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From YouTube: CCSD Board of Trustees Workshop | January 11, 2021
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A
That
you
will
accomplish
over
the
next
several
months
there.
There
are
a
few
ground
rules.
I
think
we
have
some
slides.
I
just
want
to
walk
through
the
agenda,
real
quick,
because
it's
it
will
it.
It
will
go
quickly,
the
the
time
that
we
have,
and
so
I
just
want
to
walk
through
a
couple
things.
I
think
you
have
the
slide
package
in
front
of
you
in
terms
of
ground
rules
today.
A
Let's
just
have
one
conversation,
that's
the
conversation
at
hand
as
reverend
mack
asks
we
want
you
to
be
fully
engaged
and
attentive
in
the
dialogue
and
so
I'll
call
and
probe
and
ask
follow-up
questions.
If
there's
an
idea-
and
we
just
want
to
have
more
discussion
about
that-
we'll
we'll
probe
that
just
a
little
bit
more-
we
want
to
be
as
strategic
and
as
forward-thinking
as
possible.
So
if
we
get
into
very
granular
tactical
issues,
I
might
try
to
lift
us
up
we'll
we'll
capture
those
thoughts
in
what
I
call
the
parking
lot.
A
We'll
we'll
have
that
up
here
and
then.
Finally,
I
think
everybody's
perspective
and
opinion
is
important,
and
so,
if
you're
quiet-
and
I
don't
think
there
are
any
shrinking
violets
among
this
board-
but
if
but
but
if
you're
not
engaged
I'll
I'll,
try
to
prompt
you
and
and
call
on
you
and
likewise,
if
someone's
dominating
a
conversation,
not
that
I
would
be
ignoring
you,
but
I
I
may
sort
of
give
other
people
equal
time
and
space.
Is
that
fair?
A
Thank
you.
So,
after
in
the
next
couple
of
minutes,
I'm
going
to
be
asking
you
two
questions
and
really
it's
in
a
way
of
introductions.
I
know
most
of
you
and
the
new
board
members.
I
have
not
met
dr
french,
dr
fraser.
I
think
I
actually
know
dr
frazier.
I
think
we're
from
the
same
neck
of
the
woods.
I
think
we
bumped
in
to
each
other
and
miss
coakley
are
the
only
three
that
I
don't
personally
know
and
have
met
at
some
point.
A
So
it's
good
to
meet
you
and
look
forward
to
working
with
you
in
the
future
as
well,
but
the
two
questions
I'm
going
to
be
asking
you
is:
how
are
you
feeling
in
this
moment
as
by
way
of
introduction?
A
How
are
you
feeling
and
then
in
an
ideal
world
as
it
relates
to
just
broadly,
you
can
be
specific
to
your
role
and
work
as
a
member
of
this
board
or
as
broad
as
you
want,
but
in
an
ideal
world
finish
that
statement,
and
so
how
are
you
feeling
and
then
in
an
ideal
world
finish
that
segment?
What
would
you
hope
for?
What
would
you
want-
and
I
think
that
grounds
us
in
the
humanity
of
who
we
are
as
as
people
and
as
individuals
and
so
we'll
we'll
work
with
that
for
10
minutes?
A
And
then
I'm
going
to
call
on
dr
posterweight
to
really
ground
us
in
some
information
and
some
data
you
can
you
can
go
back
to
that.
First
slide.
Please
sort
of
taking
a
look
back
on
where
we've
been
reflect
on
where
we
are
and
then
we're
going
to
spend
the
balance
of
the
time.
Having
a
conversation
about
where
you
would
like
to
go
where,
where
we're
going,
we're
going
to
explore
some
opportunities,
we're
absolutely
going
to
raise
and
maybe
identify
some
some
challenges.
A
But
we
want
to
focus
more
on
the
opportunities
and
I
think,
if
we
get
stuck,
we
do
have
staff
members
here
to
to
be
able
to
to
get
us
out
of
a
quagmire
if
we
need
to
with
informational
data.
So
so
we'll
do
that
and
then
we'll
wrap
up
toward
the
end
of
this
review.
Where
we've
been
and
I'll
document
that
please
go
back
to
the
yeah
where
we've
been
and
then
we'll
we'll
close
out.
A
The
day
with
some
follow-up
from
there,
so
I'm
gonna
start
with
reverend
matt
as
a
matter.
A
Before
you
start
reverend
mack,
as
I
facilitate
this
I'd
like
to
answer
those
two
questions
first,
how
am
I
feeling
in
in
an
ideal
world?
So
so?
How
am
I
feeling
today,
given
everything
that
we've
witnessed
the
last
week,
I'm
I,
I
feel
a
resolve
and
a
hope
that
with
leadership
and
with
courage,
we'll
see
our
better
days.
I
think
those
days
are
ahead
of
us,
and
so
I'm
I'm
actually
optimistic
about
who
we
are
and
what
we
intend
to
be
in
an
ideal
world.
A
I
I
would
love
to
see
that
the
society's
benefits,
as
well
as
their
burdens,
are
not
skewed
by
race
by
sexual
orientation
or
by
gender,
that
we
have
a
truly
equitable
world
and
community
that
we
all
live
and
thrive
in.
So
that's
how
I'm
feeling
today,
that's
ideally
what
I
would
love
to
see.
It's
a
reverend
mac,
I'm
going
to
turn
it
over
to
you
and
we'll
just
go
very
quickly.
Just
like
I
did
just
trying
to
model
it
very
quickly
and
succinct
and
I'll
capture
some
of
these
thoughts.
Thank
you.
C
Okay,
thank
you,
mr
goss.
Actually,
today,
I
feel
kind
of
perplexed
really
given
the
challenges
that
we
have
seen
over
the
last
few
days
in
in
the
society
in
which
we
know
to
be
different,
given
all
of
our
covet
situations
we've
dealt
with
and
then
to
have
seen
something
erupted
nationally
here
with
our
local
government
with
our
government.
It
is
very
perplexing
to
see
that
we
are
still
this
time
in
day
dealing
with
issues
of
that
magnitude
in
an
ideal
world.
C
I
I
would
see
us
more
in
a
manner
in
a
position
to
one
not
having
to
deal
with
the
covet
situation
anymore,
because
truly
covet
has
has
changed
the
way
we
we
look
at
life
as
a
whole
and
and
the
different
things
that
we
have
done
and
how
we
do
them,
but
in
an
ideal
world
that
we'll
be
able
to
work
more
on
a
on
a
scale
to
where
there
is
no
division
where
there,
where
there
is
no
divide
among
people,
whether
it's
party
color
skin,
color,
whatever
the
case
may
be,
but
that
we
all
will
be
able
to
work
together
for
the
good
of
the
cause.
B
D
How
am
I
feeling
today,
I'm
feeling
like
I'm
drinking
water
out
of
a
fire
hose
and
in
an
ideal
world
in
charleston
county,
every
child
or
every
parent
would
be
able
to
confidently
send
their
children
to
their
neighborhood
school?
If
that's
what
they
want,
we'd
have
you
know,
equity
across
the
district.
D
D
I'm
kind
of
feeling
out
of
sorts
and
for
a
number
of
reasons.
D
D
A
D
D
I
have
to
think
in
smaller
terms,
I'm
overwhelmed
by
what
is
outside
my
world
right.
Now,
it's
it's
ex,
and
so
I
think
in
an
ideal
world
we
would
have
our
state
leaders
and
our
federal
leaders,
as
well
as
our
district
leaders,
meeting
boards
as
well,
focused
on
changing
the
structural
system
as
opposed
to
continually
trying
to
change
the
people
or
singular.
D
Today,
I
think
I'm
I'm
feeling
a
heaviness
there's
a
lot
happening
and
there's
it's
more
than
a
notion
to
balance
what
is
happening
in
our
lives
personally
because
of
covet
19
as
well
as
what
we
have
to
do
as
leaders.
I
feel
like
every
other
day.
I
hear
about
someone
having
passed
away
due
to
covet
and
then
you
know
we
talk
to
constituents
and
they're
talking
to
us
about
their
experiences,
and
they
just
want
to
be
heard.
D
But
then
you
have
to
balance
that
with
what
is
legal,
what
works
for
the
masses
and
what
is
what
is
most
productive
when
you're
dealing
with
a
system
of
this
size,
I
think
in
an
ideal
world
we
would
have
students
who
were
actually
going
into
buildings,
believing
they
were
going
to
be
inspired
by
what
they
were
learning
in
the
the
content
they
were
engaging.
D
We
would
have
parents
who
felt
very
safe
and
comfortable
sending
their
kids
to
school,
and
I
think
we
would
have
teachers
who
felt
supported
in
their
charge
to
educate
our
students
and
when
I
say
supported,
I
don't
just
mean
you
know,
by
the
district
or
by
the
community.
I
mean
really
the
tangible
items
that
make
it
that
enable
a
teacher
to
do
their
job
successfully,
whether
it's
additional
help
in
the
classroom
when
they're
trying
to
reach
students
at
various
levels,
mental
health
supports,
etc.
A
Thank
you
and
I'm
going
to
ask
dorito
to
to
close
us
out
by
answering
these
two
questions.
Excuse
me,
dr
pulls
away.
I'm
sorry,
thank
you.
I
guess
you're,
probably
feeling
the
burden.
D
Of
the
immediacy
of
the
impact
of
the
decisions
that
we're
required
to
make
and
that
we
signed
up
today,
we're
feeling
the
distress
of
those
who
are
contacting
us
and
board
members
in
an
ideal
world.
