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A
B
C
B
So
you
have
received
your
thank
you
maggie.
You
have
received
your
public
comments
that
was
sent
to
you
via
email.
We
ask
that
you
please,
please,
please
take
the
time
to
review
those
comments
that
has
been
sent
by
our
constituents
so
that
you
have
an
opportunity
to
know
exactly
what's
being
said
at
this
time
now
miss
jefferies.
B
H
As
maggie
dangerfield
puts
the
slides
up
so
that
everyone
can
see,
I
will
introduce
I'm
jerry
to
postal
8,
superintendent
of
fools
and
I'll
report
by
going
through
some
of
the
slides
that
summarize
the
plan,
most
particularly
I'll
start
with
some
information
that
we've
received
since
we
published
the
plan
last
week
that
make
it
clearer,
I
think,
and
will
address
some
of
the
questions
and
concerns
that
many
people
have
raised.
I
want
to
thank
everyone.
H
The
hundreds
of
people
who,
over
the
past
few
weeks
and
months,
have
worked
with
us
on
to
begin
pulling
a
plan
together
today
happens
to
be
the
anniversary
of
the
first
man
to
walk
on
the
moon
and
that,
just
as
our
country
came
together
back
in
the
60s,
a
number
of
civil
rights
and
other
issues,
we
need
to
come
together
now.
H
This
is
a
time
for
our
community
to
to
try
to
find
a
way
forward
that
works
for
everyone
works
for
our
children
for
first
and
foremost,
but
for
families,
our
staff
members,
the
teachers
who
are
in
the
classrooms
or
online
working
with
children
every
day.
So
we
are
determined
to
continue
to
work
with
the
board
and
the
community
to
find
the
best
possible
solution
to
a
formidable
challenge.
H
That's
not
complex!
If
we
can
move
on
to
the
next
slide,
I
will
say,
as
the
slightest
advances
rowley
carolyn
belcher,
joe
williams,
michelle
simmons
don
kennedy
bill.
Brigman
erica
taylor
are
all
going
to
address
quickly.
Some
of
the
key
points
of
the
plan
today
and
I
want
to
thank
natalie
hamm,
our
district's
council
and
edward
boyd,
who
had
certifications
along
with
erica
taylor
for
all
of
the
effort
that
they
have
to
pulling
this
plan
together.
H
So
this
is
the
information
sort
of
in
sequence.
Since
we
published
our
plan
on
wednesday,
we
circulated
it
widely
throughout
the
community
and
then
very
quickly.
H
We
received
some
additional
information,
so
the
plan
that
we
published
did,
as
I
said,
represent
a
lot
of
work
that
had
been
contributed
by
men,
staff
members,
community
members
and
others,
and
then
on
thursday,
the
governor
issued
his
recommendations
either
wednesday
or
thursday,
and
then
thursday
the
state
superintendent
met
with
all
of
the
superintendents,
either
in
person
or
virtually
and
then
friday.
H
I
received
really
clear
guidelines
from
the
state
recruiting
the
components
that
had
to
be
restart
planned.
So
the
important
thing
from
this
page
that
this
slide
that
I
want
to
make
clear
to
everyone,
is
we're
going
to
provide
some
additional
information.
As
we
review
the
slides
tonight,
we
will
make
sure
that
that
information
is
incorporated
along
with
whatever
the
board
recommends
in
the
revised
plan.
It
will
come
back
for
second
reading
next
week
with
respect
to
the
covered
rates
in
our
community.
H
H
In
the
meantime,
we
have
the
dhec
guidelines
that
have
been
issued
for
the
entire
state.
The
bottom
line
will
continue
to
use
medical
experts
advice
to
determine
how
we
can
open
schools
when
we
reopen
them.
We
hope
that
the
board
will
approve
september
8th
as
a
restart
date,
but
the
manner
in
which
we
restart
will
depend
on
the
conditions
that
exist
in
our
community,
so
we're
asking
everyone
in
our
community
to
please
wear
masks
a
face
of
some
sort.
H
H
These
are
the
required
result,
plan
components
that
we
received
from
the
state
department
in
writing
on
friday,
and
I
will
hasten
to
say
that
everyone
who's
working
on
some
solution
to
how
we
can
restart
schools
is
working
as
hard
can.
So
we
don't
intend
to
imply
any
criticism
that
we
didn't
receive
these
guidelines
until
friday
and
the
guidelines
may
change
again,
but
every
district
is
required
to
have
four
key
components
in
their
plan.
We
must
offer
parents
a
choice
between
in-person
and
virtual.
H
H
We
need
multiple
models:
lots
of
initial
in-person
contact
with
students,
so
we
need
some
time
to
get
the
virtual
model
set
up
which
option
parents
want
and
then
to
make
sure
that
we
provided
an
opportunity
of
small
groups
of
students
to
come
in
and
meet
their
new
teachers
before
either
online.
For
the
first
time,
if
that's
the
option
that
the
mode
in
which
we
need
to
operate,
the
third
requirement
is
that
if
a
virtual
is
the
only
option,
then
we
need
to
provide
a
time
frame.
H
That
explains
how
frequently
willing
the
situation
and
see
when
a
transition
makes
sense
and
then,
finally,
we
were
required
to
establish
how
we'll
deliver
high
quality
instruction
and
we
are
required
every
district
user.
It's
in
the
state
legislation
to
offer
five
additional
they're
called
leap
days
for
students
in
grades
k
through
fives.
H
We
don't
have
to
bring
in
all
the
students
every
day,
but
we
have
to
bring
in
a
few
students
at
a
time,
so
we
can
diagnose
where
they
are
learn
a
little
bit
more
about
them
analyze.
What
their
needs
are
and
then
respond
to
those
needs
and
instructional
plans.
H
So
the
highlights
of
the
plan
we're
good
maggie.
It's
fine
to
go
ahead
and
advance
to
the
next
slide.
Thanks
highlights
our
first
and
foremost
student
and
staff,
safety
and
well-being
are
our
number
one
priority.
They
are
paramount,
we'll
reopen
for
any
person
instructed
when
the
medical
experts
say
it's
safe
and
right
now
the
only
metrics
we
have
are
those
that
are
published
by
dhec.
H
As
I
said,
we're
hoping
to
get
some
more
granular
metrics
that
might
allow
us
to
bring
back
some
students
who
are
able
to
do
so.
We're
hoping
by
september,
8th
the
infection
rate
in
our
community
look
different
than
it
does
today.
That
is
an
optimistic
wish,
but
it
has
been
our
aspiration
from
the
outset
to
be
able
to
bring
children
back
in
person
just
as
quickly
as
it's
possible
to
do
that
parental
choice
after
the
board
approves
a
restart
plan
next
monday.
Whatever
version
the
board
approves,
we
will
need
to
offer
parents
these
options.
H
It
doesn't
mean
that
we
can
implement
them
right
away,
but
we
need
to
know
which
parents
want
five
days
a
week
in
person
which
parents
are
more
interested
in
a
hybrid
model
and
we're
a
blended
model
some
days
in
school
and
someday.
H
We
already
know
that
in
some
of
our
schools,
that's
the
only
thing
we'll
be
able
to
offer
because
of
space
and
transportation
limitations,
or
whether
parents
want
a
virtual
academy,
and
if
you
have
an
lng
or
middle
school
students,
you
could
choose
virtual
academy
our
totally
online
program
for
nine
weeks
at
a
time
and
then
opt
back
into
an
in-person
setting.
If
one
is
available
at
that
time
for
high
school
students,
the
virtual
academy
would
need
to
be
one
whole
semester
so
that
high
school
students
could
complete
a
course.
H
I'm
repeating
myself
september.
8Th
is
our
start
date.
We
need
to
get
children
back
and
just
as
quickly
as
we
possibly
can
some
parents
don't
want
their
children
in
school
and
are
very
comfortable
with
virtual
and
can
provide
the
support.
Have
the
wi-fi
connection
have
broadband
service,
but
that's
not
true
for
all
of
our
children.
H
So
next
slide,
please.
The
last
thing
that
I
want
to
talk
about
after
the
highlights
is
the
slide
about
the
learning
gaps.
The
learning
loss
slide
just
shows
the
projection.
In
reading
it's
from
the
brookings
institute,
the
source
is
shown
at
the
bottom
of
the
slide.
H
But
if
you
look
at
the
dotted
line
right
down
the
middle
of
the
slide,
it
pegs
where
children
were
in
reading
in
the
top,
the
purple
line,
shows
the
fourth
grade
and
the
bottom,
the
darker
blue
line,
shows
the
top
line,
shows
the
sixth
grade
and
the
bottom
line
shows
the
fourth
grade.
H
The
the
middle
line
shows
it
takes
children
at
this,
the
top
fourth
of
their
class,
at
the
75th
percentile
and
and-
and
it
goes
upward,
it
says,
children
who
were
in
the
70
percentile
actually
gained
some
in
reading,
even
though
they
were
learning
virtually.
But
if
you
look
at
the
students
who
were
in
the
bottom,
fourth
at
the
bot
at
the
25th
percentile,
their
learning
not
only
declined.
It
declined
at
a
much
faster
rate
with
virtual
learning
than
it
would
have
normally.
H
One
is
we
look
clear
over
on
the
right
hand,
side
the
the
typical
the
gap
between
the
75th
percentile
children
and
the
25th
percentile
children
is
bigger,
wider
greater
than
it
would
have
been
had
we
not
been
teaching
virtually
from
march
through
the
end
of
may,
and
also
we
want
to
make
the
point
that
it's
it's
much
more
difficult
now
for
teachers,
it's
a
much
bigger
challenge
as
we
restart
school,
trying
to
figure
out
how
to
help
the
children
who
fell
behind
catch
up
and
how
to
in
a
way
that
addresses
their
particular
needs
by
giving
them
more
support
and
more
direct
services
just
as
quickly
as
it's
safe.
H
So
I'm
going
to
turn
it
over
to
jeff
morrowley
to
talk
a
little
bit
about
the
the
health
and
safety
measures
that
we
have
taken
so
far
and
we'll
continue
to
work
on
jeff.
I
Thanks,
dr
postward
again,
I'm
jeff
perroway,
the
chief
operating
officer
for
the
district
in
one
short
slide
here,
I'm
going
to
provide
a
lot
of
details,
the
next
level
of
details
within
the
ccsd
restart
plan
that
was
provided
last
week
and
I
will
say,
as
we
move
forward
once
we
receive
that
musc
back
to
school
playbook.
I
We
will
provide
additional
detail
within
each
of
the
departments,
essentially
a
cookbook,
a
day-to-day
how
things
are
done
in
the
schools,
and
so
this
is
but
the
highest
level
here
on
this
one
slide
it
does
incorporate
and
we
always
have
kept
a
guiding
guiding
light
on
the
accelerated
recommendations,
which
include
a
number
of
d-hec
guidelines
and,
of
course,
we'll
continue
to
adjust
that
as
new
things
come
in
as
changes
come
in
from
both
dhec
the
state
department
of
education,
as
well
as
our
medical
professionals
from
a
cleaning
perspective,
the
first
bullet
there
we're
going
to
be
looking
at
doing
disinfection
twice
a
day
once
during
the
day,
once
at
the
end
of
the
day
or
bathrooms,
and
high
touch
surfaces
fogging
once
a
week
and
that's
when
students
are
not
in
the
building
and
that's
our
maximum
capacity
to
do
that.
I
At
this
point,
it's
using
a
chemical
that
has
been
used
in
our
schools
for
years,
and
so
this
is
this
is
nothing
new.
It's
just
looking
at
rolling
it
out
more
more
frequently
we're
going
to
be
disinfecting
our
buses
twice
a
day
between
the
morning
and
afternoon
in
the
evening
from
a
facilities,
improvements
perspective,
I'm
sure
most
of
you
are
familiar
with
the
divider
concept
that
we're
moving
forward
with.
