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From YouTube: CCSD Committee of the Whole 9/10/18
Description
CCSD Committee of the Whole 9/10/18
A
A
C
E
A
C
You
you
have
the
report
in
front
of
you
on
the
table.
It
will
also
be
loaded
into
board
docs
and
your
beliefs.
Erica,
will
put
it
on
the
website
as
soon
as
the
board
has
had
a
chance
to
look
at
it.
The
important
information
in
well
he's
all
importance.
The
summary
information
is
in
the
first
11
pages,
so
what
we
thought
we
would
do
is
a
day
since
Leo
could
not
be
with
us.
President
of
Clemson
called
a
special
meeting
of
the
his
leadership
team
today.
So
Leo
isn't
able
to
be
here.
Mr.
C
Hollin
said
had
asked
for
the
report
to
be
brought
to
the
board
in
committee
committee
of
the
whole,
and
what
we
had
planned
to
do
was
to
get
it
to
you
ahead
of
time,
so
it
could
be
discussed
today,
but
we
are
anxious
to
try
to
finish
up
today's
meeting,
because
we
have
a
lot
to
do.
I
know
you
do
too,
we
are
anticipating
some
word
from
the
governor
about
possible
lane
reversals
tomorrow.
So,
with
your
permission,
we
would
like
to
give
you
the
report
today.
C
A
Makes
sense
demands
I
believe
that
what
kevin
was
a
year,
those
asking
questions
about
the
group
that
was
hired
is
that
something
maybe
they
was
encouraged?
Okay,
maybe
we
should
kind
of
outlined
some
things
like
a
direction.
We
would
like
to
see
when
we
come
back
here
for
this
follow-up
meeting
right
and
it's
there
something
anyone
in
this
room
that
says
well,
you
know
never
again.
D
A
C
Not
by
them,
if
you
look
at
recommendation
number
seven
on
pages,
10
and
11,
our
recommendation
number
7,
which
they
did
throughout
several
weeks
ago,
was
to
be
ready
to
roll
so
that
the
recommendations
don't
languish.
So
we
with
Dawn's
leadership,
reached
out
to
Barrios,
and
if
you
look
at
the
follow
to
evaluate
and
prioritize
recommendations,
create
timelines
and
assign
specific
responsibilities,
monitor
the
implementation,
evaluate
the
success.
So
they
give
the
rationale
and
then
over
on
page
11,
the
concrete
actions
select
and
retain
a
group
of
independent
outside
consultants
to
assist
the
district
district.
C
In
moving
forward
on
recommendations
in
this
projects,
the
consultants
must
have
proven
experience
and
expertise
in
promoting
diversity
and
inclusion
and
large
systems,
as
well
as
the
ability
to
facilitate
dialogue
in
difficult
or
contentious
relationships.
The
consultant
should
be
independent
of
the
district
and
free
from
obligations
to
local
business
or
political
leaders.
The
consultant
should
agree
to
an
ambitious
timeline
to
carry
out
their
assigned
tasks
and.
H
C
In
consultation
with
community
stakeholders,
formulate
additional
recommendations
and
implement
the
recommendations
through
a
benchmark
action
plan,
the
recommendations
from
the
rios
group
should
be
back
to
the
board
by
January,
but
we
don't
have
to
wait
for
the
rios
report
to
begin
taking
some
action
and
that's
the
other
thing.
We
wanted
to
talk
with
the
board
back
today,
if
you're,
if
you're
willing
to
to
undertake
a
discussion
about
magnet
and
choice,
schools.
That
is
a
discussion
we'd
like
to
have
with
you
right
now.
That's
a
follow-up.
D
D
B
C
We
have
had
a
preliminary
form
of
this
report.
We
just
received
the
final
this
morning,
but
we've
had
a
preliminary
Torrey
that
and
the
cabinet
members
have
been
working
through
it,
and
so
yes,
there
are
several
actions.
