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From YouTube: CCSD Committee of the Whole Meeting | September 14, 2020
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B
C
Yeah
moved
to
adopt
the
agenda
for
a
committee
at
home.
B
There
any
further
discussion
all
right.
I
will
go
down
the
roster
max.
How
do
you
vote?
Yes,
miss
coats.
D
E
B
And
mr
holland
he's
not
present.
Okay,
the
next
item
up,
then,
is
review
of
public
comments.
F
Thank
you
ever
mack.
I
think
the
slides
are
being
put
up
now
for
this
section.
We
want
to
talk
to
you
a
little
bit
about
the
the
reopening
itself,
our
facilities,
what
the
attendance
looks
like
in
this
section
and
then
in
the
next
section
of
the
sec
committee,
we'll
talk
to
you
about
metrics
and
we
do
have
some
good
news
on
metrics.
So
I'll
just
start
with
the
overview
erica.
If
you
want
to
advance
a
slide
to
the
next
one,
that
will
help
the
public
sort
of
see.
What
we're
talking
about.
F
F
It
was
just
incredible
to
see
the
excitement
of
teachers
and
students
after
being
away
for
six
months.
All
things
considered,
we
had
a
really
smooth
opening
with
some
expected
bugs
and
some
really
unexpected
challenges
in
technology
that
jeff
and
others
will
talk
about
in
just
a
little
bit.
The
new
protocols
and
procedures
are
in
place.
We
have
very
few
challenges
with
them,
but
those
that
we
did
the
challenges
we
did
have
been
addressed
really
quickly.
F
As
I
mentioned,
we
have
about
a
quarter
of
our
students
returning
in
person
by
choice,
we
have
additional
parents
wanting
to
send
their
children
back
and
thanks
to
your
action
last
friday,
we'll
be
able
a
week
ago,
friday
we'll
be
able
to
do
that
safely
and
as
quickly
as
possible.
F
G
Despite
all
of
the
cove
work
that
had
to
be
done,
you
can
see
the
number
of
projects
that
we've
completed
up
here:
10
new
air
conditioning
systems,
we
replaced
doors
and
hardware
in
six
schools,
five
new
roofs,
we
repainted
nine
schools
and
put
five
new
playgrounds
in
I've,
listed
the
larger
of
the
projects
below
there
on
some
significant
work
at
st
john's
and
burke.
High
schools,
as
well
as
bill
hall
elementary
school
you'll,
see
more
on
the
fixed
cost
of
ownership
in
upcoming
board
meetings
from
the
previous
year.
G
So
we'll
keep
you
updated
on
all
of
the
all
of
the
finances
that
you
provided
us
to.
That
resulted
in
some
great
projects.
From
a
food
service
perspective,
we
set
up
a
system
to
pick
up
meals
for
both
virtual
and
remote
children
that
can
be
done
in
a
daily
pickup
or
it
can
be
done
in
a
one
week.
Bundle
the
one
week,
bundle
has
been
extremely
popular.
G
It
gives
families
the
opportunity
to
just
come
by
the
schools
once
and
they
can
come
by
one
school
if
they
have
multiple
kids
we're
continuing
on
with
that
process
this
week,
and
we
do
have
information
that
we
from
the
department
of
agriculture
that
we
can
continue
the
summer
meals
program,
which
means
free
meals
for
all
all
kids,
breakfast
and
lunch.
That's
extremely
beneficial
to
our
solvency.
From
a
nutrition
services
perspective
we'll
be
working
with
local
providers
to
see.
G
If
there's
a
way,
we
can
find
a
better
way
to
push
meals
out
into
the
community
using
community
volunteers.
So
more
that
to
follow.
The
next
slide
highlights
transportation
and
information
technology
transportation.
As
you
know,
we
started
with
a
new
vendor
this
year.
First
student
things
were
extremely
successful.
They
had
all
their
drivers,
all
their
bosses,
all
new
buses
on
the
road.
G
This
year
we
still
have
some
state
buses
that
don't
have
air
conditioning
for
you
all
to
just
be
aware
of
we're
slowly
fading
those
out,
but
we
are
at
the
whim
of
the
state
to
make
that
happen
completely.
82
of
our
buses
have
air
conditioning
right
now.
All
of
our
contract
buses
have
air
conditioning.
G
We
have
a
significant
number
of
special
needs,
children
that
are
transported
to
school
and
that
went
extremely
well
and
we
are
now
as
of
right
now
documenting
where
the
children
are
sitting
on
their
buses,
so
that
if
we
have
to
do
contact
tracing
we're
all
set
up
to
we're
all
set
up
to
do
that,
to
know
where
the
kids
were
sitting
to
know
who
they
were
close
to
from
an
I.t
perspective.
G
As
dr
postoway
mentioned,
this
is
probably
our
most
problematic
area
and
there's
not
one
single
issue
that
we
can
point
to
as
the
overall
problem.
I've
listed
a
few
of
them
there.
The
first
problem
we
had
were
student
ids
students
went
in
and
changed
their
passwords
on
day
one
and
they
forgot
passwords
on
day
two
and
getting
those
passwords
back.
G
We
now
have
made
sure
that
the
students
that
the
schools
have
more
than
one
person
that
can
reset
passwords,
though
those
don't
need
to
come
into
the
it
help
desk.
So
we've
straightened
that
one
out
we
had
an
ipad
launch
issue
with
jmf
jamf
and
we're
working
through
those
issues.
As
we
stand
right
now,
we've
got
a
chromebook
issue.
One
of
our
models
has
challenges
with
map
testing
and
we're
trying
to
replace
that.
We
did
not
know
about
that
issue
in
advance.
G
We
heard
that
from
the
state
on
friday,
so
chromebooks
were
trying
to
try
to
get
that
straightened
out.
I
will
say
that
by
the
end
of
last
week,
all
of
our
all
of
our
schools
had
enough
devices
that
were
operational
for
our
students
so
having
a
device.
That's
operational
at
this
point
should
not
be
a
problem.
Now,
we've
just
got
to
work
through
the
individual
issues.
The
myfi
devices
we've
issued
about
1700
of
those
and
those
have
been
a
challenge
as
well.
G
We've
had
some
that
haven't
been
able
to
come
up,
and
I
will
tell
you
that
we
are.
We
are
among
every
district
in
the
state.
That's
had
problems
with
mifi
and
that's
being
worked
out
at
the
state
level.
