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A
A
A
It's
for
discussion,
but
you
said
you
wanted
to
take
action,
so
that
sounds
like
it
sounds
like
a
bigger
deal
than
just
information
and
do
we
have
new
information.
B
So
we'll
have
a
report
after
the
superintendent's
report,
as
we
normally
will
get
at
all
of
our
meetings
in
reference
to
dhak
into
the
guidelines.
So,
as
we
go
into
this
session,
we
can
talk
about
whatever
new
items
that
is
reported
here
today.
B
B
I
understand
what
I
understand
your
position,
but
also
understand
the
position
that
I'm
each
board
member
have
the
right
to
ask
for
an
addendum
to
the
agenda
and
it's
either
voted
up
or
down
at
that
point.
So
I
do
understand
what
you're
saying,
but
also
our
policy
does
allow
that
to
happen.
D
A
E
A
G
A
As
amended,
thank
you.
Okay.
The
next
item
on
the
agenda
is
item.
True,
public
comment.
Yes,
thank
you
miss
darby
for
in
public
comments.
Today
we
do
have
our
cv
for
public
comments.
Today
we
do
have
a
couple
of
in
person
in
some
online.
So
first
we'll
deal
with
the
in-person
comments
and
we
have
francis
bailots.
H
I'm
sorry
I
had
to
hang
up
from
a
meeting,
I'm
sorry
to
get
down
here
all
the
time
and
miss
work
and
make
these
comments,
but
I
think
it's
important,
as
you
know,
I'm
a
strong
proponent
of
mental
health
supports
wraparound,
supports
in
schools
and
I'm
here
to
ask
you
to
move
with
a
sense
of
urgency
to
provide
those
supports,
as
they
were
requested
by
parents
and
community
members
through
the
esser
survey
responses.
I
believe
it
was
either
first
or
second
as
the
priority
in
d10.
H
H
Now,
meanwhile,
we
have
money
just
sitting
on
the
table
which
could
pay
for
mental
health
support
services
in
the
classrooms,
which
should
exist
right
now
today,
but
instead
we're
just
going
on
and
on
and
on
and
talking
about,
creating
additional
committees
and
layers
of
bureaucracy
and
this
and
that,
but
the
fact
of
the
matter
is
our
kids
need
this
now
today,
as
you
probably
know,
over
the
past
decade,
the
suicide
rate
for
children
aged
10
to
14
has
tripled
tripled
age
10
to
14
suicide
rate.
It
continues
to
climb
and
you
guys
have
the
tools.
H
I
My
name
is
gary
mcauliffe
and
I
appreciate
this
opportunity.
As
in
january,
I
discussed
five
recommendations
with
ccsd.
They
included
improve
the
meeting
room
and
meeting
administration,
improve
the
public
comment
period,
identify
consultants
that
are
used
by
ccsd
provide
better
information
on
the
curricular
review
process
and
standardize
board
meeting
times.
I
provided
these
recommendations
in
a
letter
to
the
board
and
I
hope
they
will
be
considered
enacted
upon.
My
third
recommendation
had
to
do
with
consultants.
I
My
concern
is
simple:
if
ccsd
is
paying
consulting
organizations,
the
extent
and
nature
of
that
consulting
should
be
available
to
the
public.
I
hope
the
board
concurs
in
an
acts
on
this
recommendation.
I
have
one
more
subject
and
that
is
esser
funding.
I
have
submitted
questions
to
the
board
and
about
esr
funding,
and
I
look
forward
to
responses.
I
As
I
see
it,
esser
funding
is
163
million
dollars,
which
represents
approximately
26
percent
of
the
annual
budget
of
ccsd.
This
is
a
one-time
funding.
I
question
how
it
will
be
used
without
creating
unfunded
future
responsibility,
future
commitments
and
as
of
the
71
proposals
that
I
have
seen
received,
it
appears
to
me
that
none
of
the
schools
have
been
invited
to
provide
proposals.
I
J
J
Talking
about
the
esser
funds.
I
have
seen
the
71
proposals
that
you
got
from
third
parties
and
as
a
parent
I'd
like
to
see
what
the
schools
themselves
would
like,
and
I
have
not
seen
that
they've
even
been
asked
where
they
would
like
this
money
to
go.
J
I
moved
here
20
years
ago,
so
my
kids
have
gone
from
kindergarten
through
another
in
high
school
and
schools
have
been
asking
for
the
same
things
since
I've
moved
here.
They
want
more
teachers,
so
they
can
have
smaller
class
sizes,
better
pay
for
teachers
so
that
they
can
attract
more
quality
applicants,
dedicated
planning
periods,
child
psychologists
and
social
workers
in
the
schools,
and
nothing
gets
done.
The
schools
know
what
they
need.
They
don't
need
conveniers
or
community
hosts
or
innovation
management
organizations.
J
Also,
it
disturbs
me
looking
at
the
ccf
website
and
they're
for
the
reimagined
schools,
I
found
that
they
have
place
place
based
impact,
investing
where
people
can
invest
money
in
a
fund
that
works
in
the
community
to
basically
make
them
money,
and
that
seems
a
bit
of
a
conflict
of
interest
in
running
schools
like
they
wish
to
do
so.
I
asked
that
to
be
investigated
as
well.
Thank
you.
K
K
The
other
the
charity
foundation
is
asking
43
million
dollars
and
they
want
to
hire
multiple
layers
of
administration
throughout
their
foundation
and
other
groups
with,
and
the
proposal
asks.
The
proposal
asked
for
charity,
which
is
run
by
reverend
nelson
rivers,
who,
incidentally,
works
for
charleston
shared
future,
a
group
that
our
interim
superintendent
also
is
affiliated
with,
gets
to
give
out
funds
to
other
third
parties,
so
they
will
be
a
go-between
these
groups,
while
some
of
them
are
very
good
great,
they
do
great
work.
K
K
Right
now
there
were
esser
town
hall
meetings
where
our
people
asked
our
families
asked
for
mental
health
counseling.
I
serve
on
the
d10
constituent
board
and
while
I
cannot
speak
for
my
other
constituent
board
members,
I
can
tell
you
personally
it.
It
pains
me
so
much
to
see
the
mental
health
anguish
that
our
students
are
going
through
and
nothing
is
being
done
by
you
all.
K
A
Thank
you.
The
remainder
of
the
comments
were
submitted
online.
They
were
primarily
around
the
mass
mandate
in
the
heritage
keepers,
sex
education
curriculum-
and
that
is
that's
that
for
public
comment,
ms
harvey
okay,
thank
you
very
much.
A
L
Sorry
I
ran
to
get
here
today,
literally
ran.
It
was
hard
to
get
here
at
one
o'clock
anyway.
Thank
you
so
and
as
I
was
on
my
way
here,
I
noticed
that
you
added
the
mass
mandate
to
the
agenda
next
week,
so
I
came
here
today
to
ask
you
to
call
a
special
meeting
and
I
I
I'm
still
going
to
ask
you
call
a
special
meeting
this
week.
L
Let's
send
this
mass
mandate
and
I
was
curious
if
anybody
watched
the
super
bowl
yesterday,
because
we
had
over
70
000
people
in
that
stadium,
and
I
didn't
see
anybody
wearing
masks
and
so
anyway-
and
I
know
you've
received
plenty
of
information
that
proves
there's
essentially
zero
percent
efficacy
in
wearing
surgical
cloth
or
in
95
masks
to
prevent
spread
of
viruses.
L
L
L
They
play
a
huge
role
in
non-verbal
communication
and
our
kids
are
going
78
hours
a
day
right
now
without
seeing
a
smile,
and
that
is
dehumanizing,
and
I
know
that
this
mandate
does
not
represent
the
majority
of
the
people.
You
know
how
I
know
this,
because
when
the
schools
don't
have
the
mandates
most
of
the
kids
and
teachers
aren't
wearing
masks.
When
I
go
to
restaurants
and
stores
hardly
anybody's
masks.
When
I
go
to
my
church,
there
might
be
three
people
in
a
mask,
I'm
serious.
So
I
know
this
is
not
representing
the
majority.
L
I
don't
know,
maybe
the
other
side
is
louder,
but
it's
not
representing
the
majority.
I
promise
you
this
so
anyway
and
the
so-called
ranges
from
d
heck.
They
are
arbitrary
numbers
and
they're
not
based
on
science,
there's
counties
all
over
our
state
that
have
the
same
mid
to
high
range
numbers
and
they
aren't
masking
and
matter
of
fact
y'all.
I
cannot
find
one
county
in
south
carolina
that
is
masking
the
kids.
Okay,
I
can't
I
mean
y'all
can
tell
me
but
nobody's
masking
the
their
kids
and
they've
got
the
same
dhec
mid-range.
L
So
again,
that's
not
based
on
on
science,
so
I
say:
please
let
our
kids
and
teachers
get
back
to
normal
and
enjoy
school
again.
They
deserve
it.
This
is
not
the
new
norm
and
our
country
has,
I
mean
we're
ruining
a
generation,
and
I
wish
we
were
on
the
right
side
of
history.
When
we
look
at
the
cove
19
pandemic
through
the
lens
of
history,
I
believe
it
will
be
clear
that
we
betrayed
our
children.
The
risk
of
this
pandemic
were
never
to
them,
but
they
were
forced
to
carry
the
burden
of
it.
L
A
A
Places
with
the
reports
inside.
A
D
D
We
are
supporters
of
the
district's
theme,
excellence
in
education,
and
we
are
greatly
concerned
about
the
recent
proposals
and
the
actions
of
the
board
and
administration
regarding
efforts
to
close
the
achievement
gap.
We
support
the
american
ideal
of
public
schools
governed
by
the
democratic
process,
with
the
goal
of
ensuring
that
all
children
realize
their
full
potential.
D
We
are
concerned
that
the
process
currently
implemented
by
the
board
to
make
decisions
about
the
use
of
easter
three
funds
violates
that
ideal
and
lays
the
groundwork
for
future
privatization
of
our
public
schools.
We
believe
that
all
eligible
schools,
with
their
school
improvement
councils,
need
to
submit
proposals
for
the
easter
three
funds.
Their
unmet
needs
are
still
there
and
they
are
great.
You
have
heard
all
of
the
questions
that
are
being
asked
about
these
proposals.
D
M
Good
afternoon
my
name
is
barbara
dillagaard,
and
I
too
am
representing
the
coalition
of
retired
ccsd
educators
and
I
won't
belabor
the
point
since
you
have
the
full
text
of
our
letter,
which
was
emailed
to
you
and
also
handed
out
today-
and
I
just
want
to
add
to
what
carol
has
said.
We
encourage
a
pathway
that
starts
with
schools
and
their
principals,
their
teachers,
their
school
improvement
council.
We
are
not
against
participation
and
engagement
with
the
community.
M
What
we
do
want
to
encourage
strongly
is
that
you,
you
advise
and
and
take
advice
from
people
who
have
information
who
have
a
track
record,
who
have
been
able
to
start
schools
in
this
district
that
you
so
proudly
hail
like
some
of
our
magnet
schools
and
some
of
our
other
schools
over
the
years,
and
they
are
sustained.
They
are
continuing
to
work.
So
we
aren't
the
people
who
don't
know
what
to
do.
M
We
want
you
to
continue
to
do
the
great
work
of
caring
for
the
students
by
developing
a
pathway
that
starts
with
specifics,
sustainable
information,
ideas
from
people
who
know
how
to
make
it
work
to
support
the
principals.
