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From YouTube: CCSD Board of Trustees Committee of the Whole & Special-Called Meeting | March 14, 2022
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A
Okay,
got
it
all
to
order
the
march
14
2022
committee
of
the
whole.
Our
first
item
of
business
is
one
b
adoption
of
the
agenda.
A
A
Okay,
so
that
motion
passes
and
right
now,
miss
copes
and
miss
cochley
are
are
not
here
or
on
the
zoom
just
fyi.
The
next
item
to
board
governance,
training,
miss
herderick,
miss
waters
and
dr
french
have
been
working
on
some
things
with
the
council
of
great
city
schools.
So
ms
herderich,
do
you
want
to
introduce
yes.
B
This
item
yes,
so
in
august
of
2021,
we
entered
into
an
agreement
with
the
council
of
great
city
schools
for
student
outcome,
focused
governance,
training,
aj
crabill,
who
is
joining
us
via
zoom,
has
put
together
a
revised
training
schedule
and
timeline
along
with
goals
for
the
board.
B
C
I'm
happy
to
do
so
good
afternoon,
everyone.
C
What
are
behaviors
that
you
can
engage
in
now
to
really
support
the
district,
as
well
as
the
future
board,
with
that
transition
in
governance
style,
and
so
what
we've
added
in
here
are
a
few
key
priorities.
How
do
we
make
sure
that
a
lot
of
the
work
that
this
board
has
discussed
over
time
can
be
completed
between
now
and
november?
C
How
do
we
address
some
of
the
needs
to
you
know:
help
support
community
and
potential
board
members
as
they're
looking
to
make
that
transition.
How
can
we
do
everything
in
our
power
to
set
them
up
for
success
even
before
they
step
into
the
office
even
before
they're
selected
to
step
into
the
office,
and
how
can
we
make
sure
the
school
system
is
put
on
strong
footing?
You
know
relative
to
it's
chief
executive,
and
so
this
and
a
few
other
issues
are
the
obsession
of
this
particular
timeline.
C
D
I'd
just
like
to
note
that
it
also
includes
a
recommended
timeline
for
planning
for
superintendent
search
and
including
even
the
possibility
of
being
able
to
pick
a
superintendent
during
this.
The
timeline,
but
obviously
there
are
going
to
be
other
things
out
of
our
control
in
terms
of
finding
a
superintendent
that
might
make
it
take
longer.
A
Okay,
so
does
anybody
so
the
action
we
would
be
taking
is
presenting
this.
The
training
work,
timeline,
yeah,
and
then
we
would
get
started
on
that
in
april.
Yes,
okay,
knowing
that
some
of
the
stuff
like
I
just
want
to
reiterate
some
of
that,
the
superintendent
search,
maybe
a
little.
Some
of
those
dates
may
be
a
little
out
of
our
control,
so
yeah.
B
And
preparing
to
go
to
single
member
districts,
what
this
is
ultimately
will
do
is
empower
this
board
over
the
next
six
months
until
november
to
really
put
these
things
in
place
and
also
provide
a
lot
of
background
for
new
board
members
as
they
come
on
and
preparing
to
lead
the
sport.
B
F
A
D
D
That's
right,
but
I
do
want
to
note
that
there's
some
heavy
lifts
in
here
and
that
when
we
vote,
we
need
to
be
committed
to
spend
the
time
and
effort
to
do
it.
There's
also
going
to
be
some
important
tasks
for
board
members
who
are
not
planning
to
run
for
re-election,
and
so
I
hope
that
y'all
will
review
that
to
make
sure
that
you
are
on
board
with
doing
that.
Support
work.
G
A
I
Thank
you,
miss
darby
for
the
public
comment
section.
Today
we
do
have
a
guest
in
person.
Can
we
have
pamela
juan
goldman?
Please
approach.
J
Good
afternoon
everybody,
it's
no
secret,
we're
in
the
middle
of
a
mental
health
crisis
for
our
students
and
teachers
alike,
as
constituent
board
members,
we
often
feel
our
hands
are
tied
to
help
the
most
vulnerable
of
our
students,
because
we
simply
do
not
have
the
placement
options
that
address
their
specific
mental
health
issues
after
a
particularly
tough
set
of
discipline
cases.
Last
week
I
reached
out
to
the
department
of
the
state
department
of
education
and
musc
about
what
we
can
do.
J
I
had
some
great
conversations
with
both
suzanne
snyder,
a
mental
health
program
director
at
the
doe
and
janice
dr
janice
key
at
musc's
boeing
center
of
wellness.
The
bottom
line
is
ccsd
is
working
hard
to
address
mental
health
health
issues,
but
that
staffing
at
all
levels,
as
we
all
know,
is
a
recognized
issue.
However,
when
dr
key
explained
to
me
how
a
universal
approach
to
wellness
is
crucial
to
prevention
and
how
buy-in
at
each
school
is
important,
I
realize
that
there
is
something
we
can
do.
J
J
You
have
already
made
task
forces
in
each
district,
bring
us
in
educate
us
on
the
programs
and
resources
for
families,
and
let
us
help
you
spread.
The
word
perception
is
everything
and
if
a
focus
on
mental
health
wellness
translates
into
fewer
discipline
cases,
it's
a
win-win
for
everyone.
Thank
you.
I
F
I
I
That
is
all
that
we
received
this
for
this
meeting.
Ms
darby,
okay,.
A
K
Thank
you,
miss
darby,
so
for
the
superintendent's
report
this
afternoon
there
are
four
sections
we'll
do
a
brief.
Dr
taylor.
Do
a
brief
ccsd
highlights
from
the
last
week
and
then
mr
rory
give
it
give
us
an
update
on
the
covet
situation
and
then
miss
robertson,
and
I
would
talk
about
the
essa
sr3
plan
and
then
we'll
wrap
up
with
with
my
talking
about
the
impact
to
ccsd
of
the
state
budget
proposed
state
budget
for
next
year.
So
with
that
I'll
ask
dr
taylor.
L
Thank
you,
mr
kennedy
and
good
afternoon
board
members,
just
a
few
highlights
from
the
past
week
in
in
their
photographs
to
coincide
with
the
highlights
that
I'm
going
to
provide
I'm.
The
first
is
the
military
magnet
academy.
Girls,
basketball
team
became
the
first
ccsd
basketball
team
in
42
years
to
repeat
a
state
championship.
L
They
defeated
denmark
olar
at
the
high
school
south
carolina
high
school
league
won
a
state
title
game
also
rb
star
high
school's
cat
boze
boseanne
was
named
an
outstanding
nurse
for
students
with
disabilities
by
the
national
association
of
school
nurses.
She
was
honored
at
the
national
conference
in
she
will
be
honored
at
the
national
conference
in
june
in
atlanta,
a
project
by
students
at
east
at
the
east
cooper
center.
First
band
studies
is
going
to
space
next
year.
Literally,
their
entry
was
one
of
57
proposals
selected
nationwide
at
the
nasa
tech
rise
student
challenge.
L
The
experiment
will
up
the
experiment,
will
operate
and
collect
data
from
the
edge
of
space
aboard
a
blue
origin.
Suborbital
rocket
in
2023
w
b
goodwin
elementary
school's
vanessa
gonzalez
ramos
was
recently
featured
on
live
five
news.
The
school
determined
she
was.
The
first
student
in
goodwin's
history
to
earn
a
perfect
score
on
the
sc
ready
test,
wandel
high,
school's
millie
rice,
a
co-editor
of
the
school's
yearbook,
is
the
south
carolina
scholastic
journalist
of
the
year.
It
is
the
highlight
honor
that
a
high
school
journalist
can
receive
in
the
state.
L
She
is
the
fifth
warrior
in
six
years
to
receive
this
award
and,
lastly,
north
charleston
elementary
school
celebrated
its
100th
birthday
birthday
last
week
with
the
community
staff
put
together
a
party
for
hundreds
of
parents,
students
and
community
members
featuring
student
performances,
interactive
opportunities
with
local
organizations
and
a
museum
featuring
articles
from
the
school's
past.
Those
are
just
a
few
of
the
district
highlights
from
this
past
week
thanks
mr
kennedy.
M
Yes,
sir,
so
I've
got
a
couple
slides
on
covid.
The
first
one
are
the
metrics
that
we
track.
We
did
change
this
slide
a
little
bit
and
started
to
look
at
seven
day,
average,
both
cdc
and
dhec,
and
we've
got
an
abbreviated
version
of
our
bar
graph
on
the
right-hand
side,
showing
the
number
of
cases
for
students
and
and
faculty
on.
The
left-hand
side.
Number
of
cases
has
obviously
dropped
off
dramatically.
M
We
are
currently
in
the
low
rating
from
cdc
and
that's
now,
based
on
first
looking
at
the
number
of
cases
per
100
000
and
then
looking
at
new
admissions
to
hospitals
and
the
percentage
of
beds
occupied
in
their
respective
counties,
so
real
good
shape
from
that
perspective
and
then
on
the
bar
graph
on
the
right.
That
is
our
lowest
number
that
I
could
find
in
the
last
two
years.
As
far
as
number
of
cases
goes
next
slide.
These
are
some
of
the
changes
that
have
been
made
in
school
protocols.
M
We
lifted
the
number
of
the
number
of
visitors
left
to
the
limit
on
the
number
of
visitors
at
schools.
We
continue
to
emphasize
social
distancing,
trying
to
reach
at
least
three
foot
in
in
every
setting.
There
may
be
some
circumstances,
that's
not
possible,
but
all
of
our
principals
will
make
sure
that
they're
setting
up
events
to
keep
people
spread
apart
as
much
as
possible
we're
replacing
the
health
log.
M
The
health
log
questionnaire,
if
you
recall,
going
into
a
school,
talked
about
contact
as
an
example
with
those
that
it
might
have
had
covet,
since
we
don't
do
contact
tracing
anymore.
Other
questions,
except
for
the
first
one,
which
is,
if
you
have
symptoms,
is
really
the
only
question
that
was
left.
That
was
valid,
so
we've
decided
to
go
with
signage
at
each
of
the
schools
that
remind
people
if
they
have
coveted
systems
symptoms,
they
shouldn't
enter
the
school
and
should
seek
attention.
M
M
If
we
need
to
put
those
back
in
place,
if
things
change,
we
do
have
the
at
home
test
kits
that
were
provided
from
the
federal
government
to
dhec
those
are
in
our
warehouse
and
are
actually
right
now
being
distributed
to
schools,
and
there
are
enough
to
offer
one
box
two
test
kits
to
each
child
and
each
faculty
member.
We
are
not
because
of
the
reagent
kit.
That's
in
there.
M
We
can't
give
them
to
the
kids
to
take
home,
so
each
school
have
to
look
at
the
best
way
to
distribute
those
either
through
the
carpool
line
through
a
school
event.
Performance
pick
up
upon
requests
that
sort
of
thing
they'll
be
available
if
a
family
wants
to
get
a
test
kit
same
with
staff.
K
So
excuse
me
next
talk
about
the
essa
update
a
few
weeks
ago.
We
briefed
the
board
that
we
would
be
developing
plans
to
roll
out
allocations
out
to
our
schools.
We
indicated
that
that
would
be
based
on
the
number
of
students
reading
below
grade
level
grade
level.
K
We've
done
that
with
schools
have
until
april
the
1st
to
submit
plans
for
how
they
would
propose
to
use
a
portion
of
the
essa
dollars
this
number
here,
5500,
and
so
that's
the
number
of
students
in
our
third
fourth
and
fifth
grade
classes
that
are
reading
below
grade
level.
So
the
the
the
beginning
point
of
making
the
allocation
estimate
allocation
was
just
on
that
number.
K
K
We
looked
at
the
south
and
these
are
based
on
the
south
carolina
already
the
ready
scores
from
april
that
spring
of
last
year,
the
third
fourth
and
fifth
grade
students
and
then
the
same
thing
for
sixth
and
eighth
grade
and
middle
school
did
the
same
type
of
allocation
and
then
for
the
high
schools
we
estimated
so
for
each
high
school
that
has
the
middle
schools
that
feed
into
a
high
school.
K
We
assume
that,
if
they're
the
number
of
students
in
those
middle
schools
that
were
reading
below
grade
level
that
they
would
have
a
comparable
impact
at
the
high
school
level,
so
we
made
the
allocation
based
on
the
middle
school's
reading
levels.
This
is
this
idea
here
of
the
hidden
potential.
Last
thursday
there
was
a
press.
Excuse
me,
teacher
school
school
district
in
north
carolina,
one
school
district,
fair.
She.
K
She
she
made
a
presentation
to
all
of
our
principals
and
she
told
her
story
about
the
struggles
she
had
in
school
and
the
hidden
she's
a
teacher.
Now
she
talked
about
the
hidden
potential
when
we
allow
kids
to
not
to
be
be
at
the
levels
that
they
that
they
need
to
be
and
I'll
say.
The
last
thing
I'll
say
about
this
slide:
the
state,
the
state
of
south
carolina
standards.
K
Those
standards
says
that
if
a
child,
the
children
meet
those
standards
when
they
graduate
from
college,
they
should
be
excuse
me
from
high
school.
They
should
be
college
and
career
ready,
and
so
the
idea
of
hitting
potential
here
with
kids,
so
many
kids
below
grade
level
reading.
That
would
be
a
struggle
for
them
to
get
through
our
high
school
being
college,
ready
and
career
ready.
The
next
slide
just
simply
reiterate
some
of
that.
K
Some
of
that
data
showing
that
we
have
at
46
47
percent
of
our
kids
in
the
orange
and
in
the
green
sections
there
that
are
the
the
orange
and
the
red
sections
there,
that
roughly
50
of
our
kids
are
below
a
great
level
in
reading
again
the
allocations
are
based
on
that
and
when
we
look
at
our
children
in
poverty
and
children
of
color,
the
the
average
averages
are.
The
the
the
data
is
even
even
higher
than
the
district
average.
K
F
K
Well,
number
one:
if
they're
reading
on
grade
level,
students
read
well,
they
understand
fifth
grade
reading
material,
they're,
ready
for
middle
school
they're
on
track
to
a
graduation
high
school
on
time,
on
track
for
college
or
on
track
for
good
paying
jobs,
and
then
a
line
two
they'll
be
aligned
with
the
south
carolina
standards.
K
Leaving
elementary
school
elementary
school
on
grade
level,
a
child
is
four
times
more
likely
to
graduate
from
high
school
long
time,
and
we
truly
cannot
succeed
as
an
organization
to
all.
Students
can
meet
well.
K
So
the
the
vision
here,
it's
the
same
as
we
as
we
presented
in
january,
all
students
reading
on
grade
level
by
a
grade
by
the
fifth
grade
by
the
spring
of
2027
and
the
essar
dollars
that
we
talked
about
allocating
out
and
that
number
by
the
way
is
28
million
dollars
to
schools,
and
we
rate
that
out
those
allocations
based
on
again
the
number
of
kids
that
are
reading
below
grade
level.
