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From YouTube: CCSD Committee of the Whole Meeting ~ October 12, 2020
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A
B
G
H
H
H
H
If
we
look
at
the
arrow
it's
headed
down-
and
it
shows
we
were
at
959
per
hundred
thousand
cases
in
mid-july
and
we're
now
at
92
per
100
000.,
we
were
over
25
positivity
rate
in
mid-july,
we're
now
at
5.6,
so
we're
very,
very
close
to
falling
into
that
lowest
category.
If
we
can
keep
up
this
effort,
the
next
slide
talks
about
the
challenges
that
educators
are
facing.
H
I
noticed
on
last
night's
news
on
nbc
the
reporter
who
was
interviewing
a
professor
from
stanford
called
this
a
steep
learning
curve
for
everyone
and
talked
about
the
amount
of
time
it
would
actually
take
to
make
the
transition
into
an
online
program
that
says
as
equal
in
quality
as
the
in-person
delivery.
If
that
could
ever
in
fact
be
done
so
miss
belcher,
michelle
simmons
joe
williams,
arranged
for
us
to
have
conversations
with
teacher
representatives
from
every
school.
H
These
are
our
primarily
our
teachers
of
the
year
and
some
other
representatives
as
well,
but
these
are
the
challenges
that
they
have
flagged
for
us
to
think
about.
I
should
start
with
the
bottom
bullet.
The
final
bullet
is
is
a
message
of
gratitude.
They
greatly
appreciate
the
bonuses
that
the
board
awarded
to
staff
and
the
acknowledgement
of
just
how
difficult
this
work
is
to
do,
and
now
I
move
back
up
to
going
through
four.
H
H
Don't
have
25
4th
graders
wanting
to
come
back
at
the
same
time
in
your
school
or
25
calculus
1
students
all
wanting
to
come
back
at
the
same
time,
so
in
order
to
serve
the
parents
who
wanted
to
send
their
children
back,
the
only
alternative
has
been
to
ask
classroom
teachers
to
serve
a
few
students
online
while
they
also
serve
students
in
class.
That's
what
most
schools
have
had
to
do.
That's
not
true,
of
course,
and
100
of
our
classrooms,
but
we
had
many
more
teachers
teaching
both
at
the
same
time
than
we
ever
intended.
H
So,
as
you
recall,
you
approved
on
september
28th
a
planning
day
on
this
coming
friday
for
principals
and
teachers
to
try
to
see.
If
there
are
ways
they
can
examine
the
schedule
to
reduce
the
dual
teaching
loads,
we
want
to
stabilize
wherever
we
can.
We
want
to
simplify
by
reducing
that
duality
wherever
we
can
and
then
find
out
which
parents
want
their
children
to
come
back
in
person,
the
second
nine
weeks
and
try
to
run
a
stable
operation.
The
second
nine
weeks.
H
H
Parents
and
students
know
what
to
expect
as
well.
So
we
are
going
to
ask
parents
to
commit
to
either
in
person
or
online
for
the
entirety
of
the
second
nine
weeks,
whereas
there
have
been
several
points
in
time
that
they
could
change
students
from
online
to
in
person
or
vice
versa.
The
first
nine
weeks,
the
second
major
piece
of
feedback
we've
gotten
from
teachers,
is
that
the
assimilation
of
new
curriculum
and
technologies
takes
time
and
along
with
working
full-time.
H
There
hasn't
been
enough
time
for
them
to
make
all
the
adjustments
and
deal
with
the
technological
challenges
that
that
everyone
is
facing.
As
we
try
to
to
to
go
to
a
much
more
intensive
use
of
the
technologies
teachers
believe
they
can
collaborate
to
really
improve
what
they're
delivering,
if
they
just
had
time
to
do
that.
H
H
They
asked
and
miss
belcher
has
been
talking
about
this
she's
mentioned
it
to
the
board.
Before
that
we
prioritize
the
key
standards
that
have
to
be
addressed.
We're
going
to
look
at
the
achievement
from
last
spring
to
this
fall
in
a
little
bit.
I'm
sure
you've
already
seen
that
in
your
packet,
you
know,
we've
got
to
get
really
clear
and
be
really
intentional
about
trying
to
make
sure
we
deliver
the
missed
content
and
don't
take
any
chances
on
that.
H
So
teachers
are
also
recommending
that
we
get
reduce
the
the
number
of
standards
that
aren't
essential,
get
right
to
the
essential
and
teach
it
and
then.
Finally,
in
this
category,
they're
asking
to
target
their
fall
data
conferences
with
the
parents,
either
the
parents
who
request
it
or
the
parents
of
the
students
who
very
badly
need
an
intervention
and
then
over
time
finish
their
data
conferences
by
the
end
of
first
semester,
we've
just
given
them
one
day
to
get
that
done,
and
so
they
want
to
target
the
families
who
need
it
most
that
day.
H
H
The
student
got
online
for
the
birthday
for
for
her
birthday
for
the
class
to
sing
happy
birthday,
but
hasn't
been
back
online
since
so
we're
going
to
have
to
deal
with
that
with
all
the
school
personnel
we
have,
who
aren't
teaching
directly
with
district
personnel
who
are
available
and,
if
necessary,
following
up
with
dss,
because
this
is
a
very
serious
matter.
We
know
that
many
of
the
students
who
learned
online
lost
a
lot
of
ground
from
last
spring
to
this
fall
and
we
can't
afford
for
students
not
to
be
logging
in
and
participating.
H
H
But
when
you
get
say
a
high
school
student
in
from
another
country
who
speaks
no
english,
it's
virtually
impossible
to
deliver
online
instruction
without
a
translator,
and
we
have
a
number
of
different
languages.
Foreign
languages
spoken
by
children
in
our
school.
So
this
is
an
area
we're
going
to
have
to
look
at
more
intensively
than
we
have
so
far
and
then,
finally,
the
delivery
of
special
education
services
is
really
challenging.
Some
of
the
paperwork
has
changed.
Teachers
are
having
to
do
double
paperwork.
H
There
are
a
lot
of
issues
we
have
to
work
through
and
the
staff
has
asked
for
another,
just
simple,
simplified
one-pager
to
review
the
safety
protocols
that
are
required
and
the
quarantining
guidelines
and
those
change
from
time
to
time.
They're
updated
so
jeff
and
and
communications
are
working
on
that
now,
along
with
nursing
services.
So
that's
just
the
review
of
the
status
report
and
then
my
final
slide.
I
wanted
to
talk
a
little
bit
about
the
blessings
that
we
have
here
that
allowed
us
to
open
schools.