Would
it
need
to
be
started
now
and
in
a
good-faith
effort?
We
wanted
to
talk
about
magnet
and
choice
today
and
get
the
board's
recommendations
to
make
sure
that
we
are
on
the
path
that
you
would
have
chosen.
F
F
C
H
C
B
C
We're
asking
you
which
we've
attached
for
you
we're
going
to
refuse
them
in
just
a
minute:
the
next
step,
actions
that
are
related
to
the
Clemson
University
equity,
equity
and
inclusion
report.
But
as
soon
as
we
go
through
this,
we
want
feedback
from
every
board
member.
If
you
have
additional
areas
of
inquiry
or
concern,
if
we,
if
you
feel
that
what
we
have
here
misses
the
mark
comes
up
short,
we
want
to
make
sure
that
whatever
work
where
we
are
focusing
on
represents
the
wishes
of
the
full
board,
so
we'll
collect
the
individual
recommendations.
C
If
there
are
differences
of
opinion
among
the
board,
we'll
bring
this
back
for
the
board
to
reach
agreement
on
what
it
is.
You
want
us
to
to
be
working
on,
so
that's
that
that
top
page,
the
second
page
we
put
in
a
copy
of
your
man,
schools
and
programs
policy,
and
we
call
you
attention
to
the
final
paragraph
on
the
first
page.
The
superintendent
may
not
use
admission
rules
or
procedures
that
have
not
been
publicized
at
least
one
month
prior
to
the
application
period
and
may
not
apply
in
the
admissions
procedure
or
criteria
retro
actively.
C
The
superintendent
shall
provide
an
admission
preference
for
siblings,
of
current
students
to
promote
family
involvement
in
a
school,
so
that
this
this
paragraph
tells
us
we
have
to
bring
magnet
toys
to
you
today
if
you
want
to
make
any
choice,
any
changes
for
next
school
year,
or
else
we
cannot
finish
the
process
before
that
choice.
Application
process
has
to
start
and.
H
C
We
discovered
when
a
small
group
began
research
on
this
a
few
months
ago,
that,
regardless
of
worse
policy,
some
of
the
magnet
schools
have
their
own
very
stringent
application
processes
and
policies
that
were
at
some
point
back
in
the
1990s
apparently
approved
by
the
board.
So
they
separate
doctors
that
showed
up
as
part
of
the
board
agenda
action
for
maybe
in
a
committee
of
a
whole
but
didn't
make
it
into
formal
board
minutes,
but
that
they
are
still
operating
as
if
that
is
policy.
C
F
H
H
G
D
D
H
D
Of
that
and
I
think
it's
an
excellent
final.
Finally
for
us
to
do
that
in
the
forum.
I
want
to
not
forget
that
their
kids
and
magnet
schools
today
and
we're
talking
about
this
in
October
I,
don't
want
them
to
be
affected
by
something.
That's
gonna
get
changed
whenever
the
first.
It
happened
to
have
the
bad
luck
getting
affected
by
violent
efforts,
while
this.
D
B
A
H
B
Can
identify
like
you
either
said.
Let
me
know
it
could
be
a
general
pass
anything
that
was
done
in
the
past.
That
made
a
big
policy
can
no
longer
take
place
or
the
policy
community
identify
because
I
can
see
the
naysayers
would
say.
Well,
you
didn't
identify
this
particular
item
in
the
in
the
new
policy,
so
I'm
just
going
to
sue
because
don't
work
so.
D
I'm
saying
we're
talking
we're
talking
procedure,
I'm
talking
the
process
get
those
changes
implemented.
Is
the
process
getting
the
information
on
how
you
weren't
the
board
motion
that
doesn't
is
definitely
procedural
but
I'm
asking
the
board.
Do
you
feel
a
sense
of
urgency
to
get
this
done
sooner,
because
we've
got
kids
in
magnet
school
until
we
do
that
are
operating
under
whatever
we
don't
know,
they're
doing.