K
You
can
see
61
to
80,
they
received
substantial
amount
of
dollars,
but
less
than
the
the
81
percent
and
above
and
going
down
to
the
bottom,
where
you
have
below
20
reading
below
grade
level,
then
that
shows
a
lesser
amount
being
allocated
out
to
to
the
schools
and,
on
the
right
hand,
side.
The
pie
graph
shows
that
75
percent
of
the
dollars
are
being
allocated
out
to
elementary
schools.
K
Since
the
focus
is
on
reading
and
about
grade
five
with
25
in
the
middle
and
in
high
schools
and
again
going
back
up
to
the
to
the
left-hand
corner,
the
bullets.
K
The
third
bullet,
75
percent
of
funds
will
be
spent
in
schools
with
more
than
half
their
students
reading
below
grade
level.
So
I'm
presenting
this
information-
I'm
representing
this
information
this
afternoon,
to
indicate
to
you
all
that
we
indicated
that
the
division
is
kids
reading
on
grade
level
by
certain
by
fifth
grade
and
that
we
committed
that
we,
we
would
allocate
majority
of
our
resources
a
great
greater
amount
of
our
resources
to
those
schools
whose
students
are
not
reading
on
grade
level.
K
Briefly
I'll
talk
about
the
the
three
pillars
that
we
have
to
support
that
vision.
One
is
right:
pillar,
one
rigorous
grade
level
curriculum,
and
here
it
shows
some
of
the
investments
that
are
being
made
at
the
central
office
to
support
that.
As
you
all
know,
we
have
a
new
ela
curriculum,
so
that's
that's
being
supported
from
the
essentially
from
this
three
dollars
extended
learning,
whether
that's
after
school
or
during
the
summer
time
professional
development
for
our
staff
to
ensure
that
they
understand
the
new
curriculum,
etc.
K
Expansion
is
a
is
a
significant
effort
in
the
district
to
make
sure
that
we
get
our
younger
kids
as
they
start
their
k-12
careers
on
track.
I
talked
about
the
ela
curriculum
extended
time.
I
talked
about
that
and
then
curriculum
supplements
for
our
english
language
learners,
who
that
population
is
increasing,
that's
pillar
one
pillar,
two
22
million
dollars
estimated
for
high
quality
teachers
and
leaders
supported
some
of
the
work
in
the
in
the
acceleration
schools.
K
I
met
with
principal
acceleration
school
principals
this
morning
to
let
them
know
that
we
do
have
this
this
approach
in
terms
of
supporting
their
their
work
and
then
the
the
la
the
the
final
pillar,
pillar,
three,
the
wraparound
services,
the
mental
health
and
wellness
practices
we
presented
are
in
finance
committee
earlier
this
month,
14.3
million
dollars
of
s
of
three
dollars
that
we
started
to
plan
on
spending
for
our
mental
health
services
and
in
a
minute
I'll,
ask
miss
buffett
roberts
to
talk
a
bit
more
about
what
wraparound
services
mean
when
we
talk
about
wraparound
services.
K
So
these
are
the
central
office
investments,
as
well
as
the
the
investments
that
we're
making
to
schools
not
directly
after
schools,
based
on
the
number
of
students
that
are
reading
below
grade
level,
put
in
more
resources
in
the
hands
of
those
schools
to
ensure
that
we
have
an
opportunity
to
to
address
those
needs.
K
So
with
that
I'll
ask
miss
roberts
to
talk
about
the
wrap
wraparound
services.
O
Good
afternoon,
thank
you,
mr
kennedy.
Ccsd's
vision
and
aspiration
is
that
by
the
spring
of
2027,
all
students
will
read
on
grade
level
by
the
end
of
fifth
grade.
O
Last
week,
our
ccsd
principals
participated
in
discussions
related
to
school-initiated
esser
investments
focused
in
large
part
on
wrap-around
services.
This
afternoon,
we'll
share
our
definition
of
wraparound
services.
What
they
can
look
like,
and
some
ideas
and
resources
related
to
barriers
and
solutions
that
may
emerge
or
may
have
already
emerged
through
our
school's
comprehensive
needs
assessment.
O
O
Social,
emotional
learning
or
sel
is
our
universal.
It's
our
tier
one,
essential
instruction
for
all
students
that
ensures
the
knowledge,
skills
and
dispositions
necessary
to
succeed
in
life,
school
college
and
career
sel
is
how
we
teach
these
skills
and
build
competencies
in
students
and
adults
to
get
along
well
with
others
to
be
self-aware,
to
self-manage,
to
self-regulate
and
to
build
healthy
relationships.
O
O
O
O
These
services
are
designed
in
partnership
with
families,
not
something
we
do
to
families
or
for
families,
but
truly
something
we
do
with
our
families,
because
family
voice
and
family
choice
are
paramount
to
effective,
wrap
around
supports.
It's
also
important
to
note
that
instituting
these
supports
will
not
increase
student
academic
outcomes
alone.
K
Section
of
the
proposed
budget
that
I
will
focus
on
in
my
update
is
the
proposed
four
thousand
dollar
pay
raise
for
teachers.
It's
been
widely
reported
by
the
state
coming
from
the
governor's
proposed
budget
and
the
state
legislators
a
proposed
budget
and
the
the
reality
is
for
the
last
the
bullet
here,
the
last
bullet
on
here
for
the
bottom
line
for
ccsd.
K
While
the
state
is
proposing
a
four
thousand
dollar
teacher
pay
raise
across
the
board
that
they
will
not
be
funding
that
across
the
board
and
so
for
ccsd.
K
We
will
be
receiving
very
little
funding
for
that
four
thousand
dollar
increase
here
on
the
slide,
it
talks
about
the
the
pay
cred,
I'm
sorry
the
how
the
state
revenue
is
it's
allocated
out
on
a
percentage
basis,
and
that's
that
that
allocation
is
based
on
the
index
of
tax
man,
ability,
which
simply
means
the
more
wealth
that
accounting
has
in
relative
to
its
to
its
property
values.
The
less
state
support
in
in
funding
education,
funding
that
that
we
receive.
K
So
while
this,
the
the
allocation
is
roughly
on
average
75
of
k-12
funded
by
the
state
25
by
the
local.
Because
of
the
index
of
tax
expandability,
there's
an
expectation
for
school
districts
or
counties
school
districts
within
the
within
accounting
that
has
higher
property
value,
that
values
like
charleston
than
within
that
county
or
that
school
district
would
provide
a
greater
share
so
for
ccsd.
K
Historically,
that's
been
around
30
support
from
the
state
and
70
support
from
from
the
local
tax
base,
and
that's
certainly
true
in
this
new
proposed
funding
formula
for
the
state
and
exacerbating
that,
for
us
is
act
388.
So
we
have
the
property
values
to
be
able
to.
Actually,
you
know
have
the
wealth
to
be
able
to
fund
more
a
greater
share,
but
because
of
the
restrictions
of
act
388,
we
cannot
actually
tap
into
that.
Well,.
K
So
the
the
new
revised
state
budget-
that's
proposed,
has
a
ratio
of
11.2
to
one
11.2
to
one
11.2
adults
to
one
student,
not
11.2,
not
teacher,
not
classroom
size.
So
it
includes
all
of
the
certified
teachers
and
other
teachers
on
the
left
hand
side
at
the
bottom.
But
it
also
includes
those
positions
on
the
right-hand
side
at
the
bottom.
K
And
now
the
proposed
pay
raise
of
four
thousand
dollars
applies
to
applies
to
each
of
those
staff,
both
certified
teachers
that,
on
the
left,
hand
side
as
well
as
the
the
staff
on
the
right
hand,
side
and
the
way
that,
where
that's,
where
that
works,
that
the
four
thousand
dollars
is
being
being
added
to
each
cell,
each
cell
of
the
teacher's
salary
schedule
so
currently
the
minimum
salary
for
teachers
across
the
state,
36
000.
K
So
once
this
budget
goes
into
effect
next
year,
that
36
000
becomes
40
thousand,
and
so,
if
you're,
if
you're
making
say
fifty
thousand
and
whatever
sale
that
you're
in
in
the
teacher
salary
schedule,
then
that
will
go
up
to
fifty
four
thousand.
So
four
thousand
dollars
added
to
each
cell.
K
The
the
issue
with
one
of
the
issues
here
is
that
currently
ccsd
is
already
above
the
state
minimum
server,
so
36
000,
that's
a
minimum,
we're
at
roughly
at
40
000
and
so
there's
a
proviso
in
the
budget
state,
but
proposed
budget.
That
says
that,
and
so
we
call
that
a
supplement,
so
the
minimum
is
36.
K
We
pay
4
000
above
that
that
4
000
is
considered
a
it's
called
a
supplement,
and
so
there's
a
proviso
in
the
state
budget
proposed
budget
that
says
that
local
districts
cannot
reduce
the
supplement
cannot
reduce
the
supplement.
So
that
means
that,
even
though
we're
above
the
state
minimum,
currently
we
still
have
to
under
the
current
version
of
the
budget,
we
still
have
to
give
that
four
thousand
dollar
raise
per
teacher
for
each
teacher.
K
So
the
the
financial
impact
to
the
district,
just
based
on
the
on
the
proposed
four
thousand
dollar-
increase,
that
those
impacts
are
shown
on
this
on
this
slide
here.
So
in
the
proposed
budget,
ccsd
will
get
an
additional
six
million
dollars
in
state
revenue
over
and
above
what
we
receive
in
next
this
year.
So
next
year,
six
million
dollars
more
the
for
us
to
do.
A
four
thousand
dollar
pay
raise
for
each
teacher,
the
estimated
cost.
Well,
it's
not
estimated.
We've
already
done
the
actual
calculation.
K
K
Then,
on
top
of
that,
there's
a
requirement
to
by
the
state
to
do
a
annual
step
increase
for
teachers,
so
that
is
another
another
six
million.
Another
four
million
dollars.
Excuse
me
four
million
dollars
that
we
would
have
to
pay
for,
for
the
staff
increase
in
friends.
So
now,
with
17
million
dollars
short
versus
the
six
million
dollars,
that's
been
allocated
with
additional
amount
from
the
state
and
then
finally,
here
we
have
a
requirement
from
the
state
again
to
increase
our
share.
K
This
district's
share
of
the
employer
contribution
for
health
care,
as
well
as
contribution
for
retirement,
and
that
is
another
two
million
dollars,
so
we
do
all
of
the
math
six
million
dollars
coming
from
the
state
additional
revenue,
25
million
dollar
cost,
so
it's
a
19
million
dollar
shortfall,
and
that
is
that
is
only
associated
with
the
teacher
salary
increases
plus
these
health.
These
these
health
health
benefits
and
the
contributions
for
for
retirement
has
nothing
to
do
with
school
principals.
K
Administrators
classified
staff
increases,
there's
nothing
that
has
no
no
calculation
in
here
on
this
slide
here
for
any
any
other
type
of
increases.
You
know
we
have
additional
square
footage
in
our
building,
because
we
built
new
schools.
We
have
to
maintain
those
schools
to
have
janitorial
services,
etc.
So
none
of
those
types
of
increases
are
in
these
numbers,
wednesday,
of
this
coming
wednesday
I'll
be
meeting
with
the
county
auditor's
office,
the
auditor
county
yard
and
his
his
staff
to
take
a
look
at
the
local
revenue.
K
But
again
these
this
is
only
related
to
state
revenue.
So
I
want
to
make
sure
that
you
all
understood
the
impact
to
the
district
of
the
of
the
state's
proposed
budget.
Now
that
budget
is
not
finalized.
Yet
I
think
the
indications
that
dr
taylor
and
I
are
getting
that
the
legislators
are
closing
in
on
on
the
on
the
following
discussions
on
that,
I'm
trying
to
personally
meet
with
local
local
delegation
sometime
this
week
to
let
them
make.
K
I
wanna
make
sure
that
that
that
they
understand
the
impact
of
the
proposed
budget,
the
state's
proposed
budget
to
the
on
the
on
the
district,
and
I
would
also
say
that
this
impact
is
not
exclusive
to
this
negative
impact,
not
exclusive
to
ccsd.
K
K
So
with
that,
that
concludes
the
the
superintendent's
update
I'll,
take
questions.
A
All
right
questions
for
mr
kennedy.
P
After
the
schools
have
spent
the
essa
funds,
do
we
have
any
plans
to
continue
the
wraparound
services
and
all
the
other
services
that
we're
going
to
be
offering
under
the
essa
funding
and
then?
Secondly,
we
always
talk
about
teacher
pay,
raises
and
other
support
staff,
but
we
hardly
ever
talk
about
raises
for
our
teacher
aides,
our
food
service
workers,
and
what
have
we
done
to
accommodate
those
persons
who
are
in
the
trenches
and
working
just
as
hard
as
everyone
else
to
support
our
our
children.
K
So
only
a
first
first
question
about
sustainability,
so
so
the
the
thinking
dr
frazier
is
is
that
as
we
expend
this
dollars
over
the
next
few
years,
we
will
do
evaluations
to
see
whether
what
initiatives
we
have
put
in
place
what's
working.
What's
not
working
and
those
things
that
that
prove
the
work,
we
would
develop
plans
of
sustainability.
K
I
I'll
beat
the
board
before
that
part
of
that
part
of
those
plans,
for
instance,
is
to
to
increase
the
fund
balance
and
then
be
able
to
actually
commit
certain
sections
of
portions
of
the
fund
balance
for
sustainable
initiatives.
That
proved
to
be
effective.
I
will
say,
though,
that
what
the
the
data
I
just
presented
on
on
the
state
state
budget
really
really
hampers
our
ability
to
be
able
to
maintain
a
strong
fund
balance
for
that
purpose
because
of
because
of
increasing
costs
without
increased
revenues
and
then
on.
K
On
the
second
question
about
the
the
the
pay
for
for
workers,
like
t
teachers,
assistants
workers
in
the
in
the
cafeterias-
yes,
that
we
are
paying
attention
to
that,
I
don't
okay,
I
don't
know
the
last
time
that
the
amount
on
the
last
time
we
made
gave
pay
raises
to
those
to
those
staff,
but
I'll
have
that
information
pulled,
but
certainly
as
we
as
we
look
at
giving
races
across
across
the
board.
K
We
do
in
fact
pay
attention
to
that
so
when
we
do,
for
instance,
a
cost
of
living
adjustment,
which
I
think
we
did
last
year
that
that
was
that
applied
to
100
of
our
employees
and
when
we
did
the
salary
study
a
few
years
ago.
I
believe
that
those
categories
employees
were
also
positively
impacted,
but
I'll
get
more
details
on
that.
Thank
you.
D
D
Okay,
that's
good!
