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From YouTube: CCSD ESSER III Town Hall Meeting - July 20, 2021
Description
Parents and community members shared their thoughts and input on ESSER III funding with Charleston County School District leaders. The meeting was held at E.B. Ellington Elementary School on July 20, 2021.
A
Good
evening,
how
is
everyone
wonderful,
thank
you
so
very
much
for
joining
us
tonight
for
this
very
important
engagement
session
about
our
sr3
funds
and
how
to
best
use
those
to
support
our
students
and
families.
My
name
is
maggie
dangerfield.
I
work
in
the
division
of
strategy
and
communications
and
I'm
the
director
of
strategic
engagement
and
I'm
excited
to
spend
the
evening
hearing
from
you
about
your
thoughts
and
ideas
and
feedback
on
how
we
can
use
this
important
funding
to
support
our
students
before
we
get
started.
A
Hearing
from
you,
which
is
where
we're
going
to
spend
the
bulk
of
our
time
this
evening,
we're
going
to
have
just
a
brief
overview
of
esther
3
and
what
that
is,
and
what
that
looks
like
going
forward
and
then
introducing
a
few
individuals
in
the
room.
I'm
going
to
start
with
miss
amanda
adams,
who
is
providing
interpretation
services
this
evening.
A
A
A
Let's
make
sure
this
is
still
working
okay,
so
esther
stands
for
elementary
and
secondary
school
emergency
relief,
and
these
funds
are
part
of
the
american
rescue
plan
act
of
2021
to
help
school
districts
with
the
academic
recovery
from
coveted
disruptions.
Last
year
there
are
three
years
to
spend
these
funds
and
then
the
funds
expire,
so
they
are
finite.
A
So
part
of
sr3
we
have
about
163
million
dollars
that
we
will
have
to
spend
it's
a
really
large
grant
and
there's
about
15
allowable
activity.
Areas
within
that
that
we
can
use
the
funding
for
at
least
20
percent.
Of
that
163
million
will
have
to
be
used
to
address
learning
loss,
but
with
the
other
80
percent
able
to
be
used
across
those
15
allowable
areas.
A
So,
within
ccsd,
with
this
funding
and
this
opportunity,
we
have
some
guiding
principles
that
we
wanted
to
lay
out
as
we
go
through
this
planning
process,
academic
recovery
being
first,
as
we
mentioned,
all
of
our
decisions
will
be
student-centric
focused
on
academic
recovery.
From
those
disruptions,
we
will
focus
on
our
most
severely
impacted
students
and
the
allocation
of
resources.
A
So
what
does
the
planning
process
look
like
to
date?
In
the
beginning
of
june,
we
had
two
focus
groups
with
stakeholders
that
met
for
an
initial
planning
discussion
over
zoom
to
talk
about
prioritization
parent
engagement
in
school
protocols
for
safe
return,
the
following
year,
then,
in
those
following
two
weeks,
we
had
nearly
4
000
respondents
to
online
digital
surveys
that
we
deployed
by
parents
and
employees
asking
about
their
areas
of
priorities
and
how
to
engage
parents
in
in-person
protocols
for
august
as
well
and
out
of
those
4
000
surveys.
A
When
asking
for
them
to
prioritize
the
15
allowable
activity
areas.
There
were
six
that
came
forward
as
those
that
were
most
frequently
prioritized
and
those
were
the
activities
to
address
needs
of
low-income
students
and
impacted
subgroups,
addressing
learning
loss
among
students,
mental
health
services
and
support
summer
learning
and
supplemental
after-school
activities,
indoor
air
quality
and
educational
technology
for
students.
A
So
at
the
end
of
june,
we
took
those
six
priority
areas
that
came
up
the
most
frequently
as
those
that
were
of
interest
to
support
our
students
and
we
posted
them
on
the
district
website
for
comments
and
feedback,
and
also
developed.
Another
survey
asking
respondents
for
strategies
within
those
six
priority
areas
or
areas
of
action
that
could
be
taken
to
put
those
in
motion
for
our
students.
A
A
So,
moving
forward
from
this
evening,
we
are
going
to
take
all
the
input
from
our
stakeholders
and
develop
those
into
proposed
actions
that
can
be
implemented
with
these
funds.
Those
proposals
will
be
posted
on
the
district
website
for
public
comment
and
then
the
list
of
proposals
with
wide
support
will
be
brought
to
the
board
of
trustees
for
final
prioritization
and
the
final
sr-3
funding
plan
will
be
submitted
on
or
before
august
24th,
so
very
soon
in
the
next
month.
A
Some
examples
that
we've
received
in
the
online
survey-
that's
open
right
now
include
things
like
tutoring
pre
and
after
school
meetings
and
trainings
in
saturdays
and
after
hours
for
parents,
the
esau
department
website
and
links
field,
trips,
library,
passion,
passes,
recreation
programs,
steam
and
stem
programs.