I
We
have
plexiglas
some
plexiglass
on
board
now
construction
has
begun
in
earnest
and
that
will
allow
us
to
better
meet
social
distancing
protocol
by
having
dividers
between
a
lot
of
students
and
in
order
to
bring
more
students
into
a
safe
environment,
bottle
fillers.
We
want
to
try
to
get
away
from
the
drinking
fountains
and
we're
moving
toward
that
and
from
an
hvac
perspective,
which
I
know
is
the
concern
of
a
lot
of
parents
and
teachers.
There's
been
a
lot
of
work
done
this
summer
and
will
continue
until
school
starts.
I
We
did
analyze
every
single
system
that
we
had
have
to
make
sure
it's
operating
at
peak
efficiency,
meaning
we
are
maximizing
our
fresh
air
throughput
by
making
sure
that
equipment
is
up
and
running
and
also
improving
our
filtering
protocols
by
upgrading
those
filters
to
better
handle
viruses.
I
We're
also
looking
at
upgrading
the
nurses
clinics
and
we
already
have
received
hepa
filter
units
in
each
of
those
clinics
in
the
event
that
there
is
an
l
student,
both
the
nurse
and
the
student
will
have
improved
air
quality
in
that
space,
dr
posterweight
mentioned
the
capacity
and
challenges
with
buses.
My
call
and
plea
to
every
parent
is
to
let
us
know
whether
or
not
your
student
is
going
to
ride
the
bus
or
not.
I
We
may
be
in
a
position
where
we
have
to
issue
bus
passes
to
ensure
that
we
have
the
students
that
are
that
are
assigned
to
that
bus,
because
we
are
under
strict
guidelines
of
the
amount
of
students
that
can
be
on
each
bus.
We
are
looking
at
routing
plans
right
now
and
hope
to
have
some
additional
information
later
on
this
week
on
which
schools
may
be
able
to
get
additional
bus
runs
again
to
maximize
the
number
of
students
that
could
be
brought
back
to
school
safely.
I
From
a
feeding
perspective,
we
are
looking
at
having
children
come
to
the
lunchroom
for
breakfast
and
lunch
meeting
the
nutrition
staff
in
a
no
touch
environment
to
get
their
meals
to
take
them
back
to
the
classroom.
This
will
ensure
accountability
and
also
improved
choice
for
our
students
in
getting
the
food
that
they
that
they
want.
We
do
have
to
be
able
to
arrange,
for
those
that
are
are
authorized
to
get
meals
when
they're
not
in
school,
and
that
would
include
the
virtual
school
students
and
we're
looking
for
a
pickup
schedule
for
that.
I
Finally,
I
just
wanted
to
quickly
cover
a
covid
protocol,
a
lot
of
feedback
from
parents
and
faculties
on
what
happens
if
something
does
happen
in
a
school,
and
we
have
protocol
in
place
that
we've
enacted
and
are
using
right
now
that
includes
contract
tracing
contact
tracing
by
our
nursing
department.
It
is
very
rapid.
It
streamlines
the
process
to
ensure
that
we
identify
those
that
may
have
had
contact
with
somebody.
J
I
I
That's
something
we've
been
able
to
do
so
far,
we'll
refine
these
protocols
that
includes
the
school
notification
for
parents
and
families
we're
working
on
that
now,
but
we
want
to
make
sure
we
stay
within
the
hipaa
guidelines
to
protect
protect
those
that
might
be
ill
but
get
the
parents
as
much
information
as
we
have
with
that
I'll.
I
Just
close
by
saying
again
we're
all
we're
all
planning
on
staying
in
line
with
the
musc
playbook
as
we
move
forward
once
we
receive
it
and
stay
in
a
court
stay
in
alignment
with
all
the
guidance
from
above.
So
with
that,
let
me
turn
it
over
to
carolyn
belcher.
K
Hi,
I'm
carolyn
belcher,
I'm
the
chief
academic
officer,
so
at
first
I
want
to
frame
this
challenge.
We've
been
getting
a
lot
of
nice
emails
from
teachers
and
families,
understanding
that
this
is
a
really
challenging
time,
but
in
learning
services
we
we
use
this
framework
as
we
thought,
through
our
plans,
for
what
we're
going
to
be
doing
over
the
next
year.
Now,
first
and
foremost,
it's
health
and
safety
of
our
students,
of
their
families
and
of
our
faculty.
K
We
want
to
make
sure
that,
with
the
partnership
with
jeff
and
his
team,
that
people
feel
very
confident
that
the
best
safety
procedures
and
the
most
well
documented
at
this
point,
social
distancing
protocols
are
in
place.
Second
is
equity.
We
met.
There
are
many
people
who
are
not
on
this
call
who
are
involved
in
this
plan,
including
the
principals
across
the
county,
and
when
we
started
to
do
the
planning
for
this,
the
principal
said.
If
I
can
fit
more
students
in
my
building
safely,
I
want
to
be
able
to
do
that.
K
So
that
does
mean
that
we're
going
to
be
able
to
do
more
for
some
students
who
need
more,
and
I
want
to
make
sure
I'm
explicit
about
that
and
then
the
third
thing
is
well
being
of
students
and
staff.
From
from
my
perspective,
we've
all
been
through
a
trauma
more
than
one.
Unfortunately,
one
is
with
the
covet
crisis.
Many
people
know
folks
in
their
family
who
have
been
sick
or
god
forbid,
passed
away.
K
We
suffered
great
economic
hardship,
obviously,
and
then,
at
the
same
time,
our
larger
community
is
going
through
a
national
effort
to
stop
police
violence
and
end
systemic
racism,
both
of
which
have
caused
a
lot
of
feelings
and
emotions,
and
we
need
space
as
a
community
with
kids
and
with
our
faculty
to
process.
All
of
that,
so
making
sure
that
we
build
time
into
the
school
day
to
process
feelings,
whether
it's
in
a
virtual
format
or
an
in-person
instruction,
is
going
to
be
a
key
priority
and
then
accelerating
academic
learning.
K
K
So
when
I
talk
through
those
priorities,
I
want
to
make
sure
I
highlight
that
the
idea
here
is
that
they
are
in
priority
order,
we're
not
going
to
worry
about
academics
until
we're
sure
that
people
have
the
health
and
safety,
equity
and
well-being.
But
let
me
be
clear:
we
want
to
make
sure
that
we're
getting
to
all
four
of
those
priorities
this
year.
We
just
recognize
that
we're
not
going
to
be
able
to
get
people
to
focus
until
they
feel
confident
that
they're
in
a
safe
work
environment.
K
If
your
school
is
able
to
bring
back
100
of
students
safely,
so
the
physical
plant
allows
social
distancing
as
jeff's
team
has
worked
through,
then
we're
going
to
offer
five
days
a
week
instruction
now
that
may
mean
that
class
groups
are
grouped
unusually
in
order
to
make
sure
that
we're
keeping
that
distance
in
place.
But
the
goal
again
is
to
get
as
many
students
back
as
possible
if
you're,
a
parent
who
doesn't
want
that
the
virtual
academy
is
an
option
for
you.
K
K
K
Excuse
me
at
home
instruction
on
monday
and
tuesday
and
then
have
in-person
instruction
wednesday,
thursday
and
friday
that
wednesday,
at
least
initially
we're
going
to
use
to
give
time
for
the
students
for
the
faculty
for
the
every
adult
at
the
school
building
and
parents
to
get
used
to
the
schedule
to
make
sure
we're
following
the
protocols.
So
we
anticipate
that,
whatever
day
we
open,
that's
safe
to
open
the
first
four
weeks
or
so
that
wednesday
would
be
time
for
faculty
planning,
student
testing,
iep
meetings
and
small
group
meetings
with
students.
L
So,
thank
you
carolyn
great
evening.
Everyone,
I'm
joe
williams,
and
I
work
with
secondary
schools
here
in
ccsd,
so
now
that
ms
belch
has
covered
the
instructional
models
that
we're
considering
here
in
our
district,
I
would
like
to
share
a
sample
of
the
aabb
day,
which
is
our
in-person
schedule,
and
also
the
virtual
academy
schedules
with
you.
L
The
first
one
we
have
up
is
the
in-person
schedule
our
bb
day
schedule
and
in
that
schedule,
for
the
group
that
will
be
physically
in
buildings,
all
core
classes
to
include
math
ela
reading
science
and
social
studies
will
be
taught.
Students
will
also
have
scheduled
related
arts
and
examples
of
those
are
art,
music
and
pe
classes
as
well.
Now,
a
critical
piece
in
every
child's
schedule
will
be
scheduled
time
to
address
social,
emotional
well-being.
I
want
to
make
sure
we
point
that
out.
L
There
is
time
built
into
this
schedule.
Initially,
the
first
few
weeks
to
allow
time
for
teachers
to
become
acclimated
to
this
process,
the
virtual
at
home,
learning
piece
of
the
aab
day
schedule
will
take
into
consideration
scholars
who
prefer
paper
assignments
over
virtual
ones.
Next
slide,
please!
L
Next
slide.
Please
now
that
we've
seen
the
instructional
models
examples
of
the
schedules
I
want
to
delve
a
little
bit
deeper
cultural
academy
and
our
ccsd
virtual
academy
is
dramatically
different.
I
want
to
repeat
that
dramatically
different
from
the
opportunities
we
all
had
to
shut
down
schools
in
march,
so
we
have
built
a
solid
virtual
academy
to
support
the
learning
of
scholars
from
families
that
prefer
this
option
through
develop
a
quality
curriculum
by
using
resources
from
proven
providers,
including
sc
virtual
florida,
virtual
and
edge
annuity.
L
L
K
So,
as
I
said
when
I
talked
about
our
priorities,
one
of
our
priorities
is
make
sure
that
that
we
accelerate
instruction
in
this
period
of
time.
So
when
I
say
that
that
is,
that
is
maybe
a
simple
concept
to
state,
but
actually
a
very
hard
one
to
do
in
practice.
K
Specifically,
we
need
to
make
sure
that
we're
not
taking
an
orientation,
that's
more
remediation
or
intervention,
but
instead
make
sure
that
most
of
our
students
are
getting
exposed
to
the
grade
level
work
of
what
the
grade
they're
currently
in
so
even
though
all
of
our
students
miss
that
final
quarter.
We
want
to
make
sure
that
they're
focusing
on
moving
forward
into
new
content.
K
So
then,
when
you
accelerate
instruction,
you
have
a
sense
of
what
are
the
priority
standards,
so
we're
not
going
to
cover
all
of
the
curriculum
in
the
fourth
grade,
we're
going
to
prioritize
and
make
sure
the
priority
standards
are
covered
and
then
we're
going
to
make
sure
what
is
taught
at
the
third
grade
in
the
final
quarter.
That's
needed
to
understand
this
fourth
grade
level
concept
and
then,
in
real
time,
try
to
make
the
bridge
for
students
to
that
previous
content.
K
Again,
I'm
making
it
sound
much
easier
than
it
is
so
to
make
sure
that
we
have
some
resources
available
for
students
and
for
teachers
to
help
with
that.
We're
making
a
few
investments
now
to
prepare
ourselves.
First
of
all,
as
I've
shared
with
the
sport
before
the
acceleration,
schools
are
going
to
get
additional
support.
So
we
are
contracting
with
a
professional
development
provider
to
provide
in-school
coaching
and
work
specifically
on
the
curriculum.
The
math
curriculum,
which
is
new
this
year.
Not
only
is
the
idea
that
we'll
do
a
better
job
of
executing
the
math
curriculum.
K
Additionally,
right
now,
our
curriculum
and
instruction
department
has
recruited
some
of
our
strongest
elementary
teachers
from
across
the
system
to
put
together
the
teacher
directed
portion
of
each
of
the
math
lessons
in
bridges
and
the
phonics
lessons
in
open
court.
The
idea
here
is
that
a
teacher
doesn't
have
to
introduce
a
new
letter
sound.
They
could
use
the
videos
that
we
provided
and
then
they
have
to
do
the
the
hard
lift
of
connecting
that
new
content
to
the
individual
kids
that
are
in
their
classroom
at
the
acceleration.