Your
great
central
staff
officers
and
members
who
go
out
there
and
work
with
those
schools
and
help
them
to
come
up
with
an
implementable,
sustainable
program
with
measures
and
accountability.
M
When
somebody
tells
you,
oh
I'm
not
going
to
give
you
the
ideas,
I'm
just
going
to
help
collect
them,
but
you're
going
to
manage
the
money.
There
is
a
problem
there,
so
we
are
concerned,
but
we
encourage
you
to
continue
doing
the
great
work
by
starting
with
the
people
who
have
to
implement
the
work
and
make
the
change.
Thank
you
and
have
a
great.
M
N
N
So
the
superintendent's
report
today
is
in
three
parts
we'll
have
district
highlights
that
will
be
shared
by
both
dr
taylor
and
mr
brigman,
and
then
mr
ferrari
will
give
us
an
update
on
you
all
an
update
on
the
covet.
N
And
then
I
will
talk
a
little
bit
about
the
addition
for
some
facts
and
data
that
that
I'm
presenting
and
then
later
in
the
essa
2
update
both
ms
belter
and
I
will
talk
about
the
mental
health
services
that
we
do
have
in
the
district
and
then
what
was
planned
down
further.
So
with
that
I'll
turn
it
over
to
dr
taylor.
A
Thank
you,
mr
kennedy.
Good
afternoon.
We
wanted
to
start
on
today's
report.
Talking
about
some
district
highlights,
highlighting
our
students
and
our
teachers
and
the
hard
work
and
great
hard
work
that
they're
doing
in
the
district,
and
so
the
first
would
be
just
highlighting
the
family
and
community
engagement
expo.
It
was
held
on
february
4th
at
the
cooper
river
center
for
advanced
studies.
It
was
an
opportunity
for
parents
and
community
members
to
speak
with
different
district
departments,
community
vendors
and
to
learn
about
resources
available
to
improve
students.
A
Experiences
in
school,
the
speaker
for
that
evening
was
who
has
worked
with
the
district
in
past
years,
and
we
were
happy
to
have
him
work
with
us
during
this
event.
Secondly,
last
week
burke
high
school
hosted
their
17th
annual
band
scholarship,
fair,
I'm
just
talking
without
mr
mccloud.
On
friday.
He
shared
that
over
1.6
million
dollars
to
date
have
been
awarded
to
from
this
fair
alone
have
been
awarded
to
students
in
burke,
and
I
believe
that
there
are
two
universities
who've
yet
to
report.
A
A
Chrisanna
samuel,
she's,
a
c.e
williams
middle
school
student.
She
won
her
third
straight
district
spelling
bee.
She
moves
to
the
lowcountry
regional
tournament.
A
We
honored
them
via
a
press
release
a
video
and,
of
course,
did
some
special
award
awarding
of
medals
to
them
which,
if
they
have
not
received
they've,
received
from
the
district
in
the
next
coming
days.
That
concludes
the
district.
Highlights
mr
kennedy,
thank
you.
O
So
I
want
to
take
a
moment
and
share
a
little
bit
about
our
teacher.
Our
substitute
teacher
fill
rates,
as
you
all
are
probably
aware,
when
we
came
back
from
winter
break,
we
with
with
the
rising
cobia
numbers,
we
certainly
were
struggling
to
fill
all
of
our
substitute
teacher
requests
on
a
daily
basis.
So
this
graph
shows
you
on
the
week
of
january,
the
4th
we
had
about
a
63
fill
rate.
O
It
had
been
a
little
higher
than
that
before
break,
but
as
we
realized
looking
at
this
was
the
thought
of
actually
increasing
substitute
teacher
pay,
which
included
a
bonus
structure.
So
we
rolled
that
out.
On
january,
the
10th
you'll
see
on
the
week
of
the
19th.
We
saw
an
increase
of
about
83
percent
and
then
last
week
the
week
of
january
31,
we
were
at
93
percent
back
to
really
the
percentages
before
the
rate
before
kobe,
two
years
or
so
ago.
So
we're
very
excited
about
this
we've.
O
It's
made
some
a
couple
news
channels
of
berkeley
county,
I
think,
is
following
in
our
footsteps
as
well,
so
just
wanted
to
share
this,
that
we're
feeling
really
good
about
substitute
teachers
and
them
taking
jobs,
which
is
really
important.
P
What's
up
good
afternoon
board,
I've
got
several
coveted
slides
here
to
share
with
you,
the
first
of
which
is
first,
two
of
which
you
always
see.
This
shows
the
trends
in
the
state
as
of
last
thursday,
the
9th
of
february
all
of
the
counties
in
and
around
us.
In
fact,
the
entire
state
is
rated
medium
with
two
of
the
that
the
two
of
the
indicators
incident
rate
percent
positive,
still
being
high.
It's
scored
as
medium
because
the
trend
is
the
lowest
possible,
meaning
it's
decreasing
so
in.
P
In
the
end,
the
average
is
medium,
even
though
we
have
two
two
data
points
that
are
still
are
still
high
incident
or
eight
percent
positive.
P
P
We
picked
up
a
few
straggler
cases
over
the
weekend,
but
it's
still
very
very
much
down
down
to
the
rates
that
we
had
in
the
middle
of
september
or
so.
P
So
yesterday,
dhec
published
revised
guidance,
so
we're
still
unpacking
that
guidance.
We'll
share
that
document.
If
you
don't
already
have
you
haven't
already
got
it
off
the
website.
We'll
share
that
with
you
in
the
board
update
this
week,
we've
had
discussions
with
dhec
through
the
morning.
We
haven't
finalized
everything
and
in
fact
this
slide
was
drafted
I'll,
be
before
we
finished
our
last
conversation
with
the
heck
so
I'll.
P
Try
to
I'll
try
to
give
you
the
the
key
wave
tops
in
that
new
guidance
for
k-12
schools,
the
first
of
which
is
related
to
the
test
of
state
guides.
It
was
a
very
generic
guidance
that
was
in
the
last
update.
As
you
all
know,
we
chose
to
implement
that
and
has
worked
very
effectively
for
almost
the
last
month.
They
provided
additional
information
along
with
the
test
estate
program
and
we're
still
working
through
two
key
points
of
that
one
is
related
to
a
household
case
and
the
quarantine
guidance.
P
If
the
individual
in
the
household
can't
be
quarantined,
you
know
we
have
many
households
out
there
in
which
we
have
tight
quarters.
We
have
young
children,
we've
got
multiple
siblings
and
trying
to
isolate
those
children
and
maintain
them
in
a
situation
where
they,
the
tr.
The
test
to
stay
works
is
up
in
the
air
so
that
that
item
is
still
being
looked
at
closely
for
children
that
can't
isolate.
P
It
looks
like
we're
hopeful
that
we
can
bring
them
back
outside
of
the
test
to
stay
program
and
have
them
tested
at
day
five,
similar
to
the
way
we
have
the
test
estate
program
in
place,
but
we're
working
on
that
right
now.
The
second
item
that
was
clarified
was
athletics
and
they
dx
guidance
is
that
athletics
does
not
qualify
for
the
test
to
stay
program,
and
so,
although
a
child
might
be
allowed
back
in
school,
that's
a
close
contact.
P
They
cannot
participate
in
athletics,
singing
wind
instruments
and
band
for
a
designated
period
of
time.
They
can
be
there,
but
they
can't
participate
until
after
day
five,
and
so
we're
going
to
write
all
that
down
and
get
it
put
together,
so
that
we've
got
a
got
very
clear
guidance
for
our
families.
P
The
current
guidance
says
dhec
recognizes
that
mass
growing
in
schools
is
most
beneficial
in
the
following
editions.
The
county
is
substantial
or
high,
so
the
language
has
changed
and
and,
as
you
know,
I
just
mentioned
the
last
slide-
technically
we're
down
to
medium
from
that
from
that
high
range.
So
there
is
a
change
in
the
verbiage
for
masks
and
that's
not
on
the
slide,
but
in
the
guidance
and
certainly
we'll
be
taking
a
closer
closer
look
at
that.
P
There's
also
new
guidance
on
for
child
care
centers,
and
this
affects
our
pre-k
children
in
our
schools
and
the
most
important
guidance
is
that
they
established
a
test
to
state
program
for
those
young
children
and
in
which
case
the
testing
is
required
twice
once
at
day,
three
and
once
between
days,
five
and
seven,
which
is
which
is
on
your
slide.
So
we
hope
to
implement
that
guidance.
That
now
would
affect
all
the
testis
they
would
affect
all
of
our
kids
from
the
from
the
youngest
up
through
12th
grade.
P
The
last
point
I
wanted
to
make
is
that
home
testing
is
a
possibility
through
through
the
new
d-hec
guidance,
and
it
was
actually
in
the
last
he
had
guidance,
but
for
equity
issues.
We
did
not
want
to
implement
that
home
test
guidance
until
we
had
test
kits
that
we
could
give
out
to
our
most
needy
families
so
that
they
weren't
penalized
for
not
having
that
in
place.
P
We're
expecting
to
start
getting
test
kits
later
this
week,
we'll
work
to
distribute
those
to
our
schools
and
hope
to
be
able
to
implement
home
testing
so
that
folks
wouldn't
have
to
get
to
one
of
our
test
sites
if
they
can't
get
to
our
test
site.
As
part
of
that
test
to
stay
program.
N
The
board
chair
and
I
received
correspondence
on
a
letter
from
the
city
of
north
charleston.
That
letter
was
encouraging
the
district
to
continue
our
strong
partnership
with
the
the
district
has
with
the
with
the
city
of
north
charleston,
the
board
chair,
and
I
will
follow
up
with
conversations
with
with
the
city
of
north
charleston.
N
I
want
to
present
a
few
facts
and
data
this
afternoon,
specifically
around
the
investments
that
we
have
made
and
continue
to
make
in
district
four,
which
is
the
city
of
north
north
charleston,
and
also
to
confirm
you
know
my
commitment
to
continue
to
to
work
collaboratively
with
the
city
and
so
on
this
first
flight.
Here
it
shows
the
the
level
of
investments
that
have
been
made
across
all
constituent
districts
from
school,
school
construction
and
capital
maintenance.
N
Of
course,
school
construction
is
cost
that
the
investments
that
we
make
to
build
new
schools
and
to
renovate
existing
schools.
N
The
capital
maintenance
is
to
maintain
that
those
buildings
and
those
capital
type
type
items
are
such
as
roofs,
hvac
systems,
etc,
and
so
what
this
shows
then
for
the
inception
of
the
school
capital
construction
program
going
back
to
the
year
2000,
the
actual
amounts
that
we
have
spent
in
both
school
construction,
as
well
as
capital
maintenance
from
that
period
to
date,
plus,
what's
projected
to
be
spent
in
the
in
the
current
school
building
program
that
we
just
entered
into
going
through
2028.,
and
so
we
have
it
listed
by
constituent
districts,
this
d1,
d2,
d3,
etc.
N
If
you
go
to
the
last
column,
it
says,
totals
and
come
down
to
right
above
the
the
heavy
grain
line.
It
shows
the
2.6
billion
dollar
investment
during
this
time
period
from
two
beginning
to
the
year,
2000
so
total
across
the
district
2.6
million
billion
dollars.