These
are
just
examples
of
the
types
of
strategies
that
stakeholders
have
provided
for
consideration,
so
we
want
to
take
pause
and
hear
from
you,
so
this
can
be
very
casual.
You
can
feel
free
to.
We
would
ask
that
you
utilized
a
mic,
though.
A
A
D
D
D
I
know
it
for
a
fact.
I've
been
here
long
enough.
I
served
on
the
board.
This
is
my
third
term.
It
has
not
been
happening,
and
this
is
why
we've
fallen
so
far
behind
in
the
ruling
school,
because
every
time
we
would
ask
for
funding,
we
would
always
be
cut
off
at
the
legs.
We
not.
We
do
not
have
any
funding
for
tutoring
teachers
or
our
teachers
assistant
in
the
classroom.
When
you
got
25
35
kids
in
the
classroom,
how
can
you
function
properly
with
that
many
kids
in
the
classroom?
D
It's
not
going
to
happen
so
as
far
as
educational
technology.
We
do
need
the
internet
out.
In
this
way
broadband.
We
do
need
broadband,
that's
a
must.
In
the
past
pandemic,
a
lot
of
students
have
fallen
behind
because
of
they
could
not
get
on
the
internet
to
do
the
classroom
and
that's
and
that's
very
disgusting
because
of
the
fact
that
there
should
have
been
a
plan
b
and
a
plan
c.
D
I'm
not
sitting
here
battering
anybody,
but
the
rural
area
school
had
been
left
behind
long
enough.
All
of
this
money
that
you
have
coming
in,
stop
it
at
downtown,
sent
it
down
to
saint
paul
district
in
the
rural
area,
schools,
because
to
be
tired
of
sick
of
being
tired
that
just
point
blank
money
is
always
going
in
schools
that
do
not
need
funding.
But
when
it
comes
down
to
the
rule
area,
schools,
we
don't
get
nothing.
D
We
can't
even
get
teachers
to
come
and
stay
in
the
afternoon
to
teach
at
one
time
because
of
the
funding
and
the
distance
that
they
have
to
drive,
and
so
we
need
money
allocated
in
the
district
to
fund
teachers
that
are
dedicated.
I'm
not
saying
that
teaches
us
to
get
a
paycheck
teachers
that
are
dedicated
in
our
district.
D
D
That's
where
it
starts
downtown
calhoun
street,
that's
where
it
starts,
and
we
sick
and
tired
of
being
sick
and
tired
disability.
We
have
situational
mental
health.
We
need
more
mental
health
in
our
school
setting.
Also
some
learning
product
projects
our
program-
that's
a
must
now
today,
next
school
turn
we
need
to
go.
We
need
our
students
to
go
to
school
year
round,
so
we
need
to
set
the
funds
aside,
that
our
students
go
year-round
school.
Why?
D
D
That's
it.
We
need
qualified
teachers
in
our
district
pay
them.
The
funding,
give
them
the
money
to
travel
in
the
rural
area.
Schools
make
sure
you
have
teachers
and
principals,
I'm
gonna
go
there.
That
knows
how
to
deal
with
rural
area
schools
instead
of
putting
teachers
in
an
area
that
don't
know
how
to
deal
with
rural
area
schools
I'll
deal
with
black
kids.
Let
me
put
it
that
way.
Maybe
you
would
understand
better
that
way
in
that
term,
so
I
just
got.
I
just
got
to
hold
a
pop
by
the
handle.
D
D
D
We
finally
got
that
now
we
need
another
set
of
bleachers
stadium
bleachers
in
our
district.
We
need
our
athletic
building.
That's
on
the
outside.
That
needs
to
be
repaired.
Why
always
patching
here
and
there
we
don't
need
to
be
going
through
that,
come
in
and
rebuild
it
put
the
money
in
the
school.
All
of
this
development.
That's
coming
up
ain't.
Nobody
trying
to
do
anything
for
the
young
kids
that
are
coming
out
of
school
in
the
upcoming
year.
This
midwest
vehicle
project
ain't,
something
that
started
yesterday.
D
This
thing
been
coming
for
at
least
10
to
15
years
now.
I
know
because
I've
been
with
it,
so
we
need
to
prepare
our
kids,
everybody
not
going
to
college.
We
got
carpentry,
we
got
csx's
coming
because
the
real
drop
yard
we
have
warehouses
coming.
We
have
concrete.
We
have
comedy
brick,
mason
rail
experience.
We
need
engineering,
we
need
a
lot
of
things
in
this
area.
D
So,
let's
keep
it
real.
The
rural
area
schools
are
suffering
and
they're
tired
of
suffering,
tired,
a
lot
of
money
allocated
to
the
bigger
schools
in
white
schools.
But
when
it
comes
down
to
rural
area
school,
we
can't
even
get
an
assistant
teacher,
but
look
at
the
other
schools
that
are
striving
you're
constantly
putting
more
money
into
it
here.
The
other
day,
y'all
want
to
put
11
million
dollars
in
one
dough,
just
for
another
doggone
stadium
be
for
real
and
our
kids
out
there
catching
hell
trying
to
learn
come
on.