M
Overall
student
supports
the
department
of
alternative
programs
under
the
leadership
of
jennifer
coker.
Her
and
the
team
are
designing
road
maps
for
every
level
to
include
lessons
resources
for
trauma,
associational
learning
standards,
as
well
as
cultural
competence
training
will
be
provided
for
both
teachers
and
administrators
across
charleston
county
school
district
for
our
early
childhood
population.
M
M
We
also
intend
to
enter
our
boys
and
girls
on
a
staggered
schedule
in
order
to
acclimate
them
acclimate
them
to
the
law,
school
experience
for
students
with
special
education
and
final
needs.
We
are
expecting
that
teachers
and
our
service
providers
will
continue
to
provide
special
education
and
related
services
based
on
those
ieps
and
504s.
M
By
the
beginning
of
august,
we
are
intending
for
families
to
confirm
whether
they
will
be
opting
for
virtual
academy
or
in-person
instruction.
It
will
be
very
important
for
us
to
determine
which
of
our
families
anticipate
needing
bus
transportation
and
those
who
will
need
support
with
wi-fi
connection
and
access
so
that
we
can
adequately
support
our
families.
M
We
will
also
be
working
with
our
human
resources
department
to
pull
teachers
to
find
out
what
their
needs
are.
As
we
attempt
to
return
to
school
by
mid-august,
we
intend
to
finalize
individual
school
enrollment
for
virtual
academies,
and
this
will
in
turn,
allow
us
to
get
tighter
more
precise,
our
restart
efforts.
M
M
By
this
week,
we
should
also
have
a
finalized
version
of
a
safe
reopening
plan
that
can
be
shared
publicly
and
widely
for
the
week
of
august
19
we
are
holding
to
that
deadline
so
that
parents
can
be
notified
of
our
restart
efforts
for
september
8th,
whether
that's
in
person
or
virtual,
also
the
week
of
august
19.
Our
intentions
are
to
support,
assist
and
help
our
families
prepare
for
a
virtual
instruction
experience
as
appropriate
as
needed,
and
finally,
the
week
of
august
31
through
september.
4Th.
M
Our
intentions
are
to
invite
our
k-8
students
into
the
schoolhouse
for
an
orientation-like
experience
in
small
groups
to
meet
with
their
teachers.
We
can
assess
their
learning
needs
review,
how
to
use
and
maximize
our
online
tools.
These
days
are
designated
by
the
state
department
as
leap
days,
learning
evaluating
analyzing
and
preparation
days.
F
So
this
slide
highlights
our
employee
lead
process,
as
it
relates
to
the
family's
first
coronavirus
response
act,
ffcra
that
went
into
effect
april
1
of
2020
and
expires
december
31st
of
2020..
In
addition
to
the
ffcra
we
did
update
our
district
lead
policy.
Gcc
gdc,
we
updated
it
with
an
administrative
rule
that
outlines
the
ffcra,
so
there
are
two
provisions
for
employees
that
provide
emergency
leave.
F
The
first
is
emergency
paid,
sick
leave,
which
is
80
hours,
and
that
covers
the
need
for
an
employee
to
be
quarantined,
and
something
that's
really
important
about
this
piece
is
that
we've
had
employees
concerned
that
that
may
come
from
their
accrual
of
their
own
sick
leave,
but
it
does
not.
This
is
emergency
sick
leave
that
we
are
required
to.
F
It
also
covers
when
an
employee
needs
to
care
for
an
individual.
Another
part
of
the
act
is
the
emergency
family
and
medical
leave.
Expansion
that
covers
child
care
for
up
to
12
weeks,
if
there
are
other
needs
related
to
cobin
19,
for
an
employee
to
to
be
out
only
we'll
handle
that,
on
a
case
by
case
on
the
right.
O
Yes,
thank
you
bill.
This
is
our
don
kennedy,
the
chief
financial
and
administrative
officer
for
the
district,
and
so
the
next
two
slides
I'm
going
to
talk
a
little
bit
about
the
cost
associated
with
reopening.
Now
on
this
slide.
Here
we
have
it
in
two
sections:
on
the
left
hand,
side
the
cost
associated
with
reopening
for
safe
schools
in
september.
O
O
I
will
highlight,
though,
that
these
costs
for
covet
19
do
not
reflect
total
costs
that
we
expect
to
incur
for
the
complete
fiscal
year
only
the
cost,
mostly
for
getting
the
schools
open
up
safely
and
making
sure
that
we
have
academic
academic
components
in
place
whenever
we
open
back
up
on
well,
I
guess,
on
september
the
8th
so
on
the
left
hand
side
here,
estimated
operations
cost
divided
into
several
sections
plant
operations,
and
so
these
are
the
items
that
are
needed
to
make
sure
that
we
have
appropriate
cleaning
within
our
school
buildings
and
within
our
classroom.
O
So
you
can
see
fogging
machines
to
to
sanitize
us
classrooms,
disinfected,
chemicals
etc.
The
next
section
here
on
maintenance
in
our
hvac
or
air
conditioning
and
heating
systems-
mr
barrow
talked
about
the
filtration
system,
and
so
they've
done
a
tremendous
amount
of
work.
I'm
trying
to
make
sure
they
have
the
right
filtration
systems
in
place,
and
so
there
are
costs
associated
with
with
that,
as
shown
here
there
at
the
bottom.
Here
on
the
maintenance
and
hvac
section,
the
1.5
million
dollars,
the
classroom
partition
partition
fabrication.
O
So
this
is
the
the
acquisition,
delivery
and
installation
of
the
plexiglasses
to
plexiglas
petitions
to
divide
and
separate
and
provide
the
social
distancing,
the
next
section,
transportation
and
so
there's
a
tremendous
amount
of
effort
to
to
disinfect
buses,
as
jeff
indicated
twice
and
twice
a
day,
and
so
the
costs
are
shown
there
and
then
all
of
the
supports
that
are
needed
to
for
nurse
the
nursing
services,
making
sure
that
we
have
a
a
nurse
in
every
single
school.
O
We
have
the
appropriate
ppe
equipment,
the
vaccination
requirements,
etc.
So
the
cost
there
on
the
left-hand
side
again
associated
with
the
safety
protocols
on
the
right-hand
side.
The
table
here
reflect
cost
associated
with
the
academic
side
of
the
of
the
equation
in
in
in
the
sp
in
school
reopening.
O
So
at
the
top
here,
social,
emotional
learning.
What
it
says
is
here,
is
extra
duty
actually
paid
and
so
for
existing
employees
that
may
need
to
put
in
and
we
need
to
have
requirement
for
them
to
work
extra
hours.
There's
an
additional
pay
associated
with
that,
and
so
that
is
a
that
applies
to
several
of
the
items
here.
O
The
social
and
emotional
learning
the
english
language
learners
that
are
next
in
the
line
lineup
here
on
the
table,
the
next
one,
the
2.2
million
dollars
for
curriculum
and
instructional
instructional
interventions,
and
so
embedding
in
that
that
number
are
things
such
as
the
acquisition
of
our
new
curriculum.
O
So
carolyn
belcher
had
mentioned
the
the
new
curriculum
for
math,
and
so
that's
included
in
that
and
that
number
there
are
a
number
of
initiatives
here
for
a
curriculum
development,
both
in
terms
of
the
blended
learning,
so
their
new
instructional
models
that
have
to
be
created
for
that
for
that
type
of
instruction,
as
well
as
curriculum
development
and
instruction
development
for
virtual
or
digital
digital
learning.
O
O
We
talked
already
about
the
virtual
learning,
so
you
can
see
the
the
dollar
amount
there
and
then
the
visual
and
performing
arts
supports
there's
additional
amounts
put
in
to
to
provide
some
digital
components
of
that
that
work,
formative,
assessments
and
universal
screening
to
determine
where
our
children
are
academically
and
how,
then
we
what's
our
starting
point
for
engaging
with
interventions
with
with
them
early
childhood
learning
here
and
then
the
next
one
ebook
subscription
ex
and
expanded
digital
content
and
textbooks
for
the
digital
world
that
we
are
moving
towards
this
fall
and
then
additional
supports
for
gifted
and
talented
learning,
primarily
again,
not
actually
due
to
an
extra
pay
for
additional
work
there
and
then
on
the
notes.
O
Note
one
here,
because
the
shown
on
this
page
do
not
include
any
amounts
for
potential
increases
in
in
the
number
of
substitute
teachers
that
might
be
required
this
year
and
then.
The
second
note
here,
I've
mentioned
already
that
the
costs
here
do
not
include
what
we
expect
to
be
the
total
coven
19
costs
for
the
fiscal
year.
Primarily
these
costs
are
associated
with
getting
us
started
on
a
safe
path.
This
fall
next
slide.
Please.
O
O
We
have
an
indirect
rate
percentage,
that's
approved
by
the
state.
We
have
to
take
that
from
the
top,
and
that
gives
us
12.8
billion
dollars
that
that
that's
available
to
distribute
for
the
covert
19.
and
the
way
that
distribution
is
going
to
take
place
is
by
enrollment
based
on
135-day
enrollment
count,
and
you
can
see
for
ccsd
schools,
including
our
charter
schools.
O
As
far
as
6
739
students,
the
private
schools
will
also
participate
in
the
in
the
13.4
million
grant
application
and
that
their
their
estimated
enrollment
as
of
last
week
is
3185.
O
We
are
meeting
with
the
chart
the
excuse
from
the
private
schools
this
week
individually
and
the
19
that
have
they
have
agreed
to
participate
that
offered.
That
indicated
they
would
participate,
and
so
we
will
finalize
their
enrollment
later
this
week,
but
right
now
I
expect
that
number
to
be
roughly
where
you
see
at
50,
000
enrollment.
Simply
take
that
number
and
divide
it
into
the
available
12.8
million
and
then
for
each
student
allocation.
Then
it's
256.12
and
then
on
the
right-hand
side.
O
Here
some
examples
of
the
the
use,
how
we
how
we
would
use
those
funds,
the
virtual
school.
You
saw
1.6
million
dollars
the
safety
measures
that
we've
talked
about.
4.3
million
academic
supports.
You
can
see
that
number
4.9
the
charter
school
allocation
would
be
an
additional
1.1
million
dollars.
Private
school
allocation
of
800
000
than
the
indirect
costs
that
I
mentioned
before
six
hundred
thousand,
and
so
those
are
the
preliminary
costs
here.
We,
the
the
the
process
or
the
steps
to
be
able
to
acquire
that
thirteen
point.
O
Four
million
dollars
from
the
state
is
shown.
Those
steps
are
shown
at
the
bottom,
so
one
will
have
to
determine
the
need
of
the
areas
of
need
and
that's
what
we've
been
doing,
both
in
terms
of
the
private
schools
to
charter
schools,
the
safety
measures
here
in
the
in
the
traditional
schools,
as
well
as
the
academic
components,
and
then
we
collaborate
with
the
private
schools.
We
have
a
deadline
on
july
31st
up
to
by
the
state
to
finish
that
component.
O
H
You
so
I
thank
you
all
for
the
feedback
that
you
gave
us
by
the
time
we
published
the
plan.
We
tried
to
the
extent
of
our
ability
to
respond
to
every
person
who
contacted
us.
We
read
all
of
the
input
and
I
hope
you
see
that
the
more
detailed
information
that's
reflected
in
tonight's
presentation
and
some
of
the
changes
that
we've
made
reflect
our
understanding
of
your
priorities
and
needs.
H
Secondly,
I
just
want
to
say
this
is
the
bottom
line.
Every
educator
will
tell
you
that
they
would
much
refer
to
service
students
in
person.
So
that's
what
we're
planning
to
do
and
until
we
know
that
we
can
do
that
safely,
we're
also
planning
for
a
virtual
delivery
system.
We
imagine
that,
throughout
the
course
of
covet
19,
there
are
going
to
be
times
when
we
have
to
use
both
options
and
we
want
to
be
able
to
move
fairly
flexibly
from
one
to
the
other.
H
We're
really
proud
of
the
way
our
teachers
and
other
staff
members
responded
this
past
spring.
