►
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
Okay,
awesome:
okay,
I'm
calling
the
february
8th
2021
committee
of
the
whole
meeting
to
order
first
item
on
the
agenda
is
the
adoption
of
the
agenda.
Do
I
have
a
motion
to
approve.
A
C
B
A
Okay,
that
motion
passes.
The
next
item
is
2a
online
public
comments
and
miss
waters.
Can
you
update
us
on
that?
For
today's.
E
Meeting,
yes,
thank
you,
miss
darby.
All
of
the
public
comments
were
regarding
the
issue
that
was
taken
up
in
the
special
call
meeting,
so
we
have
had
that
meeting
and
we'll.
E
Yes,
all
of
the
public
comments
that
were
submitted
were
referenced
to
the
special
call
meeting,
so
we
did
have
those
discussions
in
the
the
meeting
prior
to
this
one,
you
know
moving
forward.
We
will
be
having
discussion
about
the
the
continuing
format
of
public
comments,
and
so
please
just
stay
tuned
to
the
meeting.
For
that.
A
G
Thank
you
maggie.
If
you
go
ahead
and
add
the
slides
please,
I
want
to
thank
maggie
dangerfield
for
managing
the
slides
for
us
today.
I'll
be
very
brief.
The
first
slide
simply
shows
the
board
the
recent
disease
activity
by
county.
What
we
want
to
point
out
is
that
this
slide
reflects
the
first
time
we've
shown
this
report,
since
the
state
changed
the
way
they
calculate
the
percent
positive.
So
it
used
to
be
the
number
of
positive
tests
per
hundred
thousand
population,
and
now
it
is
a
simpler
calculation.
G
It's
the
number
of
people
who
were
tested
in
a
particular
time
period,
divided
into
the
number
of
positive
tests
to
give
you
the
percentage
of
those
who
tested
who
tested
positive.
So
we
couldn't
compare
these.
It
would
be
inappropriate
to
compare
these
data
with
previous
data.
Needless
to
say,
the
rate
in
our
community
is
still
very
high
and
everyone
should
continue
to
take
all
the
precautions
they
possibly
can.
The
following
slide
shows
the
positive
cases
in
charleston
county
schools.
G
So
you
you'll
see
that
we
had
that
peak,
that
we
expected
right
after
the
holidays
and
we
come
down,
but
every
single
time
we're
out
of
school.
Even
for
a
weekend.
We
come
back
with
a
higher
number
that
decreases
over
time.
There
could
be
lots
of
explanations
for
that,
but
we're
still
working
to
get
the
the
covet
positive
cases
down
further.
We.
We
would
hope
that
everyone
would
take
extra
precaution,
especially
with
the
long
weekend
coming
up
the
next
slide.
We
talk
about
vaccinations
and
it's
our
last
slide.
Mr
barely
will
address
that.
G
H
H
We
replaced
stahl
with
north
charleston
because
we
have
a
better
throughput
at
north
charleston,
high
school
related
to
the
number
of
rooms
available
in
a
pattern
where
we
can
get
people
in
and
out
of
there
regarding
the
rural
sites,
we're
working
with
dhec
on
establishing
supporting
them
with
our
schools
for
their
test,
their
vaccination
plan
so
to
cover
the
rural
areas.
Dhec
is
looking
at
establishing
those
sites
and
we
will
just
support
them
with
our
schools
on
the
weekends
or
in
you
know
during
spring
break.
H
If,
if
that,
if
it
ends
up
coming
at
that
at
that
point,
I
will
say
that,
as
far
as
the
planning
goes,
we've
we've
really
worked
hard
to
establish
groupings
within
our
schools
to
be
able
to
break
that
down
into
into
numbers
of
teachers
and
staff
that
can
be
supported
any
give
any
given
time.
H
They're
authorized
to
do
so.
They're,
actually
loading
teacher
data
into
the
dhec
database
so
that
when
the
time
comes,
it'll
be
less
paperwork
to
process
that
through
the
dhec
vaccination
site
that
covers
it.
From
my
end,.
A
All
right,
our
next
item
is
some
special
recognition,
who's
doing
special
recognition.
Robert
mack
remember.
B
There
he
is,
mr
darby.
It
is
indeed
a
privilege
and
an
honor
to
be
able
to
recognize
you
on
today
for
your
great
work
that
you
have
done
in
the
mission
that
you
have
set
it
up.
B
You
have
set
out
to
do,
there's
a
point
that
that
I
want
to
not
a
point
but
a
and
a
story
that
was
written
by
a
young
man
by
the
name
of
joshua
dickerson
and
mr
darby,
your
crest
and
and
in
the
mission
that
you've
been
doing
for
the
north
charleston
student.
Here's
what
this
young
man
said.
B
He
said.
I
woke
myself
up,
because
we
ain't
got
an
alarm
clock
dug
in
the
dirty
clothes
basket,
because
ain't,
nobody
wash
my
uniform
brush
my
hair
and
teeth
in
the
dark,
because
the
lights
ain't
on
even
got
my
babysitter,
because
my
mama
wasn't
home
got
up,
got
us
both
school
on
time
to
eat
us
a
good
breakfast.
B
But
honestly,
I
want
to
say
to
you
that
you
did
not
ask
for
any
of
this
recognition.
You
did
not
seek
for
it,
but
you
were
on
a
mission.
You
were
on
a
journey
because
you
knew
there
was
a
reason
and
a
cause
to
do
the
work
that
needed
to
get
done,
and
you
set
out
to
do
that
on
behalf
of
the
board
of
trustees
on
behalf
of
our
superintendent
and
the
staff
and
all
of
charleston
county
school
district.
B
This
challenge
coin,
mr
darby.
I
hope
that
you
will
continue
to
display,
in
your
presence,
as
a
reminder
of
the
great
work
that
you
have
done
within
north
charleston,
and
the
precedents
that
you
have
set
within
charleston
county
within
the
state
of
south
carolina
and
nationally
of
just
what
we
are
to
do
as
individuals
as
citizens
and
helping
those
that
are
in
need.
I
B
I
I
would
like
to
say,
as
I
constantly
say,
that
this
is
not
a
play
with
one
actor
by
the
name
of
darby,
but
a
drama
with
many
many
actors
and
each
actor
playing
his
part
or
his
part
or
her
part
exceedingly
well,
but
when
it
boils
down
to
the
final
analysis-
and
they
give
me
credit,
but
the
credit
really
is
due
to
dr
poster
weight-
and
I
say
that
with
all
veracity
and
the
reason
is,
along
with
the
school
board
that
you
have
given
me
the
opportunity
and
a
chance
to
work
for
north
charleston
high
school.
I
I
But
in
the
final
analysis,
the
credit
really
belongs
to
dr
posterway
for
giving
me
a
chance,
and
I
really
mean
that
I'm
not
saying
it
just
to
be
saying
it,
because
I
admire
her
for
what
she
is
doing
and
what
she
has
done
for
our
children
and
I'm
just
very
appreciative
that
I
have
been
allowed
to
work
for
charleston
county
school
district
by
the
means
of
north
charleston
high
school.
Thank
you
all.
So
very
much.
A
Darby,
you
set
an
example
for
all
of
us
as
human
beings,
and
I
I
hope
that
we
can
do
a
fifth
of
what
you're
doing
don't.
J
A
F
L
Thank
you
good
evening
board
the
a
group
of
teacher
representatives
and
some
of
the
learning
services
leadership
team
helped
draft
these
two
calendar
options.
L
L
Really.
The
only
difference
between
the
two
calendars
is
the
spring
break
week
when
you
don't
start
school
until
the
third
week
of
august,
which
is
state
statute,
and
you
try
to
end
as
the
first
week
in
june.
There
are
not
a
lot
of
options
for
us
when
we
take
into
consideration
all
the
guidelines,
and
so
really
the
variance
between
the
two
calendars
is
the
spring
break
week,
and
so
tonight
we're
just
recommending
that
these
two
calendar
options
go
forward
for
the
public
to
then
have
input.
M
I
was
a
little
surprised.
I
was
a
little
surprised
that
president's
day
was
left
off
as
a
holiday.
They
just
wondered
if
you
could
speak
to
that.
L
Yes,
ma'am
presidents
day
is
not
considered
a
protected
holiday
as
far
as
the
calendar
and
the
state
statutes.
So
as
a
compromise,
we
made
a
president's
day
an
e-learning
day.