D
A
A
B
But
Cigna
to
your
your
argument,
your
position
on
this
is
I
think,
possibly
one
of
the
reasons
why
there
hasn't
been
any
change
in
the
school
choice
policy
because
to
change
it
from
put
us
before,
but
impact
those
will
report.
But
that's
the
dent
right
I
mean
the
intent
from
Constans
recommendation
is
that
we
needed
to
really
take
a
comprehensive
look
at
our
school
choice
in
our
language,
school
application
and
popping
process
in
policy
tonight.
B
D
And
a
support
that
wait,
I
mean
I've,
had
proposed
changes
to
magnet
schools
out
of
committee
for
two
and
a
half
years.
The
board's
not
chosen
to
take
up
that's
two
and
a
half
year
that
the
kids
are
still
operated
under
some
of
this
augmented
stuff.
So
I
support
what
we're
doing
my
question
to
the
board
is:
do
you
want
it
to
affect
the
1819
school
year
or
do
you
want
the
changes
that
we're
going
to
do
to
only
effect
the
1920
school
year?
I?
Think.
A
E
H
I
C
H
A
C
C
F
B
C
H
H
C
G
A
A
H
H
C
One
of
our
staff
members
did
is
to
take
the
class
and
report
and
break
it
down
there.
Are
these
seven
things
under
their
recommendation
number
three?
The
second
is
treat
to
you:
the
magnet
schools,
residency
rules
and
there
are
other
preferences,
including
siblings,
and
in
the
testing
barriers
that
might
hinder
the
application
enrollment
and
then
make
changes.
C
Third
is
to
develop
and
implement
a
transportation
solution,
so,
on
the
right-hand
side,
we
tell
you
what
we're
thinking
about
in
terms
of
transportation,
the
fourth
the
user-friendly
application
process
that
was
mentioned
when
Princeton
was
here
to
give
their
report
on
the
right-hand
side.
It
tells
you
how
we
are
thinking
about
at
least
approaching
solving
math
on
the
next
page.
C
H
F
C
H
C
A
C
This
is
different
than
that.
This
is
just
saying
that
we
need
to
hand
calculate
and
compare
across
all
of
our
schools.
The
progress
of
every
trip
of
all
Hispanic
speaking
student
are
all
English
language
learners,
all
african-americans.
If
it's
a
crime,
it's
a
predominantly
african-american
school,
then
all
white
children,
if
there
are
fewer
than
20,
didn't.
C
Number
6
acknowledge
the
inequity
of
a
system
of
charter
and
magnet
schools
that
disproportionately
serve
the
wealthy
white
population
and
currently
are
largely
inaccessible
to
minority
and
poor
students.
So
what
we're
proposing
about
the
Clinton
statements?
What
we're
proposing
to
do
is
develop
a
demographic
profile
for
each
magnet
and
charter
school
to
determine
the
extent
to
which
the
schools
compared
to
the
district
student
population.
So
when
last
week
we
had
some
staff
members
lay
out
the
achievement
in
bar
graphs
of
the
predominant
population
in
a
school
versus
others.
The.
H
H
H
I
C
H
F
F
Breathing
the
demographics
are,
and
there
process
where
kids
can
be
going
to
that
magnet
school
program
that
pulls
the
way
that
the
top
tick
is
from
those
schools.
That
kind
of
help,
the
other
kids
kind
of
learn
you
know,
and
the
team
teaching
approach.
So
my
question
is
to
you:
how
do
we
want
understand
what
you're
doing?
How
do
we
sure
those
schools
look
so
kind
of
it
come
up
to
standard
to
me?
C
H
C
H
H
C
F
From
the
longtime,
some
kind
to
to
cetera
be
successful
now
I
can
tell
you
that
works
two
different
ways.
Don't
get
me
wrong.
I
think
you've
heard
my
story
when
I
first
got
integrated
into
the
school
when
I
was
young
and
how
my
first
year
was
with
Don
the
great
thing.