H
We
have
staff
who
could
not
have
worked
harder
in
every
department.
We
have
teachers
who,
although
they
were
fearful
in
some
instances,
came
back
to
school
and
they're
teaching.
Kids
they've
been
wonderful
about
stepping
up
and
and
serving
only
14
of
the
largest
districts
that
are
represented
by
the
council
council
of
great
city
schools,
as
of
september,
2nd
reported
that
they
were
even
thinking
about
bringing
children
back
in
person
for
even
one
day
a
week
and
the
others
are
not
able
to
bring
students
back
primarily
because
their
facilities
simply
don't
allow
that
now.
H
In
some
instances
they
had
high
covered
19
outbreak
rates,
but
in
many
instances
they
have
buildings
without
air
conditioning
buildings
that
have
fallen
into
disrepair,
their
hvac
systems
don't
work.
Well,
they
don't
have
error,
handling
and
so
forth.
So
we
are
very,
very
fortunate
that
we
don't
have
that
challenge
here
in
charleston.
C
Thank
you,
dr
poster
wait.
So
this
probably
would
have
been
better
titled
the
state
of
the
capital
program,
but
I
appreciate
the
lead
in
with
the
comments
about
what
other
facilities
what
other
districts
are
facing
with
their
facilities,
and
I
think,
on
the
heels
of
our
largest
construction
year
ever
in
the
history
of
charleston
county,
we
put
in
place
from
august
august,
157.5
million
dollars
worth
of
construction,
and
that
is
in
large
part
due
to
this
board
at
previous
boards,
as
well
as
our
as
well
as
our
taxpayers.
C
So
I
did
want
to
provide
what
we've
done,
where
we're
going
and
where
what
we're
doing
and
where
we
are
going.
This
is
a
picture
of
dunstan,
a
great
success
story,
eliminating
trailers
and
allowing
us
to
house
the
entire
elementary
school
on
this
campus
without
having
to
transfer
them
to
another
school.
Let's
go
on
to
the
next
slide.
This
is
where
we
were
back
in
1998.
C
I
have
this
newspaper
10-page
expose
by
brian
hicks
in
my
office,
and
the
pictures
in
here
are
staggering
for
those
of
you
who
are
here
and
lived
through
it
you,
you
know
what
it
looked
like
for
me.
Coming
from
elsewhere.
I
didn't
know
how
bad
it
was
until
I
saw
that
that
that
article
the
transition
has
been
huge
over
the
last
20
years.
C
You
can
see
that
our
backlog,
we
we,
we
think
it
was
closer
to
a
billion,
not
600
million
600
million
was
actually
taking
off
taking
off
with
demolition
of
old
facilities,
and
so
we're
able
to
reduce
backlog
by
other
means
through
the
decisions
that
the
board
has
made
in
2022
we're
projecting
that
backlog
to
be
at
267
million.
So
there
is
still
a
need
for
capital
capital
maintenance
to
be
fully
funded.
C
We've
dropped
our
average
age
of
facilities
by
10
years,
although
we
have
also
increased
the
square
footage
of
our
facilities
by
60
percent.
That's
in
large
part
due
to
the
enrollment
increase
over
the
last
20
years,
but
also
because
of
the
need
for
larger
classroom
spaces
and
those
larger
classroom
spaces.
Certainly
in
the
covet
environment.
Have
provided
us
some
great
opportunities
to
bring
more
students
back,
not
only
in
the
classrooms
but
into
the
big
box
space?
I
do
want
to
point
out
and
and
brag
on
the
facilities
team.
C
That's
also
worked
to
reduce
the
energy
consumption
along
with
these.
This
growth
we've
reduced
our
use
of
energy
by
17
over
the
last
six
years
and
that's
despite
the
significant
growth
of
the
amount
of
space
that
we
have
next
slide.
Moving
on
to
what
we're
doing,
I
talked
about
the
huge
impact
of
this
year's
construction
program.
I
wanted
to
throw
out
two
great
examples
of
what
you
all
have
pushed
forward
for
us
to
execute
on
the
left-hand
side.
I
call
it
the
economies
of
scale.
C
This
is
camp
road
middle
school,
where
we
took
two
two
middle
schools
and
converted
them
into
one
with
buy-in
from
the
community.
We
reduced
our
square
footage
of
this.
The
two
campuses
down
from
to
this
one
from
153
000
square
foot
to
137,
000
square
foot,
so
11
reduction
in
space,
same
number
of
kids,
larger
classrooms
and
better
big
box
spaces.
So
the
economies
of
scale
has
worked
in
this
example.
C
College
and
crew
on
the
right
side
you're
all
very
well
aware.
This
is
our
second
center
for
advanced
studies
in
north
charleston,
with
three
health
science
programs:
three,
it
programs,
building
construction,
auto
collision
and
logistics
and
supply.
The
great
thing
about
this
space
is
as
our
community
changes
and
the
needs
change
for
what
our
students
need
to
have
a
career.
C
C
We
run
this
audit
twice
during
any
program
and
we
completed
it
for
the
phase
three
program.
This
is
the
mid-year
audit
from
phase
four
and
mr
kennedy
presented
that
at
a
previous
board,
meeting
no
exceptions
to
this
program
at
this
point
where
we're
going-
and
this
is
what
you
all
have
already
voted
on-
and
I
just
wanted
to
recap
that
you
approved
the
master
plan
phase
five
in
june,
that
was
the
primary
source
of
information
to
develop
a
projects
list.
C
It's
an
exhaustive
document
that
includes
enrollment
history,
enrollment
projections,
facilities,
assessment
and
a
list
of
all
the
projects
that
have
been
completed
by
this
board
and
previous
boards.
Through
the
last
20
years.
We
collected
input
from
the
public
in
developing
this
plan
and
we
then
developed
the
list
of
possible
projects
across
all
the
constituent
districts
based
on
life,
safety,
enrollment
and
programs,
and
that
leads
us
to
the
project's
list,
which
again
you
all
approved
in
july
of
2020.
C
You
all
desired
to
increase
the
amount
of
capital,
maintenance
and
decrease
the
amount
of
new
construction
that
was
done.
We've
got
two
exciting
early
education
opportunities
in
here.
As
you
know,
as
part
of
the
mission
critical
projects
we
converted
mary
ford
this
year.
The
two
projects
in
this
program
would
at
least
include
lambs
and
lads
in
which
you
all
have
proved
have
approved
as
mission
critical
projects,
and
then
we
have
an
opportunity
to
create
some
category
five
hurricane
rated
space.