Should
we
have
that
day
off,
it
will
move
the
calendar
to
the
final
date
for
teachers
being
the
second
week
in
june,
which
the
guideline
was
to
try
to
finish
in
the
first
week
of
june,
and
so
that
was
the
compromise
without
having
to
kick
it
to
a
second
week
in
june.
M
Is
it
okay,
another
question
or
you
want
to
keep
going
the
the
other
thing
is.
I
was.
I
know
that
we
are
really
concerned
about
making
sure
that
our
students
catch
up
next
year
and
I'm
not
sure
if
the
the
guideline
for
ending
this
first
week
of
june
is
hard
and
fast.
Is
that
something
that
we
could
consider,
because
I
think
it
also
helps
everyone
to
have
those
breaks,
and
I
have
february
march,
tends
to
be
a
long
time
with
no
break.
M
And
I
I
just
didn't
know
if
that
was
a
possibility
and
some
of
the
half
days
and
early
release
days.
I
know
people
have
expressed
some
concerns
about
them
being
in
the
middle
of
the
week,
but
the
main
issue
for
me
was
like
the
priority
should
be
for
academics,
I
assume
and
then,
but
are
there
some
things
that
we
have
a
little
bit
of
flexibility
on
that
that
might
work
for
the
district
to
make
sure
our
kids
get
enough
learning
time.
G
For
that
reason,
however,
the
other
thing
I'll
say
is
in
the
summer
of
22,
as
ms
belcher
mentioned
earlier
today,
we
would
expect
to
be
running
some
really
intensive
summer
academy
work
for
a
lot
of
children
so
that
we
let
school
out
early,
give
kids
a
bit
of
a
break
and
they
get
back
into
what
we
think.
What
we
hope
would
be
a
pretty
intensive,
24
to
36
months,
year-round
calendar
for
some
for
some
students.
D
Who
do
we
have
working
on
these
like
coordinating
changes
again?
Who's
helped
coordinate
these
changes.
Teachers.
L
So
the
original
group
was
a
subset
of
teachers
and
then
district
level,
people
within
the
learning
services
division.
We
then
took
the
calendar
drafts
to
the
principal's
cabinet
for
input,
and
then
we
took
it
to
the
teachers
of
the
year
from
every
school
were
invited
to
attend
to
give
input.
So
we've
had
some
significant
teacher
representatives
and
we've
had
the
principal's
cabinet
review
the
drafts
so
far.
N
L
L
A
L
Can
I
ask
one
clarifying
question
of
the
board?
Would
there
be
preference
for
us
noting
when
berkeley
county
and
dorchester's
potential
spring
breaks
are
as
part
of
what
goes
out
to
the
public.
A
F
K
Thank
you
maggie
appreciate
it,
as
you
requested
we're
coming
to
present
two
data
test
summaries
that
taken
together
assess
our
kindergarten
students
through
our
ninth
grade.
One
of
them
is
the
math
test,
and
the
second
test
is
the
fast
bridge
test
we're
going
to
go
through
these
results
in
detail.
To
give
you
a
sense
of
the
overall
conclusions,
just
going
to
wait
for
the
dax.
That's
okay,.
K
So,
first,
I'm
going
to
start
with
the
map
growth
assessment.
So
that's
the
name
of
the
test,
the
map,
growth
assessment
and
forgive
me
for
talking
through
some
of
these
basic
information.
But
I
want
to
make
sure
that
folks,
at
home,
as
well
as
you
understand
how
to
compare
information,
what
the
test
actually
assesses.
K
So
this
test
is
a
computer
adaptive
assessment
which
means
that,
as
a
child
answers
a
question
if
they
get
it
right,
they
get
a
harder
question.
If
they
get
it
wrong,
they
get
an
easier
question,
so
it
self
regulates
to
get
to
where
the
student
is
and
it
measures
both
students
achievement.
So
their
actual
knowledge
of
grade
level.
K
So
in
this
deck
for
the
most
part,
winter
2020
refers
to
last
year,
the
fall
of
19
to
the
winter
of
2020
and
winter
2021
refers
to
the
fall
of
2020
to
this
time.
Right
now,
the
ritz
score
is
something
that's
unusual
about
the
map
and
that
actually
is
an
indication
of
how
the
student
performed
in
the
subject
area.
K
It's
a
it's
a
technical
thing,
but,
what's
useful
to
know
is,
as
the
number
goes
up,
that
means
it's
a
higher
grade
level
and
if
you're,
a
third
grade
student
and
you're
actually
performing
at
the
fourth
grade
level,
you'll
have
a
higher
risk
score,
which
would
typically
be
in
the
fourth
grade
space,
and
that
matters
is
because,
as
we
start
to
compare
information
here,
we're
often
talking
about
comparing
growth
goals.
So
how
did
students
do
in
terms
of
what
they
were
expected
to
do
for
students
who
are
similar
to
them?
K
The
final
piece
on
this
is
the
percentile,
which
is
a
measure
of
a
grading
subject
here.
The
student's
score
is
equal
to
or
exceeding
so.
If
a
student
scores
at
the
60th
percentile,
that
means
there
are
59
percentile
of
students
behind
them
and
there
there
are
40
of
the
student
body
across
the
nation
who
performed
higher
than
they
did
so
that's
the
general
framework.
I
think
it's
important
to
know
a
couple
of
things.
K
We
were
required
by
the
state
to
give
the
map
test
a
little
earlier
than
we
typically
do
so
we
gave
the
map
test
in
december.
We
typically
give
it
in
january.
So
while
we're
comparing
other
students
who
took
the
test
in
december,
when
we
compare
last
year
to
this
year,
there
was
more
instructional
time
last
year.
K
The
second
thing
I
want
to
make
sure
that
I
call
out
about
the
map
test
is,
and
it
just
spaced
out
I
my
things
again
right.
I'm
gonna
turn
it
over
to
buffy
and
it'll.
Come
back
to
me,
I'm
an
older
lady.
It's
been
a
long
day.
K
O
If
you
look
at
achievement
in
reading
and
math
last
year
as
compared
to
this
year
for
grades,
two
through
five
you'll
see
that
ccsd
remains
in
the
average
to
above
average
range
and
achievement
overall,
meaning
that
even
in
a
pandemic
overall
grades,
two
through
five
are
able
to
maintain
their
rate
of
learning
in
what
would
be
considered
typical
for
students
in
a
normal
year.
Even
though
our
current
year
has
been
anything
but
normal
or
typical
for
math,
the
median
percentile
for
this
fall
was
at
the
53rd
percentile.
O
This
is
a
three
percentage
points.
This
is
three
percentage
points
below
where
students
came
into
school
in
math
last
fall,
but
even
with
less
time
between
those
test
administrations,
like
ms
belcher
alluded
to,
and
even
during
the
pandemic
students
in
grades
two
through
five
overall
did
not
decrease
in
math,
but
they
actually
still
managed
to
maintain
the
53rd
percentile
winner.
Now,
what
does
that
mean?
It
means
the
students
actually
grew
at
the
national
average
growth
rate
in
order
to
maintain
the
same
level
from
fall
to
winter
testing
windows.
O
To
summarize,
if
we
think
of
this
as
a
race
or
a
marathon
and
compared
with
runners
around
the
country
in
a
normal
year,
ccsd
as
a
whole
is
still
managing
to
not
only
keep
up,
but
actually
outpace
or
outrun,
the
average
runners,
even
with
all
the
challenges
that
have
come,
in
other
words,
students
as
a
whole
in
elementary
are
growing.
Despite
the
pandemic
conditions,
and
the
students
attending
in
person
are
actually
performing
better
than
normal
conditions
when
the
pandemic
did
not
exist.
O
O
This
is
actually
four
percentage
points
above
the
52nd
percentile
or
where
students
came
into
school
last
fall,
although
performance
in
grades
six
or
eight
math
dip
slightly
to
the
54th
percentile
or
two
points
below
fall
performance
performance
is
still
above
where
students
were
in
the
winter
of
last
year
and
still
indicates
learning
did
occur
above
the
rate
of
the
national
average
reading
median
percentile
is
at
the
63rd
percentile.
This
fall,
which
is
slightly
higher
than
it
was
for
students
coming
into
the
fall
of
last
year.
O
All
this
data
indicates
that
the
impact
of
coded
and
lost
learning
opportunities
is
currently
not
as
significant
in
ccsd
as
it
probably
could
have
been,
and
most
likely.
This
is
due
in
large
part
to
the
percentage
of
students
who
are
actually
engaging
in
in-person
instruction.
Otherwise
we
would
have
seen
a
much
more
significant
impact.