We
could
not
do
this
with
their
efforts.
We're
planning,
on
behalf
of
children,
four
children
on
behalf
of
all
of
our
teachers.
So
thank
you
to
board
members
for
long
just
allowing
us
to
talk
on
for
a
little
bit
and
explain
in
more
detail.
The
plan
that
we
published
before
we
had
the
clear
guidelines
and
erica
taylor
is
going
to
explain
to
everyone
how
to
give
follow-up
on
to
the
plan.
When
the
revised
plan
is
published.
J
J
Charleston.K12.Sc.Us
that
email
address
is
listed
on
this
slide.
We
will
make
sure
that
that
email
address
is
also
posted
on
the
home
page
of
our
website
and
we'll
also
also
make
sure
that
it's
shared
on
our
social
media
platform.
So
everyone
has
an
opportunity
to
offer
any
additional
suggestions
that
they
have
after
the
revised
plan
has
been
shared
and
with,
and
with
that,
I
now
turn
the
meeting
back
over
to
reverend
mack.
B
Okay,
a
number
of
information
have
been
shared
with
us,
and
I
know
board
members
have
questions
in
reference
to
what
has
been
shared.
So
I'm
going
to
go
down
the
list
and
just
ask
board
members
at
this
time
to
ask
their
questions
and
just
so
that
we
can
make
sure
that
we
have
a
you
know,
get
our
questions
asked
board
members.
B
If
you
can
just
be
specific
and
direct
as
to
what
your
question
is,
we
want
to
make
sure
that
that
the
question
is
asked
and
answered,
so
I'm
going
to
start
with
reverend
collins
robin
collins.
Do
you
have
any
questions.
C
G
C
I
Mr
borrelli,
certainly
so
our
current
approach
is
to
make
testing
strongly
recommended.
We
set
up
test
dates
with
feder
health
care
right
now
this
week
and
next
week
for
teachers
coming
back
in
early
august.
What
we
have
found
is
that
there's
a
lot
of
folks
in
this
area
that
want
to
be
tested.
We've
also
found
that
the
turnaround
time
is
extremely
challenging
as
far
as
when
we
get
the
results
back,
so
that
that
is
something
something
that
is
a
concern
of
ours.
I
It
would
be
nice
to
know
if
a
person
is
positive,
they
can
be
quarantined
along
with
those
closed
contacts
before
they
get
back
into
a
school,
but
obviously
the
risk
is
if
they're
tested
and
there's
a
delay
in
getting
the
results.
They
could
certainly
contract
covid
between
the
test
date
and
start
of
school.
So
it's
not
a
fail-safe,
a
fail-safe
plan,
but
something
that
we're
pursuing
we're.
Also
looking
at
the
possibility
of
doing
a
swab
test,
getting
approval
to
do
that
with
our
nursing
staff.
I
That
would
allow
for
more
focused
testing
so
that
folks
aren't
waiting
in
line
and
we
could
get
that
test
done,
get
it
turned
in
that
is
still
in
the
early
stages
of
development.
So
we
were
to
answer
your
question,
reverend
collins.
We
are
looking
at
it.
We
would
like
to
do
it,
but
we're
obviously
constrained
by
the
support
of
others
in
that.
In
that
approach.
C
All
right
you
mentioned
about
the
you
mentioned
about
the
this
is
the
classrooms
and
you
said
you
have
desk
dividers
where
we're
needed.
C
I
So
if
the
class
size
is
small
enough
and
there's
enough
space
in
the
room,
there's
a
chance
that
dividers
wouldn't
be
required
for
us
to
achieve
six
foot
social
distancing.
So
if
you've
got
a
school,
a
a
classroom
of
a
size
of
800
square
feet,
there's
only
10,
kids
in
the
class,
those
desks
could
be
spaced
out.
So
dividers
wouldn't
be
needed
right
now.
We're
we're
putting
as
a
number
one
priority
the
classrooms
that
absolutely
need
the
dividers
in
order
to
get
the
social
distancing
spacing
that
we
would
like.
C
So,
okay,
oh
we've
got
two
more,
not
gonna
be
done.
I
think.
Did
you
that's?
That
was
a
good
answer.
The
the
disinfecting
in
the
classroom.
C
You
said
twice
a
day
you
disinfect
the
the
bathrooms
and
the
touch
surfaces
so,
but
so
in
the
classroom.
Then
you
have
the
your
desk
surface,
your
door
handles
the
door
itself
other
desks.
You
have
the
walls,
you
have
things
that
that
kids
touch
just
out
of
curiosity,
not
necessarily
a
reason,
especially
younger
children.
I
So
our
our
goal
is
to
again
clean
the
touch
services.
That
would
be
things
like
doorknobs,
that
that's
part
of
the
example
that
you
just
you
just
gave.
We
would
not
be
cleaning
desks
in
classrooms
during
the
day.
Only
the
bathroom.
The
presumption
is
that
students
are
at
their
desk
they're,
the
only
ones
at
their
desk
there
isn't
there
isn't
a
shared
desk
they're
at
a
space
that
they're
the
only
one
that
sits
there.
If
they
are
at
another
location,
we
would
look
at
the
need
to
clean
that
surface.
I
So
an
example
would
be
if
we
cycle
children
down
to
the
cafeteria
to
pick
up
their
lunches
to
bring
them
back.
We
would
make
sure
all
the
touch
surfaces
in
the
cafeteria
are
wiped
down
before
the
next
class
comes
in.
When
you
look
at
it
from
a
practical
perspective,
we
could
always
increase
disinfecting.
I
There
comes
a
time
where
the
cost
to
do
that
outweighs
the
benefit
to
do
it
as
well
as
disruption
to
learning,
but
essentially
the
kids
are
going
to
be
in
class
all
day,
with
the
exception
of
picking
up
their
lunch
and
possibly
going
out
for
recess
to
get
around
to
all
the
classrooms
either
while
they're
out
or
while
they're
in
class
to
do
cleaning
just
doesn't
seem
to
be.
Some
doesn't
seem
to
be
practical
in
a
learning
environment.
C
B
Just
I
I
failed
to
to
mention
that,
but
I
would
I'm
asking
each
board
members
to
ask
each
question
until
we
can
get
through
with
everyone
just
sort
of
in
the
interest
of
time
to
make
sure
that
everyone
get
their
questions
answered.
So
since
I
just
said
that,
and
you
already
asked
too,
can
you
go
and
ask
another
question,
then
I'm
gonna
move
on
to
the
next
board
member.
C
Oh,
that's
fine.
I
appreciate
that
okay,
so
so
I'll
stop
at
this
one,
mr
burrowing,
so
on
the
buses.
If
you
do
50
capacity
as
my
memory,
seven
right,
it's
been
a
long
time
since
I
wrote
a
school
bus
seemed
like
the
seats
were
about
two
feet
apart,
so
are
you?
Are
you
speaking
about
putting
one
child
per
seat
or
or
one
child
on
the
front
seat
and
skipping
the
next
seat,
then
placing
a
single
child
or
you're
speaking
about
one
just
one.
Child
proceed
throughout
the
whole
bus.
I
So
it
would
rotate
between
one
child
and
two
children
per
seat,
and
that
is
in
direct
alignment
with
the
guidance
put
out
by
accelerate
ed
that
is
supported
by
dhec.
We
are
recommending
at
this
point
that
all
children
on
the
school
bus
would
would
still
wear
masks
as
an
additional
safety
protocol.
For
for
that
for
that
bus
ride.
I
I
P
Let
me
unmute
myself:
can
you
hear
me
now?
I
can
hear
you
now.
I
have
a
few
questions,
but
I'm
just
gonna
take
the
time.
I
know
what
robert
rules
once
we
have
the
floor,
we're
supposed
to
say
what
we're
supposed
to
say,
but
anyway,
let
me
move
on.
This
is
for
a
chief
academic
officer
and
and
dr
posterwicks
basically-
and
this
goes
back
to
a
few
months
back-
I
believe
it
was
michael
miller.
I
think
it
was
actually
board
member
cindy
barton,
coates
and
chris
collins.
P
You
just
got
to
talk
about
the
new
math
component,
which
is
that
then
math
right
and
then
my
question
is
with
that.
Would
the
teachers
be
trained
for
a
year
in
that?
The
other
thing
is:
why
do
we
need
a
different
math
curriculum
in
order
to
accelerate
learning?
P
So
much
was
spent
on
the
bridge
program
that
I
believe
cindy
talked
about
a
few
months
back
which
schools
would
be
implemented
with
this
new
math
program,
and
then
is
this
the
right
time
to
spend
to
go
into
something
like
that
when
we
spent
so
much
money
in
the
bridge
map
program-
and
I
think
you
remember
that
dr
matt
we
had
dr
reverend
mack-
we
had
a
heated
discussion
about
that.
So
I'll
give
her
a
chance
to
respond
to
that
before
I
go
to
my
second
question.
K
Sure
so,
thank
you,
mr
hollings.
I
appreciate
the
opportunity
to
answer
a
question
because
I'm
sure
other
people
in
the
community
are
wondering
this
too.
I
I
think
the
good
news
about
cern
is
it's
one
of
those
publicly
available
curricula
that
essentially
you're
paying
modest
licensing
rights
and
the
cost
for
copying
it.
So
the
overall
cost
of
cern
is
500
000
for
the
entire
district,
which
is
significantly
less
than
bridges
or
illustrative,
or
some
of
our
other
curricular
investments.
K
Now
the
upside
on
cern
is
that
it's
tightly
related
to
our
bridges
curriculum,
so
they're
similar.
The
big
difference
is
the
medium,
so
zern
is
designed
to
be
taught
primarily,
I'm
sorry.
Bridges
is
designed
to
be
taught
primarily
face
to
face
in
the
classroom,
so
it
takes
quite
a
bit
of
a
lift
for
a
teacher
to
adapt
to
a
to
a
face-to-face
online
medium
or
a
packet
model,
which
is
quite
tough.
K
Zurin
allows
the
mobility
between
those
three
different
mediums
more
easily,
and
it
is
not
our
expectation
that
we
require
it
and
make
it
an
extra
lift,
and
we
think
it's
going
to
be
easier
for
teachers
in
this
reality.
That's
why
we're
pursuing
it?
We
want
to
make
it
as
easy
as
possible
to
accelerate
instruction,
because
that's
the
hard
part
is
making
sure
that
we
catch
students
up
on
more
than
a
grade
levels
worth
of
options.
K
We
will
probably
likely
continue
to
keep
the
numbers
corner
that
we
do
within
the
elementary
classroom
and
bridges
and
we'll
be
giving
guidance
on
how
to
use
it.
I
think
we're
just
trying
to
make
sure
that
we
have
better
tools
than
we
probably
had
in
the
spring
to
make
it
easier
for
teachers
to
do
their
jobs
as
well
as
they
can.
P
Well
then,
they're
also
in
details,
training
and
right-
I
mean
teachers
already
know
the
bridge
program.
So
that's
going
to
take
time
back
to
get
them
implemented
in
this
particular
program.
Correct.
K
That's
right,
I
mean,
I
think
the
good
news
is
that
the
intel,
like
the
the
hard
work
of
both
the
bridges
and
the
cern
curriculum
is,
is
related,
and
that
is
making
sure
that
the
teacher
is
not
over
explaining
but
in
fact
letting
the
children
grapple
with
the
math.
That
is
the
big
part
of
the
curriculum.
Is
that
show
that
you
know
the
number
one
is
one
object
or
the
additive
properties
that
you're
putting
things
together
and
that
kind
of
thing
can
happen
as
long
as
the
teacher
doesn't
over
explain.
K
So
I
think
the
the
upside
on
this
is
that
some
of
the
work
like
ograph,
we
did
something
called
oh
gap,
training
for
teachers,
which
is
around
the
conceptual
understanding
of
math,
that's
totally
relevant
to
certain,
so
it
should
and
again
zern
is
a
little
more
user
friendly
in
the
virtual
environment.
In
addition
to
face
to
face.