C
C
D20
has
a
little
more
money
because
we
had
the
early
1900
schools
that
took
a
lot
of
funds
to
to
replace.
So
the
district
20
number
is
a
little
skewed
based
on
enrollment,
but
the
larger
districts.
Four
and
two
have
the
same
percentages
of
funding
across
the
board,
based
on
on
the
enrollment
next
slide,
I'm
going
to
pop
back.
This
is
actually
a
slide
that
I
showed
you
earlier,
just
to
recap,
where
we
stand
for
the
phase
5
program
and
moving
on
to
my
bottom
line
slide.
C
I
believe
that
that
you
and
the
previous
boards
have
have
really
aligned
this
aligned
our
facilities
along
the
right
track.
We've
done
some
some
great
things.
We
need
to
continue
the
momentum.
It
supports
the
mission,
critical
approach
and
present
prevents
our
facilities
from
falling
back
to
this,
which
is
certainly
something
we
don't.
We
don't
want
to
have
happen,
subject
to
your
questions
that
closes
the
overview
of
the
capital.
I
E
H
I
I
E
J
B
J
Guess
one
of
the
questions
you
had
illustrated
that
not
everybody
is
engaging
online
routinely.
Do
we
have
people
that
supposedly
selected
it
and
haven't
engaged
at
all,
and
do
we
have
areas
where
we're
struggling
to
get
people,
internet
access
and,
and
all
that
so
because
I
know
some
of
the
connectivity
issues,
particularly
in
our
rural
areas,
are.
H
To
my
knowledge,
we
have
no
families
who
selected
online
and
have
not
engaged
at
all.
It's
a
requirement
that
we
follow
up
and
engage
with
those
students
that
the
superintendent
spearman
said
at
least
once
every
week
or
every
two
weeks.
I
forget
what
the
what
the
criterion
was,
but
our
standards
are
that
we
have
to
know
every
single
week
that
a
student
is
is
participating,
but
if
we
don't
see
the
student
they're
not
present,
so
it
becomes
a
truancy
problem
right
away.
H
C
So
one
thing
that's
very
exciting
and
hoping
I
was
hoping
not
to
talk
a
little
bit
about
it
right
now,
but
but
I
will
because
we
haven't
started
to
erect
it
yet.
But
we've
identified
two
areas
in
north
charleston,
so
actually
the
the
areas,
their
areas
in
north
charleston
they're,
posing
a
larger
problem
for
us
than
the
rural
rural
areas.
C
We've
identified
a
pocket
of
housing
area,
housing
areas
in
deer
park
middle
school
as
well
as
midland
park
that
that
don't
have
any
broadband
and
mr
naraki
is
actually
negotiating
with
the
the
owner
of
the
developments
to
put
a
a
telephone
pole
on
their
property,
provide
a
solar
power
powered
antenna
to
give
them
the
the
capability
that
they
need
and
that
it
sounds
like
a
little.
But
when
you're
talking
about
30
40
students
that
live
in
these
complexes,
that
is
a
significant
impact.
C
E
C
C
F
H
H
That's
up
to
the
individual
school
for
some
schools.
It
would
be
a
good
day
for
for
high
school
students
to
catch
up
on
missing
assignments,
because
we're
approaching
the
end
of
the
nine
weeks
for
other
schools.
There
may
be
some
critical
review
skills
that
students
would
do
that
day,
but
the
idea
is
that
teachers
will
not
be
actively
serving
students
online
that
day,
so
that
they
can
work
with
one
another
to
try
to
simplify
the
crazy
schedules.
We
have
in
place
right
now,
so.
F
So
what
I'm
trying
to
enforce
is
that
that
we're
not
bombarding
the
kids
at
work
that
day
without
a
teacher,
so
I'm
trying
to
make
sure
that
everyone's
not
giving
an
assignment
say
well
all
this
due
back
the
next
day
or
so
forth,
with
the
kids
working
by
at
home
by
themselves
without
an
instructor.
We're
not
doing
that.
Then
right.
F
F
Thank
you
so
I
went
from,
but
you
are.
You
are
either
mr
board
with
the
capitol
playing,
and
you
spoke
about
a
little
while
ago.
What
we're
doing
do?
Do
we
have
any
swimming
swimming
swimming
pools,
foods
that
have
been
that
are
rebuilding
any
of
our
part
of
one
schools
in
west
side
street
north
charleston?
C
F
I
saw
the
one
little
kids
competing.
There
was
a
at
the
north
charleston
aquatic
center
and
I
don't
know
if
they
have
a
pool
that
don't
charge
at
one
do
or
not,
but
I
know
the
kids
have
got
a
fighter
somewhere.
So
I
think
it's
something
to
look
at
in
the
future
is
also
start
to
build
some
a
couple
of
our
own
swimming
pools,
so
our
kids
can
learn
how
to
swim
and
can
compete.
Also,
yes,.
D
Is
there
an
opportunity
to
have
a
dialogue
with
the
county
and
with
the
city
to
add
funding
into
their
budget
to
help
assist
in
in
building
this
category
five
schools,
since
we
do
not
have
any
in
the
county
or
the
city
to
to
help
us
to
and
deferring
that
cost?
Because
currently
we
do
not
build
category
5
hurricane
rated
schools.
So
is
there
an
opportunity
to.
D
C
And
if
I
can
go
back
and
correct
one
of
my
answers
earlier
to
mr
frazier
related
to
the
mifis,
the
myfi
issue
is
actually
the
fact
that
the
individuals
that
live
in
those
areas
did
not
qualify
for
the
free
mifi
that
was
offered
by
the
state.
They
were
not
at
the
appropriate
poverty
level
so
that
the
myfis
through
the
state
were
not
a
possibility.
They
would
have
to
be
we'd
have
to
go
and
buy
them
individually.
D
D
C
That
that
opportunity
exists,
but
I
will
tell
you
quite
frankly,
with
the
outcry
over
5g
the
outcry
over
5g,
that
vendor
has
not
been
interested
in
pursuing
any.
At
this
point
you
know
he
had
intended
to
pursue
an
opportunity
to
install
a
tower
at
moultrie,
middle
school
and
and
through
the
normal
process
of
public
comment.
C
C
K
Yeah
just
one
comment
and
then
and
like
dr
postwar
says,
we're
working
through
this.
I
know
I
had
a
few
parents
call
and
and
their
complaints
about
the
breakout
room
and
not
being
coordinated,
but
you
know
we're
gonna
have
to
work
through
those
bugs
it's
just
something
that
was
thrust
upon
us
and
the
other
thing
is
that
the
aquatic
center
reverend
collins
referred
to.
