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From YouTube: CCSD Board of Trustees Regular Meeting | June 27, 2022
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A
B
A
Okay,
that
motion
carries
eight
entertaining
motion
for
item
one
c:
approval
of
minutes.
A
B
D
A
Okay,
that
motion
carries
eight
item
1d.
I
said
please
pause
for
a
moment
of
silence.
A
F
G
A
Move
by
ms
darby
second
time
miss
waters
first
to
go
into
executive
session.
Everyone,
that's
not
a
part
of
the
executive
session
item
and
discussion.
If
you
would
please
excuse
yourself
at
this
time,
you'll
be
directed
and
you'll
be
instructed
when
to
return.
Thank
you.
A
Reconvene
back
into
open
session
at
this
time
now
we
will
have
a
public
hearing
on
the
budget.
H
H
The
first
the
budget
that
we're
presenting
today
has
been
modified
from
the
first
reading
presented
at
the
may
23rd
board
meeting.
The
revenues
have
been
updated
to
reflect
the
impact
of
the
new
state
funding
formula.
The
second.
During
this
presentation,
I
will
review
the
changes
between
the
first
reading
of
the
budget
and
today's
recommended
budget
with
a
6.3
mil
increase
first
side.
Please
changes
since
the
first
reading,
primarily
the
state
adopted
a
conference
report
using
house
version
and
senate
weights
for
the
funding
formula.
H
H
Regarding
the
revenue,
our
local
revenue
increased
by
approximately
144
thousand
dollars
due
to
a
charter
school
administrative
fee,
state
revenues
increased
due
to
the
conference
committee
version
of
the
new
state
aid
and
state
allocation
and
an
a
to
classroom
allocation
by
about
3.6
million
transfer.
Revenues
decreased
due
to
the
conference
committee's
version
on
indirect
costs
and
ea
teachers,
salaries
infringe
the
net
impact
of
those.
Three
adjustments
resulted
into
a
1.1
million
dollar
increase
to
the
district's
budget.
H
Next
slide,
please,
regarding
changes
to
the
expenditures
that
you'll
see.
Today,
we
did
move
the
teacher
and
non-teacher
step
cap
from
28
years
to
30
years
strategies
that
we
use
to
balance
the
fy23
budget.
We
shifted
3.1
million
dollars
in
special
education,
staffing
to
the
fund
balance,
and
we
also
allocated
an
additional
1.3
million
dollars
to
the
fy
22
fund
balance.
This
was
due
to
additional
cost
savings
initiatives,
just
to
name
a
few.
The
discretionary
spend
freeze,
hiring,
freeze
and
salary
and
fringe
savings.
Those
are
the
primary
drivers
for
that
1.3
million.
H
Regarding
the
fund
balance
total
with
the
budget
adjustments
and
shift
in
revenue
and
expenditures,
we
were
able
to
increase
the
projected
fund
balance
for
fiscal,
ending
23
from
128,
which
we
presented
in
may
to
131
million
dollars.
H
H
We
to
balance
the
budget
we
reduced
the
current
year
spending
in
fy
22,
and
we
use
that
savings
to
help
fund
the
fy23
initiatives.
The
increase
in
fund
balance
is
still
has
and
still
is,
leaving
the
district
in
a
healthy
financial
position.
H
H
H
H
We
back
out
of
the
mission
critical
actions
that
were
funded
that
we
anticipated
to
fund
because
of
their
natural
conclusion.
Those
activities
have
concluded
so
we're
cost
avoidance
of
about
1.4
million
dollars
and
learning
services
expansions.
This
is
our
special
education
positions,
3.1
million
dollars
worth
we
are
funding
that
out
of
fund
balance
next
slide.
Please.
H
Other
considerations
again
just
showing
the
dollar
amount,
the
1.5
million
for
the
step.
I'm
sorry
for
the
cap
increase
to
30
years,
also,
the
non-tech
teacher
step
with
the
addition
of
the
the
step
cap
for
non-teachers
to
30
years
as
well,
our
2.3
cola
being
provided.
It
keeps
us
at
the
97
percent
97
of
market.
H
So
the
projected
funds
available-
the
26
million-
we're
applying
that
against
our
45
million
dollars
in
expenditures
projected
expenditures
for
fy23.
That
leaves
an
18.7
million
dollar
budget
gap
next
slide,
please
so
the
strategies
that
we
use
to
to
balance
this
budget,
we
look.
We
again
we
initiated
fy
22
initiatives
to
save
funds,
so
we
did
a
there's
a
vacancy
savings
from
salaries
and
fringe
benefits,
there's
also
the
use
of
fund
balance.
So
the
spin
freeze
that
we
put
into
place
in
fy
22
allots
us
additional
savings
to
apply
to
the
23
budget.
H
The
special
education
positions
are
also
being
funded
out
of
fund
balance
and
that
the
the
culmination
of
those
items
it
actually
balances
our
18.7
million
dollar
gap.
It
closes
that
gap.
So
what
does
this
do
to
fund
balance?
Our
fund
balance
is
actually
in
a
great
position,
so
what
we
projected
for
fiscal
22
was
to
use
21
million
dollars
out
of
our
fund
balance.
H
We
actually
only
used
approximately
5
million,
so
we're
able
to
put
about
15
million
back
into
fund
balance
for
our.
In
addition
to
excuse
me,
in
addition
to
our
additional
savings,
the
seven
million
dollars
from
the
salary
and
fringe
vacancies,
as
well
as
our
spin
freeze,
we're
actually
ending
our
fy
23
fund
balance
at
129
million
versus
what
we
were
presented
at
first
reading,
which
was
127
million.
H
I
Thank
you
shauna.
I
believe
the
board,
I
believe
you
all
have
seen
this
example
we've
provided
over
the
last
month
or
so
about
how
this
decision
impacts
teachers.
So
it
gives
you
an
example
of,
of
course,
teachers.
We
we're
recommending
a
step
as
well
as
two
thousand
dollars
for
each
teacher
and
also
expanding
from
step
26
on
the
teacher
salary
schedule
to
step
30..
So
that's
a
great
move
for
us.
It
really
will
take
care
of
and
help
our
more
experienced
teachers
here
in
the
classroom.
I
So
the
first
scenario,
there
is
really
our
bachelor's
folks
who
have
currently
in
our
system
who
have
zero
steps.
So
that's
a
first
year
teacher
that
was
in
our
classroom
this
year.
We
also
do
have
some
masters
teachers
that
have
zero
experience,
and
then
we
also
show
a
doctorate
but
really
looking
at
our
bachelor's
at
zero
for
the
current
school
year
that
just
ended
our
teachers
were
making
right
at
41
000.
So,
as
you
go
across
to
the
right,
you'll
see
the
increase.
I
The
next
grouping
below
we've
got
a
bachelor's
master's
doctorate
as
well,
but
you
have
the
step
15
teacher,
who
moves
to
step
16.
So
if
you
note,
on
the
bachelor's
degree,
you're
right,
that
teacher
is
right
at
55,
000,
that's
step
15
and
moving
to
step.
16
it
has
proposed
for
23
would
move
that
teacher
to
50
a
little
over
58
000.
I
I
This
increase
would
move
the
bachelor's
teacher
to
step
28
at
70
000
339..
I
H
H
Here
we
wanted
to
reflect
what
the
impact
of
a
6.3
mill
increase
is
on
the
different
tax
payer
demographic
groups.
So
the
first
slide
you
see
is
for
owner
occupied
properties
so
for
every
assessed
value
of
4
at
434,
000,
there's
no
impact
to
owner
occupied
properties
at
all.
Please
keep
in
mind
these
assessed
property
values.
