format
of
the
read
to
succeed,
third-grade
camp,
which
has
been
very
successful
in
accelerating
instruction
the
challenges.
We
can't
count
on
how
often
we
can
bring
all
the
students
together,
given
some
of
the
limitations
that
dr.
poster
we
just
went
over.
So
for
that
reason
we
are.
O
One
of
the
big
challenges
to
investing
a
lot
of
our
instructional
efforts
to
the
online
medium
is
tech
access
like
the
number
of
students
who
don't
have
access
to
high
high
high
functioning
Wi-Fi
or
may
not
have
a
device
in
their
house
now.
The
good
news
is
the
Charleston
County
has
made
an
investment
in
devices
so
that
we
do
have
enough
for
every
student
in
the
district
to
have
one-to-one
in
the
initial
closure.
O
Some
schools
opted
to
distribute
written
packets
rather
than
devices
in
part,
because
we
weren't
sure
how
long
this
was
going
to
be,
but
as
we
realize
how
much
longer
has
been
those
schools
have
gone
back
and
redistributed
devices.
But
we
are
estimating,
at
this
point
around
us
forty-two
hundred
out
of
the
50,000
kids
gap,
either
with
access
to
Wi-Fi
or
actually
a
device
either,
because
the
student
did
not
come
in
to
pick
it
up
later.
O
Now
we're
working
very
closely
with
community
leaders
to
close
that
gap
and
make
sure
we
have
an
accurate
sense
of
this,
because,
as
we
move
into
the
next
phases,
it's
going
to
be
critical
that
we
know
which
students
are
able
to
take
advantage
of
the
instruction
we're
offering
and
those
who
do
not.
All
students
should
have
access
to
learning
packets.
Our
teachers
are
contacting
them
at
least
once
a
week.
We're
asking
everyone
twice
a
week
to
make
sure
that
we
can
see
students.
O
We
know
they're,
okay,
face-to-face
and
regularly
holding
online
courses
and
giving
feedback
on
the
work.
I.
Think
one
of
the
things
that
we
realized
is
that
there's
some
inconsistency
and
some
house
parents
need
help
outside
of
the
traditional
school
hours.
So
we
started
a
family
helpline
which
launched
just
after
spring
break
sixty
five
of
our
psychologists
and
counselors
volunteered
to
take
part
in
that,
and
it
really
has
been
an
effective
way
of
connecting
families
to
both
social
support
networks
that
they
might
need.
O
P
Carolyn,
so
very
quickly,
from
the
operational
perspective,
we've
really
hit
our
stride
at
this
point
and
feel
very
comfortable
with
with
what
we're
doing
on
a
regular
basis.
We've
made
a
lot
of
adjustments
both
from
input
from
our
parents,
our
families,
as
well
as
our
own
workforce.
You
can
see
some
of
the
statistics
here.
P
We've
served
well
over
three
300,000
meals
since
we
began
the
program,
our
number
of
sites
that
expanded
282
at
this
point
doing
our
best
to
reach
the
deepest
parts
of
the
district
to
minimize
those
that
have
to
try
to
find
their
way
back
to
another
location,
to
get
the
food
out
to
where
it's
need.
The
most
and
I
did
want
to
point
out
that
we
now
have
our
our
cafeteria
staff
working.
P
What
I
call
it
partitioning
so
that
we
don't
have
large
groups
working
together
in
the
event
that
something
negative
would
happen,
we're
working
in
small
groups.
So,
as
far
as
a
quarantine
goes,
we
wouldn't
have
to
pull
aside
an
entire
work
staff,
whether
it
be
from
the
supply,
preparation
and
the
hand
out
of
the
meals
from
an
information
technology
perspective
of
the
Wi-Fi
program.
Our
campuses
and
with
our
buses
is
working.
P
Fine,
we've
expanded
that
Wi-Fi
permanently
to
15
campuses
and
by
expanding
at
four
remote
sites,
and
then
we're
hitting
the
rest
with
our
for
our
service
buses,
AM
p.m.
20
sites
a
day,
the
repair
route.
We
have
a
repair
route
every
single
day
that
hits
three
different
school
sites.
We've
replaced
or
repaired
nearly
500
devices
since
that
program
began,
and
we
did
set
up
a
parent
help
desk
when,
when
we
were
shut
down
and
we've
gotten
little
over
1,300
calls.
P
I
did
want
to
talk
a
little
bit
about
operation,
kid
care,
that's
our
partnership
with
Roper
st.
Francis
learning
services,
the
learning
services
staff,
in
particular
kaleidoscope,
have
done
a
phenomenal
job.
We've
had
senior
leaders
of
the
district
step
in
to
run
shifts
for
the
administration
portion.
It's
been
highly
successful
in
providing
support
12
hours
a
day,
a
little
less
than
12
hours
a
day
for
those
frontline
workers
at
Roper,
st.
Francis.
P
They
have
been
extremely
pleased
with
this
opportunity
and-
and
it
has
given
us
some
very
good
ideas
and
also
has
presented
how
difficult
it
is
to
manage
social,
social,
distancing
with
kids
and
so
we're
using
it
not
only
to
support
Roper
st.