Our
leadership
team
would
accomplish
precisely
the
goals
that
board
members
have
articulated
this
morning.
We
would
do
our
part
to
make
sure
that,
as
the
system
itself
changes,
that
parent
confidence
increases
that
all.
A
Wouldn't
thank
you
for
that.
I'm
I'm
circling
some
words
up
here
before
we
jump
into
the
next
portion
of
our
agenda.
Excuse.
D
D
A
A
E
Not
a
problem
and
good
afternoon,
everyone.
First
of
all,
I
want
to
thank
you
very
much
for
allowing
me
to
do
via
zoom,
and
I
want
to
apologize
to
everyone
for
not
being
there,
but
these
very
two
questions
get
very
close
to
home
and
I
want
to
say
I
want
to
echo
everything
in
the
room
that
I've
heard
and
I
just
want
to
think
that
my
partner
courtney
waters
has
kind
of
touched
really
close
to
home
over
the
holidays.
E
I
did
lose
a
family
member
to
covet,
so
that's
a
personal
hit
home.
That's
how
I'm
feeling
how
I'm
feeling
that
was
a
close
hit
home.
So
this
is
a
reality
set
in
for
me
in
an
ideal
world
in
an
ideal
world,
I
wouldn't
have
to
have
that
sign
that
says.
E
You've
made
this
mama
angry,
because
our
children
will
be
able
to
go
to
any
school
and
get
a
quality
education
and
politics
would
not
play
a
role
in
how
our
children
learn
and
how
they're
educated,
nor
will
there
be
people
put
in
place
to
make
sure
that
our
children
are
not
learning
in
and
out
of
their
world,
but
right
now
I
do
feel
a
little
bit
optimistic.
E
You
know
facing
some
of
the
challenges
that
we've
all
faced
and
again.
I
will
continue
to
say
that
covet
not
only
exposed,
but
it's
leveled
the
playing
field
of
a
lot
of
people
of
a
lot
of
children,
and
so
I
hope
that
just
going
forward
that
we
do
all
find
some
common
ground
to
make
sure
that
our
children
know
that
they
are
capable
and
that
our
parents
know
how
important
they
are
and
need
it
to
make
sure
our
children.
E
A
Thank
you,
miss
coakley,
and
thank
you
to
all
of
you
for
answering
these
questions.
I
think
I
don't
know
if
you
can
see
the
screen
was
copley,
but
the
the
chart
appear,
but
I
I
highlighted
or
circled
several
words
and
concepts
that
I
I
want
to
lift
up
based
on
based
on
our
last
conversation,
and
that
is
that
there
are
a
range
of
emotions
and
feelings
that
we're
all
experiencing
right
now
from
optimism
to
distress,
to
feelings
of
being
overwhelmed
to,
quite
frankly,
being
out
of
sorts.
A
We
would
call
that
disoriented
and-
and
this
is
a
disorienting
time,
if
you
feel
like
I
do
sometimes
just
like
what
am
I
going
to
wake
up
to
tomorrow
when
I
was
talking
to
dr
posterweight
last
week
about
this.
Many
of
you
know,
I'm
an
ex-military
officer.
I
I
said
to
her
dr
postward.
I
think
you
guys
at
the
school
district
are
engaged
in
what
I
in
the
military
would
call
a
high-intensity
conflict
and
that's
a
that's
a
war
terminology
that
quite
frankly,
means
that
on
any
given
day,
anything's
anything
could
happen.
A
You
have
to
respond
immediately
is
what
dr
fosterweight
said
and
what
a
lot
of
you
are
feeling,
but
then,
ideally
what
I
think
you
are
all
after,
at
least
what
I
heard
you
say
is
this
underlying
issue
of
equity,
which
is
not
new
to
this
board,
certainly
not
new
to
the
school
district,
the
staff
or
this
community,
but
I
think
someone
articulated
it
very
well,
and
that
is
that
that
we
should
focus
on
changing
the
structures,
the
the
things
that
perpetuate
these,
these
systems
of
inequity,
these
systems
of
bias.
A
Instead
of
focusing
and
trying
to
change
people,
we
we're
uniquely
who
we
are,
and
so
I
would
commit
that
for
the
next
hour
and
30
minutes
the
time
we
have
left
that
we
try
to
stay
focused
on
this
part
of
our
emotions
right
now,
and
that's
the
optimism
that
we
find
strength
and
solidarity
and
the
optimism
that
you
as
a
board
have
an
opportunity
to
clearly
articulate
a
path
forward
over
the
next
several
months.
A
That
will
answer
the
call
that
I
think
you're
all
being
called
to,
and
that
is
how
do
we
help
our
students,
regardless
of
where,
where
they
live
in
this
district,
this
county?
How
do
we
help
them
not
only
emotionally
and
mentally
and
physically
overcome
the
last
10
months,
because
there
is
light
at
the
end
of
this
covet
tunnel,
but
then
how
do
we
recover?
A
A
That's
around
this
table,
and
so
what
we've
asked
dr
posterweight
to
do
before
we
jump
into
our
generative
discussions
about
how
you
will
lead
forward
is
to
really
ground
us
and,
where
we've
been
over
the
last
two
years
or
so,
and
to
really
think
about
the
goals
that
this
board
and
previous
boards
have
set
to
ground.
A
That
and
what's
left
to
be
done
so
she's
got
a
score
card,
that's
in
front
of
you
and
then
to
spend
some
time
on
really
reflecting
on
where
we
are
now
in
terms
of
the
pandemic
and
the
results
of
that.
So
that
that
grounds
us
in
the
in
the
conversation
that
we
will
have
with
the
balance
of
our
time,
hopefully
about
an
hour
to
get
into
some
some
some
strategies.
D
D
So
underneath
each
of
these
seven
strategic
objectives
from
the
strategic
plan,
the
board
went
back
looking
at
the
information
that
was
received
through
the
clemson
study
through
the
accreditation
requirements
through
the
shared
future
recommendations
and
mission,
critical
reports
and
eventually
then
established
some
sub-bullets
under
there
that
became
goals
and
from
those
goals
there
were
specific
board
actions
taken.
We
didn't
try
to
list
all
of
those
actions
for
you.
D
We
picked
out
a
few
because
we've
summarized
all
of
these
in
documents
for
the
board
before,
but
we
created
just
a
sort
of
what
jeff
would
call
a
chiclet
chart
with
a
few
of
them.
We
did
establish
data
targets
in
numeracy
literacy
in
the
amount
of
growth
occurring
in
across
the
district
and
in
each
school,
and
then
the
school
readiness
and
excuse
me
the
college
and
career
readiness
levels.
Those
targets
were
established
for
the
district
and
then
for
each
school,
looking
primarily
at
quantitative
data.
So
there's
been
some
discussion
recently.
D
We
watched
a
webinar
about
the
importance
of
qualitative
data,
but
when
we
looked
at
the
quantitative
data,
those
targets
were
established.
Each
school
had
not
only
specific
targets,
they
were
to
reach,
but
they
were
to
compare
themselves
with
other
schools
like
them
in
south
carolina
as
their
comparators
or
if
there
weren't
schools
in
south
carolina
that
had
demographics
like
their
school
than
outside
the
the
state
for
their
competitors.
D
If
they're
performing
at
the
top
of
the
the
comparison
group,
then
we
ask
them
to
look
at
their
competitors,
who's
like
them
in
the
entire
country
or
the
world,
that's
performing
better.
And
what
could
we
learn
from
those
schools?
We
made
a
lot
of
progress
that
first
year
that
we
had
a
system
in
place
and
I'll
talk
a
little
bit
about
that
progress.
D
Moving
on
into
implementing
the
new
literacy
and
math
curricula
that
was
well
underway
and
has
stayed
in
place
is
moving
forward
under
carolyn
belcher's
leadership.
We
did.
We
were
able
to
create
the
model
preschool
at
mary
ford
and
employ
certified
teachers
in
our
preschool
programs.
We've
begun
to
expand
that
model
now,
so
we're
ready
to
implement
it
in
other
communities.
D
D
We
began
to
address
a
lot
of
historical
inequities.
We
revamped
the
choice
program.
We
redefined
the
criteria
for
gifted
programs
making
sure
that
at
least
five
percent
of
the
population
of
children
in
every
single
school
were
participating
in
gifted
programs
and
we
began
to
provide
greater
equity
in
the
courses
that
are
offered
in
the
middle
schools.
D
This
was
purely
a
judgment
call
on
my
part,
but
I
think
we've
made
a
lot
of
progress
toward
a
more
cohesive,
effective
board
and
district
leadership
team
all
in
in
every
area.
We
have
a
ways
to
go,
but
I
certainly
think
we've
made
progress
there.
Expanding
the
advanced
academic
offerings
working
with
the
college
of
charleston
that
that
program
is
in
progress
and
is
ready
to
roll
out
we'll
be
enrolling
students
for
that
that
effort
is
underway
now
and
the
coursework
will
get
underway
in
place
in
the
fall.
D
An
effective
leadership
pipeline
is
under
development,
slowed
down
a
little
bit
because
of
covet
19..
We
began
a
competitive
salary
structure,
not
just
for
leaders
but
for
every
category
of
employee.
In
the
system,
the
audit
and
finance
committee
has
passed
some
recent
action
on
that
that
will
be
coming
to
the
board,
so
that
is
well
underway.
D
D
Requiring
cultural
competence,
training
for
all
personnel
was
again
well
underway.
Before
we
got
slowed
down,
an
amazing
number
of
new
facilities
were
completed
this
year.