Then,
if
you
take
a
look
at
the
column
that
says
d4,
which
is
a
statement
district
4,
north
charleston,
you
come
down
also
to
that
heavy
gray
line.
N
You
can
see
that
during
that
same
time,
period
of
the
2.6
billion
dollars
that
was
invested
for
the
deals
that
were
invested
across
the
district
930
million
dollars
of
that
amount
was
for
d4
exclusively
roughly
36
percent
of
the
total
of
the
2.6
billion
the
next
highest
constituent
district
percentage-wise
is
d2,
which
is
the
amount
pleasant,
they're
23.42,
and
you
can
see
the
other
distributions
there
that
in
the
columns
x,
laptop.
N
The
next
item
that
that
I'm
showing
is
the
per
pupil
the
average
people
die
by
steel
levels,
so
elementary
schools,
middle
schools,
high
schools
in
the
so
the
per
pupil
amount,
excluding
capital
is
excluding
debt
service
and
and
food
service.
That
means
a
general
operating
fund.
All
around
title
grants
turn
one
time,
two
et
cetera.
So
this
is
an
average
of
those
funds
on
per
pupil
basis
and
there's
for
the
current
fiscal
year
22..
N
So
the
blue
bar
shows
the
per
pupil
averages
for
d4
schools
like
so
you
can
see
for
the
elementary
students.
13
mil
excuse
me,
13
491,
on
average
per
pupil
and
then
the
yellow
bars
show
the
district-wide
average,
excluding
excluding
the
d4
so
again,
look
at
elementary
schools,
13
491
for
district
four
and
then
eleven
thousand
four
hundred
twelve
dollars
for
all
other
elementary
schools
in
the
county,
and
the
pattern
is
the
same
for
middle
schools
and
high
schools.
As
you
can
see,
next
slide.
N
This
next
slide
shows
the
same
information,
the
per
pupil
mouth
of
these
four.
It's
highlights,
however,
in
the
light
blue,
the
amounts
of
the
per
pupil
that
are
exclusive
to
the
esser
two
funds.
That's
the
two
funds,
only
that's
the
three!
That's
the
two
fines
only
next
slide,
please.
N
And
then
the
next
two
slides
it
shows
the
the
per
pupil
amount
by
each
school
in
district
four
again
by
elementary
schools,
middle
schools
in
high
school,
so
each
school
that's
listed
in
that
there's
a
there's,
a
that's
part
of
north
charleston.
Michelle
is
the
girl
people
amount,
then,
on
the
right
hand,
side
it
shows
the
current
investments
from
essa
2
only
for
the
current
fiscal
year
fiscal
year,
22
budget
next
slide.
N
And
so
the
last
slide
here
the
same
thing
as
the
previous
slide.
Instead
of
middle
I'm
seeing
elementary
school.
These
show
this
slide
shows
the
totals
for
middle
schools
and
high
schools.
N
So
with
that
that
includes
that
section
of
the
superintendent's
update
some
facts
and
data
about
the
investments
that
we
are
making
and
have
been
making
in
our
north
charleston
we're
continuing
to
make
and
again,
as
indicated
at
the
beginning,
we'll
continue
to
have
a
strong
partnership
with
with
the
city
of
other
children
in
in
north
charleston.
A
So
I
have
one
question:
one
quick
question
is
with
the
substitute
teacher.
O
So
substitute
teachers,
of
course,
are
in
general
operating
fund
every
year.
We
budget
for
the
use
of
subs
for
these
additional
dollars,
and
I
will
look
to
shauna
and
mr
kennedy.
I
believe
we
are
using
esser
dollars,
that's
or
two,
I
believe,
for
this
increase,
and
this
increases
for
the
remainder
of
this
year.
A
Okay
and
thank
you
for
the
719
update
and
the
quick
rundown
of
the
new
defect
guidance.
A
A
N
Have
one
that's.
P
We
have
not
completed
any
capital
maintenance
projects
on
the
district
four
building
across
north
charleston
high
school.
That
I'm
aware
of,
I
can
double
check,
but
I
I
don't
think
we
had
any
projects
for
that.
Building
that.
P
N
I
think
when
there
must
be
say
that
well,
certainly
the
facility
is
maintenance,
just
maintenance,
but
the
dollars
that
we're
showing
here
are
capital
maintenance
agreements.
And
so
what
I'm
hearing
mr
barry's
daughter
say
at
least
in
this
video
yeah
we
haven't
had
any
capital
investors.
A
C
P
P
A
Finally,
I
just
want
to
say,
as
of
11
30
a.m.
This
morning
I
did
not
see
this
packet
loaded
on
board
docks
and
I
really
don't
see
anything
except
for
the
updated
guidance
from
dhak
that
couldn't
have
been
for
provided
to
us
last
week.
It's
just
really
it's
impossible
for
us
to
do
our
job
to
get
ready
for
the
meeting
if
we
don't
have
to
pack
it
ahead
of
time.
A
Thank
you.
Okay,
next,
miss
coach
sure.
So
thank
you
for
this
report.
I
do
have
a
couple
of
questions
about
district
4
in
north
charleston.
I
wouldn't,
if
I
wasn't,
it
didn't
matter
so
first
on
page
8
and
I'm
sorry
to
do
this,
but
it
is
not
our
fault
that
we
didn't
have
this
in
time
to
ask
you
these
questions,
so
I
do
expect
someone
to
find
this
answer
before
the
end
of
today's
meeting.
A
C
A
The
ages
of
those
schools
in
relation
to
the
other
district,
were
they
the
same
within
10
or
15
years,
because
mary
ford,
which
is
one
of
our
most
recent
schools,
was
a
1954
build,
so
that
doesn't
say
you're
spending
a
lot
of
money
in
north
charleston
if
they
were
the
ones
most
desperately
in
need
of
being
built
due
to
their
age.
But
I
can
let
y'all
research
that
the
second
question
I
have
for
page
eight
is
you've,
got
a
300
million
dollar
listing
there.
That
is
not
an
expense.
A
N
I
think
yes,
yes
ma'am.
I
think
I
indicated
that
that
what
we
have
are
actuals
from
from
the
inception
of
the
program
up
to
up
to
date,
and
then
the
projections
going
out
in
the
in
the
current
in
the
current.
N
If,
if.
N
Well,
you
were
back
out
to
279.9
million
dollars
and
I
think
when
I
did
that
last
week,
I
I
believe
the
percentage
was
maybe
33
percent
of
the
total
somewhere
along.
A
And
so
when
it
comes
to
so
now,
I've
only
got
two
more
madam
chair,
but
I
was
about
that.
Okay
one.
I
do
appreciate
that
we
constantly
go
to
this
per
student
dollar
and
it
is
true
that
it
that
that
there
are
resources
inside
our
north
charleston
schools
for
wraparound
and
supporting
children,
that
that
should
be
applauded
and
you
should
be
able
to
get
the
correct
acknowledgement.
A
A
At
wanda
accounted
for
15
per
student
out
of
gof
for
for
student
costs.
If
you
take
the
dollar
spent
at
wando
in
december
and
divide
them
by
the
students,
just
like
you're
doing
here,
15
of
that
paid
for
the
electricity
at
deer
park
middle
school,
it
costs
99
and
25
cents
per
student.
So
these
numbers
need.
C
G
A
G
A
G
R
I
just
have
one
question
from
mr
brightman,
mr
bregman:
would
you
please
share
with
the
board
and
our
audience
the
relationship
we
have
with
an
outside
agency,
as
it
relates
to
substitute
teachers.
O
Sure
we
originally
engaged
kelly
when
we
were
looking
are
considering
how
we
would
offer
insurance
during
the
affordable
care
act
for
our
employees,
who
were
substitute
teachers.
That's
when
it
first
started.
We
had
one
person
in
human
resources
that
managed
substitute
teachers
and
it
was
it
really
needed
to
be
more
adequately
staffed.
So
at
that
point
in
time
we
decided
to
outsource
to
kelly
services.
O
O
I
have
not
looked
at
it
in
some
time.
We
we
certainly
look
at
workers
comp
all
the
other
pieces
that
would
go
along
with.
It
certainly
can
talk
to
mr
kennedy
about
that
as
that's
something
the
board
would
like
to
do.
A
A
N
Ahead
so,
yes,
I
will
commit
to
getting
that
done
no
later
in
the
end
of
the
the
work
week,
so
just
just
in
terms
of
the
staff.
So
I
understand
that
the
board
needs
this
information,
but
leading
up
towards
the
friday
staff
are
still
working
on
the
12
pages
of
q,
a
from
january
24th
for
me.
N
So
it's
a
matter
of
just
volume
and
time,
but
I
will
commit
to
get
to
y'all
by
friday
before
the
board
meeting
the
board
update
for,
with
the
exception
of
the
covet
information
right,
because.
A
K
A
All
right
yeah,
so
so,
even
though
the
agenda
is
published
on
wednesday
you're
going
to
commit
to
get
us
the
packet
by
friday,
why
can't
we
have
we
used
to
get
the
packets
when
the
agenda
was
published?
Well,
we
would
get
we
didn't
get
it.
When
the
agenda
was
published,
we
would
get
it
would
be
uploaded
on
thursday
or
friday,
and
sometimes.
A
A
Was
taught
right,
we,
mr
kennedy's,
made
a
commitment
to
work
on
that
and,
and
hopefully
we
won't
have
27
questions
for
yep
as
well.
I
think
we
also
have
to
recognize
that
this
district
is
running
an
entire
system,
an
entire
system
and
they're
not
adequately
staffed,
and
I
think
we
should
have
some
grace
about
that.
They
don't
exist
only
to
answer
our
questions,
they
will
answer
our
questions
and
I
think
that
we
we
just
need
to
give
them
some
grace.
A
Thank
you.
Okay.
Next
is
the
item
that
thank
you
met
that
item
that
reverend
mack
wanted
us
to
add
about
policy.
Add
the
reverend
matt.
B
So
that
item
item
add
in
reference
to
the
face,
mask
mandate.
So
let
me
also
include,
I
believe,
it's
policy
bde.
B
B
Me
just
let
me
let
me
make
a
statement
and
then
legal
can
jump
in,
but,
however,
policy
bde,
I
believe
it
is
yep.
L
B
In
discussion
that
we
could
not
take
action
on
an
item,
that's
according
to
policy
in
the
committee
to
hold,
but
we
can
refer
to
the
full
board
meeting,
which
is
it's
not
set
until
the
28th.
But
the
reason
for
so
I
haven't
said
that
and
and
I'll
be
open
and
honest.
The
the
the
purpose
of
putting
that
on
is
to
actually
having
a
vote
tonight
to
end
the
mass
mandate.
But,
however,
policy
currently
does
not
allow
us
to
do
that.
B
Nor
does
it
allow
us
to
suspend
correct
and
the
committee
of
the
whole.
But,
however,
we
can
discuss
the
item
tonight
to
talk
about
ending
the
mask
mandate.
But,
however,
that's
that
was
the
purpose
of
adding
that
item
to
the
agenda.
To
to
look
at
you.
L
B
Bringing
the
mass
mandate
to
an
end
but,
however,
highly
recommending
students
and
staff
to
those
that
want
you
to
continue
to
wear
the
mask
in
school
as
we
continue
to
move
forward.
