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From YouTube: CCSD Board of Trustees Committee of the Whole & Special-Called Meeting | April 19, 2021
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A
A
C
A
B
D
A
Okay,
so
we
have
a
unanimous
vote.
Adopting
the
agenda.
Is
everybody
all
right?
The
next
item
is
item
2a,
which
is
personal
public
comments
in
person.
So,
mrs
waters,
yes,
thank
you
miss
darby.
We
do
have
one
person
not
here
yet.
Okay,
we
do
have
one
online
public
comment
that
I
will
read
and
I'll
actually
ask
I'll
defer.
I
need
to
know
what
we
do
in
the
instance
when
the
person
isn't
here.
Do
they
get
skipped
or
do
we
come
back?
A
D
A
This
comment
was
submitted
by
miss
jennifer
saunders
about
the
vaccine.
E-Learning
day
greetings
a
large
percentage
of
rv
stall
teachers
are
scheduled
to
receive
their
second
shot
vaccine
shot
thursday,
the
22nd,
which
will
be
an
e-learning
day
for
us.
My
recommendation
is
that
the
next
day
also
be
an
e-learning
day
to
allow
for
recovery
time,
as
I
had
coveted
earlier
this
year
and
was
sick
after
my
first
shot.
I
anticipate
having
to
take
a
sick
day
on
the
23rd.
I
know
I
will
not
be
the
only
one.
A
A
Okay,
next
on
the
agenda
is
item.
Three,
a
three
superintendent's
report
looks
like
the
first
thing
is
the
coven
19
update,
thank
you,
and
I
want
to
thank
maggie
for
operating
the
slides
for
us
today.
We
really
appreciate
everything
this
dangerfield
does
for
us.
The
covid
report
was
sent
to
board
members
last
week.
A
This
particular
slide
has
not
changed
since
then.
We
are
medium
in
the
incidence
rate
medium
and
the
trend
rate
and
low
in
the
percent
positive
rate
for
last
week.
If
we
move
on
to
the
next
slide,
then
this
slide
tracks
coveted
cases
by
week
within
our
schools.
The
orange
show
the
positive
cases
of
staff.
The
blue
shows
the
positive
cases
for
students
you
can
see.
We
have
the
off
week
for
spring
break
and
then
the
student
cases
are
back
up,
but
staff
infections
have
declined
significantly
over
the
past
few
weeks.
A
So
we
hope
that
that's
one
hypothesis
would
be
that
that's
an
early
indicator
that
the
vaccines
are
beginning
to
work.
Jeff
will
say
a
little
bit
more
about
about
vaccines
in
just
a
moment.
The
next
slide
simply
reiterates
that
point
that
there
were
only
a
handful
of
positive
cases
among
staff
during
the
first
two
weeks
of
april,
so.
E
Ma'am,
as
noted
in
the
public
comments,
we
have
a
vaccination
day
on
the
22nd.
We
also
have
one
on
the
23rd
that'll
close
out
our
remaining
schools
for
their
for
their
second
doses.
We've
had
some
pretty
quick
and
rapid
negotiations
with
medical
partners
to
vaccinate
students.
E
It's
we've
gotten
some
very
good
support
from
from
musc
and
now
federer
at
this
time,
we're
hoping
to
be
able
to
roll
out
vaccines
for
16
year
olds
and
above
with
pfizer
starting
next
monday,
the
26th
we're
looking
at
going
to
the
school,
so
there'll
be
no
change
in
school
calendars.
E
We'll
look
at
issuing
those
immunizations
those
shots.
Just
like
we've
done
other
things
with
the
students.
In
the
past
we
we're
going
to
anticipate
seeking
parent
parental
consent
for
these
vaccinations.
E
We
are
looking
into
what
is
the
possibility
of
doing
that
without
parental
consent.
We've
had
some
discussions
with
a
number
of
individuals
on
that,
but
right
now
that's
what
we're
targeting
is
we'll
put
out
parental
consent
requests
toward
the
end
of
this
week,
and
so
we'll
have
a
good
number
of
those
that
are
interested
in
proceeding
next
week.
Then
school
next
week,
school
by
school,
we
have
had
discussions
with
musc
and
dhec.
As
recently
as
last
friday,
there's
been
a
lot
of
our
requests.
E
I
would
say
a
lot:
there
have
been
several
requests
from
parents
to
stop
wearing
masks
in
schools.
Dhec
and
musc
still
strongly
support
the
continued
use
of
masks
in
schools.
Obviously,
we
have
mass
breaks
set
up
for
both
meals
and
breaks
themselves.
E
There
are
still
significant
risks
with
the
variants
that
are
out
in
the
public
unknowns
with
the
variants
out
in
the
public,
as
well
as
the
fact
that
we
still
have
a
lot
of
students
that
haven't
been
vaccinated
as
well,
so
that
currently
remains
the
plan
to
continue
with
mass
blurring
in
schools.
We've
got
a
document
posted
on
our
website
that
we've
shared
with
parents
talking
about
or
refuting
the
risks
of
wearing
masks.
E
A
lot
of
the
requests
come
in
where
there's
concern
about
carbon
carbon
dioxide
concerns
about
breathing
capabilities,
other
things
of
that
nature
and
we've
got
documents
on
there
that
have
reference
studies
from
medical
professionals
regarding
the
safety
of
wearing
wearing
masks.
We
are
looking
at
individual
plans
for
proms
and
graduation.
I
was
a
little
optimistic
saying:
nearly
all
of
them
have
been
approved,
not
all
of
them
nearly
all
of
them.
E
Let's
say
most
of
them
are
on
track,
but
each
school
submits
a
prom
plan
and
a
graduation
plan
that
are
within
the
guidelines
of
the
district
and
those
are
reviewed
on
an
individual
basis
to
make
sure
that
we're
safe
that
there's
the
events
are
safe
for
both
the
participants
and
the
guests.
At
those
events,.
A
Thank
you,
mr
borowi.
Are
there
any
questions
about
the
covet
update?
If
not
I'll,
move
on
to
the
next
very
small
item,
I
had
to
mention
any
questions:
okay,
go
ahead.
Thank
you.
The
the
next
item
has
to
do
with
the
board
priorities
and
goals.
It's
just
a
reminder
of
the
way
that
our
responsibilities
are
sorted
out
in
policy
and
then
the
final
slide.
A
It
shows
you
the
what
we've
done
to
try
to
keep
working
on
the
document
that
you
approved
last
month
and
the
reason
we
there
should
be
a
hard
copy
of
that
document
at
your
place.
It's
the
ccsd
promise
document,
your
your
priorities,
goals
and
your
words.
A
Everything
that's
in
blue
font,
is
approved
by
the
board
so
for
those
who
are
watching
from
home
or
looking
at
the
slide,
that's
on
the
screen.
The
board
sets
the
priority
and
the
goal.
The
district
develops
the
strategies
which
we
share
with
the
board
and
which
can
change
over
time.
As
we
find
better
approaches,
the
board
agrees
on
what
the
outcomes
would
be
to
measure
the
particular
goal.
A
Then
we
figure
out
what
metrics
and
measures
will
help
report
to
you
accurately
about
that
outcome,
and
then
we've
added
a
section
on
the
to
beef
up
the
part
on
cost
estimates.
A
You've
just
finished
a
budget
workshop,
but
the
document
that
is
refined
and
in
your
folder
today
and
is
in
hard
copy
at
your
phrases,
is
a
document
that
we
anticipate
putting
online
and
making
live
so
that
anyone
who
wants
to
see
where
we
are
with
progress
with
a
particular
goal
can
look
at
it
and,
as
your
budget
comes
back,
you
will
be
able
to
tie
dr
fraser
to
your
point
we'll
be
able
to
tie
the
particular
budget
request
back
to
the
way
that
we're
hoping
to
be
able
to
move
forward
with
a
priority
or
a
goal.
A
We
share
this
with
you
today,
not
for
you
to
to
worry
about
it
or
to
approve
it
it
we
haven't
changed
the
words
in
the
document.
There
are
some
places
that
still
need
to
be
built
out
that
aren't
finished,
but
sometimes
when
we
change
format
from
a
version
of
the
document
that
you
saw
the
last
meeting
to
the
version
of
the
document.
A
As
we've
refined
it
it's
confusing
to
board
members,
so
we
just
wanted
to
make
sure
that
we
keep
in
step
with
the
board
and,
as
you
have
time
to
look
at
this,
if
you
have
any
concerns
about
this
particular
format.
To
let
us
know
our
communications
department
looked
at
a
lot
of
different
examples
across
the
country
from
districts
trying
to
do
the
same
kinds
of
things
that
we're
doing
with
this
promise
of
getting
students
on
a
grade
level
at
certain,
certainly
every
grade.
A
We
need
a
document
that
everyone
can
refer
to
and
track
our
progress
with.
So
that's
the
purpose
of
this
document.
We
wanted
to
share
it
with
you
and
see
if
you
have
any
concerns
as
we
begin
to
move
to
format
the
goals
in
this
fashion.
So
that's
it
for
the
superintendent's
report.
A
About
the
format,
but
we're
not
going
to
see
or
talk
about
these
again
until
the
first
reading
of
the
budget,
so
I
had
some
questions
about
that.
Some
of
the
items.
Okay,
so
will
there
be
any
budget
request
in
2122
for
the
charleston
promise?
A
There's
none
down
here?
Is
there
an
anticipation,
we're
going
to
see
some
cost
requests
in
the
2122
budget
minimal?
I
think
the
ad
hoc
committee,
I
had
a
first
preliminary.
I
had
a
preliminary
meeting
last
week
and
has
yet
to
refine
the
timeline
activities
that
sort
of
thing,
but
I
think
there
would
be
minimal
costs.
For
example,
if
board
members
and
some
community
members
go
to
look
at
two
or
three
other
places
in
the
country
that
have
tried
something
left
like
this.