That's
just
what
I
wanted
to
clarify
so
and
with
the
the
issues
with
the
state
budget
requiring
a
salary
increase
and
not
fully
funding
it.
Do
we
have
some
ideas
about
how
we
can
look
at
our
budget
in
terms
of
making
that
work,
or
is
that
still
part
of
the
research
that
you're
doing.
K
Well,
in
in
terms
of
developing
the
budget,
as
you
know,
we
have
to
bring
a
balanced
budget
to
the
board
for
for
for
approval
and
so
that
that
workers
share
had
to
be
done.
It
was
just
thursday
and
friday
last
week
that
the
across
the
state,
all
of
the
the
key
finance
staff
met,
k-12
staff
met
to
meet
with
different
agencies
of
the
state
to
talk
about
the
the
the
proposed
budget.
K
I
just
got
that
report
this
morning,
so
that
informed
what
I
presented
this
out.
You
know
earlier
earlier
a
few
minutes
ago
and
then,
as
I
also
indicated
I'll,
be
meeting
along
with
the
finance
staff
with
the
county
auditor
and
his
staff
wednesday.
Our
local
revenues
are
based
on
the
our
assessed
property
values.
So
we
always
the
county
always
does
an
update
on
that
late,
late
february,
early
march.
They
have
completed
that,
and
so
we'll
get
the
results
of
that
on
wednesday
and
that'll
help
us
determine
our
local
revenue.
K
So
once
we
determine
the
revenue
we'll
match
that
up
against
expected
expenditures
and
expenses,
and
then
we'll
know
where,
where
we
stand,
how
we
get
to
a
balanced
budget.
D
Great,
the
are
you
also
talking
with
our
lobbyists,
mr
campbell's
firm,
to
make
sure
that
some
of
the
concerns
that
you've
raised
are
being
addressed
at
the
legislative
table.
K
Yes
ma'am,
so
dr
taylor
is
in
communication
with
him
and
he's
the
one
actually
they're
setting
up
the
meetings
for
for
me
with
our
state
legislators.
So
he
he
and
his
his
firm
are,
are
active
in
this.
A
Okay,
miss
waters.
I
Yes,
thank
you
miss
darby,
mr
kennedy.
I
just
had
a
question
around
the
wrap
around
services
piece
and
how
the
schools
are
going
to
opt
in.
So
I
think
I
heard
that
the
schools
are
going
to
present
a
plan
for
what
each
individual
school
wants
to
do,
which
I
think
is
a
great
idea,
but
I'm
just
also
wondering
what
the
support
and
accountability
system
for
that
is
going
to
look
like,
because
that's
going
to
be
a
lot
to
manage
with
84
different
plans
and.
K
Well,
so,
first
of
all,
we
don't
know
if
each
school
will
submit
a
plan,
so
I
would
anticipate
that
maybe
100
of
our
schools
may
not
may
not
submit
a
plan.
Second
of
all,
I
also
would
anticipate
there
are
a
number
of
our
schools,
some
of
our
schools.
What
that
number
may
happen
to
be
will
collaborate
so,
instead
of
a
single
school
submitting
a
single
plan,
there
may
be
a
feeder
pattern.
K
That's
an
example
of
schools
that
may
collaborate
together
to
submit
a
single
plan
for
that
group
group
of
schools
and
then,
once
the
plans
are
submitted,
there's
a
process
in
place
for
those
plans
to
be
reviewed,
review
them
against.
There's
a
rubric
that's
been
set
up,
and
so
the
fact
that
a
school
submits
a
plan
there's
that's
not
guaranteed
that
that
the
plan
would
be
would
be
a
valuable
plan
moving
forward,
and
so
I
would
expect
that
of
of
this
of
the
plans
that
are
submitted.
K
There
would
be
some
that
we
would
be
that
that
review
panel
will
go
back
out
to
the
schools
and
say
hey
what
about
this?
What
about
that?
I
had
to
consider
this
had
to
consider
that
so
to
make
the
plans
stronger
and
then
and
so
so
going
through
that
process,
I
would
not
see
80
80
something
plans
that
need
to
be
funded,
that'd
be
something
some
number
less
than
that,
and
also
there
will
be.
K
I
would
anticipate
some
plans
that
that
submitted
that
that
may
not
meet
the
requirements
of
the
the
rubik
rupert.
I
It's
the
follow-up
question
in
terms
of
making
sure
that
schools
can
meet
the
requirements
of
the
rubric.
Is
there
any
training
or
support
as
they
develop
their
proposals?.
K
So
last
thursday,
at
the
an
all-day
principal's
meeting,
so
there's
some
like
a
general
session
in
the
morning
and
then
afternoon
there
was
a
smaller
group
work
on
specifically
around
these
plans.
But,
yes,
their
support
with
with
principal
select
fences
on
the
the
idea
of
a
group
of
group
of
schools
collaborating
with
the
middle
of
a
single
plan,
their
central
office
staff,
they're,
they're,
poised
to
work
with
school
schools
that
may
want
to
have
that
type
of
collaboration.
Q
I
would
also
say
that
we
think
we
see
this
as
a
collaborative
process.
It's
not
like
any
of
the
educators
in
this
room
or
educators
in
the
school
are
smarter
than
the
other.
The
idea
is
to
make
sure
that
we
don't
make
the
mistakes
that
are
present
in
the
research,
for
example,
adding
head
count
when
we
know
we're
going
to
come
against
a
wall
in
two
years,
so
being
thoughtful
about.
Q
If
we're
thinking
about
coaches,
that
means
we
might
be
pulling
people
out
of
the
classroom
where
we
actually
need
good
teachers,
so
making
sure
we're
having
those
conversations
in
an
ongoing
way
and
there's
no
intent
to
be
a
gotcha
at
the
end
that
you
didn't
meet
these
expectations,
the
intent
is
to
say
we
want
to
make
sure
you're
considering
this.
This
is
where
we've
seen
it
work
in
other
places.
Q
K
So
so
the
current
currently
and
for
years,
the
state
funding
formula
for
education
has
has
been
based
largely
on
on
two
factors:
one
the
base
student
calls
bsc.
So
you
hear
yours
talk
about.
What's
the
what's
the
base
student
cost
fund,
influence
of
state
so,
and
so
that's
one
factor.
The
second
factor
is
it's
on
student
demographics.
So
you
have.
You
have
have
a
district
with
high
poverty
that
that
that's
a
weight,
a
given
that's
added
weight
added
weight
so
that
that
those
districts
will
get
additional
money
from
the
state.
K
If
you
have
a
school
district
with
a
high
level
number
of
special
needs.
Children,
whatever
those
special
needs,
are
those
additional
weights
additions
that
are
added
to
the
budget,
so
the
the
latter
part.
The
second
part
there.
Those
student
demographics
in
this
proposed
revised
budget
allocation
process
that
still
exists.
K
There
are
some
differences
between
currently
and
what
what
the
proposed
proposal
is,
but
those
differences
I
mean
the
concept
still
exists
with
the
this
11.2,
the
one
11.21
that
moves
away
from
the
base
student
costs-
and
this
is
replaced
by
this-
the
state
saying.
We
think
we
need
to
have
x
number
of
teachers
in
this
in
the
throughout
the
state-
and
I
don't
have
that
number
here.
K
I
think
it's
not
67,
maybe
68
teachers
statewide,
and
then
they
take
a
look
at
the
number
of
of
kids
students.
They
come
up
with
a
ratio,
so
it's
11.2
adults
to
excuse
me
11.2
children
per
adult,
and
so
the
the
the
distinction
I'm
trying
to
make
on
this
slide
is
that
it's
not
classroom
size.
That
is
because
you
look
at
the
slide.
K
You
mentioned
slide
25,
then,
in
addition
to
certified
teachers
and
teachers,
there's
also
other
positions
that
are
not
classroom
teachers
so,
for
instance,
guidance
directors,
psychologists,
school
nurses,
physical
therapists,
occupational
therapists,
etc.
So
there
are
a
number
of
positions
that
go
into
that
that
formula
of
11.2
the
one.
K
So
that's
a
change
from
the
base
student
cost
of
where
that
number
is
which,
in
the
past,
we
have
received
approximately
one-third
of
that
from
the
from
the
state
and
we
locally
fund
70
of
that,
so
that
that
split
that
split
in
terms
of
state
funding
percentage
that
doesn't
change
significantly.
It
goes
from
average
to
70
percent
state
30
percent
local
to
75
percent
state
25
percent
local,
but
that
inversion
still
applies
to
us
that
we
will
not
get
the
we'll
get
the
lower
end
of
that.
F
H
I'm
also
thinking
what
we
certainly
need
to
talk
to
of
the
delegation
first,
but
we
might,
I
think
this
this
slide
on
26
is,
would
be
something
good
and
capturing
for
members
of
ways
and
news
and
finance
that
maybe
we
could
do
a
cover
letter
and
we'll
talk
to
daryl
about
his
thoughts
about
that.
H
But
I
think
you
know
just
to
put
that
in
their
hands,
so
they
can
actually
see
and
they
are
they
don't
you
know
anyways
and
the
other
thing
do
you
know
if
there
are
going
to
be
any
collective
efforts
among
the
superintendents
or
the
state
finance
officers
to
you
to
approach
the
general
assembly
or
either
one
of
those
committees
collectively
about
the
implications
of
the
budget.
K
I
do
not.
I
do
know
that
greenville
the
greenville
school
district
superintendent
he
presented
to
their
board
their
last
board
meeting.
In
fact,
the
slide
that
you
mentioned
slide
26.
That
shows
the
revenue
revenues
coming
in
now
short
for
shortfalls.
K
That's
that's
the
same
structure
that
they
used.
I
got
it
from
them,
and
so
I
do
know
there.
There
are
a
number
of
superintendents
across
the
state
that
are
engaging
with
their
legislators.
I
don't
think
the
finance
team
is
doing
that.
Although
the
south
carolina
school
business
officials,
those
administrative
folks
out
of
columbia,
are
having
some
conversation.
B
K
The
plan
is
to
present
to
the
school
board
whatever.
Where
of
the
date,
I
think
it's
april
23rd
or
may
25th
the
school
board
meeting
in
april.
Okay,.
B
So
quick
turn
around
and
then
miss
belcher.
Can
I
ask
you
a
question
you
and
I
had
this
conversation,
so
we
traditionally
used
third
grade
as
getting
students
up
to
a
reading
level,
and
you
explain
why
fifth
grade
is
now
the
target.
Can
you
just
clarify
that?
Because
there
has
been
some
concerns
in
the
public.
Q
Certainly,
I'm
gonna
speak
to
that
specifically
in
the
ed
committee
piece,
but
the
idea
is
that
traditionally,
kids
read
by
the
third
grade
level,
the
the
question
about
grade
level.
Relevance,
though,
is
a
little
trickier,
because
the
measure
of
grade
level
in
south
carolina
is
sc
ready
and
the
first
year
that
we
get
sc
ready
results
to
look
at
whether
they're
meeting
or
exceeding
grade
level
standards
is
in
the
third
grade.
Q
R
Q
It's
we
always
test
kids,
so
we
actually
begin
testing
kids
in
pre-k.
It's
a
question
of
what
the
test
is.
An
accurate
measure
of
and
the
best
test
is
a
measure
of
grade
level
standards
in
south
carolina
is
the
sc
ready
test.
So
we
use
things
like
fast
fridge
which
is
predictive
of
esee
ready,
but
because
the
kids
are
little,
they
don't
have
the
attention
span
and
the
test
is
a
lot
shorter.
So
it's
less
predictive,
there's
just
a
lot
more
noise.
R
We
not
even
think
that
like
and
I
think
that
when
we
go
forward
even
when
we
consider
that
maybe
after
fifth
grade
that
maybe
some
of
our
children
just
aren't
ready,
ready
but
they're
still
able
to
read-
and
I
say
that
having
a
child
with
an
iep
again
just
because
he's
in
fifth
grade
that
means
he
can't
comprehend
or
read
so
then
I
stand
again
to
ask
that
question,
but
the
questions
that
I
had
before
him
would
be
in
reference
to
these
wrap
around
plans,
and
I
heard
that
you
know
we
don't
just
actually
have
them,
introduce
the
services
or
how
they're
actually
done
so.
Q
It's
a
it's
a
good
question.
I
I
don't
have
an
easy
answer.
I
think
the
the
the
aim
here
is
what
we're
trying
to
step
back
and
say
is:
what's
holding
your
kids
back
your
students
back,
because
this
is
not
a
this
year
problem.
It's
a
it's
a
historical
problem
to
reaching
the
grade
level
and
what
are
the
ways
in
which
we
can
knock
down
those
barriers
and
the
folks
who
are
closest
to
the
work.
Q
The
school
principals
often
have
the
strongest
point
of
view,
along
with
their
parents,
their
community
members
and
teachers
on
what
those
might
be.
So
what
we're
hearing,
for
example,
is
if
you
look
at
north
north
charleston,
which
is
a
large
percentage
of
second
language
or
multilingual
learners.
The
needs
there,
where
many
of
those
families
are
newcomers
to
the
community,
are
very
different
than
say
the
needs
of
the
d23
feeder
pattern
that
mr
dallas
is
leading
a
community
engagement
around.
Q
What
exactly
is
needed
when
that
school
district
is
very
rural
and
access
to
a
diversity
of
academic
programs
might
be
the
limiting
factor.
So
it's
really
about
what's
specifically
needed
now.
I
think
we
can
all
agree,
as
we've
presented
several
times
to
this
board
every
school
right
now,
no
matter
where
their
grade
level
is.
R
Okay-
and
that
makes
sense
too
and
I'll
just
like
sometimes
I
just
don't
like
to
say
that
covet
bought
some
things
out,
but
just
kind
of
made
more
things.
Just
more
aware-
and
I
heard
you
say
mr
kennedy,
like
added
weights
of
ieps
and
special
educations
and
things
like
that,
add
things
those
added
weights.
I
don't
like
to
look
at
them
as
added
weights.
I
think
we
should
look
at
added
pluses
and
ways
that
we
can
actually
do
things
a
little
bit
better.
R
So
even
when
we
think
of
looking
at
our
black
and
poor
and
children
that
are
just
unable
to
get
there
as
problematic,
I
think
we
should
kind
of
start
looking
at
it
a
little
bit
more
wishful
and
not
added
weights,
but
just
you
know
those
ways,
so
we're
not
words
matter.
Thank
you
today,
thank
y'all
for
this.
I.
A
A
S
Correct
they're
really
two
levels
of
the
esser
investments
around
mental
health
and
wellness.
Some
are
district-wide
initiatives
such
as
the
temporary
counselors
that
we're
hiring
increasing
school
psychologists,
social
workers,
those
kind
of
things,
as
well
as
some
of
the
grants.