As
you
know,
those
were
provided
by
the
state
at
our
request
and
we're
having
some
challenges
with
those
we're
working
to
we're
working
to
get
the
state's
contract,
help
making
sure
that
those
devices
are
fully
up
and
operational.
G
The
next
slide
are
more.
I
t
this.
This
slide
was
actually
put
together
by
learning
services
I'll
go
ahead
and
cover
it,
though,
since
a
good
portion
of
it
is
actually
work
that
we're
doing
together.
There
is
a
tech
support
info
sheet
available,
which
means
parents
can
fill
out
that
sheet,
get
it
turned
in
electronically
and
a
person
that
knows
the
issue
will
call
them
back,
and
we
we
implemented
that
at
the
end
of
last
week,
and
we
had
upwards
of
100
phone
calls
come
in
or
100
of
these
submissions.
G
100
of
these
forms
were
submitted
and
we're
able
to
get
back
to
the
parent
with
somebody
who
knows
that
issue,
whether
it
be
canvas
ipads
passwords,
whatever
we're
making
sure
that
we're
finding
other
avenues
to
get
help
to
the
to
the
parents.
One
of
the
concerns
was
that
was
the
background
in
the
zoom
calls
and
and
that
ability
for
principals
to
send
out
the
standard
background
of
their
school
has
been
provided
and
that's
actually
being
used
already.
So
no
longer
you
have
to
worry
about
what
is
behind
the
student
in
their
zoom
call.
G
They
use
the
standard
school
background
as
part
of
as
part
of
zoom.
All
of
us
all
of
us
the
same
canvas
I
mentioned
the
ipad
issues
I
mentioned
the
password
issues.
Canvas
is
another
challenge
that
we've
had.
We've
got
teams
working
through
those
issues.
It
all
starts
with
what
is
in
the
system
in
powerschool
before
it
actually
gets
to
an
actual
canvas
problem
and
our
learning
services
team.
Our
school
teams
are
working
to
to
get
that
straightened
out
and
and
working
in
the
right
working
right
for
everybody.
G
I
quickly
wanted
to
show
you
some
pictures.
My
next
slides
on
the
new
school
since
you
all
haven't
been
been
out
there,
yet
ce
williams
opened
for
all
seventh
and
eighth
graders
in
west
ashley
last
week.
This
is
their
front
entrance
and
their
main
their
main
lobby.
G
When
you
walk
into
that
facility,
everything
is
going
well
at
c
williams,
as
as
we
stand
right
now,
one
interesting
note
is,
as
new
students
were
walking
around
the
school,
seeing
everything
teachers
actually
had
their
theirs
their
laptops
with
zoomed
to
kids
at
home,
showing
them
the
new
school
as
they
were
walking
their
classes
through,
which
was
really
a
nice
way
to
get
all
students
involved
in
that
process.
G
Camp
road
is
our
next
slide.
This
was
our
toughest
school.
This
year
we
weren't
able
to
get
teachers
intern
in
there
until
friday
before
school
started,
but
they
were.
They
were
very
appreciative
of
the
new
spaces
that
they
have
and
we're
very
pleased
to
have
a
new
middle
school
for
district
3
james
island
cooper,
river
center
for
advanced
studies.
G
The
picture
on
the
left
is
the
main
space.
Looking
down
that
open
area
will
be
great
space
for
competitions
and
displays
the
glass
door
to
the
left
rolls
up
to
expand
that
space
and
behind
the
glass
door
is
essentially
an
auditorium
with
some
roll
down
seats
and
so
it'll
be
a
great
meeting
space.
It's
part
of
the
media
av
tech
program-
that's
in
there
that
space
is
combined
with
the
learning
space.
It'll,
be
a
great
opportunity
for
those
students
that
are
pursuing
media
technology.
G
The
center
picture
is
a
really
a
college-like
setting
for
looking
at
careers
and
ways
to
move
forward.
The
school
is
very
pleased
with
that
intimate
space
there
and
on
the
right
is
the
health
science
wing
or
health
science
room.
That
is
there
right.
Now,
it's
one
of
upwards
of
10
programs
in
that
school
available
for
our
students.
G
Two
more
district,
4
stadium:
this
is
the
new
facility
that
will
host
its
first
home
game.
Jv
is
on
the
24th
varsity
on
the
25th
and
then
followed
by
a
game
on
saturday,
so
stahl
military
magnet,
north
charleston,
high
school
and
academic
magnet
will
use
this
this
facility.
I
would
like
to
point
out,
because
there
has
been
a
lot
of
dialogue
about
seating
capacities,
we're
right
now
using
the
same
seating
capacities
that
we
used
for
graduation.
G
This,
the
south
carolina
high
school
league,
has
come
out
and
said
you
need
to
maintain
six
foot
distancing
among
your
guests
among
the
people
that
are
there,
and
that
is
the
same
criteria
we
use
for
graduations
this
past
summer,
and
so
what
that
means
for
these
two
district
stadiums
is
the
capacity
of
656
people
as
it
stands
right
as
it
stands
right
now,
and
we've
answered
that
to
many
folks
that
came
in
this
past
weekend
and
asked
about
that
determination.
G
My
last
slide
is
lucy.
Beckham
high
school
opened
this
past
week
as
well.
You
can
tell
from
the
center
picture
that
it's
a
three-story
building,
we
had
a
build
on
a
pretty
tight
footprint
for
a
high
school.
On
the
right
hand,
side
is
the
entrance
way
with
the
gymnasiums
on
the
right
and
the
cafeteria
on
the
left,
a
great
space
that,
if
you're
hosting
large
functions,
you
can
flow
between
the
two
and
you've
got
common
bathrooms
and
other
spaces
that
are
shared
between
those
two
facilities,
cafeteria
and
gymnasiums.
F
H
Sure
that
way
we
can
at
least
stay
on
a
little
bit
of
track.
H
I
want
to
make
sure
that
I
understood
you
correctly.
We
are
you
said
something
about
the
department
of
agriculture
allowing
us
to
continue
the
free
meals.
Am
I
accurate
that
you
said.
H
Thank
you
thank
you,
and
every
one
of
our
controlled
buses
that
are
with
our
vendor
have
air
conditioning.
That's.
G
Every
student
will
have
an
ipad
and
a
chromebook,
and
I
don't
I
don't
want
to
say
every
student
has.
I
have
not
guaranteed
that
every
single
student
has
one,
but
we
know
that
in
every
single
school
there
are
enough
devices
that
are
operational,
that
if
they
haven't
they
should
have
handed
them
out
by
now.