K
So,
as
I
said,
this
test
is
not,
if
you
compare
it
to
last
year,
we
had
less
instructional
time
this
year.
The
other
point
I
wanted
to
make
is
we're
being
compared
against
a
norm.
Reference
group
that
was
pre-covered,
so
it's
the
same
norm,
reference
group
that
we
prepared
last
year
just
to
put
that
out
there.
So
we
are
not
comparing
we're
comparing
student
performance
beyond
the
pandemic
to
student
performance
beyond
the
pandemic.
K
This
this
slide
is
intending
to
show
a
lot
of
things
so
that,
if
you
want
to
dig
down,
you
can
get
a
sense
of
where
we're
reaching
our
conclusions,
but
also
in
part
to
show
that
in
a
district
this
size,
even
when
we
tell
an
overarching
story,
there's
a
lot
of
nuance
and
differentiated
experiences
out
there.
And
we
don't
want
to
generalize
because
we're
going
to
have
to
make
some
strategic
decisions
about
where
we
intervene.
K
So
the
first
column
shows
math
across
the
district
from
second
to
eighth
grade.
So
we
have
individual
grade
levels,
broken
out
and
then
again
the
summary
information
on
the
bottom.
This
slide
is
highlighting
growth,
so
the
extent
to
which
students
met
the
expected
growth-
and
you
can
see
by
the
quick
color
coding
green,
is
better
and
as
it
moves
towards
red.
K
That's
where
we're
more
concerned,
there's
a
number
underneath
the
percentage
that
that
is
the
rit
score
and
that's
just
included
to
give
you
a
sense
that
we
should
be
seeing
the
ritz
score,
go
up
in
each
grade
level
and
over
time,
so
that
the
the
level
of
achievement,
as
well
as
growth,
is
going
up
and
in
some
places
you'll
see.
That's
not
exactly
true,
so
that
I'm
calling
that
out
just
to
make
sure
you
know
we
need
to
even
though
students
are
meeting
their
growth
goals.
K
The
message
there
is
on
average
our
students
were
starting
behind
and
we
have
more
work
to
catch
up.
So
generally,
one
thing
to
call
out
is
that
similar
numbers
of
students
are
meeting
growth
goals
in
both
math
and
reading,
but
the
variance
so
within
a
category
on
reading
growth
goals
is
much
wider
than
our
math
growth
goals.
So
we
have
some
students
who
are
doing
very
well,
and
some
students
are
struggling
in
in
math,
it's
more
more
contained
and
compacted.
K
I
think,
in
part,
because
of
our
curriculum
across
all
subjects
in
great
in
grade
bands,
the
average
percentile
student
achievement
is
generally
constant.
So
again,
we're
comparing
last
year
to
this
year,
reading
the
math,
so
we
go
to
the
next
slide,
now
we're
starting
to
dig
in
a
little
bit
more
at
the
elementary
level,
just
to
make
sure
we're
calling
out
the
story,
because
it
does
differ
in
grades
two
to
five
than
between
our
middle
school
students.
K
So
this
year,
53
percent
of
our
students
met
their
growth
goals
and
math
as
compared
to
this
point
last
year,
when
49
percent
of
students
met
their
growth
in
math.
So
across
the
system
in
second
to
fifth
grade,
we
are
seeing
real
progress
in
mathematics
this
year,
45
of
students
met
growth
goals
in
reading
and
compared
to
this
point
last
year,
where
50
of
students
met
them.
K
I
think
the
color
code
tells
the
story
we
made
more
progress
in
mathematics
than
in
reading,
so
53
of
students
met
their
growth
goals
and
math
is
compared
to
52
last
year
and
then
we're
seeing
again
we're
seeing
progress,
but
it's
more
modest
at
the
middle
school
level,
and
this
year
47
percent
of
our
students
met
growth
goals
in
reading
as
compared
to
this
point
last
year,
when
55
of
students
met
growth
goals.
K
This
gives
us
a
highlight
of
overall
grade
level
performance
and
to
the
extent
to
which
there's
gaps
in
grade
level
again.
The
reason
for
concluding
this
is
to
make
sure
that
we
can
sort
of
show
that
not
all
grade
levels
are
created
equal
and
then
we're
going
to
have
to
adjust
our
instruction
to
make
sure
that
we're
really
digging
in
on
where
there
are
gaps.
I
think
the
good
news
is
from
the
second
to
eighth
grade.
The
percent
of
students.
O
In
reading,
we
see
a
13
percentage
point
difference
in
growth
targets
being
met
by
students
learning
in
person,
as
opposed
to
those
learning
online
and
in
math
we
see
18
percentage
point
difference
in
growth
targets
being
met.
It's
evident
in
this
data
that
engaging
in
in-person
learning
really
does
make
a
difference
for
our
students,
growth
and
achievement.
O
In
reading,
we
see
an
11
percentage
point
difference
in
growth
targets
being
met
by
students
who
are
learning
in
person
as
as
opposed
to
those
learning
online
and
in
math.
We
see
a
six
percentage
point
difference
so
again,
based
on
this
data,
engaging
in
in-person
instruction
is
yielding
higher
growth
outcomes
for
all
of
our
students,
elementary
and
middle,
and
mr.
K
We
wanted
to
make
sure
that
we
did
report
on
acceleration
schools,
knowing
that
this
is
a
mission,
critical
item
and
a
particular
interest
to
this
board.
This
data
reflects
the
middle
and
elementary
schools.
It
does
not
include
the
high
schools
and
just
make
sure
I'm
orienting
you
to
the
graph.
The
first
column
in
the
math
include
is
this
current
growth
targets
for
acceleration
schools.
The
second
column
is
comparing
it
to
non-acceleration
schools,
and
the
same
is
true
for
reading.
K
I
think
the
headline
is
the
percentage
of
students
meeting
growth
goals
at
the
acceleration
schools
in
gen
is,
in
general,
lower
than
other
district
schools
and
they're
meeting
growth
reading
goals
at
a
lower
rate
than
math
goals,
but
then
at
a
lower
rate
also
than
last
year.
At
this
time,
meminger
we
want
to
make
sure
we
call
it
out.
Given
this
has
been
a
board.
Priority
is
consistently
outperforming
other
acceleration
schools
across
all
grade
levels
and
subject
areas
not
just
kindergarten.
K
So
I
think
it's
important
to
recognize
that
so
in
some
places
where
we
have
a
strong
leader,
we're
seeing
exceptional
progress,
and
I
also
would
say
that
a
lot
of
our
schools
and
the
acceleration
status
have
a
disproportionate
number
of
students
learning
at
home,
which
could
contribute
to
this
and
again,
it's
less
instructional
time
than
last
year,
on
average
across
all
acceleration
schools.
Second
grade
reading
has
the
least
amount
of
students
reaching
growth
goals
and
fifth
grade
math
has
the
highest.
K
K
K
The
test
is
administered
individually
because
these
students
are
often
young,
so
the
teacher
or
another
staff
member
marks
the
responses,
and
then
it
usually
takes
no
more
between
10
and
15
minutes.
In
the
way
it's
constructed.
Fastbridge
actually
organizes
students
in
order
to
show
us
where
there's
levels
of
risk
so
which
students
are
on
track
to
meeting
or
exceeding
grade
level
targets
which
students
there's
some
risk.
Who
might
be
at
risk
of
falling
behind,
which
is
we
would
label
yellow
in
our
graph
and
then
which
students
are
at
high
risk
of
falling
behind
their
peers.
C
O
The
graph
on
the
screen
represents
three
levels
of
reading
performance
in
our
primary
grades
of
kindergarten
and
first
grade
again
essence:
belcher,
just
described
based
on
the
fast
bridge.
Early
reading
assessment
green
represents
the
percentage
of
students
who
are
on
track
to
meet
and
exceed
grade
level
expectations
while
yellow
represents
those
students
exhibiting
possible
signs
of
falling
behind
their
peers
and
red
represents
those
students
showing
more
definitive
signs
of
falling
behind.
O
We,
we
didn't
break
this
data
down
by
in
person
and
online
for
you
here,
but
we
are
seeing
similar
patterns
as
what
we
have
seen
in
our
two.
Through
eight
data
with
in-person
students
performing
higher
than
our
students
who
are
learning
online,
we
typically
do
see
a
slight
decline
in
students
performing
on
track
for
grade
level
from
fall
to
winter.
O
For
kindergarten
and
first
grade
this
fall,
we
did
see
a
lower
percentage
of
students
starting
the
year
on
track
for
reading.