We
do
have
that.
That's
going
around
the
county.
K
C
K
E
Yeah
jeff
just
to
be
very
clear.
You
we're
talking
about
the
buildings
that
have
been
completed
in
the
schools
and
you
use
the
words
larger
classrooms.
Can
we
be
very
clear?
Does
that
mean
more
students
per
class
per
teacher?
Are
you
just
talking
about
square
footage
because
there's
a
lot
you
know
we
use
the
word
larger
classrooms
and
interchangeably
in
the
community.
We
sometimes
mean
more
students
and
sometimes
mean
more
square
footage.
H
H
That
is
a
pass
rate
that
any
district
in
the
country
would
like
to
have
it's
an
enviable
pass
rate
for
aps
and
we
were
not
negatively
impacted
in
our
ap
courses
last
year.
So
a
couple
of
other
things
that
are
important
to
note.
I
said
this
once
I
can't
say
it
often
enough
we're
going
to
talk
about
learning
loss,
but
I
wouldn't
want
any
teacher
to
think
that
we
are
suggesting
teachers
didn't
do
every
single
thing.
H
They
could
possibly
do
our
staff
from
from
teachers
to
to
our
nurses,
our
facilities,
people,
the
cooks,
the
district
staff.
The
principals
all
gave
an
amazing
amount.
They
were,
it
was
just
inspiring
to
see
what
they
began
to
do
the
night
of
march
15
and,
for
the
most
part
continued
to
do
to
the
end
of
the
school
year
and
then
I'll
just
mention
teachers
question
the
validity
of
this
paul's
math
scores.
I
think
that's
right
to
question
on
an
individual
student
basis.
H
These
big
numbers
that
we're
looking
at
today
are
probably
fairly
valid,
but
some
kids
took
the
math
test
at
home
online.
Some
took
it
at
school
when
they
came
in
for
the
leap
week.
Some
took
it
in
person.
Some
took
it
at
home,
as
I
said
at
home
online,
and
there
were
some
technological
disruptions
during
the
test,
so
just
wanted
to
flag
that
that
teachers
would
think
on
a
student-to-student
basis.
H
If
parents
are
looking
into
individual
scores,
they
may
not
be
valid,
but
the
important
things
we
want
to
look
at
today
begin
to
be
displayed
on
this
slide.
So,
first
of
all,
what
are
we
looking
at?
That?
First
bar
shows
52,
that's
52
percent
last
year
last
fall
when
second
graders
came
back
and
were
tested.
H
H
This
fall.
More
than
half
of
our
children
are
scoring
below
the
43rd
percentile
and
the
other
half
are
scoring
above
the
43rd
percentile,
so
we
lost
9
percentile
points
on
math
in
second
graders.
So
you
look
across
that
that
graph
and
you
see
the
learning
loss
in
reading
and
you
see
that
it's
more
significant
at
the
elementary
grades
and
when
we
get
inside
of
those
data
you'll
see
it's
more
significant
among
students
who
were
scoring
low
to
start
with.
H
So
those
who
were
behind
got
further
behind
those
who
were
on
grade
level
or
above
were
not
impacted
nearly
so
much.
If
we
look
at
the
next
slide,
we
see
drastically
different
results
in
mathematics.
The
losses
are
very
concerning
when
we
look
at
mathematics.
So
if
we
could
move
on
to
the
math
slide,.
H
H
The
good
news
is
it's
easier
to
teach
mathematics
it's
easier
to
make
up
the
gaps
in
skills.
If
you're
very
intentional,
you
get
really
clear
about
the
curriculum
that
needs
to
be
taught.
You
understand,
who's
missing,
which
critical
skills
and
then
teach
to
those
skills,
so
the
drops
in
mathematics
are
really
worrisome.
H
That's
the
wrong
way
to
say
that
over
half
of
our
students
were
scoring
above
the
41st
percentile.
That's
where
the
median
was
so
that
number
up
there
represents
the
number
at
which
half
of
our
students
scored
above
it
and
the
other
half
of
our
students
scored
below
it.
That's
the
percentile
level.
So,
while
our
district
has
has
enjoyed
being
above
the
national
average
in
almost
every
area
at
almost
every
grade
sixth
grade
math
would
be
the
exception.
H
H
The
next
slide
simply
shows
you
what
I
what
I
already
mentioned.
Our
students
who
are
scoring
at
the
highest
ranges
in
the
district
were
not
negatively
impacted.
Look
at
those
advanced
placement
scores,
so
our
teachers
and
students
in
those
courses
didn't
miss
a
beat
when
schools
closed
next
slide
shows
sort
of
the
academic
highlights.
We
wouldn't
want
people
to
think
that
all
was
lost
last
year.
A
lot
of
hard
work
was
done.
H
So
when
we
look
at
the
results,
we
got
last
fall
on
the
state
report
cards,
the
number
of
excellent
good
and
average
rated
schools
increased
and
all
14
of
our
previously
unsatisfactory
schools
were
rated
higher
than
they
had
been
the
year
before.
We
will
not
receive
report
card
ratings
this
year
because
there
wasn't
any
statewide
testing
done
last
year
and
the
test
would
not
have
been
valid
in
terms
of
creating
an
accountability
system
in
advance
placement.
We
increase
the
number
of
students
participating
in
ap
over
years
over
the
years.
H
Excuse
me
above
70
percent,
pass
rate
and
again
that's
quite
a
feat
that
that
accomplishment
was
already
in
place
and
working
when
I
arrived
here,
so
that
is
attributable
to
some
hard
work.
That's
happened
across
charleston
county
schools
to
build
that
advanced
placement
program
and
and
quality
dual
enrollment.
We're
really
proud
of
these
are
the
students
who
are
enrolled
in
high
school
and
college
courses.
H
At
the
same
time,
we
doubled
the
number
of
students
almost
doubled,
the
numbers
of
students
who
are
taking
both
high
school
and
college
courses
and
receiving
college
credit,
giving
them
a
bit
of
an
of
a
head
start.
The
district
pays
for
many
of
those
courses
for
students.
We
sent
you
the
other
day,
a
message
that
one
of
the
students
at
early
college
high
school
had
sent
about
a
celebratory
moment
of
having
realized
he's
been
accepted
at
the
citadel,
so
that
that
was
a
an
investment.
H
The
board
has
made
in
the
past
few
years,
that's
paying
big
dividends
and
then
finally,
the
s.a.t
results
for
last
year's
class
show
again
those
scoring
at
the
top
tend
to
continue
to
score
at
the
top
of
the
large
districts
in
south
carolina.
