►
From YouTube: CCSD Board of Trustees Special Called Meeting
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
I
I
do
apologize
for
my
delay
in
trying
to
get
in.
A
E
A
All
right,
all
right,
who
are
we
waiting
on.
D
A
Okay,
all
right,
thank
you!
So
kindly
okay.
We
will
now
call
this
meeting
to
order
we'll
entertain
emotion
at
this
time
now
for
an
adoption
of
the
agenda.
B
A
D
D
B
D
A
And
I
vote
yes
and
that
motion
cares
we're
good
to
item.
I
lost
the
screen
here.
E
A
A
All
right
item
2a
is
the
transitional
plan
for
the
second
nine
weeks
in
person
and
temporary
revolt
students.
Dr
pulsaway,
are
you
presenting.
A
B
These
adjustments
will
occur
at
the
beginning
of
second
semester
at
the
beginning
of
the
second
nine
weeks.
The
next
slide
simply
reassures
the
board
and
the
public
that,
while
we're
keeping
our
commitment
to
parents
to
allow
them
to
change
from
in
person
to
online
or
from
online
in
person
at
the
end
of
the
first
nine
weeks,
we'll
continue
to
operate
safely
under
the
guidelines
that
the
musc
team
helped
develop.
That
d
hack,
recommended
and
approved
that
are
board
approved
and
the
state
department
approves
so
in
bringing
more
students
back.
B
We
will
not
violate
any
of
those
safety
guidelines.
Michelle
simmons
is
going
to
talk
us
through
the
next
two
or
three
slides
she's,
the
associate
superintendent
for
elementary
schools.
Then
dr
joe
williams
will
talk
to
us
about
midland
high
schools
and
carolyn
belcher
will
close
out
the
presentation.
B
F
F
F
At
the
elementary
level,
a
majority
of
our
schools
will
be
able
to
continue
to
serve
online
learners
internally
with
current
staff.
I
want
to
emphasize
that
that
the
conversation
today
pertains
to
a
segment
of
schools,
but
the
overwhelming
majority
of
elementary
schools
will
continue
serving
their
in-person
and
online
students
as
they
have
been,
but
for
a
segment
of
elementary
schools.
We
are
utilizing
a
regional
strategy
and
approach
to
maximize
our
resources
and
honor
family
requests
to
continue
online
learning.
F
We
have
about
21
of
our
elementary
schools,
who
will
be
serving
our
temporary
remote
students
in
clusters
and
by
region.
The
majority
of
the
schools
working
together
are
situated
in
district
2,
we've
grouped
them
by
district
2,
north
and
district
2
south
students
in
district
9,
as
well
as
in
district
10..
F
F
Here's
an
example
of
what
we
have
planned
for
a
segment
of
our
elementary
schools,
who
have
small
and
moderate
numbers
of
online
learners
remaining
for
the
second
quarter,
see
mrs
jones
temporary
remote
class
for
quarter
two.
She
will
be
serving
14
students,
nine
of
which
she's
been
serving
since
school
started,
along
with
an
additional
five
students
from
a
sister
school,
where
there
are
only
five
remaining
online
learners
in
kindergarten.
F
E
So
great
day,
everyone,
hopefully
everyone's
enjoying
this
beautiful
weather
that
we
have
outside,
but
the
story
for
the
middle
and
high
schools
is
a
bit
different
in
that
the
need
for
that
temporary
remote
regional
option
is
not
needed.
We
may
have
a
few
instances
where
we
have
some
combo
schools
that
would
be
our
elderly,
middle
or
middle
high,
where
they
just
don't
have
the
staffing
and
they
may
need
some
support.
But
again,
very
few
scholars
would
be
affected
by
this.
So
some
of
the
reasons
why
they're
not
needed
is
number
one.
E
We
have
a
small
amount
of
middle
and
high
schools
compared
to
elementary
an
example
would
be
in
some
regions.
We
have
possibly
10
elements,
elementary
schools,
where
we
have
three
middle
schools
and
in
situations
like
that,
the
elementary
schools
would
have
more
teachers
to
support
a
school
that
may
not
be
able
to,
let's
say,
give
a
teacher
up
to
man
that
temporary
regional
remote
option
where
the
middle
schools
wouldn't
have
that,
based
on
the
fact
that
there
are
so
little
middle
schools
in
that
area.
E
The
second
reason
would
be
a
large
amount
of
scholars
would
like
to
remain
temporary
remote.
The
sheer
number
of
scholars
that
we
have
that
still
want
to
remain
temporary
remote
makes
it
really
difficult
for
us
to
consider
a
temporary,
remote
regional
options,
because
we
still,
on
the
other
hand,
have
kids
that
want
in
person
as
well
in
those
schools
and,
finally,
the
need
for
more
content.