Francis,
but
as
a
good
way
to
prepare
ourselves
for
what
we
might
have
to
face
later
this
summer
into
the
fall.
C
N
Mac
that
that
completes
our
report.
We
we
want
to
emphasize
we.
We
will
have
schools
ready
to
open
and
bring
children
back
as
soon
as
it's
safe
to
do
that,
under
whatever
circumstances
it's
safe
to
do
that,
but
we
don't
and
just
anticipate
an
immediate
startup
that
will
look
anything
like
school
sessions.
Look
like
on
March
13th.
Thank
you.
Thank.
N
B
G
N
G
N
N
That
means
that
when
we
start
back
we're
going
to
have
to
offer
some
extra
days
of
instruction
for
the
children
who
have
not
been
in
an
environment
or
had
the
opportunity
to
have
the
support
that
they
needed
instructionally,
but
not
all
of
us
are
equipped
to
teach
all
things
to
all
children,
and
we
realize
that
so
we're
going
to
have
to
have
a
start
up
period
to
bring
children
back
just
to
recoup
some
of
the
learning
loss.
That's
we'll
deal
with
any
question
on
a
king
case
basis.
N
G
N
N
G
One
last
question:
the
grab
the
graduation
and
also
the
trying
to
do
the
virtual
graduation.
Would
you
spoke
about
a
while
ago?
Is
there
possibility
that
the
school
district
can
do
something
for
the
seniors
in
December
or
January?
If
the
virus
has
already
passed
away
by,
then
we
are
able
to
bring
kids
back,
not
some
type
of
recognition
for
those
kids
that
graduated
early
next
year
or
later,
similar
or
orders
or
as
soon
as
possible
date
to
give
them
some
type
of
physical
recognition.
Buddy
entirely
dessert,
really.
N
Every
senior
will
have
an
in-person
graduation
ceremony,
the
date
for
that
will
be
determined
by
the
school,
so
it
might
not
be
the
same
for
every
different
community,
but
every
community
will
be
involved
in
in
making
that
decision.
The
principal's,
leaving
that
that
effort,
so
we,
the
graduation
at
one
school,
may
look
different
than
the
ceremonies
at
another
school.
At
this
point
we
do
not
anticipate
any
large
gather
inside
buildings,
so
hopefully,
while
the
weather
is
still
warm,
every
school
will
be
able
to
establish
a
graduation
ceremony
that
we
all
agree
senior
scizor.
B
L
Sure,
okay,
thank
you,
I
was
I
was
commending
everybody
on
the
staff
top-to-bottom
for
their
hard
work,
because
this
has
been
a
completely
uncharted
territory
and
to
pivot
feed.
All
these
children
and
provide
of
instruction
is
as
commendable
so
thank
you.
All
I
know
that
we've
done
that
mr.
Kennedy
and
others
have
done
a
lot
of
analysis
on
the
financial
impacts
of
the
sales
tax
declines
and
so
on.
L
What
I
haven't
seen
and
obviously
I'm
not
in
every
meeting,
but
if
we
start
talking
about
adjusted
instruction
potential
shifts
where
we're
teaching
half
the
school
in
the
morning
and
half
at
night
now
we're
not
just
dealing
with
revenue
now
we're
dealing
with
expenses
at
the
same
time,
so
I
think
we're
gonna
have
to
think
about
other
ways
to
solve
that
problem,
because
it's
bad
enough
already
and
I,
don't
know
if
anybody's
giving
any
thought
to
the
implications
of
the
expense
side
of
the
ledger.
But
it's
not
an
insignificant
number
as
I
would
imagine
so.
N
Yes,
that
question
is
keeping
several
people
up
at
night.
Mr.
Kennedy
and
Carolyn
Belcher
are
both
working
hard
to
try
to
figure
out
what
sources
of
funding
we
could
use
and,
along
with
mr.
parolees
Department
on
what
the
people
teacher
ratios
could
possibly
be,
as
well
as
a
virtual
option
for
those
parents
who
aren't
comfortable
sending
their
children
to
school.
So
it
is
a
systemic,
complex
problem
that
requires
every
aspect
of
the
system
to
work
together.
Well,.
L
I'll
just
give
you
an
example:
I'm
aware
of
a
large
gathering
spot
that
normally
would
seat
1,500
to
1,800
people
and
if
social
distancing
were
imposed,
they
could
seat
350.
So
when
you
start
thinking
about
that
implication
across
our
district,
that's
a
very
significant
disruption
to
the
way
we
do
business
historically.
N
M
E
Yes,
sir
Oh
miss
bill
filter
on
your
display
that
you
just
had,
if
you
would
I
would
like
to
you
to
email
that
to
me,
so
I
can
look
at
a
little
bit
more
further.
I
appreciate
your
presentation,
I'm
kind
of
concerned
about
the
achievement
gap
and
looking
at
your
numbers
and
seeing
how
they
particularly
deal
with
the
urban
areas.