I
don't
think
the
school
district
has
ever
had
so
many
facilities
come
online
at
in
the
same
year,
so
that
was
amazing,
work
and
then,
of
course,
developing
the
information
for
the
2020
penny
sales
tax
referendum
that
passed
two
things
we
didn't
get
to
were
creating
a
district-wide
montessori
middle
school.
We
pursued
that
a
little
and
then
dropped
it
because
we
simply
didn't
have
enough
feedback
from
parents.
D
Parents
were
somewhat
interested,
but
they
wanted
to
know
that
a
montessori
school
would
go
clear
through
high
school
and
that
needed
a
whole
lot
more
study
than
we
were
able
to
give
it
last
year
before
march,
and
then
we
studied
the
feasibility
of
of
of
how
to
better
support,
convert,
combine,
merge
or
rezone.
Those
were
the
words
the
board
used
in
the
action
of
smaller
schools,
but
we
did
not
present
that
report
to
the
board
or
move
any
further
in
taking
any
action.
D
D
D
That
doesn't
mean
that
that
we're
finished,
but
it
does
mean
the
teachers
in
those
schools,
the
the
principals,
the
support
staff
and
the
community
leaders
who
were
helping
made
tremendous
progress
in
those
schools,
because
we
did
that
our
number
of
excellent
good
and
average
rated
schools
improved
to
the
extent
that
we
want
to
rely
on
state
ratings
as
a
measure
of
quality
for
our
schools.
That's
what
we
have
right
now
and
we
made
some
some.
The
schools,
I
should
say,
made
some
really
impressive
progress.
D
Here's
a
statistic:
we're
particularly
proud
of
the
dual
enrollment
that
is
high
school
and
college
courses.
At
the
same
time,
I'm
almost
doubled
from
893
students
to
672
students
and
that's
an
area
we
will
continue
to
push.
We
included
some
information
about
the
sat
results
and
the
four-year
graduation
rate.
D
So
that's
that
the
four-year
graduation
rate
is
really
important,
but
it
doesn't
mean
that
all
of
those
children
have
a
bright
future
ahead
and
that
we
have
definitely
connected
them
with
a
pathway
toward
a
living
wage
job
and
that's
the
work
that
we
we
want
to
continue
and
press
on
even
harder
as
we
move
forward.
D
Moving
on
I'd
like
to
just
talk
a
little
bit
about
the
context
setting
for
where
we
think
we
have
found
ourselves,
we
were
making
some
excellent
progress.
The
momentum
was
there.
We
had
a
really
good
system
in
place
with
principles.
We
were
beginning
to
get
the
the
rhythm
of
how
to
implement
continuous
progress
processes.
D
We
were,
I
would
say,
halfway
through
the
the
easy
communication
around
how
to
use
measurements
without
feeling
threatened
by
them,
but
then
covet
hit.
So
these
are
national
data,
and
these
are
averages
so
across
the
nation.
The
projection
of
that
learning
loss
is
is
displayed
here.
The
red
bars
on
the
left
hand
side
represent
the
average
reading
achievement
in
the
fall
of
2019.
The
blue
bars
represent
average
reading
achievement
in
the
fall
of
2020.,
so
as
we've
shared
with
the
board
before
the
decline
in
reading
is
not
so
steep
as
the
decline
in
math.
D
If
we
look
at
the
right
hand
side
of
the
of
the
slide,
we
see
that
the
decline
in
mathematics
is
marked,
and
it's
worrisome
and
the
theory
behind
this
is
that
whatever
one
is
doing,
one
has
to
read
so
reading.
Skills
are,
are
increasing
or
holding
steady,
but
math
is
a
skilled
subject
that
must
be
taught
one-to-one,
it's
more
abstract
and
it's
more
difficult
to
learn
on
one's
own,
and
so
without
that
direct
instruction,
the
mathematic
progress
slows
markedly.
D
D
D
D
When
we
look
at
the
mathematics,
we
see
this
same
theory
in
action
that
even
students
who
are
performing
well
lacking
that
direct
instruction.
Despite
the
tremendous
work
our
teachers
put
in,
I
mean
every
teacher
will
tell
you
it's
much.
It
was
much
more
stressful,
trying
to
teach
virtually
last
spring
than
it
would
have
been
to
be
in
school
and
they
worked
hard.
They
worked
long
hard
hours
trying
to
reach
children,
but
even
our
our
top
performing
children's
achievement
was
stymied
by
the
school
closures.
D
And
if
you
look
at
fourth
grade,
you
see
that
the
the
lower
performing
fourth
graders
actually
lost
ground.
So
at
the
end
of
the
year,
the
typical
last
day
they
were
below
where
they
were
when
they
started
fourth
grade
because
they
hadn't
had
that
continued
practice.
So
why
look
at
all
this?
I
think,
as
we
as
we
look
ahead,
we're
going
to
have
to
be
very
intentional
about
preparing
for
what
we
would
call
in
any
other
event,
disaster
recovery.
D
I
think
it's
going
to
take
at
least
a
36-month,
very
intentional,
concerted
recovery
effort
and
those
students
who
were
harmed
the
most
are
going
to
need
to
be
in
some
some
intensive
care
response
from
us
where
they
receive
instead
of
180
instructional
days.
They
may
need
210
or
220
instructional
days.
I
think
the
leaders
and
principals,
the
principals
and
teacher
leaders,
the
faculty
staff
in
those
schools
need
to
be
able
to
look
at
the
calendar,
have
a
lot
of
autonomy
to
design
what
those
learning
experiences
might
look
like.
D
What
that
calendar
might
look
like
in
concert
with
the
families
who
are
are
impacted,
who
have
been
impacted
most
by
cobit
19..
So,
while
all
of
our
students
are
going
to
need,
some
supports
to
get
back
on
track,
those
who
are
impacted
the
most
were
those
who
were
scoring
below
grade
level,
and
we
know
that
children
of
color
are
are
more
impacted
by
cobit
19..
Families
of
color
are
more
impacted
by
coba
19
than
other
families,
and
so
for
very
good
reasons
that
more
of
their
children
haven't
been
attending
school
in
person.
A
Thank
you,
dr
poster,
wait
and
before
we
go
to
the
next
slide,
let
me
just
sort
of
debrief
the
first
part
of
dr
posterweight's
presentation
with
you
and
that's
around
the
goals
and
ask
you
of
those
goals
that
you
saw.
A
Is
there
any
additional
and-
and
you
can
do
this
at
your
leisure,
with
the
superintendent,
I'm
sure,
but
were
there
anything
that
surprised
you
anything
that
stood
out
to
you?
Anything
that
you
have
questions
about?
I
want
to
sort
of
settle
those
things
to
dr
postwate's
point,
so
we
can
be
singularly
focused
on
the
next
36
months,
so
anything
from
the
goals,
presentations
that
you
have
questions
about
or
want
clarification
on.
D
Yes,
I
I
wanted
to
clarify
the
brookings
institute,
this
national
data,
yes
ma'am,
I
should
have.
I
should
have
made
that
really
have
any
data
from
our
district
that
helps
us
to
understand
those
impacts
as
well.
D
We
we
do
during
the
in
the
in
the
slide
deck
for
board
orientation
number
two,
the
second
board
orientation.
There
are
some
slides
in
there
that
show
the
early
childhood
kindergarten
and
first
grade
data
and
in
in
february,
carolyn
and
her
staff
will
be
sharing
with
you.
Our
fall
versus
winter
map
data.
A
So
a
great
question
more
more
to
follow
on
that
in
in
terms
of
local
ccsd
data,
but
carolyn
dr
post
wait
would
you
I
don't
want
to
put
you
on
the
spot,
but
based
on
the
national
national
data?
B
A
D
D
Anything
else,
but
it
would
be
interesting
to
see
the
progress
we've
made
on
the
votes.
You
know
we've
got
the
like
the
seven
strategic
plan
goals.
I
mean
it
was
kind
of
a
report
card
to
say,
like
maybe
we
are
going
to
just
discuss
that,
but
a
report
card
on
these
were
those
back
at
that
point.
This.
D
Yes,
ma'am
we
most
of
the
goals
in
those
quarterly
mission,
critical
updates
that
we
gave
most
of
the
goals
were
in
there,
but
you're,
not
the
first
board
member
to
point
out
that
it
would
have
been
easier
to
follow.
Had
we
tracked
that
back
underneath
the
goals
instead
of
putting
it
over
in
mission
critical.
So
thank
you.
A
Okay,
so
what
what
I'm
and
we're
ahead
of
schedule?
So
that's,
that's
fantastic.
We
can
engage
in
some
and
some
dialogue,
and
so
what
we
want
to
spend
now
is
the
next
probably
hour
really
discussing
this
question
of
this
board,
and
that
is
what
can
we
do
and
and
dr
fraser,
you
you,
you
sort
of
teed
this
up
for
us.
A
What
can
the
board
and
the
staff
be
doing
now
in
terms
of
planning
for
the
inevitability
that
one
we
will
emerge
out
of
the
cove
pandemic
and
at
some
point
we
will
return
to
some
normalcy
in
terms
of
school
attendance
and
and
all
the
things
that
we
battle
with
now.
Vaccines
are
going
to
get
here
already
here
in
many
cases,
and
so
what
does
that?
What
does
that
playbook?
A
Look
like
I,
I
sort
of
took
the
took
the
writing
off
the
board
up
here,
but
if
you
could
imagine
that
you
had
a
blank
slate
as
a
board,
notwithstanding
the
fact
that
you
you've
got
a
lot
of
ongoing
goals
and
strategy
and
tactics
that
are
that
are
going
on
every
day
that
that's
being
tracked.