They
reflect
all
of
the
of
the
properties
in
charleston
county.
This
includes
your
really
really
really
pricey
properties,
as
well
as
your
your
more
moderate
price
properties
as
well.
H
Next
slide,
please
for
non-owner
occupied
for
every
437
thousand
dollars
assessed.
The
taxpayer
pays
165.19.
H
Next
slide:
please
for
commercial,
real
property
for
every
1.7
million
dollars.
The
taxpayer
pays
633.260.
H
Next
slide,
please
for
automobiles
assessed
for
twenty
thousand,
the
taxpayer
pays
seven
dollars
and
fifty
six
cents.
H
And
for
personal
property,
I'm
sorry
next
slide
for
personal
property
for
every
10
000
assessed,
the
taxpayer
pays
6.61.
H
Next
slide,
so
here
in
the
budget
that
we
presented
in
fy23,
just
to
recap,
we
are
recommending
a
6.3
mil
increase
and,
although
expenditures
exceeded
revenues
for
fy23,
we
were
able
to
balance
the
budget
with
use
of
fund
balance
all
while
adding
back
to
the
fund
balance,
in
addition
to
keeping
board
initiatives
from
prior
years
for
the
continuity
for
our
students
and
staff
and
employees.
A
Okay,
at
this
time,
is
there
any
public
members
that
are
here
that
would
like
to
ask
questions
in
reference
to
the
budget.
You
may
do
so
at
this
time,
but
you
can
just
support
the
podium.
A
K
So,
in
response
to
the
question
about
proviso:
1.97,
that's
not
in
this
budget
there's
no
additional
revenue!
That's
been
allocated
from
the
state
not
from
the
district
to
support
the
1.97
proviso
in
the
fy
23
state
budget.
K
Again,
there's
not
been
any
explicit
allocation
from
the
fy23
budget
associated
with
the
1.97
proviso.
Okay,.
A
All
right:
let's
go
ahead
and
move
forward
with
the
special
recognition
and
we've
had
our
guests
waiting
for
a
period
of
time,
and
then
we
will
move
right
into
our
executive
session.
Items
are
folding.
A
L
Good
evening,
chairman
mack
last
year
waters
members
of
the
board
of
trustees,
mr
kennedy
this
evening
for
special
recognition.
We
are
excited
to
honor
several
outstanding
educators
and
students.
Tonight
we
have
several
of
our
student
athletes
and
coaches
who've
won
state
championships
in
their
respective
sports
during
the
spring
season.
We
honored
nearly
half
of
our
spring
south
carolina
high
school
league
state
champion
champions
last
month,
and
we
will
celebrate
the
rest
tonight.
L
This
afternoon
you
will
notice
that
all
of
our
student
athletes
present
will
be
wearing
their
special
board
of
trustees,
state
championship
medals
given
to
them
by
you
all
to
recognize
the
outstanding
athletic
accomplishments.
This
year,
the
first
team
we
will
recognize
will
be
the
wando
girls,
lacrosse
team.
L
The
warriors
won
the
5a
state
championship
by
edging
riverside
10
to
1
in
the
in
the
title
game
on
april
30th
in
irmo.
This
is
the
warrior's
first
state
title
since
2011,
first
at
the
level
of
5a
and
second
overall
in
the
program's
history,
wanda
finished
the
season
with
seven
with
a
17-1
record.
In
addition,
kelsey
bennett
and
ava
delara
were
selected
as
all
americans
and
maddie
wood
is
an
academic
all-american.
L
L
L
L
The
varsity
roster
includes
seniors
lily,
ray
kate,
ross,
haley
boyd,
kayla
mcgray
and
camille
purnip
juniors
olivia,
bugs
taylor,
herto
mclair
and
hayden
hayden
rape.
The
sophomores
include
carolee
arnold
ellie
davis,
clara
maddie
redmond,
daphne
robinson
alexis,
favi,
marley
walker
and
ella
wits
and
freshman
kitty
campbell.
Let's
give
them
a
round
of
applause.
L
For
a
level
james
island
charter,
high
schools,
girls
track
and
team
field
won
four
goals
on
their
way
to
a
third
place
finish
in
team
standings
senior
tia
lucas
won
the
girls
high
jump
for
the
second
year
in
a
row
she
cleared
five
foot
two
inches
on
her
way
to
victory.
Sophomore
hannah
vroon
captured
the
state
title
in
the
1600
meter
run
for
the
second
year
in
a
row.
L
L
L
L
Sophomore
tylasia
alston
won
the
state
championship
in
the
400
meter,
race,
rowan,
strobel,
a
freshman
finished
first,
in
the
high
jump
with
a
height
of
four
feet:
ten
inches
tail
asia,
alston,
hannah
collins,
denisia,
sutton
and
daisha
buford
won
the
title
in
the
four
by
400
relay
before
by
400
meter
relay.
Let's
give
them
a
round
of
applause.
L
L
The
campaign
provides
recognition
and
technical
assistance
to
school
districts
seeking
to
implement
high
impact
indoor
air
quality
and
efficiency
improvements
that
will
improve
student
and
teacher
health
and
reduce
energy
bills.
Ccsd,
along
with
eight
other
school
districts
in
the
nation,
receive
best
in
class
awards
across
four
categories:
efficient
hvac
technologies,
inspection
and
maintenance,
ongoing
monitoring
and
analytics
and
team
approach
to
support
strategic
investments.
L
Accepting
the
award
for
ccsd
is
david
warren,
who
is
our
engineering
and
asset
management
officer?
He
oversees
our
design
requirements
and
is
responsible
for
design
and
execution
of
our
capital
maintenance,
hvac
process
and
robbie
waltz,
our
environmental
officer
and
interim
maintenance
officer
who's
responsible
for
maintaining
our
hvac
systems.
L
M
L
Himself,
a
product
of
ccsd
schools.
Mr
wallace
worked
his
way
up
through
facilities
management
working
as
an
hvac
mechanic
from
12
2007
to
2012
earning
an
assistant,
hvac
format
position
in
2012.
in
2015.
He
earned
the
position
of
four
men
of
our
landmark
tiger
teams,
a
highlight
of
his
development
of
a
tiger
team
principal
survey
system
that
allowed
the
district
to
focus
on
needs
expressed
by
school
principals,
as
coronavirus
took
hold
of
our
area.
L
Two
years
ago,
mr
wallace
developed
a
program
to
convert
all
hvac
filters
to
merv,
13
or
higher,
in
addition
to
adjusting
set
points
and
runtimes
for
all
of
our
hvac
equipment
to
maximize
fresh
air.
Under
his
initiative
and
leadership,
he
deployed
a
first
in
the
nation
merv
14
filter
for
our
1000
plus
wall
hung
hvac
units.
He
was
truly
one
of
a
handful
of
operations,
leaders
who
helped
navigate
the
district,
who
helped
the
district
navigate
cover
19
and
reopen
his
students
in
person
in
september,
2020
months,
ahead
of
other
school
districts
in
the
nation.
L
Around
out
our
special
recognitions
this
evening
we
have,
with
us
coach,
chagrin
and
other
members
of
the
charles
pinckney
elementary
school
chess
team,
principal
tiffany
henderson
among
the
team
organizer
and
sponsor
gifted
and
talented
teacher
e.c
setzer
who's
joining
via
zoom
tonight.
When
extracurricular
activity
shut
down
across
the
state
to
do
the
covet
19
pandemic.
In
march
2020
pinkney
elementary
schools,
chess
team
got
creative.
They
used
a
combination
of
zoom
and
the
website
chess
kid
to
continue.
E
E
Do
we
have
miss
shondell
han
in
the
room.