But
I
would
like
to
ask
the
board
to
consider
adding
that
to
the
november
the
february
28
board
meeting
as
an
item
for
discussion
in
ending
the
mask
mandate.
C
N
C
B
According
based
upon
policy,
we
can't
do
it
today,
but
we
can
definitely
refer
to
the
full
board
meeting
on
the
28th.
B
A
A
My
question
I
think
is
for
mr
baroy,
because
I
know
when,
when
I
made
the
original
motion,
we
amended
it
to
include
that
we
could
change
it
if
it
indicated
that
you
know
we
were
trending
into
the
low
category,
and
so
I
have
two
questions.
One.
You
indicated
that
we're
turning
into
medium.
Is
there
any
indication
that
we
might
trend
low
by
early
march,
when
this
would
actually
take
into
effect.
P
So
we
are
in
medium
right
now,
according
to
dhec,
although
two
of
the
indicators
are
still
are
still
high.
If
you
look
at
those
two
indicators,
we'd
really
need.
We
really
need
at
least
one
of
those
to
go
into
low
so
that
you
have
a
a
trend
rate
that
remains
decreasing,
so
that's
technically
low
to
get
to
low.
You
really
have
to
have
one
more
get
down
into
the
into
the
low
category,
assuming
the
other
one
stays
in
medium.
P
High
is
greater
than
200
you're
right,
you're
right,
that's
that's!
Immediate
200
to
850
is
low
good
good
catch,
so
we'd
have
to
get
down
to
50
from
200,
which
is
the
medium
range
in
which
we're
still
not
close
to
yet
now
the
two-week
is,
at
a
rate,
we're
obviously
looking
at
two
weeks
ago,
where
the
numbers
were
extremely
high,
so
I
think
it'll
continue
to
drop
off
quick,
but
that's
why
we're
at
where
we're
at
right?
P
A
A
P
Yes
ma'am,
so
we
we've
we
as
you
as
a
board
and
we
as
a
district,
has
have
really
focused
in
on
the
dhec
measurements,
to
make
it
consistent
to
make
it
to
to
allow
us
to
make
a
conscious.
You
know
very
informed
decision
that
the
dhec
measurement
has
always
seemed
to
overlap
in
some
areas
and
be
a
little
different
at
one
point.
They
were
counting
a
seven
seven
day
incident
or
eight,
not
a
14
day
incident
rate.
So
we'll
take
a
look
and
talk
to
dhec
about
specifically
what
they're
guiding
off
with
that.
A
P
A
A
When
we
go
to
this
release
of
these
home
tests
and
these
numbers
start
to
drop
dramatically,
are
you
going
to
have
faith
in
that
I
mean
just
what
if
we
start
handing
out
home
tests
and
we
start
getting
a
inside
charleston
county
school
district,
a
whole
lot
of
negatives?
Will
you
take
that
into
account,
or
will
you
say
that
we're
still
going
to
go
by
the
county
wide
ranges
we're
fixing
to
put
into
we're
we're
getting
more
and
more
specific
into
knowing
whether
our
school
district
is
being
affected
by
this
with
numbers?
P
N
P
I
I
would
recommend
we
stick
with
the
the
dhec
data
to
guide,
knowing
that
that
that
is
a
gap,
but
to
calculate
that
and
then
then
then
do
you
use
both,
or
do
you
just
use
that
home
day?
It's
to
me
it
we're
creating
a
substantial
math
equation
when
we're.
C
A
That
any
other
questions
on
this
particular
item,
dr
french,
so
I
just
wanted
to
see
it
sounded
like
that.
Miss
coats
was
asking
about
adding
a
different
data
metric
to
consider
for
whether
or
not
we
have
policy
adv
in
place
or
not,
and
I
guess
we
would.
It
seems
to
me
that
that's
almost
a
staff
decision,
but
a
board
decision
to
decide
if
we
want
to
change.
P
Burling
I
just
want
to-
I
just
want
to
add
one
thing
as
it
relates
to
the
discussion
of
the
mass
guidance.
D-Heck
is
very
direct
as
it
relates
to
wearing
the
mask
in
the
test
to
stay
program.
So
if
the
board
ultimately
votes
to
remove
the
mass
mandate,
I
I
would
ask
that
it
considered
to
maintain
the
dhak
guides
for
the
test
to
stay
program.
The
masking
for
that
program.
C
A
H
P
A
You
thank
you.
Okay,
any
other
questions
then,
let's
vote
the
motion
is
rover
max
asked
us
to
move
to
add
the
policy.
Add
to
our
february
28th
board,
meeting
to
remove
the
mass
mandate.
F
Okay,
that
motion
passes
all
right.
Next
item
is
item
four
strategic
education
committee.
Ms
herderick,
everybody
hear
me:
okay,
yep,
fantastic!
Thank
you
miss
darby,
so
we
have
three
items
on
the
strategic
education
agenda
today.
First
item
up
is
item
4a,
and
that
is
the
review
and
the
recommendation
of
the
heritage
keepers.
Curriculum,
miss
cut.
Q
Okay,
so
I'm
going
to
assume
that
everybody
read
the
review
that
came
out,
but
the
results
of
the
last
health
advisory
committee
and
the
the
board
voted
unanimously
to
continue
to
allow
heritage
keepers
to
be
in
our
schools
with
a
couple
of
stipulations,
and
that
is
that
one,
if
the
school,
if
a
school
chooses
to
use
heritage
keepers
in
their
school
program
that
they
send
their
health
teacher,
that
is
current
at
that
school
to
the
training.
Q
First
to
the
heritage
keepers,
training,
it
would
not
be
through
us
and
then
they
in
return
would
teach
in
collaboration
with
the
heritage
keepers
instructors,
so
that
there
is
more
teamwork
in
that
classroom
and
they're
more
vigilant
of
what
the
curriculum
actually
entails
versus
sitting
kind
of
in
the
back
and
just
allowing
the
other
instructors
from
their
entity
to
come
in
the
other
stipulation
in
which
schools
should
be
doing.
Q
These
are
the
options
that
were
already
current,
but
if
a
family,
if
a
school
chooses
to
use
the
heritage
keepers
curriculum
that
family
should
be
given
the
option
to
opt
out
of
that
curriculum.
If
they
choose
to
do
so,
they
also
need
to
have
the
option
to
opt
into
just
strictly.
Our
state
required
a
curriculum,
and
so
if,
if
the
school
uses
heritage
keepers,
that
would
require
the
school
to
also
offer
possibly
asynchronously
through
canvas
where
the
kid
can
take.
Q
What
standards
are
being
addressed
within
heritage
keepers
on
their
own
and
then
when
they
are
finished
and
the
teacher
covers
those
unaddressed
standards,
then
they
can
rejoin
the
classroom.
The
other
option
is
what
families
always
have
to
and
they
can
opt
out
completely
out
of
the
entire
sexual
education
unit
for
middle
school
or
high
school,
and
that
was
everything
that
was
on
the
review
list.
A
So
I
guess
and
may
I'm
not
sure
if
this
is
for
you
or
not,
but
the
question
I
have
is
that
if
there's
a
cost
to
the
state
through
state
and
federal
funds,
to
use
the
heritage
keepers
program
and
there's
not
for
the
three
r's,
then
why
would
we
allow
a
school.
S
A
A
I
do
have
one
more
question:
okay,
it's!
It
was
clear
in
the
recommendation
that
was
provided
by
the
committee,
but
there
were
a
lot
of
things
that
did
not
meet
state
standard
or
were
problematic
with
this
curriculum,
and
so
I'm
really
confused
about
why
the
committee
is
recommending
that
we
continue
to
use
it.
Q
But
it's
I've
been
in
the
school
district
for
over
20
years
and
heritage
keepers
has
always
been
on
the
approved
option
list
for
our
schools,
and
we
have
it
just
allows
that
extra
option
if
a
school
chooses
to
use
that
curriculum.
However,
but
that
being
said-
and
I
think
this
is
maybe
where
you're
going
is
it
does
it's
confusing
for
schools
to
have
more
than
the
one
option?
Q
Not
no,
not
that
we're
using
not
to
my
knowledge
and
the
state
curriculum
is
recommends
that
we
stress
abstinence
only,
but
we
also
go
beyond
that
in
teaching
contraception
at
the
high
school
level,
and
you
know
prenatal
care
and
postnatal
care
and
adoption,
which
are
often
those
are
some
of
the
unaddressed
standards
that
are
left
out
of
heritage
keepers.
A
A
Q
I
did
put
that
on
the
list
for
you
guys
to
see.
I
believe
there
might
have
been
eight
schools,
eight
to
ten
schools
that
were
on
that
list.
The
majority
of
the
schools
are
in
the
north,
charleston
or
west
ashley
area,
and
we
have
one
not
pleasant
school
that
is
currently
using
the
curriculum.
F
E
G
A
Okay,
that
motion
passes.
May
I
ask
one
question.
C
The
next
curriculum
on
the
hac's
agenda
to
review.
Q
And
when
does
that
start,
so
the
in
the
bylaws
is
every
five
years
that
a
curriculum
has
been
approved
when
five
years
up
they
come
back.
So
our
outside
of
heritage
keepers
advocates
for
youth.
Only
specific
lessons
were
approved
back
in
2020,
so
it'll
be
2025
before
that
comes
back
to
the
table
in
three
hours.
Q
F
Miss
herderick
next
on
your
agenda.
Next
up
is
item
4b,
the
academic
calendar
for
2022
2023,
miss
woody.
K
S
Be
covering
for
her
as
we
typically
do
we're
presenting
two
calendars
for
public
comment
for
the
next
school
year,
as
the
board
knows
and
has
been
described
in
the
cover.
Remember,
there
are
quite
a
bit
of
constraints
on
the
flexibility
around
the
school
year:
calendar
specifically
that
it
has
to
cover
nine
months
that
we
can't
start
before
the
third
monday
in
august,
unless
we
do
a
modified
year-round
calendar
that
it
must
cover
180
days
of
instruction
that
we
must
have
at
least
three
days
of
collegial
professional
development.
S
Three
weather
makeup
days
election
day
this
coming
year.
That
will
be
no
students
or
teachers
in
attendance
because
it's
an
even
numbered
year
and
then
the
holidays
have
to
be
mentioned.
Now.
As
this
board
knows,
the
teachers
are
eager
to
have
more
work
time
and
time
to
actually
process,
because
it
has
been
a
demanding
couple
of
years
and
we
don't
have
a
lot
of
breaks
within
our
calendar.
S
S
Now
we
are
as
a
as
a
district
stepping
back
on
the
possibility
of
the
modified
year-round
calendar,
which
would
have
a
very
different
schedule.
But
given
that's
a
more
substantial
change,
we
wanted
to
take
more
time
to
pursue
that,
so
that
wouldn't
be
mentioned
to
the
sport
until
the
following
year.
So
that
would
be
for
the
23
24
school
year
at
the
earliest.
S
Other
than
that,
I
would
just
say
if
there
are
any
questions
on
the
calendar,
we
would
get
public
comment.
Come
back
with
a
couple
of
comments
for
the
february
meeting
to
vote
to
approve
the
calendar
one
board
member
did
ask
if
we
could
all
get
in
the
same
room
with
dorchester
county
and
berkeley
to
ensure
that
we're
coordinating,
as
you
may
have
noticed,
the
spring
breaks
are
on
different
weeks.