Schools
don't
have
to
wait
to
do
a
plan
around
a
calming
room,
that's
already
in
their
hands,
so
they
can
add
that
without
their
plan,
so
their
plan
is
more
about
at
the
granular
level
of
their
school.
What
additional
things
are
they
need?
S
R
And
I
did
have
one
more
little
question:
I'm
sorry!
What
were
we
doing
to
because
I
know
we're
doing
things
to
increase
teacher
pays
and
everything
else,
but
as
far
as
our
actual
certified
or
special
education
and
psychologist
teachers,
what
are
we
kind
of
doing
to
kind
of
gravitate
to
get
more
of
them
in
place?
R
K
First
of
all,
the
teacher
pay
raise.
That's
that's
proposed
by
the
state
applies
to
to
all
certified
staff
and
so
including
our
special
education
teachers
and
then,
as
we
take
a
look
at
where
we
have
have
challenges
in
in
staffing.
You
know
we
will
take
a
look.
We
are
taking
a
look
at
additional,
potentially
bringing
to
the
board
additional
compensation
compensation.
So,
a
few
years
ago
the
board
approved,
for
instance,
a
supplement
for
math
teachers,
because
we
were,
we
were
having
a
challenge
recruiting
and
retaining
math
teachers.
K
So
we
provided
additional
pay
to
those
employees
to
make
sure
that
we
had
an
opportunity
to
to
again
recruit
and
retain,
and
so
we
are
looking
at
something
similar,
I'm
not
sure
where
it's
going
to
look
like
yet,
but
something
similar
for
other
categories
of
employees,
including
special
special
education
teachers.
T
K
With
the
with
the
s3,
so
163
million
dollars,
so
three,
so
the
number
that's
been
cited
here,
104..
So
how
do
you
get
from
163
down
to
104.?
Well,
first
of
all
about
10
of
that
goes
straight
straight
to
the
charter.
Schools
we
have
20
came
in
with,
I
think
it's
26
million,
but
20
something
million
for
indoor
air
quality
and
there
there
are
several
other
other
items
in
there.
K
That
gets
us
down
to
the
104.,
and
so
I
I
actually
had
it
in
the
presentation
and
took
that
out,
but
I
can
certainly
get
that
to
the
to
the
board,
but
it
lists
each
of
those
line.
I
entirely
got
from
163
down
to
104.
K
So
so,
as
you
know,
so,
two
is
well
underway
in
terms
of
expenditures.
Again,
ten
percent
of
that
goes
directly
to
charter
schools.
So
that's
been
allocated
out
to
charter
schools.
We
have
x
number
of
dollars
in
there
that's
allocated
to
specifically
only
to
acceleration
schools.
I
think
we
have
dollars
in
there
for
well.
I
know
we
have
dollars
in
there
for
for
learning
loss,
so
we
spent
some
two
dollars
this
past
summer,
with
with
extended
learning
we'll
do
that
again.
This
summer.
T
T
Okay,
so
the
I
just
think
it
would
be
helpful
as
we
get
closer
and
closer
to
that
september.
30Th
2024
date
that
we
see
a
big
picture
of
all
this
money
kind
of
in
some
sort
of
summarized
fashion,
because
that
will
help
us
we're
trying
to
change
a
system.
So
maybe,
if
we
saw
all
the
money
in
all
the
places
it
was
going
in
the
system
that
could
be
helpful,
yeah.
K
So
to
that,
to
that
end,
so
the
technology,
a
technology
group,
the
business
intelligence
group
here
in
the
district,
in
collaboration
with
the
the
finance
group
and
with
some
project
managers,
they're
actually
close
to
finalizing
a
a
a
tool
to
be
able
to
do
exactly
that
both
but
help
with
the
internal
management
of
it,
as
well
as
reporting
out
to
the
board
and
to
the
public.
K
T
Thank
you,
that's
excellent,
so
my
second
question
is
the
aid
to
classroom
that
track
that
takes
us
to
68
000
weighted
people
units
instead
of
61
and
adds
the
6
million.
That's
the
aid
to
classroom
ways
and
means
budgeting
system.
Is
that
happening
in
a
separate
track
from
the
four
thousand
dollar
increase
to
the
student
I
mean
to
the
teacher
salary
schedule:
are
those
not
inco
in
any
way
coordinated
or
collaborated.
K
So
my
understanding
that
they're
they're
they're
they're
they're
actually
being
brought
together.
So
it
is
a
it's.
The.
K
So
when,
when
that,
when
assumed,
when,
when
the
superintendents
were
briefed
by
mr
frank
rainwater,
who
was
the
head
of
the
fiscal,
my.
K
And
he
briefed
also
the
finance
folks
last
week
and
so
his
his
his
his
message
to
us
is
that
he's
simply
running
the
numbers
based
on
what
the
governor's
office
and
the
state
legislators
are
asking
them
to
do,
and
so
I
don't
know
mrs
coats,
what
might
happen
once
the
so
that
the
two
pieces
get
together.
K
K
Well,
we're
going
to
ask
you
know,
mr
butler,
to
weigh
in
by
understanding
our
ass
up
this
morning
is
that
we
have
since
tomorrow
and
wednesday,
so
that
our
our
days
to
get
this
communicated.
T
Is
that
because
of
votes
coming
out
of
mr
butler,
how
close
is
this
to
coming
out
and
actually
becoming
reality
in
this
year?
So.
U
What
we
can
do
is
have
superintendent.
C
U
Join
us
tomorrow
for
session
daryl
is
planning
to
bring
out
some
of
the
members
from
session
just
to
have
a
couple
of
conversations
with
members
of
the
delegation
to
talk
through
some
of
this,
but
as
as
far
as
the
budget
goes
itself,
the
the
process
for
the
house
will
be
completed
this
week
and
I
know
I'm
probably
skipping
my
turn
going
into
a
whole
legislative
update.
U
But
members
of
the
house
will
be
furloughing
next
week
and
then,
after
that,
we'll
be
seeing
the
the
senate
take
up
the
budget
on
its
side.
So
we
have
a
a
little
bit
of
time
actually
to
work
with
what
has
been
proposed
so
far
and
make
some
changes,
maybe
in
the
in
the
senate
version
of
the
budget.
But
for
the
most
part
once
it
passes
the
house
ways
and
means.
F
T
U
I'm
the
house
side
there's
going
to
be
debate
this
week
between
members
of
the
house
just
to
get
clarification
on
the
the
new
funding
schedule,
I'm
actually
being
told,
and
several
real-time
updates
from
daryl
himself,
who
is
over
at
the
state
house
right
now.
That
representative
ray
felder
is
planning
to
propose
an
amendment
to
strike
the
proviso
and
that
we
don't
have
that
proviso
language,
or
we
don't
have
that
amendment
language
from
her
as
of
just
yet
being
so
in
the
process.
U
But
we
are
talking
to
members
to
see
what
kind
of
support
that
that
her
amendment
may
have.
I
will
just
tell
you
that
her
amendment
does
go
against
leadership.
So
that's
that's
just
the
reality
of
it.
It
does
go
against
what
leadership
is
planning,
because
once
it
again,
once
it
comes
out
of
the
house
ways
and
means
committee,
there's
not
usually
there's
not
many
major
changes
that
happen
upon.
You
know
floor
so.
T
K
In
the
later
years,
but
we
did,
we
did
impact
every
cell,
okay
and
so
so,
and
the
state's
budget
proposes
to
put
four
thousand
dollars
into
every
cell,
and
so
this
provides,
though,
if
the
mis,
the
proviso
mr
butler,
is
talking
about.
I
I
do
understand
that
there's
some
discussion
about
maybe
making
some
changes
to
that
proviso.
K
That
says
that
local
districts
cannot
reduce
the
supplement,
but
I
can
tell
you
if
we,
if
we
don't
do
the
4000
and
I
met
with
with
the
teach
teacher
of
the
year,
your
group
last
last
week-
I'm
talking
about
this
so
there's
an
expectation
from
all
our
teachers.
That's
four.
A
V
Yes,
mr
kennedy,
so
I
I
just
wanted
to
be
clear
to
make
sure
I
heard
the
numbers
to
be
correct.
So
are
we
saying
we
have
104
million
left
in
the
s3
that
that
has
not
been
allocated.
K
So
in
in
the
powerpoint
that
I
did
in
the
pillars
pillars
one
two
and
three
they
were
at
the
top
of
those
slides.
They
were
each
slide-headed
numbers
like
32
million
20-something
million,
so
those
dollars
are
already
been
planned
and
submitted
to
the
state
for
for
the
for
for
use.
So
I
mentioned
that's
an
example
of
the
the
el
english
language
arts,
new
curriculum.
I
think
it's
like
10
million
dollars
in
there
for
that,
and
so
so,
no
I'm
not
saying
that
those
104
has
not
been
allocated.
K
It's
not
been
spent,
but
it's
been
planned
for
okay,.
V
And-
and
there
is
still
as
I
think,
the
number
cindy
gave
up-
59
million
left
in
there
so
too
is
that
is
that
correct.
K
Well,
I
I
think
if
I
understand
what
miss
coast
coast,
looking
at
she's,
looking
at
the
state
website,
we
re
we
school
districts.
We
were
required
to
report
how
much
we
expend
what
we,
how
much
we
claim
for
reimbursement.
K
The
state
then
takes
that
they
have
they've
built
a
online
tool
where
anybody
can
look
at
any
school
district
in
the
state
and
see
how
much
has
been
claimed,
and
so,
if,
if
I
understand
what
business
coach
is
looking
at
she's,
looking
at
what
we've
expended
and
submitted
to
the
state
for
reimbursement,
but
that
does
not
not
that's
it's
not
what
we
have.
It's,
not
what
we're
planning
on
spending
and
what
we're
sort
of
like
obligated.
A
All
right,
dr
french,
I
think
you
had
a
question.
D
Yes,
so
what
I
would
want
to
get
back
to
the
wrap
around
services
for
a
minute
to
ask.
I
I
understand
what
ms
roberts
was
saying
about
having
child
centered
wraparound
services
that
are
going
to
help
them
be
ready,
more
ready
to
learn,
and
I'm
wondering
are
we
also
thinking
about
some
parent
services
that
will
help
parents
have
more
impact
on
their
children's
readiness
to
learn,
and
also
in
terms
of
adult
ed
for
parents
who
may
not
have
accomplished
everything
they
wanted
to
accomplish
when
they
were
in
high
school.
Q
I
know
many
schools
are
thinking
about
the
extent
to
which
they
can
engage
their
families
to
support,
reading
and
other
forms
of
instruction
at
home.
So
in
some
of
the
conversations
that
we
had
last
week
that
mr
kennedy
alluded
to,
I
heard
principals
talk
about
ways
in
which
parents
can
support
early
reading
and
reading
to
their
children
at
home
to
extend
instruction
beyond
the
traditional
school
day
and
into
the
family.
So
I
don't
think
there's
a
formal
we're
going
to
do
this
across
the
system.
D
And
then
I
just
hope
that
we're
going
to
be
supportive
of
our
teachers
in
terms
of
the
lobbying
activity
we
do
at
the
state
legislature
as
well.
It's
I
don't
think
that
we
should
be
looking
for
ways
to
not
increase
their
pay,
but
to
hold
the
the
legislature
accountable
for
providing
funding
for
it
for
what
they're
requiring
of
us
so.
A
B
We
have
two
two
items
on
the
strategic
education
agenda.
Q
I
I
do
want
to
turn
this
over
to
dr
jerome
davis,
but
since
the
board
hasn't
met
dr
davis,
I
wanted
to
make
sure
to
do
so.
Dr
davis
is
going
to
the
podium
right
now.
He's
joined
the
curriculum
instruction
team
this
past
year
to
support
the
management
and
instructional
leadership
of
the
group
with
miss
woody.
He
has
a
background
of
15
plus
years
in
the
military,
as
well
as
20
years
as
an
educator
in
berkeley
county.
Most
recently,
he
was
before
joining
charleston.
Q
L
N
So
in
quarters,
in
accordance
with
the
state
law,
the
state
board
of
education
has
a
responsibility
to
adopt
recommendations,
and
it
is
the
recommendation
of
the
district
administration
that
we
adopt
the
elementary
textbook
series,
science
for
the
classroom,
smithsonian
carolina
biological
text
and
the
middle
school
textbook.
South
carolina
elevates
science
grade
sixty
rate
service
learning
community.
N
Each
of
the
textbooks
is
focused
on
real
world
south
carolina
phenomena,
which
requires
students
to
think
critically
about
implications
of
science
and
changes
over
time.
N
In
addition
to
that,
we,
our
team,
has
done
their
due
diligence
to
make
sure
that,
for
the
first
time
that
these
texts
are
aligned
with
the
kits
and
hands-on
experiences,
the
covenant
would
break
with
the
recommended
text.
N
Our
team
ensure
that
we
practice
fiscal
accountability
by
making
sure
that
we
made
sure
that
these
textbooks
were
aligned
with
the
with
the
text
that
we're
having,
as
well
as
with
the
kids.
In
addition
to
that,
we
both
recommended
tech
products.
They
support
our
strong
literacy,
have
strong
literacy
components
and
it
supports
the
strategy
of
having
all
students
real
grade
level
by
fifth
grade
and
in
addition
to
that
vote,
techs
provide
access
points
for
ccsd's
mll
population
of
students
served.
So
that's
the
recommendation
of
our
team.
F
B
I'd
like
to
make
a
motion
to
approve
the
instructional
materials
recommended
for
the
use
in
the
charleston
county
school
district
by
the
textbook
selection
committees
for
the
subjects
in
the
attached
recommendation
and
justification
document.
Second,.
A
B
Thank
you.
Next
up
is
item
5b
breakdown
on
student
achievement,
ms
belcher.
Q
Thank
you,
and
I
also
want
to
thank,
in
addition
to
dr
davis,
miss
deb
bazar,
who
facilitated
the
science
curriculum
process
throughout
the
district.
So
she
is
our
science
instructional
specialist,
moving
over
to
the
strategic
education
committee
and
the
follow-up
from
our
last
board
meeting
on
the
map
in
the
fastbridge
winter
data.
Q
The
guidance
that
I
heard
from
board
members
and
their
questions
and
follow-up
was
that
really
we
wanted
to
use
this
time
to
answer
any
questions
as
board
members
had
time
to
process
the
data,
but
also
to
do
a
high
level
connection
of
what
are
we
going
to
do
now?
How
does
this
connect
to
our
next
steps
and,
in
particular,
the
target
of
the
fifth
grade?
Having
students
read
on
the
fifth
grade
level?
Q
So
that's
the
focus
of
this
presentation
is
to
give
you
a
sense
of
how
it
connects
to
where
we're
going,
but
miss
roberts,
and
I
and
others
are
prepared
to
answer
questions
about
the
data
if
board
members
have
driven
into
that
more
specifically,
so,
first
of
all
to
reinforce
and
reiterate
the
high
level
story
that
the
the
administration
took
on
our
read
of
the
data.