But
if
not
they're
really
close
so.
H
I
H
G
C
G
Right
so
we
haven't,
we
haven't,
signed
anybody
up,
yet
we
we
have
to
identify
what
rules
have
to
be
followed,
such
as
the
parents
have
to
give
us
written
permission
that
somebody
can
deliver
meals
to
their
house.
So
there
are
a
number
of
logistics
issues
that
we
want
to
make
sure
we
have
in
place
before
we
bring
in
community
partners
with
that.
I
Yes,
thank
you
jeff,
the
the
roughly
six
million
dollars
in
equivalent
safety
improvements.
G
I
I
would
say
that
a
good
rough
number
is
a
hundred
dollars
per
student
if,
if
you're
looking
at
I'm
sorry,
if
you're
looking
at
5
million
bucks-
and
we
have
roughly
five
thousand
classrooms-
six
million
six
million
so
a
little
over
a
hundred
dollars
per
classroom
student,
a
hundred
dollars
per
student
thousand
dollars.
I
G
G
Each
teacher
was
given
a
privacy
shield,
a
plastic
shield
to
put
in
front
of
their
desk,
so
it's
a
it
has
a
handle
on
it.
It
sits
down
on
top
of
their
desk.
It's
got
feet
on
it.
They
can
pick
it
up
and
move
it
to
a
conference
room
if
they
want
to
take
it
with
them.
So
each
one
received
we
call
it
a
sneeze
guard.
Each
teacher
received
a
sneeze
guard.
We
made
more
than
three
thousand
of
those.
G
One
it's
one:
it's
one
flat
surface
again
we're
assuming
that
the
the
only
place
a
child
should
be
coming
is
right
in
front
of
them.
So
if
a
student
comes
to
sit
down
in
front
of
a
teacher's
desk,
we
don't
want
them
coming
around.
They
sit
right
in
front
of
the
teacher's
desk.
That's
the
expectation.
G
I
B
I
To
have
a
the
barriers
where
no
one
can
come
on
the
sides,
that's
the
teachers,
I'll
say
a
student,
for
example,
just
get
excited
and
runs
up
to
the
teacher
and
not
really
thinking
or
something
happens
in
the
classroom
and
he's
a
runner
he's
running
for
the
front.
Can
we
put
up
any
kind
of
barrier,
a
safety
battery
or
plexiglass
or
or
anything
or
maybe
like
an
obstacle
to
prevent
that
and
to
avoid
unwanted
contact
at
a
reasonable
cost?.
G
So
I
think
the
the
first
challenge
would
be
if,
if,
if
your
intention
is
to
keep
them
from
coming
around
going
next
to
a
teacher,
you
could
create
a
situation
where
you've
got
a
a
hazard
with
giving
that
teacher
an
opportunity
to
get
out
of
a
classroom
quickly
if
you're
putting
up
a
barrier
on
both
sides
of
them.
Like
a
booth,
how
you
know
you
have
to
worry
about
how
the
teacher
gets
out
in
a
timely
manner,
if
there's
an
emergency
from
around
that
around
that
barrier,
we're
trying
to
keep
our
walkways.
I
I
It
gets
time
to
adjust
or
maybe
time
to
prevent
it,
not
not
something
actually
cuts
off
physically
contact,
because
my
thoughts
was
that
once
they
come
into
the
door,
maybe
there
have
been
a
temporary
wall,
but
you
go
this
way
to
your
seat
and
the
teacher
goes
to
the
right
to
hurt
her
that's.
This
is
what
I'm
my
final
thinking,
but
just
think
about
that.
For
a
little
bit
we
can
talk.
F
There
are
actually
three
slides
left
in
the
presentation
which
we'll
go
through
very
quickly.
We
just
want
to
talk
a
little
bit
about
two
things
on
september
4th
you
voted
to
have
us
address
the
two
extremes
that
we
had
in
our
district:
the
fact
that
more
students
than
anticipated
wanted
to
come
back
in
person
and
a
large
number
of
students
wanted
to
learn
remotely.
So
the
the
first
adjustment
we
made
was
based
on
the
schools
with
wait
list.
We
told
you
there
were
30
to
33
schools
with
waitlists.
F
F
Ms
belcher
pointed
out
one
that
had
only
five
students
enrolled
in
person,
so
while
schools
were
working
to
see
how
they
could
safely
bring
students
off
the
wait
list,
other
schools
were
working
with
parents
to
see
if
they
wanted
to
send
additional
children
back
to
schools
in
which
the
in-person
population
was
under
enrolled.
So
both
of
those
things
have
been
going
on.
In
no
case
have
we
violated
the
safe
seating
guidelines
and
hopefully,
by
quitting
time
tomorrow,
we'll
we'll
have
ready
for
every
board
member
a
list
of
every
school,
with
the
safe
seating
capacity.
F
The
next
slide
is
going
to
show
you
the
details
of
enrollment
at
elementary
middle
and
high
school,
and
as
we
look
at
this
slide,
I
just
ask
everyone
to
keep
in
mind
that
the
next
section
we're
going
to
look
at
metrics
and
our
district
is
in
much
much
better
situation
than
we
have
been
since
mid-july
with
respect
to
metrics.
So
buffy.
L
Okay,
so
the
information
on
this
slide
is
intended
to
really
to
provide
you
with
a
snapshot
of
our
previous
active
student
enrollment,
as
well
as
our
current,
although
certainly
evolving,
enrollment
information
based
on
our
school
verification.
If
you
were
to
bring
if
we
were
to
bring
back
students
whose
schools
confirmed
their
preference
by
august
28th,
we
would
need
to
serve
a
total
of
18
951
total
students
in
person.
That's
approximately
37.2
percent
of
students
based
on
our
active
enrollment
or
active
student
counts
in
our
official
student
information
system,
which
is
power.
L
As
such,
and
based
upon
the
information
that
has
now
been
provided
by
our
schools.
We
have
approximately
19
765
students,
who
really
would
prefer
in-person
instruction
of
that
number.
Approximately
11
144
of
these
students
are
currently
being
served
in
person
in
our
schools.
L
According
to
this
information
that
we
have
in
order
to
serve
all
students
who
now
prefer
in
person,
we
would
need
to
serve
an
additional
eight
thousand
six
hundred
and
twenty
one
students
based
on
the
active
number
of
students
in
power
school
again
as
the
september
third
date.