We
are
going
to
try
to
do
that
through
dr
taylor's
office.
A
S
Yeah
once
we're
in-
and
I
think
we're
in
it
unless
we
make
any
mistakes
along
that
cohort,
I
think
one
of
the
things
that's
shifted,
though
mrs
boncoats
is
that
in
the
minute
in
the
pandemic,
there
was
more
flexibility
around
the
use
of
e-learning
days,
and
we
use
them
for
a
variety
of
different
reasons.
As
you
know,
to
give
space
for
students
to
catch
up
for
teachers
to
catch
up
along
the
way,
the
state
has
been
very
clear
that
they
will
not
allow
that
moving
forward.
A
S
No,
but
there
are
tentative
e-learning
days
in
in
lieu
of
the
weather-related
days,
perfect.
A
S
A
S
F
A
Would
we
be
able
to
wait
on
public
comment
until
after
dr
taylor's
had
that
meeting.
A
For
this
year
and
next
year,
so
once
we
talk
to
the
other
districts,
I
was
going
to
let
this
belcher
know
that
I
know,
for
example,
they
said,
therefore,
I'm
not
sure
just
wanted.
A
R
I
just
have
one
comment
and
a
question
and
my
question
is:
have
we
maximized
the
time
that
teachers
are
saying
we
need
more
planning
time?
We
need
more
time
to
decide
what
we're
going
to
do
next
and
how
do
we
go
about
maximizing
the
time
that
teachers
will
need
so
that
they
won't
have
to
take
work
home,
so
they
could
just
come
up
for
some
fresh
air?
R
S
So
again,
I
think
one
of
the
challenges
with
the
school
year
calendar
is
that
we're
kind
of
we're
very
much
constrained
by
the
the
the
guidelines
of
the
state
in
terms
of
we
can't
start
before
the
third
week
of
august
days
have
to
be
used
for
certain
purposes.
We
know
that
the
teachers
do
want
more
work
time,
which
is
why
we
did
add
additional
early
release
days.
So
the
idea
would
be
that
students
would
go
home
early,
but
that
gives
time
for
teachers
to
do
additional
work
and
professional
development
from
a
systemic
perspective.
S
We
do
think
that
there's
potential,
though
we
still
need
to
explore
with
teachers
with
local
communities
with
parents,
the
idea
of
a
modified
year-round
calendar,
which
would
allow
more
frequent
breaks
over
the
course
of
the
year
start
earlier
in
august
and
later
in
june,
but
to
get
to
that
point,
because
it
would
be
a
more
substantive
change
and
affect
the
system
and
things
like
daycare
and
summer
camps.
We
see
that
as
requiring
a
longer
time
horizon
to
get
engagement
from
the
community.
S
R
So
we
so
we
will
have
teacher
engagement,
I'm
hearing
from
teachers
all
over
the
district
that
we're
experiencing
burnout.
We
need
more
time
to
plan.
We
need
more
time
to
do
whatever
we
need
to
do
so
that
we
can
offer
our
best
services
to
our
students,
so
we're
going
to
engage
our
teachers
at
a
later
date.
Are
you
saying
that.
S
C
In
terms
of
the
public
comment
period,
because
the
agenda's
going
to
come
out
in
eight
days
so
is,
does
that?
How.
C
A
And
then
be
able
to
make
some
decisions
when
she
presents
that
on
on
that
monday
render
board
meeting,
but
we
will
give
the
final
count
if
you
will
on.
A
F
C
A
E
F
N
Thank
you
very
much,
ms
edwards,
so
this.
T
Is
the
essa.
N
Update
it's
in
the
two
parts
I'll
give
an
overview
on
the
update,
and
then
dr
taylor
will
spend
some
time
walking
you
all
through
the
what
we
call
in
the
esther
three
phase:
two
engagement
process
next
slide
on
january
24th.
We
present
a
vision
here
of
all
students
being
able
to
read
on
grade
level
by
the
fifth
grade
by
the
spring
of
2027..
N
It
was
supported
by
three
pillars:
that's
shown
to
the
left
here:
pillar,
one
rigorous
great
level
of
instruction
until
the
two
I
called
the
teachers
and
leaders
and
a
bill
of
three
wraparound
services
and
then
supported
or
undergirded
by
the
structure
of
accountability
and
support
and
engagement
and
voice.
So
this
update
is
going
to
focus
on
that
last
item.
Engagement
and
voice
next
slide.
N
Got
the
24th
january
24th
board
meeting
kevin.
Excuse
me,
the
board
members
have
had
a
number
of
questions.
We
asked
that
those
get
sent
to
to
staff
we
received
those
we
provided
through
board
brief
on
friday.
The
answers
to
those
questions
they'll
be
posted
on
the
agenda
item
under
the
under
this
on
board
doc.
So
that
should
be
there
this
afternoon.
N
So,
as
you
all
know,
we
have
71
proposals
from
outside
and
what
we're
proposing
here
is
that
we
put
a
pause
on
on
reviewing
those
proposals
and
we
shift
our
focus
on
making
sure
that
we
have
hear
the
voice
from
our
principals
in
our
school
communities
and
we
believe
that
the
focus
from
this
point
forward
should
be
significantly
on
increasing
the
number
of
students
reading
by
fifth
grade
and
so
the
intent
of
bringing
to
the
board.
N
This
vision
on
january
24th
is
to
help
us
align
our
estimate
three
dollars
to
the
greatest
extent
possible
around
this
vision
and
therefore
you
know
again
all
the
proposals
that
we
have
received.
We
will
be
looking
at
those
from
that
lens,
making
sure
that
the
funding
that
we
might
provide
the
implementation
around
those
proposals
will
be
around
the
line
to
that
to
that
vision
of
all
students.
Meetings
from
the
great
level
by
fifth
grade.
H
N
Here
to
get
to
that
point,
we
propose
that
we
redirect
that's
a
process
to
the
school
level
so
that
we
get
more
stakeholder
engagements
before
considering
any
of
the
71
proposals,
and
in
order
to
do
that,
we
need
we
need
to
pause.
Decisions
on
on
the
community-based
organizations
propose
until
we
get
that
input.
N
So,
to
get
there,
we
believe
that
that
we
are
going
to
focus
on
students
that
are
that
need
to
be
on
grade
level,
which
is
all
students
we
need
to
be
to
identify
the
number
of
students
in
each
school
who
are
really
below
grade
level.
So
we
would
do
this
analysis
across
the
district
on
the
24th
of
january
also
indicate
that
this
idea
of
creating
a
standard,
and
so
in
order
to
do
that,
we
need
to
use
data.
It's
a
part
of
that
in
this
particular
instance.
N
Here
is
to
ensure
that
we
know
as
the
system
by
school,
where
children
are
on
reading
some
of
the
programs
to
address
the
readings.
Reading
the
shortfalls
that
we
have
in
the
district
will
be
district-wide
decisions
such
as
the
core
curriculum.
So,
for
instance,
we
have
a
pilot
program
in
place
now
on
a
new
curriculum.
The
el
curriculum
that
is
a
district,
a
guided
process,
district
funded
process
or
essentially
essentially
managed
process
that
is,
implementation
takes
place
in
the
schools.
N
Teacher
training
is
another
example
as
well
that
staff
recruitment
term
now
the
talent
pillar,
now
some
school,
some
programs
would
be
school
level.
Decisions
such
as
wraparound
services,
that's
pillar
three,
and
we
when
we
take
a
look
at
the
seven
one
proposal.
Most
of
those
current
proposals
actually
would
align
to
pillar
three
along
with
not
excuse
me
around
the
wrap
around
services
funding,
the
schools
will
again
be
based
on
the
number
of
students
really
below
grade
level,
and
the
schools
and
districts
would
be.
N
An
agreement
would
have
to
be
an
agreement
for
programs
that
would
be
provide,
are
provided
by
community
based
organizations,
so
again,
schools
and
partnership
between
schools
and
districts
next
slide.
Please.
N
So
because
we
are
putting
a
pause
on
the
implementation
of
the
offensive
three
dollars,
there
are
some
critical
items
you
know
in
the
proposal.
Excuse
me
in
the
asset
three
plan
that
we
need
to
take
action
on
and
top
of
that
list
mental
health
services.
So
we'll
talk
a
little
bit
now
about
what
we're
doing
on
mental
health
and
what
we
have
planned
for
mental
health.
So
in
essence,
two
we
have
there's
one
point,
two
yeah
in
the
s
of
two:
that's
the
two.
N
We
have
already
one
point:
two
million
dollars
from
the
middle.
In
the
that's
a
three
plan:
that's
14.3
million
dollars
for
motor
health.
In
a
minute,
I
asked
mr
belser
to
talk
a
bit
about,
what's
already
in
place
for
mental
health
services
in
our
school.
So
there's
one
point,
two
million
four
fourteen
three
million
for
s
of
three.
Those
are
additional
amounts
above
and
beyond
what
we
already
have
in
place
now
on
this
list.
N
Here
again,
these
are
what
we
consider
critical
items
that
are
time
sensitive,
that
we're
going
to
make
an
impact.
We
need
to
go
ahead
and
spend
these
funds
now
so
begin.
Spending
funds
for
mental
health
services,
broadband
expansion
in
rural
areas
and
then
student.
The
student
teacher
early
hiring
is
part
of
our
recruitment
teacher
recruitment
process.
N
So
we
have
student
teachers
that
are
in
our
schools
now,
but
they
have
not
made
a
commitment
to
work
for
ccsd
and
so
to
incentivize
and
entice
them
to
stay
on
with
ccsd
once
they
graduate
college
is
to
have
some
incentives,
early
signing
and
bonus
financial
support
for
for
the
practice
examination,
as
well
as
for
the
certification
from
the
state.
N
Now
what
what's
being
proposed
here
in
order
to
be
able
to
move
forward
with
these
expenditures
beginning
to
extend
these
dollars
in
these
three
areas?
Mental
health
service,
educational
technology,
student
teacher
early
higher,
is
that
on
the
march
first
or
in
the
finance
committee,
we
will
have
a
financial
analysis
of
these
three
areas
that
we
will
present
to
the
arts
finance
committee
for
the
financial
presentation
to
the
school
board
at
the
mark
at
the
march
board
trustees
meeting.
N
Actually,
that
would
be
probably
the
committee
of
the
whole
in
march
and
then,
if,
if
we,
if
we
go
through
that
process,
then
they'll
get
that
stuff
that
allows
the
system
then
to
begin
to
extend
the
funds
in
these
critical
areas.
So,
ms
belcher,
would
you
talk
a
little
bit
about
what's
currently
in
place.
S
Right
just
want
to
make
sure
that
we're
assuring
the
public
that
we're
certainly
not
waiting
on
applying
additional
supports
for
mental
health.
As
we
presented
to
the
board
in
december,
we
were
very
concerned
about
mental
health,
about
our
students
across
the
district.
S
S
We
are
proposing
more
substantial
investments
in
long-term
mental
health,
which
would
come
before
the
board,
including
things
like
art
therapy
rooms
and
calming
rooms.
I'm
sorry
an
art
therapy
program
and
calming
rooms
to
institutionalize
some
of
the
mental
health
investments
that
we
think
would
be
valuable,
but
that
would
be
on
a
longer
time
horizon,
because
it's
a
more
substantial
investment.
N
Next
slide,
please.
So
next,
dr
taylor
will
present
the
face.