F
F
This
is
our
time
good
evening.
Everyone-
and
I
think
most
of
you
know
me
I'm
dr
helen
frazier
from
the
school
board,
so
welcome,
and
I
have
just
listed
a
few
strategies
that
I'd
like
like
you
to
take
a
note
on.
We
used
to
have
several
programs
within
the
district
that
was
effective
in
getting
our
kids
up
to
par
when
it
comes
to
reading
reading
is
a
problem.
F
F
The
parents
will
be
more
involved,
so
reading
is
still
fundamental
and
I've
listed
three
here
we
used
to
have
a
program
called
mother,
read
where
the
worker
would
go
into
the
homes
and
model
reading
to
the
parent,
so
that
the
child
could
see
the
mother
reading
another
program
we
used
to
have-
and
I
don't
know
whether
we
have
it
now.
It's
called
reading
recovery
and
I
don't
know
whether
we
still
have
that
dr
posterweight
do.
We
still
have
reading
recovery
in
the
schools,
okay,
okay,
yes,
that's
another
strategy
and
the
other
one
is
reading.
Coaches.
F
D
D
D
So
in
order
to
nip
the
problem,
we
have
to
go
to
the
source.
We
need
the
money
for
the
head.
Start
program
start
the
kids
off
at
the
early
childhood
program
by
the
time
they
get
to
the
third
grade,
they'll
be
able
to
take
the
test
at
the
third
grader
if
I'm
not
mistaken,
that's
when
they're
first
being
tested.
D
So
if
they're
in
school
at
an
early
age,
that's
a
plus,
that's
a
major
plus,
so
I
will
say
to
you-
and
I
would
say
the
doctor
poster
bridge
allocate
the
money
with
all
of
us.
Taxpayers
allocate
the
money.
This
is
federal,
government
money,
federal
funding,
not
even
including
the
money-
that's
already
in
the
budget.
G
Okay,
just
a
few
things
to
piggyback
on
what
reverend
glover
said
before
we
could
address
when
it
comes
to
education,
we
first
have
to
address
the
curriculum.
The
curriculum
is
not
designed
for
our
teachers
to
teach
our
kids
so
that
they
can
be
on
level.
Secondly,
I've
been
doing
a
little
research
interventions.
We
all
know
that
we're
behind
that's
nothing
new,
but
what
are
we
going
to
do
to
correct
it?
G
So
when
it
comes
to
reading
a
math,
that's
where
it
starts,
because
if
you
can't
read
properly
and
reading
for
comprehension
and
understanding,
if
you
don't
know
the
basic
strategics
to
math
you'll,
never
be
successful
in
science
and
social
studies,
any
other
subjects
when
it
comes
to
the
head
start
placement.
This
is
what
I've
been
faced
with,
so
I
can
relate
to
it.
I
feel
as
though,
when
they
test
these
kids
to
bring
them
in
early.
G
If
your
child
knows
the
basics
they're
set
back
a
year,
so
I
look
at
that
as
a
hindrance
to
where
you
want
the
child
to
be
behind
when
they
start
school
versus
giving
them
the
resources
that
they
need
to
continue
on
or
if
they're,
too
advanced
put
them
up
to
the
next
grade,
where
they're,
just
not
a
child
in
a
classroom.
That
knows
everything
but
they're,
still
learning
when
it
comes
to
teaching-
and
I
don't
see
it
up
there,
but
I'm
going
to
speak
on
the
turnover
rate.
G
When
you
have
consistency
with
staffing,
the
families
know
what
to
expect
the
the
community
knows
what
teachers
are
going
to
be
there.
But
when
I'm
constantly
getting
new
teachers
new
staffing
by
the
time
the
staff
gets
to
know,
the
community
gets
to
know
the
student
we're
halfway
through
the
school
year.
So
are
they
able
to
find
out?
Where
do
they
relate
to
the
students?
How
could
they
teach
the
students
when
it
comes
also
to
the
head
start?
G
When
it
comes
down
to
the
activities
to
address
the
low-income
students,
the
rural
areas
look
listed
as
low
income
automatically,
so
it
should
not.
I
personally
feel
it
should
not
be
listed
as
low
income.
They
just
learn
on
a
different
level.
We've
had
much
success,
come
from
the
same
low
income.
Rule
area
that
could
be
given
to
other
students
as
well
like
reverend
glover,
said
when
it
comes
to
every
child,
is
not
college
material.
G
G
So
now
we
need
to
revamp
what
we're
doing
well,
instead
of
getting
rid
of.
Why
not
give
us
the
resources
that
that
teacher
needs
in
order
to
educate
their
students.
Mental
health
services
out
here
has
been
a
big
struggle.
Believe
it
or
not,
every
household
situation
is
not
the
same,
but
when
we
don't
have
the
help
to
help
our
kids
or
help
our
parents
to
help
our
kids,
it
puts
more
stress
on
the
teachers,
because
now
we
have
a
teacher
who
one
don't
know
anything
about
the
area
don't
cannot
relate
to.