As
far
as
you
know,
they're
particularly
struggling
as
is
I
appreciate
your
efforts
in
talking
about
that.
E
I
just
want
to
expand
that
a
little
bit
more
by
reading,
instead
of
just
getting
the
presentation
and
I'll
sue
to
email
and
again,
I
want
to
thank
staff.
This
is
like
mr.
Chris
Fraser
said
uncharted
waters
and
I'm
concerned
about
the
summer
and
and
how
we're
going
to
get
into
those
areas
that
are
struggling,
but
also
have
tutorial
programs
in
place
that
kids
can
identify
with
people
that
are
that
accustomed
to
them
and
to
help
them
close
that
area.
Q
I
was
muted,
first
of
all,
I
just
want
to
thank
staff
because
I
think
that
running
a
school
district
on
a
regular
time
is
a
hard
enough,
and
this
is
so
new
and
so
hard
and
also
I'm,
always
paying
attention
to
other
districts
around
the
country
and
even
though
we
might
not
be
meeting
every
child's
need
every
day
here
we
are
doing
so
much
better
than
so
many
districts
and
I'm
really
proud
of
all
of
you
and
thank
you
so
much
and
I
know
it's
very
hard.
So
thank
you.
D
Precedented
or
whatever
Chris
Fraser
said,
is
an
understatement.
So
thanks
everybody
and
thanks
everybody
for
being
so
adaptable
to
all
the
change
and
I
I.
Think
mr.
Allen
said
that
that
our
that
presentation,
I
was
just
looking
is
on
board
dot
because
I'm
sure
we'll
all
in
you
can
download
it
I
think
we
all
want
to
look
at
that
closely.
But
thanks
everybody
miss.
E
D
B
Miss
Coates
all
right,
so
let
me
do
that,
though.
All
that
have
been
said
from
various
board
members
to
district
staff
and
in
the
work
that's
being
done.
I
know
that
this.
This
is
something
new
that
we
have
not
been
able
to
encounter
before,
and
the
planning
and
in
the
preparation
and
in
reach
and
making
sure
that
we're
still
educating
kids,
even
though
we're
in
this
crisis
that
were
in
so
there's
still
a
lot
more
work
to
be
done
and
getting
there
and
we're
definitely
moving
forward
so
not
opposed
away.
Miss
Tyler
yeah.
Thank
you!
B
So
much
for
for
what
you're
doing
and
again
let
staff
know
that
we
do
appreciate
what
they
are
doing
in
your
preparation
and
trying
to
help
us
and
move
forward.
So
but
I
you
see
that
we
will
continue
to
have
some
more
dialogue
as
we
move
forward,
and
so
how
do
we
make
sure
that
that
we're
reaching
all
kids
and
making
sure
that
those
that
are
in
the
rural
areas
that
does
not
have
Wi-Fi?
You
know?
B
N
B
N
O
Thank
you.
You
had
that
correct,
dr.,
post-debate
and
Maggie.
If
you
wouldn't
mind
going
to
the
next
slide,
I'll
just
give
a
brief
update
and
then
turn
it
over
to
Peter
key
leaders
on
each
of
these
projects.
As
you
know,
the
board
had
a
much
longer
list
of
board
priorities,
but
we're
focusing
in
and
some
of
the
key
priorities
that
have
updates
that
we
think
are
substantial
at
this
point
in
the
air
and
the
board
began
with
long
before
I
started.
O
So
you
know
that
all
credit
goes
to
the
people
you're
about
to
hear
from,
and
the
teams
of
leaders
that
have
been
working
with
them.
I
think
it's
been
challenging
to
keep
the
focus
on
these
board
priorities,
while
we're
also
trying
to
figure
out
how
to
provide
instruction
and
a
dip
way,
but
I
have
to
say
I
feel
very
lucky
to
be
working
with
the
people
who
are
about
to
speak.
So
first
I'll
turn
it
over
to
Kim
Foxworth
to
talk
through
the
early
childhood,
the
Mary
Ford
Center.
H
Thanks
Carolyn
good
afternoon,
the
early
childhood
task
force
continues
to
work
hard
on
the
project
goals
that
were
established
in
the
beginning
of
the
task
force
and
beginning
of
the
year,
including
a
comprehensive
examination
of
4k
curricula
that
transition
of
marriage
board
into
an
Early,
Childhood
Center
and
looking
at
possibly
expanding
to
Universal
4k
Mary,
Ford
I'm
very
excited
making
progress.
This
is
going
to
be
the
place.
We're
really
we're
really
going
to
be
able
to
try
out
and
examine
things
that
we're
starting
studying
this
year.
H
We
continue
to
connect
with
the
community,
our
community
partners
and
stakeholders
to
maintain
engagement
in
Mary
Ford,
as
the
project
continues
to
be
a
priority
and
move
forward.
In
collaboration
with
the
administration's
administrative
team
at
Mary
Ford,
we
are
identifying
and
hiring
certified
teachers
for
our
3
K
Head
Start
classrooms
at
Mary
forth,
which
was
one
of
the
project
goals.
So
that's
very
exciting.