J
Thank
you
for
the
opportunity
to
speak
with
all
of
you
today
and
collectively
for
all
that
you
do
to
support
our
students
and
families
in
charleston
county,
I'm
shondell
han,
and
I'm
the
current
president
of
the
ptso
of
academic
magnet
advocating
for
parents,
teachers
and
students
to
urge
ccsd
and
the
school
board
to
honor
commitments
to
our
school
as
to
well
as
well
as
to
all
of
constituent
for
district
four.
As
part
of
the
3.4
million
dollar
academic
settlement,
the
board
and
ccsd
confirmed
on
january
24th.
J
J
J
This
means
that
not
one
dollar
of
the
3.4
million
dollars
is
going
to
academic
magnet
as
a
parent
group
and
a
member
of
the
sic,
as
I'm
sure
you
all
received
this
letter,
we
work
in
partnership
with
our
other
d4
schools.
We
just
ask
that
the
school
board
and
the
district
honor
the
commitments
they've
made
to
us
one
rationale.
Ccsd
suggests
to
make
this
change
is
that
academic
academic
maga
can
use
the
military
magnet
track.
Other
speakers
will
address
these
details
of
why
this
is
not
viable.
J
E
You
thank,
you
is
tara
griffin
in
the
room.
N
N
N
The
recent
passing
of
the
non-budgeted
related
proviso
1.97
in
our
state
budget,
dictates
that
academic
magnet
high
school
will
absorb
1100
additional
students
from
soa
into
our
student
athletic
attendance
count
with
an
unknown
and
untethered
athletic
involvement.
Number
we
need
additional
funding,
budgeted
for
additional
uniforms,
equipment,
coaches
and
facility
needs.
Last.
N
N
N
O
Gwen
was
not
able
to
attend,
but
I
am
here
in
her
place
if
that
is:
okay,
that's
okay.
Okay,
my
name
is
kristen
coulter
and
I
am
the
chair
of
the
academic
magnet
high
school
school
improvement
council.
I
am
reading
this
on
behalf
of
our
track
and
field
coaches,
gwen
hofstetter
and
brian
johnson.
O
O
O
These
athletes
had
to
find
public
facilities
on
the
weekends
to
practice
their
events
because
of
the
lack
of
facilities
on
or
around
our
campus
and
the
facility
we
are
expected
to
share
at
military
magnet
does
not
have
bars
or
mats
for
jumping
events,
while
james
island
wando,
lucy,
beckham,
st
johns,
west
ashley,
stahl
and
now
burke
currently
have
rubberized
tracks
in
all
field
event.
Facilities
on
or
adjacent
to
their
campuses.
O
In
fact,
if
a
soccer
game
is
taking
place,
track
and
field
practice
has
to
be
cancelled
or
limited
for
all
three
schools.
Additionally,
youth
groups
are
using
the
same
track
at
the
same
time
as
three
high
schools,
young
children
are
present
and
on
the
track
at
the
same
time
as
the
high
school
athletes.
O
It
is
unfair
to
these
student
athletes,
unfair
to
the
military,
magnet
soccer
team
and
potentially
unsafe
to
the
numerous
student
athletes
and
young
children
concurrently
using
this
track,
we
ask
that
the
350
000
allocated
for
running
track,
reverse
measurements,
stay
dedicated
to
north
charleston,
high
and
academic
magnet
track
facilities.
Thank.
E
B
O
O
This
was
noted
in
a
letter
that
myself
and
other
sic
chairs
from
north
charleston
and
stahl
sent
to
the
board
and
the
superintendent
back
in
may
as
part
of
a
settlement
regarding
academic
magnet,
high
school's
former
campus.
The
district
received
3.4
million
dollars
at
a
january
24th
meeting
the
board
voted
to
allocate
the
majority
of
this
settlement
money
to
projects
in
other
constituent
districts,
including
athletic
projects,
football
stadium,
jumbotrons
and
a
press
box
academic
magnet
in
north
charleston
combined
were
to
receive
350
000
in
support
of
track
renovations
at
danny
jones.
O
On
behalf
of
the
current
and
future
student
athletes
of
academic
magnet,
north
charleston
and
military
magnet,
I
ask
that
you
keep
the
350
000.
You
have
already
allocated
to
academic
magnet
in
north
charleston
and
use
it
as
intended
for
track
facilities
to
benefit
both
of
these
schools.
Academic
magnets
should
receive
some
funding
from
a
settlement
regarding
academic
magnets.
Thank.
Q
Hello,
my
name
is
quinn
swan,
of
course,
I'm
a
rising
sophomore
from
academic
magnet,
high
school,
who
recently
competed
at
a
national
meet
in
eugene,
oregon,
nike
outdoor
nationals
and,
of
course,
I'm
on
the
side
that
we
should
receive
a
track
because
it's
just
hard
to
build
a
team
around
a
bus
loop.
Q
I
think
that,
not
only
if
we
instead
of
running
on
pavement
around
danny
jones
or
a
bus
or
just
the
streets,
if
we
had
utilities,
we
could
not
only
perform
better
but
build
a
better
community,
build
a
better
team
and
especially
with
the
new
influx
of
the
soa
students.
I
think
it's
just
gonna
be
incredibly
hard
to
run
on
a
on
a
track
with
holes
in
every
single
lane,
and
I
know
a
lot
of
my
friends
have
to
compete
and
train,
not
as
a
team.
Q
So
let's
say
my
friend
he
does
pole
vault,
but
he
competes
all
the
way
in
park
west
in
mount
pleasant
instead
of
north
charleston,
where
we,
actually,
we
all,
are
a
team.
Together.
We.
Q
R
E
We
did
receive
two
additional
comments
online
pertaining
to
the
same
matter.
Thank
you
all.
A
C
I
recommend
for
the
health
advisory
committee
vacancies
for
clergy
number
number
letter,
a
for
medical,
a
and
b
there's
two
seats
open
for
the
parent
c,
a
and
b
there's
two
seats
open
for
the
teacher
seat.
There's
just
one.
I
recommend
move
for
b
and
then
for
the
student,
a
and.
A
A
Is
there
a
second
moved
by
ms
darby's
second
by
miss
header?
Are
there
any
questions.
A
A
A
C
And
I
have
a
motion.
Okay,
I
moved
to
supplement
the
letter
dated
january
3rd
2022
to
appoint
mr
kennedy,
superintendent
of
the
charleston
county
school
district,
with
the
updates
discussed
in
executive
session.
Q
C
K
K
Item
on
the
superintendent's
report
this
evening,
and
that
would
be
district
highlights
by
dr
taylor,.
L
Thank
you
board
members.
Our
district
highlights
for
this
evening.
As
far
as
a
ccsd
hvac
technician,
josh
wright
worked
with
students
at
the
cooper
river
center
for
advanced
studies,
maker
space
and
building
construction
program,
this
spring
to
craft,
a
wooden
engraved
memorial
flag
to
honor
the
charleston
9.
L
wright
and
principal
vanessa
brown
presented
the
flag
to
the
charleston
fire
department.
Last
week
at
a
ceremony,
three
schools
from
ccsd
east
cooper
center
for
advanced
studies,
james
island
charter,
high
school
and
charleston
charter,
math
for
math
and
science.
All
earned
distinguished
high
school
honors
from
project
lead.
The
way
this
year,
charleston
charter
also
was
recognized
as
a
gateway
school
award
for
project
for
the
project
lead
the
way
course
offerings
at
the
middle
school
level.
L
Last
week
we
celebrated
district
and
school
staff
members
who
retired
at
this
year's
retirement
banquet,
which
was
hosted
and
held
next
door
at
the
gill
yard
center
by
mr
baroy's
calculations.