That's
why
this
wonderful
staff
is
here
they're
they're
on
that,
but
we
challenged
ourselves
for
the
next
hour
and
ten
minutes
or
so
to
say.
We've
got
a
blank
slate
of
paper
up
here.
A
To
imagine
what
we
can
do
to
recover.
What
may
have
been
lost,
we'll
get
data
to
sort
of
verify
where
we
are
to
reimagine.
Maybe
some
of
the
structural
challenges,
issues
that
we
face
as
a
school
district
and
knowing
that
you
have
a
chance
to
really
create
the
framework
for
what
the
next
36
months
of
this
school
district
will
be
and
do
with
a
couple
of
levers
that
we
can
talk
about
a
little
bit
later.
But
what
does
that
look
like?
A
So
I've
got
a
couple
of
sort
of
questions
just
to
get
us
started,
but
this
is
the
time
where
I'm
going
to
really
ask
for
your
ideas,
your
thoughts,
your
perspectives,
probe,
those
we'll
capture
those
up
on
the
on
a
sheet
of
paper
up
here
and
explore
those
and
then
we'll
come
back
and
wrap
our
time
up.
A
But
if
you
can
go
to
the
next
slide,
the
first
question
I
have
for
everyone-
and
I
think
we've
had
some
some
of
this
already,
but
just
just
so
we're
we
all
level
said:
what's
your
reaction
to
the
data,
it's
national
there's
some
parallel
to
what
we
might
be
experiencing
here.
Certainly,
you
you'll
have
some
of
that
information
and
have
more
clarity
as
the
school
year
goes
on.
A
But
what's
your
reaction
to
the
data
and
and
now
this
is
a
chance
where
I've
always
secretly
wanted
to
be
us
teachers
to
call
on
people,
and
so
now
I
might
call
on
you
if
if
we
don't
engage-
and
I
think
I
see
a
willing
participant
in
and
miss
courtney
waters
up
there,
so
courtney-
I
will
give
you
the
first.
The
first
go
at
this.
What's
your
reaction
to
what
you
saw.
D
Sure
I
think
I
was
totally
called.
I
don't
think
I
raised
my
hand,
but
I,
but
I
got
you
I'm
with
you,
I
I
actually
have
to
say
I
I
wasn't
surprised
and
I
don't
actually
think
it's
terribly
different
in
terms
of
trends
than
it
was
before
covet
and
I
think,
for
a
long
time,
I've
felt
like
we
need
to.
You
know
blow
up
the
system
in
a
lot
of
ways
and
when
I
say
blow
up
the
system
just
rethink
the
way
that
we
do
school.
D
For
instance,
we
know
there
are
so
many
students
that
fall
behind,
but
we
pull
them
out
of
class
to
do
the
intervention
and
so
they're
missing
instruction
and
they're
also
trying
to
catch
up
at
the
same
time,
and
I've
always
thought
why
don't
we
come
up
with
some
other
opportunity
for
them,
which
is
why
I
actually
love
the
idea
that
now
covet
has
brought
introduced
the
idea
that
perhaps
school
days,
maybe
they're
we're
in
need
of
more
of
them
for
our
most
precious
students,
and
that
doesn't
mean
that
we
precious
most
students
who
are
most
in
trouble.
D
I
should
say
all
of
them
are
precious,
but
you
know
I
I
think
we
should
be
thinking
about
things
like
that.
How
do
we
do
it
and
entirely
differently
so
that
we
don't
keep
getting
the
same
results?
And
so
I
wasn't
surprised
by
the
data,
but
I
think
it
has
finally
brought
to
light
and
brought
a
sense
of
urgency
to
the
fact
that
we
need
to
get
creative
and
do
some
things
entirely
differently.
A
E
Excuse
me:
actually
I
do
again.
Courtney
must
be
all
inside
of
my
head
today.
I
want
to
echo
exactly
what
she
said.
I
do
wish
that
we
could
just
do
away
with
some
things
certain
criteria-
just
testing
at
the
present
moment,
because
it
all
is
level
to
just
see
and
not
actually
again,
I'm
old
school
ask
our
children
what
it
is.
They
want
to
be
and
meet
them
where
they're
at
so
it
in
terms
of
curriculum,
and
I
think
it's
not
and
if
it
makes
sense,
I'm
sorry.
E
If
our
children
want
to
be
teachers,
then
we
give
them
curriculum.
That
is
going
to
be
education
and
teacher
base.
But
if
our
teacher,
our
children
want
to
be
something
else,
then
I
think
our
curriculum
should
be
different.
So
I
think
in
terms
right
now,
I
just
wish
we
could
just
switch
the
curriculum
around
and
make
it
meet
the
children
instead
of
us
giving
them
the
curriculum
that
it
is
that
we
want
to
acquire.
I
guess
if
that
makes
sense.
A
D
My
I
was
not
surprised,
I
I
think
that's
on
trend
to
before
covet
and
I
think
I
think
we're
probably
it's
going
to
be
even
more
devastating
when
we
get
data
you
know
for
the
rest
of
this
fall
and
the
rest
of
the
year
that
we're
teaching
in
such
a
different
state.
So
it's
it's,
I'm
not
surprised,
but
also
it
makes
I'm
worried
about
us.
D
D
Yes,
I
and
I
realized-
I
actually
meant
to
ask
if
we
see
similar
drop-offs
after
summer
and
typically
they're,
probably
not
as
dramatic.
You
know
when
we
come
back
to
school
and
they
probably
impact
the
different
strata
of
the
students
in
the
same
way,
but
I
also
want
to
say
yeah.
I'm
definitely
not
surprised,
it's
been
something
that
we've
been
hearing
about
or
across
the
country,
and
I
I
think
that
we
need
to
realize
that
we're
not
we're
not
alone
and
that
we
should
work
reach
out
to
other
districts
and
find
out
what
they
are.
D
D
Thank
you,
cheddar.
Thank
you.
I'm
not
surprised
about
by
the
results
either,
but
looking
forward
to
an
optimistic
about
this
session,
because
it
is
our
job
to
look
beyond
code
and
establish
solutions
and
goals
and
objectives
that
we
can
make
sure
are
getting
our
students
back
on
track
so
excited
for.
What's
to
come.
D
One
thing
I
found
interesting
because
it's
been
on
my
mind:
the
data
is
not
a
surprise
and
I
was
in
a
state.
I
was
meeting
with
some
state
folks
over
the
weekend.
It's
also
not
unique,
as
dr
french
said,
but
I
am
glad
to
to
see
and
had
hoped
we
would
see
that
there
will
become
an
intense
focus.
We've
had
goals,
districts
have
had
goals
since
time
began,
they've
been
big,
audacious,
hairy
goals,
etc.
D
B
D
Is
because
of
code
we
were
already
behind
the
full
company
and
what
we
did
not
do.
We
were
not
proactive.
We
intentionally
went
and
put
our
funding
into
magnet
and
charter
schools
which
really
really
made
the
problem.
Worse
and
now
we
have
to
come
back
to
the
table
and
maybe
look
at
extending
out
our
school
year
or
the
day.
D
An
academic
maintenance
student
they're
going
to
do
well
wherever
they
go
just
because
you
you're
already
dealing
with
kids
who
have
a
job
in
class.
But
what
about
the
baptist
hillary
students
who
are
not
doing
well?
They're,
not
exhausted
students
who
are
not
doing
well
and
his
parents
are
poor.
E
D
B
D
D
E
A
C
No
problem
at
all,
I
don't
mind
being
the
last,
but
there's
no
question
about
the
fact
that,
if
covert
have
not
played
a
part
in
the
number
and
the
data
that
not
only
that
we've
seen
presented
today,
but
it
has
just
added
on
to
what
has
already
been
an
issue
that
we've
been
dealing
with
in
the
district
and
not
to
belabor
the
conversation.
But
I'd
like
to
give
you
an
equation,
and
that
is
more
access
divided
by
closing
the
gap
will
equal
success.
C
Given
within
those
measures
and
in
the
presentation
and
the
numbers
and
the
data
that
have
been
presented
to
us,
we
will
find
that
we
will
be
able
to
not
only
close
the
gap
but
even
be
able
to
bring
those
kids
up
to
par
to
where
they
need
to
be.
But
we
have
to.
We
have
to
get
more
access.
We
we
have
to
do
more.
C
On
top
of
what
we're
doing
now-
and
I
do
understand-
you
know,
dollars-
play
a
role
or
the
budget
plays
a
role
in
everything
that
we
do,
but
we
have
to
take
bull
measures
in
putting
those
resources
where
they
need
to
be
redefining
those
things
so
that
we
can
close
this
gap
and
and
closing
the
gap
meaning
success
for
everyone.
When
I
said
everyone,
I
mean
not
only
not
only
the
student
body
themselves
but
is
is
success
for
our
community,
our
business.
C
So
we
play
a
major
role
when
we
close
this
gap
and
getting
our
kids
to
where
they
need
to
be,
because
a
student
that
cannot
fill
out
an
application
based
on
the
fact
that
they
can't
read
will
not
be
able
to
fill
out.
An
application
will
not
be
able
to
apply
for
a
job
if
they
cannot
follow
the
simple
directions.
C
So
so
our
our
greater
impact
that
we
have
here
on
the
school
level
in
providing
the
access
and
the
resources
will
definitely
close
those
areas
to
where
we
have
been
struggling
with.
For
some
time
with
our
student
and
and
I
don't
mind
and
cfo
mccrinch.