H
We
are
preparing
for
the
rollout
of
professional
development
on
the
curriculum
components
from
Mary
Ford's
teachers
and
possibly
the
acceleration
schools
over
the
next
couple
months.
The
project
team
continues
to
fine-tune
the
opportunities
to
bring
the
to
school
community
shakoora
and
Mary
4
together
when
it
can
be
done
safely.
The
original
plans
involved
in
using
partnering
with
engaging
creative
minds
and
we're
still
doing
some
planning
during
the
school
closure.
We
are
excited
and
we
continue
to
provide
research-based
professional
learning
once
again
alliance
with
work
with
the
project
teams.
H
We've
done
some
phonemic
awareness,
instruction
and
professional
learning
during
the
school
closure
on
phonemic
awareness,
we've
had
over
250
early
childhood
educators
in
our
district
participate.
The
early
learning
team
content
used
to
recruit
for
all
of
our
programs
for
CD,
head
start
and
early
head
start
we're
still
accepting
applications.
H
K
Good
afternoon
board
members
and
dr.
post
await
I
will
be
speaking
to
the
abuse
entrance
and
school
configuration
effort.
We
have
initiated
the
work
of
revising
the
entrance
criteria,
as
well
as
the
restructuring
of
boost
Academy
for
the
purpose
of
ensuring
greater
access
to
more
students
across
our
diverse
district,
while
maintaining
the
high
standards
and
expectations
of
the
program.
As
you
know,
we
have
rolled
out
the
school
choice
decision
notifications.
K
Families
will
have
until
May
8th
to
confirm
acceptance
of
those
seats.
Our
Human
Resources
Division
school
principal
at
boost
Academy
are
currently
hiring
for
a
few
vacant
positions.
We
are
also
in
the
draft
stage
of
establishing
the
new
3rd
grade
entrance
criteria
that
will
be
effective
in
the
2023
2024
school
year.
As
reported,
the
awareness
and
outreach
efforts
to
families
across
the
system
have
been
particularly
successful
at
generating
widespread
interest
in
boost
Academy
of
the
112
seats
offered.
96
percent
of
the
students
are
zoned
for
high
high
poverty
areas.
K
The
demographic
summary
of
the
offered
expansion
seats
is
51
percent
minority
students,
which
is
more
than
double
the
current
minority
percentage
of
the
student
population.
At
boost
Academy
move
forward.
The
priority
will
be
on
on
welcoming,
supporting
and
assisting
new
students
and
families
with
a
successful
transition
to
boost
academy.
Also,
we
are
committed
to
reviewing
the
entrance
criteria
and
data
annually
to
ensure
that
we
are
getting
the
results
aligned
with
the
board
goals
and
priorities.
Thank
you.
Next
is
buffy
roberts
with
miniature.
R
Afternoon
today,
I'll
be
sharing
some
information
about
millender's
K
through
five
advanced
academic
component.
The
purpose
of
this
initiative
is
to
design
and
implement
advanced
an
advanced
academic
component
and
meminger
elementary,
an
IB
countywide
magnet.
The
goal
here
is
to
provide
high
quality,
teaching
and
learning
within
a
curriculum
that
reflects
both
acceleration
and
enrichment.
Two
key
components
of
quality,
gifted
education.
R
Current
priorities
include
focusing
on
informing
parents
of
the
offered
seats
through
the
school
choice
process,
so
that
families
will
have
time
to
accept
these
seats
by
the
May
8
deadline.
We're
also
continuing
to
work
with
the
incoming
principal
and
school
staff
to
vet
and
mold
the
model
for
this
advanced
academic
component.
R
S
All
righty
good
evening
board
chairman
act,
Vice
Chair,
Darby,
other
members
of
the
Board
of
Trustees,
dr.
pol
stow
and
others
I
am
here
this
evening
to
share
updates,
as
it
relates
to
the
d-10
middle
school
merger.
I
would
like
to
reiterate
that
the
purpose
of
this
board
priority
was
to
provide
equitable
access
and
opportunity
for
all
middle
school
scholars
in
D
10,
starting
the
2020
2021
school
year.
S
More
specifically
high
quality
programming
in
all
areas,
the
core
academic
classes
and
related
arts
for
all
the
current
priorities
surrounding
détente
are
finalizing
the
decision
about
the
best
merger
model
for
the
2020
2021
school
year,
given
where
we
are
currently
and
possible.
Future
impacts
surrounding
coated
19.
S
Future
priorities
are
centered
around
one
continuing
the
work
with
committee
that
was
formed
right
for
the
extender
school
closure
to
bring
forth
recommendations
for
the
board
to
consider,
as
it
relates
to
the
future
middle
school
learning
platform
in
D
10,
and
to
continued
community
building
among
the
school
families
in
West
Ashley.
As
this
has
been,
and
will
continue
to
be
a
priority
as
a
relates
to
the
merger.
S
There
is
cause
to
celebrate,
and
the
school
leaders
were
very
appreciative
that
they
were
given
an
opportunity
to
investigate
for
the
2020
2021
school
year,
the
best
murder
conditions
for
scholars
they
will
be
serving
and
which
may
seem
minimal.