We
had
the
highest
composite
score
and,
of
course,
charleston
scores
are
well
above
the
national
average.
The
next
slide
shows
you
something
that
you're
familiar
with
these
are
the
parent
conference
data
dashboards?
H
These
have
been
prepared
by
our
own
staff
this
year.
We
did
not
outsource
this
work
on
the
right.
You
see
that
the
student
level
dashboards
these
will
be
going
out
to
all
parents
by
the
end
of
october,
with
the
opportunity
for
those
parents
who
are
interested
in
the
parents
of
students
who
are
struggling
or
running
into
to
challenges
to
have
a
one-to-one
conference
with
teachers.
H
H
The
november
committee
of
the
whole
there'll
be
a
deep
dive
into
the
data,
more
detailed
information,
additional
assessments,
there's
some
interesting
information
in
the
k-1
fast
bridge
assessments
that
you
will
be
interested
in,
seeing
and
we'll
be
able
to
include
the
graduation
rates
and
the
act
data
at
that
time.
So
that
was
a
quick
overview.
I
I
would
entertain
questions,
although
I
wouldn't
expect
there
to
be
many.
B
D
Just
one
question,
of
course:
is
there
an
opportunity
to
have
a
math
boot
camp
per
se
on
a
saturday
on
those
areas
where
kids
have
fallen
down
tremendously,
to
help
offset
that
those
lost
learning
time
to
get
them
help
get
them
back
on
track?
I
mean.
Has
something
of
that
magnitude
has
been
discussed
or
or
is
that
a
possibility
of
of
trying
to
add
in
maybe
as
one
saturday
per
month
from
eight
to
twelve
or
some
sort
to
do
a
boot
camp
with
those
students.
H
I
I
think
we
have
a
couple
of
things,
not
exactly
what
you're
proposing
reverend
mack,
but
we
have
first
of
all,
it's
really
digging
in
on
core
instruction.
I
think
we've
had,
as
you
would
understand,
a
little
bit
of
disruption
with
the
start
of
the
year
with
kids
coming
back
and
schedule
changes
so
making
sure
that
we
have
a
very
good
math
curriculum
k-12
that
we're
using
it
we're
on
grade
level
we're
accelerating
instruction
and
that
the
meaningful
time
that
kids
are
having
in
math
class
is
being
maximized,
and
so
that's
a
big
focus.
I
The
second
is
the
work
that
mr
kennedy
is
leading
and
being
supported
by
learning
services,
as
we
think
a
lot
about
learning
pods,
particularly
for
those
students
in
title
1,
schools
or
who
may
not
be
going
back
in
person.
Can
we
figure
out
ways
to
give
additional
both
social
emotional,
as
well
as
academic
support?
I
One
part
of
that
that
we're
exploring
is
the
idea
of
high
dosage
tutoring
to
see
if
we
can
actually
do
some
of
similar,
what
you're
saying
but
really
intensive
work
against
the
standards
both
in
ela
and
in
math.
I
know
mr
kennedy
is
going
to
give
a
quick
update
at
the
end
of
the
week,
because
we're
still
just
starting
to
launch
those,
but
we're
hopeful
that
that
will
be
a
key
level
around
closing
the
gap.
D
D
I
I
honestly
feel
that
we're
going
to
have
to
really
identify
those
kids
and
and
pull
them
out
and
really
work
with
them
to
at
least
get
them
to
the
level
of
understanding
to
be
able
to
advance
to
the
next
level
because
as
they
go
higher
right,
the
work
increase
the
intensity
of
the
work
increase.
And
if
the
learning
curve
is
not
there,
then
they're
not
going
to
get
it
they're
going
to
continue
to
struggle
year
after
year
after
year
after
year.
D
So
so
at
some
point,
those
kids
that
have
lost
we're
going
to
have
to
get
them
to
with
the
grade
level.
They
need
to
be
so
that
they
can
be
able
to
operate
at
the
next
level,
or
else
we
will
continue
to
see
the
trend
of
those
students
continually
to
perform
below
average
because
they
have
not
been
caught
up
from
where
they
were.
So
I
just
don't
see
us
just
putting
in
a
plan.
D
That's
going
to
be
across
the
board,
for
everyone
then
expect
those
that
have
fallen
so
far
behind
to
be
able
to
master
that
work
and
then
be
able
to
well
first
learn
where
they
have
lost
to
get
to
that
point
to
be
able
to
move
forward.
I
just
see
another
plan
has
to
be
implemented
to
help
those
kids,
that's
kind
of
where
I'm
at
right
now.
D
E
B
E
This
is
the
first
board
meeting
we've
had
since
june
that
we
haven't
talked
about
how
to
put
kids
in
the
classroom
the
majority
of
the
time,
and
so
we've
done
that
I
mean
not
not
done
not
finished
by
no
means,
but
we're
now
starting
to
talk
about
education.
There
was
no
doubt
in
march
through
no
no
human
fault,
no
human
capital
could
have
changed
the
outcome
of
a
summer
learning
loss
that
started
in
march
instead
of
june
and
lasted
until
september
instead
of
august,
and
we've
got
challenges
with
online
delivery.
E
That
will
continue
online
delivery
through
the
end
of
the
second
semester.
That's
going
to
be
a
challenge
just
because
there's
a
human
element
to
that.
Even
if
we
get
all
the
internet
pieces
worked
out,
we
have
still
the
issue
with
getting
schedules
right,
where
teacher
workloads
can
allow
them
the
opportunity
to
collaborate
in
that
time,
and
the
only
thing
I
would
say
to
echo
reverend
mack.
Is
that
be
very
careful?
I
would
caution
that
you
and
that
the
board
be
very
careful
to
jump
into
the
next.
E
Ironically,
this
kind
of
tease
you
up
the
next
action
item.
We've
spent
four
months
with
all
hands
on
deck,
getting
education
delivered.
Everybody
has
been
focused
on
getting
those
kids,
great
education,
and
I
I
while
I
applaud
the
the
accreditation
requirements
and
a
2021
plan
and
those
things.
I
think
we
need
to
be
very
cognizant
that
we're
not
to
a
point
that
we
shouldn't
still
have
every
hand
on
on
deck
and
all
the
staff
here
at
calhoun
and
everywhere
else
so
singularly
focused
on
overcoming
the
educational
hurdle.
E
We
just
overcame
to
get
the
front
door
open
hurdle,
and
I
don't
want
to
rush
too
far
past
that
that
staff
in
upper
level
starts
peeling
off
to
something
else.