For
me,
it
was
actually
based
upon
race,
but
also
there
were
individuals
that
were
African,
American
and
worldwide.
That
nurtured
me
and
helped
me
along
the
way.
H
C
C
A
A
G
H
G
H
G
A
D
Specifically
to
number
six,
you
said
that
CCSD
staff
will
develop
a
demographic
profile
for
each
magnet
and
charter
school
to
determine
the
extent
to
which
the
schools
and
could
we
expand
that
two
ways
and
have
it
be
that
we
look
at
the
demographic
profile
of
all
of
our
schools.
Just
it
would
be
good
to
know,
and
second
I
would
like
it
to
go
back
a
couple
of
years.
If.
C
We
absolutely
can
and
that's
what
we
asked
you
to
put
on
the
net
this
year.
So
that's
gonna
understand
exactly
the
top
team
here,
so
we
understand
precisely
how
you
want
us
to
expand
what
we've
proposed.
That's
why
this
was
so
important
to
discuss
today,
because
this
particular
item
gets
at
the
heart
of
nearly
everything
else.
It.
H
C
C
This
is
at
the
heart
of
a
lot
of
the
conflict
in
our
society
today
period
and
today
we
are
simply
signaling,
there's
a
lot
of
nonsense
that
goes
on
atmospherically
today
and
all
of
the
people
here
and
the
board
have
got
to
pledge
ourselves
to
tune
out
all
that
nonsense,
get
off
Facebook
and
let's
get
in
here
and
work
and
see
if
we
can
courageously
confront
some
of
these
thorny
issues
that
have
heretofore
been
intractable
in
our
society.
We
have
an
opportunity
to
make
a
difference.
C
B
B
B
F
F
Deal
with
a
policy
and
one
time
it
was
integrated,
pretty
good
and
somehow
I
got
away
from
that.
But
in
this
is
the
way
this
today,
I
can't
saved
by
design.
I
may
be
just
a
lack
of
being
persistent
and
pushing
to
integrate.
But
then
you
talked
about
integrating
now
and
integration
is
not
and
not
an
easy
topic.
F
It's
not
just
something
we
can
sit
in
here
and
say
this
is
fun.
You
know
there
are
emotional
and
psychological
barriers
when
you
put
a
child
in
the
environment
that
they're
not
accustomed
to
sometimes
as
children
or
adults,
I
think
adults
are
the
worst
of
the
bunch
that
that
makes
it
difficult
for
a
child
to
make
that
transition.
So
if
we
would
looking
at
just
I'm
saying
to
you,
is
you
gotta
look
at
it
from
all
angles?
The
little
ones
like
to
talk
about
the
doctor
data,
but
then
we
want
the
child
be
successful.
G
And
building
on
that
again
is
some
of
the
students
that
I
had
came
from,
basically
all
black
schools
and,
basically
all
white
schools.
So
we
and
that
again
what
I'm
saying
is
we
have
to
have
things
in
place
when
the
kids
are
not
together
to
support
all
of
that,
but
more
critically
than
that,
you
can't
just
say
we're.
Gonna
have
this
number
of
these
kids
in
this
and.
G
G
Those
are
the
kids
who
are
sitting
in
my
classroom
and
you
got
to
do
it
across
the
forehead
two
or
three
years
before
I
got
on
the
board
the
state
of
South
Carolina
and
had
the
books
that
were
all
supposed
to
be
used
in
here
on
display
in
the
library
everything
I
looked
at
40
or
50
books
every
face
in
every
single
one
of
those
textbooks
is
one
everything
I
came
through.
One
Munna
Dean
was
maybe
we
looked
at
all
those
books.
B
So
this
is
not
just,
in
my
opinion,
just
a
diversity
issue
when
it
comes
to
integrated
students,
not
not
just
the
diversity
issue,
we'll
be
talking
about
curriculum
and
what's
being
taught
and
how
it's
being
taught,
but
also
those
who
are
in
the
book
and
and
we'll
we
as
a
board
take
any
action
on
whether
or
not
the
staff.