We
see
a
similar
trend
from
fall
to
winter
this
year
for
kindergarteners,
where
a
higher
percentage
of
students
are
showing
signs
of
some
or
a
higher
possibility
of
falling
behind.
O
In
first
grade,
a
slightly
higher
percentage
of
students
are
performing
on
track
with
a
lower
percentage
of
these
first
graders
showing
possible
signs
of
falling
behind.
We
did
also
have
fewer
students
enrolled
in
pre-k
and
also
kindergarten.
This
year
and
again,
there
was
less
instructional
time
between
the
fall
and
winter
administrations,
which
could
also
possibly
contribute
to
some
of
the
outcomes
that
you
that
you
saw
okay
next
one,
the
graph
you
see
on
the
screen
represents
the
risk
levels
for
math
and
our
primary
grades,
k-1,
based
on
the
fast
bridge,
early
math
assessment.
O
As
a
reminder,
green
represents
percent
percentage
of
students
on
track
to
meet
or
exceed
grade
level
expectations,
yellow
represents
those
exhibiting
possible
signs
of
falling
behind
and
red
represents
those
with
more
definitive
signs.
Again
we
didn't
break
this
data
down
by
in
person
versus
online,
but
the
trend
is
the
same
as
a
similar
pattern.
O
Essing
and
reading
for
kindergarten
and
first
grade
this
fall.
A
lower
percentage
of
students
started
this
year
on
track
for
math,
as
opposed
to
last
year.
We
see
a
similar
trend
for
winner
with
62
percent
of
our
kindergartners
on
track.
In
winter.
A
higher
percentage,
38
percent
of
students
are
showing
some
or
higher
possibility
of
falling
behind
their
peers
in
winter
than
involved
with
64
percent.
A
higher
percentage
of
first
graders
are
on
track
for
math
in
winter
than
in
fall,
showing
progress
in
math
for
our
first
graders.
O
So
in
summary,
to
think
about
what
we
saw
with
our
fast
bridge
data
overall,
the
data
for
k1
reading
and
math
tell
us
that
more
students
are
performing
on
track
for
math
compared
to
reading
and
that
currently,
a
higher
percentage
of
students
are
showing
possible
signs
of
falling
behind
their
peers
this
year
than
they
were
last
year.
This
time
this
is
really
an
expected
outcome,
based
on
the
projections
of
the
impact
of
covert
related
learning
loss.
C
K
So,
just
to
make
sure
we're
stepping
back
to
these
are
the
conclusions
that
we're
reaching
on
this
data.
First
and
foremost,
our
early
childhood
students
are
behind.
K
We
need
to
focus
on
catching
those
students
up
and
it's
important
to
remember
that
a
good
group
of
parents
also
kept
some
of
their
children
home
or
still
enrolled
in
daycare,
so
there's
a
subset
of
students
that
we
have
not
yet
tested
because
they
haven't
been
in
school.
So
we
need
to
make
sure
that
we're
really
focusing
on
our
early
childhood
in
the
coming
year.
K
I
think
we
can
say
definitively
that
across
the
system
we're
making
progress
in
mathematics.
If
you
remember,
mathematics
was
the
place
that
we
saw
the
greatest
dip
when
we
came
back
in
the
fall,
but
we're
seeing
promising
signals
that
bridges,
illustrative
math
cern
and
that
really
significant
professional
learning
around
effective
math
instruction
are
making
a
real
difference
in
student
learning,
which
begs
the
question
that
we
need
to
focus
on
reading
we're
seeing
real
gaps
across
the
district
in
reading.
K
But
while
the
variance
doesn't
exist
within
the
system,
we
really
don't
have
a
significant
covid
gap
across
the
system.
We
have
a
targeted,
cova
gap.
That
means
that
it
was
worth
it
for
us
to
invest
in
opening
schools,
because
it's
allowed
us
to
maintain
more
progress
than
similar
districts
at
this
time.
E
E
Yeah,
that's
what
I
mean
so
is
the
pod.
Is
the
pod
situation,
something
that
we
could
target
in
that
area?
I'm
assuming
that
the
reason
is
that
there
are
just
more
of
their
parents
who
don't
feel
comfortable.
Is
there
a
support
system,
we're
thinking
about
for
getting
more
of
the
students
who
need
to
be
in
school,
the
most
in
school?
E
K
Is
where
we're
targeting
it
so
we
began
with
north
charleston,
are
moving
downtown
and
then
we'll
move
out
to
districts
at
district
23
district
9
to
have
those
conversations
with
families
about
what
would
be
helpful
to
them
and
what
would
give
them
more
confidence
about
sending
their
child
to
school.
In
some
cases
that
leads
to
the
parent
making
the
decision
to
send
their
child
to
school
other
cases.
K
Some
people
are
clear.
Yes,
some
people
are
not
yet,
and
I
think
that
might
be
true
in
some
cases
with
our
families.
If
they
had
more
confidence
in
what
we're
doing
and
could
see
the
results,
they
could
decide
something
different
we're
also
seeing
some
schools
experiment
with
pods
inside
the
school.
So
if
there's
a
high
level
of
distrust
as
a
system,
a
small
subset
of
kids
can
learn
at
school
in
a
pod-like
environment.
K
E
Okay,
my
second
question
was
with
regard
to
the
map
data.
When
the
map
data
comes
back,
it
does
break
down
individual
competencies
right,
but
with
so
what
exactly?
What
component
of
reading
students
are
struggling
with?
Are
you
using
that
to
inform
the
curriculum?
That's
going
to
be
chosen
as
we
look
to
get
a
new
ela
curriculum.
K
Not
so
much
on
the
curriculum,
but
definitely
on
the
individualized
instructional
plan
or
class
instructional
plans
or
school
level,
instructional
plans
for
students,
most
curriculum
that
are
tier
one
or
well
regarded
either
by
the
state
of
louisiana
or
education
reports,
or
have
a
demonstrated
track
record
of
results
with
a
diverse
population
like
ours,
they
will
address
all
those
areas
that
are
addressed
within
the
map
priorities.
Okay,
thank
you.
O
A
I
don't
have
any
questions
I
it
sounds
good,
I'm
glad
it's
good
to
see
this
data.
I'm
glad
you're
spending
this
time
on
this
today
and
I
look
forward
to
hearing
more
about
what
we're
going
to
do
for
the
reading
curriculum.
A
F
C
P
My
first
question
is
some
other
time.
Can
we
have
this
data
earlier
portion
of
the
day
so
that
we
can
be
alert
and
focus
on
what
we're
doing
this
time
of
day?
It
was
just
really
really
hard
to
keep
up
with
what
was
going
on,
but
I
did
notice
that
you
say
you
said
that
second
grade
meeting
was
something
that
we
needed
to
focus
on
want
to
know.
P
What
are
we
going
to
do
about
that,
because
we
know
that
if
a
town
is
behind
by
third
grade
he's
less
likely
to
catch
up,
so
we're
going
to
be
your
strategist
for
mitigating
this
issue,
district,
one
and
and
then
my
second
question
is
now
that
we're
looking
at
meeting
street
schools
and
interfacing
with
some
of
our
protocols
for
catching
students
up.
Are
we
going
to
be
comparing
test
scores
to
see
what
schools
are
doing
better
and
whether
we're
making
right
decisions
about
where
we're
going
in
the
future.
K
So
on
on
the
first
question,
this
is
part
of
what
we've
been
talking
about
with
the
board
priorities
of
what
are
the
strategies
for
catching
students
up
whether
it's
tutoring
summer
acceleration
more
time
on
task
and
trying
to
make
sure
that
we
also
bring
in
the
principals
and
teachers
who
know
their
student
body
the
best
to
help
create
customized
solutions
for
their
schools,
because
it
might
be
a
combination
of
any
of
those
things.
I
think
the
good
news
is
on
second
grade
and
third
grade
reading.
We
have
a
demonstrated
track
record
with
three
to
succeed.
K
The
state
has
invested
and
we've
had
that
summer
camp
in
place
for
the
last
few
years
and
that,
as
an
intervention
strategy
has
shored
up
some
gaps,
so
we
can
use
that
as
a
foundation
we're
thinking
about
what
do
we
need
to
do
to
catch
up?
Our
second
graders,
who
are
going
to
be
third
graders
next
year,
so
that
they're
not
at
risk
of
not
being
on
track
for
reading
and
your
second
question
and
I'm
sorry
ma'am,
I
couldn't
hold
it
in
my
head.
Could
you
could
you
repeat
it?
K
Yes,
I'm
sorry
man,
thank
you
man.