P
Okay
and
then
how
much
did
it
cost
for
our
bridge
program
that
we
spent
thus
far.
K
We
did
because
we
were
ahead
of
the
state.
We
made
an
investment
in
previous
years,
this
board
approved
so
that
some
of
the
schools
are
already
on
the
bridges,
math
program
and
the
illustrative
math
program.
But
my
understanding-
and
forgive
me
this
is
my
first
year,
but
now
that
the
state
has
approved
it,
that
cost
will
be
absorbed
by
the
state
of
south
carolina.
But
dr
poster,
please
jump
in.
If
I'm
not
saying
that
correctly.
H
That's
correct:
it's
that
when
the
state
you're
right,
mr
holland,
said,
of
course
there
is
a
cost
associated,
but
it
would
be
associated
anyway
because
the
state's
providing
updating
their
mathematics
program
for
the
entire
state,
okay,.
P
And
then
I
got
one
more
question
after
this
wherever
matt,
then
I
I'll
yield
to
the
other
questions.
I
have
done
some
research.
I've
noticed
in
atlanta,
georgia,
how
they're
handling
their
virtual
education
and
then
the
one.
I
really
was
intrigued
by
reverend
mack,
and
I
wish
that
you
would
take
a
look
at
this
also
charlotte
mecklenburg.
P
They
have
a
situation
where
the
the
teacher
family
with
those
children
come
in
for
three
days
a
week
and
the
children
in
the
in
the
area
of
critical
need
are
actually
taught
how
to
work
with
virtual
learning
for
three
days
a
week
and
then
they're,
given
their
assignment
and
then
they're
checked
up
on.
That
is
something
I
think
that
I
don't
know.
I
heard
the
presentation
just
now.
P
We
have
to
have
more
dialogue,
but
I
think
that
is
more
incumbent
to
our
teachers
than
anything
else,
and
then
I
think
we
also
need
to
worry
about
teachers
that
are
diabetic.
I
had
calls
today,
teachers
with
diabetes,
some
that
take
care
of
elderly
family
members.
I
hope
we're
listening
to
our
teachers
to
understand
the
validity
of
the
decision
that
we
make
so
other
than
that
remember
mac.
P
My
last
question
is
is,
and
this
to
you,
reverend
mack
also
with
dr
poster
with
you
know
before
any
vote
can
be
made
and
richard
snap
broke
this
down
on
changes
of
the
starting
school
date
and
the
board
must
update
on
every
new
curricular
initiative
or
the
school
district
that
will
be
rolled
out
in
2020
and
21..
P
H
I'm
not
sure
mr
holland
said,
but
it
would
forward
me
the
question.
We
will
make
sure
that
we
address
it
for
the
second
reading
next
week.
Q
I'm
here
I'm
sorry,
I'm
sorry
so
is
ccsd
using
the
guidelines
created
by
accelerate
ed
task
force
and
dhec
to
determine
when
we
would
actually
open
the
building.
H
I
think
that's
probably
this
is
jarida
postal
weight.
I
will,
I
believe,
that's
probably
my
question
to
answer.
Although
other
cabinet
members
may
know
the
the
parts
of
the
accelerated
better
than
I'm
accelerate
ed,
it
is
the
task
force
that
superintendent
spearman
put
together.
Of
course,
it
had
13
members.
Originally
our
district
had
someone
serving
on
that
task
force
and
we
have
paid
attention
to
everything.
H
They've
said
the
guidelines
they
put
together
were
that
regarding
safe
school
and
start
indicated,
that
v-heck
would
create
indicators
that
would
were
recommended
for
a
district
to
use
if
the
of
coba
19
was
low,
medium
or
high.
Subsequent
to
that
report,
I
believe
deep
dictate
the
low
medium-high
indicators
and
those
are
those
to
which
I
referred
at
the
beginning
of
the
presentation
right
now:
they're,
the
only
metrics
we
have.
H
Our
question
is
whether
sometime
this
year,
if
our
for
example,
there's
a
a
certain
statistic
in
there
that
calls
for
our
rate
of
incidence
of
cover
19
to
be
below
10,
it's
the
last
time
I
looked
slightly
above
20
percent.
If
we
get
to
12,
might
it
be
safe
to
bring
some
children
back
full?
If
teachers
and
parents
are
comfortable
that
we've
created
the
right
safety
environment,
so
when
I
talk
about
wanting
something
a
little
more
granular,
that's
what
I'm
referring
to.
H
But
the
simple
answer
to
your
question
is:
yes,
we
are
following
those
guidelines,
that's
what
we
have
shared
with
the
board
to
date,
and
our
question
to
the
back
to
the
community
in
usc
in
particular,
is
whether
there
there
is
a
level
of
granularity
if
we
see
a
14-day
straight
decline
in
our
outbreak
rates,
and
there
are
other
indicators
that
the
area
is
beginning
to
get
the
spread
of
the
disease
under
control.
Could
we
begin
to
bring
back
some
children
in
some
settings?
Q
So
that
does
bring
a
second
portion
of
that
question.
Is
I've
heard
about
this
musc
playbook
and
musc
has
musc
committed
to
creating
that
playbook
before
september
8th
and
are
we
committed
to
following
that?
Playbook
I
mean.
Is
it
still
just
a
theory,
or
is
this
a
something
we?
The
public
can
like
grasp
their
hands
onto.
I
Mr
barrelly,
the
playbook
is
something
that
everyone
will
be
able
to
see
to
be
completely
transparent.
It
will
give
us
different
options
to
do
things.
It
won't
just
say:
go
do
it
this
way,
it
will
provide
different
methods
and
procedures
to
handle
to
do
things
in
schools.
Some
may
not
be
completely
possible
in
certain
schools
some
may
be.
We
had
hoped
that
that
would
include
more
a
more
definitive
model
of
when
we
come
back
piggybacking
onto
what
dr
posterweight
said.
I
We're
not
now
expecting
to
get
that
as
part
of
the
playbook,
so
we
are
still
short
any
further
guidance
right
now,
right
today,
on
what
are
the
metrics
to
when
we
determine
kids
can
come
back
to
school
in
some
form
or
fashion
that,
and
that
is
that
is
something
we're
trying
to
we're,
trying
to
get
our
hands
around.
I
Okay
on
both
and
they
they
have
and
to
make
it,
make
it
clear
that
we're
not
simply
waiting
on
them.
They,
as
dr
posterweight
mentioned
at
the
beginning,
they've
walked
several
schools
with
us
and
we
gave
them
the
information
that
we've
been
proposing.
So
the
information
that's
in
this
presentation,
most
of
it,
was
shown
to
those
professionals
and
there
and
there's
been
no
I'll
call.
It
push
back
on
things
that
we're
planning
to
do
at
this
point.
So
we
try
to
stay
aligned
with
what
they
were
thinking
along
the
way.
I
Knowing
that
we
wanted
to
make
sure
if
there
were
adjustments
we
needed
to
make,
we
could
try
to
do
some
of
that
before
the
playbook
came
out,
so
I'm
very
comfortable
in
what
we've
been
planning
so
far
and
that
it
will
be
in
alignment
with
with
what
they'll
come
out
with.
They
may
ask
for
some
different
things,
but
the
things
we're
planning
now
are
in
alignment
with
that,
we'll
hope
to
be
alignment
with
that.
Q
Because
I
think
the
confusion
is
is
what
happens
when
we
open
the
building?
Is
one
question:
will
it
be
safe?
Will
it
be
secure?
How
will
it
look?
Will
we
be
able
to
protect
the
people
etc,
but
mashed
into
that
which
I
think
is
is
what
we
ought
to
peel
out
separate
is
what
is
the
metric
before
we
ever
unlock
the
door
to
the
building
and
right
now
I
think
I'm
hearing
that
the
only
metric
to
deciding
when
to
unlock
the
door
to
the
building
is
the
dhec
metrics.
Is
that
correct?
H
That
is
right
right
now
we
have
only
the
dhec
metric.
We
are
in
conversations
with
the
folks
who
run
those
analytics
that
are
on
sc's
website,
they're
a
little
more
detailed
than
dx,
and
they
pertain
to
the
that
in
usc
serves
directly.
H
So
you
know
one
can
imagine
the
amount
of
extra
work
going
on
in
usc
right
now,
but
just
as
quickly
as
they
can
help
us,
they
are
committed
to
working
with
us
on
some
more
refinement
tricks.
We've
also
had
an
outreach
effort
to
a
couple
other
entities
that
may
be
able
to
help
us
if
we
don't
have
some
better
metrics
by
within
the
next
two
to
three
weeks.
Our
only
option
will
be
to
go.
We
have
metrics
and
that
that's
what
we
said
initially,
we
would
follow
and
that's
all
we
have
right
now.
H
Q
No,
that
was
one
and
a
half.
Can
I
do
one
more
real,
quick,
very
simple,
and
this
is
from
miss
belcher
carol.
Q
The
big
question
is
everybody's
being
asked
as
parents
to
make
a
decision
on
virtual
in-person
and
not
necessarily
a
decision.
We
need
them
to
commit
to
how
they
want
it,
even
if
we
have
to
come
back
and
tell
them.
We
cannot
accommodate
that.
I
get
that,
but
the
question
is:
how
do
I
make
that
decision
when
I
don't
know
what
virtual
will
look
like,
or
how
do
I
make
that
decision
when
I
don't
know
whether
my
school's
an
aabb
and
my
child,
my
other
child's
school
is
a
five
day
only
option.
H
Miss
belchers,
mrs
kosic,
I'm
not
sure
if
the
response
falls
in
your
area
or
mr
browey's.
I
think
that
it's
the
the
analytics
on
mr
browey's
side
and
squaring
that
with
learning
services.
But,
mr
bro,
do
you
want
to
answer
that
or
miss
belcher
a
little
more.
Q
I'm
just
asking:
when
are
we
going
to
have
those
building
level,
details
and
virtual
details
so
that
a
parent
can
truly
assess
what
they
want?
They
may
decide
that
their
school
is
a
five
day
a
week
school
and
they
don't
want
that
and
they
want
virtual
versus
their
other
child.
When
will
we
know
that
stuff
definitively.
I
Yeah,
mr
pomelli,
so
from
the
building
the
building
perspective,
we're
we're
about
halfway
through
our
schools
now
in
in
detail
in
which
our
facilities
personnel
have
laid
things
out,
along
with
support
from
the
principles
themselves,
so
that
that
process
is
about
halfway
through
we're
hoping
to
start
middle
schools
this
week
and
have
middle
schools
and
high
schools
done
by
two
weeks
from
two
weeks
from
now
so
this
week
and
next
week.
We'll
need
that
time
as
we're
going
through
that
process.
I
We're
matching
that
up
with
bus
transportation
again,
the
best
we
can
do
at
this
point
is
take
initial
survey,
results,
compare
it
to
bus
usage
last
year,
it's
it's
really
speculative,
but
to
try
to
identify
shortcomings
with
buses,
because
that
could
be
a
limiting
factor
as
well.
I
B
Thank
you,
mr
frazier.
D
Thank
you
first
time,
thanks
to
the
staff,
I
think
you've
done
a
great
job
of,
as
ms
coach
said,
providing
clarity
on
having
a
safe
school
environment
for
our
staff
teachers,
and
you
know
other
folks,
as
well
as
our
students,
when
we
open
them
for
use.
D
Would
we
then
be
using
the
virtual
academy
resources
for
our
students
and
stick
to
the
same
off
ramps
that
we
prescribed
earlier,
which
is
a
nine
week
or
a
semester?
So
I
guess
that's
a
question
for
miss
belcher
or
if,
in
fact,
we
opened
virtually
eighth
or
otherwise.
K
K
I
I
think
our
reality
is
that
all
schools
are
going
to
have
to
prepare
for
three
different
settings,
a
fully
virtual
setting
a
setting
where
some
of
the
instructions
can
be
able
to
be
done
in
person.
Some
of
it's
going
to
have
to
be
done
at
home,
whether
that's
virtual
or
through
written
work
and
a
fully
in
person
setting,
because
hopefully,
at
some
point
during
the
year,
we're
going
to
be
fully
in
person.