When
I
say
this,
but
I
do
not
mind
adding
the
dollars
to
where
they
need
to
be
to
make
it
happen,
and
at
the
end
of
the
day
I
I
would
rather
you.
C
A
Thank
you
for
that
reverend
mackin
and
I'm
you
can't
see
under
my
my
mask,
but
I'm
smiling
because
as
a
person
who
has
a
board,
I
would
love
for
my
board
chair
to
say
something
like
that,
because
I
can
certainly
give
them
all
kinds
of
ideas
for
how
we
might
be
able
to
appropriate
resources.
A
Look
I
want
to
we've
got
about
an
hour
left
and
I
want
to
reorient
us
to
what
we
just
heard
and
starting
from
where,
where
we
were-
and
we
started
today
talking
about
how
we're
feeling
and
we
use
words
like
perplexed,
overwhelmed,
heaviness,
optimistic
distressed
when
we,
when
we
saw
the
data,
we
said
things
like
we're,
not
surprised
we're
worried
about.
Frankly,
the
fact
that
these
problems
persisted
before
covet
19.
kobe
19
has
sort
of
exposed
it
in
ways
that
that
are
hard
to
hide.
A
Even
if
you
aggregate
all
the
information,
it's
just
hard
to
hide
what
you
see
can't
unsee
it
now
so
that
so
it
calls
us
to
do
something
about
it.
And
then
we
talked
about
sort
of
some
of
the
systemic
work.
A
Are
there
any
things
in
terms
of
addressing
this
moment,
the
next
36
months
or
so
the
the
disaster
recovery
plan?
Are
there
any
things
for
this
board
that
are
off
limits
in
terms
of
what
you
are
willing
to
put
your
personal
coverage
on
the
line
to
to
to
make
happen,
as
it
relates
to
disaster
recovery
for
for
the
students
of
charleston
county
school
district?
A
A
A
A
A
E
Very
strongly
about
it,
and
my
number
one
issue
that
I
will
not
support
is
that
I
do
not
wish
to
see
us.
E
E
E
D
D
I
will
get
frustrated
if
that
concentrated
action
shifts
dramatically
and
we're
asked
to
approve
something
to
change
that
action
in
three
months
or
we
get
seven
months
down
the
road,
but
it.
If
we're
going
to
go
down
this
kind
of
clarion
call,
then
we
have
to
be
committed
to
the
action
and
the
plan
because
there
will
be
forces
outside
the
guardrails
that
are
going
to
want
to
shift
those.
D
I
would
expect
anticipation
of
that
and
a
clear
consideration
of
those
before
we
start
rolling
this
out,
because
we're
talking
about,
I
think
you
put
it
best
disaster
recovery.
What?
If,
if
we
go
down
this
road,
it
will
not
look
like
anything
we've
ever
done
before,
so
every
single
human
involved
in
that
will
say
I've
never
seen
this
before
by
definition,
so
my
clarion
call
would
be
you've
got
to
be
prepared
for
the
and
anticipate
the
issues,
because,
if
we're
going
down
this
road,
we've
got
to
stay
inside
those
guard
rails.
A
D
Will
have
to
be
shifts,
but
I
I
I
I
I
clarified
that
by
dramatic
changes,
but
right
because
you
will
have
to
shift
the
plan
will
have
to
be
alive,
but
we've
had
a
history
in
this
district
of
I
mean
our
shifts.
Look
a
whole
lot
like
just
leaving
one
interstate
and
going
all
the
way
over
to
the
next
one.
That's.
D
Yes,
so
a
non-starter
for
me
would
be
too
heavy
on
the
qualitative
side
versus
the
quantitative,
and
I
know
that's
been
named,
but
I
think
coming
out
of
this,
it's
going
to
be
really
important
to
make
it
very
transparent
and
clear
to
everybody.
Parents,
community,
we
started
here
and
our
goal
in
the
next
year
to
two
years
is
to
go
this
place
and-
and
I
think
it
needs
to
be
numeric
good.
One.
A
D
Thanks,
I
want
to
actually
come
back
to
some
of
what
dr
frazier
was
talking
about
and
I'll
be
a
little
bit
more
specific
in
my
comments
that
I
don't
want.
A
real
non-starter
for
me
would
be
to
have
an
outside
operator,
non-profit
whatever
come
in
and
run
a
school.
D
I'm
not
I'm
really
not
interested
in
privatizing
any
more
of
our
major
functions
like
food
services.
I
I
really
think
that
we
should
re-look
at
transportation.
I
don't
like
that.
It
has
been
privatized,
and
so
those
are
some
issues
for
me,
they're
non-starters,
but
on
the
positive
side
of
that,
what
I'm
trying
to
get
at
we're
public
school
district,
we're
a
community-
and
I
want
us
to
work
on
these
problems
as
a
community,
not
just
of
students
but
of
our
teachers
and
all
of
our
staff,
our
certified
staff
as
well.
A
D
Well,
ted:
two:
for
me,
I
think,
because
of
covid
I
I
would
hope
that
we're
all
on
the
same
page,
that
we're
gonna
need
something
above
and
beyond
the
180-day
typical
model
that
we've
had
and
we're
gonna
have
to
do
something
more
to
get
kids
caught
up,
that'd
be
one,
so
I
mean
I.
I
think
I
hear
that
from.
B
E
D
And
another
nonstop
from
for
me
is:
is
we
have
22
months
this,
the
nine
of
us
here
and
I
really
feel
like
we
have
got
to
be
focused
on
the
what
we're
doing
and
not
so
much
the
how
and
the
who-
and
so
I
I
really
if
we
get
into
all
of
that,
I
don't
remember
how
cindy
said
it.
I
want
I'm
going
to
be
constantly
coming
back
to
what
is
our
role
as
a
board?
What
are
we
doing
the?
What
that
big,
the
big
governance
piece
versus
the
operational
piece.
A
D
Because
we
won't
get
anything
done
and
22
months
from
now
we'll
have
election
and
we
might
have
nine
new
people,
and-
and
I
want
the
nine
of
us
here
now-
to
be
able
to
have
really
impacted
our
50
000
students
and
made
the
changes
that
everybody's
talked
about.
But
we
can't
do
it
if
we're
in
the
weeds.
E
E
Anything
that's
going
to
continue
to
privatize
our
schools
and
again
shut
out
the
ones
that
we
continue
to
say
are
the
ones
that
are
most
needed,
which
are
the
african-american
children
outside
sources,
stop
bringing
in
outside
sources,
and
let
our
community-
and
you
know
the
community
and
the
parents
and
the
teachers
do
what
is
necessary
and
again
in
two
years:
where
do
we
go?
Our
children
are
not
learning
our
children
have
not
been
learning.
We
know
that.
So
what
can
we
do
like?
What
do
we
do
to
do
that?
E
I
just
really
wish
we
could
like
anything
with
criteria
like
they
say
we
have
to
revamp
the
180
days.
I
think
we
just
have
to
revamp
the
criteria
and
some
of
the
curriculum
as
well
like.
We
just
can't
think
that
it's
going
to
be
okay,
if
we
don't
do
anything
in
terms
of
critique
criteria
and
curriculum.
D
D
All
of
the
options
and
the
other
thing
I
think,
if
we
could
just
for
the
sake
of
discussion,
if
nothing
else,
look
at
covet
as
an
opportunity
because
we've
had
we
know,
we've
had
some
work
to
do
so,
look
at
covet
and
say
because
of
covet.
Maybe
these
things
that
we
are
doing,
we
wouldn't
have
done
so
you
know
we
could
maybe
just
dispense
of
saying
because
of
code,
but
look
at
it
as
an
opportunity
that.
A
C
Let
me
just
this
one
thing,
mr
goss,
is
that
I
I
I'm
with
joyce
with
leaving
all
of
those
open,
but
let
me
just
say
a
little
bit
more
about
my
equation
of
more
access,
divided
by
closing
the
gap
is
equal
success
and
that
that
simply
means
that
if
we
have
to
look
at
every
possible
avenue
in
trying
to
close
this
gap
and
get
our
kids
the
way
they
need
to
be
so
you
know
if
this
is
an
inclusive
of
use,
for
example,
saturday,
school
summer,
bridge
programs
after
school,
tutorial
extension
or
or
even
creating
a
program
of
those
kids
that
at
the
end
of
the
school
year,
that
does
not
meet
the
bar
to
where
they
need
to
be
that
we
create
this
this
summer
program
to
get
them
ready
for
the
next
grade
level
once
those
get
identified.
C
So
there
are
a
number
of
things
that
we
can
do
right,
but
we
need
we
need
resources
to
make
that
happen.
We
need
to,
and
and
whatever
that
resource
may
be,
it
may
be
a
partnership
with
someone
I
don't
know,
but
for
sure
we
know
that
we've
been
talking
about
at
least
for
the
six
years.
I've
been
on
this
board
about.
C
How
do
we
close
the
achievement
gap
and
how
do
we
bring
kids
to
the
point
of
where
they
need
to
be
in
gaining
one
to
one
and
a
half
year
of
growth?
And
if
we
have
not
met
that,
then
of
course
we
have
to
change
course,
some
way
somehow
in
identifying
some
new
measures,
we
need
to
put
in
place
to
be
able
to
do
that.
C
So
we
definitely
will
have
to
look
at
more
broader
options
of
closing
that
gap
and
identifying
more
access
and
resources
for
our
kids.
D
I
just
wanted
to
add
I
I
really
appreciate
with
what
ms
green
said
about
learning
from
our
experience
through
covet.