But
it's
very
exciting
to
me.
The
scholars
have
identified
a
new
mascot.
S
The
Wolverine
and
I
can't
wait
to
see
how
this
will
be
represented
in
print
because
I'm
such
a
huge
x-men
fan
so
I
hope
you
all
as
well,
so
we
have
steadily
and
will
continue
to
work
on
the
instructional
programming
for
the
merged
school
model.
Our
focus
is
that
there
are
many
pieces
of
the
merger
plans
that
could
be
easily
converted
to
serve
whatever
model
the
team
feels
is
best
for
our
scholars
next
year.
Thank
you.
O
And
then
the
last
priority
is
to
make
sure
that
the
larger
community
has
a
voice
in
the
school
and
what's
the
long-term
solution
to
make
sure
that
any
shifts
and
improvements
in
these
school
buildings
is
sustainable
for
for
decades
to
come.
So
the
big
idea
right
now
is
that
we're
in
the
midst
of
hiring
season,
so
the
priority
is
to
make
sure
the
acceleration
schools
have
access
to
the
strongest
talent.
Research
is
very
clear
that
the
earlier
you
hire
the
more
talented
the
teachers
are
that
are
in
the
pool
right
now.
So
we
are.
O
We
have
assigned,
with
the
help
and
support
of
HR
and
mr.
Bregman,
an
HR
specialist
to
work
specifically
with
those
schools
to
match
up
talent
for
their
vacancies,
we're
tracking
their
vacancies
on
a
week-by-week
level
to
make
sure
for
high
needs
subjects,
areas,
they're
moving
quickly
to
hire
and
right
now,
I'm
also
in
the
process
of
interviewing
and
considering
candidates
for
the
executive
director
of
the
acceleration
of
schools
who
had
managed
at
least
the
ten
elementary
schools
in
new
year.
In
order
to
really
focus
on
making
sure
these
schools
have
the
support
that
they
need.
O
As
we
shared
in
our
last
board
update,
we
did
have
our
first
meeting
with
the
University
of
Virginia,
where
we
stepped
back
and
their
larger
framework
for
turnaround.
It's
a
good
foundation
for
some
of
the
work
that
we're
doing
and
we
plan
to
participate
in
the
what
might
be
a
virtual
boot
camp.
This
summer
we
don't
allow
some
of
our
acceleration
principals
an
opportunity
to
interact
with
other
schools
across
the
country
and
learn
from
them
in
their
progress.
O
Finally,
at
this
point,
I
do
have
a
proposal
around
the
three
year
strategy
for
change.
When
we
do
the
board
workshop,
my
plan
is
to
go
in-depth
because
I
think
one
of
the
things
we're
going
to
need
to
be
thinking
about
are
what
are
the
right
investments
over
the
next
three
years
to
ensure
that
we're
making
those
shifts
both
on
the
academic
side
of
the
shop,
but
also
in
the
talent
side.
None
of
our
improvements
are
going
to
work
if
we
don't
have
the
right
principals
and
school
leaders,
so
we're
hoping
mr.
O
Bregman
and
I
to
really
take
some
investments
in
talent
and
HR
to
make
sure
that
we
have
the
count
that
we
need
long
term.
I
hope
you've
seen
that
little
poster,
but
about
because
we're
trying
to
make
sure
that
we
distinguished
the
acceleration
schools
from
the
rest
of
the
schools
in
Charleston
County
and
have
messages
that
appeal
to
folks
who
are
inspired
by
equity
and
making
a
difference
for
the
kids
that
need
them.
The
most.
I
So
I
have
a
couple
of
questions
related
to
each
of
the
presentations
I'll
just
go
through
them
by
the
slides
at
the
Mary
Ford
Early
Childhood
Center.
The
prior
board
update
said
that
the
parent
advocate
funding
was
in
question.
I'd
like
to
ask:
can
we
make
sure
I
was
under
the
impression
the
parent
advocate
funding
was
part
of
the
budget,
regardless
of
your
funding
source
I
expected
that
to
be
part
of
the
budget.
So
do
we
have
parent
at
the
plan
to
have
that
parent
advocate
at
Mary
forward
ASAP.
O
We
do
it
was
not
in
the
initial
allocation
ma'am,
so
we're
working
with
dot
with
mr.
Kennedy's
department
to
make
sure
that
it
is
there.
We
have
someone
identified
for
that
role,
so
we
should
be
well
positioned
to
ensure
that
that's
in
place
for
the
Fall
I
mean
it's
been
possible.
The
new
fiscal
year.
Thank.
I
You
as
it
relates
to
beust
I
just
wanted
to
make
a
reminder
when
you
said
we
have
to
very
carefully
follow
the
annual
reports
and
annual
academics
I
believe
we
also
included
in
the
board's
initiatives
that
that
material
is
included
in
a
board
update
as
well.
The
board
wants
to
be
very,
very
much
aware
of
those
academics
if
I'm
wrong.
Someone
can
go
back
and
review
that.