Specific
classes
at
the
middle
and
high
school
level
make
it
really
difficult
to
think
of
or
think
through
a
temporary
remote
regional
option.
G
Our
hope
here
is
that
we're
going
to
maintain
this
with
some
consistency
between
now
and
the
end
of
the
second
quarter
or
the
first
semester
and
then
have
one
more
point
of
transition
at
that
point.
Assuming
the
virus
level
stays
steady,
the
hope
would
be
that
we'd
be
able
to
finish
out
the
year
in
either
remote
option
or
in
person.
Depending
on
what
the
family
has
selected.
G
A
A
All
right,
allow
board
members
an
opportunity
to
ask
questions
at
this
time.
I'll
go
down
the
list
to
see
if
there
are
any
questions
from
any
of
the
board
members.
A
Okay,
mr
frazier,
do
you
have
any
questions?
Good,
okay,
mr
garrett,.
C
Yes,
I
I
think
I
guess
I
just
need
some
clarification
on
how
we
bring
back
5100,
more
kids
and
follow
the
formula
that
we've
been
using
previously,
I
think
it's
I
think
it's
great,
that
we're
able
to
do
that,
but
what?
What
is
change
that
allow
us
now
to
bring
back
5100,
more
kids
into
the
classroom.
A
Okay,
I
believe
miss
simmons
made
that
presentation
miss
simmons.
F
Yes,
yes,
ma'am!
So
because
we
started
small
and
across
the
system
we
had
between
25
and
upwards
of
60
in
a
particular
building
so
often
times
when
you
hear
the
percentages
that
spread
across
the
entire
district.
So
so
starting
small
back
in
september,
allowed
us
the
ability
to
shore
up
our
processes
and
now
we're
in
a
position
where
we
can
still
adhere
to
that
covert
capacity
because
we
started
so
small.
F
So
what
you
will
find
building
by
building
those
schools
that
started
large
they're,
only
bringing
back
a
few
kids
now,
but
those
who
started
relatively
small
have
the
bulk
of
the
numbers
in
terms
of
children
returning.
It
might
warrant
another
conversation
where
you
can
actually
see
the
numbers.
Mrs
green.
C
Thank
you
that
that
makes
a
lot
of
sense.
Let
me
just
ask
a
follow-up:
do
we
have
any
idea
percentage-wise
once
we
bring
the
5100
back
and
what
that
percentage
would
be
and
the
5100
all
elementary
students
are
middle
and
high
or
included
in
there,
and
do
you
have
a
breakdown
on
that?
F
C
F
Yes,
ma'am
overall
we'll
be
hovering
around
70
in
person
and
30
on
online.
Okay.
Thank
you.
If
there
there's
not
a
lot
of
movement
between
now
and
november,
11th.
D
D
Okay
and
the
only
other
question
I
have
is
one
of
the
things
you
said
when
you
were
referencing
the
example
for
the
elementary
school
with
mrs
jones's
class.
You
said
sister
school:
are
you
planning?
Are
we
trying
to
keep
all
the
kids
who
are
going
to
be
regionalized
together
by
schools
or
so
proficient
park
elementary?
Are
they
going
to
send
two
kids
to
one
elementary
school
and
six
kids
to
another?
Are
you
trying
to
keep
them
in
the
same
group
as
they
go
into
a
regional
place.
F
So,
for
example,
carolina
park,
jenny,
moore,
mount
pleasant
academy
and
white
sides
are
in
a
cluster,
and
so
between
the
four
of
them
they
will
be
able
to
based
on
their
numbers,
send
kids
to
and
from
those
four
schools.
So
the
intent
and
the
goal
is
to
make
sure
those
boys
and
girls
in
that
particular
cluster
are
only
associated
with
those
four
schools.
A
Okay,
I
believe,
and
I
have
I
have
no
questions
either.
Thank
you
for
the
presentation.
Can
we
put
the
agenda
back
up?
Thank
you.
A
All
right,
so
the
next
item
we
have
up
is
the
the
cancel
of
the
november
9th
committee
of
the
whole
meeting.
So.
A
Move
by
mr
frazier
second,
by
miss
coates.
D
C
C
A
Miss
coats,
yes,
I
don't
believe
mr
holland
and
or
reverend
collins
is
on.
Oh,
yes,
that's
reverend
collins!
Yes,
reverend
collins
voted.
Yes,
I
voted
yes,
that
motion
carries,
I
believe
so
move.
Thank
you
to
everyone
for
your
attendance
and
have
a
great
day.