A
There
would
be
travel
costs
and
there
would
be
one
position,
someone
who
is
contracting
with
the
district
to
help
facilitate
that
work
for
the
board,
so
that
the
board
has
a
staff
person
to
work,
to
develop
and
to
develop
the
concepts
and
to
arrange
meetings
with
mayors,
county
and
city
council
other.
Are
you
referencing
the
program
director
being
hired
in
the
2122
budget?
A
A
But
that
when
I
said
the
document's
incomplete,
that's
the
exact
that's
a
great
example.
The
kind
of
thing
I'm
referring
to
and
the
only
other
thing
is
two
more
things:
one.
It
seems
that
we
need
to
fill
in
the
percentage
growth
goals
before
we
start
talking
about
first
reading
of
the
budget
it
just
because
those
goals
are
going
to
determine
how
much
work
is
required.
So
am
I
wrong
on
that?
Should
it
be
flipped
that
we're
going
to
see
the
first
reading
of
the
budget
before
we're
talking
about
percentage
increases?
A
Well,
you've
established
percentage
increases,
so
those
exist
right
now.
What
we
don't
have
right
now
are
the
year-end
assessments
and
the
results
from
those,
so
there's
a
testing
window
that
occurs
at
the
end
of
may
and
beginning
of
june.
So
to
answer
your
question:
yes,
you
either
keep
the
percentages
that
you
have
already
adopted,
which
may
or
may
not
be
appropriate
when
we
see
where
our
students
are
at
the
end
of
this
year
or
you
wait
and
and
defer
the
adoption
of
the
budget
until
we
get
the
state
assessment
results
back.
A
So
I
I
don't
think
that
that's
going
to
be
practical,
so
we
could
go
back,
go
and
fill
in
the
percentages
that
you've
already
adopted
so
that
it
doesn't
look
as
though
you
haven't
set
those
targets
right
and
then
the
last
question.
I
thought
that
the
uva
contract
was
a
leadership
development
contract.
Am
I
wrong?
I
thought
it
was
developing
leaders
and
bid
strength
and.
A
It
works
with
the
leadership
of
the
acceleration
schools
or
subset
for
this
year
and
myself,
dr
williams,
ms
simmons,
jackie
haynes,
who
is
the
executive
director.
It's
training
us
on
a
turnaround
strategy
and
then
we
meet
with
other
districts
across
the
country
in
the
cohort
program,
as
we
actually
execute
that
in
our
district,
some
must
have
had
it
wrong.
I
thought
I
thought
this
was
a
leadership
development
where
we
were
developing
teachers,
developing
future
principles,
etc.
A
I
know
I'm
just
asking
for
the
answer
to
it,
so
it's
not
is
that.
A
Turnaround
support
strategy,
so
it
is
developing
the
leadership
and
turnaround
and
not
not
developing
new
leaders
yeah
any
questions,
no
questions,
dr
bridge,
yes
and
I'd
just
like
to
mention
that
the
timer
was
not
being
run
correctly,
while.
D
A
To
the
public,
so
probably
my
statement
was
not
exactly
right.
There
was
a
phone
call
with
the
board
chair
and
the
staff
member.
You
know
we
it
it
possibly
should
have
been
noticed,
dr
french,
but
it
was
a
phone
call
with
the
board
chair.
The
staff
member,
whom
we
hoped
would
help
head
up
the
effort
and
the
committee
members
were
invited.
It
wasn't
a
formal
meeting,
but
it
wasn't
a
phone
call
to
talk
about
how
we
would
get
organized.
So
you
could
be
technically
correct.
A
A
Okay,
is
that
appraiser?
Yes,
ma'am
I'd
like
to
take
a
look
at
the
outcomes
where
you
have
about
the
first
week,
your
performance
and
your
percentages,
usually
when
you're
talking
about
your
outcomes
that
you
do
have
a
percentage
in
there,
and
I
understand
that
you're
waiting
on
the
assessment,
but
for
right
now.
A
Envision
that
the
percentages
will
be
because,
right
now
it's
incomplete,
the
percentages
are
set
and
they
existed
for
last
year.
They
exist
for
this
year.
These
are
the
percentages
for
next
a
year
from
now
that
it's
difficult
to
fill
in,
because
we
don't
know
where
our
children
will
be
at
the
end
of
this
year,
so
we
can
go
back
and
fill
in
the
existing
percentages
if
you'd
like
to
for
certainly
before
we
have
before
we
we
put
this
online.
A
B
A
Easily
share
that
all
right,
remember:
mack,
do
you
have
any
questions?
Yes,
so.
B
A
Make
sure
that
we're
being
transparent
here
that
conversation
with
the
ad
hoc
committee
that
the
superintendent.
A
H
Give
an
overall
of
the
direction
of
what
this
charleston
promise
will
look
like
and
in
essence,
and
the
combination.
A
We're
being
transferred-
because
we
take-
I
take
this
and
the
board
takes
us
very
seriously,
which
inclusive
of
yourself
of
this
promise
or
our
initiative
moving
forward
for
the
charleston
area.
So
we
want
to
make
sure
that
that
all
the
tools
are
there
needed
as
ms
waters,
ms
federick
and
ms
coakley,
who
was
a
part.
G
D
A
Yes,
I
just
have
one
question:
I
know
that
you
mentioned
some
of
this
isn't
quite
built
out,
but
the
piece
around
laying
in
an
equity
measure
or
or
goal
under
each.
I
don't
see
one
at
a
priority
two
or
priority
four.
Yet
are
those
forthcoming.
I
think
it's
the
the
clove
at
19
recovery
plan
and
then
the
the
capital
projects
building
program
piece,
and
I
just
wanted
to
make
sure
that
that
you
know
in
conversations
that
is
getting
built
out.
A
I
don't
know
that
we
had
thought
about
explicitly
saving
that,
but
we
we
easily
could
for
us.
The
covid
recovery
plan
is
all
about
equity,
the
equitable
attention
to
this,
the
supports
that
students,
students
need
and
then
it's
it
would
be
easy
to
create
an
overlay
in
the
gold
nut
priority
number
four:
okay,.
D
A
Because
I
know
I,
the
amendment
was
accepted
in
the
motion
at
that
meeting,
so
I
just
want
to
make
sure
we
it's
explicit,
so
we
can't
be
deemed
on
it
later.
Thank
you.
G
So
also
just
so,
we
can
be
clear
and
fairness
so
everyone's
time.
I
think
dr
french
made
a
middle
point.
G
A
A
H
Great
day,
everyone
great
day,
chair,
mack,
vice
chair
waters,
board
members,
dr
posterweight
we'd,
like
to
thank
you
all
today
for
giving
us
an
opportunity
to
present
to
you
our
recommendations
for
the
configuration
of
middle,
the
d10
or
west
ashley
for
the
2021-2022
school
year,
and
with
that
being
said,
we
have
principals,
kevin
smith
and
my
tape
porter
with
us
here
today
and
they're,
going
to
share
with
you
some
of
their
recognitions,
their
successes
celebrations
and
also
some
feedback
from
a
few
parents,
staff
and
scholars
and
without
further
ado,
I'm
going
to
turn
it
over
to
principals,
kevin
smith
and
my
take
one
with
miss
porter
going
first.
J
Good
afternoon,
thank
you,
dr
williams.
I
hope
you
all
are
having
a
wonderful
day.
Thank
you
for
allowing
us
the
opportunity
to
speak
a
little
bit
about
the
success
that
we're
seeing
this
year
with
the
current
setup
of
the
north
campus
and
the
south
campus
for
c.e
williams.
Middle
school
next
slide.
J
I'd
like
to
talk
to
a
little
bit
about
the
teaming
model
that
we
have.
We
have
a
traditional
middle
school
model,
very
appropriate
for
sixth
grade
on
our
campus,
with
four
core
teams.
Each
team,
consisting
of
an
ela
math
science
and
social
studies
teacher
this
year
due
to
covid,
we
had
things
set
up
a
little
bit
differently
than
we
would
in
a
traditional
year
with
our
students
staying
in
place
and
our
teachers
rotating
from
room
to
room.
J
We
had
some
additional
opportunities
this
year
with
scholars
to
provide
after
school
enrichment
from
tutoring,
and
we
also
had
a
creative
writing
club
anime
club
girls
on
the
run,
scholars
who
code
and
then
during
the
day
we
have
situ,
which
is
success,
is
the
only
option
for
scholars
to
attend
around
their
lunch
time.
And
then
we
also
have
a
new
coach's
corner
mentoring,
opportunity
here
on
the
north
campus
that
we've
opened
up
for
about
25
of
our
male
students
who
work
with
our
coaches
and
our
male
teachers,
and
they
do
that
twice
a
month.
J
J
It's
it's
a
an
award,
that's
given
through
the
middle
school
learning
community
and
we
received
it
for
the
first
time
in
this
building,
which
was
great.
We
had
the
news,
two's
a
cool
principal
award
and
I
always
say
it's
not
a
principal
an
award.
It's
a
school
award
because
we
all
work
very,
very
hard
just
all
year,
just
to
bring
some
amazing
things
into
this
building,
and
so
it's
not
a
principal
award.
But
it's
really
a
team
effort,
school
award
and
so
we're
very
proud
of
that.
J
J
To
give
you
all
a
little
bit
of
the
feedback
that
we
receive
you
all.
You
all
should
have
a
slide
of
this
with
with
all
of
the
details,
but
a
few
of
our
stakeholders.
Shared
feedback
with
us
on
the
sixth
grade
concept
and
our
overall
consensus
was
that
we
received
was
continuing
with
the
sixth
grade.
Campus
model
would
be
a
great
choice
for
next
school
year.
K
And
good
afternoon
I
know,
while
we're
getting
set
up
for
our
slide.
I
just
want
to
thank
you
all
for
allowing
us
this
opportunity
to
present
and
thank
you,
miss
porter,
dr
williams,
for
your
introductions.
Thank
you
to
you
all
and
let's
go
ahead
and
just
share
a
little
bit
about
c
williams,
the
middle
school
south
campus,
where
we
serve
seventh
and
eighth
graders
next
slide.