I
would
just
say,
while
I'm
sweating
in
my
mask,
we're
not
done,
and
I
I
don't
know
that
we
could
ever
in
2020
2021
transition
away
from
every
single
human
being
solely
focused
on
the
classroom,
and
if
we
have
to
put
some
of
these
things
aside,
let's
just
be
very
judicious
about
planning
these
other
things
that
are
lining
up.
We
still
have.
E
I
am
I'm
sorry,
I
missed
the
pulpit
too.
You
know
we
still
have
the
december
and
november
board
action
items
that
are
not
fully
implemented.
So,
let's
just
be
very
careful,
I
I
we
need
to
be
there
and
make
sure
those
are
done
and
and
on
track
and
making
up
for
this
incredibly
complicated
learning
issue
the
kids
are
facing
today
before
we
start
rushing
into
some
other
forward
movements.
That
would
be
just
my
advice,
mr.
J
J
So
I
would
think
that
maybe
something
to
consider
along
these
lines
it's
next
summer,
that's
when
the
opportunity
is
going
to
be
to
catch
what
we
didn't
catch
this
year
and
move
forward.
So
I
think
some
real
thoughtful
approach
to
how
we
engage
learners
beyond
june
would
be
time
well
spent,
because
then
parents
would
have
something
to
look
forward
to
they
don't
make
vacation
plans
that
they
would
otherwise
make
and
then
can't
attend
and
their
child
can't
be
there
and
so
on.
So
I
I
challenge
this
to
think
about.
F
H
H
A
H
C
F
F
H
We
we
always
want
to
be
above
the
50th
percentile.
We
would
want
to
see
at
least
75
of
our
children
reading
well
reading
above
the
50th
percentile.
That's
a
that's
an
almost
that's
an
aspirational
goal
that
few
students
few
schools
ever
hit.
If
they
are
a
school
that
represents
lots
of
different
communities
of
children.
F
F
Sir,
a
lot
of
times
the
parents
won't
enforce
it
unless
we
can't
enforce
it
ourselves,
but
but
I
do
love
the
idea.
I
like
the
idea,
though
we
do,
we
got
to
do
something,
but
I
love
the
ideas
of
math
academies
and
reading
academies
that
we
can
build
build
within
our
schools
or
we
can
set
up
or
we
can
designate
schools,
that's
math
schools
and
reading
schools,
etc.
That's
really
our
number
one
problems,
the
map
and
the
reading,
and
we
have
to.
We
have
to
address
that
that
we
have
some
type
of
academy.
F
If
it's
even
it's
only
a
half
hour
a
day
daily,
we
recommend
the
math,
or
we
always
have
some
days
that
are
still
being
set
aside
certain
calendar
days
that
this
is
a
day
of
math
day
the
math
development
days.
We
got.
We
got
to
spend
time
with
the
math
and
the
reading
and
that's
why
I
like
to
see
that
happen,
sometimes
in
their
future.
H
You
and
thanks
miss
coats
for
teeing
this
item.
Up
with
your
comments,
we
are
required
to
alert
the
board
to
the
fact
that
our
timeline
according
to
policy
for
setting
goals,
is
coming
very
quickly.
We
normally
would
have
done
this
in
july,
but
there
is
no
way
to
get
to
this
in
july.
So
we
wanted
to
introduce
this
with
this
board
and
then
carry
the
conversation
over
to
the
next
board.
I
don't
need
to
spend
much
time
on
these
slides.
H
We
have
to
take
into
consideration
the
the
accreditation
requirements
that
accreditation
is
good
for
five
years,
that
there
are
normally
annual
updates.
We
don't
have
to
update
this
year
because
it's
such
an
unusual
year,
but
we
will
have
to
next
year.
I
think
we've
made
a
lot
of
progress
on
the
items
that
were
called
out
by
the
accreditation
committee.
It's
probably
time
to
revisit
and
update
the
strategic
plan,
but
that
can't
very
handily
be
done
right
now.
H
There
are
always
board
established
priorities
that
are
up
to
this
board
and
the
next
board
and,
of
course,
we
think
about
student
needs.
Whatever
mission
critical
actions
are
coming
from
the
community
and
the
recommendations
and
and
envisioning
processes
from
the
shared
future
group,
so
all
that
has
to
be
considered
in
goals
in
goal
development.
H
We
are
doing
our
part
to
bring
you
a
draft.
If
you
decide
to
defer
this
item
for
several
months,
that's
fine
with
us
as
long
as
we
all
get
clear
about
how
we're
going
to
hold
ourselves
accountable
for
what
this
year,
so
the
next
slide
simply
reminds
those
who
might
not
have
been
here
of
our
accreditation
history.
H
We,
the
first
time
we
were
accredited
internationally,
was
in
the
2018-19
school
year,
and
the
advantage
of
that
is
that
wherever
our
students
go
throughout
the
world
or
if
they
apply
to
any
public
or
private
college,
their
courses
have
to
be
accepted.
I
won't
spend
a
lot
of
time
on
that
list.
I
think
I've
already
said
we
have
to
address
those
needs
improvement
areas.
H
The
next
slide
simply
calls
out
the
the
areas
for
improvement.
The
one
I
would
focus
on
is
system
alignment
under
number
five,
because,
regardless
of
whether
we're
in
our
current
state
or
some
desired
future
state,
we
still
have
to
make
sure
that
parts
of
the
system
are
aligned
and
that's
what
you've
just
been
talking
about
for
the
last
15
minutes
identifying.
What
kids
needs
are
making
sure
that
our
responses
with
time,
money
and
people
moves
children
along
more
quickly
than
they
would
have
moved
along
along
without
our
strategic
plan.
H
Next
slide,
we
simply
you
have
this
detailed
draft
of
goals.
It's
there's
a
copy,
a
hard
copy
at
your
place
that
identifies
for
you.
The
wording
from
the
accreditation
report
and
then
out
at
the
end
suggests
some
some
goal
areas,
but,
as
you
see
in
the
yellow
font,
we
agree
with
the
assessment
that's
already
been
put
on
the
table
by
mrs
coates
job
number.
H
One
this
year
is
to
simply
provide
effective
school
operations
throughout
the
cobin
19
pandemic
and
in
the
next
two
to
three
years,
we're
going
to
have
to
to
deliver
what
we
would
consider
to
be
a
very
different
version
of
education
than
that
we
have
known
in
the
past.
It
will
require
year-round
school
for
some
children.
There
is
no
way
we
can
make
up
online,
the
lost
learning
and
not
everyone
needs
it.