G
G
Summer
learning
and
after
school
has
been
a
struggle
now
for
years,
we
wanted
all
of
our
schools
out
here
to
at
least
offer
some
type
of
enrichment.
The
way
how
it
is
now
is
like
it's
a
pick
and
choose
which
schools
get,
which
resources
which,
if
it's
equally
across
the
board
and
it's
offered
to
us,
then
it
won't
be
an
issue
to
say
well,
we
didn't
take
advantage
of
it,
but
we
can't
take
advantage
of
something.
That's
not
offered
the
improvement
of
indoor
air
quality
is
a
big
plus,
not
just
air
quality.
G
G
So
when
it
comes
down
to
allocation
of
funding,
stop
patching
our
schools,
like
they
patch
our
highways
and
route
to
our
schools
and
give
our
kids
a
decent,
safe
school
when
it
comes
to
educational
technology,
I
can
relate
to
that
when
it
was
brought
to
us
that
due
to
covet
schools
were
going
to
be
closed,
virtual
was
basically
the
primary
option
for
kids
to
learn.
Some
kids
never
got
on
some
kids
struggle
when
they
got
on
some
kids
were
unable
to
get
all
of
their
work
due
to
glitches
or
whatnot
for
technology
reasons.
G
If
we
could
open
up
to
want
to
build
a
whole,
another
establishment
bring
the
development
that
we're
bringing
to
our
area.
Well,
that's
part
of
the
strategic
plan
and
we're
bringing
development.
Okay,
development
comes
families.
Families
come
kids,
so
we
have
to
make
sure
that
we
are
securing
our
schools
based
on
what
our
community
development
is.
Thank
you.
H
I
Hi
everyone,
my
name,
is
joy
brown.
Thank
you
for
having
me
here,
I'm
actually
in
d10,
but
I
wanted
to
come
out
and
see
what
and
hear
everybody
and
see.
What's
going
on
and
also
kind
of
put
my
thoughts
into
it.
I
feel
like
the
the
money
the
esser
funds
are
coming
from
a
really
terrible
situation.
We
have
the
pandemic,
but
they're
also
a
unique
opportunity
to
really
close
these
gaps
that
were
spotlighted
in
the
pandemic.
They
didn't
just
show
up
during
the
pandemic.
They
were
here
the
whole
time.
I
You
guys
know
it
not
everybody
did
and
that
that's
not
right,
but
it's
the
case
and
all
we
can
do
now.
We
have.
We
have
to
fix
these
glaring
inequities
right.
I
think
everybody
who's
come
before
me
has
said
a
lot
of
really
good
things
already.
I'd
like
to
add
that
I
understand
there's
difficulty
in
starting
sustainable
programs,
this
money-
it
is
a
lot
of
money,
but
it
is
finite.
So
we
can't.
I
understand
the
difficulty
in
starting
a
program
that
that's
not
going
to
be
able
to
continue.
I
That
being
said
at
our
schools
that
really
really
need
it.
We
need
to
have
more
reading
interventionists,
math,
interventionists
and
localize,
those
like
really
utilize
them
in
the
schools
that
need
it,
the
most
also
additional
mental
health
services
and
supports
for
the
students.
I
think
that's
that's
crucial
right
now.
We
don't
know
how
this
is
affecting
our
kids
and
our
kids.
A
H
D
D
D
Why
can't
we
have
one
out
here?
We
got
all
this
funding,
you
got
aeronautics,
you
got
volvo,
that's
auto
mechanics
and
you
got
aeronautics
and
then
there's
what's
the
other
company.
We
have
here
there's
another
company,
that's
here
in
in
charleston,
I
guess
bosch
volvo.
Why
can't?
We
have
apprenticeship
program
here
in
the
rural
area,
schools
why
it
always
has
to
be
in
charleston.
D
That
was
a
conversation
that
came
up
a
while
back
and
there's
another
meeting.
That's
coming
up
with
boeing
here
coming
up
pretty
soon,
because
I'm
the
regional
I'm
the
field
director
for
racial
justice
network
and
that's
going
to
be
another
question
that
comes
up
because
we
got
funding
here,
even
with
more
funding
to
make
things
more
better
because
we
can
get
the
things
that
we
need
for
the
students
the
school
that's
in
atlanta.
On
the
second
floor,
it
nearly
blew
me
off
the
roof.
D
D
D
D
D
I
would
like
to
have
it
provided
by
itself
private
entity
with
the
high
school
that
way
we
can
get
what
we
want
for
our
athletic
department.
We
had
to
go
out
and
raise
13
14
15
15
000
for
equipment
jerseys
for
the
football
team
jerseys
for
the
basketball
team
jerseys
for
the
baseball
team.
What
did
he
do
to
say
where
our
tax
dollars
going
in?