I
think
there's
a
lot
that
we
can
learn
from
that
and
and
also
wanted
to
say
I
misspoke
earlier
when
I
said
certified
employees
I
meant
classified
employees,
not
just
you
know.
We.
We
often
just
only
focus
on
our
teachers
and
principals
and
admin,
but
we
need
to
include
everybody
in
our
community.
A
But
I
want
to
spend
the
next
half
hour
talking
about
the
what
we
you've
already
identified
some
of
those
up
here
when
you
talked
about
sort
of
maybe
lengthening
the
school
year
saturday.
So
so
some
of
these
ideas,
but
but
I
think
I
think
ms
darby,
you
said
it-
this
school
board
is
a
unique
opportunity
because
you
do
essentially
maybe
22
months.
Maybe
it's
more
like
18
months
right
before
you
start
campaigning.
A
A
How
disruptive
are
you
willing
to
be?
And
what
are
you
willing
to
do
to
make
that
happen
as
I
want
to
spend
the
next
half
hours,
half
hour,
sort
of
delving
into
the
whats
and
then
maybe
prioritizing
some
of
that
for
you
and
then
close
us
out
just
with
consensus
on
maybe
the
top
two
or
three
ideas
that
we
want
to
carry
forward?
If
you
will-
and
this
is
not
a
lot
of
time
so
it'll
take
more
vetting,
but
but
let's
focus
on
the.
A
What
the,
how
I
think
you're
going
to
work
through,
but
let's
get
those
big
ideas
up
front
and
and
as
you
as
you
have
already
established,
there's
some
non-starters
for
you,
that's
going
to
be
dealing
with
more
the
how
in
some
instances
how
you
how
you
execute
on
so
this
recovery
and
all
that
stuff.
That's
the
that!
That's
the
how!
But,
but
what
is
it
that
you're
trying
to
get
done?
A
Okay,
so
matter
of
fact,
let's
start
miss
coakley,
I
know
you're
there,
let's
start
with
you
and
because
I
want
to
make
sure
you
stay
engaged.
Let's
start
with
you
on
the.
What?
What?
What
would
you
like
to
see,
as
we
focus
on
the
next
36
months
of
disaster
recovery?
E
Oh
definitely
engaged
in
listening,
not
out
of
sight
and
out
of
mind
the
curriculum.
How
can
we
level
it
to
where
it's
not
letting
anyone
in
not
disqualifying
anyone
that
way?
We
can
exactly
just
meet
our
children
and
just
accelerate
them
and
get
them
where
they
need
to
be.
That's
what
I'm
just
going
to
continue
to
say
you
know
and
stop
focusing
on
what
it
is:
they're,
not
learning,
I
guess,
and
a
little
bit
more
focused
on
what
it
is
that
they
have
actually
learned
even
throughout
covet.
E
So
there
are
some
things
in
the
world
that
testing
don't
actually
test
and
our
children
have
become
a
little
bit
more
resilient
through
a
lot.
You
know
through
all
of
this,
so
those
are
some
things
I'll
just
continue
to
say
you
know
as
far
as
curriculum
and
our
standards,
how
can
we
make
them
fit
our
community
and
our
children
to
allow
them
to
be
where
they
need
to
be.
A
D
D
A
Okay,
say
more
about
that,
so
obviously
the
result
of
this
work,
we
hope,
will
be
some
very
I
like
to
use
the
word
game
changing,
because
I'm
a
sports
fan
game
changing
plays.
If
you
will
strategy,
are
you
suggesting
that
the
board
should
commute,
though
the
district
should
communicate
that
effectively
say
more
about
communication
as
a
what
that
needs
to
be
changed
or
innovated
in
this
process?.
D
I'm
a
big
proponent
of
partnerships
and
collaboration,
and
I
think
the
community
is
a
big
piece
of
the
district
and
making
decisions
for
students.
If
we're
going
to
get
to
that
equity
piece,
we
have
to
be
able
to
communicate
with
all
parents
and
students
and
so
looking
at
different
outlets.
I
know
that
kovit
creates
some
challenges
but
looking
beyond
in
that
ideal
world,
looking
beyond
ptas
of
how
we
get
the
broader
community
involved
in
the
decision.
A
A
Well,
let
me
just
probe
this
right
now,
because
I
think
I
think
it
was
actually
dr
posterweight
who
described
it
as
disaster
recovery
and,
quite
honestly,
when
you
do
disaster
recovery,
disaster
planning,
the
people
responsible
for
that
are
really
the
people
in
this
room
and
while
absolutely
the
community
has
to
be
engaged
has
to
be
involved,
has
to
be
read
in
ultimately
decisions
that
get
made
about
the
allocation
of
resources.
A
I
want
to
just
orient
you
to
the
fact
that
you
will
absolutely
communicate
with
the
broader
community,
get
community
feedback
and
buy
in,
but
you
should
understand
and
know-
and
I
know
you
do
realize
it-
that
ultimately,
whatever
this
plan
is
whatever
it
will
become,
will
be
the
work
of
this
board
with
community
input,
what
community
ideas,
but
you
will
ultimately
own
that
that
that
whole
process,
and
so
again
from
a
communication
standpoint
I
got
up
here.
A
I
want
to
make
sure
I
adequately
capture
your
thoughts
again
we're
looking
at
how
we
do
this
disaster
recovery
next
36
months,
and
what
I'm
hearing
you
say
is
that
communication
and
engagement,
not
just
parents,
not
just
students
but
broader
community
stakeholders,
is
imperative
for
partnerships
and
such
going
forward.
D
So
you
mentioned:
how
disruptive
are
we
willing
to
to
be
in
our
thinking,
and
so
I
think
you
know
if
we
really
upset
the
apple
car
a
little
bit,
let's
work
more
from
the
bottom
up
and
let's
give
a
lot
more
autonomy
to
our
teachers
in
terms
of
how
they're
teaching
how
they're
collaborating
with
each
other,
not
just
at
their
schools
but
laterally
across
the
district.
D
How
about
you
know
knowing
that
a
lot
of
standardized
testing
has
cultural
discrepancies
in
it?
How
can
we
look
at
reducing
the
amount
of
time
standardized
testing
takes
from
us?
It
takes
weeks
away
from
instruction
in
the
spring.
Let's,
let's
fix
that.
We
need
data,
but
we
can
get
data
based
on
what
the
teachers
are
doing,
and
we
also
need
to
measure
a
lot
of
the
things
that
we
say
that
we're
very
interested
in
social
and
emotional
learning.
D
D
But
I
think
that
it's
really
important
to
me
that
we
give
a
lot
a
lot
more
support
to
the
teachers
that
you
know
they
have
to
spend
their
own
income
to
bring
in
creative
solutions
for
teaching
in
their
classroom.
They
shouldn't
have
to
do
that.
Let's
protect
their
planning
time,
let's
find
ways
to
use
what
we've
learned
from
kovid
like
how
can
zoom
help
teachers
help
each
other.
D
D
D
D
I
mean
the
top
thing
on
my
list
is
cultural,
competency
and
equity.
I
mean
that
is
a
huge
what
you
know
I
mean
I
think
that
in
living
in
charleston
south
carolina,
we
are
going
to
have
to
be
disruptive
to
get
where
we
need
to
with
that.
But
that's
that's
a
piece,
that's
really
important
for
me
another
and
then
not
one
other,
but
I
don't
know
this
is
too
much
of
them.
How?
D
But
I
I'd
really
like
to
see
you
know
a
real
school
leadership
pipeline
like
for
assistant,
principals
and
principals,
like
an
internship
or
I'm
not
sure
how
somebody
else,
I'm
sure
could
do
that
better
way
better
than
whatever
I
could
say
heroin
for
sure
and
dressed
away.
But
I
think
I'd
love
to
see
that
because
I,
I
think
the
strongest
schools
we
have
have
the
strongest
principles.
B
A
So
let
me
let
me
mr
waters
I'll
come
to
you
and
then
I
think
looks
like
reverend.
Mack
has
something
to
do
in
this
quotes,
and
I
just
want
to
since
we're
like
halfway
into
the
whats.
A
I
just
want
you
to
examine
the
what's
right
now,
I'll,
just
take
a
point
of
facilitated
privilege
and
just
ask
you,
I
don't
know
if
you
can
see
these
things
but
of
these.
What's
based
on
what
dr
polterweight
presented
and
the
work
that
you
already
started,
undertaking
as
a
school
district,
what's
new,
what's
different,
what's
game
changing
what
what's
going
to
what's
going
to
recover
what
our
students
may
be
losing
right.
A
A
D
D
So
and
that's
exactly
where
I
was
thinking
what
it
has
to
be
tangible,
what
I
mean
theories
are
correct.
We
have
to
have
these
things
and
we
have
to
have
these
beliefs
that
ground
the
work
we
do,
but
I
think
that
we
have
to
do
two
things.
I
think
we
have
to
rethink
seat
time.
There
has
been
a
shift
away
from
seat
time,
and
I
think
that
should
continue,
maybe
after
36
months,
but
right
now
we
have
realized
that
seat.
D
Time
is
incredibly
important
to
a
large
number
of
our
students
and
if
that
means
extended
school
days
or
shifting
down
school
days
or
altering
what
a
school
day
looks
like
that's
a
real
what
it
may
not
be
that
we
can
have
seat
time
from
eight
to
three
in
every
single
building.
If
we
go
to
this
thing,
the
the
community
school
concept
that
may
not
work
for
every
community,
so
there
may
be
staff
that
works
different
hours
than
staff
that
work
somewhere
else
embedded
within
a
school
day.