Some
will,
and
so
we're
going
to
have
to
differentiate
our
resources.
H
H
You
may
have
only
three
or
four
goals,
but
we
all
need
to
be
clear
about
what
they
are,
because
when
we
get
into
the
budget
very
soon,
they
should
help
guide
the
priorities.
These
slides
simply
summarize
for
the
public
who
may
be
looking
on
erica.
If
you
want
to
go
ahead-
and
please
thank
you-
just
flip
through
them-
we're
talking
about
allocation
of
resources,
community
engagement
when
they
talk
about
culture
in
the
classroom,
it's
really
helping.
H
Excuse
me
helping
teachers,
gosh,
sorry
be
really
clear
on
where
kids
are
where
they
need
to
be
and
the
fastest
way
to
get
them
there.
So
the
final
slide
simply
talks
about
the
next
steps.
The
next
steps
are
to
be
determined
by
the
board
again
you're
in
in
control
of
this
process.
We
are
simply
staying
in
compliance
with
your
policies.
H
F
B
J
H
H
It
says
that
that
the
board
will
present
the
superintendent
with
a
set
of
goals
that
I'm
supposed
to
address
and
we
just
get
in
jeopardy
and
then
every
year
when
it's
time
to
evaluate
the
superintendent,
our
a
lot
of
our
conversation
is
about
what
we
said
should
be
done
and
whether
the
it's
too
granular,
whether
it's
large
enough,
whether
it's
strategic
and
I
would
just
like
to
get
that
clear,
not
just
for
the
superintendent's
evaluation.
That's
beside
the
point,
but
I
want
to
be
clear
because
we
have
a
budget
process
coming
up.
J
E
We
need
to
see
a
continuum
so
that
this
isn't
just
dropped
down
in
a
silo.
How
is
this
created
based
on
what
we
approved
before
and
that
could
even
go
back
to
the
goals
that
came
out
of
the
strategic
plan
that's
published
on
our
website,
based
on
the
advance,
ed
feedback
we
got.
So
we
need
to
see
that
this.
This
includes
that
that
had
a
number
of
goals
that,
if
they're
not
the
goals
for
on
here,
then
the
question
is:
why
are
we
not
doing
them?
Do
we
accomplish
them
or
give
up
on
them?
E
So,
let's
put
together
something
from
2018
it's
here.
It's
just
that
it
hasn't
been
provided
to
us
in
a
cohesive
manner.
We
would
literally
have
to
go
look
in
20
different
places
to
put
this
together.
I
would
just
ask
you
guys
to
to
put
that
together
what
those
18
20
goals.
Then
you
had
the
strategic
plan
that
came
out
in
august
in
september
of
2018
after
the
advance
ed
I'm
looking
at
that
on
the
website.
E
H
H
A
A
Is
that
as
two
and
a
half
years
ago
the
clemson
study
came
out,
they
recommended
that
a
next-turn
group
be
convened.
That
group
was
the
charleston
share
future
coming
out
of
that
group,
with
the
mission
critical
action
teams,
four
teams
across
the
county
that
were
tasked
to
come
up
with
specific
recommendations
for
specific
areas
of
the
county
in
june
of
2019
general
last
year,
the
mission
critical
teams
presented
a
set
of
recommendations
to
the
school
board.
A
At
that
time,
the
school
board
adopted
some
of
those
recommendations
and
then
for
the
rest
of
the
calendar
year
of
2019
from
july
4
to
december
those
both
those
those
actions
were
refined.
They
were
they
were
they
morphed
from
mission,
critical
to
board
directors
and
those
were
adopted.
In
december
of
last
year,
12.6
million
dollars
was
put
into
the
fiscal
year,
21
budget
that
the
board
approved
for
that
in
some
of
my
communications
and
work
with
the
charleston
share
future
over
the
last
sometime
during
the
summer.
A
The
attempts
we
made
with
academic,
magnet
and
so
based
on
that
that
gap
about
of
knowledge
of
communication,
the
charleston
share
future
the
there
are
two
people
that
are
what
we
call
the
co-conveners
of
that
group.
That's
maurice
washington
and
eric
tom
and,
and
so
that
group
worked
with
the
larger
group
of
that
those
two
work
with
the
larger
group
of
the
charleston
share
future.
We
still
have
approximately
out
of
the
30
approximately
20
folks
that
are
still
active.
A
We
had
a
meeting
earlier
today
and
I'd
just
be
happy
to
to
to
report
that
you
know
we
have
three
students
on
that
team
and
then
one
member
anthony
brown,
who
was
a
senior
at
burke,
high
school
and
graduated
this
past
this
past
school
year,
he's
a
freshman
up
at
at
university
of
south
carolina
up
in
columbia.
He
was
on
the
line.
A
D
Yeah,
so
I
I
guess
that's
where
I
was
headed
with
with
some
of
what
we're
doing.
I
knew
that
this
group
did
a
lot
of
the
the
footwork
for
us
in
engaging
the
community
and
getting
responsive
feedback
from
the
community,
so
that
we
can
help
develop
goals
that
will
be
both
shared
and
viewed
by
the
district
and
by
the
community
as
a
whole.
So
that
group
did
a
lot
of
that
work.
D
So
I
guess
that's
where
I
was
going
when
dr
poster
was
giving
a
presentation
as
to
how
can
we
ignite
that
group
again
to
to
help
us
to
accomplish
some
of
that
work
so
that
we
are
making
sure
that
we're
getting
positive
feedback,
true
feedback
from
the
various
communities
and
about
goals
and
that
are
set
and
how
they
perceive
those
and
how
they
will
engage
in
working
with
the
district
and
making
sure
that
you
know
those
goals
are
accomplished.
So
absolutely
that's.
That's
kind
of
where
I
was
heading
with
that.
B
G
So
mr
kennedy
are,
we
is
the
group,
the
shared
future
group.
Are
they
looking
to
go
back
out,
and
you
probably
said
this:
I
just
missed
it
communicate
what
the
board
and
the
district
has
done
from
those
first
recommendations,
or
do
they
want
to
communicate
and
generate
some
more
input
from
the
community.
A
So
I
think
it's
a
combination,
miss
darby,
so
number
one
is
the
communications,
what
communication
of
what
the
board
has
adopted
and
that
would
not
be
the
charleston
share
future.
That
would
be
the
mission
critical
facilitators
doing
that
and
then
I
think,
there's
a
role
of
a
role
for
the
mission,
critical
facilitators
and
those
folks
that
work
with
them,
as
well
as
a
role
for
the
charleston
share
future
group.