K
So
I
just
want
to
share
a
little
bit
about
a
high
level
structure
of
our
school.
As
you
know,
in
middle
schools
teaming
is
a
very
important
model
to
the
middle
school
middle
school
model,
and
so
with
our
structure.
I
just
want
to
show
you
this
graphic
really
quickly,
so
you
can
see
how
our
structure,
here
at
c
williams,
is
set
up
at
the
south
campus,
so
each
grade
level
is
made
up
of
what
we
call
two
houses
and
each
of
those
houses
is
made
up
of
two
teams.
K
This
is
interesting
because,
again,
with
the
teaming
model
being
so
unique
this
year
with
having
two
grade
levels
with
more
students,
we
had
to
find
a
way
to
make
sure
that
we
continued
with
the
teaming
model.
K
That
is
good
for
middle
school
student,
middle
level,
adolescents,
but
also
find
a
way
to
make
sure
that
in
a
big
school
you
know
we
shrink
it
down
into
a
smaller
school
and
that's
what
we
were
able
to
do
with
the
inclusion
of
the
houses
with
the
teams
because
of
the
structure
we
have
about
the
same
amount
of
students
on
the
teams,
as
we
did
in
the
previous
years,
when
we
were
650
students
with
the
sixth,
seventh
and
eighth,
so
we
have
really
created
a
great
structure
to
support
our
learners.
K
This
is
also
duplicated
with
our
eighth
graders
next
slide.
K
So
a
few
celebrations
for
c
williams,
south
campus-
this
is
one
that
we
are
very
proud
of.
C.E
williams
is
designated
as
a
school
to
watch
through
the
national
forum
to
accelerate
middle
grade
reform.
That
is
a
very,
very
big
deal.
It
is
a
national
recognition
that
you
must
maintain
each
year
this
year.
K
In
this
campus,
this
campus
is
is
beautiful,
the
facilities
are
something
we
all
can
be
proud
of,
and
the
great
thing
about
this
school
is
that
every
elementary
and
middle
school
student
in
district
10
will
have
the
opportunity
to
attend
this
campus
and
participate
and
see
the
features
experience.
K
The
updated,
updated
facilities,
the
technology,
it's
just
a
great
building,
and
I
think
that
we
can
all
be
proud
of
that
in
ccsd
we
were
recently
featured
actually
in
carolina
bay,
neighbors
magazine
as
a
part
of
this
community
which
we
are,
and
we
are
very
excited
about
what
students
will
be
able
to
experience
all
of
our
seventh
and
eighth
grade.
Students
have
access
to
the
performing
arts,
career
technology,
education
and
other
exploratory
courses.
K
We
also
have
created
an
accelerated
pathway
for
students
who
are
prepared
in
seventh
grade
to
take
algebra
one
honors,
and
then
they
will
also
be
able
to
take
geometry
honors
in
eighth
grade,
and
we
are
proud
of
one
of
our
very
own.
Miss
carathona
samuel,
who
has
now
won
the
regional
spelling
bee
two
years
in
a
row.
K
We
are
so
proud
of
her
and
just
so
glad
that
she
hung
in
there
even
after
she
couldn't
go
to
dc,
to
participate
in
the
national
bee
that
she
came
back
and
she's
setting
herself
up
to
have
that
opportunity
again
next
slide,
please
so
a
little
bit
of
high
level
feedback.
We
kind
of
ball
this
down.
Just
to
give
you
some
pluses
and
deltas
about
this
configuration
so
you'll
see
that
there
are
more
pluses
than
deltas
one.
K
We,
the
staff,
members
and
parents
here
actually
echoed
what
ms
porter
heard
for
the
sixth
grade
campus,
which
is
this
allows
the
sixth
graders
to
be
in
an
environment
that
is
more
developmentally
responsive
to
them,
also
the
building
space
because
of
the
building
space.
This
this
configuration
has
allowed
us
to
really
not
be
overcrowded,
but
allows
all
students
to
have
the
opportunity
to
experience
the
building
without
trying
to
make
too
many
concessions
because
of
of
size.
So
there
really
wouldn't
be
physical
space
in
this
building
to
house
sixth
graders.
K
District
10
has
overcome
inequities
that
were
created
by
having
an
attendance
zone
for
two
middle
schools,
and
this
is
unique
to
district
10.,
as
I
thought
through
it,
as
you
really
think
about
it,
you,
district
10,
is,
is
a
size
that
allows
for
this
type
of
configuration
and
what
we
no
longer
have
is
the
perceptions
or
realities
or
of
of
students
that
haves
and
have
nots,
or
this
school
is
better
than
that
school,
because
now
all
of
our
students
get
to
experience
school
together
and
from
our
students.
This
is
interesting.
K
The
six
they
said,
the
sixth
graders
are
fine.
Where
they
are,
you
can
think
about
seventh
and
eighth
grade
personalities
when
you
ask
them
hey.
How
do
you
feel
about
sixth
graders?
Not
being
here?
Do
you
miss
them?
No,
they
are
fine
where
they
are.
That
is
what
some
of
our
students
said
now
some
of
the
deltas,
though,
and
I'll
be
honest.
K
Sixth
graders
do
they
do
have
a
different
personality
and
a
different
energy,
and
so,
if
you're
used
to
being
in
middle
school
with
sixth
graders,
you
know
you
don't
have
that
energy.
That's
in
the
building
that
wide-eyed
energy,
hey
we're
fresh
out
of
elementary
school,
so
that
is
a
delta
there
and
another
delta
that
we
saw-
and
I
think
we
all
anticipated
this
being.
The
biggest
concern
for
the
community-
was
the
logistics
of
having
students
in
sixth
grade
and
then
a
student
in
seventh
eighth
grade.
K
Maybe
a
student
at
the
high
school
student
in
elementary
school,
so
the
logistics
of
that
extra
building
so
to
speak,
was
a
concern.
But
we
found
a
way
to
really
overcome
that
by
providing
much
more
of
a
window
of
time
for
students
to
be
dropped
off
on
one
campus
and
dropped
off
at
the
other,
and
so
that
really
has
not
been
a
barrier
for
for
our
students
and
our
families
next
slide.
K
And
that
actually
concludes
our
presentation
from
c.e
williams,
middle
school,
south
campus.
H
So,
thank
you
again
to
principal
smith
and
porter,
and
so
with
that
being
said,
I
want
you
all
to
know,
first
and
foremost
that
when
we
were
going
over
that
presentation,
the
same
response
that
mr
smith
got
when
he
read
what
the
scholar
said
is
what
I
did
when
he
presented
it
to
me.
H
I
thought
that
was
quite
hilarious,
but
then
see
they're,
fine,
where
they
are
so
with
that
being
said,
as
you
all
can
see
in
front
of
you,
our
recommendation
for
this
is
we
first,
the
current
configuration
of
middle
schools
and
d10
to
remain,
as
is
with
us,
moving
forward
next
year
with
that
committee,
our
focus
group
to
talk
about
the
future
of
middle
schools
in
d10.
A
Thank
you,
dr
williams,
principal
porter
and
principal
smith.
We
open
up
for
questions,
miss
coats,
we'll
start
with
you.
No.
A
A
Yes,
I
received
some
feedback
from
some
parents
who
have
some
concerns
that
they
needed
to
be
involved
in
the
process
of
how
this
configuration
is
going
to
be
taking
place.
And
could
you
tell
this
body
how
we
plan
to
engage
more
participation
and
have
their
input
do
the
covet?
They
said
they
wanted
to
come
in
and
talk
to
the
board
about
how
they
feel
about
it.
So
how
are
we
going
to
allow
for
that?.
H
A
H
Well,
when
we
first
approached
this
situation,
we
had
the
intentions
on
this
year
of
having
that
conversation
to
discuss
the
future
of
middle
schools
in
d10,
but
due
to
covet
and
us
transitioning
kids
back
to
school
in
person,
and
we
did
that
a
number
of
times
this
year.
That
was
our
focus.
So
with
that
being
said,
as
I
stated
in
the
recommendation,
our
goal
is
to
on
next
year,
engage
those
stakeholders.
H
F
No
questions
just
ditto
what
miss
darby
said
to
the
the
school
really
proud
of
what
you
guys
are
doing.
G
Yes,
so
I
just
want
to
say
thank
you
to
both
principals
for
great
job
that
you
have
done
in
the
initiative
and
with
covered
and
with
the
transition,
and
I
look
forward
to
supporting.
A
I
agree
I
happily
motioned
to
support
the
recommended
action.
We
have
a
second.
A
D
Well,
of
course,
no,
no,
that's
that's!
Next
year,
right,
21-22.
A
B
B
A
Read
it
out
for
everybody
very
nice
doctor,
miss
herter.
If
you
want
to
read
it
or
so
it's
now
off
my
screen,
I
I
can
read
it
real
quick
motion
to
continue
with
the
current
configuration
for
middle
schools
in
d10,
with
sixth
grade
scholars
housed
on
the
ce
williams,
north
campus
and
seventh
and
eighth
graders
housed
on
the
ce
williams
south
campus
until
a
committee
can
be
formed
during
the
2021-2022
school
year
to
discuss
the
future
configuration
for
middle
school
scholars
in
d10.
B
F
Go
sorry
I'm
I'm
I
the
the
motion
is
up,
but
I
can't
the
opportunity
to
vote
has
not
presented
itself.
But
yes,
I
vote
yes,
okay,
thank.
A
Context
we
said
we
would
come
back
to
the
board
after
asking
for
waivers
to
be
more
explicit
about
what
we're
asking
for
and
what
our
plans
are
for
virtual
instruction,
particularly
after
we'd
surveyed
families,
to
have
a
sense
of
the
scale
of
the
need
and
what
the
level
of
interest
is.
So
our
today,
what
we're
going
to
do
is
go
through
an
update
on
what
that
interest
has
been.
What
our
current
plan
is.
We
are
asking
for
the
board
to
approve
a
partnership
with
the
other
four
districts
who
have
already
signed
and
that's
dorchester
to.