D
E
J
Davis,
I'm
almost
afraid
to
say
anything
after
that
statement
from
reverend
glover
and
I
totally
agree
with
him,
and
I
totally
agree
with
everything
that
has
been
said
now.
What
I
have
to
say
is
not
necessarily
regarding
the
funding,
but
I
feel
I
need
to
say
we
need
to
unite
in
our
community,
we're
not
going
to
get
anything
done
by
raising.
You
know
what
we
need
to
work
and
work
together,
and
we
have
three
community
groups
out
here.
We
have
the
baptismal
high
school
alumni
association.
J
J
We
want
new
changes
for
our
kids
because
it's
horrible
to
see
these
kids
with
nothing
to
do
after
they
graduate
from
high
school.
We
have
kids
that
are
in
college
that
are
struggling
that
are
hating
back
to
sale
because
they
did
not
get
the
education
that
they
needed
and
they're
in
their
freshman
year
in
college.
J
C
Good
evening
I'm
mary
lou
petters.
I
work
here
at
eb,
ellington
and
I'd
like
to
echo
what
dr
frazier
just
said.
Speaking
about
the
importance
of
reading
and
specifically
early
reading
reading
recovery
is
a
program
designed
for
the
most
at
risk.
First
graders,
it's
very
intensive.
It's
30
minute
individual
lessons
and
data
is
kept
on
every
single
child
who
is
in
reading
recovery
and
research
has
shown
that
the
average
child
needs
about
60
lessons
or
less
to
catch
up
to
the
national
average
in
reading.
C
So
we
can't
wait
until
kids
are
behind
for
years
and
have
been
struggling
for
years.
We've
got
to
catch
them
early,
so
60
lessons
30
minutes
each.
If
you
do
the
math,
that's
30
hours
of
instruction
or
less,
we
can
catch
them
up
in
weeks,
not
years
and
decades.
So
we
really
can't
afford
not
to
have
reading
recovery
for
our
most
struggling
young
kids.
So
thank.
D
A
K
Hi
I'm
miss
leung,
I'm
I'm
new
to
the
district,
I'm
going
to
be
working
here
at
eb
ellington.
So
I
know
that
you
guys
already
use
already
in
the
district,
but
you
don't
use
the
teacher
toolbox
instruction
that
comes
along
with
it
and
just
having
worked
with
already
in
the
past
coming
from
another
district.
K
K
So
I
think
those
things
are
important
and
then,
of
course,
educational
technology
for
students.
I
think
it's
important
for
students
to
be
one-to-one
it's
important
because
we
are
in
a
technological
age
and
when
you
are
able
to
maneuver
your
students
with
the
times
that
helps
them
to
to
learn
and
grow
with
the
times
as
well.
So
that's
all
I
have
thank
you.
D
G
G
My
studies
over
the
years
cannot
show
every
teacher,
or
most
teachers
are
passionate
about
what
they
do,
but
when
they
don't
have
what
they
need
for
their
work,
expertise
to
show
that
dictates
where
they
go.
It
should
just
be
equal
across
the
board.
Give
us
what
we
deserve
to
get
our
kids,
where
we
need
and
here's
the
time
where
the
funding
can
be
utilized.
That
is
outside
of
the
already
funding
and
to
speak
on
what
glover
said
about
the
taxes.
G
I
did
a
tax
examination,
70
percent
of
our
taxes
out
here
goes
to
ccsd
and,
let's
say
on
an
average,
your
taxes
are
600.
Now
that's
600!
You
got
490
going
to
ccsd.
Tell
me
where
it
is.
We
had
two
schools
to
close
in
our
area,
so
fundings
that
were
allocated
for
those
two
schools.
Where
have
it
now
been
rediverted?
G
There's
no
excuse
when
it
comes
to
money
in
our
area.
There's
no
excuse
when
it
comes
to
money
in
the
state
of
south
carolina
or
charleston
county
period
when
it
comes
to
the
schools.
So
when
you
talk
about,
let's
be
honest,
dark
money
developers,
we
need
to
invest
in
our
kids.
Don't
allow
them
to
use
the
kids
as
a
strategic
way
to
get
funding
for
development,
don't
allow
it.
We
shouldn't
have
to
be
bringing
teachers
from
overseas
or
workers
from
overseas
if
we
have
them
right
locally.
Here.
L
So
I
I'm
grateful
that
we
have
this
platform
to
speak
and
share
our
thoughts
and
concerns
which
aren't
new
concerns,
because
I
went
to
eblink
and
I'm
37.
So
I
went
to
eb
ellington
on
ellington
road.
I
went
to
artie
schroeder.
I
graduated
from
baptist
hill
high
school,
and
these
problems
that
we
have
today
in
2021
were
the
problems
we
had
when
I
was
in
school.
When
I
went
to
college,
I
was
not
prepared
to
write
any
type
of
papers.
L
I
am
grateful
that
I
have
my
mom
who's,
an
audience
she's
big
on
education,
so
she
helped
a
lot,
I'm
currently
in
school,
now
getting
my
phd.