G
Okay,
so
I
I
support
that
with
the
communication
and
the
connection.
The
one
thing
I
don't
want
to
see
is
you
guys
have
plates
that
are
550
000
times
full
and
I
just
don't
want
us
to
have
two
different
efforts
going
on.
So
I
think
if
it's
a
communication
and
a
connection
piece,
as
you
just
said,
and
you've
outlined
keeping
those
things
going
so
that
we
can
continue
to
improve
student
achievement,
I'm
all
for
it.
B
F
They
ought
to
be
to
see
that
and
embrace
that.
What
we're
doing
now,
I've
asked
a
couple
questions:
how
the
people,
how
people
selected
to
serve
on
this
charts
and
shared
future,
how
they
selected,
how
many
serve?
How
the?
How
will
I
ask
you
all
at
one
time
how
many
of
so
many
serve
how
they're,
selected
and
yeah.
A
F
A
F
A
F
They
probably
need
to
embrace
and
get
their
hands
around
instead
of
us
really
doing
anything
today
in
october,
when
we
know
the
ball
is
going
to
change
the
next
month,
whether
we
work
the
weight
to
see
what
the
new
boy,
if
the
new
board
embraces
the
same
ideas
or
just
push
for
it.
Now,
it's
just
my
thoughts.
You
know,
I
don't
know
if
I'm
making
any
sense
or
not.
E
F
E
I
I
don't
remember
anybody
that
was
on
the
stage
at
burke
as
part
of
the
shared
future
project
being
part
of
the
people
that
we
nominated
to
do
the
mission
critical
work.
Those
were
two
separate
bodies,
so
I
I
understand
the
intent
here,
but
we're
flowing
things
in
and
out
the
mission.
Critical
people
were
approved
by
the
board.
It
was
a
board
action
brought
to
us
in
february
of
2019.
E
E
So
I
think
that
we're
on
the
right
track,
but
we're
in
no
way
ready
to
say
yes
go,
do
this,
because
we've
we're
not
sure
what
we're
still
trying
to
draft
through
all
of
this
and
figure
out
what
you,
as
a
staff,
think
is
done
and
what
you,
as
a
staff,
think
is
still
in
progress
and
what
you
as
a
staff,
think
we
haven't
done.
What
comes
to
my
first
mind?
E
E
This
could
serve
as
a
connection
between
the
community
and
the
board,
so
I
would
say
asking
for
a
motion
before
we
go
any
further.
I
think
those
folks
have
to
have
a
conversation
with
the
board.
We
need
to
know
what
they
want,
who
they
are,
what
they
think
we
want
them
to
say,
but
I
don't
know
how
we
can
approve
anything
other
than
saying
we're
willing
to
enter
into
that
conversation.
E
J
You
know,
that
is
that
board
should
have
some
time
month,
two
months
whatever
it
takes
to
start
talking
about
the
21
22
goals,
because
I
think
right
now,
between
now
and
next
summer
to
ms
coat's
earlier
point:
it's
all
hands
on
deck
for
one
mission
and
one
mission
only
and
I
don't
want
to
get
sidetracked,
we've
started
some
great
things.
We
need
to
keep
going
down
that
track.
J
It
may
involve
engaging
these
folks
right,
but
the
idea
that
we're
going
to
do
it
and
it's
going
to
happen
by
tuesday
or
by
next
month,
seems
a
bit
optimistic
when
frankly,
people
are
stretched
to
the
limit.
So
it's
my
thinking
that
we
wait
a
minute
not
a
month
but
a
minute.
Maybe
those
folks
come
talk
to
us
a
little
bit.
E
D
Community,
unless
I'm
missing
something
here
and
someone
can
help
me
better
understand,
the
motion
is
to
approve
community
mission
critical
facilitators
to
re-engage
in
community
dialogue
around
the
board
approved
priority
actions.
So
so
this
group
is
not
going
to
do
anything
beyond
what
the
board
has
approved,
and
so,
if
that's,
if,
if
that's
the
the
goal
and
the
action
of
of
reigniting
this
group,
then
I
don't
see
why
we
are
delaying
the
process
of
of
actions
or
or
or
discussions
that
we
have
already
had.
D
I
totally
agree
that
the
incoming
whoever
that
may
be
and
may
not
be
anybody
one
or
two,
but
whoever
that
may
be.
We
have
already
dialogued
and
discussed
and
has
moved
these
forward.
I
believe
that,
as
these
new
board
members
come
on,
they
have
an
opportunity
to
engage
and
to
to
to
discuss
into
the
activities
that
that
has
already
took
place.
D
That
cannot
sometimes
sit
in
order
for
us
to
accomplish
the
mission
that
we're
trying
to
set,
but
I,
like,
I
rely
on
the
ending
part
that
you
know
this
dialogue
will
be
centered
around
border
proof
active
priority
action,
so
so
they
won't
do
anything
beyond
what
we
approve.
So
I
I
don't
see
why
we
need
to
delay.
J
D
E
H
B
J
E
G
Mr
frazier,
I
definitely
hear
what
you're
saying
since
we
didn't
talk
about
some
of
the
things
in
item
five,
which
was
an
audit
and
finance
item
that
talks
about
compensation
for
our
teachers.
I
just
want
to
say
if
you
look
at
the
board
member
compensation
for
the
rest
of
the
state
of
south
carolina
and
the
large
districts
in
state
of
south
china.
We
are
making
25
meetings
we
make
50
a
month.
G
I
don't
think
any
of
us
ran
to
make
money,
but
some
people
cannot
run
for
this
school
board
if
there's
not
some
kind
of
compensation
and-
and
we
are
completely
out
of
black
with
other
school
districts
and
we
as
a
district.
Our
start,
our
students
in
charleston
county,
deserve
to
be
served
by
highly
talented
people.
G
This
board
has
been
committed
to
recruiting
and
retaining
high
caliber
talent
in
every
aspect
of
the
organization.
That
means
teachers,
principals,
cafeteria
workers
and
board
members.
So
I
it's
a
very
political
issue
and
I'm
not
running
again,
so
I
think
this
is
we've
got
to.
We've
got
to
make
this
vote
now.
Otherwise,
it's
going
to
continue
to
be
an
issue
for.
F
Also,
keep
in
mind
that
this
salary
is
for
the
next
school
board.
It's
not
for
the
sitting
board
here
is
to
take
place
next
year
for
the
next
people,
where
this
current
board
does
not
have
a
salary.
We
get
twenty
dollars
twice
a
month,
50
dollars
a
month.
That's
what
we
get!
That's
just
to
set
the
record
straight.