The
certified
staff
in
the
building
is
representative
of
the
district
as
a
whole.
Also
considering,
there
is
obviously
singling
out
a
lot
of
teachers
of
diverse
backgrounds
in
the
profession
as
it
is
so
I
think.
A
D
E
A
E
D
C
D
C
C
C
Days
for
those
that
are
on
your
Charleston
County
School
District
jurisdiction
we
can
hold,
we
can
notify
them
that
they
have
a
certain
length
of
time
to
get
within
certain
parameters,
and
if
they
don't,
the
board
will
tell
you
withdraw
the
charter.
That's
one
choice.
I,
just
like
to
pick
up
on
something
that
mr.
Miller
said
a
little
bit
ago.
He
was
talking
about
one
of
these
actions
and
looking
at
achievement
and
the
board's
expectations
and
I.
C
C
Three
years,
you're
not
showing
some
signs
of
dramatically
increasing
student
achievement.
This
board
is
going
to
take
these
actions
and
I
think
this
action
should
apply
whether
a
school
is
one
of
traditional
school
or
a
church.
So
I
just
want
to
clarify
I,
think
the
student
well-being,
a
student's
well-being
and
a
lot
to
apply
to
every.
A
Sphere,
you
know,
as
one
more
comics
I
heard,
something
when
we
first
started
on
this
discussion
about
the
district
I
guess
taking
away
whatever
autonomy
a
magnet
school
may
have
to
do
its
own
auditions,
which
I
guess
you're,
probably
talking
about
one
of
the
art
schools.
For
that
the
only
concern
I
have
on
that
is
I,
don't
think
it
makes
I.
A
One
but
I,
don't
I,
don't
think,
there's
bringing
it
down
here,
getting
a
couple
of
people
at
seventy-five
Gallatin
Street
to
judge
whether
someone's
a
dance
I'll
play,
the
piano
or
whatever
it
may
be.
I
didn't
cut
them
out
completely.
I.
Think
one
of
the
reasons
why
there
was
concern
about
bringing
everything
to
seventy-five
Calhoun
Street
was
because
there
was
a
public
trust
issue
there.
There
was
a
concern
that
decisions
would
be
made
in
a
non
fair
way
and
I
just
point
that
out
and.
A
Right
so
there
there
have
been
discussions
over
the
years
about
not
allowing
certain
magnet
schools
to
do
their
own
auditions
and
one
of
the
concerns
at
least
that
I've
heard
from
the
public
was,
if
you
brought
it
all
to
75,
Calhoun
Street
and
didn't,
allow
it
to
be
done
by
the
people
on
the
staff
on
the
grounds
themselves
and
know
what
they're
doing
so.
That.
A
If
we
put
this
in
a
package
to
bring
a
new
business
to
town,
we
want
to
want
to
be
able
to
give
us
a
couple
of
seats,
so
we
can
offer
those
to
the
highly
compensated
people
at
large
industry
and
that
just
doesn't
seem
fair
in
our
equitable
situation.
I
think
there
needs
to
be
a
feeling
amongst
the
community
that
the
kids
are
treated
and
evaluated
fairly.
Now.
I
do
agree
with
the
comment
that
all
evaluation
procedures
should
be
publicized
beforehand
this.
This
idea
that
the
parents
can't
find
out
what
the
criteria
are.
A
I
B
Chris
I
also
think
the
push
back.
The
reverse
side
of
that
is
what
I've
always
heard,
which
was
allowing
to
allow
where
the
folks
from
the
school
to
determine
who
gets
in
creates
an
unfair
advantage
for
those
already
on
the
inside.
They
pick
their
hand-picked
big
pick
versus
you
know
who
they've
been
training?