But
that's
because
of
my
perseverance,
and
so
I
have
a
rising
third
grader
here
at
eb
ellington
and
I
always
wanted
my
babies.
I
have
a
one-year-old
too
to
come
to
the
schools
that
I
went
to,
but
I
can't
say
that
I'm
100
satisfied
with
the
education
that
he's
receiving
he's
in
advanced
studies.
But
what
does
that
look
like
at
eb
ellington?
L
I
have
several
friends
who
are
assistant
principals
within
this
school
district.
That
has
informed
me
on
many
occasions
that
the
advanced
studies
program
that
we
have
at
ellington
isn't
really
advanced
studies,
and
so
when
my
child
was
in
kindergarten,
the
student
to
teacher
ratio
was
about
six
or
maybe
10
to
one
and
he
had
a
assistant
first
grade.
L
It
was
about
the
same
amount
of
students,
but
since
we
had
covet
and
things
that
have
happened
last
year
now
he
has
about
25
students
about
20
students
in
this
classroom,
and
don't
quote
me
on
exact
numbers,
but
his
classroom
is
a
lot
larger
and
so
I've
seen
my
student,
I
mean
my
child
have
a
regression
in
reading
and
math.
My
son
used
to
could
do
two-digit,
subtraction
three-digit
subtraction
easily
in
second
grade
this
year,
just
a
few
weeks
ago.
He
could
not
do
it
reading.
L
Like,
I
see
dr
poster
wait
if
I'm
saying
it
correctly,
like
she's,
making
notes
I'm
assuming
from
our
thoughts
and
comments
but
like
who's,
recording
this
or
are
like
what
are
you
going
to
do
with
our
thoughts
like
who,
like?
What
do
you
do
with
this
information?
What
do
you
do
with
all
the
stuff
that
mr
glover
reverend
glover
has
just
said
like
what
do
you?
What
are
we
doing
with
it,
and
also
too
it's
just
I'm
like?
L
How
are
we
going
to
so
you're
telling
me
here
that
we
have
these
high
quality
assessments
so
like?
What
is
that
like?
What
are
these
high
quality
assessments
like
you,
can
talk
to
and
talk
about
our
head
and
and
talk
at
our
level?
But
tell
me
exactly
what
is
the
name
of
this
high
quality
assessment?
What
is
the
evidence-based
activity
that
my
child
will
be
receiving
when
you
say
assistance
to
families?
What
is
that
tracking
attendance
sure
there's?
I
don't
know
what
her
name
is,
but
she
calls
the
minute.
L
L
My
baby
passed
that
test
with
flying
colors,
and
so
I
had
to
keep
my
baby
in
daycare
and
pay
for
it
for
another
year,
and
so
he
could
come
to
eb
ellington
in
kindergarten
and
that's
not
fair,
that's
money
that
I
could
have
saved
the
resources
are
here.
So
why
does
my
child-
and
I
felt
this
way
when
I
went
to
college
because
they
were
financial
aid
that
I
could
not
get
because
my
mom's
a
nurse?
So
why
do
I
have
to
suffer?
L
Because
my
mom
needs
a
nurse
and
why
does
my
baby
have
to
suffer
because
he
doesn't
have
a
gratefully
and
I'm
very
appreciative
that
he
doesn't
come
from
a
low
income
home
and
that
he's
smarter
than
his
peers.
So,
like
she
said
it's
as
if
we
are
setting
our
kids
up
for
failure,
because
if
they're
too
smart,
then
they
get
less
resources.
But
if
they're
not
smart
enough,
then
there's
a
limited.
L
Just
like
reverend
glover
said
there
are
people
who
can't
get
into
this
pre-k
or
whatever
the
new
program
is
so
I
love
that
we
have
this
platform.
We
get
to
share
our
thoughts
and
feelings,
but
then
what
because
that's
the
type
of
person
that
I
am,
and
so
that's
a
question
that
I
pose
to
you
like
literally
like
from
we
have
ten
minutes.
Five
minutes
left.
So
what
is
it
that
we'll
do
from
this
wonderful
sharing
of
thoughts
and
feelings.
A
H
N
As
I
sit
and
listen-
and
some
things
that
I
have
learned
from
you
know
just
through
life-
is
that
every
child
learn
differently,
every
child
learns
differently,
and
so
we
all
have
a
different
learning
style.
So
do
we
have
teachers
that
can
fit
teach?
Can
we
test
the
children
to
find
out
their
learning
styles
and
put
teachers
in
those
classes
with
the
learning
style
with
those
children?
N
D
My
son
was
advanced
all
the
way
through
school.
There
was
nothing
that
was
set
aside
for
the
students
that
would
that
was
more
advanced
than
yellow.
In
other
words,
we
should
have
had
like
simplified
and
they
could
create
magnets.
There
should
have
been
something
there
for
those
students
that
are
highly
achievers
high
achievers
and.