The
now
former
ccsd
employees,
combined
for
over
1
000
years
of
service
in
our
district,
more
great
news
from
the
graduating
class
of
2022.
L
L
The
james
island,
cultural
center
showcased
work
from
fifth
graders
from
james
island
elementary
school
for
the
past
few
weeks.
It
was
a
part
of
an
initiative
titled
an
exercise
in
empathy.
Each
child
chose
a
photo
from
the
1960s
researched
it
and
recreated
it,
and
those
photos
were
on
display
for
the
community
to
see.
L
And,
lastly,
five
graduating
seniors
from
early
college
high
school
participated
in
the
second
annual
teach
local
signing
day,
which
was
hosted
last
month.
They
are
all
pursuing
degrees
in
education
in
college
and
have
committed
to
teaching
in
our
district
when
they
graduate
mr
kennedy.
That
concludes
the
district
highlights
for
today.
Thank.
K
So,
moving
to
the
education
committee,
we
have
two
presentations.
The
first
one
is
on
the
spring
fast
bridge
data
that
the
district
has
received
and
miss
michelle
simmons
will
lead
that
presentation,
along
with
ms
buddy
roberts,.
S
S
So
fastbridge
indicators
essentially
provides
us
with
information
about
how
well
our
kindergarten
and
first
grade
scholars
are
developing
and
retaining
those
early
reading
and
early
numeracy
skills.
It
also
tells
us
who
might
be
at
risk
of
not
performing
adequately
appropriately
regarding
grade
level
readiness.
S
So
if
I
could
take
the
liberty
to
speak
really
plainly
about
the
following
slides
where
you
see
green
bars,
that
means
our
students,
ideally
where
we
want
all
students
to
be,
are
presenting
low
risk
factors,
yellow
meaning
there
are
some
risk
factors
present.
There's
some
areas
to
be
concerned
about
and
then,
where
you
see
the
red
meaning
students
are
presenting
high
risk
factors
where
we
have
to
figure
out
where
their
barriers
are
to
their
learning.
S
S
S
So
the
next
cluster
of
slides,
we
won't
spend
a
lot
of
time
on
each
one,
but
we
thought
it
important
to
show
you
how
groups
of
students
are
fair.
We
typically
typically
present
the
data
regarding
our
averages
on
average
how
students
are
doing.
We
thought
it
important
to
show
you
how
groups
of
students
are
faring
along
subgroups
and
so
the
next
few
slides
along
race,
english
proficiency,
special
needs
and
poverty
present.
S
A
few
big
themes,
one
of
which
is,
we
do
have
definite
gaps
and
performance
between
groups
of
students,
but
in
large
part
we
are
rebounding.
We
are
recovering
from
a
challenging
space
of
covet
implications.
Last
year
we
do
believe
that
the
strategies
connected
to
our
curriculum
pilots,
as
well
as
our
investments
in
esser,
to
target
our
esau
population,
making
sure
we
have
a
robust
curriculum
that
all
students
can
ascertain
successfully,
will
get
us
closer
and
closer
to
the
goal
of
readiness
grade
level,
readiness
and
proficiency.
T
So
good
afternoon,
now
we're
going
to
look
at
our
fast
ridge,
math
results
as
ms
simmons
shared
earlier
because
of
pandemic's
impact
on
student
learning.
Our
current
goal
has
been
to
recover
learning
loss
and
get
back
to
where
we
were
predem
pre-pandemic,
as
you
can
see
here
on
this
slide.
Overall,
we
not
only
met
this
goal
in
math
for
our
kindergarten
students
this
this
current
spring,
but
we
actually
exceeded
the
pre-pandemic
goal
over
the
past
two
years,
the
percentage
of
students
in
low
risk
has
increased
by
10
percentage
points.
T
T
The
next
few
slides
show
early
learning
math
performance
by
subgroup.
There
are
two
trends
that
you
will
see
among
our
race
and
ethnicity,
english
proficiency,
special
education
and
poverty
or
low
socioeconomic
status,
subgroups
one
we're
still
seeing
persistent
gaps
in
performance
among
subgroups
and
two.
We
are
also,
however,
seeing
an
upper
trend
or
positive
progress
in
math
performance
in
all
groups
of
learners.
T
U
Good
evening,
it's
good
to
see
everyone.
Can
you
just
give
me
a
thumbs
up?
If
you
can
hear
me?
Thank
you,
the
we.
I
just
want
to
call
out
if
you
look
at
the
acceleration
schools
clearly
like
the
rest
of
the
district,
we're
making
progress
in
math
in
this
in
the
acceleration
school.
So
we
have
more
students
who
are
at
low
risk
and
less
students
who
are
at
high
risk
relatively
to
where
we've
been.
U
At
this
point,
we
hypothesize
that
this
is
because
the
focus
in
these
past
schools
has
really
been
on
the
new
ela
curriculum
modules,
not
necessarily
the
skills
piece
which
are
the
content
units
that
are
focused
on
reading
fluency
comprehension
and
building
student
knowledge,
as
they
are
exposed
to
grade
level
text
as
we're
making
this
transition.
We
did.
U
U
Our
focus
right
now
is
also
making
sure
that,
as
we
saw
that
we
saw
a
dip
among
our
latinx
students
or
hispanic
students,
particularly
esrn
learners,
we
want
to
make
sure
we
pay
particular
attention
to
those
students
and
decide
if
we
need
to
make
some
adjustments
and
how
we're
teaching
phonics
to
phonemic
awareness.
This
was
already
a
strategy
as
part
of
our
sr3
efforts
to
make
sure
that
we're
better
adjusting
our
instructional
program
for
english
language
learners,
and
then
we
want
to
make
sure
we
save
the
course
with
mathematics.
U
Even
as
we
focus
on
improving
reading,
there's
a
risk
that
that
lack
of
attention
will
lose
the
progress
we've
already
made
in
mathematics.
We
want
to
ensure
that
that
does
not
happen
by
institutionalizing
new
teachers
supported
on
the
mathematics,
curriculum,
regular
walkthroughs
and,
as
ms
robertson
ms
simmons
said,
highlighting
looking
at
data
and
adjusting
in
real
time
based
on
student
performance
and
then
obviously
going
to
continue
our
access
to
pre-k,
because
some
of
our
academic,
pre-k
programs
and
midland
park
and
mary
ford
have
shown
very
promising
results
across
both
reading
and
mathematics.
U
And
then.
Finally,
we
want
to
make
sure
that
we're
stepping
back
and
using
our
plans
study
due
act
effort
to
make
sure
that
we
are
adapting
those
strategies
that
work
well.
E
I
just
had
a
clarifying
question
because
I
I
heard
miss
belcher,
but
I
didn't
not
completely
clearly
that
she's,
attributing
the
acceleration
school's
scores
to
the
fact
that
we
in
in
reading
to
the
fact
that
the
ela
curriculum
was
not
completely
in
rolled
out.
So
the
phonics
portion
was
missing
and
that's
what.
S
Right
that
that's
in
essence,
what
miss
belcher
was
trying
to
capture
in
terms
of
the
rollout
and
ms
haynes
is
here.
She
can
speak
to
it
more
as
well
in
the
acceleration
schools,
the
rollout
wasn't
the
comprehensive
curriculum
but
harsh
parts
of
it.
S
E
S
So
when
we
think
about
developmental
milestones,
we're
looking
at
early
reading
skills
in
terms
of
phonics
phonemic
awareness
can
students
arrive?
S
S
They
don't
measure
the
exact
same
things,
whereas
fastbridge
we're
looking
at
those
developmental
milestones,
just
readiness
and
sc
ready
and
map
we're
actually
looking
at
achievement.