That's
a
three
phase,
two
engagement
strategy.
A
Mr
kennedy
charged
me
with
putting
together
and
leading
a
team
of
leaders
here
in
the
district
to
put
together
an
engagement
strategy
as
we
work
towards
this
end
goal,
and
some
of
the
members
of
the
team
include
myself.
A
Miss
belcher,
dr
williams,
miss
simmons,
miss
dangerfield,
mr
mohammed,
and
then
we
had
a
list
of
six
principles
to
include.
Mr
I'm
sorry.
Mr
hamer
also
was
a
part
of
that
team,
and
then
we
had
principals,
mr
white,
mr
larson,
mr
dallas,
miss
malone
and
mr
kevin
smith,
and
so
we
worked.
We
had
a
series
of
five
meetings
and
came
up
with
an
engagement
strategy
which
I
am
going
to
share
at
this
time,
and
so
this,
the
deck
that
you
have,
is
actually
we're
calling
this
their
tool
kit.
A
So
it
has
information
that
israel
that
you've
seen
before
so
I
may
not
repeat
some
of
the
slides,
because
mr
kennedy
has
just
reviewed
those
with
you
all,
but
just
so
that
you'll
know
that
this
is
would
be
on
the
roadmap
that
you
will
that
our
principals
will
use
when
they
engage
their
communities.
So
the
first
slide,
please
maggie
talks
about
the
vision
and
the
pillars,
and
so
I
won't
review
that
for
you
and
then
the
second
slide,
which
talks
about
the
overview
of
funding.
A
Mr
kennedy
just
went
through
that
with
you
as
well,
but
we
thought,
including
these
slides,
are
important
when
our
principals
engage
their
stakeholders
so
that
stakeholders
know
what
our
vision
is
and
what
we
are
doing
maggie.
Would
you
please
get
to
the
third
slide?
So
the
third
slide
is
we
call
it
our
phase?
One
engagement.
A
It
was
presented
to
you
in
august
and
it
talks
about
all
the
communication
avenues
that
were
used
as
we
started,
working
with
so3
from
the
june
meetings
with
in
service
with
over
4
000
respondents
up
through
our
january
meeting,
which
was
our
retreat
to
get
to
where
we
are,
as
it
relates
to
the
vision
and,
of
course,
as
I
said,
our
principals
will
go
into
in
depth
with
this
when
they
meet
with
their
stakeholder
groups.
A
And
so
when
we
look
at
a
timeline
and
I'm
going
to
spend
a
little
bit
of
time
on
that
today,
we
we
from
january
20th
through
today.
We
designed
the
strategy.
A
From
today,
through
the
28th
or
the
end
of
the
month,
we're
going
to
communicate
the
strategy
and
deploy
on
tools
and
I'll
talk
a
little
bit
about
those
two
include
faqs,
and
we
have
some
data
collection
tools
that
we'll
present
and
provide
to
our
principals
as
they
move
forward
with
this
process.
A
In
march,
our
school
level
engagement
will
occur,
and
this
is
when
our
principals
will
engage
with
their
stakeholder
groups
april
25th,
we'll
report
back
to
you
all
what
our
principals
have
shared
with
us
and
then,
ultimately,
throughout
this
entire
process.
A
Our
new,
our
next
five-year
strategic
plan
is
due
to
the
state
every
five
years
as
a
district.
We
have
to
to
work
towards
that
goal
and
that's
due
in
june,
and
so
all
of
this
will
ultimately
align
with
our
five-year
strategic
plan.
A
Next
slide,
maggie
again,
as
our
principals
engage
with
our
their
stakeholders,
we
we
asked
them
to.
We
gave
them
some
prompts
if
you
will
so
asking
about
the
strengths,
what
what's
going
well
in
their
schools,
what
are
good
qualities,
what
the
opportunities
are
if
there
are
weaknesses,
what
they
are
and
then
definitely
threats.
A
What
are
the
blockers
that
you're
facing-
and
these
are
talking
points
that
our
principals
will
use
as
they
engage
their
different
stakeholder
degrees
and
as
we
look
at
the
process
on
the
next
slide,
we
have
a
timeline
for
that
as
well.
So
our
principals
will
engage
with
their
teachers.
A
I'm
in
early
march
they'll
engage
with
school
improvement
councils
again
in
early
march
and
then,
of
course,
those
schools
that
do
have
functioning
active,
ptas
and
ptos.
They
will
bring
that
parent
group
into
the
fold
as
well.
They
will
engage
with
their
families
in
mid-march
based
off
of
on
what
they
the
feedback
they
receive
from
teachers
and
sics
and
they'll
use
a
myriad
of
ways
to
do
that,
to
include
phone
email,
video
and
any
other
strategy
that
the
communications
team
helps
them.
A
Next
slide,
maybe
I
just
want
to
spend
a
little
bit
of
time
talking
about
some
of
the
guard
rails.
This
was
most
important
to
the
principals
who
participated
on
this
engagement
strategy
team.
What
we
wanted
to
denote
is
what
the
parameters
are.
We
keep.
You
know
kept
getting
questions,
you
know
what
are
the
proposed?
What
what
are
the
parameters?
A
What
are
our
guard
rails,
and
so
it
was
important
for
if
you,
if
you
look
under
district,
provided
supports
it's
important
for
our
principals
to
make
certain
that
they
that
they
knew
that
we
would
support
them
with
high
quality,
core
curriculum
and
math
ela
science
and
social
studies,
as
well
as
as
it
relates
to
hiring
and
retention
that
that
principal
hiring
and
succession
plans
is
important
to
the
district.
A
They
they
wanted
to
know
that
employment
with
with
charleston
county
school
district
was
wasn't,
was
important
to
us
as
well
as
them
and
then,
as
it
relates
to
school
identified,
supports
the
third
bullet
that
said,
staffing
at
schools,
which
means
that
staff
selection
would
be
able
to
occur
at
the
school
level
as
well
as
the
very
last
bullet
under
school
identified
supports.
It
says
that
schools
should
be
able
to
opt
into
more
or
less
support
from
the
district
based
on
need
and
demonstrated
results
next
slide
maggie.
A
The
engagement
toolkit
and
basically
this
this
just
says
that
we
are
going
to
provide
scripts
as
needed
surveys
as
needed
again.
I'm
the
frequently
asked
questions
tool
is
available,
as
well
as
of
the
collection
tool,
which
is
a
google
doc
that
our
principals
are
able
to
use
during
this
process.
A
Next
steps-
and
this
just
shows
our
phase
one
two
and
three-
our
community
input
school
input
and
then,
of
course,
then
matching
school
needs
with
community
opportunities
in
our
our
takeaways
again
just
the
division,
the
needs
assessment,
the
proposals
and
then
just
making
sure
we
align
everything
ultimately
to
our
strategic
plan.
N
Thank
you
very
much,
dr
taylor,
so
school
board
members
that
concludes
the
the
s3
vs
update.
So
we'll
open
that
to
your
feedback
and
questions.
A
A
Okay
other
questions,
dr
fraser.
R
And
I'll
just
like
to
make
a
comment
regarding
the
need
for
mental
health
and
social
workers.
This
district
for
years
have
had
only
two
social
workers
for
years
within
the
district
and
to
hear
that
now
we
have
12
or
13
is
a
remarkable
accomplishment,
and
I
just
want
to
say
thank
you.
R
The
other
issue
I'd
like
to
share
with
our
audience
is
that
we
just
don't
have
people
with
the
proper
training
just
sitting
out
there
waiting
for
us
to
hire
them
that
getting
the
people
into
the
district
who
are
already
engaged
in
employment
and
all
of
the
other
agencies
that
we
have
to
look
at
our
base
from
where
we
are
getting
these
people.
R
So
it
takes
a
a
minute
to
do
that,
and
I
just
want
to
applaud
the
the
efforts
that
you
all
are
doing
because
I'm
hearing
from
people
coming
in-
oh,
we
don't
have
this.
We
don't
have
the
mental
health
professionals.
We
just
don't
have
many
people
out
there
with
the
proper
training
to
serve
our
students,
and
it's
going
to
take
us
some
time
to
do
so.
Just
want
to
say
thank
you
and
some
of
the
people
who
have
the
loudest
voices
about
what
is
happening
in
our
schools.
R
A
All
right,
mr
kennedy,
I.
N
N
Has
governor
has
recognized
that
he's
asked
the
head
of
the
department
of
health
and
human
services
to
work
with
agencies,
including
the
state
department
of
education
agencies,
to
baby
to
address
this
from
the
statewide
perspective,
the
lack
of
mental
health
workers
in
the
state
and
the
challenges
that
it
offers
our
subject?
Our
children
too.
A
Branch
and
then
robert
just
a
follow-up
on
that,
can
we
have
a
maybe
a
report
that
demonstrates
how
much
who?
What
kind
of
mental
health
supports
we
have
in
each
in
the
especially
in
the
middle
and
high
schools,
and
you
know
how
much
effort
like
a
full-time
person
past
time,
whatever
is
being
done,
because
there
does
seem
to
be
a
difference
of
perception
about
this,
and
I
think
it
would
be
helpful.
A
The
other
thing
is,
I
wanted
to
ask
on
slide
five
when
you're
talking
about
basing
funding
to
schools
on
the
number
of
students
reading
below
grade
level
and
I'm
hoping
that
you're
not
just
talking
about
elementary
school
you're,
talking
about
middle
and
high
school
as
well,
because
we
have
a
lot
of
kids
not
reading
at
grade
level
now
and
we,
I
think
that
we
need
to
fund
those
interventions,
but
is
that
your
is
that
your
plan.
N
C
N
So
we
are
in
this
amongst
us
in
discussion
about
what
those
interventions
look
like
outside
of
those
five
grades.
Okay,.
S
That's
the
advantage
of
essa.
That's
right!
It's
still
because
it's
a
complicated
program
there's
a
two-stage
implementation.
We
do
the
units
of
study
around
fluency
comprehension
and
kind
of
knowledge
first,
and
then
we
do
the
transition
to
the
phonics
and
theme
phonemic
awareness
or
the
skills
place
for
upper
grades.
Second,
because
we
already
have
a
phonics
program
in
place
so
we're
trying
to
ease
the
transition
on
teachers,
we
anticipate
the
whole
district
with
it
with
a
sufficient
investment
from
sr
dollars
would
be
able
to
be
up
and
running
by
the
23-24
school
year.
B
Yes,
thank
you
miss
belcher.
My
question
is,
and
I
know,
there's
been
an
outcry
and-
and
we
see
it
about,
mental
health
and
staff
have
been
working
with
that
extensively.
B
So
those
schools
are
are
our
parents
that
may
come
in
to
say
that
we
do
not
have
any
of
those
services
in
our
schools.
Are
there
a
a
pathway
or
guidance
given
to
those
particular
schools
or
kids
dealing
with
mental
health
issues
on
how
they
can
seek
help?
Is
there
some
type
of
resale
outline
that's
given
to
schools
or
the
principals,
so
that
that
we
are
not
missing
any
student
or
child
that
may
present
with
those
types
of
defining
issues?
S
So
there
there
is
a
certainly
a
process,
but
I
think
dr
frazier's
point
about
us
still,
even
with
the
numbers
that
I
read
off,
we
are
still
under
staff.