The
reason
why
we
share
so
much
data
and
would
appreciate
guidance
from
the
board
on
what
could
be
less
is
so
that
you
can
see.
Q
Q
However,
when
we
look
at
our
test
score
results
between
the
spring,
I'm
sorry
between
the
fall
and
the
spring
there's
a
system-wide
decline
in
performance
that
exists
across
the
board.
Now
there
typically
is
a
dip
in
performance
at
the
winter
and
map
results,
but
it's
important
to
call
that
out
here.
Q
Q
Now
this
is
an
unusual
couple
of
years
and
I
think
we
wouldn't
be
doing
service
to
folks
who
are
on
the
ground
in
the
school
without
calling
out
that
at
this
point
of
testing,
which
was
in
january
of
2022,
that
was
the
point
where
we
had
our
omicron
spike
without
the
district
throughout
the
districts.
That
meant
it
had
our
highest
number
of
students
and
staff
members
out
during
that
period
of
time,
and
then,
as
all
of
the
board,
is
very
much
aware.
Q
Q
Q
That
is
a
big
deal,
and
I
would
want
to
make
sure
that
we
recognize
those
schools
that
have
worked
very
hard
to
make
a
difference
on
those
students
across
the
board
in
schools
like
early
college,
we're
making
strides
in
growth
as
65.1
percent
of
black
students
and
60
percent.
Almost
61
percent
of
students
in
poverty
met
their
map.
Reading
targets
in
the
ninth
grade
in
early
college.
High
school.
Q
Morningside
middle,
which
is
one
of
our
acceleration
schools,
which
showed
promising
growth.
This
last
cycle,
with
outsized
outcomes
in
terms
of
exceptional
needs,
children
or
students
with
special
needs,
meaning
57.1
percent
of
their
map.
Growth
targets,
and
I
think
one
of
the
bright
spots
for
sure
across
the
system
is
we're.
Q
Burke,
high
school,
which
was
tested
this
year
in
the
ninth
grade
for
map
tests
this
year,
was
one
of
the
years
that
the
state
required
ninth
grade
map
testing,
45.8
percent
of
the
ninth
grade.
Students
met
their
growth
targets
in
winter
reading
and
49
0.1
met
their
growth
target
on
the
winter
math
map
that
surpassed
the
district
averages
in
both
areas
at
the
high
school
level
and
all
acceleration
schools.
We
have
our
consultants
that
go
in
and
in
addition
to
looking
at
standardized
test
schools,
they
do
observation
data
in
the
fall.
Q
Our
consultants
from
leading
educators
went
into
classrooms
to
look
specifically
at
whether
there
was
clear
obvious
evidence
that
teachers
and
students
are
using
the
new
curricular
text
when
engaged
in
listening.
Reading,
writing
or
speaking
during
language.
Arts
in
october
was
about
85
percent
of
classrooms
when
they
went
back
into
the
classroom.
Most
recently
in
february
it
was
98,
so
teacher
behavior
is
usually
a
leading
indicator
to
student
achievement.
Q
So
again,
the
headline
here
is
that
we're
we're
minimizing
the
effect
on
student
achievement
because
of
covid,
but
we
are
experiencing
learning
loss.
So
I
want
to
call
that
out
we're
playing
decent
defense,
and
a
lot
of
that
is
a
credit
to
this
board
and
the
previous
board
for
focusing
and
making
sure
that
we
open
schools
for
children
almost
from
the
beginning
of
the
provide
pandemic.
Q
But
our
students
of
color,
our
students
in
poverty,
our
multilingual
learners
and
our
special
needs.
Kids
continue
to
lag
significantly
behind
in
both
achievement
and
they
have
a
lower
percentage
of
students
meeting
their
growth
targets,
but
we're
seeing
some
promising
signals.
As
I
said,
about
early
childhood
and
we're
seeing
promising
signals
in
terms
of
changes
in
teacher
behavior
and
adult
behavior
in
terms
of
the
acceleration
schools.
Q
Q
So
what
are
we
going
to
do
differently
now?
One
is
the
the
year
is
not
done
so
it's
march
right
now,
where
our
plan
is
to
continue
the
high
touch
support
through
acceleration
schools,
but
one
of
the
things
that
we
received
feedback
on
uva
was
also
here
last
week
and
met
with
the
principals
some
teachers,
as
well
as
the
acceleration
team.
One
of
the
things
they
said
is
there's
a
lot
of
extra
responsibilities.
That
may
not
be
essential
to
the
turnaround
effort
on
the
acceleration
school
staff
to
help
the
school
teams.
Q
So
we're
going
to
have
to
make
sure
we
do
that
between
now
and
the
end
of
the
year.
We're
not
we're
preparing
now
in
the
spring,
to
expand
our
english
language,
arts
curriculum
pilot
by
adding
15
schools
in
the
fall,
so
those
schools
are
starting.
Those
conversations
and
the
planning
for
that
professional
development
and
then,
as
ms
coker
said,
and
as
we
presented
previously
we're
continuing
to
address
the
mental
health
support,
that's
needed
across
the
system.
Q
Also,
given
the
academic
results,
we
want
to
make
sure
that
we're
digging
in
and
continuing
to
pay
attention
on
middle
schools
and
early
childhood
to
close
the
year
out.
Well,
because
those
are
places
where,
on
average,
we
did
a
little
less
well
than
previous
years.
We
want
to
make
sure
that
we're
paying
attention.
Q
Now,
a
big
part
of
the
strategy,
as
we
move
forward,
is
to
think
about
how
to
use
this
esser
money
not
just
to
play
defense
on
covet,
but
actually
to
build
a
better
system,
it's
doing
better
by
all
children
in
terms
of
making
sure
that
kids
are
able
to
read
at
fifth
grade
reading,
to
read
on
grade
level
by
the
fifth
grade.
So,
as
ms
henrik
already
asked
me,
I
wanted
to
make
sure
I
provided
some
context
like.
Why
did
we
set
the
goal
for
the
fifth
grade
when
kids
should
read
by
third
grade?
Q
It's
the
question
of
the
grade
level
like
reading
on
grade
level.
The
achievement
test
is
doesn't
begin
until
the
third
grade,
and
most
states
or
districts
don't
make
high-stakes
decisions
on
test
performance
prior
to
the
third
grade,
because
the
kids
are
just
younger.
So
it's
less
well,
it's
it's
administered
individually.
It's
a
shorter
test.
It
usually
measures
a
subset
of
the
standards.
Q
So
it's
it's
a
little
bit
noisier,
we'll
say
than
an
actual
achievement
test,
which
is
why
we
set
our
goal
on
all
kids
reading
on
grade
level
by
the
fifth
grade,
and
the
other
thing
is
that
this
is
a
significant
system-wide
change
effort
and
you,
if
you
move
too
fast,
the
change
itself
can
become
an
obstacle.
So
we
want
to
make
sure
that
we're
doing
this
change
effort
in
a
smart
and
thoughtful
way.
Q
Specifically,
our
our
phase
of
the
el
curriculum
ela
curriculum
pilot
is
a
multi-year
phase,
because
this
curriculum
is
complicated
and
it
encompasses
all
aspects
of
ela,
so
phonics,
phonemic
awareness
vocabulary,
development,
reading,
fluency
and
reading
comprehension,
plus
writing
and
building
kids
knowledge
in
topic
areas
by
text
that
are
meaningful
and
full
of
information
that
not
all
students
are
exposed
to
at
home.
Q
So
the
first
phase
of
this
began
last
summer
with
the
acceleration
schools,
as
seven
of
the
elementary
schools
and
two
of
the
middle
schools,
have
piloted
the
module
aspect
of
the
new
curriculum
right
now
beginning
in
the
second
semester,
I
would
call
a
bigger
sampling
of
district
schools,
so
we
have
district
schools
from
all
of.
I
think
almost
all
the
constituent
districts
represented
here.
These
schools
opted
into
the
curriculum
pilot
and
chose
to
implement
it
mid-year.
Q
So
you
know
that's
a
big
lift,
so
those
are
our
coalition
of
the
willing,
as
we're
saying,
and
they
right
now
are
testing
that
curriculum,
and
then
that
was
though,
just
the
reading
comprehension.
The
reading
fluency
vocabulary
development.
It
wasn't
a
pivot
to
the
phonemic
awareness
of
the
phonics
program.
We've
been
using
open
court
for
the
last
few
years.
Q
Q
Next
year,
we'll
begin
to
bring
in
the
last
of
our
districts
in
august
of
2023
and
the
imp.
The
expectation
is
that
all
of
our
schools
will
be
fully
in
the
full
implementation
by
august
of
2024.
But
again
it's
still
a
pilot
program
because
we
haven't
yet
on
the
ground
implemented.
The
skills
are
all
block
portion
of
the
curriculum.
Q
So
our
overall
strategy
and
some
of
the
investments
that
we're
making
now
dr
davis
talked
about
the
science
curriculum,
the
science
curriculum
and
the
new
standards
were
driven
by
the
state.
The
state
made
recommendations
of
quality
science
curriculum,
including
science
kits
of
which
districts
across
the
state
could
opt
into
the
state,
is
also
paying
for
a
portion
of
that
right
now.
The
state
for
over
eight
years,
I
believe,
is
that
right,
miss
woody.
Q
I
think
it's
eight
years,
eight
years
has
not
revisited
the
ela
standards
and
they
have
not
made
additional
investments
in
the
ela
curriculum
with
one
exception
which
I'll
go
into
in
a
minute.
So
that
means
we're
ahead
of
the
state
in
ela
curriculum.
We
knew
when
I
came
in
two
years
ago.
The
district
had
already
started
to
implement
a
system-wide
phonics
program
ahead
of
the
state.
Q
Q
But
that
means
using
hagerty's
phonemic
awareness
beginning
in
3k,
and
we're
slowly
building
that
up
right
now,
all
the
way
actually
up
to
third
grade
so
that
we're
reinforcing
those
phonemes,
even
as
children,
are
moving
into
fluency
and
comprehension,
we're
using
creative
curriculum
and
head
start
and
pre-k,
and
then
early
childhood
is
also
going
through
something
called
letters,
training
which,
for
those
of
you
who
are
familiar
with
ogap,
it's
sort
of
the
philosophy
of
foundational
reading
mississippi,
which
saw
statewide
gains
in
early
childhood
part
of
what
they
credit
to.
That
is
the
system-wide
state
level.
Q
Everybody
went
through
it
if
you
were
a
k-3
ii
teacher
of
letters
training.
So
that
is
something
that
we
think
is
important
and
about
40
of
our
early
childhood
staff.
Members
are
going
through
it
now
and
I
will
say,
the
state
also
thinks
it's
important
for
our
palmetto
literacy
schools.
Those
are
the
schools
that
have
struggled
specifically
in
reading.
The
state
is
now
requiring
those
schools
to
opt
into
a
foundational
reading
curriculum
and
to
do
letters
training
the
training.
Q
The
curriculum
that
we
are
piloting
is
on
the
state's
approved
list
so
that
ela
core
curriculum
pilot
right.
Now,
that's
all
going
to
be
about
10
million
dollars
all
in
including
professional
development
from
the
organization
that
publishes
the
curriculum
and
an
ongoing
500k
a
year.
Investment
in
consumables
for
kids,
kids
have
workbooks
and
other
things
that
comes
along
with
that.
The
curriculum
includes
the
modules
which
are
content,
theme
units,
so
things
like
tools
and
work
at
the
first
grade
or
plastic
pollution
at
the
seventh
grade
at
the
eighth
grade.
Q
They
talk
about
food
choices
and
they
read
things
like
the
omnimolars
dilemma.
So
the
idea
is
to
use
real,
authentic
literature
to
learn
deeply
about
a
topic
while
also
practicing
vocabulary:
development
within
that
content
area.
The
skills
block
is
again,
that's
the
one,
the
k
to
two
that's
being
phased
in.
For
the
first
time,
some
of
the
acceleration
schools
are
trying
some
things
now,
but
it
won't
be
fully
up
and
running
in
the
acceleration
schools
and
the
current
pilot
schools
until
next
year.
Q
That
will
be
the
phonics
and
phonemic
awareness,
the
decoding
and
it
will
replace
open
court
phonics.
So
what
we're
investing
in
this
program
will
stop
paying
for
an
open
court
and
then
there's
something
called
all
block
which
is
about
small
group
differentiation.
More
word
study,
so
in
the
third
to
fifth
grade.
At
this
point
you
should
know
your
phenoms.
It's
really
about
being
able
to
sound
out
words
and
word
attack,
skills
and
writing.
Q
So
for
the
schools
that
need
it
once
we're
fully
implementing
the
new
curriculum,
we'll
have
a
longer
literacy
block
in
schools.
It
could
be
up
to
200
minutes
a
day
and
we'll
have
letters,
training
for
all
of
k2
and
then
again
the
organization
that
right
now,
that's
the
pilot
will
provide
training
to
principals,
coaches
and
teachers
on
the
new
curriculum
and
the
acceleration.
Q
So
that's
that's
where
we
are
in
things
about
literacy,
as
I
go
into
the
next
phase,
it's
around.
What
else
are
we
doing
around
reading
recovery,
but
I
want
to
make
sure
that
folks
understood
the
massive
change
we're
doing
in
terms
of
the
system,
ela
investments
so
for
the
acceleration
schools
maggie.
Would
you
mind
going
back
one
more
time,
just
that
last
bullet
we're
going
to
continue
to
stay
the
course
in
providing
additional
support
to
these
schools
as
as
a
placeholder
win
s
or
two
primarily
and
to
lesser
extent?
Q
So,
three
right
now
they
have
an
extra
hour
of
teacher
work
a
week
that
we
pay
for
so
the
teachers
can
do
professional
development
and
we
are
exploring
whether
we
should
be
giving
some
sort
of
extra
bonus
to
those
teachers
for
the
extra
demands
that
we're
expecting
of
them.
That
will
allow
us
to
retain
both
teachers
and
principals
in
those
schools
that
need
it.
The
most.
Q
Q
The
idea
is
like,
if
we're
shifting
how
we
start
kids
off,
that,
like
baseline
curriculum
approach
to
english
language
and
reading,
then
we
don't
know
what
we're
going
to
need
for
intervention,
because
the
new
curriculum
in
theory
should
make
create
less
of
a
need
for
intervention.
So
we
have
to
make
sure
that
we're
regularly
assessing.
To
what
extent
is
it
working
and
based
on
that?
What
does
that
mean?
We
need
to
do
different
in
real
time
to
get
kids
to
keep
kids
on
track
and
on
grade
level.