Let
me
know,
as
it
goes
to
meminger
k5,
how
many
applicants
did
we
have
for
that
program.
R
I
I
do
have
some
folks
asking
so
I
think
we
need
to
publish
how
many
we're
interested
in
that
program,
maybe
even
as
far
as
district-wide,
because
I
think
the
other
thing
is
how
many
kids
out
of
d20
were
offered
see
it's
not
just
out
of
the
meminger
attendance.
So
do
we
have
that
information
of
how
many
kids
beyond
d20
are
in
the
meminger
program
for
next
year?
We
can.
R
I
I
think
it's
important
and
I
realize
no
one
has
to
continue
to
say
we
are
in
unchartered
unprecedented
times
that
nobody
could
have
anticipated
we're
there.
The
the
challenge
that
we
have
is
that
it
doesn't
matter
the
kids
who
were
six
years
old
this
year
are
going
to
be
seven
years
old
next
year.
Quarantine
or
not
so
I
still
have
to
bring
to
the
forefront
some
concerns
about
closing
IB
access
to
all
the
other
children
and
in
the
Charleston
County
school
districts.
I
N
I,
don't
know
how
that
I'm
not
sure
I
understand
what
you're
referring
to
mrs.
coats.
The
we
added
grade
levels.
We
added
one
one
section
per
grade
level
in
grades:
three,
four,
five
and
six,
and
as
we
move
forward
and
begin
to
open
up
that
third
grade,
that
Miss
Roberts
talked
about
in
2023
that
that
access
and
those
are
data
points.
The
board
has
agreed
to
watch
every
year
to
make
sure
that
that
news
isn't
turning
into
a
school
that
serves
only
district
20
students.
N
But
for
this
coming
year,
about
1/3
of
the
students
will
be
from
schools
with
high
poverty.
The
other
2/3
of
the
student
body
remains
the
same
as
it
was
this
year
because
we're
increasing
the
student
body
so
we'll
have
to
watch
from
year
to
year
to
see
whether
there's
an
impact
on
the
numbers
of
students
who
are
accepted
from
each
attendance
area
on
a
pro-rata
basis.
I
Okay,
thank
you.
So
do
we
have
any
information
or
I
think
we're
I'm
I
think
my
question
would
be
going
to
and
it's
the
same
as
the
partial
magnets.
We
need
to
look
at
the
siblings
who
lost
access
to
partial
magnet
schools
because
they
became
constituent
magnets.
Did
that
happen,
or
did
we
prioritize
current
siblings
into
more
constituent
magnet
schools
this
year,
even
if
they
didn't
live
in
the
constituency.
I
Specifically,
if
I,
if
there
was
a
child
attending
Lane
last
year
under
the
partial
magnet
programs,
that
child's
sibling
would
have
had
a
priority
access
into
laying
magnet
school,
did
we
honor
that
this
year,
when
we
turned
laying
into
a
constituent
magnet
school,
or
did
we
not
allow
siblings
that
priority
if
they
did
not
live
in
the
constituents?
Oh,
we.
N
Will
get
this
specific
answer
for
you?
I
can
tell
you.
We
followed
the
board
policy
and,
as
far
as
I
know,
they
leave
room
at
Lang.
There
was
not
a
problem
with
those
who
requested
to
go
there
as
far
as
I
know,
but
if
you
know
otherwise
about
a
specific
situation,
let
us
know
and
we'll
we'll
look
back
at
the
at
the
specifics
and
respond
to
your
question
and
the
board
update.
If
that's
okay,
yes,.
I
And
I'm,
not
I,
don't
have
any
specifics,
but
one
of
the
you
know
we're
talking
about
board
initiatives
and
there
were
a
couple
of
initiatives
not
covered
in
this
presentation,
one
of
which
was
transitioning
partial,
magnet
schools
to
constituent
magnets
I'm.
Looking
for
that
broad
answer,
we
had
X
number
of
children
in
these
schools
that
did
not
live
in
the
constituents
own
at
some.
I
Those
kids
are
going
to
need
to
be
allowed
access
to
that
type
of
magnet
education
in
their
own
area.
I'm.
Looking
at
that
broad
picture,
starting
in
2020,
did
we
the
children
that
would
have
access
those
schools
lose
that
access
and
to
what
numbers
and
specific
I'm
looking
for
big
things
like
if
we
had
25
kids
in
a
magnet
school
that
lived
outside
the
Constituent
District
that
any
of
their
siblings
get
into
that
school?
Or
did
we
not
have
those
kids
and
where
are
those
siblings
and
the
nice
thing?
I
N
Wanted
to
thank
you
ever
Mac
I
just
wanted
to
say.
We
brought
updates
on
five
areas
tonight,
knowing
I
think
there
were
19
priority
areas.
We
will
try
to
update
you
on
on
a
3
to
5
each
of
the
regular
board
meetings
and,
in
the
meantime,
will
respond
to
the
specific
answers
that
we
weren't
prepared
to
answer
with
the
data
in
front
of
us
I.