O
D
We
do
know
how
to
be
good
to
those
students.
That's
why
we
we
need
to
have
teachers
that
are
in
place
where
we
have
these
higher
achievers
in
the
classroom.
We
need
to
move
on
to
the
next
phrase,
because
all
we're
doing
is
hurting
them.
We
hurt
them.
We
may
think
we're
doing
them
good,
but
we're
hurting
them.
Why?
Because
now
they
have
to
stop
their
mind
to
deal
with
things
here
with
the
one.
That's
here,
but
the
mind
of
the
mind
is
brought
home.
E
P
In
spite
of,
we
have
accomplished
a
lot
and
we
have
a
lot
to
hold
ahead
of
high,
because
we've
had
generals
to
come
from
baptist
hill
high
school,
so
we
are
very
proud,
but
we
could
do
better
and
that's
what
we're
asking.
Where
do
we
go
from
here
from
this
point?
Moving
forward?
What
are
you
going
to
do
for
us?
What
are
we
going
to
see?
P
We've
been
having
meetings
forever
like
she
said,
she's
37
years
old
and
I've
been
in
the
school
system,
since
I
was
6
years
old
right
here
at
miley
hill
at
that
time
and
those
same
problems
existed
then,
and
it
still
exists
now
I
have
since
retired
and
we're
still
facing
the
same
issues.
So
how
are
we
going
to
fix
it
rather
than
just
talking.
A
A
A
I
would
encourage
you
to
put
those
very
specific
things
on
here,
so
that
we
can
have
them
with
everything
that
we're
collecting
right
now
and
I
can
talk
a
little
bit
more
after
ms
brown
speaks
about
what
we're
going
to
do
with
this.
But
I
know
I
was.
Let
me
find
my
nose
reading
examples
earlier,
but
the
examples
that
we
got
from
the
survey.
They
are
very,
very
specific
things
for
each
school,
and
so
we
would.
A
We
would
want
that
in
this
feedback
from
tonight
that
was
part
of
tonight
to
discuss
this,
to
talk
about
it
out
loud
and
also
to
to
have
you
submit
that
so
that
we
can
put
that
in
with
everything
and
take
action
in
these
areas
that
are
going
to
support
your
students.
So
I
just
wanted
to
to
address
part
of
that
question
a
little
bit
of
that
question
and
also
share
that
speaking
about
the
terminology
in
the
priority
areas.
A
You
know
that
terminology
is
what
the
the
federal
government
set
forth
in
those
15
allowable
areas
they
weren't
worded
in
a
way
to
to
to
be
ambiguous
or
to
to
speak
above
or
anything
like
that,
but
that
that
was
the
specific
terminology
the
federal
government
used.
So
we
wanted
to
just
use
the
words
that
they
were
using,
but
also
talk
about
what
that
looked
like
within
each
of
those
that
isn't
so
ambiguous
or
broad
or
high.
Q
I
And
you
you
might
talk
about
this
later
maggie,
I
I
would
like
to
thank
the
district
for
holding
these
town
halls
and
allowing
people
the
opportunity
sending
out
the
forms.
This
has
been
really
great
to
be
able
to
hear
from
the
public,
but
I
would
encourage
the
district
and
the
board
to
to
continue
with
the
transparency,
especially
with
these
funds.
I
Specifically,
I
know
at
the
meeting
monday
it
was
talked
about,
and
it's
been
talked
about
at
a
few
meetings-
that
there
would
be
an
oversight
committee
and
that
I
think,
that's
possibly
going
through
audit
and
finance,
but
I
would
encourage
have
some
community
local
community
people
in
this
room.
People
in
the
room
tomorrow,
folks,
who
are
really
really
invested
and
part
of
the
community
have
them
be
on
part
of
these
committees.
I
A
Wonderful,
thank
you
so
much,
that's
great!
Yes,
ma'am!
That
is
not
online.
So
that's
just
here
for
these
sessions.
Certainly
so
there
is
an
online
survey
still
open
that
has
these
six
priority
areas
and
asks
you
to
provide
the
same
feedback,
so
you
could
go
to
that
survey
online
on
our
home
page,
but
we
also
wanted
to
provide
the
written
paper
forms
for
us
to
collect
tonight.
If
you
had
something
on
your
mind,
you
wanted
to
put
pen
to
paper
to
today.
G
When
you
give
us
the
resources
that
you're
giving
us,
do
you
compare
those
resources
to
the
test
that
we
give
our
kids
because
giving
us
resources
and
given
us,
given
the
teachers
what
they
need?
Has
it
ever
been
a
comparison
to
the
information
that's
being
given
to
talk?
Do
we
teach?
Does
it
prepare
our
kids
for
this
test,
because
too
often,
I'm
seeing
where
these
kids
are
giving
standardized
tests
that
doesn't
compare
to
the
education
that
they're
being
taught?