The
total
number
or
amount
of
students
who
would
be
in
person
would
equate
to
approximately
39
percent
of
the
student
population.
L
In
contrast,
if
we
serve
the
number
of
students
that
were
preferring
in
person
as
of
that
august
28
day,
we
would
bring
in
approximately
7
807
additional
students,
with
a
total
of
students
being
served
in
person
by
october
1st,
at
18,
951
or
somewhere
around
37.2
percent
of
the
total
population.
L
So,
just
to
help
you
help
provide
some
context
to
the
fluidity
or
fluidity
of
student
counts
or
enrollment
at
this
time,
and
really
at
the
beginning
of
any
school
year
that
you
have
currently
for
ccsd
schools
included
in
the
numbers
that
are
reflected
on
this
table.
The
number
of
active
students
in
our
official
student
information
system
indicates
43
833
students.
L
F
D
So
we've
had
several
meetings
since
we
last
spoke
to
the
board
about
the
idea
of
the
learning
pod.
Michelle
english
watson,
working
with
don's
team,
is
spearheading
a
multi-team
effort
to
make
sure
that
we're
thinking
about
what
would
most
be
helpful
to
parents.
So
the
idea
here
again
is
to
create
small
groups
of
kids
so
that
children
get
exposed
and
opportunities
to
enjoy
and
socialize
with
other
kids
and
have
some
studying
academic
supports
whether
that's
help
get
logging
into
the
computer,
completing
their
assignments.
Other
things
right
now.
D
Our
plan
is
to
just
target
by
october
1
the
shakura
cherokee
feeder
pattern,
which
includes
mary
ford,
morningside,
north
charleston
high
school,
to
try
to
set
the
pods
up,
we're
speaking
and
have
been
speaking
over
the
last
week
with
parent
advocates
at
the
school
side
level,
with
parents
themselves
and
with
some
of
our
community
partners
about
what
do
parents
need
do
they
want
after
school?
Would
they
be
comfortable,
sending
their
child
to
a
church
with
another
adult
there
or,
if
they're,
uncomfortable
with
school?
Is
it
better
if
it's
located
in
a
neighbor's
house?
D
What's
the
right
way
to
do
this,
and
I
think
the
incredible
news
is
that,
since
we
introduced
this
idea,
we've
had
lots
of
interest
from
the
faith
community,
the
not-for-profit
service
community,
as
well
as
funders
and
retired
teachers.
So
very
hopeful
we'll
be
able
to
tell
you
how
many
we
have
up
and
running
by
october.
1.
H
So
if
we
can
go
back
to
the
school
enrollment
snapshot
dated
9
13
2020.
H
So
I
think
the
first
thing
that
confuses
me
is
it
says:
additional
students
returning
by
october
1st,
based
on
the
school's
august
28
verification,
is
7
807
students
and
we
had
a
special
called
meeting,
because
that
was
a
time
sensitive.
We
knew
the
answer.
We
needed
action
meeting
that
was
3
100
students
less
than
that.
How
did
we
go
from
4703
enrolled
on
august
28
to
78.07
seems
like
august.
28Th
is
a
static
date.
We
should
have
known
that
number
and
it
doesn't.
F
So,
on
august
28th
we
were
talking
with
you
about
those
30
31
32
schools
that
had
students
on
the
wait
list
specifically,
and
we
said
this
doesn't
apply
to
50
schools
and
those
50
schools
had
under
enrollments.
So
at
the
same
time,
the
students
that
in
the
the
schools
who
are
working
with
waiting
lists,
were
working.
F
H
And-
and
I
and
I
get
that
and
I'm
glad
for
that,
but
I
still
don't
understand
how
we
had
a
wait
list
on
august
28th
and
that
number
changed
people
got
more
comfortable,
but
people
who
were
in
under
enrolled
schools
weren't
on
a
wait
list.
There
was
no
waiting
list,
so
I
I
think
we're
just.
We
as
a
board
are
really
struggling
to
keep
a
handle
on
that
bottom
line.
H
H
H
F
B
B
F
D
That's
right:
we
should
we're
still
finalizing
we
if
we
can
bring
back
some
kids
on
the
21st.
We
will
do
that,
but
we
can't
commit
to
all
of
them
by
until
october,
1st.
I
I
That's
currently
for
accounting
person,
students
after
second
and
third
and
the
second
eleven
is
ten
projected
ten
thousand
three
ten
thousand
dudes.
But
then,
when
you
say,
then
that's
what
the
but
the
current
in
person
on
september.
Third,
now
it's
six
thousand
seven
hundred
and
forty
five
right
right.
F
I
I
I
F
302
are
those
who
would,
as
far
as
we
know,
that's
that's
the
number
that
would
the
total
number
of
students,
both
those
in
school
now
plus
those
have
indicated
they
want
to
send
their
children
back
to
school.
So
as
of
for
elementary
schools
around
september
21st,
we
would
anticipate
that
there
would
be
about
10
300
students
in
school
in
person.
I
Obviously
so
you're
you're,
anticipating
by
september,
what
did
you
say,
21st,
okay,
so
the
september
11th
was
when
I'm
trying
to
find
the
second
eleventh.
Those
are
the
ones
that
requested
in
person
or
y'all
was
a
district
prediction
or
actual
order
for
the
67
45
is
the
actual,
which
one
is
actual
number
of
in
person.
Parliamentary.
I
B
I
Okay,
that's
gonna
understand
so
we're
saying
that.
I
B
I
C
I
I
B
I
know
I
do
and
I
I've
got
a
question:
I've
written
down
to
fault
with
after
so
miss
roberts
in
particular,
can
you
follow
up
with
reverend
collins,
miss
coats
and
miss
green
on
this.
I
E
Yeah,
so
just
real
quick,
I
think
I
know
the
answer,
but
I
just
wanted
to
check
with
ms
belcher
and
we
start
to
post
away
so
in
in
the
schools
that
are
by
september,
21st
and
october.
1St
are
gonna,
have
a
lot
more
kids,
and
then
we
have
some
schools
that
have
a
lot
less
kids.
Are
we
reallocating
our
teacher
resources
or
how
are
we
doing
that
to
to
meet
those
needs?
D
So
our
our
plan
is
to
well.