A
A
Ms
rivers
will
go
over
this
and
then
we're
also
going
to
be
explicit
about
how
we're
going
to
be
using
the
waivers
within
virtual
academy
just
so
that
we
come
back
to
the
board,
as
was
asked,
I'd
like
to
introduce
lashauna
rivers
who
works
on
our
team
and
learning
services
and
has
led
all
of
our
virtual
academy
efforts
to
date.
A
Good
afternoon
good
afternoon,
rev
dr
matt
chairman
school
board,
dr
poster
way
in
attending
audience
again.
My
name
is
lashonna
rivers
and
I
currently
serve
as
a
director
of
instructional
programs,
and
I've
also
had
the
pleasure
of
serving
as
principal
of
our
ccsd
k-8
virtual
academy
in
this
this
current
year.
In
addition,
I
also
serve
as
a
district
member
on
the
virtual
online
learning
leaders
group.
A
The
purpose
of
our
presentation
today
is
to
just
really
to
take
a
moment
and
reflect
on
our
current
experiences
and
provide
an
overview
of
the
collaborative
shared
service
model
that
we
are
proposing
to
provide
a
high
quality,
k-8
virtual
option
for
interested
families
during
the
21
22
school
term
slide.
Please,
our
presentation
will
float
in
the
following
format:
we'll
take
a
look
at
where
we
are
now
and
where
we,
what
we're
proposing
moving
forward,
provide
an
overview
of
our
k-share.
A
A
We
were
able
to
offer
a
temporary
remote
option,
which
is
mostly
managed
at
the
school
level,
and
we
also
offered
a
full-time,
k-8
virtual
program
for
our
scholars,
which
is
managed
centrally
by
ccsd
designated
staff.
Member
with
me
serving
as
principal
our
overall
goal
as
we
transition
to
2122,
is
to
return
as
many
students
back
to
face
to
back
face-to-face
as
possible,
adhering
to
our
cdc
guidelines.
A
A
A
The
larger
bulk
of
our
students
are
served
in
grades
six
through
8,
but
we
are
serving
up
quite
a
few
students
in
our
k
through
5
grades
as
well
slide,
please,
on
march
the
23rd
we
provided
families
with
the
opportunity
to
indicate
their
intentions
for
the
21-22
school
year.
These
are
the
results
that
we
received.
A
Families
were
allowed
to
submit
their
requests
up
to
april
the
11th
after
april
the
11th.
We
pulled
the
data
and
broke
it
down
by
grade
level,
so
we
can
begin
to
plan
for
those
families
in
the
upcoming
year.
So,
at
the
bottom
of
that
slide,
you
see
the
breakdown
per
grade
level,
starting
with
kindergarten
moving
all
the
way
through
eighth
grade
and
again,
you'll
see
and
you'll
note
that
our
higher
number
of
requests
are
in
grades.
Six
through
eight,
however,
we
do
have
some
students,
some
some
requests
for
k
through
five.
A
You
also
note
that
these
numbers
look
very
similar
to
the
slide
that
was
previously
shown
with
us
remaining
pretty
steady
as
it
relates
to
k-5
and
also
six
through
eight,
and
I
also
want
to
note,
as
I
said
earlier,
we
started
the
year
with
a
much
larger
number
of
students
than
we're
currently
serving
and
they
were
in
the
middle
grades.
But
as
we
progressed
throughout
the
year,
most
middle
schoolers
began
to
realize
that
independent
work
and
self-guided
asynchronous
work
was
not
the
right
fit
for
them.
A
So
we
start
to
see
a
lot
of
our
numbers
drop
in
grades.
Six
through
eight
to
the
point,
where
they're
a
little
bit
more
manageable
now,
and
we
feel
that
we're
capturing
the
students
that
are
a
better
fit
for
this
type
of
learning
environment
slide
please.
A
I
think
every
district
at
the
start
of
it
all,
had
to
tend
to
do
it
alone
and
had
to
really
figure
it
out,
because
we
were
in
the
midst
of
it
and
planning
at
the
same
time
and
didn't
necessarily
have
the
time
to
strategically
plan,
as
we
would
any
other
year,
but
through
this
proposed
partnership,
we'd
be
able
to
collaborate
with
with
other
districts
who've
been
here
before
and
have
experienced
different
levels
of
success,
we'll
be
able
to
share
our
stories
and
better
plan
for
those
families
that
are
interested
for
the
21
22
school
term.
A
Also,
through
this
partnership,
we
are
hoping
to
provide
a
robust
catalog
of
supplemental
resources.
If
you
know
anything
about
curriculum
instruction,
it
takes
a
lot
of
grit
and
deep
work
to
build
out
curriculum
and
it's
not
a
project
that
you
could
do
alone.
A
It
cannot
work
without
the
proper
technical
assistance
in
place,
and
I
speak
specifically
to
programs
national
organizations
like
quality
matters
that
put
a
stamp
of
approval
on
our
courses
to
make
sure
that
they're
in
line
or
in
line
with
our
state
and
national
standards.
A
So
this
is
a
this
is
an
overview
of
the
goals,
as
it
relates
to
this
shared
model
that
we're
proposing
here
today.
Sly,
please
so
in
essence,
as
we
move
into
2122
as
a
district,
we're
looking
to
offer
two
options
for
our
families:
two
virtual
options
for
us,
our
families,
I
should
say
a
full-time
k-8,
serving
students
in
a
blended
model
of
asynchronous
and
synchronous
work
and
I'll
be
the
first
to
say
that
I
lean
more
towards
a
virtual
program
that
provides
synchro
synchronous
instruction
to
students
every
day.
A
The
other
part
of
our
virtual
option
would
be
that
we
continue
to
provide
a
a
plethora
of
options
for
our
students,
arose
and
enrolled
in
nine
through
12,
which
looked
very
much
so
like
what
we
were
offering
prior
to
the
pandemic,
where
our
students
were
allowed
to
participate
in
courses
through
virtual
sc
through
our
own
personal
franchise,
with
virtual
sc,
edge,
annuity
and
other
options
that
we're
able
to
provide
slide.
Please.
A
Also,
this
k-8
we
hire
selected
teachers
that
would
provide
once
again
a
blend
of
instruction
and
an
asynchronous
and
synchronous
model.
Those
teachers
would
be
hired
by
that
leadership.
Team
would
share
the
cause
for
any
professional
learning
offer
offerings
that
our
staff
needed.
We
quickly
realized
again
reflecting
on
this.
Our
current
situation
and
past
experience.
Our
teachers
need
support
with
digital
learning,
how
to
engage
students
in
in
an
online
learning
platform,
because
it
looks
quite
different
from
instruction
being
provided
in
a
brick
and
mortar.
A
Also,
students
will
remain
enrolled
in
our
home
school.
This
would
be
a
program,
so
students
remain
connected
to
their
home
school,
but
also
would
also
be
enrolled
in
the
program,
so
they'd
be
able
to
take
advantage
of
any
opportunities
offered,
specifically
speaking
to
extracurricular
activities
from
the
home
school
slide.
Please,
the
second
bucket
again
or
second
category
relates
to
our
students
in
grades
nine
through
twelve,
that
we
continue
to
provide
supplementary
programs.
A
But
the
strength
in
this
is
that
this
collaborative
partnership
would
allow
us
to
cross
lines
where
we
can't
offer
a
course
we'd
be
able
to
partner
with
the
district
that
could
feel
the
need
for
students.
So
it
would
present
more
opportunities
for
us
to
fill
the
schedules
for
kids
to
meet
the
needs
of
kids.
A
Also,
it
would
allow
us
to
expand
our
partnership
with
virtual
sc.
As
you
know,
we
are
currently
partnered
with
virtual
sc.
We
are
a
franchise
district.
We
became
one
two
years
ago
and
through
that
partnership
we
are
able
to
offer
courses
on
a
rolling
enrollment
which
allows
for
flexibility
for
our
students
that
need
courses
at
various
points
throughout
the
year.
A
It
allows
us
to,
I
won't
say,
manipulate,
but
to
have
some
flexibility
with
hard
and
hard
and
soft
deadlines
for
students
to
complete
courses,
so
it
opened
up
more
opportunity
for
our
students,
so
this
would
expand
that
franchise
and,
if
you
can
think
about
it,
like
this
berkeley
count.
A
For
example,
berkeley
county
had
courses
that
we
needed
we'd
be
able
to
expand
our
franchise
to
be
able
to
take
advantage
of
some
of
the
courses
that
they're
offering
for
our
students
and
once
again
which-
and
I
can't
stress
the
importance
of
online
coursework
being
stamped
with
this
golden
seal
of
approval
by
quality
matters
which
ensures
that
all
of
our
courses
are
appropriately
aligned
to
state
standards
slide.
Please.
A
A
A
A
So
this
planning
came
long
before
we
began
to
think
about
what
our
options
would
be
for
21,
22
and
so
you'll
see
in
these
last
two
slides
some
of
the
documents
that
came
out
of
that
strategic
planning
that
we
were
able
to
engage
ourselves
in
over
the
last
four
or
five
months.
In
that
time,
we
were
able
to
draft
a
strategic
plan
for
our
program
and
what
it
would
look
like
being
pushed
out
in
2122.
A
We
were
able
to
draft,
and
I
believe
you
received
a
draft
of
the
parent
guide,
which
I
have
to
say
to
you
as
the
principal
of
our
current
academy.
I
wish
I
had
back
in
august
and
I'm
sure
our
parents
wish
I
had
to
give
them
back
in
august,
but
the
amount
of
time
that
can
be
put
into
making
sure
that
we
appropriately
roll
out
a
program
to
ensure
student
success
is.
A
It
has
been
priceless
over
the
last
four
or
five
months
and
then
you'll
see
a
student
success
rubric
because
we
needed
to
support
our
families
so
that
we
make
sure
that
they're
making
the
right
decisions
for
their
children.
So
they
clearly
understand
what
an
online
learning
program
looks
like
and
what
it
takes
to
be
successful
in
one.