Again
too.
K
We're
then
going
to
obviously
adjust
our
staff,
which
might
mean
pulling
some
teachers
to
involve
them
in
the
virtual
academy
in
order
to
make
sure
that
we're
meeting
the
needs
of
all
the
students,
the
advantage
of
the
virtual
academy
was,
we
have
proven
providers
who've
done
this
for
online,
which
will
be
a
little
bit
stronger
than
anything.
We
could
do
ourselves
yet
and
still,
if
we're
doing
it
at
scale.
K
That's
part
of
the
reason
for
the
investment
and
zearn
and
the
video
options
is
that
we
want
to
make
sure
that
if
we
had
to
do
it
for
all
of
our
students,
we
had
that
option
as
well
and
that
we
did
a
more
tightly
managed
opportunity
than
what
we
did
in
the
fall
in
the
spring.
No,
no
harm,
no
foul
is
what
we
did
in
the
spring.
K
I
think
we
pivoted
very
quickly,
I'm
just
saying
we
know
that
to
monitor
and
ensure
that
we
actually
meet
more
than
a
grade
work
levels
worth
of
growth,
we're
going
to
have
to
make
sure
that
we're
regularly
assessing
monitoring
and
having
more
set
in
person
instruction,
whether
that's
in
person,
in
a
classroom
or
in
person
through
video
conferencing
like
this.
D
Thank
you,
and
then
I
know
you
said
a
thousand
is
what
you
planned
for.
I
saw
in
the
paper
today
that
greenville's
already
got
ten
thousand
people
signed
up
for
online,
so
I
think
a
thousand's
gonna
be
well
short
of
where
we
end
up
regardless
of
how
and
when
we
open,
I
did
want
to
mention,
there's
a
youtube
chat
channel.
I
hope
somebody
on
the
district
staff
is
monitoring
that,
because
there's
a
whole
lot
of
questions
going
on
in
there
as
well.
D
D
I
noticed
in
a
slide
deck
that
our
goal
is
to
notify
families
by
the
19th
of
august.
What
september
8th
will
look
like,
and
I
heard
mr
baroy
just
say-
we
need
another
couple
of
weeks
to
figure
out
what
the
physical
plant
will
look
like.
So
we're
moving
into
that
august
time
frame
and
I
would
just
submit
that
the
19th
of
august
is
when
we
must
tell
people
by
the
20-day
requirement.
D
People
have
jobs,
families,
child
care
things
to
figure
out
and
to
the
extent
that
we
can
accelerate
our
ability
to
make
a
decision
on
opening
schools.
And
what
that's
going
to
look
like.
I
would
urge
us
to
try
and
figure
out
how
to
do
that,
because
there's
just
as
the
school
district's
adapting
so
are
families
and
employers
as
well.
B
All
right,
thank
you.
Miss.
R
Green
okay,
so
I
guess
one
thing:
I
need
some
clarity
on.
When
will
we
know
if
september
8th
is
not
a
start
date
for
virtual.
H
September,
8th
is
the
start
date
for
the
virtual
school.
If
that's
what
the
board
approves,
I
I
I
we
will
know
whether
or
not
we
can
start
in-person
classes
on
september
8th
when
we
look
at
the
at
the
coven
19
results
in
three
weeks.
That's
that's.
We
can't
delay
any
further
than
that
after
the
middle
of
august,
so
our
hope
would
be
almost
four
weeks.
We
have
to
make
that
call
so
that
parents
know
what
what
we're
going
to
do
it.
H
Frankly,
our
our
aspiration
was
to
be
able
to
open
up
some
in-school
opportunities
for
children,
but
unless
the
coveted
rates
begin
to
drop
dramatically,
we
don't
think
that
the
medical
experts
would.
That
is
the
right
thing
to
do.
So.
To
answer
your
question
directly,
we
have
to
make
that
call
by
august
17th
in
order
to
inform
parents
by
august
19th.
R
Okay
and
and
part
well,
I
I'll
leave
the
part
b
of
that
because
eric
won't.
Let
me
ask
three.
R
My
third,
my
second
question,
is
to
done
regarding
the
budget.
The
numbers
that
you
presented
to
us
today,
the
estimated
cost
for
the
september
restart-
was
that
and
was
were
any
of
those
numbers
included
in
our
in
the
budget
proposals.
O
Excuse
me,
some
funding,
that's
included,
that's
included
in
the
in
the
fiscal
21
budget
for
the
for
the
cope
at
19.,
although,
as
I
indicated,
the
costs
that
are
shown
here
on
the
slides
today
do
not
represent
the
total
cost
for
the
year,
and
so
when
we
go
come
back
to
the
board
in
the
fall
probably
october,
with
a
revised
budget
based
on
the
the
states
adopting
this
budget,
then
we'll
have
a
better
sense
of
what
the
total
cost
would
be
and
then
what
the
funding
mechanism
would
be
and
for
the
revised
budget.
R
And
okay,
all
right
I'll
I'll,
send
you
my
next
question
I'll
I'll,
send
you
an
email!
Thank
you
so
much.
I
appreciate
it
and-
and
I
just
need
to
say
thank
you
to
all
of
you
guys
for
all
the
work
you've
done.
I
I
just
can't
even
put
my
arms
around
it.
So
thank
you
all
for
your
hard
work.
G
Hi
most
of
my
questions
have
been
asked
by
other
board
members
and
thank
you,
and
I
would
also
like
to
thank
the
staff
for
all
the
work
you've
done.
I
do
follow
other
school
districts
just
out
of
curiosity
and
you've
really
done
a
lot
more
than
some
of
the
ones
other
ones
that
I
have
been
looking
at
and,
as
a
former
teacher
I
don't
have
a
question.
I
just
have
a
statement.
G
I've
been
getting
a
lot
of
feedback
from
teachers
that
feel
that
are
afraid
and
feel
like
no
one's
listening
to
them.
I'm
just
putting
that
out
there
from
the
presentation.
Today
it
sounds
like
you
are
listening
to
their
concerns.
Somehow
I
would
like
that
to
be.
I
don't
know
how
we
communicate
it
better.
Maybe
after
today
it
will
have
been
communicated,
and
I
was
the
kind
of
teacher
who
would
really
want
to
be
in
the
classroom
with
my
kids.
But
if
I
was
teaching
now
I'd
be
terrified.
G
So
thank
you
for
all
the
preparation
and
I
hope
people
start
wearing
masks.
A
Thanks
a
couple
of
my
questions
have
been
asked,
but
I've
got
two
real,
quick
ones
and
one
I
just
want
to
say
too.
Thanks
to
all
the
staff.
I
know
you
guys
are
really
working
24
7.
and
it's
much
appreciated.
So
I
have
had
some
co-workers
who
have
kids
in
other
counties
and
they
have
been.
The
parents
have
been
asked
to
sign
a
pretty
lengthy
release
and
are:
are
we
doing
anything?
I'm
hoping
we're
not,
but
are
we
doing
anything
for
that
like
that
for
kids
just
to
come
back
into
school.
S
A
Okay,
that's
great,
and
then
the
other
question
is
how
are
charter
schools?
You
know
we
have
a
great
relationship
with
our
charter
schools.
I
think,
but
the
decisions
that
the
board
makes
today
and
then
finalizes
next
monday.
Do
the
charter
schools
follow
under
those
recommendations
or
do
their
boards
dictate
what
they're
doing
for
returning
to
school?.
H
That's
a
really
good
question
that
part
the
charter,
schools
that
are
endorsed
or
affiliated
with
charleston
county
schools,
try
to
stay
aligned
with
charleston
county
schools,
but
the
fact
of
the
matter
is
the
charter.
School
board
has
the
the
authority
to
to
set
out
a
separate
under
if
they
wish
a
separate
operating
regime
separate
protocols,
that's
within
their
authority.
A
O
E
B
E
Okay,
great,
thank
you
very
much
for
y'all's
presentation,
I've.
Just
as
a
my
you
know,
four
kids
participated
in
the
virtual,
as
did
my
nieces
and
nephews,
and
just
for
everybody
who
didn't
go
through
that.
It
requires
a
parent
full-time,
particularly
to
work
with
kids
on
a
daily
basis
for
that
to
be
marginally
effective
at
best
and
so
for
working
parents
and
for
those
kids
it
is.
I
know
that
this
is
going
to
be
a
better
option
in
the
fall,
but
for
working
parents,
particularly
those
with
more
than
one
kid.
E
So
I
just
feel
like
it's
critical,
that
my
four
kids,
my
six
nieces
and
nephew,
will
all
be
back
at
school
as
soon
as
we
can
safely
for
our
teachers,
because
I
know
they
work
incredibly
hard
in
the
spring
on
it,
but
it's
incredibly
important
for
our
kids
to
get
back
as
soon
as
we
can.
That's
my
only
comment.
Thank
y'all.
B
Okay,
thank
you
board
members
for
your
questions
and
I
just
like
to
say
to
staff.
Thank
you
so
much
for
all
the
hard
work
that
you've
put
in
in
putting
together
this
plan,
the
task
force
that
has
tooken
apart
as
well
and
helping-
and
I
want
to
say
to
the
community
and
to
to
our
teachers
and
staff
that
we
are
listening
to
your
questions.
B
We
are
all
listening
to
your
concerns
and
and
safety
for
our
students
and
for
you
as
well,
is,
is
key
and
is
important
and
we
are
taking
all
of
those
things
into
consideration.
And
I'm
I'm
happy
that
the
board
members
asked
intense
questions
today
to
get
clear
answers
as
to
where
we
are
as
we
move
forward.
B
So
thank
you
so
much
dr
poster
waiting
to
your
staff
for
what
you
have
done
to
help
get
us
to
the
point
to
where
we
are
and
as
we
move
forward
this
week,
we're
we're
inviting
the
community
at
large
teachers
and
everyone
to
please
send
in
your
questions
to
the
safe
restart
at
charleston.k12.sc.us,
so
that
we
can
hear
your
feedback
as
well
from
what
has
been
presented
today.
As
we
move
forward
so.
Q
And
one's
a
yes,
no,
my
first
question
is
and-
and
it
can
be
something
that
you
guys
give
us
in
an
update
or
at
the
next
reading,
but
I
think
frasier
alluded
to
it
a
little
bit.
Is
there
what
happens
if
you've
got
a
kid
in
virtual
who
wants
to
off-ramp
at
the
end
of
the
quarter
or
semester
and
there's
no
room
in
the
building?
Q
That's
that
seems
to
be
a
question
that
people
want
to
ask
about
and
then
a
yes,
no
question.
It's
really
for
the
board
is,
do
you
think
there's
any
value
in
possibly
pushing
our
special
called
meeting
back
to
august
3rd
because
in
reality,
when
we
have
a
meeting
on
monday
and
a
meeting
on
the
following
monday,
the
agenda's
out
by
wednesday
so
you're
talking
48
hours?
B
So
so
that
I
do
not
know
what
kate's
motion
is.
Kate
has
not
ended
up
indicating
emotion,.
A
B
So
so
the
game
plan
is
to
have
a
special
call
meeting
on
the
27th.
So
that's
that's
the
origin.
That's!
What's
on
the
table,
so
cindy's
now
posing
a
another
question
as
to
whether
or
not
a
delay
of
an
additional
week
beyond
that
which
is
august
3rd.
I
think
you
said
cindy.
I
B
So,
dr
posterweight,
I
guess
the
question
comes
to
you
as
to
given
the
work
and
the
time
frame
of
of
trying
to
reassess
what
has
been
presented
and
questions
that
we
may
get
or
from
the
community
as
a
whole.
How
much
of
that
would
impact
two
weeks
from
now
versus
next
week?
As
far
as
decision
moving
forward.
H
We've
talked
tight
timeline
up
to
notify
parents
to
figure
out
what
our
options
are
and
so
forth,
and
so
the
longer
we
delay
the
board's
approval
of
a
plan,
the
more
it
tightens
up
that
timeline.