I
think
the
good
news
is
that
our
metrics
are
actually
going
in
the
right
direction,
so
the
pressure
around
making
sure
that
we
had
to
re-asses
reassign
teachers
has
hopefully
will
continue
to
have
been
lightened
now,
so
we
can
bring
teachers
back
in
person
because
we're
at
the
medium
level.
D
F
F
Yes,
sir,
so
just
as
a
quick
review,
because
this
gets
very
confusing
and
you
can
tell
from
some
of
the
questions
you've
had
from
the
public
that
there's
a
great
deal
of
confusion
around
what
the
metrics
actually
are.
So
heck
has
metrics,
but
d
had
never
tied
their
metrics
to
any
sort
of
back-to-school
action.
They
said
their
d-hec
metrics
were
not
to
be
used
in
isolation
of
other
factors
and
they
were
not
to
be
used
to
drive
school
open
decisions,
but
the
three
metrics
that
dhec
uses
are
the
two-week
incident
rate.
F
The
trend
in
incidence
rate
and
the
positivity
rate,
based
on
a
two-week
average
separate
from
that
accelerate
ed,
which
was
a
13-person
committee,
convened
by
molly
spearman,
made
some
recommendations
and
people
look
at
the
first
part
of
the
sentence.
They
don't
look
at
the
last
part
of
the
sentence.
F
When
our
district
adopted
metrics,
we
decided
to
use
the
three
indicators
that
dx
selected
and
that's
shown
on
the
next
slide,
so
the
three
point:
values
from
d
heck
or
the
rating
regarding
the
two-week
incidence,
the
trend
and
incidence
rate
and
the
two-week
positivity
rate.
So
we
said
if
the
incidence
rate
is
low.
That
would
be
two
points.
Medium
would
be.
One
point
high
would
be
no
points
so
same
thing
across
all
three
of
those
variables.
F
F
Excuse
me
three
points
and
then
phase
three
is
when
we
have
four
or
more
points,
so
we
have
been
in
phase
one.
We
are
not
in
phase
one
any
longer.
So,
let's
look
to
see
where
we
are.
As
of
saturday
night
at
midnight,
we
were
showing
173
incident
rates
in
incidents
per
hundred
thousand.
So
excuse
me
about
174
incidents
per
hundred
thousand
today
we're
showing
154
per
100
000,
so
we're
clearly
in
the
medium
spread
rate
on
that
particular
indicator.
F
F
So,
coming
into
this
meeting,
what
we
did
was
take
the
data
from
saturday
night
and
plot
them
on
your
dashboard.
So
the
next
slide
shows
that,
as
of
saturday
night,
we
were
sitting
at
174
today
we
know
that's
154,
so
that's
still
in
the
medium
category.
That
is
one
point
we
are
in
the
low
incident
rate.
That
is
two
points
and
we
are
now
sitting
at
8.6
positivity.
F
So
that's
again
is
in
the
medium
range,
so
that
puts
us
well
within
starting
back
schools
that
actually
puts
us
in
phase
three,
which
is
four
points.
I
wouldn't
be
surprised
if
our
incident
rates
don't
go
up,
because
a
lot
of
college
kids
are
returning
if
they
use
their
charleston
county
address
and
get
tested,
and
they
happen
to
have
an
outbreak,
that's
going
to
show
up
in
our
data,
but
the
celebratory
news
is
for
now:
charleston
county
is
solidly
within
the
medium
spread
rate.
F
So
if
we
look
at
erica,
if
you
could
back
up
to
slide
number
19,
you
see
four
different
colors
of
blue
on
this
map
of
south
carolina.
The
darkest
blue
is
high
incident.
The
next
to
darkest
blue
is
moderate,
moderately
high.
We
are
in
not
the
lightest
blue,
but
almost
the
lightest
blue,
so
we're
in
moderate
incidents.
So
we
we
have
made
a
huge
improvement
in
charleston
county
over
the
past
two
or
three
weeks.
F
I
F
I
F
I
F
Well,
we
always
have
to
assume
that
someone
in
every
crowd,
we're
with
is
covet
19
positive.
So
each
of
us
is
responsible
for
covering
our
faces,
washing
our
hands
frequently
and
maintaining
distance.
That's
the
the
best
safeguards
we
have
in
a
in
understanding
we're
in
the
middle
of
a
pandemic.
So
there
are
never
any
guarantees,
reverend
collins,
but
this
is
as
safe
as
we
can
possibly
get.
I
Lastly,
is
it
possible
that
at
some
point
we'll
be
able
to
some
type
of
temporary
wash
stations
near
their
classrooms?
Under
this
board
said
they
have
some
senate
standards
hiding
stations
in
the
hallway?
That
would
be
possible
that.
I
F
G
G
I
I
think
we're
in
pretty
good
shape
right
now
with
without
that
additional
movement,
I
mean
we
certainly
look
at
it
right,
but
I
feel
very
comfortable
and
everyone's
been
comfortable
with
the
with
the
setup
we
have
now.
Mr.
B
Frazier,
you
got
any
question,
mr
green.
Miss
coats
miss
dory,
nope
river,
mike
okay.
Moving
on
to
the
next
item
is
the
cultural
competency
update
mission,
critical.
B
F
We
didn't
want
everyone
to
think
that
we
had
forgotten
about
mission
critical
throughout
so
just
very
quickly.
We
want
to
highlight
a
few
of
them.
We
want
to
talk
about
the
acceleration
school
work.
F
That's
going
on
the
focus
on
early
childhood,
what's
happening
at
the
mary
ford
center
and
at
shakura
the
abused
and
mentor
expansions,
and,
most
notably,
we
want
to
mention
that
the
work
that
the
board
did
resulted
in
doubling
the
number
of
low
socioeconomic
status,
students
who
are
abused
and
making
a
significant
difference,
a
substantial
difference
in
the
number
of
african-americans
and
hispanic
students
who
were
eligible
to
attend
abuse
at
the
75th
percentile
and,
above
so
carolyn,
is
going
to
provide
more
details
along
with
some
others
in
learning
services.
At
this
point,
carolyn.
D
So
I
I
provided
a
comprehensive
written,
a
report
of
all
the
board
priorities
in
the
public,
as
well
as
part
of
the
board
packet,
but
we're
going
to
highlight
some
key
things
and,
as
time
goes
on,
we'll
also
flag
where
the
next
step
date
will
come
or
if
the
project's
been
complete,
so
that
we'll
start
to
narrow
our
list
as
we
hopefully
accomplish
our
goals
so
in
the
next
slide,
continue
we're
continuing
on
track
for
our
priorities
around
social,
emotional
learning.