They
need
that
guidance,
and
so
we
were
able
to
draft
with,
and
I
take
no
credit
of
doing
it
myself.
The
collaboration
of
the
districts
has
been
powerful.
A
The
amount
of
knowledge
that's
been
brought
to
the
table
to
create
these
documents,
to
make
sure
that
every
district
is
successful,
moving
forward
and
then
on
the
last
page,
you'll
see
several
slide.
Please,
on
the
last
page,
you'll
see
several
other
documents
or
slides
or
pictures.
A
There
are
images
there,
the
first
being
a
school
counselor
guidance
document
that
I
have
to
say,
is
needed
for
counselors
to
be
able
to
sit
with
families
before
they
sign
on
to
enroll
in
such
a
program
to
make
sure
they're
clear
on
the
expectations
and
the
supports
that
are
in
place
for
them,
and
then
you
see
several
other
things
there
to
the
end
again
to
support
any
district
enroll
out
in
moving
forward
and
regardless
of
whether
or
not
we
continue
to
offer
this
because
of
the
pandemic.
We
had
been
offering
this
prior
to
the
pandemic.
A
Every
district
has
a
virtual
program
in
place,
so
supports
like
this
are
needed,
regardless
of
why
we're
here
today
asking
for
it.
So
that
concludes
everything
that
I
had
to
share
up
to
this
point
about
where
we
are
and
what
we're
proposing.
I
open
the
floor
for
any
questions
that
you
might
have
before.
We
do
that.
Ms
rivers,
I'd
love
it
if
miss
roberts
could
also
just
update
the
board,
because
we
said
we
would
come
back
to
the
board
on
what
we
were
using
the
waivers
for
within
virtual
academy.
A
A
J
A
A
These
class
size
requirements
were
designed
specifically
with
virtual
programs
in
mind.
The
parameters
that
virtual
programs
outside
of
the
states
program,
like
those
that
are
run
by
on
districts,
are
currently
required
to
adhere
to
the
parameters
that
were
designed
for
in-person
classrooms,
not
for
virtual
classrooms.
A
A
Would
you
just
clarify
about
those
two
situations?
There
were
two
two
of
the
requests
that
we
previously
discussed.
J
One
related
to
certification
and
then
the
other
related
to
adept
after
working
with
the
state
department.
We
understand
that
that
is.
These
are
not
requirements.
A
That
they
are
able
to
to
waive
for
us,
so
we
just
wanted
to
make
sure
that
you
were
aware
of
that.
Thank
you
very
much
appreciate
it
and
before
we
take
questions
just
to
to
sort
of
make
sure,
I'm
laying
out
reason
we're
asking
the
board
for
approval
in
the
partnership.
A
The
advantage
is
also
is
allow
us
to
reach
economies
of
scale
for
programming
and
staffing
costs
and
that
we
share
a
professional
learning
cost
across
a
broader
range.
We
estimated
that
we
paid
this
year
within
our
budget
out
of
esser
funds
about
2500
per
pupil
in
direct
cost.
However,
there
were
a
lot
of
administrative
costs
that
were
reallocated
for
other
parts
of
this.
For
example,
ms
rivers
said
she
served
as
the
principal
of
the
virtual
academy.
She
also
has
a
full-time
job
where
she
manages
our
gifted
and
talented
efforts.
A
Our
efforts
across
the
board,
with
all
of
our
digital
learning,
widely
defined
and
many
other
important
projects
we
also
had
to
pull
in
other
adults,
as
you
know,
was
all
hands
on
deck
this
year.
So
we
had
several
allocations
from
the
department
of
exceptional
education
that
were
actually
teaching
and
accommodating
ieps
through
the
virtual
academy.
A
So,
right
now
and
again,
we
have
not
yet
committed,
but
projected
cost
is
3200
for
people
all
in
with
administrative
costs
at
the
lowcountry
consortium.
My
point
of
view
on
this
is
this
is
generally
going
to
be
about
the
same
cost.
We
would
also
put
this
money
towards
cobit
recovery
funds,
whether
it's
esser
or
some
other
source
about
about
the
same,
but
the
advantages
will
have
opportunities
to
have
more
courses
offered
a
higher
quality.
A
Someone
like
miss
rivers
and
other
staff
members
who
have
been
deployed
towards
virtual
academy
to
be
redeployed
for
us
to
really
focus
in
on
the
coveted
recovery
priorities
that
this
board
is
set.
So
that's
the
advantage
of
the
partnership
from
our
perspective
and
why
we're
asking
the
board
for
permission
for
that.
A
Thank
you
guys
so
much
for
such
a
comprehensive
report.
You
go
to
questions
now.
Miss
coats
come
back
to
me.
Okay,
miss
waters.
I
don't
have
any
questions.
Just
thank
you
so
much
for
this
and
I
I
definitely
think
it's
it's
important
to
get
people
like
you
know
everyone
on
your
staff
who's,
doubling
efforts
to
not
be
doing
doing
that
kind
of
that
kind
of
workload
or
handling
that
kind
of
workload.
F
Program
and
the
length
of
time
that
it
took.
C
Again,
the
the
budget
has
not
yet
been
brought
to
the
board.
A
For
this
coming
year,
so
this
is
a
projection,
and
last
year
we
did
have.
We
do
know
that
we
put
out
pocket
expenses
of
2500
for
things
like
our
virtual,
our
florida
virtual
contract,
the
investments
that
we
made
in
canvas
that
was
covered
not
by
general
operating
funds,
but
by
esser
funds.
A
Now
we
do
think
we're
gonna.
We
did,
however,
reallocate
staff,
and
that
was
across
the
board
whether
it
was
for
virtual
academy
or
other
places,
and
we
are
still
we've
been
in
conversations
for
the
last
few
months
and
planning
to
try
to
make
sure
that
we're
capitalizing
across
all
the
districts
and
what
have
we
learned
this
year?
What
what?
Well?
What
didn't?
What
do
we
want
to
do
better
for
next
year,
which
is
part
of
went
into
this
plan?
A
A
D
Yes,
so,
first
of
all,
thank
you,
ms
rivers,
for
your
presentation
and.
A
You
mentioned
several
documents
in
the
appendices,
neither
your
presentation
or
the
appendices
were
provided
in
our
board
packet
that
I'm
able
to
find.
So
I
would
definitely
like.
D
It
does
bring
a
lot
more
of
understanding
of
what
we're
trying
to
work
on
I'm
trying.
A
To
make
sure
I
understand
so
this
year
we
basically
have
done
this
correct.
A
And
it
sounds
like
you're
saying
that
the
same
person
now
we
used
this
year,
we
hope
to
use
next
year
or
not
not
not
necessarily
that
we
would
work
with
the
other
four
districts.
So
our
teachers,
who
are
currently
teaching
virtual
academy,
have
a
contract
with
charleston
county.
If
they're
interested-
and
you
give
us
permission
to
partner
with
low
country
consortium,
they
have
the
opportunity
to
apply
for
those
positions
of
which
there
will
be
as
much
as
we've
got,
plus
more
because
of
the
scale.
A
What
we're
offering,
but
the
idea
here
is
we're
getting
teachers
applying
across
all
four
districts
for
those
positions
which
which,
from
there
we
will
be
hiring
so
we're
part
of
the
interview
committee,
as
would
be
every
other
district.
That's
involved.
What's
different.
Is
that
right
now
miss
rivers
as
well
as
other
people
on
her
team
people
on
the
exceptional
education
team
and
some
other
staff
across
the
system
have
been
allocated
towards
virtual
academy
just
to
make
the
trains
run
on
time.
A
A
Dr
french,
if
I
could
add
to
to
miss
belcher's
response,
I
will
say
that
they
are
similar,
but
the
distinct
difference
that
I
see
and
I
think
that
my
team
has
done
a
wonderful
job.
Given
the
resources
and
the
time
we've
had.
I
think
we've
put
together
a
quality
program
that
I
think
the
district
and
parents
would
be
very
proud
of,
but
the
distinct
difference
would
be
that
you'd
have
an
administrative
staff,
that's
completely
dedicated
to
this
program,
which
is
what
it
would
need.
A
As
as
I
mentioned
earlier,
I'm
my
dual
role.
I
do
have
an
assistant
principal,
but
I
did
not
specifically
have
a
data
clerk.
I
did
have
a
wonderful
online
learning
counselor,
who
stepped
into
that
role.
For
me
and-
and
I
have
a
wonderful
online
learning
coordinator,
who
also
stepped
in
to
take
on
some
of
the
responsibilities.
So
that's
one
distinct
difference
that
I
see-
and
I
also
mentioned
earlier
earlier-
the
strategic
planning
you
know
if
we
could
go
back.
A
I
think
we
do
a
lot
of
things
differently
now
that
we
know,
but
the
strategic
planning
and
the
detail
that's
been
put
into
place
to
roll
out
this.
This
program,
I
think
it
would
better
serve,
would
better
serve
our
students.
I
don't
think
that
we've
in
any
way
didn't
provide
our
students
with
the
best
we
could
this
year,
but
if
we
could
think
about
how
we
could
get
better
and
and
do
a
better
job
of
serving
them,
what's
been
done
around
that
strategic
planning
would
be
really
beneficial
for
them.
A
Districts
that
want
to
participate
and
how
many
students
they
think
would
be
attending
the
only
district
that
I
know
of
right
now.
Who's
who's
submitted
any
type
of
preliminary
numbers
as
greenwood
52
and
I
believe
they're
they're,
a
smaller
district.
So
I
know
their
numbers
are
only
maybe
less
than
100
in
taking
into
account
our
potential
numbers,
but
I
do
not
know
numbers
for
berkeley,
county
or
dorchester,
two
or
four
at
this
time.
F
I
just
want
to
a
great
presentation.
I
wanted
to
clarify
the
the
districts
that
are
are
part
of
the
consortium
dorchester
ii,
dorchester
iv,
berkeley,
charleston
and
colton.
Is
that
right.