Yes,
we
will
and
we
can
do
more
comparison
date.
At
this
point,
we
want
to
give
you
a
sense
of
the
ccsd
district
schools,
but
anyone
who's
doing
it
better
than
we
are
or
just
giving
a
sense
of
how
we're
doing
in
our
system
and
our
community
at
serving
kids.
We
want
to
bring
that
data,
so
we
can
have
a
sense
of
who's,
doing
it
right
and
replicate
it.
Forgive
me
thank
you.
M
So
I
had
a
question
about
so
I've
heard
from
constituents
that
some
of
the
online
students
end
up
have
had
their
teachers
changed
multiple
times
during
the
year.
But
what
I
wanted
to
ask
about
the
acceleration
schools,
where
we're
seeing
more
of
the
learning
laws
for
online
students
are
those
school
students
affected
in
that
same
way,
and
could
that
explain
some
of
the
learning
laws.
K
Probably
not-
and
it's
not
that
I
think
some
of
the
challenge
with
acceleration
schools
is
that
those
students
started
behind
before
we
went
into
covid
and
the
coveted
situation
has
just
exacerbated
it
and
the
reason
I
say
it's
not
necessarily
that
most
of
the
changes
of
multiple
teachers
are
as
more
waves
of
students
have
come
back.
So
we
see
more
teachers
move
from
virtual
instruction
to
in-person
instruction
and
to
accommodate
those
families
who
still
want
virtual
instruction.
M
Okay
and
then
the
next
question
is
so
we're
seeing
this
at
the
second
grade
level.
This
really
not
not
meeting
growth
goals.
So
what
do
we
know
about
how
our
teachers
for
first
and
second
grade
and
kay,
are
being
trained
to
help
kids,
who
really
are
coming
in
with
no
proficiency
at
all
like
this?
Is
the
really
vulnerable
group
that
they're
coming
into
school
and
they
they
don't
know
their
numerology,
they
don't
they
can't
read
at
all.
So
do
we
know
our
teachers?
K
I
think
the
good
news
is
that
the
the
field
has
made
some
progress
in
this
area.
So
even
if
it's
a
well-trained
experienced
teacher
that
I
think
there
are
innovations
that
are
helping
so
our
commitment
to
early
childhood,
for
example,
in
the
mary,
ford
center
and
cd
classes,
those
do
tend
to
give
kids
a
leg
up
on
kindergarten,
because
we
particularly
designed
those
to
serve
the
kids
who
have
struggled
or
come
in
I'll
use
the
line
behind
the
the
starting
line.
K
We've
also
invested
in
open
court
phonics
in
the
last
couple
of
years,
which
goes
back
to
reading
foundations.
We
did
not
have
a
system-wide
phonics
program
and
while
a
lot
of
students
can
learn
how
to
read
just
by
listening
to
what
their
families
say,
going
out
into
stores
most
to
ensure
it's
thorough,
a
systematic
approach
to
phonics
is
really
helpful
and
that's
something
that's
relatively
new
and
because
we
know
that
now
we've
done
a
lot
of
professional
development
actually
on
the
phonics
piece.
N
Just
want
to
say,
you
know
glad
to
hear
the
good
news
about.
I
mean,
because
I
was
not
expecting
that
we
would
have
done
as
well
as
we
have
still.
N
D
Thank
you.
I
just
want
to
say
really
quick,
maybe
you're
talking
about
phonics
phonics,
I
wanna
read
phonetically,
so
you
hear
say
something
is
new,
I'm
not
sure
where
south
carolina
dropped
the
ball
in
some
kids,
but
I
learned
to
read
using
phonics
additional
supports.
Like
you
said,
all
children
can
be
helped
with
those
additional
supports,
not
just
additional
supports,
but
the
people
that
are
giving
those
supports
are
genuine
about
the
support
that's
being
given.
D
When
I
keep
listening
to
our
conversations
as
a
parent
and
I
keep
hearing
covet,
I
keep
hearing
lots
of
people
are
affected
due
to
closing,
but
as
an
african-american
mother,
I
want
y'all
to
know
that
we've
been
over
affected
before
covet.
So
when
we
keep
talking
about
the
people
that
are
behind
that
starting
line
we're
behind
that
starting
line.
So
it's
not
just
six
months
for
some
people
so
coming
here
and
the
strategy
like
she
said
the
strategies.
How
do
we
strategize?
D
How
do
we
move
forward
to
make
these
children
get
to
where
they're
at
to
know
that
children
are
failing
and
accelerated
schools?
I'm
not
surprised
because
of
the
parent,
and
when
I
listened
to
what
was
going
on.
D
That's
what
I
said
you
can't
take
children
who
you
already
say,
are
failing
and
put
them
someplace
and
expect
them
to
achieve
in
real
life.
We
can
tell
people
how
to
and
what
to
stop
doing,
but
without
genuine
and
well
put
and
well-meant
supports
on
any
level
whether
it's
funding,
friendship
information.
D
It
won't
mean
anything.
So
we
want
to
make
sure
that
when
we
strategize
going
forward,
I
keep
hearing
input
from
teachers
and
the
people
that
are
there,
but
I
want
to
make
sure
that
parents,
voices
and
our
student
voices
are
being
heard
too,
and
my
thing
is
always
focus
focus
on
the
small
issues
and
we
won't
have
the
bigger
issues.
So,
where
we're
starting
out
providing
chances
to
our
minority
students,
we
should
start
providing
and
implementing
more
opportunities
before
second
grade
earlier
in
life.
The
earlier
prevention,
the
better.
K
Right,
I
agree
with
humanity.
You
know,
I
think
that's
one
of
our
key
priorities
is
to
broaden
early
childhood
and
make
it
more
academically
rigorous,
so
that
there
is
no
such
thing
as
any
student,
starting
behind
the
start,
starting
line
in
charleston
county
anymore.
It's
just
going
to
take
time
and
I
think
attention
from
the
sport.
B
Let
me
just
first
say
thank
you
for
the
report
and
I'm
glad
that
we
are
beginning
to
take
a
deeper
dive
into
the
data.
I
guess
my
only
question
that
I
would
ask
without
asking
for
extra
work
to
be
done,
but
is
there
a
way
of
potentially
expanding
the
data
a
little
bit
more
if
it's
the
desire
and
the
pleasure
of
the
board?
So
what
we
do
you
did
you
know
two
years.
B
Is
it
possible
to
do
three
years
to
really
look
at
the
trend
of
what
actually
is
happening
over
a
course
at
a
time?
So
you
know
what
happens
when
we
start
out
with
the
the
rating
and
with
kids
in
second
grade
well,
but
by
that
rating
from
second
third,
fourth,
fifth,
by
the
time
they
get
to
six,
you
know
what?
What
is
that
trend?
Like
I
mean,
are
we
actually
making
gains
across
the
board
or
the
the
new
measures
that
we
put
in
place
over
the
course
of
the
years?
B
Is
that
really
working
or
what
is
working
what's
not
working
or
where
did
we
take
a
dip,
or
did
we
make
changes
there
in
that
dip?
That
may
have
occurred.
I
think,
as
we
begin
to
to
extract
this
data
and
really
look
at
what
we're
really
doing,
because
over
the
course
of
time,
we
we
have
made
different
changes
along
the
way.
So
where
did
those
changes
occur?
B
If
it's
the
pleasure
of
the
board
yeah
that
that
we
do
take
a
a
a
an
expandable
look
at
those
data
even
longer
just
to
see
you
know
how
we're
trending
and
and
what
what
improvements
we
need
to
do
or
or
don't
know
where
those
areas
are
that
we
need
to
focus
more
on,
because
I
think,
with
the
goals
that
we're
setting,
we
need
to
make
sure
that
we
are
accomplishing
closing
the
gap
in
reading
closing
the
gap
in
in
mathematics
and
as
we
move
forward.
B
So
I
guess
that's
a
open-ended
question,
but
is
it
possible.
K
Anything
is
possible,
I
I,
I
think
the
one
one
thing
I
would
say
is
like
mrs
von
coats-
and
I
had
this
conversation
in
our
small
group.
This
is
a
snapshot
in
time
and
it's
one
test
that
each
group
of
students
took
so
one
group
of
students
took
the
fast
bridge,
another
group
of
students
to
at
the
map.
K
It
only
assesses
some
of
the
story,
and
so
I
think
one
of
the
risks
always
at
looking
at
data
is
that
this
is
the
whole
story
and
when
we
talk
about
goals
for
the
board
and
looking
at
our
achievement,
I
think
we
want
to
take
a
preponderance
of
the
evidence
approach.