D
The
only
big
change
from
when
we
reported
to
the
board
in
may
is
that
we
have
road
maps
for
every
grade
level.
That's
focused
on
trauma
and
socially
just
lessons
and
that
we've
finalized,
where
we're
actually
piloting
the
new
sel
curriculum
at
north
charleston,
daniel
jenkins,
turning
point
and
clock
academy
on
the
next
slide
as
we
shared
in
may.
D
First
of
all,
I
want
to
highlight
that
we
have
14
acceleration
schools
now,
with
burns
elementary
becoming
meeting
street
burns,
10
elementary
to
middle
school
and
too
high.
D
I
did
want
to
circle
back
escape.
State
waivers
was
a
big
piece
that
was
potentially
going
to
be
important
for
acceleration
schools.
Sanders
clyde
was
the
school
that
was
still
pursuing.
It
at
the
time
we
reported
in
may
she
was
actually
able
to
find
music
teachers
who
were
traditionally
certified,
so
she
opted
not
to
apply
for
state
waivers,
and
I
think
the
the
piece
I
wanted
to
make
sure
to
cover
today
is
that
we
have
our
first
executive
director
of
the
acceleration
schools
and
a
small
acceleration
school
team.
M
So,
thank
you.
Carolyn
greetings
to
the
board
of
trustees,
chair
reverend
dr
eric
mack,
and
to
the
board
of
trustees
and
the
vice
chair,
ms
darby,
and
to
all
of
the
other
board
members,
I'm
elated
and
I'm
honored
to
serve
as
the
executive
director
of
acceleration
schools.
So
working
in
turn
around
schools
is
my
purpose
and
it
is
my
passion
to
ensure
that
students
in
districts
that
have
made
school
turn
around
priority,
such
as
charleston
county.
M
M
I
would
definitely
like
to
thank
dr
posterweight
for
her
leadership
during
this
time
of
covet
19
and
to
carolyn
belcher,
for
a
strong
focus
on
instructional
infrastructure
and
for
the
culture
of
care
that
they
have
for
students
acceleration
schools
right
now
is
a
two-team
two-member
team
right
now,
so
we're
hoping
to
add
others,
and
I
would
like
to
introduce
tonya
mcintyre,
who
is
a
graduate
of
ccsd
and
has
been
extremely
supportive
in
assisting
my
onboarding,
as
well
as
other
district
division
leaders
on
to
charleston
ccsd.
J
J
I
am
excited
and
humbled
to
be
working
with
jackie,
and
I
just
want
to
thank
you
all
for
the
opportunity
to
introduce
myself
and
to
just
work
on
the
work
that
we
have
with
acceleration
schools.
I'm
looking
forward
to
it.
Thank
you.
D
We're
funding
that
primarily
through
title
one
monies
this
year,
and
I
wanted
to
call
out
that
five
principals,
the
acceleration
team,
ms
mcintyre,
miss
haines,
as
well
as
the
learning
services,
leadership
team
myself,
miss
roberts,
emily
woody
as
well
as
dr
williams
and
miss
simmons,
all
participated
in
the
uva
week-long
virtual
summer
session,
which
was
a
real
helpful
opportunity
for
us
to
make
sure
we're
setting
a
shared
vision,
setting
a
couple
of
key
priorities
around
coaching
and
the
rigor
of
our
instructional
tasks
and
acceleration
schools
and
making
sure
that
we're
aligning.
D
Early
childhood
and
mary
ford.
I
just
want
to
make
sure
the
board
knows
the
school's
open.
We
have
181
students
currently
enrolled
in
mary
ford.
Now
we
do
have
challenges
around
covet
19
in
terms
of
the
number
of
students
who
are
coming
in
person,
so
we're
working
very
hard
to
try
to
increase
enrollment,
to
the
extent
that
parents
are
comfortable,
and
obviously
this
is
a
school
that
we're
focusing
our
energy
around
the
learning
pot
idea
and
at
this
point,
mary,
ford
and
shakura
are
fully
staffed
on
the
next
slide.
K
K
From
the
many
engagement
meetings
to
the
community
outreach,
we
are
pleased
with
where
both
programs
stand
at
membinger.
The
learning
services
staff.
Alongside
the
new
principal
dottie
brown,
have
developed
a
program
that
focuses
on
accelerating
achievement,
enriching,
enriching
our
core
instruction
and
providing
positive
social
and
emotional
experiences
for
our
students
abused.
We
have
successfully
expanded
access
to
the
program.
K
K
Similarly,
we
saw
an
increase
in
the
percentage
of
students
from
lower
socioeconomic
backgrounds,
currently
29.3
percent
compared
to
13.3
the
previous
year.
I
want
to
take
just
a
moment
to
thank
everybody
who
contributed
so
this
was
a
wholesale
effort
from
jeff
beroy
attending
and
helping
me
with
many
meetings:
buffy
roberts,
emily
woody,
robin
jones,
lisa,
allison
and
principal
white
for
all
supporting
this
effort.
We
are
proud
of
this
work.
We
know
that
we
still
have
some
progress
to
make,
but
we
did
want
to
take
a
moment
tonight
to
share
with
you
board
members.
Thank
you.
B
J
I
I
Yeah,
so
the
14
schools
basically
have
seven
new
principles
right
fixing
it
in
their
room,
useful
levels
before
story,
elemental,
examples
haven't
haven't
had
about
about
three
or
four
principles
in
the
last
five
years.
I
I'm
concerned,
I'm
concerned
with
stability
and
growth
from
the
lymphatic
family
with
the
principal
and
the
like,
the
school
climate
and
the
likes
and
stuff
there.
They
tend
to
support
in
our
schools
and
get
more
involved,
but
a
lot
of
times
in,
like
throughout
north
charleston
and
in
some
of
our
what
I
call
social
economic
areas,
there's
a
high
principal
turnover
rate
and
oftentimes,
a
high
teacher
federal
rate
or
a
lot
of
induction
teachers
working
in
those
schools
and
the
point
I'm
trying
to
make
is
no
matter
what
category
put
the
school's
in.
I
They
don't
have
stability
and
stuff
they'll
never
come
out
of
the
acceleration
zone.
They'll
still
contain
the
struggle
and
be
at
risk,
so
we
have
to
have
stable
leaders
in
all
our
schools.
And
lastly,
you
know
you
don't
answer
that
right
now,
the
181
students
are
married
fool.