A
Miss
coates
and
greenwood
52
she
is
when
we
talked
about
the
number
of
people
who
had
submitted
interests
of
students
that
would
be
in
the
virtual
academy,
mrs
rivers.
She
said
greenwood
52,
are
they
part
of
the
consortium?
A
Greenwood
52
is
partnering,
so
okay,
52,
is
not
part
of
the
consortium,
but
there
are
some
green
with
52
is
an
example
of
a
small
district
that
wants
to
purchase
seats
if
they
are
available.
Once
our
students
are
conservative,
that's
pretty
cool,
so
then
I
guess
my
only
question
would
be.
There
was
a
slide.
That's,
and
I
think,
though
I
think
the
program
is
fantastic
and
I
any
way
that
we
can
keep
virtual
students
in
the
system
is
certainly
providing
those
choices
and
options
that
we
have
always
said.
A
There
was
a
slide
that
you
had
that
referenced
governed
by
the
leadership
team
was
the
exact
sentence
you
had
put
on
there
and
I
want
to
make
sure,
with
everything,
through
locally
elected
boards,
teacher
dismissal
and
retention
act
who
governs
the
teachers
who
disciplines
the
teachers.
Who
decides
what
professional
development
the
teachers
gets
and
do
you
have
thoroughly
thought
that,
out
to
your
end
game,
I'm
sorry?
The
cameraman
is
directly
all
the
way
through
to
the
to
the
end
game
of
the
worst
case
scenario.
Have
you
planned
this
out
that
everyone
clearly
understands?
A
I
don't
have
a
concern
with
my
teacher,
my
child's
teacher.
I
know
who
to
call
to
the
fact
that
you
have
a
concern
with
a
teacher.
You
know
your
role
in
being
able
to
address
that
concern.
That's
the
only
thing
and
you're
in
a
unique
industry
that
has
a
lot
of
laws
that
govern
that
with
a
whole
lot
of
words.
I
want
to
make
sure
y'all
run
that
through
all
the
appropriate
legal
vetting,
yes,
yes,
I
understand
the
partner
with
the
partnership.
A
It
would
be
led
or
there
would
be
a
principal
or
a
director
that
supervises
it.
There
would
be
an
admin
team.
Each
district
is
also
responsible
for
having
a
coordinator
or
a
representative
or
a
point
of
contact,
so
to
speak,
that
engages
in
conversations
or
remains
connected
to
our
students
that
are
being
served
in
the
program.
I'll
also
defer
to
dr
postward.
If
she
wants
to
add
anything
to
that,
I
think
you
answered
it
sufficiently.
I
think
the
term
governing
board
wouldn't
be
in
the
sense
that
this
board
governs.
A
A
When
I
said
governed,
I'm
not
talking
about
board
governance,
I'm
talking
about
employment
in
employer,
employee
governments
right.
So
if
you've
got
a
teacher
in
another
district
teaching,
charleston
county
students,
who
is
that
teacher
accountable
to
for
their
performance
and
execution,
but
immediately
to
the
principal
who
one
principal
who
will
be.
B
A
A
A
This
is
a
great
question,
so
this
year
we
outsourced
with
specifically
florida
virtual
to
serve
as
a
foundation
for
our
content.
I
I
can't
speak
to
what
content
they're
specifically
thinking
about
implementing
for
the
2122..
A
It
could
potentially
be
what
we're
currently
using,
but
regardless
of
the
content
selected,
there's
going
to
have
to
be
some
customization
because
nothing's
100
aligned-
and
so
I
suspect
that
the
sooner
the
better
and
deciding
one
and
when
it's
deciding
that
they
they
bring
they
hire
and
bring
the
teachers
in
so
that
there
can
be
some
customization
to
ensure
alignment
with
our
state
standards.
A
A
I'm
assuming
it's
going
to
be
something
decided
with
the
superintendents.
Yes,
thank
you,
okay.
I
would
simply
add
to
that
that
it
will
be
existing
content
or
content
that
is
developed
by
the
teachers
who
are
paid
to
develop
it
through
the
quality
matters
standards.
We
would
not
be
paying
any
staff
members
at
consortium
to
develop
content,
for
example.
Thank
you
chris
waters.
I
just
wanted
to
make
the
motion.
A
A
C
You
would
the
makers
of
the
motion
agree
to
that.
G
No
worries
so
thank
you,
ms
rivers
and
miss.
A
Roberts
for
your
in-depth
detail
and
breakdown
of
the
presentation
was
well
presented.
G
Questions
will
well
receive.
Thank
you
so
much.
I
do
believe
that
this
is
a
partnership
that
I
look
forward
to
with
entering
into,
because
I
believe
we
need
to
make
sure
that
we
provide
the
necessary
and
learning
environment
for
our
students.
So
thank
you
so
much
for
providing
us.
This
detailed
information
on
today.
A
I
would
like
staff
to
know
that
I
support
this
I'll
have
to
vote
no
in
order
for
it
to
be
on
the
open
session,
and
that's
because
of
some
meetings
that
have
been
arranged
for
me
later
this
week
outside
of
the
district.
But
then
I
support
it.
I
just
want
to
get
through
those
meetings
in
case
they
bring
in
questions
from
the
other
districts.
A
D
Yes,
so
you
so
there's
going
to
be
a
principle,
but
it's
not
a
school.
Is
that
correct.
A
Answer
before
we
can
consider
it,
I
I
I
can
answer
that
partially,
the
superintendents
have
gotten
to
the
place
with
planning
that
we
can't
go
any
further
until
we
know
how
many
districts
are
involved,
and
so
I
will
say
principal
may
be
a
technical
term.
It
will
be
a
director,
a
leader,
because
this
is
a
program.
It
definitely
is
not
a
school.
We
want
those
students
to
be
able
to
stay
enrolled
in
their
home
schools,
so
this
has
to
be
a
program
right.
D
Okay-
and
I
agree
with
this
post
there-
logistical
things
about
where
do
students
file
grievances?
Where
do.
D
Also,
I
see
yes,
you
brought
provided
the
document
where
the
superintendents
all
signed
it
are
we
the
first
board
that
this
has
been
brought
to
of
the
districts.
A
D
A
Those
districts
but
we're
not
sure
if
they're
participating
yet
either
okay,
one
of
the
superintendents,
explained
that
they
have
different
governance
arrangements
with
their
their
their
boards
than
we.
When
I
explained
why
I
could
not
sign
the
documents.
I
I
don't
know
what
the
other
district's
governance
arrangements
are.
I
just
knew
that
this
board
asked
for
me
to
bring
this
back
to
you
for
approval.
So
that's
what
I've
done.
A
Yeah,
I
just
want
to
say
that
I
think
it's
a
great
idea.
I
just
like
to
have
more
information,
maybe
just
to
see
how
it's
laid
out
answer
some
of
the
questions
that
I
may
have
that
might
include
a
program
and
and
the
way
we
lay
out
a
program
and
includes
the
components,
the
educational
components
offerings
all
of
that,
maybe
even
just
a
a
sheet
or
something
and
maybe
a
sample
budget,
or
something
so
that
we
can
see
how
this
looks
like
before
we
make
a
final
commitment
to
the
program.
G
B
B
B
A
Thank
you.
Okay.
Item
4c.
This
is
information
only
a
rubric
for
school,
specific
waivers
when
more,
when
north
charleston
high
school
made
its
initial
presentation
on
wanting
to
apply
for
the
state
for
waivers,
the
question
came
up
on
what
would
be
our
system
for
evaluating
this
option,
because
we
did
want
to
make
sure
that
any
school
principal
who
has
an
innovative
idea
who
wants
to
enhance
their
program
and
feels
like
the
regulations
are
getting
in
the
way
has
an
opportunity
to
do
this.
A
So
ms
hederick
asked
me
to
come
up
with
a
rubric
within
learning
services
that
would
inform
our
recommendations
to
the
board
around
schools
applying
this
is
just
a
headline
on
the
rubric,
so
you
all
can
get
a
sense
of
what
we
would
be
looking
for.
Essentially,
the
key
thing
is:
to
what
extent
is
this
strategy,
the
use
of
the
waiver
critical
to
improving
student
achievement
or,
and
that
we
define
that
broadly
both
academic
achievement
and
social
emotional
health?
D
My
only
question
would
be:
it
might
be
good
to.
A
A
A
A
Thank
you.
This
was
a
board
suggested
item
by
dr
french
and
mrs
coakley
as
it's
a
shared
priority
with
learning
services.
Michelle
english
watson
will
represent
learning
services
and
then
the
communications
team
erica
will
represent
for
that.
A
Good
afternoon
board
chair
dr
reverend
mack,
vice
chairman
waters,
board
of
trustees,
members
and
superintendent,
dr
posterweight,
may
we
thank
you
ccsd
and
just
to
give
you
a
background
before
we
actually
get
into
the
meet
of
the
department
of
justice
settlement,
we
currently
serve
three
5
530,
multilingual
learners,
students
who
speak
over
70
different
languages
at
home.
A
A
A
A
Next
slide,
please:
what
are
all
strategies
to
improve
the
communications
to
address
those
to
address
what
was
cited
in
the
agreement?
A
We
must
ensure
district
and
school
related.
Essential
information
is
communicated
to
left
families
in
the
language
they
can
understand
and
when
speaking
with
left
families,
we
must
communicate
in
their
home
language
through
a
qualified
interpreter,
and
that
would
be
someone
who
has
taken
the
course
and
have
now
become
certified
to
provide
such
services.
A
A
A
A
A
We
will
look
to
increase
the
budget
for
contracted
services,
to
include
language
line,
to
support
families
who
speak
a
language
other
than
english
or
spanish,
and
there
are
more
than
80
different
home
languages
that
are
spoken
by
ccsd
students
and
their
families,
and
we
will
partner
with
work
based
learning,
to
create
opportunities
for
our
families,
to
train
for
translator,
interpreter
or
esol
teaching
positions
and
ccsd
maggie.
Would
you
please
advance
to
the
next
slide?