I
Would
just
say
that
just
doing
it
from
a
three
to
five,
each
each
board
meeting
I
want
to
get
that
information
sooner
rather
than
later,
because
it
all
affects
how
we
should
be
thinking
as
we
go
into
the
2020
school
year.
And
what
do
we
have?
May,
June
and
July
is
board
meeting,
so
I
just
want
to
make
sure
that
we're
really.
On
top
of
that,
because
we're
invested
in
these
things
making
a
difference
day,
one
of
August
2020.
B
G
B
D
B
E
Q
K
There
were
112
and
fifty
percent,
fifty
point,
nine
were
minority,
and
that
includes
African
American,
Hispanic
Asian,
all
non-white
students
and
so
I.
Don't
have
the
breakdown
in
front
of
me
of
how
many
black
students,
white
students,
Hispanic
students,
but
the
majority
were
in
the
minority
segment.
E
E
G
B
J
J
G
I'm,
asking
is
a
the
students
that
live
in
district
20
already
I,
don't
know
how
many
thin
apply
120
they
apply
to
live
in.
This
is
20
already,
and
then
you
have
sixty
office
seats
that
they
wanted
attendant
zones
or
what
I'm
like
what
I'm
asking
is.
Why
are
some?
Why
are
the
60
office
seats
power,
the
attendant
zone,
or
would
they
we
have
a
lot
of
vacancy
set
abuse
that
created
his
opening
or
what
is
where
that
stemming
from
is
what
I'm
asking
rip.
R
G
Right
only
you
missus
abuse
racial
make.
It
was
a
eighty-two
percent
white
so,
and
you
mentioned
the
51
percent,
every
minorities
applied
Kevin
is
mentioned.
Well,
as
what
is
the
go
to
diverse
bill
beats.
Well.
Is
that
the
diversity
go?
We
a
me
for
and
I
had
one
more
question
s
riverman
that
be
done.
K
Reverend
Collins,
we
didn't
aspire
to
a
particular
percentage
or
number,
but
generally
speaking,
we
want
the
campus
the
building
to
mirror
the
overall
demographics
of
Charleston
County,
and
so
we
knew
we
had
a
ways
to
go,
but
we
feel
like
the
effort
with
these
expansion
classes,
gets
us
closer
to
a
more
diverse
school
holistically.
So
we
didn't
say
we
want
a
50/50
split
necessarily,
but
we
knew
we
had
to
make
some
in
ways
in
terms
of
getting
the
school
to
be
more
diverse
than
it
currently
stands.
Now.
K
G
G
If
we're
hot,
if
we
are
going
to
hire
a
new
director
to
run
ten
schools,
I
can
assume
based
on
my
experience
there
that'll
be
at
least
125
thousand
dollars
or
so
in
salary,
and
I'm
wondering
if
we
can,
instead
of
spending
that
money
on
a
new
director,
that
we
can't
put
that
money
in
the
classrooms
about
hiring
additional
assistant
teachers,
but
where
the
help
is
needed
to
most
day.
I
don't
know,
I
think
the
person
can
be
from
the
outside
as
as
a
director.
O
The
we
are
beyond
the
executive
director
of
acceleration
schools
going
to
invest
in
classroom
instruction,
so
it
varies
depending
on
school
and
what
those
investments
are
so,
for
example,
sanders
choir
we're
adding
in
arts
positions
in
keeping
with
the
arts
component
there's
also
a
team
teaching
component.
That's
existed
at
sakura,
which
are
continuing
to
invest
in
which
is
beyond
the
standard
per
pupil
and
the
state
subsidies,
the
and
and
the
plan
right
now
which
again
we're
looking
forward
to
doing
a
more
extensive
workshop.
O
So
we
can
really
dive
into
this
as
I'm
a
I'm
going
to
ask
the
board
and
hopefully
have
some
of
it
covered
through
title
ii-
monies,
which
are
professional
development,
monies
for
a
significant
investment
in
building
teacher
capacity
around
the
new
curriculum
that
we
have
rolling
out
across
the
district.
So,
as
you
know,
we've
already
started
with
the
phonics
work
across
the
district,
we're
going
to
bridges,
mathematics
for
the
elementary
and
illustrative
math
for
middle
school
across
the
system
for
these
schools.
O
Specifically,
we
want
to
make
sure
that
teachers
in
those
buildings
have
an
opportunity
to
see
what
it's
like
to
have.
Kids.
Take
more
of
the
intellectual
lifts
to
really
give
them
extra
support,
given
the
unique
challenges
there,
so
that'll
be
an
additional
investment
as
well,
and
our
plan
is
to
pilot
some
ela.
O
So
this
one
position
is
the
one
headcount
that
I'm,
adding
at
the
central
office
and,
frankly,
I'm
going
to
cost
shift
some
some
other
places,
so
it
shouldn't
be
an
overall
increase,
but
we
are
planning
on
making
more
classroom
level
and
investing
because
I
agree
with
you,
sir.
The
only
one
we're
gonna
actually
get
to
significant
change
is:
if
we
change
things
to
the
classroom
level.
B
Thank
you,
okay.