Did
you
achieve
a
skill,
so
we
won't
always
see
57
entered
ready,
so
57
or
more
should
exit
ready.
The
idea,
though,
is
to
capture
everybody,
who
is
either
low
risk
moderate
risk
and
make
sure
that
we
build.
We
add
on,
we
add
value
to
their
learning
in
a
way
where
they
do
exit
every
grade
successfully
and
ready
to
to
do
the
next
grades
level
work.
V
I
I'm
just
confused.
I
don't
know
what
that
means,
I
don't
know
you
get
to
the
end
of
kindergarten
into
k5
you're
ready
to
go
into
first
grade.
Are
they
ready
or
are
they
almost
ready
or
are
they
risk
it
ready?
I
mean,
are
you
know
we're
using
these
phrases
and
I'm
just
trying
to
figure
out
how
many
kids
ended
first
grade
and
and
co
are
ready
to
leave
first
grade
on
first
grade
level,
I
mean
just
give.
T
Risk
what
some
risk
and
high
risk
and
what
low
risk
is
referring
to
when
we
think
about
fast
bridge,
it's
more
of
a
generalized
achievement.
The
students
would
be
in
a
range
somewhere
around
the
40th
to
99th
percentile.
So
it's
a
generalized
range
when
you
say
low
risk,
you
do
not
mean
that
a
student
necessarily
doesn't
have
any
risk
for
reading
or
math
difficulties,
but
their
risk
is
so
low
that
they
fall
into
that
category.
That's
the
way
that
assessment
works.
T
During
the
time
of
instruction
so
like
at
the
beginning
of
the
year,
where
that
student
might.
T
We
use
it
for
a
few
things.
Schools
look
at
that
information
when
they're
thinking
about
how
they're
going
to
plan
for
instruction
for
students
for
the
next
year,
because
they
have
access
to
that
data.
We
also
utilize
that
to
to
kind
of
see
like
where
our
our
pro
how
our
programs
are
being
implemented,
we
do
comparisons
along
the
lines
of
looking
at.
You
know
how
other
factors
might
have
impacted
that
data.
So
there
are
lots
of
reasons
why
we
might
look
at
that
data.
V
And
I
I
maybe
I'm
sure
that
that
smarter
minds
than
me
could
probably
dissect
what
that
means.
I'm
just
going
back
to
three
years
ago
when
we
began
early
childhood
education,
and
the
goal
of
that
was
that
first
grade
kids
entered
first
grade
ready
to
be
first
graders,
and
I
can't
hear
y'all
say
that
now
three
years
later
about
any
of
our
students
that
I'm
looking
to
hear
that
connection
from
those
three
years
worth
of
mary
ford
or
three
years
worth
of
those
investments.
V
S
Of
things
miss
cole,
so
we
have
a
couple
of
assessments:
kra,
kindergarten,
readiness,
so
that's
telling
us-
are
they
able
to
successfully
enter
kindergarten,
do
well
and
then
the
same
thing
with
fastbridge.
They
really
are
screeners,
not
achievement
tests,
and
so
that's
why
I
tried
to
make
the
distinction
between
an
achievement
test
and
a
screener.
S
But
to
be
fair,
we
placed
a
note
in
board
docs
that
we
would
have
small
group
sessions
with
board
members,
so
we
can
go
deeper
and
get
a
little
bit
more
clarity
around
what
each
assessment
means,
what
the
implications
are
for
such
and
so
I
think
that
is
warranted
and
why
we
place
that
note
in
there
that
perhaps
this
might
not
be
the
best
venue
and
opportunity
to
go
deep.
But
we
have
a
plan
to
do
those
in
small
group
sessions
with
board
members.
V
V
S
U
Think
I
was
playing
one
of
the
people
who
made
that
commitment,
mrs
vancouver,
and
I
guess
I
would
say
if
you
look
at
the
math
results
and
seeing
that
across
all
demographics,
we're
going
in
the
right
direction
and
higher
than
pre-pandemic
lovers.
The
reason
they're
not
saying
they're
on
grade
levels,
because
that's
not
exactly
what
the
test
measures
and
unfortunately
the
precision
of
language
is,
why
we're
saying
high
risk
nervous,
that's
what
it
measures.
U
It
doesn't
measure
grade
level,
so
we
have
to
be
as
precise,
but
it's
the
best
metric
we've
got
for
early
childhood,
which
is
kind
of
noisy.
Because
again,
this
test
is
individually
administered
by
a
teacher.
The
kids
are
reading
the
questions,
and
so
we
see
that
there's
some
variation
because
they
also
can't
sit
still
for
a
very
long
period
of
time.
So
it's
a
shorter
test
than
something
like
the
map
test
or
other
things,
but
for
the
best
of
our
ability.
This
is
a
good
signal.
Y
Yes,
thank
you,
so
I
I'm
glad
that
you
talked
about
what
you,
what
the
schools
felt
they
were
doing.
Well,
that
were
helping
them
succeed
and
I
guess
one
of
the
questions
I
have
is
when
you
look
at
the
high-risk
students,
for
instance,
are
they
primarily
not
in
those
schools
or
are
they
in
schools
where
those
kinds
of
things
aren't
happening?
Does
that
help
to
explain
the
differences
you're
seeing
in
in
our
students
being
ready,
are
being
at
low
risk
versus
high
risk.
S
Every
school
has
students
with
high
risk
factors.
Those
noted
have
maybe
some
higher
levels,
some
of
them,
but
you
see
a
variant
among
the
schools.
You
see
title
1,
schools
listed
and
non-title
1
schools
listed
so,
but
every
school
has
high
risk
factors
in
them.
S
S
When
you
get
deeper
in
into
the
schools,
you
may
find
the
frequency
at
which
they
progress,
monitoring
may
be
different,
and
so
what
was
just
common
among
these
four
was
that
they
held
to
a
rather
routine
regular
schedule
of
progress
monitoring.
You
would
have
it
done
weekly
or
bi-weekly,
and
so
I
don't
want
to
give
the
impression
that
all
of
our
elementary
schools
aren't
doing
some
of
these
same
strategies.
Y
And
then
so
it
you
know,
for
the
the
math
outcomes
are
really
good.
It's
really
good
to
see
progress
in
almost
every
group.
Unfortunately,
I
think
it's
hispanic
that
didn't
do
as
well
in
that
on
the
math,
maybe,
but.
Y
Y
When
you
would
expect
there
to
be
progress,
and-
and
I
guess
I
don't
know
if
that
just
means-
that
some
of
the
risk
factors
weren't
identified
with
those
students
or
you
know-
I
realize
I
recognize
it's
an
assessment
tool
and
it's
not
perfect,
but
I
guess
I
do
feel
a
little
concerned
that
the
trend
wasn't
good
for
the
year,
even
though
we
started
better
than
we
ended
last
year.
T
Anyone,
I'm
sorry
go
ahead
and
one
of
the
things
that
could
possibly
help
explain
some
of
that
is
the
way
that
assessment
works
is
different.
Skills
might
be
assessed
at
different
times,
depending
on
where
you
are
during
the
school
year,
because
there's
some
skills
that
should
have
been
you
know,
mastered
earlier
in
the
year
or
mid-year,
and
then
in
that
that
end
point.
So
that
could
be
some
of
that
variation
that
you
talk
about.
Y
Y
A
K
Oh
well,
thank
you
I
remember
mike,
so
we
have
I'm
going
to
give
a
quick
overview.
Give
the
acceleration
school
update
in
the
context
of
the
overall
reading
vision
of
the
district,
and
then
ms
belcher
chief
academic
officer
will
do
part
of
the
presentation
on
specifics
on
the
acceleration
schools,
along
with
miss
jackie
haynes.