This
is
just
a
screenshot
of
what
our
website
looks
like
for
current.
A
Miss
english
watson,
who
you
know,
I'm
miss
beverly
holt
hilkey
she's,
our
executive
director
of
exceptional
children,
ms
robin
jones,
who's,
the
exceptional
director
of
instructional
programs,
mr
chris
hagee,
who
is
our
esl
coordinator
and
he's
in
the
room
and
lauren
crawford
who's.
Our
project
manager
and
she's
right
right
right
behind
me
and
with
that
we
will
pause
and
ask
that
you
accept
this
briefing
and
allow
any
questions
if
there
are
any.
A
Thank
you
all
so
much
miss
coats.
So
this
is
information
only
we.
A
At
this
time
not,
but
I
can
tell
you
that
there
are
a
number
of
ccsd
staff
who
are
being
trained
to
be
certified
interpreters
or
translators
so
that,
if
they're,
currently
working
within
the
district-
and
there
is
a
if
there's
an
interest
in
in
supporting
this
specific
effort,
we
are
providing
the
opportunity
for
them
to
be
certified.
Trained
interpreters
and
translators.
A
And
also
in
the
title
one
department,
we
do
offer
english
on
spanish
for
english
speaking
for
our
teachers,
our
staff
to
take-
and
we
also
offer
english
for
families
who
speak
spanish
as
a
course
as
well.
So
we
do
fund
those
courses
in
in
the
fall
and
september.
Of
course
we
didn't
this
year
because
of
colvin,
but
we'll
be
looking
forward
to
starting
it
up
next
year
again
and
we've
been
offering
that
for
oh,
my
god,
15
years
now.
So
yes,
thank
you,
dr
french.
A
A
A
Thank
you
that
closes
or
my
section
out.
Thank
you
all
right.
Thank
you
very
much
thanks,
mr
lots
to
do
this
thanks.
Everybody
all
right!
Next
is
item
five.
A
audit
and
finance
committee
meeting
review.
Ms.
F
Greene,
the
the
the
items
listed
of
course,
are
there
and
they
are
infamous.
Specific
information
is
provided
on
board
docs
under
audit
and
finance,
and
so
you
know,
which
is
what
we
typically
do,
is
take
these
to
the
board.
But
if
anybody
has
any
questions,
it
certainly
asks
your
questions
or,
if
you
don't
have
questions
for
this
meeting,
you
can
contact
me
or
mr
kennedy
about
any
questions
on
the
agenda
items.
A
All
right,
so
you
are.
Can
I
elaborate
on
that?
Just
a
tiny,
tiny
bit,
it's
green
pardon.
Can
I
elaborate
just
a
little
bit
since
you're,
not
here
in
the
meeting
room
in
our
a
couple
board.
Members
were
saying:
hey,
it
might
be
nice,
sometimes
to
have
a
little
bit
more
discussion
on
some
of
these
in-depth
items,
so
I
said
to
them
feel
free
if
there
is
something
that's
on
the
auto
finance
list
that
you
want
us
to
talk
about,
you
know,
that's
why
it's
there.
F
Yeah,
absolutely
I
I
guess
my
only
caution.
I
have
no
problem
with
that.
My
only
caution
is,
you
know
the
the
items
that
come
to
has
already
been
vetted
by
one
committee,
and
you
know
so
you
know
not
a
problem
with
it
with
any
discussion
or
any
questions,
because
a
lot
of
those
issues
are
very
important.
So
if,
if
somebody
does
have
a
question
that
you
know
we
need
to
discuss,
I
mean
certainly
by
all
means
just
raise
it
and
we
will
discuss
it.
F
So
I
can
only
respond
as
as
per
policy.
The
committee
is
consists
of
six
people,
four
that
are
selected
from
the
community
two
from
board
members
and
the
chair
of
the
board
appoints
those
two
members
and
the
board
agrees
to
them.
You
know
the
vote
on
them
and
as
far
as
the
community
members,
it's
done
through
a
solicitation
of
interest
and
vetted
by
the
audit
and
finance
committee
with
recommendations
to
the
full
board
and
approved
or
not
approved
by
the
full
board.
A
A
The
policy
says
citizens
wishing
to
serve
on
the
audit
finance
committee
will
submit
a
letter
of
interest
in
a
resume
and
or
application
to
the
chief
financial
officer.
The
letter
of
interest
must
specify
whether
the
applicant
seeks
defeat
receive
mercy
for
the
individual
with
information
technology
expertise.
All
applications
will
be
reviewed
by
the
audit
and
finance
committee,
and
the
committee
will
submit
its
nominee
to
the
board
for
approval.
The
vice
chair
will
blah
blah
blah.
So
the
part
that
you're
talking
about
that's
yes,.
F
Followed-
and
I
think
she
may
be
as
she
may
be-
100
correct
don,
and
I
had
conversation
about
that
and
we
are
following
practice,
so
I
mean
it
may
be
that
the
recommendations
should
have
come
from
the
committee.
I
can
say
that
the
audit
and
finance
committee
had
all
of
the
resumes
ahead
of
time.
We
discussed
whether
anybody
had
any
other
nominees
other
than
one
that
was
recommended
by
by
staff,
and
if
we
need
to
regroup
on
this
we
can
otherwise.
F
I
would
say
you
know
we
will
just
in
the
future.
If
we
have
a
vacancy,
we'll
make
sure
that
staff
does
not
make
a
nomination
and
we'll
just
ask
the
committee
if
they
would
just
make
a
nomination.
But
that
was
just
based
on
what
has
happened
in
the
past.
Not
that
it's
right
and
your
point
is
well
taken.
B
G
Green,
when
is
that
name
coming
before
the
board
for
consideration.
G
Yeah
I
mean
I
would
like
to
make
a
a
point
on
the
selection
of
the
committee
number,
so
my
interpretation
was
that
certain
I
made
the
recommendation
to
the
party
in
the
finance
committee.
You
know
based
on
the
parameters
that
and
what
what
the
committee
is
looking
for,
but
the
recommendation
coming
to
this
to
the
full
board
is
not
my
recommendation.
This
is
the
recommendation
of
the
committee,
so
the
process
that
I
followed
was
to
you
know
review
all
of
the
less
of
interest.
The
resumes.
G
Given
my
my
understanding
of
what
the
types
of
positions
that
are
needed
on
our
finance
committee,
then
I
made
that
recommendation
along
with
all
the
resumes
to
the
committee
and
the
committee
being
adopted
that
recommendation
and
making
it
making
that
recommendation
to
the
full
board.
So
so
I
am
not
making
the
recommendation
to.
D
A
question
to
me:
I
just
wanted
to
mention
that
the
third
action
item
phase
five
construction.
The
analysis
was
really
helpful.
I
attended
the
meeting
and
I
think
I
encourage.
A
I
just
have
one
other
question,
mr
green:
those
committee
members
who
are
on
that
committee.
How
long
do
they
serve
and
when
do
those
members
roll
off
that
committee?
Is
there
any
thing
in
that
document
that
shows
that
they
served
for
two
years
and
then
we
start
looking
at
new
members?
How
does
that
work.
F
I
think
the
policy
spells
that
out
and
don
help
me
on
the
are
you
referring
to
the
committee
member,
the
community
members
or
the
board
members,
the
community
members.
I
think
they
serve
for
a
term
of
two
years
and
can
be
reappointed
if
they
are
still
interested
in
staying
on,
but
don
correct
me.
If
I'm
right
on
that,
I
don't
have
the
policy
right
in
front
of
me.
G
F
D
A
D
A
B
G
What
you
want
to
discuss
at
the
meeting
so
they
can
come
and
listen
and
have
some
some
some
they're
going
to
be
able
to
address
it.
But
we
can't
get
calls
in
the
middle
of
the
week
the
day
before
the
meeting
and
come
to
the
meeting
and
discuss
that
issue,
because
it's
not
only
in
gym
and
they're
violates
our
state.
A
G
D
A
D
Thank
you,
ms
green
sure.
It's
just
a
procedural
question
about
call
is
call
question
the
appropriate
thing,
or
does
that
institute
a
separate
vote
before
you.
D
D
I
Update
good
afternoon,
mr
chairman,
members
of
the
board,
my
name
is
brian
butler,
I'm
an
associate
with
the
cam
consulting
group
and
I'm
here
on
behalf
of
daryl
campbell
today,
so
without
further
ado
I'll
just
get
right
into
our
legislative
update.
It's
gonna
be
very
brief.
Just
last
week
we
completed
week
14
of
legislative
session
and
sessions
is
set
to
conclude
on
may
13th
thursday
may
13th.
I
So
that
gives
us
about
four
weeks
left
in
the
session.
Now.
I
But
since
this
is
a
different
year
again
with
the
pandemic
and
different
factors
such
as
fluid
state
revenue
forecasts
going
on
that
budget
process,
we're
hearing
is
going
to
be
delayed
from
being
completed
until
about
june
senate
finance
committee
and
house
ways
and
news
committee
have
both
indicated
that
they'll
be
they'll,
be
completing
that
work
in
june.
So
just
I'll
take
you
back
about
a
week
and
a
half
ago.
I
Maybe
now
we
have
what
we
call
our
legislative
crossover
deadline,
so
any
bills
that
did
not
make
this
crossover
deadline
do
not
have
the
best
chance
of
passing
this
legislative
year
and,
for
example,
a
senate
bill
that
you
know
originated
in
the
senate.
If
it
did
not
pass
that
crossover
deadline,
which
was
thursday
april
8th,
then
it
would
need
a
a
house
majority
vote.
Two-Thirds
vote
to
be
taken
up
and
passed
this
year,
which
is
not
impossible
but
highly
unlikely,
so
that'll
that'll
segue
right
into
legislative
bills
of
interest
for
you
all.
I
As
far
as
crossover
goes
so,
like
I
just
said
in
my
example,
s
202
is
a
is
a
bill.