What's
what's
the
capacity
for
the
early
father
that
married
foley
about
393.8.
F
I
To
get
back
to
you
all
right,
so
what
we're
looking
when
we
consider
the
numbers
of
married
forward
for
pre-k
and
early
childhood,
let's
be
mindful
that,
on
the
we
have
on
coming
back
on
the
referendum,
it's
been
about
90
million
dollars,
that's
change
to
combine
goodwin
in
sunday
park
and
land
schools
and
then
create
a
another
fairly
hurried
thought
center.
I
B
B
F
I'll
simply
say
the
181
first
children
in
person
is
an
indication
of
cova
19
impact,
not
the
numbers
of
students
who
are
available
so
we'll
have
better
numbers
for
you,
but
there's
every
indication
that
that
early
childhood
center
will
be
a
a
a
thriving
success.
I
H
But
the
one
thing
on
that
slide
that
did
concern
me
about
acceleration.
Schools
was
that
no
school
pursued
state
waivers,
and
I
think,
one
of
the
biggest
and
most
lengthy
conversations
we
had
about
these
acceleration
schools
was
giving
them
flexibility
beyond
what
you
could
give
them
within
the
confines
of
a
traditional
school
district.
So
I'm
really
concerned
that,
given
the
flexibility
beyond
the
confines
of
the
traditional
school
district,
they're
now
operating
exactly
within
those
same
combines,
no
no
waivers
so
can
we
can
we
speak
to.
I.
D
D
D
I
do
think
schools
had
been
interested
in
things
like
extended
day
and
other
options,
but
obviously
there's
also
were
some
principal
transitions
and
some
of
those
are
healthy
transitions
with
people
being
promoted
and
retiring.
But
that
meant
that
we
have
new
principals
who
are
setting
a
different
agenda.
I
think
the
waivers
are
still
on
the
table
as
an
opportunity.
It
just
wasn't
something
that
was
critical
to
anyone's
strategy,
but
also
people's
strategy
did
adjust,
given
that
they
were
dealing
with
the
reality
of
covet.
B
All
right
next
item
up
mr
kennedy.
N
Thank
you
very
much,
and
so
this
is
an
update
on
the
cultural
competency.
Team's
work
that's
taken
place
since
the
last
time
we
did
an
update
back
in
in
the
spring.
The
first
bullet
here
indicates
that
we
have
trained
1006
staff
under
the
implicit
bias
training.
The
implicit
bias
training
is
a
set
of
four
modules
that
we
obtained
from
the
curing
institute
from
the
ohio
state
university
and
debate.
N
The
the
intent
of
those
of
that
training
is
to
give
a
person
of
people
an
awareness
of
what
their
own
implicit
biases
are.
They
have
an
opportunity
to
take
as
part
of
the
training
implicit
bias
test
the
training
itself,
although
the
employees
have
to
have
to
view
the
modules,
that's
the
facilitation,
so
we
have
a
team
of
facilitators
that
that
go
through
an
hour
and
a
half
to
our
presentation
with
the
with
the
trainees.
N
The
kickoff
of
each
of
those
is
a
video
two
videos,
one
done
that's
done
by
robin
the
mac
and
the
other
one
is
done
by
dr
poster
wait.
So
you
can
see,
we've
done,
1006
staff
members,
including
all
of
sros,
in
the
district
as
of
august
23rd.
Most,
if
not
all,
principals
have
gone
through,
a
number
of
our
teachers
have
gone
through
on
a
volunteer
voluntary
basis
and
the
rest
of
the
school-based
staff
will
go
through
throughout
the
school
year.
N
N
She
has
a
program
called
the
encouragement
goal
of
gichi
in
the
classroom.
We've
had
75
people
go
through
that
session,
and
now
we
have
more
more
scheduled
throughout
the
year.
The
next
big
initiative
coming
up
is
the
rei
phase,
one
training,
which
is
a
two-day
training
that
focused
primarily
on
the
historical
perspective
of
why
we
have
institutional
racism
within
our
institutions.
N
We
we
have
a
contract
that
we
entered
into
with
the
ri
people
rei
organization.
Two
weeks
ago,
we
will
train
295
people
staff
people
over
the
next
over
the
course
of
the
the
this
the
school
year
through
june
30
of
this
year,
the
the
initial
trainings
in
the
fall
and
the
winter
will
be
the
zoom,
depending
on
the
pandemic
course.
We
could
potentially
have
in-person
zoom
in-person
rei
trainings
this
this
this
coming
spring.
N
The
intent
here
is
to
district
leaders,
so
all
cabinet
members,
the
expanded
leadership
team.
We
have
slots
for
board
members
of
board
members
this
desire
to
to
to
attend,
and
then
whatever
principles
have
not
gone
through
later
in
the
fall
will
be
principals
and
then
teacher
leaders
throughout
the
throughout
the
district.
N
The
last
bullet
here
is
we're:
creating
the
teams
creating
a
set
of
definitions
of
identifying
a
common
light
of
languages
of
words
rather
and
coming
over
definition,
so
as
as
as
the
cfo.
If
I
talk
about
equity
and
someone
else
in
this
week's
talking
about
equity,
we
have
the
same
definition
that
we're
talking
about.
If
I'm
talking
about
this
institutional
racism,
what
does
that
mean
for
the
district
so
that
when
we
have
that
someone
else
that's
involved?
N
In
that
conversation,
what's
not
shown
on
on
this
slide
this
past
friday,
the
team
launched
its
cluster
competency
website
I'll,
be
sending
out
a
link
to
that
tomorrow
morning.
So
I'll
make
sure
that
all
the
board
members
have
that
the
link
did
go
out
to
all
staff.
This
past
friday.
H
Nothing
thank
you.
I
know
this
is
something
you
have
been
wanting
to
dig
into
the
the
nuts
and
bolts
and
the
actions
and
thank
you,
I'm
glad
to
know
we're
getting
down
and
actually
doing
some
tasks
here.
C
N
Well,
it's
four
four
four
video
modules,
so
a
person
engages
with
those
four
modules
by
him
or
herself.
I
think
when
I
did
it,
it
took
me
an
hour
and
a
half
for
you
know
for
the
for
the
four
modules
and
there's
a
an
implicit
bias
test,
that's
associated
with
it
out
of
harvard,
so
that
takes
a
little
bit
of
time
and
then
the
actual
facilitation.