So
what
we
haven't
seen
because
we
didn't
take
the
test
last
year-
is
the
sc
ready
assessment,
which
is
specifically
designed
to
assess.
Did
we
teach
what
we
were
supposed
to
teach
in
south
carolina
at
that
grade
level?
K
And
how
do
we
know
and
that's
missing?
This
is
a
national
normed
test,
but
not
there's,
always
some
variances
by
state
right.
We
told
you
that
we
were
not
necessarily
comparing
apples
to
apples
because
last
year
they
had
more
instructional
time.
That
variance
is
going
to
exist.
I
think
the
value
for
us
is
what's
the
whole
story,
and
are
we
seeing
that
that
trend
seems
to
be
there?
K
So
I
think
we
can
look
back
definitely,
but
I
want
to
make
sure
I'm
calling
out
that
these
assessments
change
and
it's
hard
to
make
a
hypothesis,
because
there's
lots
of
different
things
going
in
and
one
of
my
challenges
and
miss
roberts
is
really
leading.
This
work
with
miss
simmons
and
dr
williams
is
like
the
so,
what
like?
We
know,
the
data,
but
what
are
we
going
to
do
differently
about
the
data
and
the
story?
K
I'm
telling
you
is
a
high
level
story,
but
the
data
that
really
matters
is
the
classroom,
teachers,
data
and
how
that
informs
how
they're
going
to
teach
differently
the
next
day,
and
we
don't
have
that
routine
in
place
consistently
enough
across
the
system.
So
we
can
do
real-time
remedies
of
like
this.
Child
did
not
understand
this
concept,
I'm
going
to
teach
it
and
I'm
going
to
teach
it
in
this
way
to
ensure
he
or
she
gets
it.
K
B
Okay,
if
having
said
all
of
that,
then
I
would
say
that
we
would.
I
would
for
me
and
if
it's
the
pleasure
of
the
board,
that
we
begin
to
define,
then
what
data
we're
going
to
extract
and
what
measure
we're
going
to
use
to
that
tells
the
whole
story
and
shape
that,
and
then
let
that
be
the
working
tool
that
comes
before
us,
so
that
we
can
we
can
definitively
say
this
is
working.
This
is
not
working
and
here's
what
the
trend
looks
like.
B
Then,
then
we
need
to
at
some
point
begin
to
build
that
template
of
what
that
looks
like
and
and
then
let
the
board
take.
So
take
a
look
at
it
and
say:
okay.
P
Ahead,
yes,
I
just
want
to
make
sure-
and
I
work
at
the
middle
school
level,
I've
administered
the
math
as
a
counselor,
but
had
no
training,
and
I
just
want
to
emphasize
that
we
implement
a
training
program
for
persons
administering
the
math
or
any
other
test
that
encompass
a
district-wide
kind
of
training
program
so
that
when
teachers
receive
the
data
that
they
know
what
to
do
with
it
and
how
to
use
it
for
student
growth.
C
O
Is
the
the
vendor
for
for
map.
D
And-
and
this
is
it
and
thank
you
so,
while
we're
sitting
here
we're
looking
at
this
right
here,
I
just
want
to
figure
out.
How
can
we
make
sure
parents?
I
think
parents
need
to
understand
how
to
read
this,
to
just
help
the
same
questions
that
we're
sitting
here,
trying
to
figure
out
like
strategize.
How
can
we
do
and
how
can
we
implement
things
so,
educational
parents
behalf
minority
achievement
accomplishments
when
I'm
looking
at
this
as
a
whole?
D
Sometimes
when
we
look
at
different
things
for
school,
it's
able
we're
able
to
ask
you
know
how
many
african-american
people
you
know
aren't
achieving
this
right
here.
But,
as
I'm
looking
at
this
right
here,
I
don't
see
it.
So
how
could
I
be
able
to
get
that
and
when
I
look
at
that,
and
I
see
the
green
and
the
yellow
and
the
red
to
me,
it's
like
distorts
the
numbers
of
the
people
that
we're
trying
to
help.
D
How
do
I
know
how
many
minorities-
or
you
know,
how
do
we
see
that
within
this
scope,
right
here,
like
separate
that
I
know
like
I
said
on
a
smaller
scale,
we
know
how
many
minorities
and
what's
happening
and
we're
able
to
pinpoint
and
say:
hey
they're,
failing
compared
to
these
white
people.
But
overall,
how
can
we
look
at
that
and
say
if
they
are,
if
they're
not
and
if
they're
not,
how
can
we
implement
ways
and
educate
our
parents
to
understand
it?.
K
And
the
first
part
of
your
question
both
map
and
fastbridge
and
school
level.
Folks
do
have
family
reports
that
explain
the
data
and
that's
part
of
the
data
days
that
we
have
set
up
so
that
teachers
can
talk
through
what
that
means,
to
the
extent
that
the
parents
want
to
understand
it
and
the
second
part
of
your
question.
We
are
looking
at
the
racial
breakout
of
individual
groups
within
our
district
to
hold
ourselves
accountable
to
the
point
of
cultural,
competency
and
equity.
K
We
just
chose
to
not
share
that
data
this
evening
in
part,
because
I
think
sometimes
when
we
share
that
kind
of
information,
it's
been
perceived
as
being
critical
of
the
students
and
I
think
it's
actually
a
reflection
on
us
of
where
we've
fallen
short
and
where
we
have
more
places
to
go.
So
we
told
we
took.
We
chose
to
do
this
data
in
this
way
to
highlight
the
overall
story,
but
no,
we
are
paying
attention
to
any
equity
graphs
as
gaps
as
well.
A
All
right,
thank
you.
Thank
you
all
right.
Next,
we
are
going
to
item
number
five
other
board
committees,
their
first
item.
A
is
audit
and
finance
committee
review.
N
N
We've
got
several
action
items
that
has
come
in
to
you
from
the
audit
and
finance
committee,
which
met
last
week.
Details
would
have
been
in
your
board
docs,
but
I'm
going
to
ask
mr
kennedy
if
he
could
briefly
describe
each
of
the
action
items
and
I
guess
we
have
to
vote
on
each
one.
Is
that
right,
so
we
would
just
start
with
and
then,
if
anybody
has
any
questions.
A
P
A
Okay,
any
other
airplane
screen.
Thank
you.
Next
are
a
couple
of
policy
items,
dr
french
I'll?
Let
you
start
with
policy.
I
mean
item
5b,
which
is
policy
jfb.
M
Okay,
I
so
policy
gfb
is
an
update
to
eliminate
obsolete
language
that
has
from
the
expired,
no
child
left
behind
legislation,
and
we
did
rearrange
a
paragraph
just
to
make
things
a
little
bit
more
clear
there.
You
may,
if
you
looked
at
this,
you
may
have
some
questions
about
the
excuse
me,
the
persistently
dangerous
school
language.
If
you
do,
I
can,
I
can
give
you
a
little
bit
more
information
about
that
or
dr
coakley
can,
but
basically
that
has
not
been
changed.
C
M
M
Oh,
I'm
sorry,
the
motion
passes.
Thank
you
so
and
do
I
read
the
motion
out
again
or
not?
No,
you
don't
need
to
if
it's
a
bear
all
right,
that's
fine.
The
next
policy
is
policy
bde,
and
there
are
a
couple
of
different
updates
on.
This
mainly
is
to
change
the
language
on
the
policy
section
for
the
liaisons.
M
A
Dr
french,
are
you
okay?
Five?
Oh,
would
you
like
to
say
something
yeah
just
because
dr
french
worked
with,
we
were
together
on
these
policy
changes
and
just
to
give
a
little
history
for
those
of
you
who
you
know
just
got
on
the
board.
A
This
is
a
policy
that
we
wrote
about
four
years
ago
based
on
greenville's
policy
and
we
haven't
really
made
any
changes
to
it
since
we
started
and
and
once
we
got
going
with
it,
we
found
we
needed
to
make
some
changes.
That's
why
we're
taking
out
operations
and
the
personnel
part,
because
operations
kind
of
things
are
handled
typically
in
audit
finance
and
then
the
whole
part
about
the
timing
was
written
by
a
board
member
and
we
never
completely
implemented
it.
We
never.
A
We
always
we've
done
the
two-minute
timer
for
us,
but
it
wasn't
clear
about
the
steps
we
took
to
continue
to
have
debate.
We
never
enforced
that
part
of
it.