An
expected
general
bill,
state
inspector
general
bill
that
bill
did
not
make
crossover
and
it
allows
the
state
inspector
general
to
begin
investigations
into
school
districts,
public
schools
and,
like
I
said,
the
the
bill
did
not
make
crossover
this
year,
and
that
is
because
senator
campson
placed
his
name
and
objection
to
the
bill.
I
But
just
in
more
detail,
the
state
inspector
general
bill
would
allow
the
state
inspector
general
to
start
these
investigations
at
the
request
of
the
governor
or
at
the
request
of
the
state
superintendent,
at
the
request
of
a
local
superintendent
who
makes
that
request
to
the
state
superintendent,
a
majority
vote
by
the
legislative
delegation
or
majority
vote
by
a
local
school
board
and
the
state
inspector
general
doesn't
currently
have
that
authority
to
investigate
or
audit
local
government
entities,
so
municipalities,
counties
and
so
senator
campson
kind
of
wants
to
to
keep
it
that
way
and
that's
why
he
placed
his
name
and
objection
to
the
bill.
I
So,
as
I
said,
not
impossible,
but
highly
unlikely.
That
bill
will
pass
this
legislative
year
and
it
will
be
most
likely
taken
up
and
heard
from
again
next
next
year,
so
bills
that
did
make
crossover
and
have
a
higher
possibility
of
passing.
This
legislative
session
would
be
s704,
which
is
a
bill
that
requires
all
school
districts
to
return
to
five-day,
in-person
learning
starting
next
monday
april
26,
and
it
also
would
allow
the
suspension
of
the
earnings
limitation
for
those
who
have
retired
before
april.
1St.
2019.
I
Would
allow
them
to
come
back
and
work
up
to
50
000
and
that
bill
received
third
reading
in
the
house
as
amended
and
returned
to
the
senate
with
amendments.
So
we
expect
that
the
senate
will
most
likely
concur
with
those,
maybe
as
soon
as
tomorrow,
to
get
the
ball
rolling
on
that
and
have
that
passed
this
week
and
another
bill
of
interest
to
you.
All
in
here
would
be
h:
35,
89,
schools
of
innovation.
I
The
bill
was
appointed
to
a
conference
committee
last
week
and
conference
committee.
For
those
that
may
not
know
is
just
the
house,
the
speaker
of
the
house
appointed
three
members
of
the
house
and
the
senate
president
did
the
same
in
the
senate
and
they
all
went
to
a
conference
committee
on
the
bill
to
work
out
their
differences
in
language,
because
both
bodies
insisted
on
their
language
for
the
bill.
I
So
they
worked
their
differences
out
and
the
adopted
conference
report
shows
that
schools
of
innovation
are
eligible
to
be
exempt
from
certain
state
laws
and
regulations
and
local
board
policies,
if
approved
by
two-thirds
of
the
state
board
of
education.
It
requires
schools
to
disclose
the
financial
model.
Regarding
how
a
school
receives
and
expends
funds
districts
cannot
designate
all
schools
to
schools
of
innovation,
reapproval
must
occur
every
three
years
and
schools
cannot
discontent
or
schools
can
discontinue
their
their
contractors,
schools
and
innovation
whenever
they
so
choose.
I
So
the
house
adopted
the
conference
committee
report
on
that
on
that
bill
and
we
expect
the
senate
to
do
the
same
tomorrow
and
once
it
is
ratified,
it
will
go
to
the
governor's
desk
for
his
approval
and
most
of
the
or
all
of
these
bills
and
others.
A
A
School
boards
association
miss
coats.
Do
you
want
to
comment
on
all
that
requests
for
us
for
the
future?
I'm
sorry!
You
didn't
ask
me
to
make
any
comments.
I
don't
have
any
sorry.
Okay,
it
looks
like
the
school
board.
Association
is
just
they
are
being
weighed
and
a
little
bit
ahead
of
time,
asking
for
nominations
and
proposals
for
next
year's
legislative
session.
So
take
a
look
at
that
and
then
remember
matt.
You
want
to
talk
about
the
the
board
meeting
schedule
at
all.
H
A
We
we
do
this
annually,
adopting.
G
The
schedule
for
of
the
assuming
year
school
year,
so
it
has
been
included
in
your
package.
Hopefully
everyone
has
had
an
opportunity
to
review
them
as
straightforward
for
the
committee
to
hold
and
the
regular
scheduled
board
meeting.
A
A
A
D
About
the
budget
you
know
the
upcoming
budget,
so
I'm
wondering
if
we
could
reconsider
those
or
if
you
could
explain.
A
So
when
you
do
look
at
those,
so
let's
go
to
december
generally
with
the
two
meetings
falling.
It.
B
A
G
25Th,
the
combining
of
those
meeting,
of
course,
is
due
to
spring
breaking
with
calendar
falls
with
the
schedule
of
all
cow
in
our
regular
board
meeting.
So
that's
where
we
have
to
allow
opportunities
for
staff
to
gather
information
and
data
when
these
agenda
put
together
the
packet
to
put
together
the
time
frame,
to
get
it
to
us
to
study
it
to
review
it
and
be
able
to
meet.
G
So
all
of
that
come
into
play
when
the
schedule
is
put
together
or
when
these
committee
committee
meetings
or
board
meetings
are
combined
together
into
one.
D
Well,
I
realized
that
but
part
of
the
issue
from
from
my
perspective,
we
had
spring
break
this
year
and
we
do
every
year,
but
there's
four
weeks
in
the
month,
and
so
it
seems
like
we
could
accommodate
two
meetings
and
I'm
concerned
that
when
you
combine
the
two
meetings
into
one
day,
you
don't
have
time
to
consider
the
information
and.
A
B
H
Is
to
make
sure
that
we
study
the
packet
information
research
it
and
we
have
a
lot
of
opportunities
for
questions
to
be
asked
between.
A
G
It
falls
so.
A
G
Time
to
absolve
it
and
be
able
to
come
back
with
questions
prior
to
this,
so.
I
So
these
are
done
three
times
out
of
the
year,
and
you
know
it's
it's
just
one
of
those
opportunities
to
really
be
able
to
be
able
to
reach
the
point
of
of
getting
the
work
done
within
that
time
frame.
D
A
A
F
And
I
vote
yes,
mr.
A
A
D
Okay,
that
motion
passes
the
next.
A
A
The
report
is
attached
and
unless
somebody
has
any
specific
questions,
we
can
review
that
attack
those
attached
documents.
Does
anybody
have
any
questions
for
mr
kennedy.
D
Okay,
the
next.
A
Oh
sorry,
I
just
have
a
quick
question
and
I
always
ask
you
this
at
every
board
meeting
how
we're
coming,
along
with
the
that
committee,
who's
supposed
to
be
reporting
back
to
the
board
on
the
swd
wp
report.
That
committee,
who
will
they
be
getting
back
and
where.
G
So,
as
I
sorry
so,
as
I
reported
last
wednesday,
I
think
it
was
at
the
workshop
on
the
procurement
that
that
committee
is
meeting
once
a
month.
We
don't
meet
it
this
month
until
next,
normally
this
wednesday,
but
we
have
not
met
since
we
had
the
meeting
last
week.
G
The
last
meeting
that
we
had
was
prior
to
spring
spring,
break
back
in
march,
and
so
the
committee
will
conclude
his
work
sometime
in
the
next
couple
months
or
so
and
then
bring
a
set
of
recommendations
to
the
board
through
the
audit
and
finance
committee.
B
H
Governance,
we
have
a
proposed
date
of
may
26.
I
One
to
four
thirty-
and
this
is
just
one
of.
H
A
A
Start
so,
whatever?
Whatever
you
want
to
say
to
the
facility,
you
can
say
to
him
and
and.
H
When
we
all
have
the
retreats
there,
he'll
he'll
facilitate
workshop
recording.
B
A
Most
speakers
of
that
nature
that
come
in
and
when
you
know
this,
when
you're
in
health
have
they
come
in
for
one
night
and
leave,
but
let's
make
sure
that
we
organize
that
way
so
that
we
make
these
expenses
as
low
as
possible.
So
actually
there's
really
no
cause
with
exception
of
travel.
For
us.
That's
what
I
was
talking
about,
the
the
the
airplane
ticket
in
the
hotel
room
so
which
is
which
is
when
you,
when
you
talk
about
bringing
in
a
facilitator
so
such
of
a.
A
It
is
that
bare
minimum
for
this
actual
retreat,
so
yeah
we
did
take
that.
E
G
From
from
a
distance.
A
H
A
Know
just
keep
in
mind
we're
we're
still,
you
know
we'll
still
in
covet
and
but
we'll
make
sure
that
it's
spread
out
to
where
everyone
will
be
able
to
indulge
and
we'll.
I
Have
lunch
you
know
provided.
A
A
H
A
A
B
A
A
Madam
chair,
yes,
for
policy,
all
four
items
coming
out
of
audit
finance
we're
unanimous,
so
they
go
to
potential
consent
as
well.
D
Okay,
whichever.
A
A
A
C
C
B
A
Okay,
we
will
now
call
a
special
call
meeting
to
order
entertainment
adoption
of
the
agenda.
B
F
I'm
here
I'm
sorry,
that's
all
right
how.
B
A
All
right,
let's
see
waiting
on
that,
I'm
sorry,
dr
french.
D
D
F
B
D
B
D
D
D
D
A
A
A
A
A
A
A
A
A
A
A
A
B
A
All
right
item
4a
student
placement
appeal:
I've.
F
I'm
sorry
I'm
having
lots
of
technical,
difficult
cultures
here
today.
So
please.
B
D
Got
a
motion?
Okay,
I
moved.
A
C
And
I'm
not
sure
if
they're
here
so
doc
is
this?
Does
this
work
for
the
staff,
yes
ma'am?
Thank
you.
D
B
B
D
Should
the
record
reflect
that
that
item
to
see
was
taken
off.
H
Passes
also,
an
item
two
and
item
four.
A
C
there
were
no
personnel
matter,
discuss
an
executive
session
entertaining
moment
for
the
german.