K
So,
as
we
all
know,
we
we
adopted
a
few
months
ago,
just
reading
vision
having
all
the
next
next
slide,
please
having
all
of
our
students
reading
on
grade
level,
about
grade
five
focus
on
these
three
particular
areas.
Here
these
three
pillars
and
as
you
also
know
that
we
have,
we
are
investing
this
substantial
amount
of
essay
dollars
and
other
funding
sources
into
these.
These
these
particular
areas,
along
with
accountability
and
supports
engagement
and
and
voice.
K
So
the
conversation
that
just
took
place
with
the
fastbridge
data
and
trying
to
show
progress,
obviously
with
the
math
that
oh
that's
been
in
place
for
several
years,
that
we've
we've
been
able
to
show
some
of
that
progress.
The
slide
I'm
going
to
show
now
shows
the
the
the
some
of
some
of
the
real
challenges.
I'm
trying
to
make
sure
that
we
get
all
of
our
kids
today
to
read
on
great
level
here.
K
So
this
next
slide,
please
this
this
line
graph
here
plots
going
back
to
the
spring
of
2005
and
going
through
last
spring
of
last
year.
The
map
scores
that
rejects
where
students
are
going
to
land
on
the
south
carolina
ready
achievement,
and
so
you
see
in
2005,
began
in
2006
on
the
left-hand
side.
There
we
started
to
make
and
make
sure
started
making
progress.
K
It
went
from
35
percent
in
the
spring
of
2005
up
through
up
to
49
percent
of
our
kids,
showing
that
they
would
they
would
project
to
be
really
no
great
level
based
on
the
south
carolina
achievement
test.
So
in
spring
of
2011
that
had
gone
to
49
the
next
year,
it
dropped
off
and
it's
leveled
off
since
then,
in
the
spring
of
2020
right
the
year
before
the
pandemic,
you
see
the
big
gap
there,
we
weren't
tracking
because
of
the
I'm
not
showing
that
because
of
the
pandemic.
K
But
then,
after
the
pandemic,
we
still
see
that
that
line
is
flat.
And
so,
as
we
talk
about
our
reading
goals,
I
mean
this.
This
is
the
compelling
reason
why
we
need
to
have
a
reading
goal
and,
if
you,
if
you
actually,
which
we
have
done
looking
at
the
the
data
from
last
spring
of
last
year,
we've
disaggregated
those
numbers.
I've
broken
those
out
by
by
demographics.
K
So
51
percent
are
roughly
51
percent
about
students
reading
below
grade
level
and
then,
if
you
break
that
down,
82
percent
82
of
african-american
students
read
below
grade
level
with
75
or
74
75
percent
of
children
in
poverty
below
grade
level
and
another
with
hit
with
hispanic
students
roughly
the
same
seven,
four,
seven,
five
percent.
So
the
question
is,
then,
you
know
as
we
as
we
invest
the
dollars
that
we
that
we're
investing
over
the
years.
K
How
do
we
probe
the
system
system
to
make
sure
where
we,
where
we're
seeing
gains
where
we're
seeing
that?
Where
things
are
working,
that
we're
able
to
replicate
that
and
where
things
are
not
working,
that
we've
implemented,
that
we
can
shift
gears
and
make
sure
that
we
get
the
things
in
place
that
we
need
to
next
slide?
Please.
So
this
slide
here
shows
a
typical
typical
growth
over
with
students,
and
this
shows
at
the
bottom
here
this
line
graph
says
a
second
grader.
K
And
so
then
we
need
to
figure
out
at
the
top
of
this
line
graph
here.
How
do
we
then
accelerate
the
actual
growth?
So
in
this
case
this
example
here
1.5
years
of
growth
each
year
versus
the
one
point
1.0,
and
if
we
can
obtain
that,
then
the
students
when
they
reach
the
fifth
grade,
would
be
on
a
great
level,
and
so
the
question
that
we
are
asking
ourselves
here:
why
is
it
over?
K
It's
been
so
persistent
over
time
where
we've
tried
so
many
things
and
we
haven't
had
the
success
that
sustains
the
success
and
where
we're
approaching
that
we're
trying
to
get
to
the
root
causes
we're
trying
to
deal
with
it.
From
a
system
standpoint,
we
have
created
two
cohorts
of
about
30
to
35
people
per
cohort
of
the
training
and
systems
thinking
with
the
intent
of
actually
probing
the
system
and
seeing
where
those
impediments
are
so
that
we
can
make
sure
that
we
can
adjust
very
quickly.
K
K
So,
for
example,
these
cohorts
consist
not
only
our
central
office
staff,
but
we
have
quite
a
few
principals
and
also
aps
that
are
in
the
course
to
make
sure
that
we
have
this
broad,
broad
spectrum
of
of
input,
to
make
sure
that
we
again
are
able
to
probe
the
system
appropriately
next
slide.
Please,
and
so
I'm-
and
so
this
slide
here,
is
what
I
was
talking
about-
the
root
cause
problems.
Here
again
we
have
the
the
folks
that
are
working
trying
to
resolve
trying
to
understand.
K
What's
what
the
system
level
issues
are
that
have
prevented
us
from
making
significant,
sustainable
achievement,
yeah
and
and
one
other
things
we're
doing.
K
Also
we're
taking
a
look
across
the
country
to
see
where
things
are
being
where
some
progress
is
being
made,
but
that
we
might
want
to
replicate
so,
for
example,
about
three
or
four
weeks
ago,
miss
belcher
and
I
and
a
couple
of
other
staff
members
met
with
a
dr
wright
she's,
the
secretary
of
education
for
the
state
of
mississippi
and,
and
so
the
reason
why
we
reached
out
to
her
is
because,
in
the
national
media
there's
there's
reports
that
mississippi
is
making
some
as
a
state
making
significant
progress
in
student
reading.
K
And
so,
when
we
talked
with
the
secretary
a
few
weeks
ago,
she's
she's
been
the
secretary
since
2014,
and
she
said
when
she
arrived
there
in
mississippi
as
the
secretary
of
education.
K
This
mississippi
as
a
state
was
ranked
number
50th
in
the
country
in
in
in
this
area
and
and
when
she
was
reported
to
us
three
weeks
ago,
three
or
four
weeks
ago
that
they
are
downrank,
35th
and
so
they've
made
a
significant
progress
she's
offered
to
for
us
for
ccsd
to
inquire
with
her
staff,
the
use
of
materials
that
they
have
used,
processes
that
they've
used
so
we'll
we'll
we're
doing
just
that,
we're
reaching
out
to
to
her
and
others
on
her
staff
to
figure
out
what
the
things
that
they
have
done
to
be
able
to
sustain
that
type
of
growth.
K
The
water
center.
That
is,
a
non-profit
that
is
focused
on
on
systems,
thinking
in
k-12
systems,
trying
to
understand
across
the
country
where
some
of
the
challenges
are.
So
that's
the
group,
that's
training,
our
the
two
cohorts
that
I
mentioned
the
university
of
virginia,
the
partnership
that
we
had
with
them,
specifically
for
the
acceleration
schools,
the
acceleration
school
central
staff.
All
the
principals
were
in
charlottesville
at
uva
last
week,
with
their
their
summer
annual
summer
training.
I
was
fortunate
to
be
spending
one
day
with
them
last
wednesday.
K
So
it's
an
impressive
body
of
work.
It's
there
are
a
number
of
school
districts
across
the
country
that
are
participating
in
this
program.
The
professors
up
there
of
folks
that
are
have
done.
This
work
in
school
districts,
charlotte
mecklenburg,
other
places
in
the
country,
houston,
isd
and
so
we'll
we'll.