Q
So,
as
you
see,
I
kind
of
put
a
placeholder
there,
because
I
think
that's
going
to
be
an
ongoing
priority
over
the
next
few
years
as
we
implement
the
full
el
curriculum
or
whatever
the
pilot
ends
up
being
to
make.
I'm
sorry,
whatever
the
final
choice
ends
up
being
to
make
sure
that
we're
getting
what
we
need
and
it's
working
for
all
kids.
Q
Q
I
do
think
the
strong
results
from
midland
park
is
a
promising
signal,
because
that
student
population
is
largely
hispanic,
and
so
the
fact
that
we're
seeing
such
big
growth
in
just
a
year
gives
us
a
good
good
window
that
we're
on
the
right
track
we're
going
to
continue
to
serve
the
summer
enrichment
program
this
last
year.
We
did
it
for
17
days
because
of
the
shorter
summer
this
coming
year,
we're
doing
it
for
22
days.
Q
Q
Q
We
have
to
make
sure
that
we're
strengthening
our
connections
between
these
new
instructional
materials
and
how
we
intervene
and
how
we
progress,
monitor
and
in
our
exceptional
ed
programs.
The
next
slide,
I'm
not
even
going
to
try
to
explain,
because
it's
very
complicated-
and
I
will
own
my
own
ex
lack
of
expertise
and
being
able
to
do
that.
But
I
wanted
to
give
the
board
a
snapshot
like
this
is
one
of
our
multi-tiered
system
of
support
maps.
Q
This
is
for
elementary
literacy
and
you
can
see
from
different
levels
of
student
need:
there's
different
levels
of
intervention
delivered
at
different
levels
of
frequency
and
import
and
time.
So
we
use
this
as
a
map
to
think
through.
What
do
we
need
to
do
if
kids
are
struggling
and
again
we're
going
to
have
to
constantly
revisit
this
map
as
we
go
through
a
larger
system
change?
Q
Q
A
modified
year-round
calendar.
Obviously
we
can't
do
that
without
quite
a
bit
of
public
engagement
with
families,
businesses
in
the
community
in
general,
but
that
could
allow
more
instructional
time
for
those
kids
who
need
it
the
most
and
then,
as
mr
kennedy
has
alluded,
to
really
working
with
the
schools
themselves
to
allocate
dollars
and
think
through
interventions
that
they
need
on
the
ground
based
on
their
individual
student
needs,
so
approximately
30
million
or
so
thinking
about
tutoring
mentoring,
saturday,
schools,
the
community
partners
might
be
good
resources
to
support
that
thinking
about
engagement.
Q
Why
would
kids
want
to
come
to
school
so
that
it's
a
fun
place
to
be
like
what
is
special
about
every
school
and
then?
Obviously,
the
wraparound
supports
that
mr
kennedy
and
miss
roberts
already
highlighted
the
next
two
slides
is
pulled
from
the
data
deck
which
were
shared
with
the
board
through
the
board
brief
last
week
and
is
now
public.
That
is
the
school
specific
information
from
last
spring's
sc
ready.
Q
I
hope
that
I
address
the
board's
specific
question
about
what
we're
going
to
do
differently,
but
miss
roberts,
and
I
and
others
are
open
to
questions
about
the
data
deck
from
last
week
as
well.
As
about
this
presentation
to
address
the
board's
questions.
P
Earlier
during
the
year
of
team
of
my
supporters-
and
I
looked
at
the
sc
ready
test
results
and
we
looked
at
the
disparities
and
I'm
wondering
why
we
did
not
include
the
disparities
in
this
study,
because
then
it
would
identify
where
we
need
to
expand
those
essay
dollars.
For
instance,
on
table
one.
P
We
showed
that
in
third
grade,
55
percent
of
the
kids
are
exceeding
in
math.
But
if
we
take
a
look
at
it
and
break
it
down
into
whites
versus
children
of
color,
then
we
would
show
that
there's
a
significant
disparity
in
those
kids
who
are
not
exceeding,
and
so
I'm
wondering
whether
we
have
done
that
in
any
of
our
information
that
we
presented
to
the
board,
because
that
that
it
would
certainly
show
a
different
perspective
on
how
we
present
this
data
to
this
board
and
to
the
public.
P
And
I
guess
the
other
point
I
wanted
to
make-
is
that
the
research
shows
that
by
grades
third-
that's
when
we
determine
how
successful
children
are
going
to
be
and
because
ccsd
decided
to
use
grade
5.
For
whatever
reason.
That's
not
what
the
research
is
saying,
but
I
just
want
to
put
it
out
there
that
the
research
shows
that
by
grade
3,
if
a
child
is
reading
on
grade
level,
then
he's
going
to
be
better
in
school
in
reading
in
academic
performance
and
in
his
behavior.
Q
I
don't
have
the
slide
numbers,
but
it
follows
the
the
the
quartile
graphs
we
dive
more
deeply
into
reading
achievement
by
grade
level
math
achievement
by
grade
level
and
then
the
demographic
data
specifically
breaking
out
black
hispanic
white
female
male
general,
ed,
special,
ed,
gifted
and
talented,
qualified
non-gifted
and
talented
qualified,
not
in
poverty,
people
in
poverty,
english,
language,
learners
and
non-english
language,
learners
report,
it's
it's
in
the
the
deck
that
was
shared
with
the
board
last
two
weeks
ago
from
your
review.
Okay,.
Q
That's
map
that
I
was
just
alluding
to
and
then
there's
also
fast
bridge,
because
dr
fraser,
I
I
don't
think
there
I
could
couldn't
agree
with
you
more
like
we
have
a
lot
to
be
proud
of
in
this
district.
This
is
this
is
something
we
need
to
work
on.
Q
You're
talking
about
ma'am
yeah,
yeah
sc,
rated
ready
data
was
provided
in
demographics
this
summer
to
the
board.
I
did
not
restate
that
because
we
were
trying
to
show
the
difference
between
meets
and
exceeds
and
at
this
point
we're
presenting
map
and
fast
bridge,
but
your
point
is
well
taken.
The
demographic
disparities
exist
within
sc
ready
data
as
well.
Okay-
and
your
other
question
ma'am,
I
think,
was
about
the
third
grade.
I
we're
to
be
clear.
Q
We
want
our
kindergartners
to
read
in
kindergarten
grade
level,
our
first
graders
reader
and
first
grade
level
or
second
grader
student
second
grade
level,
third
grader
so
you're
in
third
grade
level.
Fourth
grader,
the
question
is:
where
are
we
now
and
how
do
we
get
there?
So
our
our
goal
is,
I
would
love
to
be
able
to
report
to
the
spur
that
the
entire
third
grade
is
really
in
grade
level.
The
challenge
is
going
to
be
that
the
testing
in
student
achievement
and
what
grade
level
is
pre-third
grade.
Q
It's
a
much
noisier
test,
so
we
wanted
to
give
ourselves
a
couple
of
years
and
also
recognize
that
we
do
have
an
achievement
gap
and
we
do
have
a
coveted
gap.
So
we're
going
to
need
time
to
catch
kids
up
that
we're
going
to
get
kids.
All
kids
are
going
to
be
at
the
fifth
grade
reading
level
by
the
fifth
grade,
so
we'll
have
two
years
of
test
day
to
help
us
better
pinpoint
where
those
gaps
are
it's
not
to
lower
the
standard.
Q
K
Yeah,
and
also
also
with
that
on
the
allocation
of
esther
dollars
to
schools.
Again,
it's
based
on
the
number
of
students
in
each
school,
that's
reading
below
grade
level.
So
if
you
would
assume
that
in
some
of
our
high
poverty
schools
of
primary
of
color
that
they
have
a
higher
percentage
of
students
that
are
reading
below
grade
level,
then
what
you
will
see
is
that
a
higher
percentage
of
the
essay
dollars
will
be
allocated
to
those
schools.
K
That's
that's
what
the
allocation
scheme
scheme
is,
and
so
so
that's
what's
rolled
out
to
schools
and
I
also
will
add
on
the
reading
on
grade
level
by
grade
five.
In
addition
to
what
ms
spelson
said,
I
mean
the
reality.
Is
we
have
students
today
in
second
and
third
grade
that
are
not
reading
on
grade
level,
so
we
are
not
going
to
have
them
on
grade
level
by
the
end
of
this
school
year.
K
K
So,
there's
an
allocation,
as
I
indicated
in
the
presentation,
superintendent's
update
that
assumes
that
children
that
are
at
the
below
grade
level
in
middle
school
below
grade
level.
In
reading
that
those
middle
school
students
that
feed
into
a
particular
high
school,
they
will
get
an
allocation
based
on
the
middle
school
reading
level,
so
they
will
have
dollars
for
nasa
also
to
address
bless
those
needs.
Okay,.
A
I
Yes,
just
a
couple
of
acknowledgements
and
then
I
have
a
quick
question,
but
one
I
appreciate
the
level
of
detail
because
we
kind
of
keep
saying
what
are
we
doing
and
I
felt
like
this
was
very
thorough
and
I
know
you
and
I
had
a
conversation
about
acceleration
schools,
and
I
appreciate
that
you're
thinking
about
what
pd
they
really
need
to
be
involved
in
and
don't
just
given
all
of
the
additional
work
that
they're
taking
on,
because
I
know
that
comes
up
so
one.
Thank
you
for
the
responsiveness
and
for
the
detail.
I
I
did
have
a
question
just
tying
into
the
superintendent's
update
where
it
mentioned:
expansion
of
3k
4k-
and
I
noticed
the
dollar
amounts
here-
that
you
have
were
you
intending
to
use
esr
funding
to
invest
in
this
on
I'm
on
the
pillar,
one
grade
level,
investments
where
you're
talking
about
expanding
access
to
quality
pre-k
and
I'm
asking
for
a
separate
reason.
So,
depending
on
the
answer,
we
have
another
question,
but
is
this
our
funding,
or
was
this
pre-allocated.
I
Q
We
we
did
put
in
our
original
esser
plan
that
went
to
the
state
that
the
idea
of
investing
in
pre-k
continue
to
expand
that
one
of
the
limiting
factors
is
space
in
buildings
because
of
covid
some
of
it,
but
also
because
where
we
probably
have
our
greatest
need,
we
have
our
tightest
buildings.
So
how
do
we
think
through
that?
Q
We're
presenting
to
the
cabinet
tomorrow
to
to
weigh
in
so
that
we
can
come
to
the
sport
with
a
recommendation,
which
is
why
it
could
be
up
to
seven
million
dollars
if
we
were
going
to
do
additional
space
in
a
similar
way
to
the
way
mr
barrow
was
talking
about
space
for
thinking
about
what
do
you
call
them
trailers,
but
we're.
K
Q
Not
we're
not
those
those
fancy
things
called
learning,
pods
and
trailers,
sorry,
sir!
So,
but
we
will
come
to
the
rec
to
the
board
with
a
recommendation.
The
state
is
also
making
investments
in
early
childhood,
so
we're
also
trying
to
pay
attention
to
what
extent
the
state
will
subsidize
some
of
this
so
there's
been
additional
grant
money
to
add
additional
classes
this
year
too.
So
that's
why
the
the
vagueness
is
that
the
state
may
help
pick
up
some
of
the
price
tag
of
us
moving
towards
more
meeting
the
entire
need
of
the
population.
I
Q
O
Right,
yes,
anything
at
the
50th
percentile
median
percentile
would
be
considered
average.
Anything
above
that
would
be
considered
above
average,
so
above
average
is
considered
high.
So
that's
how
that
high
growth
and
low
growth
so.
O
Achievement
refers
to
the
actual
performance
like
you
can
have
children
who
are
performing
high
on
an
essay
ready
assessment
or
a
map
assessment,
but
they
may
not
grow
as
much
during
us
an
instructional
period
as
what
maybe
others
might
be
growing
nationally.
That's
what
that's
referring
to.
T
And
so
those
quadrants
and
those
growth
numbers
were
they
growth
between
what
was
expected
for
that
child
and
what
that
child
did
or
that
growth
between
that
child
and
a
similar
student
in
a
similarly
so
situated
school.
I'm
trying
to
figure
out
this
is
measuring
the
children's
growth
against
what
we
expected
them
to
grow.
Okay,.
O
So
this
growth
is
not
like
a
similar
schools
com
comparison
except
we
did.
We
did
show
the
schools,
alongside
similar
schools
related
to
poverty,
but
as
far
as
like
what
the
average
is
determined.
It's
determined
by
that
national
average.
A
O
T
Okay,
and
so
my
next,
my
next
question
is
had
2764
kids
in
summer
school
last
year,
and
I
like
miss
waters,
appreciate
that
you
gave
us
so
much
information.
You
gave
us
the
information
on
their
growth.
We
have
the
the
effects
that
it
had
long
term
in
terms
of
the
map
growth
from
september
to
january.
So
what
are
the
plans
to
do
anything
different
next
year
or
which
is
rapidly
coming
in
a
few
weeks?
T
Q
17
to
22
days,
the
other
is
where,
as
you
could
see,
one
of
the
big
deciding
factors
in
the
summer
program
was
the
extent
to
which
kids
attended
regularly.
So
the
more
the
kids
were
there,
the
better
the
impact
so
really
making
sure
that
we're
attending
to
getting
the
kids
in
the
door
and
scheduled
so
that
we're
maximizing
every
seat.
That's
a
huge
piece
of
it
and
we're
trying
to
do
a
little
bit
a
little
bit
more
decentralization
in
that,
because
it
was
the
first
time
we've
done
a
massive
program
at
scale.
Q
A
lot
of
energy
wasn't
just
doing
a
program
that
was
serving
that
number
of
kids.
It
was
the
first
time
we
had
busing
provided
we're
doing
meals.
Some
of
those
kids
were
in
unfamiliar
buildings,
some
of
the
adults,
weren't
unfamiliar
buildings.
So
we're
trying
very
much
to
make
sure
that
our
execution
is
tighter
in
terms
of
making
sure
that
there's
someone
who
knows
the
building
they
can
orient
the
faculty
well
at
the
very
beginning.
Q
So
there's
less
of
lost,
instructional
time
to
the
operations,
issues
and
more
maximizing
instruction,
and
then
there's
a
lot
of
thinking
going
on
the
middle
school
level
on
how
to
really
engage
those
kids
differently
and
we'll
present
to
the
board
a
more
formal
update
on
what
our
plans
are
in
upcoming
board
meetings.
But
we
are
we're
using
what
we
learned
last
year
to
try
to
make
that
program
even
stronger
and
then
over
time.
Q
This
year,
the
curricular
side,
it's
very
much
built
around
the
read
to
succeed,
curriculum
that
we've
used
for
the
last
few
years
as
an
effective
intervention
to
getting
kids
on
grade
level.
We
built
that
out
for
k-1-2
and
then
above
but
next
year,
we'll
likely
move
to
some
hybrid
with
the
new
curriculum
so
that
we're
able
to
get
kids
ahead.