So
I
I
don't
want
to
over
promise
that
we're
meeting
our
entire
need
at
this
point,
because
we
know
we
aren't,
but
the
general
process
of
a
parent
is
interested
in
making
sure
the
child
has
mental
health.
S
If
you
should
go
to
the
counselor
or
social
worker
at
the
school,
if
there's
not
one
person
allocated
into
that
role,
talk
to
the
assistant
principal
or
principal,
and
they
can
make
sure
to
connect
you
through
alternative
programs,
because
we
do
have
some
social
workers
who
are
swinging
over
several
campuses
that
are
smaller
in
size
as
a
for
instance,
and
I
will
provide
the
school
by
school
report.
So
we
can
get
a
broader
sense
of
where
our
needs
are.
H
B
It
if
it's
the
pleasure
of
the
board
and
if
we
do
not
have
this
in
place
already,
but
some
type
of
marketing
tool
per
se,
that
parents
can
have
at
the
fingertips
of
resources
that
are
hotline
numbers
that
they
can
call
what
the
process
is.
If
your
child
presented
an
issue
and
how
that
can
be
carried
out
as
far
as
the
parent
having
knowledge
of
how
to
next
step
and
what
to
do
to
try
to
gain
that
excess
from
the
school
base
or
outside
if
they're
at
home.
B
You
know
a
hotline
number,
you
know
if
there's
some
type
of
marketing
tool
that
can
capture
all
of
that
on
one
sheet
that
parents
can
have
at
the
fingertip.
I
think
that
would
be
helpful,
because
we
we
do
realize
that
it
is
a
major
issue
within
our
schools
and
particularly
where
they're
lacking
those
resources
or
opportunities.
S
G
S
It's
important
to
realize
that
direct
service
and
mental
health.
It's
not
just
the
therapy
piece,
but
some
of
it
starts
with
relationships
between
teachers
and
students
and
some
of
the
other
investments
that
the
district
has
made.
For
example,
in
restorative
practice,
are
going
a
long
way
to
have
adults,
listen
to
kids,
build
relationships
with
kids,
so
the
kids
have
one
adult
in
the
building
that
they
know
they
can
go
to
and
ensure
that
we're
getting
the
support
that
they
need,
because
it's
a
tough
time
for
everyone.
S
A
My
my
question
or
concern
is
around
sustainability
and
sort
of
always
has
been,
I
kind
of
said
at
the
beginning
of
this
process,
that
I
really
felt
strongly
that
the
money
should
be
spent
on
sort
of
a
vision
that
encompasses
programs
that
can
replace
what
doesn't
work
now,
instead
of
more
things
or
you
know,
temporary
expenditures
and
I'm
just
sort
of
looking
down
the
the
list
here
of
sort
of
the
the
districts
that
provided
supports,
and
I
saw
like
teacher
leader
compensation
and
bonuses
to
recruit
and
retain
teachers,
and
you
all
know,
I
know
a
lot
about
that
in
my
line
of
work
and
very
much
care
deeply
about
it.
A
But
the
thought
is
that
you
know
teachers
are,
people
are
not
signing
up
to
be
teachers
right
now,
you
know
folks
are
leaving
the
profession.
People
are
not
enrolling
in
higher
ed
programs.
The
alternate
route
programs
are
not
seeing
the
numbers
either,
and
so
the
thought
is,
while
it
would
be
great
to
sort
of
incentivize
people
entering
now.
What
happens
when
those
bonuses
run
out
in
2024?
A
You
know
what
do
we
do
to
move
forward
and
continue
to
be
able
to
plan,
because
I
see
that
as
sort
of
a
you
know,
sort
of
surface
solution
where
we
really
could
be
focusing
on
establishing.
You
know
better
supports
around
teacher
culture.
You
know
how
do
you
make
a
teacher
feel
like
they're,
appreciated
and
valued
at
work,
even
if
it's
in
a
non-monetary
media,
what
are
some
best
practices
where
teachers
can?
A
You
know,
learn
in
centers
of
excellence
from
other
folks
and
and
also
looking
at
the
the
freeing
up
of
time
and
things
like
that,
and
so
I'm
just
wondering
you
know
we're
going
to
get
these
proposals
from
schools,
and
certainly
we
should
be
listening
to
principles
about
what
they
want.
But
how
are
we
going
to
also
measure
the
the
request
with
what
we
will
be
able
to
do
ongoing
aside
from
just
giving
this
money
one
time
and
it'd
be
gone
by
2024
and
we're
back
in
the
same
position.
N
Yes,
I
agree
that
we
need
to
think
about
sustainability,
and
so
the
process
that
we've
put
in
place
is
allowed
for
the
additional
input,
I
think
that's
needed,
but
then
there's
a
it
probably
will
be
a
process
in
place
so
that
we
can
prioritize
and
part
of
that.
Prioritization
is
looking
at
the
sustainability
of
whatever
we
potentially
put
in
place
that
we
think
would
do
the
best
for
our
children.
S
It
can
be
tied
to
continuous
learning,
working
with
the
collegial,
having
being
able
to
stretch
your
influence
as
a
as
a
leader
over
more
schools
or
to
help
train
novice
principals
like
how
do
we
think
about
that
and
miss
nichols
myself
and
other
leaders
across
the
district
have
been
having
conversations
about?
How
do
we
think
about
our
talent?
S
And
you
know
a
lot
about
it?
I
I
also
know
a
good
deal
about
talent
from
our
work
at
tntp
and
the
irreplaceables
money
is
just
one
lever,
but
I
don't
think
we're
maximizing
all
of
our
levels
on
the
talent
and
a
lot
of
our
investments,
at
least
in
the
curriculum
instruction
side
is
in
capacity
building
around
professional
development,
making
sure
we're
getting
more
folks
ready
for
where
the
district
needs
them
in
areas
like
multilingual
education,
leadership
for
sure,
special
education
and
math
and
science.
So
that
is
a
big
focus.
S
I
do
think
there's
still
work
to
be
done,
I'm
putting
at
this
all
together,
so
that
we
can
show
it,
because
I
think
some
of
the
the
efforts
if
they
do
work.
I
think
one
of
the
good
news
about
some
of
our
recent
conversations
with
community
partners
is
there's
interest
in
supporting
our
public
schools.
So
I
hope
that
if
we
have
evidence
of
things
that
are
working,
we
can
also
be
creative
about
figuring
out
how
to
sustain
them
beyond
public
dollars.
G
C
C
A
E
Questions,
kate,
I
have
a
question.
Yep
miss
green,
I
kind
of
a
follow-up
to
what
cindy
was
just
talking
about.
I
heard
the
pause,
but
I
may
have
missed
it.
I
didn't
hear
when
we
will
respond
to
the
record
the
71
requests.
What's
what's
the
plan
for
saying
to
those
organizations
that
we
are
taking
a
pause
or
what
is
the
plan
for
when
those
organizations
will
know
that
they
will
not
be
funded
or
will
be
funded?.
N
Ms
green,
the
the
timeline
has
the
engagement
taking
place
in
february
and
march.
So
decision
will
be
made
sometime
during
that
time
period,
twice,
probably
towards
the
end
of
march,
and
the
timeline
shows
that
in
april
we
would
present
the
to
the
board
the
results.
So
I
would
say
that
decision
will
be
made
probably
towards
the
end
of
march
1st
of
april.
E
So
that
wouldn't
so,
that
would
include
the
proposals
that
we
would
now
get
from
the
schools
and
the
principals,
as
well
as
the
those
71
proposals
right.
E
I'll
follow
up
with
somebody,
because
I
think
I'm
not
understanding
but
I'll
follow
up.
Can
I.
A
Programs
that
we're
going
to
use
esser
money
for
so
they
may
not
be
you
know,
or
we
may
have
some
feeder
pattern
or
parts
of
the
district
programs
that
stack,
that
aren't,
aren't
these
community
proposals,
but
these
are
proposals
that
or
programs
or
processes
that
staff
is
going
to
come
up
with
that
are
going
to
address
the
needs
and
the
pillars
that
we've
talked
about.
Is
that
correct.
N
So
so
to
miss
water's,
a
point
about
systemic,
the
sustainability
of
systemic
change,
and
so
it's
it's
looking
at
the
individual
needs
of
schools
giving
us
the
pause
gives
us
an
opportunity
to
do
that
and
at
the
same
time
take
a
look
at
what
we
believe
as
a
system.
This
need
to
put
in
place
that
when
the
essence
does
expire,
9600
days,
that
that
we
won't
wake
up
and
say
we
didn't
miss
an
opportunity
to
to
actually
transform
the
system,
and
so
it's
it's.
It's.
N
The
timeline
is
critical.
What
we
put
in
place
is
critical,
so
a
lot
has
to
come
together
and,
and
so
we
will
focus
on
that,
making
some
internal
changes
to
help,
help
manage
that
and,
as
mr
spencer
said,
we'll
be
reporting
more
and
more
of
that
to
you
all
through
the
through
these
processes.
A
N
And
we
have
so,
we
have
a
need,
a
requirement
rather
for
for
two
to
two
sets
of
community
engagement,
so
we
have
the
one
around
the
castle,
which
is
which
is
new.
N
We've
never
had
that's
a
dollar
before
and
we'll
have
the
five
year
requirement
from
the
state
each
year
for
this
receiving
plan,
which
requires
a
level
of
community
engagement.
That
is
a
requirement
so.
N
The
new
five-year
the
stat
plan
to
the
new
vision
of
kids
being
on
great
level
by
grade
five,
as
opposed
to
having
two
separate
strategies.
C
A
C
A
G
N
So
I
would
I
would,
I
would
anticipate
as
we
go
through
this
process,
the
board
will
be
kept
updated,
so
it
won't
be
like
we
tell
you
what
the
plan
is.
The
process
is
now
and
then
three
months
later,
the
first
time
you
hear
have
an
update.
A
Fox
trailer
was
going
through
this.
I
thought
this
was
going
to
be
part
of
the
process
that
really
says
to
the
schools.
This
is
your
chance
to
tell
us
what
you
need,
what
you
want
and
how
we,
how
we
should
think
about
spending
extra
money
without
going
to
community
partners
like
if
they
want
to
do
that.
That's
fine,
but
this
shouldn't
only
be
about
community
partners
and
these
proposals
that
are
still
out
there.
It's
it's,
not
okay!
A
I
just
want
to
make
me
sure,
because
it's
not
that
got
a
little
muddy
just
now,
and-
and
I
also
hope
that
when
you
talk
about
community
engagement,
you're
going
to
go
to
neighborhood
associations-
and
you
know
that
sort
of
thing-
those
are
community
people
that
need
to
be
involved
in
their
neighborhood
schools
yeah.
I
just
and
I'm
a
little
one
thing.
I'd
like
you
to
think
about
is
what
do
you
mean
by
curating
a
list
who's
going
to
curate
this
list
of
potential
partners
and
who?
N
So
no
commitment
has
been
made
on
the
expenditure
of
the
100
of
the
s
three
dollars
to
any
community
partner,
and
so
we're
not
in
today.
Supposing
that
100
percent
of
the
dollars
be
allocated
or
zero
percent
of
the
allocated
is
the
process
that
we
plan
on
going
through.
That
would
include
the
cure
rate
list
so,
for
instance,
that
mr
talked
about
the
el
curriculum,
so
there's
been
a
lot
of
research.