I
do
think
dr
french
and
I
talked
about
you,
know
continuing
to
have
two
minutes
which
I
think
all
all
of
us
pay
attention
to,
that
we
might
go
over
it
a
teeny
bit,
but
we're
not
going
on
four
minutes.
And
so
I
that's
why
we
cleaned
that
up
to
really
have
that
part
of
the
policy
to
be
something
we're
following
so.
J
So
in
the
part
about
the
timing,
because
you're
you're
right
the
words
if
they
don't
they'll
mean
anything
we
never
do.
Is
this
saying
that
we
get
to
speak
for
two
minutes
to
ask
questions
and
then
we
stop
and
they
spend
the
they
they
can
answer
the
questions.
J
A
J
J
So
the
other
question
is
why
I
I
heard
that
personnel
and
operations
are
obsolete,
but
I
do
see
that
we
don't
have
a
formal
or
really
anywhere
to
find
to
talk
about
the
district's
execution
of
their
jobs.
I
guess,
and
we've
seen
some
questions
coming
across
recently
about
things
about.
Why
is
this
done,
or
has
this
been
looked
at
or
who's
monitoring
this?
If
you
remove
the
the
parts
about
that?
Where
is
that
formalized
process
and
forum
for
us
to
discuss
these
in
committee.
A
Meetings
and
board
meetings,
so
dr
french
and
I
had
a
really
good
conversation
about
that
about
three
weeks
ago
and
then
I
was
checked
out
for
two
weeks
while
my
son
got
married.
But
what
we
talked
about
doing
is
having
the
committee
of
the
whole
liaisons
and
the
committee
of
the
whole
chair
us
do
like
a
once,
a
month
zoom
and
where
we
we
could
kind
of
plan
out
an
agenda
for
the
an
ideal
agenda
for
the
year
of.
When
do
we
need?
When
would
we
like
to
hear
about
some
of
those
kinds
of
things?
A
J
So
I
guess
the
and
I've
like
I
said
I
voted
to
approve
first
reading,
but
again
that's
four
people
getting
together
and
deciding
what's
allowed
to
be
on
the
agenda
and
referencing
some
questions
that
have
been
asked
in
email
and
stuff
and
the
answer
comes
back.
Is
we
don't
that's
not
the
right
time
or
place?
J
I
think
if
we
were
to
create
a
for
more
formal
place
where
we
can
talk
about.
What's
your
operations,
who's
executing
this?
How
did
that
get
executed?
Where
are
we
now
or
as
I've
talked
with
another
board
member,
when
a
large
gap
in
performance
pops
up,
we
don't
have
a
place
where
that
board
member
could
have
come
to
the
board
and
said
this
is
where
I
want
to
talk
about
this
item,
and
I
don't
know
that
you
can
solve
that
tonight,
but
it
it
it's.
J
P
A
Because
most
of
the
personnel
issues
are
things
that
we
handle
either
through
executive
session,
like
we
did
today
or
are
either
through
executive
session
they're
through
the
budget,
where
we're
deciding
what
we
want
teacher
pay
to
be,
which
I
hope
we'll
raise,
that
kind
of
stuff,
so
they're
we're
handling
those
in
other
places.
M
M
M
And
the
motion
passes
the
item.
5D
is
a
temporary
public
comment
policy
and
I
I
just
want
to
say
thank
you
to
ms
waters
for
working
on
this.
She
she
worked
with
staff
to
make
something
happen
for
the
public
here
and
the
main.
Do
you
want
to
talk
about
what
we're
going
to
do
since
you
brought
it
or
you
want
me
to
explain
it.
M
Well,
you
can
go
ahead
and
I
can
fill
in
all
right.
So
basically,
what
we're
going
to
try
to
do
now
is
have
a
system
where
people
can
come
to
the
meeting
and
and
be
in
a
sort
of
a
green
room
or
a
waiting
area
in
order
to
come
in
and
speak
their
public
comments
in
person,
and
I
believe
staff
was
working
on
a
way
to
help
that
happen.
E
I
just
wanted
to
indicate
that
the
30-minute
time
limit
is
not
just
a
benefit
for
time's
sake,
but
also
for
us
and
for
those
in
this
room,
but
for
the
guests
who
come
forward,
because
if
we,
if
we
sort
of
have
it
go
on
and
on
it
could
be
an
impediment
to
folks
actually
being
able
to
stay
and
wait
and
and
give
their
comments.
So
we
just
really
wanted
to
be
efficient
for
all
parties
involved.
Okay,.
E
J
M
So,
but
and
would
would
it
be
okay
if
I
asked
staff
if
they
felt
like
that
we
could
implement
this
in
two
weeks
or
do
you
need
more.
M
E
J
A
G
Interrupted
now
I
I
believe
we
can
do
it.
I
just
want
to
be
clear
with
everyone
that,
once
if
15
people
have
signed
up
to
speak
in
person,
that's
about
all,
we
can
handle
right
now
with
cobit
and
safely
space
them
and
and
take
care
of
them,
because
we
will
have
to
have
the
line
out
the
door.
G
E
M
Show
up
so
we
can
make
sure
it
in
the
public
comments
section
that
it
always
says.
15
15
in
first
comments
will
be
the
limit
because
of
spacing
issues
and.
J
So
I
think
I
think
one
of
the
problems
will
come
in
and
I'm
just
kind
of
thinking.
My
operational
brain
came
on.
That's
15
people
that
get
to
come
in
here
and
talk.
What
do
we
do
with
the
other
200
that
show
up
at
the
front
door?
So
maybe
we
need
to
say
something
that
I'm
not
sure
what
the
solution
is,
but
their
worries
is
how
do
they
put
200
people
in
various
green
rooms
operating
with
social
distancing?
Who
showed
up
wanting
to
be
one
of
the
15.
M
Hold
on
one
at
a
time,
one
time!
Oh,
let
me
answer
your
question
cindy
miss
coats.
I
think
that
that
the
intent
of
the
policy
was
to
allow
people
if
they
want
to
stand
outside
on
the
sidewalk.
I
don't
suppose
we
can
stop
them,
but
we're
not
going
to
provide
an
accommodation
for
people
to
come
and
watch
the
meeting
out
in
the
vestibule.
C
M
That's
not
going
to
be
possible,
at
least
I
don't
think
so
from
what
I
have
been
told.
So
we
are
trying
to
provide
an
accommodation
where
you
know
15
people
might
be
able
to
come
in
and
speak
in
person,
and
you
know
it
will
be.
First
come
first
served,
so
people
can
do
that,
but
they
can't
all
stay
inside
and
they
can't
all
speak
necessarily.
G
Right
exactly
and
mr
browy
and
team
have
done
a
little
bit
of
work
on
this.
So
to
answer
your
question:
yes,
if
the
board
wishes
to
suspend
your
policy
and
pass
it
on
one
reading
next
time,
yes,
we
will
be
ready
to
implement
it
in
march
as
long
as
you
you
work
with
that
you're
happy
with
our
modifying
as
we
try
something
and
see
what
works
and
what
doesn't
it
may
be
that
we
go
to
an
online
sign
up
to
speak
in
person
and
the
deadline.
F
G
Of
logistics
to
think
about-
and
we
can
think
about
those
more
quickly
than
we
would
have
we-
I
believe
we
can
do
this
if
we
can
have
a
little
bit
of
leeway
to
try
two
or
three
different
approaches.
M
A
J
F
A
F
E
Want
to
thank
the
staff
for
being
so
responsive
with
this.
They
didn't
give
any
pushback
or
you
know,
have
any
issues.
They
really
came
quickly
with
some
suggestions
and
I'm
happy
we're
going
to
be
able
to
open
this
back
up.
M
M
A
C
A
M
A
Other
business
item:
six,
a
legislative
report,
reverend
mack.
B
Yes,
board
members
I'm
happy
to
have
with
us
today
to
present
to
the
entire
board.
Mr
daryl
campbell
who's
is
going
to
give
us
a
legislative
update
and
moving
forward,
at
least
through
the
the
session.
We're
going
to
have
mr
campbell
to
come
to
to
give
us
an
update.
So,
mr
campbell,
mr.
Q
Chairman
of
members
of
the
board,
thank
you
for
the
opportunity.
I
know
I'm
standing
between
you
and
dinner
this
evening.
So
I'll
try
to
be
brief
as
possible.
First
about
myself,
I'm
the
principal
of
the
campbell
consulting
group.
I've
been
providing
government
relations
and
public
affairs
for
the
last
21
years
and
and
had
an
opportunity
during
that
time
to
meet
mrs
joyce
green
and
become
friends.