If
that's
best
for
the
seat
time.
D
A
second
thing
would
be
extending
the
year
or
extending
the
funding
to
to
have
employees
working
more
than
190
days
a
year
to
try
to
crunch
five
years
worth
of
learning
into
three
sets
of
180
days
when
we
know
that
we
barely
get
three
sets
of
learning
into
three
sets
of
180
days
is
a
recipe
for
disaster,
we're
not
going
to
catch
people
up
in
the
same
time
frame
that
we
have
been
unable
to
keep
them
on
standard
before,
and
we
know
that
there
is
a
population
in
which
there
are
some
opportunities
for
online
and
zoom
and
in
north
charleston.
D
D
Hi,
thank
you
so
there
a
couple
that
come
up
for
me.
One
is
that,
and
I
know
the
district
has
started
down
the
path
of
cultural
commentary.
Privacy
and
I
know
ms
darby
brought
it
up,
but
I'm
thinking
about
using
that
as
a
lever
and
a
lens
through
which
you
do
everything
else,
one
of
the
things
that
we
do
a
lot
of
times
is
we
train
on
things
and
it's
like.
Okay,
I've
got
the
training
and
then
I
take
it
and
I
go.
Do
you
know
my
job?
D
But
really,
I
think
I
think
cultural
competency
becomes
a
difference
maker
when
you
actually
understand
that
it's
not
the
thing
that
I'm
teaching
it's
the
people
that
I'm
teaching
and
it's
my
ability
to
relate
to
them,
and
I
think
I
think
I
think
it
would
go
a
long
way
if
it
were
seen
as
the
problem
solver
and
not
just
a
piece,
because
it's
really
not
just
a
piece.
D
I
think
we've
had
a
lot
of
really
intelligent
people
coming
up
with
solutions
to
education
for
a
long
time,
but
the
part
we
haven't
dealt
with
is
the
the
human
part
that
has
sort
of
painted
the
structural
pieces
that
we
have.
I
think
also
shifting
the
way
that
we
do.
Data
reporting
from
you
know,
oftentimes
we
come
and
we
and
everybody
loves
to
do.
D
This
is
human
nature
and
we've
got
to
do
some
of
this,
but
everybody
reports
on
what's
going
well,
I
think,
having
a
dashboard
of
how
we're
moving
the
lowest
performing
student
and
and
the
students
who
have
the
most
recurring
disciplinary
infraction.
D
If
we
make
that
transient
all
the
time,
I
think
it
drives
people
to
always
want
to
be
doing
things
to
to
solve
for
those
things,
and
the
last
piece
that
I
would
mention
is-
and
I
don't
care
what
this
looks
like
right
and
I'm
going
to
say
this
very
plainly.
This
is
not
a
political
statement,
because
none
of
this
is
that
for
me,
but
we
talk
all
the
time
about
bringing
students
real
world
experiences.
We
say
we
don't
want
anybody,
but
the
school
district,
doing
things
that
those
two
things
don't
go
together.
D
You've
got
to
bring
people
who
do
the
work
every
day
and
to
inspire
kids
to
show
them
what
it
looks
like
and
what
it
looks
like
from
a
contractual
standpoint.
I
don't
care.
I
think,
though,
that
we
have
to
allow
people
into
our
doors
to
inform
our
children
and
to
show
them
what
they're
not
traditionally
getting
yeah.
Those
three
things
would
be
the
biggest
ones
for
me.
D
A
C
We
have
established
some
guidelines
and
goals
within
mission
critical
that
will
address
some
of
what
we're
already
talking
about
and
I
think
the
key
to
it
is
if
we,
if
we
stayed,
of
course,
with
mission,
critical
and
resolving
some
of
those
issues
that
we
have
already
outlined,
I
think
we
would
capture
a
number
of
what
we
have
talked
about
here
today
and
I
do
appreciate
every
comment
that
board
members
have
given,
but
I
I
think
we
have
made
some
bold
changes
just
from
deriving
from
the
mission
critical
pieces
within
our
district,
that,
I
think
will
if
we
continue
to
move
forward
with
those
initiatives
that
we
have
outlined
that
has
been
outlined,
we
will
see
even
greater
changes
as
we
go
forward
on
top
of
what
all
of
the
other
board
members
have
have
expressed
here
today.
C
So
that
will
be.
My
big
thing
is
to
is
for
us
to
execute
the
mission
critical
piece
to
the
full
extent,
and
this
board
has
already
given
a
considerable
amount
of
funding
toward
that
initiative,
and
I
think
we
are
to
continue.
That
course.
A
Were
there
any
specific
items
on
the
mission
critical
list
that
stands
out
to
your
mind,
that
directly
relate
to
this
conversation
about
disaster
recovery
that
that
we
need
to
just
lift
up
here
in
terms
of
the
whites
you
don't
you
don't
have
to?
I
think
we.
I
just
wanted
to
make
sure
that
if
you
had
something
in
mind
that
we
captured
that
in
this
discussion.
C
So
I
don't
want
you
to
specifically
pulled
out
anyone
over
the
next
within
that
mission
critical,
because
I
have
fully
adopted
myself
to
the
whole
piece
and
I
think
it
it
definitely
feeds
into
into
what
we
see
as
what
is
the
bigger,
broader
picture
for
the
district
they're
moving
forward.
So
if
and
I'm
glad
you
gave
me
that
out
because
I
want
to
stand
hold
to
the
full
ledger
that
we
have
identified
there-
that
mission
critical
yeah.
D
Add
one:
yes,
I
think
we
just
need
to
have
mission
critical
in
every
district,
so
we
it
was
primarily
focused
downtown
north
charleston,
west
ashley
mount
pleasant's
not
going
to
be
absent
from
what
we're
experiencing
with
covid
yeah.
So
we
need
to
add,
add
encompass
the
whole
district.
Correct
agree.
D
D
D
Right
these
goals
were
adopted
earlier
in
they
were
adopted
at
the
end
of
2018
or
the
beginning
of
2019,
and
there
was
a
lot
of
a
lot
of
feedback
that
came
from
communities
and
then
board
work
on
defining
mission
critical.
So
there
I
don't
know
of
any
mission,
critical
goal
that
can't
be
un
uncoupled
and
placed
back
under
here,
but
there's
not
a
direct
one-to-one
correlation.
D
And
that's
why
I
was
answering
mrs
green
saying
we
gave
the
updates
on
mission
critical,
but
we
never
unbound
them
took
them
apart
and
said:
here's
where
this
fits
back
under
this
particular
strategy
or
goal.
So
the
best
document
to
do
that
is
that
multi-colored
document
that
we
gave
out
an
orientation
that
sort
of
walks
through
and
says
here.
Here's
how
we
got
from
these
goals,
yeah
that
one.
D
Yeah
that
that
walks
clear
through
so
we
do
have
confusion
of
terms
and
we'll
have
to
go
back
and
sort
of
figure
out
how
to
reconcile
that.
E
D
So
I
think
the
last
thing
that
I
would
say,
because
you
know
I'm
really
honing
into
the
question-
is
what
and
the
question
is
what
is
different
and
it
was-
and
I
want
to
talk
about
the
what,
instead
of
the
result
of
what
the
what
gets
us.
So
I
think
my
things
may
sound
a
little
bit
more
minute
but
they're.
What's
that,
I
believe
will
get
us
to
some
of
the
the
goals
that
have
been
listed.
Specifically.
D
This
has
to
be
multi-tiered,
multi-district,
state
level
and
across
the
state.
So
if
charleston
county
comes
out
and
says
this
is
what
we
think
we
want
to
do
with
with
disaster
recovery,
and
there
have
been
some
great
ideas
about
extending
school
days,
reducing
testing
requirements,
reducing
test
preparation,
those
sorts
of
things
if
the
state
legislature
doesn't
pass
specific
legislation
for
that.
We're
not
going
to
do
it
because
they're
going
to
mandate
the
testing
we
don't.
You
know
the
testing
is
mandated
by
a
body
external
to
ccsd.
D
The
funding
mechanisms
are
mandated
by
bodies
that
are
external
to
ccsd,
and
I
think
that
if,
while
while
I
certainly
believe
that
your
larger
districts
can't
have
resources
to
have
bigger
plans,
if
this
doesn't
involve
all
the
districts
across
the
state
in
a
multi-tiered,
multi-level
effort,
it's
going
to
get
stopped
somewhere
and-
and
I
I
think
one
of
the
things
that
comes
up
is
if
you
were
to
look
at
the
roughly
140
bills
introduced
that
have
to
do
with
education
right
now,
none
of
them
that
I
have
seen
thus
far
they
talk
about.
D
They
don't
talk
about
this
in
this
language.
Let's
just
say
that
they're
not
looking
at
wait
a
minute.
This
means
we
need
to
fund
teachers
better
to
create
more
avenues
for
seat
time,
that's
not
on
their
radar.
We
need
to
reduce-
and
I
thought
dr
french
said
it-
the
number
of
days
that
they
spend
during
the
school
year
preparing
for
a
test,
because
we
need
to
spend
those
days
on
this
they're,
not
introducing
legislation
to
do
that,
which
means
that
if
they
don't
start
talking
about
that
soon,
we
all
know
how
it
works.
D
It's
not
going
to
be
it's
not
going
to
be
a
game-changing
plan.