I
I'm
encouraging
the
acceleration
school
principles
to
continue
that
work.
K
So
those
are
some
of
the
some
of
the
examples
of
the
things
that
we're
doing
and
trying
to
look
at
what's
happening
there
across
the
country
I
won't
get
into
the
next
slide.
I
mean
the
next
bullet
which
talks
about
the
multi-tier
systems
of
support
at
the
bottom.
Here
I
guess
I
should
keep
telling
you
when
to
go
the
top
bullet
here.
Well,
just
talk.
Go
back,
go
back
one!
So
the
top
bullet
has
just
talked
about
the
second
bullet.
K
Here
I
won't
get
into
the
details,
I'll
let
the
jack
and
her
team
talk
about
the
levels
of
support
that
they're
providing
to
students,
and
so
some
of
the
other
things
that
we're
planning
to
do
here
and
jackie
and
and
carolyn.
They
talk
about
this.
The
first
two
bullets
next
slide.
Please.
K
The
next
the
the
the
first
two
bullets
there
they
talk
about
making
sure
that
we
understand
where
the
needs
of
the
students
are
so
that
we
can
address
both
their
core
primary
on
level
instruction
as
well
as
if
a
child
is
below
a
grade
level.
How
do
we
do
the
right
interventions?
There
number
three
there.
K
The
third
bullet,
I
think,
is
really
important
that
parents
and
that
your
parents
have
an
opportunity
to
understand
what
the
data
associated
with
their
student
achievement,
what
that
data
represent
and
making
sure
that
they
understand
it
so
that
they
can
help
us
ensure
that
their
children
are
are
learning
and
then
the
last
bullet
here
here.
My
task
is
to
make
sure
that
that
here
in
the
central
office,
we
have
our
resources
online
to
appropriately
support
schools
and
their
implementation,
and
also
a
measure
of
accountability.
Next
slide,
please.
K
And
then
the
final
slide
that
I
would
talk
about
briefly
here
is
just
making
sure
that
there's
a
system
that
we
understand
not
just
as
a
system
but
in
our
classrooms,
exactly
what
the
needs
of
kids
are
in
terms
of
where
they,
where
they
stand.
That's
those
are
those
the
assessment
systems.
We
have
a
number
of
assessment
systems.
K
They
want
to
make
sure
that
those
tools
when
we're
assessing
the
the
academic
position
of
students,
that
those
tools
are
easy
enough
to
use
and
not
overwhelming
our
teachers
and
our
staff
in
schools,
monitor
student
progress
and
then,
as
was
mentioned
in
the
last
presentation,
the
tenuous
improvement.
So
with
that
I'll
turn
it
over
to
miss
belcher
to
start
off
the
next
section
on
the
acceleration
school's
progress.
U
U
Maggie,
if
you
go
to
the
next
slide,
appreciate
it,
and
thank
you
all
for
your
patience.
I
am
on
vacation
this
week,
but
wanted
to
make
sure
that
I
was
here
for
this
important
presentation.
The
board
asked
for
an
update
on
the
acceleration
schools
with
the
map
results
that
we
went
over
last
month
and
will
be
revisiting
again
in
this
presentation.
We
also
wanted
to
provide
a
little
more
context.
U
Around
other
supports
that
have
been
in
place
for
the
acceleration
schools
and
some
of
the
more
qualitative
data
that
we've
seen
over
the
last
year
or
so
so.
This
is
a
reminder
for
the
community
and
for
board
members.
The
acceleration
schools
was
a
board
level
designation
made
in
just
in
november
of
2019.
U
At
that
time,
we
were
talking
about
schools
that
were
identified
for
state,
comprehensive
support
and
improvement,
state
priorities,
schools,
schools
with
both
overall
unsatisfactory
achievement,
ratings
and
student
achievement
ratings
other
than
a
pre-k
to
12
feet
of
pattern
of
low
performance.
So
just
calling
out
that
at
the
time
there
were
some
of
the
most
struggling
schools
and
underperforming
schools
in
the
state
at
burns.
U
Elementary
became
meeting
street
at
burns,
north
charleston
high
school
was
approved
as
a
school
of
innovation
in
the
summer
of
2021
and
will
be
presenting
later
on
the
summer
and
fall
on
their
results
and
the
principles
of
standards,
clients
and
limited
are
highly
experienced
and
are
presented
to
this
board
before
and
they
are
leading
their
own
turnaround.
Effort
under
the
supervision
of
miss
simmons
and
the
elementary
learning
community.
U
Mary
ford
is
receiving
significant
support
in
addition
from
ms
haynes
from
the
early
learning
community,
but
the
remaining
schools
report
to
ms
haynes
and
who's
been
leading
up
the
acceleration
strategy
over
the
last
couple
of
years.
Ms
haynes,
if
those
of
you
do
know,
came
to
us
from
tampa
in
hillsborough
county,
where
she
brought
her
own
high
school
from
a
d
rating
to
an
a
rating
within
three
years.
Ms
haynes,
I'm
going
to
turn
it
over
to
you.
If
that's
okay,.
W
Thank
you
thank
you
carolyn
and
greetings
to
the
board,
chair,
reverend
mack,
and
to
all
the
board
members
and
superintendent
kennedy.
Two
things
attracted
me
to
take
on
the
challenge
of
school
turnaround.
Number
one
was
the
mission
critical
work
and
the
intentionality
around
this
board,
focusing
on
school
turnaround
for
a
district
to
focus
on
school
turnaround.
That
means
they're
serious
about
making
sure
that
their
schools
turn
around
and
that
they
come
off
of
the
state
list.
W
The
second
part
of
that,
prior
to
coming,
I
found
out
that
there
was
a
partnership
already
with
uva
and
districts
that
are
serious
about
school
turnaround.
They
partner
with
others
such
as
uva
to
help
with
that
school
turnaround
process,
and
I
had
the
opportunity
to
work
with
uva
prior
to
coming
to
charleston
and
had
the
experience
of
of
turning
around
schools
in
in
hillsborough
county,
so
we'd
like
to
go
to
the
next
slide.
W
W
W
Today
we
will
highlight
the
areas
of
talent,
development
and
instructional
infrastructure,
two
areas
that
already
align
with
the
superintendent's
focus,
a
pillar,
one
rigorous
grade
level,
instruction
and
instructional
infrastructure
and
then
pillar,
two,
the
high
quality
teachers
leaders
and
that
aligns
with
talent,
development
at
a
later
time,
I'll
come
back
and
talk
about
the
domains,
level,
one
leadership
and
what
we're
doing
in
that
area,
as
well
as
climate
and
culture
and
I'll
add
in
today.
Some
of
the
supports
that
we
are
receiving
from
the
district.
W
If
we
go
to
the
next
slide,
it
is
important
to
call
out
that
over
the
last
two
years
there
have
been
significant
structural
changes
to
support
acceleration
schools
and
intentionality
of
building
a
stronger
school
culture
and
continuous
improvement
of
teaching
and
learning.
So
when
I
arrived
when
miss
belcher
arrived,
we
were
looking
at
the
blue
column
on
the
left
side
and
our
team
has
worked
really
well
with
miss
belcher
and
curriculum
and
instruction
to
move
those
structural
changes
to
the
left
side.
W
Now
we
have
a
structure
we
have
weekly
plcs
in
math
and
ela,
and
our
principals
have
taken
the
time
to
ensure
that
those
poc
meetings
are
held
during
the
day
where
teachers
can
collaborate
the
limited
planning
time
teachers
were
craving
for
planning
time.
On
the
left
side
on
the
right
side,
we
now
have
300
minutes
of
weekly
planning
where
teachers
collaborate
and
they
have
collaboration
time
after
school
on
wednesdays,
where
they
are
compensated.