Okay,
so
people
on
the
outside
who
made
audition
but
don't
get
in
their
mind,
a
fair
audition
because
remember
initially
the
auditions
were
open
and
then
there
was
some
some
push
back
to
pound
neck
and
second-ever
clothes
and
the
names
of
redacted.
E
One
comment:
this
might
not
be
the
right
time,
but
I
think
in
this
context.
We
really
need
to
take
a
look
at
the
partial
magnet
because,
in
my
humble
opinion,
only
a
few
of
them
are
really
doing
what
they
are
intended
to
do,
and
some
of
them
are
just
getting
an
in
to
teacher
point
and
and
there's
a
view
where
it's
really
I
feel
like
we're.
Just
like
for
a
gaming,
kid
and
I
think
that
we
need
to
take
a
real
hard
look
to
decide
whether
we
even
really
need
partial.
E
A
F
Back
to
what
you
were
saying
that
you
know
schoolyards
I
heard
from
a
couple
of
people
over
the
weekend
last
week.
It
also
had
a
parent,
a
couple
of
parents
a
few
months
ago
when
they
tried
to
apply
there.
That
dog
was
unfair,
but
I
really
couldn't
wrap
my
hands
around
that
time
and
I
heard
from
people
that
I
actually
were
in
the
district
at
one
time,
and
one
person
gave
me
a
good
now,
there's
not
Tennyson
with
dr.
pulse,
which
is
going.
F
They
were
telling
about
a
young
lady
one
time
that
applied
to
go
there
from
a
different,
economical
background,
and
you
have
found
it
there
that
actually
put
a
lot
of
resources
into
their
child
engine
the
window
the
place
in
there.
This
young
lady
did
not
come
from
that
of
the
environment.
What
the
tryout
and
was
treated
kids
treated
her
not
in
the
fair
wind
trying
to
walked
off
and
they're
done
on.
H
F
F
The
scheming
example
like
a
michelle
koehler
Gilyard
are
people
that
we
know
what
they're
the
community
that
can
help
make
that
a
fair
process,
because
the
cost
that
child
does
not
have
the
same
resources
now
child
may
have
the
ability
to
be
great,
but
if
we
don't
give
that
child
a
fair
playing
field
to
advancing
that
in
that
in
that
in
that
environment,
you
know
that
we're
doing
the
dissatisfaction.
So
you
know
when
we're
talking
about
that.
F
I
A
prime
example
is
that
when
we
have
vo
the
kids
apart,
activate
magnet
he
each
year
about
25%
2/3
of
kids
come
from
private
schools.
They
get
in
and
that's
a
lot
of
seats
be
thinking
about
it
figure
out.
You
forgot
100
some
seats,
that's
a
lot
of
seats,
that's
going
outside
the
district,
the
kids
never
attend
our
school,
and
so
why?
Why
should
that?
Be?
Because
that's
that's
someone
who
has
a
better
background.
A
private
teacher
and
private
tutor
ring
hello,
I,
don't
say
it
better.
I
Schools
now
I
want
to
say
about
101,
yet
not
a
better
school
but
101.
Rarely
ever
children
sat
in
the
classroom
with
25
other
kids
and
one
teacher,
and
so
they
said
they
learned.
They
learn
fast,
Ringwraiths
better
and
may
have
may
have
a
parent
at
home
that
can
help
to
our
system.
So
we
make
decisions
based
on
the
icon.
I
We
see,
but
it
shouldn't
be
just
on
one
factor
alone,
especially
not
whether
what
the
child
has
a
heart
of
our
ability
that
there's
the
sing
a
song
or
play
an
instrument
or
can
dance
better
than
other
children
we're
in
the
business
of
educating
kids.
They
can't
be
that
your
performance
gets
you
in
anything.
I
G
H
D
That
with
any
good
idea,
there's
a
tipping
point
when
it
quits
being
a
good
idea
regarding
Magnus,
partial
Magnus
teacher
points
and
everything
else
regarding
around
Magnus.