N
When
so
employees
take
a
look
at
the
the
modules
independently,
then
we
bring
a
group
of
employees
together,
we
have
facilitators
that
works
through
a
set
of
questions
and
then
breakout
rooms
in
the
zoom,
and
that
is
roughly
an
hour
and
a
half.
I
N
So
initially
we
have
to
build
the
capacity
of
the
district
to
do
so,
so
the
facility
facilitation
is
a
a
big
part
of
it,
and
so
we
started
out
with
a
handful
of
facilitators
and
now
we're
increasing
the
capacity
by
by
generating
more
facilitators.
So
as
we
get
into
the
to
the
school
year,
we'll
have
more
of
it
and
then,
of
course,
the
school
at
the
beginning
of
school.
This
is
very
abnormal
school
start.
N
So
we
had
to
back
on
to
give
school-based
people
the
opportunities
to
bring
kids
back
in
and
learn
how
to
teach
doing
the
virtual
mode.
I
Lastly,
at
the
end
of
the
session
of
the
questions,
or
did
the
test
or
did
that
pass
or.
N
N
It's
only
a
a
three
of
a
list
of
trainings
that
we
will
have
we've
been
doing
research
we've
been
doing
surveys
and
trying
to
make
sure
that
we
have
the
exact
focus
that
we
need
here
within
ccsd
when
that,
within
the
context
of
ccsd,
and
so
principals
will
have
a
a
menu
of
options
to
be
able
to
choose
from
under
the
various
trains
that
we're
developing.
N
B
B
Matt
no
question:
okay.
The
next
item
up
is
the
audit
and
finance
committee
review.
We
had
the
three
items
that
are
listed
there:
the
eight
percent
general
obligation
blind
bonds,
the
two
percent
charter
admin
fee
that
the
board
asked
for
us
to
address
and
a
contractual
matter
regarding
land.
B
None
of
them
are
for
action
right
now,
but
are
there
any
questions
on
those
for
mr
kennedy?
If
go
ahead,
miss
coach.
A
I
need
the
two
percent
children
two.
B
The
two
just
as
a
quick
as
to
what
the
two
percent
is,
is
authorizing
the
or
telling
the
district
to
go
ahead
and
alert
charter.
Schools
that
the
district
may
exercise
their
authority
to
charge
two
percent
for
the
cost
of
administrating
and
dealing
with
charter
schools.
A
N
Okay,
I'm
sorry,
I
don't
have
it
up
so
which
policy
is
this.
N
The
tif
policy
last
last
fall.
I
think
it
was
a
winter.
The
board
adopted
a
tif
policy
that
policy
addresses.
How
do
we
engage
with
the
creation
of
a
new
tif
tax
increment
financing
that
a
governmental
entity
might
want
to
have
us
engaged
with?
We
did
not
address
at
that
time.
What
would
happen
if
an
entity
asked
us
to
ask
the
board
to
extend
an
existing
tif?
So
this
simply
brings
that
into
this
policy
using
the
same
measures
that
we
have
in
the
in
the
original
policy
for
for
new
tests,
move.
N
B
Okay,
we
will
go
around.
You
can
actually
this
time
you'll
be
able
to
vote.
Is
that
right,
reverend
colin,
yes,
you'll
be
able
to
vote
on
your
computer
it'll
come.
C
B
As
we
wait
for
the
votes,
the
next
item
coming
up,
mr
kennedy,
is
the
fund
balance
policy
update.
N
So
I
think
it
was
like
two
years
ago,
two
and
a
half
years
ago,
the
board
did
an
update
to
the
fund
balance
policy.
At
that
time,
we
put
into
a
category
on
fund
balance,
a
commitment,
that's
committed,
fund
balance,
and
so
there's
a
state
statute
that
requires
school
districts
to
carry
in
their
fund
balance
a
a
reserve
amount
that
equals
to
the
average
of
one
months
of
expenditures
over
the
last
two
years,
so
as
a
as
a
backup
for
unknowns
such
as
hurricane
disasters
covet
disasters.
N
So
that's
one
month
the
the
gfoa
with
which
is
the
government
finance
officers.
Association
recommendation
is
that
there
should
be
a
minimum
of
two
months
and
so
what
this
policy
proposed
politic
policy
change.
Does
it
takes
that
from
a
one
month,
which
is
roughly
40
million
dollars
for
ccsd
to
two
months,
which
would
be
80
million
dollars?
N
And
just
for
your
information,
we
currently
have
roughly
105
million
dollars
in
our
fund
balance
40
million
dollars
in
the
committed,
and
so
this
would
allow
us
to
the
policy
actually
say
that
a
minimum
of
150
percent
of
the
state
requirement.
So
we
would
have
to
have
if
it
was
passed,
actually
60
million
dollars
in
committed
and
any
difference
which
would
be
20
million
because
to
80
million
would
be
in
the
undesignated
fund
balance
in
in
the
handout
that
you
have
there's
a
a
table.
N
B
I
I
Is
that
equal
to
one
and
a
half
months
of
district
operational
expense.
N
That's
correct,
but
but
the
the
policy
change
goes
to
actually
two
months
two
months.
I
N
What
200
percent
of
what
the
what
the
state
south
carolina
state
statute
requires?
So
the
state
statute
requires
40
million.
Excuse
me
one
month,
which
is
40
million
dollars,
and
so
this
policy
says
change
would
be
take
that
to
80
million,
which
would
be
200
percent
of
the
state
requirement.
N
I
So
then
part
of
it
would
come
from
undersigned.
Undersigned
fund
balance,
sir
percentage.
We
came
from
undersigned,
sometimes
what
the
writing
says
so.
N
If
you
vote
to
approve
it
hundred
percent
of
the
requirement
of
80
million
dollars
and
to
commit
it
and
then
then
you
don't
have
to
worry
at
all
about
the
unassigned,
but
the
the
minimum
requirement
in
committed
is
60
million
dollars,
so
anything
that's
different
between
the
60
million
dollars
and
the
required.
I'm
excuse
me
what's
in
the
60
million
in
this
case
and
the
commit
and
the
requirement
would
have
to
be
a
part
of
the
undesignated.
N
N
B
A
I
like
to
appoint
miss
colts
to
serve
as
a
delegate
and
ask
reverend
collins
if
he
will
be
the
ultimate
to
represent
at
the
2020
legislative
development
delegation
conference.
B
B
A
We
will
start
the
special
call
meeting
at
4
20.
It's
4.