A
Yeah,
thank
you
for
that
and,
and
I
think
you
you
have
introduced
one
of
those
sort
of
coordinating
things
that
if
you're
going
to
be
disruptive
like
this,
there
may
be
some
policy
or
legislative
action
that
supports
the
work,
and
so
I
think,
identifying
those
things
and
looking
at
the
team,
now
staff
team.
A
Looking
at
those
things
as
you
sort
of
flesh
this
out
more
thoroughly
and
where
there
needs
to
be
intentional
legislative
engagement,
I
think,
is
going
to
be
important
to
the
success
of
whatever
you
decide
to
do,
and
quite
honestly,
as
one
of
the
largest
school
districts
in
the
state,
I
think
you
can
provide
some
leadership
to
the
rest
of
the
state.
Frankly,
anything
else
before
I
try
to
wrap
us
up
and
and
maybe
prioritize
some
of
the
bolder
items
that
we've
talked
about
today
in
terms
of
the
wants.
A
C
Well,
I'm
appreciative
of
the
board
members
comments
and
their
viewpoints
on
where
they
see
what
we
are,
the
what's
the
ifs,
and
how
do
we
get
there?
I
think
is
important
that
these
viewpoints
are
shared
and
collectively
we
can
begin
to
disseminate
how
how
do
we
move
forward
from
that
information?
C
So
I
think
it
was
very
helpful
and
healthy
to
are
working
together,
moving
forward
on
where
everyone
standing
and
how
we
bring
all
of
those
ideas
together
to
to
make
it
work
for
the
district
as
a
whole.
B
D
A
A
Darby,
thank
you
for
that,
because
I
want
to
try
to
build
at
least
some
early
consensus
on
maybe
one
or
two
items
that
you
described
as
the.
What
to
prioritize
for
dr
pulse
awakened
staff
as
they
think
about
this
work
going
forward,
and
that
is
I
mean
there.
There
are
probably
12
items
over
there
and
three
items,
and
I
just
want
to
review
those
and
stannis
review
those
very
quickly
in
terms
of
the
the
what
you
have
described.
A
I
think
there's
probably
something
that's
more
administrative
and
informational
and
that's
the
alignment
of
the
mission,
critical
work
that
was
done
with
some
of
these
broad
goals
in
the
matrix
and
just
really
clarifying
that
dr
postwaite.
You
talked
about
that.
I
think
I
think
you
can
accomplish
that,
no
doubt
about
maya.
I
think
we
should
lift
this
one
up
the
coordination
across
the
state,
but
any
anything
that
you
do.
That's
going
to
be
disruptive
that
may
have
state-level
policy
implications.
We.
A
We
should
certainly
factor
that
in
to
the
big
what
that
that
this
work
will
entail,
because
it
will
require
then
some
investment
with
your
legislative
liaison
and
others
to
get
to
get
the
work
done.
A
We
didn't
talk
about
it,
but
funding
state
federal
local
dollars.
You
just
got
the
referendum
passed
on
the
penny
sales
tax
for
facilities.
I
think,
as
you
think,
about
this
work
and
how
to
do
it,
you
might
consider
how
you're
going
to
use
those
dollars.
I
think
it's
always
better
to
have
a
plan,
then
at
some
point
in
the
next
six
months,
doctor
kills
to
wait
for
some
well-informed
citizen
to
say:
did
they
get
all
that
money
with
that
penny
tax?
A
D
A
D
I
don't
mean
I
don't
mean
to
work,
but
I
mean
we've
got
several
currently
several
lists
of
good
things
that
we've
been
working
on,
and
I
know
everybody
may
not
be
in
agreement
that
the
mission
critical
is
where
we're
going
or
what
we
should
be
doing.
I
agree
with
eric
on
that
and
I
guess
for
me
it
would
be
nice
if
we
could
figure
out
whether
it's
the
mission,
critical
or
whatever.
We
want
to
call
it
not
a
new
name
and
it
can
hold
them
or
into
the
plans
that
we
already
have.
A
Sure,
I
think
that's
a
part
of
that
alignment,
but
but
what
I
was
getting
ready
to
move
us
to
in
just
the
next
few
minutes,
and
I
sort
of
challenged
you
on
this
earlier-
that
a
lot
of
the
things
up
here
probably
will
find
or
have
been
addressed
in
one
of
the
documents,
whether
it's
clemson
study,
shared
future
mission,
critical,
you've
addressed
it.
The
two
things,
three
things
really
that
that
are
really
will
will
require
courage
and
leadership
from
this
board.
D
D
And
I
know,
we've
had
some
limited
conversations
early
on
about
the
accelerated
schools
and
the
need,
possibly
for
principals,
to
request
exceptions
to
some
of
the
things
that
the
district
that
the
state
typically
would
do
so
anyway,.
A
A
So,
mr
chair,
I
don't
know
how
to
formalize
at
least
the
the
guidance
to
the
staff
to
push
these
things
forward,
and
I
certainly
want
to
give
the
board
the
opportunity
to
say
yeah.
We
think
these
three
things
as
a
priority
to
look
at
seat
time,
maybe
even
extending
the
school
year.
A
What
what
all
that
means
and
dr
postward,
I
think
you
you
and
your
team
could
put
language
to
that
and
really
help
us
from
a
technical
standpoint
understand
what
all
that
means,
but
all
these
other
things
absolutely
sort
of
cascade
into
and
out
of
this
big
work.
A
C
So
again,
I
think
today
was
very
helpful
and
meaningful
as
to
the
direction
that
we
would
like
to
move
forward
in
mr
garza.
Actually,
I
think
this
is
just
one
of
probably
several
other
workshops
we
need
to
that
needs
to
take
place
for
us
to
continue
to
have
this.
This
dialogue
openly
like
this.
C
So
as
one
thing
I
would
say,
is
that
and
I'm
and
I'm
hoping
that
the
border
in
itself
is
in
agreement
that
we
will
have
another
workshop
sooner
than
later
of
this
magnitude
once
again
and
again,
to
really
take
what
was
shared
today
by
every
board
member
and
then
start
really
defining,
even
more
still
allowing
staff
to
say.
C
Okay
here
are
some
areas
that
have
been
identified
as
three
take
takeaway
on
today,
and
how
can
we
put
what
was
discussed
today
into
goals
that
we've
already
identified,
or
some
things
that
the
board
may
have
already
discussed
and
moving
forward,
and
how
do
we?
How
do
we
redefine
that
in
in
this
movement
here
moving
forward,
then
come
back
and
talk
about
those
same
things
again
moving
forward?
C
How
what's
the
next
step
beyond
these
measures,
because
everyone
today
has
given
some
great
insight
as
to
how
they
they
see
where
we
are,
how
they're
feeling
and
and
what
the
next
steps
would
be
like?
What
what?
What
are
the
what's
the
what's
moving
forward?
And
I
think
we
have
to
compile
that
and
in
our
next
workshop
then
begin
to
take
a
deeper
dive
into
this
next
workshop.
C
If
your
schedule
permits
and
I'm
not
putting
you
clearly
on
on
the
spot,
right
now
could
be
sometime
next
month,
I
think
the
the
sooner
the
better.
You
know
that
we
continue
to
have
this
dialogue
and
continue
to
expand
upon
this,
and
you
know,
allow
the
superintendent
an
opportunity
to
add
on
or
take
away
from
what
I
just
said,
but
not
is
even
good,
because
that's
that's
even
great.
C
That
means
we
continue
moving
forward,
but
let
me
say
to
mr
goss:
thank
you
so
much
for
conducting
today's
workshop
with
us.
C
We
we
are,
I
can
say
we
are
super,
excited
about
having
dialogues
of
this
magnitude
and
workshop
to
be
able
to
expound
on
on
our
thoughts
and
trying
to
compile
them
together
and
moving
forward,
because
that's
the
best
way
we're
going
to
be
able
to
work
as
a
board
right
is
to
be
able
to
have
these
kinds
of
conversations
talking
about
our
viewpoints
and
where
we
see
things
are
because
we
can
better
make
decisions
and
be
able
to
have
a
deeper
dialogue
when
we're
understanding
each
other's
thoughts
and
ideas,
as
we
continue
to
move
forward.
C
Working
in
conjunction
with
the
superintendent
in
the
district
as
a
whole
makes
the
work
a
little
bit
easier
moving
forward.
So
I'm
very
grateful
about
this.
This
waters,
you
want
to
add
anything.
D
Now
I
appreciate
this
session.
I
echo
reverend
max
intimate
that
we,
I
think
we
should
continue
doing
this.
I
think
this
is
really
productive
and
I
I'm
excited
that
so
many
board
members
have
had
an
opportunity
to
connect
already,
but
even
more
excited
that
once
we
got
in
the
room,
it
seems
that
we're
all
you
know
very
passionate,
very
concerned
about
where
we
go
from
here
and
committed
to
doing
the
work.
So
thank
you
so
much
for
the
opportunity
and
I
look
forward
to
more.
E
A
very
pivotal
role
in
getting
some
school
board
members
elected.
I
made
me
very
leery
about
accepting
some
of
the
ideas
and
I
just
like
to
say
to
my.
D
E
C
C
The
next
two
years
with
this
group
all
right,
thank
you.
The
next
22
months
is
going
to
be
very
fruitful.
I
know,
as
we
begin
to
move
forward,
this
will
conclude
our
board
workshop
for
today
again,
mr
goss,
thank
you
so
much
versatility,
that's
facilitating
this
piece
for
us
and
we
look
forward
to
the
next
session
in
conjunction
with
the
schedule
with
the
superintendent.
C
To
take
a
five-minute
recess
and
we
will
begin
at
our
committee
home
meeting
at
306.