Let
me
just
I'm
sorry
yeah,
so
let
me
just
first,
let
me
apologize
to
board
members.
I,
don't
want
anyone
to
think
that
they
were
being
overlooked
and
asking
questions.
So
we
did
do
an
early.
I
did
do
an
early
roll
call
and
the
presentations
like
not
realizing
that
the
superintendent
still
had
additional
presentations
to
make
and
failed
to
do
a
roll
call
thereafter.
So
my
apologies
to
that
want
to
make
sure
board
members
do
get
an
opportunity
to
ask
any
and
all
questions
to
the
superintendent
and
staff
doing
their
reporting.
B
B
C
Q
C
D
M
C
B
C
B
D
D
B
G
H
Sure
the
office
of
Head
Start
allocated
all
the
grantees
some
funding
to
improve
some
areas
of
deficit
and
we
had
a
last
year
2019.
We
had
a
audit
and
we
were
alone
one
of
our
instructional
areas,
and
so
we
are
using
the
funding
that
the
office
of
Head
Start
is
allocating
to
get
some
teacher
level.
Coaches
and
some
other
professional
development
targeted
on
that
instructional
area
that
we
were
low
on.
H
G
G
D
I
Post
away,
we
had
discussed
at
various
times
transitioning
out
of
the
headstart
grant
and
possibly
taking
this
early
education
into
CCSD.
So
we
could
more
control
the
curriculum
and
the
certification
needs.
Is
that
still
a
conversation
and
when
this
money?
When
does
this
grant
end
for
CCSD?
When
do
we
have
to
reapply
or
decide
not
to
apply?
We.
N
B
M
M
D
I
M
C
C
C
C
D
B
G
N
Will
just
speak
quickly:
we
do
have
a
capital
budget,
but
it
we
can
never.
The
capital
budget
is
not
adequate
to
address
all
of
the
district's
needs.
This
would
allow
us
to
use
the
funds
that
are
left
over
from
if
we
had
a
vacancy
for
a
month
or
we
hired
someone
who
made
less
than
the
projected
salary,
it
just
picks
up
those
funds
and
lets
us
add
to
what
could
otherwise
be
done
in
the
capital
building.
So.
H
We
have
like
dr.
post,
which
said
we
using
this
because
number
one.
This
goes
along
with
our
Mary
Ford
project.
So
not
only
do
we
want
to
we're
going
through
capital
funds
spending
some
money
into
Mary
Ford.
You
know
the
current
CFTC
is
on
that
same
campus.
It's
going
to
come
together
with
the
new
Early
Learning
Center,
and
so
this
is
so.
The
whole
campus
is
gonna
get
an
upgrade.
We
are.
We
are
continuing
to
hire,
so
we
will
not
be
in
this
section
situation
next
year.
H
M
B
M
C
D
C
C
C
G
M
D
B
N
F
Thank
you.
So
this
is
dawn
Kennedy.
The
Clifton
Larsen
Allen
external
audit
firm
concluded
their
audit
of
the
procurement
processes,
but
fiscal
year.
Nineteen
that
party
results
were
briefed
to
the
Orion
Finance
Committee.
Earlier
this
week.
In
the
report
there
were
five
findings.
Majority
of
the
findings
were
compliance
in
nature.
For
instance,
we
have
a
surplus
disposition
of
our
surplus
property.
F
Typically
in
an
organization
like
this
that
is
handled
through
the
procurement
department
here
in
CCSD
is
handled
in
the
facilities
department
and
we
needed
to
designate
that
si
as
actually
delegate
that
authority
over
to
the
facilities
department.
We
did
that
delegation
letter
back
in
July
last
year,
July
of
2019
the
audit
period
ended
June,
30,
and
so
technically
we
were
not
in
compliance.
As
of
the
date
of
the
of
the
audit
that
period
that
the
Artic
covered
we
are
not
in
compliance.
Another
compliance
area
was
so
nam,
SW
MBE
plan
for
the
upcoming
fiscal
year.
F
F
The
third
area
of
our
clients
was
under
the
IDC
contracts,
indefinite
delivery,
type
of
contracts
we
exceeded
the
threshold
were
$300,000
over
two
years
on
one
of
the
contracts
about
15,000
and
another
one
about
4,000,
and
so
we
have
put
in
place
maybe
due
process
for
those
types
of
contracts
on
an
ongoing
basis
to
make
sure
that
we
maintain
those
thresholds.
And
then
the
last
item
was
to
our
peak
are
to
purchase
cards
or
procurement
part
card
processes.
There
are
some
some
instances
that
odorous
during
inventory
I
did
a
sample
of
25
transactions.
F
They
found
some
problems
with
three.
None
of
the
problems
indicated
any
of
any
problems
with
the
actual
purchases
themselves.
The
again
they
were
more
compliance,
related
timeliness
of
reviewing
me
up
the
P
card
statement,
timeliness
of
approval
of
P
card
transactions
and
so
with
the
updated
Charter
that
board
just
approved
within
that
charter.
Update
we've
put
in
a
section
that
that
we
will
breach
the
argument
finance
committee
throughout
the
year.