M
G
G
It's
what
they're
being
taught,
how
they're
being
taught,
if
I'm
taught
to
do
mathematics
by
five
pennies
here,
three
pennies
there
and
then
on
a
test,
I'm
seeing
it
in
a
different
format,
so
you're
teaching
it
one
way
but
testing
it
another
way
because
oftentimes,
our
kids
report
cards
reflect
one
grade
and
then,
when
they
take
these
exams,
we're
seeing
something
totally
different.
Yes,.
G
So
my
follow-up
question
is
so
the
past
two
years
due
to
covet
these
kids
were
not
penalized
or
a
lot
of
colleges.
Then
look
at
act
and
sap
scores
for
our
kids
to
get
in
so
with
the
data
that
you
guys
collected
over
the
induce
a
pandemic.
What
has
been
implemented
based
on
those
test
scores
to
say?
Well,
we're
going
back
in
person.
Here's
where
we're
going
to
address
where
we
actually
visually
see
the
decline
in
our
kids,
education.
A
That's
asking
for
examples
of
areas
and
strategies
under
these
six
priorities
to
take
action
on,
and
so
that's
going
to
remain
open
and
we're
going
to
take
all
of
this
feedback
that
we're
getting
from
both
of
these
sessions.
That
survey
our
other
engagement
sessions
that
we
mentioned
with
students
with
other
groups
and
that
we're
going
to
take
that
and
compile
it
and
then
put
together
a
proposal
that
will,
with
all
of
that
information
from
tonight
and
from
everything
else,
put
together.
A
A
H
H
A
Yes,
I
am
so
we'll
get
to
updates,
we'll
also
on
the
sign
in
sheet.
We
ask
for
your
contact
information
so
that
we
can
keep
that
and
then,
when
we
take
all
this
feedback
in
and
create
these
new
proposals,
we
can
push
them
to
you
directly
so
that
you
can
see
what
you
share
tonight.
As
part
of
the
discussion.
Q
Q
I
L
M
L
So
then
you
see
where
you
know
we
could
still
be
confused
or
have
that
mistrust,
because
you're
telling
me
that
you
know
here
today
we
have
this
town
hall
meeting.
We
have
all
of
this
money
that
we
are
that
is
available
for
our
school.
But
then,
when
the
fall
comes,
this
money
has
been
dispersed.
Then
it's
more
so
of
a
you
know
a
generic
saying
that
oh
well,
the
money
has
been
dispersed
for
this
and
it's
possibly
going
to
our
kids
for
that.
L
M
A
A
A
D
Of
fall
now
this
is
not
about
the
government.
This
is
about
our
superintendent
because
it
goes
down
to
the
board
the
money's
already
here.
So
it's
over
here
for
the
superintendent.
So
we
ain't
got
to
worry
about
the
government
that
that's
behind
us
that
money's
off
that's
guaranteed
money.
So
you're
not
gonna.
Sit
here
pick
and
pick
pick
pick
this
one
pick
that
one
pay
hopscotch
or
monopoly
whatever,
either
you're
going
to
do
or
you're
not
going
to
do
because
I'm
giving
a
track
on
this.
D
You
better
believe
that,
because
you
see
me,
I'm
tired,
I'm
sick
and
tired
of
the
way
the
district
has
been
treated.
I
am
very
much
am
our
students
are
failing
we're
at
the
mercy
of
education,
but
who
gives
a
root
about
it?
Not
nearly
y'all,
because
y'all
sit
back
with
your
hundred
thousand
dollar
paycheck
the
yummy
pig
and
our
children
are
steady
suffering
for
education.
O
D
D
D
It's
not
the
same,
and
I
know
it's
not
the
same,
because
I've
been
in
old
school
I've
been
in
there.
I
know
how
this
is
a
used
second-handed
book
for
years.
This
district
has
suffered
for
many
years,
even
when
I've
been
in
school
suffered
for
many
years,
we
get
second-handed
books
from
other
schools
in
charleston
for.
A
Years
anybody
have
any
other
questions
or
anything
else
to
share
before
we
close
well.
Thank
you
all
so
much
for
coming
tonight
and
for
sharing
with
us.
We
greatly
appreciate
it
as
mentioned.
This
meeting
is
on
our
youtube
channel
and
we
will
grab
those
forms
for
you
before
you
walk
out
and
also,
if
you
have
any
other
ideas
that
you'd
like
to
submit.
Please
go
to
our
home
page
on
the
website
and
utilize
our
digital
survey.
There,
yes
ma'am.
H
A
Yes
ma'am,
so
we
have
called
some
parents
and
we
also
have
and
again
this
was
quickly
mentioned
earlier.
We
we
have
had
individuals,
staff
members
going
out
into
the
field
to
existing
community
meetings
and
passing
out
that
form
and
having
it
filled
out.
We
certainly
can
make
it
available,
though,
to
y'all
and
if
you'd
like
to
share
it
with
your
other
members
of
the
community
and
send
it
back
to
us.
We
would
appreciate
that
as
well.
We
can
connect
on
that.
Yes,
ma'am.