N
A
lot
of
effort
on
the
district's
part
to
determine
the
appropriate
ela
curriculum,
which
is
tl
he's
going
through
a
pilot
program.
Now,
assuming
that
the
pallet
program
proves
to
be
effective,
which
preliminary
results
indicate
that
they
are
there,
so
that
their
program
is
affected,
and
then
that
would
be
on
the
curate
list
of
curriculum
that
that
our
schools
would
be
expected
to
use,
as
opposed
to
saying
that
we
have
a
need
over
here
to
improve
reading
we're
going
to
go,
collect,
develop
our
own
curriculum.
N
So
this
will
be
that
tier
8
list
approved
list.
If
you
will,
what
so
that
that's
part
of
the
system,
part
okay,.
A
The
school
district
handles
curriculum,
it
handles
nutrition,
it
handles
the
buildings
etc,
but
we
have
to
go
outside
to
folks
who
do
work
like
reading
partners
or
engaging
creative
minds
or
whatever
you
name
it
other
organizations.
You
actually
cannot
expect
the
school
district,
which
specializes
in
very
specific
things
to
do
all
that
does
not
mean
that
principals
don't
need
money
to
go
directly
into
their
schools,
but
we
do
have
to
leverage
community
resources
and
a
great
example
of
this.
A
That
really
benefits
children
of
color
is
that
during
coving,
when
districts
could
not
reach
families,
because
we
didn't
have
phone
numbers,
we
didn't
walk
their
communities.
Organizations
in
their
communities,
churches
created
pods
to
help
those
schools.
So
if
we
said
we
don't
want
to
give
you
know
whatever
ame
church
money
to
help
when
we
really
need
it,
then
we've
missed
an
opportunity.
G
A
No
sounds
like
you
have
helper.
There.
Next
item
is
other
committees,
other
board
committees,
so
audit
and
finance
miss
green.
Do
you
want
to
talk
about
that.
E
Or
well,
it's
we
have
and
I
can't
pull
the
agenda
up,
because
I'm
on
zoom
and
y'all
are
doing
technical
things
to
me,
but
anyways.
There
are
a
couple
of
items
that
are
going
to
come
to
you
at
the
board
meeting
for
approval
and
the
other
items,
of
course
are
for
information.
So
we
are
not
asking
for
any
action
on
these
items.
I
don't
think
so
today
and
it's
just
typical
that
you
know
they're
listed
there.
E
A
A
All
right.
The
other
business
legislative
update.
C
T
We
got
the
newman's
chairman
members
of
the
board.
Thank
you
all.
So
the
general
assembly
is
going
into
their
six
week.
Obsession
and
there's
been
considerable
activity
in
the
legislature
on
on
public
education
issues,
and
you
know
things
like
school
choice,
options
and
education.
Scholarships
scholarship
accounts,
the
budget
and
funding
of
those
initiatives.
So
public
education
has
been
a
focal
point
here
in
columbia.
As
of
late
the
bills.
We're
watching
closely
are
h,
4879
the
parental
choice
and
education
scholarship
fund
and
s
935.
T
The
education
scholarship
accounts
both
are
moving
pretty
swift
throughout
the
process.
Actually
h.4879
passed
out
of
the
house
committee
in
about
48
hours,
so
it's
pretty
swift
pace
we're
seeing
and
we
could
see.
You
know
that
legislation
be
passed
as
soon
as
this
week
in
the
house.
T
You
know
the
key
discussion
of
both
bills
has
kind
of
been
eligibility
criteria,
we're
just
covered
in
the
cost
of
scholarship,
tuition,
textbooks
and
fees,
and
you
know
some
of
the
discussions
centered
around
the
cover,
the
cost
of
transportation
and
lunch.
T
T
I
think
the
senate
has
nailed
down
an
amendment
that
those
students
enrolled
should
take
some
assessments,
as
the
public
schools
as
public
school
students,
non-discriminatory
language
to
include
religion
and
sex
was
adopted
in
the
house
bill
unless
it's
a
single
gender
school.
T
The
senate
also
added
religion,
but
discussion
is
ongoing
about
students
with
disabilities.
So
funding
of
the
scholarship
accounts,
which
of
the
house,
the
house
bill
appropriates
about
75
million
dollars
from
the
state
contingency
reserve,
fund
and
surplus
revenue,
but
not
from
the
general
fund.
This
ensures
that
the
local
school
district
you
know
allocation
is
not
impacted.
If
students
choose
private
school
choose
the
private
school
option.
T
The
senate
will
be
deliberating
this
week
about
how
they're
going
to
fund
the
scholarships,
but
those
discussions
are
still
ongoing.
There's
actually
another
meeting
for
s-935
again
this
week,
so
we
will
keep
y'all
updated
as
far
as
open
enrollment
legislation
goes.
That's
something
else:
we're
tracking
closely
is
s
544,
which
allows
students
to
attend
schools
outside
their
attendance
zone,
or
you
know
another
school
district.
T
The
bill
specifies
that
federal
and
state
funding
would
allow
the
student
to
travel
outside
the
school
district
and
that
that
funding
would
follow
them,
but
it
does
not
specify
on
what
happens
to
be
local
funds,
so
they're
still
having
close
discussions
with
that
as
well.
I
don't
think
the
bill
is
up
for
hearing
this
week,
but
we'll
keep
keep
you
all
posted.
T
Lastly,
is
critical
race,
theory
legislation.
It
was
a
pretty
packed
house,
a
committee
meeting
about
two
weeks
ago.
They
didn't
take
any
testimony,
then
they
kind
of
just
discussed
in
a
full
committee,
and
you
know:
there's
there's
several
bills
that
they're
discussing
and
they're
they're
trying
to
figure
out
if
they're
gonna
commence
with
those
individually
or
or
actually
package
them
all
in,
as
as
one
large
bill,
but
they're
still
in
talks
with
that
and
they're
going
to
have
another
committee
hearing
this
week
and
take
testimony
from
superintendent
molly
spearman.
T
So
that's
what
we've
been
tracking
closely
and
I'll.
Take
any
questions
you
all
may
have.
F
A
Just
this
past
week
we
asked
mr
mr
campbell
and
and
his
team
to
pour
together
relevant
legislation
as
it
relates
to
charleston
county
school
district
specifically,
and
he
provided
he
provides
his
recommendations
like
her.
Her
piece
of
legislation
with
the
recommendation
would
be
based
upon
where
the
legislation
was.
You
know,
you
know
which
reading
and
things
of
that
sort
and
so
a
number
of
the
pieces
of
legislation.
A
A
C
A
N
So
during
my
time
that
I've
been
you're
asking
me,
are
you
asking
your
number?
Whoever
can
answer
the
question?
Yes,
please.
T
Okay,
so
I
I
know
that
daryl
is
actively
talking
to
our
local
legislative
delegation
as
far
as
communicating
with
them.
You
know
you
know
to.
T
And
and
making
recommendations
based
off
of
any
conversations
he
may
have
with
them,
it's
it's
more
so
to
get
sort
of
to
update
them
on
on.
You
know
what
bills
are
in
play
and
and
to
sort
of
get
the
gist
of
where
they
are
on
the
legislation,
more
so
than
developing
recommendations
specifically
for
ccsd.
R
This
is
not
just
coming
from
the
top
of
helen
fraser's
head,
but
there
is
a
need
for
us
as
a
district,
to
communicate
with
our
local
delegation
and
interact
with
them
on
a
monthly
basis,
bi-monthly
basis
or
whatever
we
decide
to
do.
They're
asking
us
to
do
that.
I
think
we
ought
to
follow
through
with
that.
A
T
A
A
A
E
Yes,
yes,
daryl
daryl
and
miss
and
dr
taylor
and
I
meet
on
a
regular
basis,
and
if
there
are
any
thoughts
about
how
we
I
I
don't
think
it's
necessarily
our
responsibility
to
to
to
follow
through
necessarily
on
the
local
delegation.
But
we
have
had
some
conversation
on
the
three
of
us
about
meetings
with
the
legislative
delegation,
the
charleston
legislative
delegation
on
a
regular
basis.
Just
to
you
know,
I
mean
meet
and
greet
kind
of
talk
to
them,
and
we
we
just
never.
E
E
Yeah,
I
well,
I
mean
daryl
and
and
and
erica-
and
I
have
been
talking
about
these
bills
and
we've
been
we've
had
several
discussions
about
when
and
how,
with
especially
with
the
with
our
last
meeting
with
the
legislative
delegation.
So
if
that
is
the
wish
of
the
board,
if
you
would
let
me
or
miss
taylor
know,
we
will
try
to
get
a
meeting
scheduled
with
the
legislative
delegation.
A
B
Yeah,
so
I
just
want
to
be
clear
that
we
we
are
communicating
to
our
delegation
every
month
correct.
We.
B
Before
let
me
so
so
I
don't
want,
I
don't
want
anyone
to
think
that
we're
sending
anything
outside
of
what
the
board
has
already
discussed
the
same
updates
that
we
receive
as
board
members.
Those
things
are
being
communicated
to
the
delegation.
Am
I
correct?
B
B
B
That
that
we
are
communicating
to
the
delegation
and
if
there's
anything,
specific
that
we're
not
addressing
to
the
delegation,
we
would
like
to
know
that
if
it's
outside
of
has
not
have
been
shared
with
dr
taylor
or
or
through
the
superintendent's
office,
because
we
made
a
con
conservative
effort
to
make
sure
that
we
are
communicating
that
information
from
our
two
years
ago,
december
meeting
that
we
had
with
the
delegation.
B
So
if
that's
not
happening
and
but
we're
being
told
that
it
is
so,
I
mean
we
need
to
make
sure,
because
I
I
don't
want
us
to
leave
here
today
and
then
you
know
we
get
all
these
different
calls
from
the
delegation
saying
that
you
know
we're
we're
not
getting
any
information
at
all,
but
we,
but
those
information
are
being
shared.
A
C
F
C
A
F
Then
I
have
asked
forever
matt
to
do
one
one.
B
So
this
just
briefly,
we
just
want
to
remember
two
of
our
board
members
who
have
experienced
loved
ones
that
have
passed
away.
We
want
to
keep
in
our
prayers,
miss
waters,
I'm
sorry
miss
coakley.
I
looked
at
the
waters
in
the.
B
And
my
apologies
to
ms
coakley
in
her
experience
and
bereavement
that
she
has
experience.
And
we
also
want
to
remember
miss
green
in
her
bereavement
process
as
well
that
they
both
have
recently
experienced
in
the
past
couple
of
days
and
weeks
and
just
want
to
take
a
moment
for
us
to
just
to
pause
for
a
moment
and
and
remember
and
and
keeping.
B
And
gracious
father,
we
just
ask
that
you
continue
to
recover
them
with
anointing
of
the
holy
spirit
and
give
them
strength
and
guidance
as
they
go
through
these
upcoming
days
and
as
they
continue
to
move
forward
in
their
lives,
bless
miss
coakley
and
miss
green
and
their
entire
family.
During
these
days,
we
thank
you
now
in
jesus
name,
for
christ's
sake,
amen.
G
A
Thank
you
very
much
trevor
mack
and
our
thoughts
and
prayers
are
with
both
of
our
board
members.
Who've
experienced
the
loss.
Do
we
have
any
other
items
for
discussion
all
right?
Can
I
have
a
motion
to
adjourn
all
right
meeting
adjourned.