So
I
think
it's
a
really
good
idea.
Mrs
coats,
I
think
our
preference
would
be
to
keep
the
meeting
for
this
coming
monday
on
the
agenda.
H
We'll
have
a
plan
ready
for
friday
afternoon,
we'll
publish
the
revisions.
We
know
we
have
by
wednesday
we'll
update
that
this
friday
afternoon.
H
H
We
we
can't
formulate
the
options
for
parents
until
you
vote
we
and
and
that's
the
driver
right
now.
It's
a
chicken
and
egg,
it's
it's
almost!
H
What
parents
are
thinking
right
now
in
terms
of
these
choices,
with
the
understanding
that
when
the
time
comes,
family
has
to
make
the
decision
they
feel
is
best.
On
september,
8th.
C
H
Well,
I'm
not
sure
I
understood
the
second
part
of
the
question.
So
I'll
answer
the
first
one
really
quickly
the
the
challenge
opening
up
by
august
18th
virtually
is
the
corporation
it
takes
to
get
ready
and
the
fact
that
we
are
required
to
meet
with
students
face
to
face
before
we
open
virtually.
So
we
have
to
open
much
different
if
we
open
virtually
and
we
operated
last
spring.
There's
there
simply
aren't
enough
weeks
between
now
and
august
18th
to
get
everything
done.
That
has
to
be
done
so
that
that.
J
H
We've
been
working
step,
steadfastly
and
unflaggingly
and
friday
we
received
clearer
guidelines
every
week.
We
get
more
clarity.
H
We
have
to
offer
five
additional
days
for
k-8
students
and
we
have
we
we
have
to
oh
I
mentioned
we
have
to
to
meet
with
each
student
virtually
and
then
I
didn't
get
the
second
part
of
your
question.
I'm
sorry.
C
Who
will
be
responsible
to
enforce
the
mass
stays
on
their
children
because
you
know
sometimes
my
children
may
go
with
me
to
the
store.
So
when
I
hear
them
complaining,
I'm
tired
of
this
match,
I
want
to
take
it
off
after
20
or
30
minutes
or
so
so
how
do
we
keep
mastering
on
a
student
all
day
and
who's
going
to
enforce
that.
H
Whatever
mask
wearing
protocols
are
in
place,
have
to
be
in
place,
and
the
age
of
the
child
will
make
up
some
some
difference
in
how
we
respond,
but
we'll
give
gentle
reminders
some
coaching
a
bit,
but
this
is
something
we
can't
we
can't
negotiate.
Ms
belter
did
you
want
to
say
more
about
that.
K
Only
only
that
we're
going
to
call
up
the
code
of
conduct
later
in
this
meeting
to
reverend
collins,
which
has
been
adjusted
for
this
conduct.
K
So
you
know,
I
I
think
it's
going
to
be
one
of
those
things
that
we're
all
going
to
have
to
reinforce,
and,
in
my
experience
as
a
principal,
usually
around
like
september
and
november,
we
start
to
slip,
and
we
can't
slip
on
this
like.
This
is
one
of
those
things
that
it's
going
to
take
all
of
us
as
a
community
committing
to
get
it
right.
B
Okay,
I
believe
miss
darby
has
a
motion,
but,
mr
holland,
I
believe
you
had
a
question.
A
Yep
I
move
to
approve
first
reading
of
the
state.
E
B
You,
okay,
this
is
todd
todd.
Second,
that
motion
motion
made
by
miss
darby.
Second
by
mr
garrett,
reverend
collins.
How
do
you
vote
no
miss
coats.
Q
D
E
A
G
B
Okay,
miss
darby.
A
R
Well,
mac,
may
I
ask
anot
a
follow-up
question,
even
though
we've
already
voted
on
that
with
regards
to
the
virtual
start
date
of
the
eighth,
if
the,
if
we
aren't
able
to
send
kids
back
in
person
on
that
day,
which
it
probably
looks
like
we
aren't
when
and
how
do
we
make
the
decision
to
start
the
in
person?
And
I
know
it's
going
to
be
based
on
dx
data,
I
guess
my
question
is
suppose
I
mean
hypothetically
suppose
the
numbers
start
to
decline
and
we're
at
a
position.
R
B
So
dr
paul's
made
my
answer
a
comment
thereafter,
but
right
now,
tentatively
we're
starting
we're
proposing
starting
september
eighth
right
and
tentatively
by
august
19th
we're
proposing
to
give
a
either
a
virtual
or
in
person
go
live
per
se
and
given
the
the
numbers
and
the
guideline
either
we
will
go.
B
You
know
one
nine
weeks
or
we'll
go
one
semester
and
as
we
get
more
into
it
and
the
numbers
decline,
I
guess
at
that
point
we'll
come
back
and
we'll
we'll
make
some
modification
as
to
as
to
where
we
can
fully
engage
in
classroom
instruction
without
the
virtual,
but
I
believe
we
may
have
to
once.
You
establish
the
the
virtual
online.
I
think
you
have
to
complete
that
portion
of
it,
but
not
the
poster.
What
can
come
in
and
clarify
that
to
to?
H
That's
right,
sir:
we
will
bring
the
numbers
to
the
board
every
month.
This
is
something
that
will
be
on
your
agenda.
Look
at
the
numbers
work
with
the
medical
expert.
If
there
is
a
time
we
can
open
up
anything
and
the
board
votes
that
we
can
open
up
anything
in
person,
then
there
will.
We
imagine
about
a
week's
transition
time
for
families,
our
employees
and
our
our
students
and
their
families
to
get
ready.
R
B
Thank
you
yeah.
So
the
key
is
wear
your
mask
or
your
mask,
and
I
think
we
we
we
as
the
community
will
definitely
control
how
soon
we
open
back
up
by
the
number
of
people
wearing
a
mask
consistently,
so
that
we
can
drive
these
numbers
down
and
we
can
get
back
to
in
person
fully
engaged
into
in-person
classes.
D
D
We
are
setting
our
schools
up
to
be
the
safest
place
we
possibly
can
for
for
our
faculty
and
our
employees
and
our
students
and
we're
not
going
to
ask
them
to
be
there
until
we
know
we
can
do
it
safely,
and
so
I
think
people
people
need
to
hear
that
loud
and
clear,
with
no
ambiguity
whatsoever.
Numbers
have
got
to
get
better
or
it's
not
going
to
be
an
option.
Q
B
Thank
you
got
it.
Thank
you
so
so
board
members,
you
know
we're
tasked
to
as
well
as
we're
communicating
with
our
constituents
and
with
teachers
and
so
forth.
We
need
to
relay
that
message
to
them
that
we
will
definitely
won't
put
our
kids
in
harm's
way.
We
won't
put
our
teachers
in
harm's
way
we,
but
we
can
drive
this
destination
by
us
all,
engaging
together
and
wearing
our
mask.
So
I
don't
work
for
the
cdc,
but
I
can
tell
you
it's
important
that
that
we
do
that.
G
Agenda
the
health
advisory
committee
advocates
for
youth
three
hours,
curriculum
recommendations.
K
I'm
going
to
turn
this
over
to
holly
cut,
who
who's
on
our
my
team,
who
has
led
this
work
with
the
health
advisory
committee.
T
Thank
you,
so
I'm
the
my
name
is
holly
cutton,
I'm
the
instructional
specialist
for
health
and
pe
for
the
district,
and
the
health
advisory
committee
is
recommending
advocates
for
youth.
The
three
r's,
which
is
rights,
respect
and
responsibility,
curriculum
to
be
implemented
in
grades
6
through
12,
and
this
curriculum
comes
about
from
the
consent,
decree
and
judgment
that
came
out
on
march
11th
and
passed
down
from
molly
spearman.
That
needs
to
be
implemented
by
the
start
of
the
2021
school
year.
T
So
this
curriculum
is
not
it's
being
recommended
is
not
replacing
anything
that
we
have.
This
is
going
to
be
an
additional
option
to
go
along
with
everything
that
is
already
being
implemented.
So
basically,
if
you
read
the
consent
decree
in
in
the
law,
but
the
lawsuit,
what
the
comprehensive
health
education
act
is
designed
is
now
needs
to
be
designed
and
implemented
without
regard
to
59
3230,
which
basically
violates
the
equal
protection
clause
and
discriminates
on
the
basis
of
sexual
orientation.
T
So
this
curriculum
is
going
to
meet
that
standard,
which
the
state
is
asking
for
school
districts
to
implement.
The
committee
spent
a
lot
of
time
looking
at
advocates
for
youth.
They
knew
this
was
coming.
This
is
not
something
we
just
put
together
at
the
last
minute,
they've
been
looking
at
the
curriculum
for
over
a
year
now
and
it
they
truly
came
up
with
some
great
reports
for
you
to
have
read
regarding
the
curriculum.
It
is
a
k-12
curriculum,
but
we
are
not
looking
at
kindergarten
through
fifth
grade.
This
is.
T
We
are
only
looking
to
implement
sixth
grade
through
twelfth
grade
that
will
go
into
those
options.
G
Thank
you.
Are
there
any
questions
from
the
board?
C
Collins
are
there
other
options
other
than
just
curriculum
here?
Are
the
other
options
available
or
could
have
been
chosen
from.
C
T
We
looked
at
several
different
resources,
but
we
could
not
find
any
that
still
fell
in
with
the
state
law
that
would
fit
our
community.
T
Many
of
the
other
curriculums
were
too
off
centered,
for
what
fits
are
the
needs
of
our
students,
and
we
didn't
feel
that
it
would
be
right,
and
this
one
was
so
involved
in
the
social
emotional
in
the
safe
place
of
students,
and
it
really
taught
a
lot
of
empathy
and
teaching
acceptance
and
provided
a
lot
of
bully
bullying
on
prevention
within
the
curriculum
and
it
just
seemed
to
be
a
good
fit
if
we
were
going
to
uphold
what
the
what
the
state
is
asking
us
to
implement-
and
this
was
the
curriculum
when
the
state
gave
out
their
recommendations
of
what
they
thought
would
be
appropriate.
T
This
was
the
only
curriculum
that
they
provided
on
the
list
of
recommendations.
Everything
else
were
websites
that
teachers
could
use
as
a
reference,
but
this
was
the
only
full
curriculum
which
we
thought
was
appropriate
because
we
had
our
they
had
already.
The
committee
had
already
started
looking
at
this
curriculum
and
sent.
C
Those
recommendations:
what
is
the
position
in
the
curriculum
on
when
teaching
about
what
I
call
alternative
lifestyles,
alternative
sexuality,.
T
T
Right
so
the
curriculum
we're
not
teaching
sexual
lifestyles,
it's
just
it's
allowing
them
to
be
part
of
the
conversation,
and
that
was
the
the
the
section
of
that
law.
Just
did
not
allow
any
of
our
teachers
to
have
any
conversation
or
allow
any
questions
about
lifestyles
outside
of
heterosexuality,
and
so
now
that
we
can.
We
need
some
type
of
curriculum
or
information
for
teachers
to
be
prepared
for
that,
and
that's
what
this
curriculum
provides.
T
It
gives
them
an
overwhelming
amount
of
information
of
how
to
respond
to
students
when
they
do
have
questions
and
they're
not
prepared
for
it.
We
could
not
find
one
curriculum
that
gave
the
teachers
that
background
when
having
these
conversations
with
students,
it's
free,
it's
online,
the
parents
can
even
access
the
curriculum
and
see
everything
that's
going
on
and
it
allows
the
teachers
to
fit
it
in
their
time
frame
too.
T
It's
not
a
one-size-fits-all
classroom,
so
you
know
if
it
if
a
school
is,
is
fitting
this
in
into
one
week
or
they
do
a
whole
two
week
or
they
want
to
do
it.
In
addition
to
some
of
the
other
options
that
are
on
there,
the
curriculum
allows
that
to
to
occur.
But
again
it's
not
we're
not
teaching
these
lifestyles.
It's
it's
we're,
including
these
lifestyles,
to
be
part
of
our
conversation
for
healthy
reproduction.