So
I've
been
around
for
a
little
while
in
terms
of
advocacy.
Q
If
you
look
at
other
entities
that
employ
lobbyists
like
trident
tech
or
the
medical
university
of
south
carolina
usc,
it's
not
about
just
supporting
a
an
agenda
or
promoting
an
agenda
or
opposing
legislation.
Q
Ccsd
is
a
premier
school
district
and
members,
not
only
in
your
legislative
delegation
but
across
the
state
want
to
know
how
are
you
operating
your
best
practices,
your
governance
and
et
cetera?
So
you
will
be
from
time
to
time
your
administration
be
asked
to
testify
on
legislation
or
hearings,
not
necessarily
being
opposed
or
supporting,
but
just
also
provide
knowledge
and
expertise,
and
I
think
that's
always
critical.
Q
So
let
me
just
give
you
a
general
overview
about
where
we
are
in
the
general
assembly.
At
this
point,
we're
in
the
going
into
the
fifth
week
is
the
first
year
of
a
two-year
session
and
of
course,
you
remember
last
year
the
pandemic
interrupted
the
session,
so
we
started
january
12th.
We
look
to
finish
our
adjourned
by
may.
The
second
thursday
in
may,
I
think
it's
around
may
11
may
12.
Q
so
this
year
the
general
assembly
is
certainly
operating
a
lot
cautiously
and
carefully
so
to
make
sure
they
can
minimize
any
interruptions
this
year,
because
there
are
a
lot
on
the
lot.
There's
lots
on
the
agenda
as
well,
so
we
don't
operate
where
we
normally
operate.
There's
there's
not
many
people
in
the
lobby.
If
you
have
visited
in
the
legislature
in
years
past
and
we
don't
have
access
to
members
building
unless
we
are
there
for
a
meeting.
Q
So
it's
it's
a
lot
differently
than
what
we've
offered
we've
been
lobbying
by
text
virtual
or
they
even
not.
Don't
encourage
us
to
be
there
if
we
don't
need
to
be
there,
but
to
go.
Watch
live
stream
of
all
the
hearings,
and
so,
but
this
is
just
a
different
year
altogether,
anyway,
in
terms
of
legislation,
of
course,
you
know
when
they
passed
act.
135
last
year
due
to
the
economic
surgery
and
the
pandemic
in
act
135
they
suspended
the
step
increases
were
teachers.
Q
So
this
year
the
house
is
passed,
a
supplemental
appropriation,
h,
3609,
and
it's
going
to
be
taken
up
in
the
senate
this
tomorrow.
As
a
matter
of
fact
at
three
o'clock,
and
so
I
I
do
expect
that
bill
to
be
expedited
and
and
probably
into
the
governor's
desk
in
another
matter
of
week
or
so
so.
I
certainly
do
appreciate
the
board
officers
so
reaching
out
to
remember
the
legislative
delegation
to
ask
them
or
encourage
them
to
support
this
legislation
in
terms
of
k-12
policy
issues.
Q
The
education
committee
and
both
the
city
in
the
house
have
been
working
on
a
number
of
bills.
You
remember
the
last
year
the
education
reform
bill
had
been
debated
for
two
years
and
did
not
pass.
It
was
a
large
package,
so
this
year
I
think
the
strategy
is
for
them
to
pass
single
subject
bills
which
have
a
high
probability
of
getting
passage
this
year.
Q
So
those
bills
are
certainly
moving
through
the
process
and
we'll
definitely
keep
you
informed,
and
I
do
have
some
bills
put
together
for
the
legislative
ad
hoc
committee
to
consider
either
supporting
opposing
or
just
remaining
neutral
on
those
on
those
bills.
Q
Also
just
mentioned
the
pace
and
level
of
activity
that's
taking
place
now
is
certainly
at
an
accelerated
pace.
In
the
general
assembly,
s516
was
placed
on
the
senate
calendar
for
immediate
consideration
this
week,
that's
to
ensure
that
dhea
identifies
teachers
and
support
staff.
Your
mission,
critical
staff
in
your
districts
to
get
vaccinated
and
move
in
phase
one
eight,
and
that
bill
was
amended
last
weekend
for
second
reading
and
should
be
considered
this
week
in
terms
of
getting
third
reading
and
going
to
the
house.
Q
So
they
are
certainly
moving
a
lot
of
exigent
circumstances
now
that
we're
operating
in
and
we
definitely
need
to
keep
our
eyes
on
this
legislation
somehow
it
impacts
the
district
as
well
and
not
just
here
locally,
but
it's
statewide.
But
at
this
point
in
time,
there's
several
pieces
of
legislation.
I
can
go
into
and
talk
about,
but
I'd
like
to
ask
any
questions
that
you
may
have
at
this
time.
A
Anybody
have
any
questions,
miss
green.
N
Daryl,
do
you
have
any
idea,
just
from
the
the
general
consensus
of
the
members
in
the
house
about
the
vaccine
of
teachers?
Do
you
get
a
feel.
Q
I
think
the
majority
of
the
members
want
to
see
teachers
vaccinated.
Of
course,
we
saw
in
the
media
this
past
week.
Different
discussions
about
moving
people
off
the
roads
have
already
been
in
either
vaccinated
already
or
they
already
in
the
queue
to
be
vaccinated,
and
I
think
we'll
see
an
amendment
this
week
that
will
make
sure
that
teachers
have
moved
in
phase
1a.
But
those
who
are
already
on
the
list
seniors
will
continue
to
stay,
hold
their
position
to
get
vaccinated.
Q
J
Yeah
probably
needs
to
be
through
a
board
update,
but
there's
surprisingly
giving
sceng
and
cnt
cooper
and
and
some
other
things
that
are
really
jumping
up
to
the
top
of
the
list.
There's
been
a
few
bills
that
have
moved
already
across
the
right.
H
J
Lobby
could
we
get
an
update
on
those
I
mean
she
asked
about
s
35
89,
but
I
think
a
couple
came
out
of
senate
last
week
or
will
come
out
of
the
senate
this
week,
the
one
with
the
the
removal
of
school
boards.
Q
Right
so
that
bill
removal
of
school
board
members
is,
is
in
really
two
bills
and
the
education
accountability
legislation
is
being
debated
on
the
senate
floor
right
now.
That's
senator
henry's
bill
from
horry
county
who's,
the
chair
of
the
education
committee.
Nobody
has
a
job
to
object
to
that
bill,
but
I
think
we
have
a
mini
filibuster
going
on
with
the
questions
that's
taking
place,
so
I
don't
know
when
that
bill
may
be
moving
but
senate
bill
203.
That
does
the
same
things
in
terms
of
removing
members
of
the
school
board.
J
You
know
those
are
just
an
example,
but
surprisingly
a
few
have
moved
already
out
of
their
respective
chambers.
Could
you
give
us
just
an
update
on
those
and
do
that
through
they
can
be
up
on
friday
update,
but
I
think
there's
three
or
four
that
are
already
ready
to
cross
the
lobby.
Aren't
there
like
35
89's
done
in
the
house.
J
Q
Correct
so
so
s
5
16,
as
I
said
again,
there's
a
lot
of
discussion
about
you
know
when
teachers,
if
they
move
in
phase
1a,
make
sure
they
protect
the
seniors
who
were
already
signed
up
and
two.
If
they've
had
a
first
dose,
they
ensure
they're
going
to
get
this
second
dose.
But
you
know
also
there's
about
37
000
doses
that
were
allocated
to
long-term
care
facilities
or
nursing
homes.
Q
J
So
and
3609
is
done
in
the
house
right,
correct.
Q
A
A
A
It
thank
you
okay,
sub
item
6b
is
the
ad
hoc
committee
to
review
the
legislative
advocacy
update,
reverend
mack
is
that
you.
B
Yes,
I
believe
it
was
stated
that
the
well.
I
asked
that
the
ad
hoc
committee
report
back
in
february,
but
that
extension
has
been
moved
to
march
for
reports,
so
we
should
see
a
report
from
the
ad
hoc
committee
in
at
the
cal
meeting
in
march.
Okay,
thank
you.
I
just
want
to
give
that
update.
A
Okay
and
then
item
6c
determine
the
agenda
items
moving
to
potential
consent.
My
notes
show
its
items:
4a,
5,
b,
c
and
d
would
go
to
the
potential
consent,
and
is
that
correct
anybody
all
right?
So
I
make
a
motion
to
move
items,
4a
5,
b,
c
and
d
to
the
consent
agenda
on
february
22,
2021.,
a
second
okay,
any
questions
about
that.