S
E
Out
of
terms,
so
one
of
the
things
we're
doing
based
on
research
last
year
is
we're
looking
at
what
we're
utilizing.
So
we
had
teachers
on
last
year
developed
the
curriculum
that
we
used
to
both
leading
in
that,
and
while
they
did
a
really
great
job,
my
muscle
job,
we
realized
that
we
wanted
to
do
something
that
was
more
trident,
tried
and
true.
That
has
some
research
behind
it.
E
So
we're
looking
at
some
specific
programs
that
we
can
train
teachers
on
that,
encourages
that
that
encourages
that
small
construction
to
use
for
both
the
media
and
math
at
the
middle
school.
Okay.
So
that's
something
that
we
visited
a
few
schools
that
are
utilizing
the
programs
at
other
districts,
because
we
don't
currently
have
some
of
those
models
here.
So
that's
where
we
can
do
that
level
to
really
look
at
what
we
use.
Q
The
there's
different
levels
of
detail
to
each
of
those,
so
the
seven
million
really
would
be
if
we
did
an
investment
in
things
like
bringing
in
trailers
to
be
able
to
add
kindergarten,
pre-k
classes
to
those
school
buildings.
So
there's
a
budget
behind
it.
The
question
is:
are
we
going
to
ask
for
that
budget
the
it
does
cost
us
straight
up,
10
million
dollars
to
get
to
scale
with
the
el
curriculum.
That
is
all
built
out
with
all
the
supporting
materials
and
the
other
pieces.
Q
That's
because
I
could
tell
you
what
it
costs
us
now,
but
the
question
is
how
much
change
is
really
coming
and
we
want
to
make
sure
that
we
have
a
little
bit
of
money
set
aside
for
that
and,
for
example,
the
acceleration
schools
and
the
bonus
program.
We
want
to
make
sure
we
understand
the
implications
of
some
of
the
compensation
pieces
that
are
coming
to
understand
how
much
we
should
be
at
thinking
about
staff
bonuses
when
we
have
challenges
around
teacher
compensation
period
within
our
budget
cycle.
So.
T
Then
the
that
makes
sense
for
the
ten,
but
the
two
million
in
pub
training,
the
six
million
in
summer
enrichment.
Those
are
things
we
need
to
embed
in
the
next
budget
that
you
need
those.
Q
Right
now
are
embedded,
we
asked
for
an
sr2.
We
asked
first
last
summers
and
this
summer,
so
that
isn't
that
is
and
encumbered
within
our
sr2
allocation.
Thank.
L
R
More
so
just
a
just
a
statement,
thank
y'all
very
much
for
all
of
this
and
the
follow-up
questions
helped
me
make
more
sense
of
it.
You
said
phonetics,
you
said
phonetics.
You
know
teaching
the
kids
to
read
it's
like
something
that
was
like,
culturally.
You
know
that's
culture.
I
just
want
to
think
and
say
that
you
know
behavior
teaching
our
children.
That's
you
know
kind
of
cultural
too.
R
He
also
made
a
statement
I
think
in
reference
to
hispanic
and
what
area
school
would
be
like
a
perfect
place
to
like
implement
something
simply
because
it
was
like
hispanic.
R
I
just
hope
when
we
think
of
things
like
that
that
we
don't
just-
and
I
know
we
when
we
implement
schools
and
we
implement
pilot
programs
and
say
that
we're
going
to
start
here
simply
because
we
think
this
is
simply
might
be
a
good
fit
because
of
poor
people
or
simply
because
of
black
people
or
simply
because
of
hispanic
people
that
make
sense.
So
when
I
think
of
implementation-
and
we
ask
how
we
start
to
start
these
pilot
programs,
I
hope
we
don't
think
just
because
we
think
it's
a
good
fit.
That's.
R
Why
we
start
introducing
some
of
these
things
going
forward
and
also
when
I
look
at
why
in
reading
and
having
again
the
way
we
implement-
and
I
see
that
we're
going
to
get
rid
of
open
court
and
start
doing
something
else,
having
a
23
18
year
old
and
eight,
I
never
heard
of
open
court
until
he
got
to
open
court,
which
is
why
I'm
sure
a
lot
of
parents
never
heard
of
open
court,
and
so
now
that
I'm
dealing
with
open
court.
What
are
you
going
to
do
to
help
me?
R
Learn
what's
coming
next,
the
same
way
we're
educating
our
teachers
about
open
court?
How
do
we
do
that
to
make
sure
that
the
parents
are
staying
on
task
too,
because
some
parents-
don't
you
know,
never
heard
open
court
because
they're
not
there
with
their
children?
So
here
we
are
again
getting
ready
to
rigorously
educate
our
educators
so
that
they
can
rigorously
educate
our
children
that
need
to
be
educated
right
and
then
we
wonder
why
our
children
get
so
confused
and
get
lost
sometimes
because
every
few
years
this
is
what
we're
rigorously
doing
in
certain
places.
Q
No
thank
you.
I
think
your
point
is
well.
I'm
taking
mrs
coakley,
like
ideally
probably,
would
have
made
the
comprehensive
curriculum
decision
at
the
time
we
made
open
court
decision
a
few
years
ago,
but
I
also
think
at
that
time
that
we
didn't
realize
the
gap
and
thought
the
state
was
going
to
make
didn't
realize
that
we
didn't
realize
that
it
was
a
whole
system
gap
in
curriculum
and
the
state
was
not
going
to
make
a
move
on
ela
standards.
Q
I
think
the
good
news
is
the
only
reason
we're
going
to
do
that
and
we're
only
going
to
do
that
if
the
new
phonics
curriculum,
which
is
more
embedded
with
the
rest
of
it,
is
better,
which
is
why
it's
still
a
pilot,
if
we
see
this
summer
that
the
new
phonics
curriculum
is
not
better
or
it's
actually
a
greater
struggle
and
more
complicated
for
teachers,
we
won't
do
that
part
of
the
pilot.
So
I
I
won't
move
forward
with
that
part
of
the
curriculum
change.
Q
I
just
want
to
make
sure
I'm
saying
that,
because
that's
why
it's
a
pilot,
we're
testing
it
to
make
sure
it
works,
and
you-
and
I
think
your
point
is
well
taken.
Also
on.
Where
do
we
start
with
things?
The
acceleration
school
principles
felt
the
pain
of
the
the
lack
of
reading,
so
they
they
were
willing
to
pilot
the
new
el
curriculum
first,
I
am
pleased
that
we
saw
a
sampling
of
volunteer
schools
across
the
system,
so
we
have
schools
from
sullivan's,
island
elementary
school
and
carolina
park
in
the
mount
pleasant
area
park.
Q
St
james,
st
andrews
over
in
west
ashley
is
piloting
it.
We
really
do
have
schools
from
across
the
system
so
that
I
think,
gives
us
a
better
sense
of
how
this
curriculum
is
going
to
work
for
all
students,
because
it's
not
a
curriculum.
That's
intended
for
any
group
of
students
that
tended
to
be
for
every
kid
special
needs:
multilingual
learners,
white,
black,
high,
achieving
and
kids
who
are
struggling.
Q
A
You
miss
darby
carolyn,
something
thank
you
for
all
of
this.
It
is
a
lot
of
information
and
we
know
that
you
all
spend
a
lot
of
time
putting
it
together.
So
thank
you
so
much
so
when
you're
talking
about
piloting
el,
that
what
you
were
just
talking
about
with
phonics
made
sense
to
me
so,
but
what
if
the
state
chooses
a
different
ela
curriculum
are,
we
are.
We
able
to.
You
know,
continue
to
move
forward
with
our
implementation
of
this.
This
particular
el
program
that
we're
piloting
now,
like
I
don't.
I
don't.
Okay,.
Q
Well,
I
understand
your
question:
I'm
not
noting
to
answer
it
like
the
at
this
point.
The
state
is
still
not
planning
on
taking
on
miss
woody
the
state
standards.
It's
not
next
year's
the
following
year
is
that
right
so
two
years
out
before
they
do
standards
and
then
they
usually
go
through
their
recommended
curriculum
list
after
the
year
after
they
make
changes
to
the
standards.
Q
A
Okay
and
then
for
our
schools
that
are
not
that
are
don't,
have
e
we're,
not
piloting
el.
Yet
what
are
those
I
mean?
I
know
they're
using
open
court
for
the
phonics
piece,
but
what
are
those
schools
using
for
their
reading
curriculum.
Q
They're
still
using
literacy
by
design
and
journeys
in
journalists
that
have
been
the
curriculum
from
the
past,
so
the
incentive
like
that's
why
you
know
when
change
is
needed,
when
schools
are
asking
for
it,
we've
already
had
more
than
15
schools
express
interest
in
volunteering
to
pilot
the
next
stage
of
this
work.
For
this
coming
year.
Q
A
And
then,
a
year
or
two
ago
we
had
a
lot
of
discussion
about
dyslexia
and
orton,
gillingham
and
and
implementing
that
so
that
we
were
catching
kids
earlier.
Who
had
dyslexia
are
we
are
we
is,
do
we
have
organ
killing
him
as
an
intervention,
or
are
we
testing
kids
earlier
with
for
dyslexia,
we're.
Q
G
So
the
dyslexia
screener
is
still
in
place
universally
in
the
district
and
the
letters
training
that
we
referenced
is
strongly
strongly
supported
by
the
dyslexia
association
for
that
kind
of
approach
to
reading
instruction
and
the
new
skills
block
piece
of
el
same
thing.
Foundationally
very
similar
multi-century
approach
to
reading
instruction.
A
Q
Mr
kennedy
just
asked
me
that
last
week
the
the
strategy
is
again
so
like
paying
attention
to
the
the
feeder
pattern
from
mary
ford
is
in
the
shakura.
Shakura
is
an
early
adopter
of
the
el
curriculum.
Last
year
we
did
see
significant
gains
in
the
first
graders
that
was
the
first
year
coming
into
shakur.
They
had
some
teaching
changes,
so
those
those
games
are
in
the
second
grade.
Q
We
saw
less
of
that
in
the
first,
but
that
I
think
the
aim
here
is
that
if
we
can
move
all
those
schools
at
the
same
time,
we'll
start
to
sustain
those
changes
over
time.
Similarly,
pinehurst
is
the
feeder
school
from
midland
park.
So
thinking
about
what
does
that
school
look
like
and
they
are
thinking
about
where
they're
going
to
be
in
terms
of
the
pilot
of
the
ela
curriculum,
so
we've
got
it.
A
So
real
quick,
I'm
using
my
32
seconds
there
as
as
someone
who
will
be
rotating
off
the
board
in
november.
One
of
the
main
reasons
I
ran
for
the
school
board
was
to
see
significant
progress
in
having
our
kids
be
able
to
read,
and
I
I
think
you
all
have
done
fantastic
things
in
the
seven
almost
eight
years
that
I've
been
on
the
board,
and
I
so
appreciate
that
I
really
I
want
to.
I
want
to
see
some
more
progress
and
I
want
to
do
whatever
it's.
A
You
know,
as
we
know,
if
our
kids
can't
read,
they
can't
do
any
of
the
other
things
that
they
need
to
do
in
school.
So
whatever
we
I'm
not
seeing,
I
don't
want
to
speak
for
the
whole
board,
but
I'm
I'm
going
to
support
whatever
we
can
do
to
have
things
in
place
so
that
our
teachers
can
teach
our
kids
today.
B
D
French,
oh
yes,
thank
you,
I'm
thinking
about
how
the
board
should
be
working
on
setting
goals
that
are
student
outcomes
oriented,
but
that
that
also
are
going
to
help
challenge
us
to
look
at
where,
where
we
need
to
do
the
most
progress,
for
instance,
in
some
of
those
schools
where
the
percentage
of
students
not
at
grade
level,
is
well
over
50,
you
know
80
percent.
D
Even
so,
I'm
glad
that
we're
focusing
funding
in
those
areas,
but
I
also
think
we
need
to
think
talk
about
what
are
the
leading
indicators
that
tell
us
where
whether
students
are
going
to
be
able
to
succeed
later
on
if
a
child
comes
into
a
classroom
and
they've
never
never
experienced
reading
a
book
if
they
don't
even
know
what
to
do
with
a
book,
what
are
we
doing
there?
D
How
are
we
trying
to
change
adult
behaviors
in
the
community?
That
would
help
those
students-
and
I
know
this
is
not
all
our
responsibility,
but
you
know
how
do
we
assess
that?
How
do
we
reach
the
parents
that
didn't
come
to
summer
school
last
year?
You
know
didn't
bring
their
kids
to
summer
school
last
year,
even
though
you
had
a
fantastic
recruitment
program
and
more
successful
than
ever
before.
D
I'm
really
glad
to
see
that,
but
I'm
worrying
about
those
missing
students
that
didn't
get
to
the
program
and
did
they
arrive
at
school
that
fall
even
further
behind.
Did
they
arrive
without
having
any
skills?
What
are
we
going
to
do
to
make
sure
we
really
reach
the
kids
that
need
the
most
supports,
and
how
are
we
going
to
address
that
when
we
have
so
many
things
we're
going
to
throw
with
them
when
they
get
there?
How,
whether
you
know,
how
do
we
help
them
without
overwhelming
them.
Q
I
appreciate
the
question
it
echoes.
I
think
it's
a
question
that
reverend
mack
asked
me
last
summer
when
we
were
looking
at
map
and
sc
ready
and
other
data
like
how
are
we
going
to
get
on
track
because
we're
not-
and
it's
there's
not
a
simple
answer
that-
and
I
think
you
know
that
when
you
ask
the
question
it
is
doing
the
community
partners
on
the
ground
to
get
more
parents
into
schools
to
get
stronger
early
childhood
to
get
a
more
academic,
pre-service
kindergarten
program,
pre-k
program,
greater
access
to
the
kids
that
need
it.
Q
The
most
it
is
building
the
capacity
of
our
reading
teachers
and
anyone
who
touches
reading
to
be
able
to
really
support
all
kids
and
build
relationships
with
them.
So
they
want
to
be
in
school
and
trust
that
their
teacher
has
their
back
and
wants
what's
best
for
them.
It
is
doing
restorative
practice,
so
kids
are
more
likely
to
stay
in
school
and
not
be
put
out
for
a
discipline,
offense
or
other
offense.
Q
It
is
making
sure
that
we're
rewarding
our
educators,
whether
it's
their
compensation
increase
by
the
state
or
through
performance
bonuses
or
through
making
sure
that
we're
awarding
acceleration
school
principles
acceleration
school
teachers
for
the
extra
work
that
we
ask
of
them,
and
it
is
like
not
doing
it
all
ourselves
but
having
real,
rich
partnerships
with
so
many
community-based
organizations
that
are
willing
to
help
and
know
better
than
we
do
about
things
like
housing,
poverty,
second,
language,
learners
and
all
those
things.