T
K
I'm
sorry
to
interrupt
holly,
forgive
me
and
reverend
collins,
but
I
want
to
make
sure
that
I
call
out
that
part
of
the
reason
that
we're
recommending
this
curriculum
is
that
there
wasn't
in
our
existing
options,
their
families
and
remember.
This
is
a
parental
choice
around
which
option
families
choose
to
allow
their
child
to
participate
in.
But
I
think
particularly
given
the
high
suicide
rate
of
gay,
lesbian,
transgender
youth.
It's
going
to
be
important
for
us
to
be
inclusive
in
our
curricular
options
to
make
sure
that
we're
keeping
all
kids
safe.
B
C
C
Can
I
proceed,
then,
all
right
actually
too.
So
I
do
thank
you
for
the
work
you're
doing.
We
do
need
reproductive
education,
health,
education,
sex
education,
because
we
certainly
need
that
and
I'm
not
knocking
that.
C
So
if
the
boys
were
to
vote
at
our
next
meeting
the
next
time,
we
have
a
special
call
meeting,
not
a
discussion
but
just
a
vote.
Would
that
will
that
hurt
anything
or
that
for
you
of
course,
any
kind
of
way
if
we
voted
the
next
time
we
meet.
T
Well,
we
would
the
student
the
teachers
would
need
when
they
come
back
on
august
11th,
but
when
we
have
those
professional
development
days,
that's
when
that
training
would
occur,
which
is
right
at
the
beginning.
K
It
would
reverend
collins,
but
I
think
the
answer
is
that
that's
what's
going
to
get
the
board
to
a
place
where
they're
comfortable
voting
for
it,
we'll
we'll
defer
to
the
board.
Our
preference
clearly
is
that
we
make
the
vote
tonight
largely
because
I
think
we're
providing
the
information
that
the
board
needs
to
consider
it.
But
if
there's
additional
information
that
you
need,
that's
helpful
to
us
to
know,
but.
C
I
sent
so
much
questions
in
earlier
today.
I
don't
know
if
they're
answered
or
not
yet.
I
said
to
me
that
I
went
to
work
and
came
back,
but
I'd
asked
one
thing
I
saw
it
was
that
were
the
men
gonna
teach
the
boys
and
for
the
ladies
gonna
teach
the
girls,
and
I
don't
know
if
I
got
a
response
to
that
or
not.
T
So
that's
can
be
up
to
the
school
to
design
it
that
way,
but
by
law,
six
middle
school.
This,
the
kids
just
have
to
be
separated
by
gender
and
in
high
school
they
stay
together.
The
only
time
we
separate
the
students
is
is
just
for
contraception,
and
that's
just
one
lesson
that
the
students
will
will
have
that,
where
they're
separated
but
other
than
that,
no
that
what
whoever
the
health
teacher
is
will
be
trained
to
teach
boys
or
girls.
It
should
not
matter.
A
G
B
Hi
miss
green.
R
G
A
B
And
I
vote
yes
that
motion
page
unanimously.
C
I
remember
matt
yeah
well,
I'm
gonna
go
back
and
study
the
curriculum,
some
more
that
was
sent
to
us
and
I'd
like
the
opportunity
to.
If
I
find
some
things
that
need
to
be
that
neither
brought
people's
attention
to
have
an
opportunity
to
present
it
next
time.
Next
time
we
meet.
B
Okay,
well,
okay,
prior
to
that,
if
you
have
questions
just
let
I
will
let
the
department
know
if
you
of
your
questions,
so
that
they
can
get
answered
and
won't
be
a
delay
in
that.
Q
C
C
C
U
U
Intimidation
will
continue
to
be
a
level
three
offense,
but
is
now
only
for
threats
made
by
students
to
students
that
will
help
us
to
identify
that
data
more
easily
as
the
year
goes
on.
More
importantly,
the
addendum
piece
that
you
received
defines
our
beliefs
and
expectations
as
we
reopen
amid
the
crises
of
covet,
19
and
racial
injustices.
U
We
are
currently
working
on
revisions
to
the
admin
procedures
manual
that
we
as
a
companion
document
for
principles
for
the
code
of
conduct
and
we
are
working
to
adjust
the
progressive
discipline
plans
based
on
potentially
being
remote
or
hybrid
in
the
fall.
So
that
would
look
may
look
differently
than
a
typical
reopening
of
school.
Those
documents
will
be
ready
in
the
next
few
weeks
as
well.
So
I'm
happy
to
answer
questions
at
this
time
about
the
code
of
conduct.
Q
U
So
this
the
it
is
at
the
right
now
being
created.
It
should
be
ready
in
the
next
few
days
and
we
can
send
it
to
the
board.
G
Any
more
questions:
okay,
abused,
third
grade
entrance
criteria,.
Q
So
I
do
have
one
question
really
only
one
question
about
this,
because
the
board
has
seen
this
document
two
or
three
times
now
can.
Can
you
clarify
that
priority
number
two
is
countywide
down
there
at
the
bottom
of
the
the
admission
sheet.
It
says
zoned
for
80
or
higher
poverty
schools
based
on
meeting
eligibility
criteria.
That's
county-wide.
V
Now
priority
one
is
the
member
elementary
matriculation.
Then
priority
two
would
be
the
students
who
are
zoned
for
the
80
or
higher
poverty
pools
and
then
priority
three
would
be
our
county-wide
applicants.
K
K
P
C
I
do
have
a
question
the
the
thing
about
the
twin.
H
That's
in
your
policy,
reverend
collins
and
this
statement
simply
causes
us
to
be
constant
at
nemanja
with
the
board
policy,
that's
been
in
place
for
abused.
That's
that's
the
board's
policy.
C
Yeah,
I
remember
I
was
talking
about
it.
I
don't
know
if
it's
quite
actually
actually
a
policy
or
not,
but
I
remember
that
it
was
some
kind
of
writing.
We
saw
it.
C
What
I
got,
what
I'm
getting
at
is
that
why
focus
on
twins
instead
of
just
have
siblings?
Why
are
we
doing
it
just
twins
that
way
I
like
out
of
the
blue.
We
could
use
twins
instead
of
just
siblings,
because
you
have
to
be
identical.
You
got
to
be
twins,
then
you
get
in
eligible.
I
don't
see
that
being
just.
Q
C
Yeah
we
could,
but
we
can
yeah.
We
do
have
some
time
because
it's
down
the
road,
but
today's
a
day
with
the
today's
end
of
the
discussion
that
we
talked
about
yesterday.
But
we
don't
spend
too
much
time
with
our
certainly
agree
with
that.
But
but
I
think
all
of
our
policies
need
to
be
fair
and
represent
all
families
not
showing
any
favoritism
to
anyone
and
I'll
stop
by
that.
C
B
Right,
miss
green
policy
and
personnel
questions,
miss
allen.
P
G
P
R
B
R
R
Parents
who
are
not
paying
the
tuition
when
we
were
looking
at
this
staff
indicated
that
they
found
out
that
we
didn't
have
a
policy
for
how
we
enforce
you
know
payment
or
funds.
I'm
not
sure.
If
there's
somebody
in
the
audience
who
knows
what
I'm
talking
about
but
yeah
we
did
have,
and
so
I
just
would
like
to
make
sure
that
staff
is
following
up
on
that.
I
actually.
Q
G
B
Sure
miss
toad.
You
voted
yes,.
Q
B
Robin
collins,
yes,
mr
frazier.
D
R
G
G
R
Naming
of
facilities
at
wander
high
school
center
for
advanced
studies,
the
information
is
presented
erica.
I
don't
know
if
anybody
has
any
questions,
but
if
not,
we
could
just
vote
on
it.
I've.
A
The
it's
it's.
Q
B
Robin
collins,
yes,
mr
frazier
hi,
miss
green.
R
G
G
R
Okay
policy
and
personnel
district
procurement
panel-
I
think
that's
you,
reverend
mack.
B
Yes,
so
I
I
move
to
appoint
miss
cindy
bond
coats
as
the
chair
of
the
district
20
20
21
procurement
panel,
as
outlined
in
section
4410.2.1.
Second,.
R
Okay,
I'm
not
gonna
call
the
rule
on
this
one
miss
coats.
How
did
you
vote?
Yes,
miss
colin
reverend
collins.
C
D
F
N
G
R
Okay,
I
vote
yes.
B
R
Okay,
the
next
is
the
policy
and
personnel.
Oh
no,
I'm
sorry,
yeah,
test
assessment,
administration.
First
reading.
A
Q
C
R
Miss
darby,
yes,
miss.
I
can't
read
my
writing.
Mr
the
reverend
mack.
Yes,
miss
miss
jeffries!
Yes,
and
I
vote
yes.
So
that
motion
also
carries.
A
R
I
have
to
get
some
battery
powder
power
here,
okay,
so
the
next
we
have
is
title
nine
and
I
don't
know
if
anybody
has
any
questions,
but
if
you
want
an
explanation
as
to
what
this
is
all
about,
I
can
ask
natalie
to
to
brief
to
give
you
a
brief
synopsis
and
a
brief
reason
as
to
why
this
is
on
our
agenda.
Does
anybody
have
any
questions
about
it
or
want
to
know
that
or
everybody's
okay
with
it.
R
S
S
Yes,
ma'am,
I'm
here
so
war
members
good
afternoon,
my
name
is
natalie
hamm,
I'm
general
counsel
for
the
district.
S
This
policy
is
coming
forward
because
not
too
long
ago,
the
u.s
department
of
education
issued
new
regulations
with
regards
to
title
ix
and
how
investigative
ought
to
be
done
under
title
ix.
One
of
those
requirements
was
that
the
district
have
in
place
a
policy
that
addresses
all
of
the
changes
in
the
regulations.
S
S
S
Obviously,
the
deadline
is
coming
up
fairly
quickly
and
in
order
to
be
in
compliance,
we
wanted
to
go
ahead
and
bring
it
forward.
In
july,
I
will
say
that
the
school
boards
association
is
working
on
ad
policy
as
well,
so
by
the
time
this
comes
back
in
reading,
there
may
be
some
amendments
with
pairing
this
back
some
and
making
it
some
of
it
an
administrative
rule,
I'm
not
sure
what
the
recommendations
would
be,
but
we
wanted
to
at
least
try
and
get
in
compliance
with
having
a
policy
in
place
prior
to
the
deadline.
R
P
N
R
O
R
Yeah
they
were
approved
by
the
audit
and
finance
committee.
So
that
concludes
my
my
section,
mr
chair.
B
Okay,
all
right,
if
my
note
serves
me
correctly,
then
follow
along
with
me.
I
believe
consent
items
will
be
item.
3B,
the
health
advisory
committee
item
4a
tuition
income
item
4b,
the
naming
of
wando
event.
N
Yeah
four
c
four
d
for
e
for
items.
B
D
The
numbers-
reverend
mack,
don't
line
up
with
the
same
numbers
on
our
board
agenda,
so
we'll
just
need
to
be
clear
when
we
go
into
general
session,
because
those
numbers.
B
Yeah,
that's
kind
of
why
I
was
kind
of
like
calling
out
the
name.
So
let
me
do
it
again
for
just
to
make
sure
that
we're
accurate,
the
health
advisory
committee,
the
tuition
income,
the
naming
of
the
wando
high
school
center
for
advancement
studies,
the
district
procurement
panel
and
the
test
assessment
in
the
title
ix
policy,
revision
or
items
that
I
have
lists.
As
you
know,
consent
all
right.
C
N
B
D
R
B
Q
Q
G
B
Ms
darby
yeah,
I
vote
yes,
that
motion
carries
unanimously.
So
at
this
point
now
we
we
have
a
board
meeting
following
this
comedian
hold
meeting
today
and
of
course,
our
next
committee
of
the
whole
meeting
will
take
place
on
august
10th
and
our
regular
board
meeting
will
take
place
on
august
4
august
24th.
B
J
Yes,
you
can
you
don't
need
to
log
out
you,
can
you
can
stop
your
video
and
and
just
come
back.