We
have
long
past
that
to
a
point,
it's
it's
unwieldy
and
now
unfair
and
I
understand
where
this
conversation
is-
and
this
is
about
fair
and
equitable
admissions.
This
is
about
making
sure
everyone
has
an
opportunity
and
has
the
capacity
to
effectively
compete
for
the
opportunity.
Absolutely
not
taking
away
from
that.
H
D
There
and
the
reality
is
our
magnet.
Schools
have
some
pretty
interesting
rules
that
tend
to
put
children
back
in
their
home,
schools
that
are
neighborhood
schools,
don't
get
and
I
think.
While
this
is
admissions
and
I
agree,
it's
19
20
on
the
admissions
I
would
be
concerned
to
see
any
kids
that
are
being
removed
and
I.
Think
from
the
board's
lack
of
understanding
of
that
I'm.
H
D
Will
be
returned
to
your
home
school?
Not
if
you
are
a
discipline
issue,
we
will
work
through
those
issues
at
this
school.
There
are
schools
in
last
year.
Chris
was
not
an
outlier
that
regularly
have
said.
If
you
cannot
keep
up
with
the
academic
rigor
and
we're
not
talking
about
tested
in
magnet
schools,
you
will
be
sent
back
to
your
home
school
I.
Would.
E
D
B
D
They
voluntarily
wanted
to
go
back.
They
were
removed
for
the
last
three
years.
If
it's
not
a
problem,
then
I'll
be
like
to
stay.
Okay,
but
I
have
a
strong
fear
that
I
know
all
the
way
from
North
Austin.
All
the
way
to
fuse
children
are
being
put
back
in
their
home
schools,
not
voluntarily,
based
on
rules
that
don't
exist
in
our
neighborhood
schools.
I.
D
H
F
F
It's
really
interesting
that
we
just
haven't
discussed.
You
know,
take
the
other
day.
Put
some
educator
against.
You
know.
You
know
HBCU
habits
when
somebody's,
probably
having
lunch
an
HBCU.
It
really
takes
us
pride
in
taking
that
piece
of
coal
and
turn
it
into
a
diamond.
If
the
record
public
school
takes
that
interest
nesting
philosophy,
we
won't
have
this
problem
even
in
the
magnet
school
kids
are
different.
F
They
come
from
different
backgrounds,
different
walks
of
life,
a
nine-yard,
so
we
have
to
find
those
teachers
that
that
team
that
staff
that
understands
what
their
deal
and
Maggie
school
charter
school
whatever
it
may
be
and
I
understand
what
they're
dealing
with
and
shape
those
individuals
everybody's,
not
the
same.
You
know
and
I'm
pretty
sure,
I'm
Wanda,
Wanda,
ass,
kids
are
different
backgrounds
and
so
forth.
F
C
I
C
Purpose
said,
thank
you.
The
purpose
of
this
discussion
were
to
make
sure
you
have
the
consumer
report,
that
you
know
that
a
work
session
will
be
scheduled.
Hopefully,
on
a
day
when
you
already
have
a
meeting
scheduled
and
three
that
we
are
moving
forward
with
this
particular
set
of
recommendations,
and
that
we
need
to
hear
from
you,
this
is
by
Wednesday,
but
given
the
weather,
if
we
could
hear
from
you
by
Friday
on
anything
additionally.
C
A
A
D
D
A
B
I
I
I
It
will
be
kind
of
dealing
with
not
a
detail
necessarily
but
at
least
kind
of
have
a
topic
did
some
kind
of
prep
over
it
dimly,
but
the
public
is
aware
what
we're
not
necessarily
all
the
details,
how
many
to
matter
whether
that's
known
that
was
about
I,
do
why
do
well,
yes,
but
I
think
I
need
to
clear
up
the
matter.
Maybe
it's
you
know
if
I
make
a
statement,
maybe
what
we're
doing
and.