So
I
think
it's
it.
You
know
the
whole.
It
takes
a
village.
Q
We
are
lucky
in
charleston
county
that
we
played
really
good
defense
on
covid
to
get
to
the
next
stage
into
really
close
achievement
gaps
and
put
us
on
track
to
be
the
world
class
school
district.
That
I
think
we
can
be
we're
going
to
need
everybody
to
do
their
part
and
play
their
role.
And
I
appreciate
the
question
because
I
what
I
want
to
make
sure
I'm
saying
over
and
over
again
is.
This
is
not
easy
work
and
it's
not
a
quick
fix.
Q
I
know
it's
too
much
information
in
the
deck
on
the
data,
but
we're
trying
to
make
sure
you
see
everything
we
see
so
please
let
us
know
what
be
better,
but
thanks
to
buffy
roberts,
who
runs
that
data
to
seven
eight
different
things,
and
then
I
say:
could
you
run
it
one
more
time
with
this
variable
and
then,
lastly,
and
most
importantly,
to
the
teachers
and
the
school
principals
who,
despite
all
that's,
been
going
on
with
kovid
and
all
the
change
we've
had
have
worked
tirelessly
to
do
better
and
to
do
right
by
our
kids?
Q
D
I
do
I
do
want
to.
I
hope
that
the
board
will
think
about
this
too,
that
maybe
we
need
to
look
at
goals
that
support
this
vision.
In
terms
of
we
need
to
understand,
what's
achievable
and
we
need
to
understand
what's
challenging,
but
also
what
what
population
of
students
do
we
need
to
set
the
goals
for?
D
Is
it
the
population
that,
at
this
time,
we
know
is
so
far
behind
or
do
we
want
to
look
at
the
whole
district,
because
I
think
sometimes
we
get
caught
up
in
moving
the
whole
district
when
part
of
our
district
is
really
doing
well
and
what
I'd?
I
sometimes
think
about
teasing
out
goals
in
terms
of
well.
The
kids
are
already
achieving.
Well,
we
want
to
make
sure
they're
not
sliding
that
they're
still
having
opportunities
to
grow,
but
for
the
kids
who
are
really
far
behind
you
know
and
not
at
right
reading
level.
D
Maybe
we
need
a
separate
goal
to
really
focus
in
on
bringing
those
that
group
up,
and
so
I
hope
that
we
can
have
some
conversations
about
that.
That
will
help
us
get
to
some
strong
goals
that
will
really
support
this
vision.
A
Everybody
who
contributed
to
that
all
right
now
we're
on
to
six
other
board
committees,
audit
and
finance
committee
meeting
review,
miss
green.
H
We
have,
we
will
be
presenting
five
action
items
and
three
information
items
at
the
board
meeting
and
as
always,
if
anyone
has
any
questions
feel
free
to
contact
me
or
mr.
V
H
Oh,
I
just
said:
I'm
sorry,
the
the
audit
and
finance
committee
will
be
presenting
five
action
items
that
are
listed
on
the
agenda
today,
as
well
as
three
information
items,
and
if
anyone
has
have
any
questions,
you
can
contact
miss
kennedy,
mr
rory
or
myself
between
now
and
the
regular
schedule
for
me.
If
you
have
any
questions
about
those
items.
A
Okay,
nobody
has
any
questions
right
this
minute,
though,
all
right
next
topic,
7a
legislative
update,
so
we're
coming
back
to
you.
U
Good
afternoon,
mr
chairman,
members
of
the
board,
I
will,
I
guess,
start
with
some
of
the
key
legislation
we've
been
tracking
this
year.
As
far
as
last
week
goes
vision
to
learn
the
mobile
optometry
unit
and
the
south
carolina
orthopedic
orthopedic
optometric
association
reached
a
compromise
in
the
form
of
a
bill
last
week
that
passed
the
house,
so
that
bill
is
not
headed
to
the
senate
and
it
allows
that
mobile
unit
to
continue
operations
as
normal,
so
that
was
last
week.
U
It's
so
far
just
been
committee
hearings
dealing
with
testimony
on
the
bills
and
and
no
real
action
has
been
taken
on
any
of
the
of
the
bills
of
yet.
But
chairwoman,
rita,
allison.
I'm
sorry.
U
I
thought
somebody
said
so.
I
chairwoman,
rita
allison,
has
stated
that
the
committee
will
continue
his
work
in
full
committee
on
the
bills,
but
no
more
public
testimony
will
be
heard
on
those
bills.
D
U
So
far
the
bill
has
been
carried
over
and
the
senate
committee
and
there's
no
new
committee
meeting
to
date
so
we'll
revisit
that
later,
but
as
far
as
the
the
state
funding
formula
goes
just
to
come
back
to
it,
I
guess
superintendent
kennedy
did
a
a
wonderful
job
of
presenting
that
to
you
guys
and
again,
members
of
the
house
are
just
requesting
clarification
on
that
that
funding
formula
proviso,
as
mentioned
by
senator
kennedy
and
for
districts
who
already
meet
that
salary
minimum
members
are
being
told
that
the
proviso
does
not
require
them
to
go
above.
K
U
The
proposal
is
set
to
most
likely
cease,
receive
some
debate
on
the
floor
this
week
and
we
will
keep
you
all
updated
on
the
amendment
I
mentioned
earlier
from
representative
felder
on
possibly
striking
that
proviso
and
what
kind
of
support
she
may
have
or
may
not
have
for
that
amendment.
So
we
will
get
that
amendment
language
also
to
you
all
as
soon
as
we
have
it.
So
that's
all
from
me
and
I
will
do
my
best
to
answer
any
questions
you
all
may
have.
F
U
That
breakdown
most
likely
is
on
me,
I'm
probably
getting
them
to
dr
taylor
a
little
too
late
in
the
evening
on
friday.
I
apologize
for
that.
I
will.
I
will
make
it
a
little
more
timely
in
the
day
to
get
them
to
her,
so
you
all
have
them
before
the
weekend
starts,
but
I
apologize
that
breakdown
is
on
on
me.
V
U
H
Well,
as
a
session
moves
along,
there
is
more
information.
A
K
Yeah
so
in
the
in
the
propose,
so
the
proposed
budget
is
a
rev
includes
a
revision
to
the
state
funding
formula
in
that,
in
that
revision,
the
index
of
taxpayer
ability
still
applies.
It
still
applies
just
like
it
applied
in
the
old
formula.
A
Beating
a
dead
horse,
but
I
mean
I
wish
there
was
there'd-
be
some
support
at
some
point
to
do
away
with
all
of
that,
because
it
just
once
that,
once
we
change
from
the
property
tax
funding,
it
just
seems
silly
to
have
the
whole
index
anyway,
but
that's
I'm
just
talking
to
myself.
Okay,
anybody
else
have
any
questions
for
mr
butler.
A
Okay,
thank
you
very
much
for
joining
us
next
item
on
the
agenda
is
7b
and
it's
the
south
carolina
school
boards
association
call
for
nominations,
resolutions
and
amendments.
So,
if
you
and
cindy
you
can
hop
in
if
you
want
to,
but
if
you've
looked
at
the
attachment,
basically
they're
asking
for
boards
to
submit
anything
like
like,
we
might
want
them
to
take
on
the
whole
index
of
tax,
paying
ability
and
getting
that
changed
or
any
of
the
legislative
kind
of
issues
and
advocacy
issues
for
their
meeting
in
december.
A
They
also
will
be
voting
on
officers
and
our
charleston
regional
seat
will
be
up
so
nothing
we
need
to
do
today,
but
if,
if
you,
if
there
is
something
that
we
as
a
board,
want
to
submit
to
them
that
we
want
them
to
tackle
from
an
advocacy
or
legislative
standpoint,
this
is
the
process.
V
So
nothing
today,
as
far
as
the
the
changes
are
the
recommendation,
but,
however,
for
the
regional
part
of
it
the
director's
position
we
we
do
need
to
look
at
the
fact
that
the
board
will
be
revamping
itself
to
single
member
district.
So
that
means
that
every
board
member
seat
will
be
up
come
november.
However,
miss
coats
term
ends
in
december.
I
believe
so.
V
What
I
would
like
the
board
to
do
is
to
allow
me
to
send
a
letter
to
the
executive
director
for
the
south
school
board
association,
scott
price,
asking
that
the
board
be
allowed
to
take
this
up
or
make
the
appointment
in
december
or
at
the
november
board
meeting
and
then
at
the
legislative
conference
in
december.
That
person
can
be
appointed
and
then
sworn
in
at
that
particular
point
in
time.
I
T
Think
I
I
would
support
that.
I
think
that's
a
reasonable
thing,
because
it's
the
only
time
in
the
history
that
we're
all
gonna
have
all
nine
seats
up.
We
don't
have
anybody
that
will
still
be
here
in
december
that
we
know.
A
Yeah,
does
that
sound
good
to
everybody,
yeah?
Okay,
all
right!
So
the
next
item
on
the
agenda
is
the
superintendent
search
and
I'll.
Let
reverend
mack
talk
about
that,
but
we
do
have
the
attached
little
bios
for
each
of
the
search
firms
that
were
provided
to
us
by
mr
missy
so
river
mack.
Do
you
want
to
comment
on
next
steps?
Yeah.
V
However,
what
I
would
like
to
do
is-
and
I
don't
know
if
everyone
have
had
the
opportunity
to
really
dive
through
and
have
specific
questions
as
to
a
requirement
as
far
as
each
firm
is
concerned,
and
if
you
have
not
done
that
thus
far,
what
I
would
like
to
do
is
appoint
an
ad
hoc
committee
to
do
just
this
to
look
at
as
everyone
is
looking
at
the
different
firms
you
have
in
your
possession
and
reviewing
them.
V
Have
you
know
your
deep
diving
questions
about
each
firm
and
sending
it
to
the
committee
having
the
committee
to
vet
all
of
those
out
and
then
bring
it
back
to
the
full
board
and
recommendation
according
to
the
different
firms
that
has
that
has
been
submitted
so
that
that
review
can
happen?
So
you
have
a
core
team
to
to
do
that
work
and
I'm
asking
I'm
asking
joyce
green
as
she
would
cheer
this
ad
hoc
committee.
For
me.
V
So
if
ms
green
will
cheer
this
ad
hoc
committee
for
me,
I
would
greatly
appreciate
it.
I'm
going
to
ask
dr
frazier,
dr
frazier,
if
you
wouldn't
mind
joining
the
ad
hoc
committee,.
V
Am
all
right,
cool
well,
we'll
we'll
do
that
and
and
have
them
to
come
back
and
report
back
to
us,
but
also
want
to
take
the
time
to
while
I'm
doing
that
is
the
ad
hoc
committee
for
the
training
with
aj
curry
bill.
That's
that's
also
important.
V
So
would
like
to
ask
lauren
herrick.
If
you
would
chair
this
ad
hoc
committee
for
me
all
right
miss
waters.
Would
you
join
that
committee.
F
V
Right,
yep
and
and
let's
head
here,
so
I
will
come
back
with
another
name.
I
need
to
think
on
that
one
for
a
second.
A
V
A
Could
we
get
some
input
from
staff
whether
we
have
to
for
getting
a
search
firm?
Do
we
have
to
go
through
the
normal
procurement
process
or
what
are
what
our
procurement
policy
says
about
that?
Could
we
could
we
ask
for
that
information
between
now
and
the
board
meeting
so.
V
We
can
refer
that
to
to
the
committee
itself,
okay
to
research
that,
but,
however,
I
would
like
to
I'm
sorry
I'd
like
to
do
emotion.
Oh
I'm
sorry
remember.
W
T
Sure-
and
I
think
I
was
going
to
say-
I
wouldn't
want
to
delay
any
questions,
because
if
you
take
the
the
timeline
and
back
it
up,
you
probably
need
that
ad
hoc
committee
coming
to
us
in
april
with.
F
H
D
V
Okay,
all
right
so
before
we
let
me
let
me
let
me
have
a
question:
okay,
dot,
french.
D
For
both
of
these
committees,
I
guess
I'm
wondering
they're,
part
of
the
process
of
the
governance
training
is
to
set
up
four
ad
hoc
committees
so
including
something
about
the
superintendent
search.
So
I'm
not
sure
how
this
fits
into
that.
F
D
V
Well,
it's
not
it's
not
contrary,
because
we
have.
The
ad
hoc
committee
policy
already
allows
ad-hoc
committees
to
be
appointed
and
or
to
be
voted
upon.
So
your
timeline
on
your
governance
piece
is,
is
something
that
we're
about
to
initiate
or
to
engage
into.
So
as
we
get
as
that
timeline
becomes
defined
and
as
we
begin
to
work
through
those
processes,
then
we
can
address
those
issues,
but
we
have
policies
in
place
that
will
allow
us
to
continue
to
move
forward.
D
V
That
question
but,
however,
so
I'm
going
to
move
that
the
the
search
bad
hoc
committee
consists
of
joyce,
greene,
helen
frazier
and
kate
darby.
They
all
have
agreed
make
a
motion
for
that
ad
hoc
committee
to
be
formulated.
V
Right
so,
and
also
for
the
what
you
call
the
other
thing,
governance
right
now
will
be
consisting
of.
V
Miss
hederick
and
miss
waters
and
I
will
come
back
with
another
name
by
then
to
complete
complete
that
committee.
Any
questions.
A
F
F
A
All
righty
hey
the
last
couple
items
just
we
have
a
special
call
board
meeting,
so
don't
run
away
and
leave
this
evening
or
this
afternoon
our
board
meetings
on
the
28th
and
then
just
please
mark
make
sure
you
note.
In
april
we
have
a
joint
committee
of
the
whole
and
regular
board
meeting
because
of
spring
break,
which
hopefully
everybody
here
will
be
enjoying
somewhere
relaxing
so
april.
25Th
is
our
committee
of
the
whole
and
the
regular
board
meeting
any
other
questions
reverend
mike.
A
H
D
F
V
We
will
now
call
a
special
call
meeting
to
order
entertain
an
adoption
of
the
agenda.
V
Hearing
none
gonna:
ask
that
you
please
cash.
Your
vote
note
that
dr
frazier
miss
colts,
miss
coakley
is
not
present.
F
F
V
All
right
now
motion
passes
motion
to
go
into
executive
session.
V
V
All
right,
we
will
reconvene
back
into
open
session
item
4a.
I
move
that
the
administration
report
for
board
approval
of
all
contracts
exceeding
250
000
dollars.
V
Yeah
all
right,
we'll
post
it,
so
everyone
can
see
it.
V
All
right
I'll
read
it
as
well.
I
move
that
the
administration
report
for
board
approval
will
all
contract
contracts
receiving
250
000,
excluding
emergency
repairs.
V
All
right
emotion,
passes
entertainment
for
germany.