W
Instead
of
having
one
instructional
coach,
that's
responsible
for
knowing
ela
and
math,
we
have
two
instructional
coaches
in
our
acceleration
schools.
One
focuses
on
ela
and
one
focuses
on
math
and
they
can
provide
teachers
with
the
support
they
need
in
either
area.
Some
of
our
schools
have
gone
elementary.
Schools
have
instructional
planning
just
for
the
ela
teachers
and
just
for
math
they're
departmentalized,
so
because
our
teachers
have
a
heavy
lift
with
two
curriculums
that
are
that
are
very
rigorous.
W
Some
of
our
teachers
only
teach
ela
and
some
only
teach
math,
so
they
can
concentrate
in
those
areas
and
then
we
have
quarterly
pd
workshops
more
often
that
focus
and
they're
not
optional,
as
they
were
in
the
past.
These
are
professional
development
that
teachers
are
asked
to
attend
and
they
are
attending
because
they're
getting
so
much
out
of
that
work.
W
After
listening
to
our
instructional
coaches,
we
were
able
to
clearly
define
their
roles
and
their
responsibilities
and
how
they
were
supporting
teachers
and
giving
feedback.
And
after
listening
to
our
teachers,
they
were
craving
additional
ela
resources
to
meet
the
needs
of
their
students,
as
well
as
needing
that
additional
planning
time
and
our
principals
have
continued
to
push
for
assessments
and
data
and
we're
meeting
that
need
as
well
within
working
with
buffy
and
working
with
our
assessment
and
testing
office
as
well
as
cni.
W
So
we
are
making
changes
and
we've
definitely
done
some
strong
structural
system
level
changes
if
we
could
go
to
the
next
slide.
So
let's
be
transparent
about
the
work.
W
So
you
have
the
data
in
front
of
you,
and
this
is
what
it
says
and
map
testing
is
only
one
data
point
that
we're
using
until
our
sc
ready
results
are
in
and
we
are
showing
some
initial
evidence
that
maybe
there
is
some
improvement,
but
we
will
not
know
until
all
of
the
results
are
in,
but
we're
not
satisfied
with
the
results
that
we
have.
So
this
is,
after
one
full
year
or
two
years
of
acceleration,
one
full
year
of
implementation
of
el
five
of
our
schools
maintained
or
showed
improvement
with
their
map.
W
The
eo
curriculum
does
consist
of
two
components:
the
module
component
is
the
the
first
component
and
the
second
component
is
skills
block,
which
is
in
grades
k
through
two
and
all
blocked
in
grades.
Three,
through
five,
we
piloted
the
modules
for
el.
We
did
not
pilot
the
skills
blocked
as
referenced
in
fastbridge
or
the
all
block,
but
next
year
we
will
pop.
We
will
implement
the
entire
program
and
we
know
we
will
see
vast
improvement
on
our
next
slide.
You
will
see
some
of
the
schools
math
results.
W
W
W
The
total
math
scores
doubled.
They
had
double
digit
gains,
morningside
had
amazing
gains,
so
they
are
following
the
illustrative
math
curriculum
and
they're
building
a
stronger
foundation
for
students
and
they're,
not
looking
for
quick,
wins,
they're,
not
teaching
to
map.
They
are
really
working
on
those
foundational
skills
so
that
when
students
go
to
the
next
grade
level
and
the
following
grade
levels,
they
will
have
those
skills,
and
the
last
slide
reading
showed
improvement
while
implementing
the
new
el
curriculum.
W
W
That's
at
the
level
on
second
floor
and
we
have
rich
discussions
on
what
needs
to
change
in
order
to
interrupt
and
disrupt
inequities.
That
team
consists
of
miss
belcher,
miss
woody,
my
partner
kaylee,
mr
davis,
the
superintendent,
terry
nichols
and
meetings
that
should
last
an
hour
usually
end
up
lasting
a
lot
longer.
W
Our
goal
is
to
close
the
achievement
gap
and
ensure
that
every
student
receives
a
quality
education,
and
the
issue
is
that
has
not
been
the
case
for
our
schools
that
are
in
this
situation.
So
I
work
with
uva
and
ple
to
support
myself
other
district
leaders
and
school
principals
and
effective
turnaround
practices.
That's
the
work
that
we're
doing
this
year.
We
have
managed
to
focus
on
the
two
domain
areas
of
talent,
management
and
instructional
infrastructure.
W
So
in
simple
terms,
how
are
we
developing
our
teachers,
because
if
we
don't
develop
the
teachers
and
get
them
to
understand
what
they
need
to
do,
then
our
students
are
not
going
to
improve.
If
they
don't
know
what
to
do,
then
our
students
are
not
going
to
know
what
to
do,
and,
secondly,
our
acceleration
school
students
receiving
high
quality
curriculum
and
high
quality
daily
instruction.
So
I
would
like
to
introduce
kaylee
jones,
my
team
member,
the
team
of
two.
W
R
However,
also
our
school-based
coaches,
myself,
ms
haynes
acceleration
school
team
members,
have
gone
in
and
done
walkthroughs
with
the
coaches
and
with
the
principals
to
consistently
check
in
and
see
where
our
students
are
with
their
implementation
of
el.
Based
on
these
results,
we
then
provided
extra
pd
for
those
teachers
or
the
school-based
coaches
would
go
in
and
provide
one-on-one
coaching
support
with
them
or
create
a
coaching
cycle.
They
would
meet
with
them.
R
R
R
I
know
they
say
a
picture
says
a
thousand
words,
but
when
you're,
actually
in
there
in
the
moment,
you're
seeing
these
students
talk
to
each
other
at
simmons
pinkney,
there
was
a
group
of
sixth
graders
about
to
do
a
fishbowl
activity
discussing
a
book,
one
of
the
sixth
grade
girls
said:
oh,
I
can
handle
this.
I
got
this.
I
know
exactly
what
I
need
to
do
in
third
grade
at
goodwin
a
little
boy.
They
do
this
presentation
on
peter
pan
about
how
they
would
rewrite
the
story.
R
R
Can
you
please
take
the
next
slide
so
when
looking
at
math,
you
can
see
because
of
the
concentrated
weekly
plc's
and
coaching
fos
focus
on
deeply
understanding
and
implementing
the
curricula,
the
math
shifts
and
the
conditions
for
mathematical
discourse.
The
math
teachers
are
also
able
to
close
that
opportunity
gap
by
providing
students
with
consistent
access
to
grade
level
materials
and,
as
ms
hayne
said,
that's
a
hundred
percent.
Some
of
these
schools
is
their
first
year
of
implementation.
R
That's
huge
that
snaps
to
that,
I
would
say
if
you
go
to
the
next
slide,
as
you
can
see
on
this
chart,
focusing
on
the
evidence
of
the
math
shifts,
we
have
three
growth
areas
grade
level
instruction
builds
on
prior
learning
and
context
connects
to
future
learning
and
targets.
The
appropriate
aspects
of
rigor,
what
we're
going
to
do
now
is
go
deeper
into
the
last
two
areas:
the
connecting
to
future
learning
and
really
targeting
that
idea
of
rigor.
R
R
The
exciting
thing
is:
is
that
some
of
the
protocols
that
they're
using
in
el
they
can
also
use
in
math
so
they're
having
that
same
discussion
across
both
curricula
which
the
teachers
are
so
excited
about
or
saying?
How
can
I
get
my
students
to
talk
more?
What's
a
protocol,
I
can
implement
they're
talking
to
their
team
to
see
what
can
we
do
to
work
together
to
really
foster
that
student
engagement
and
really
increase
that
conversation,
discussion,
sharing
ideas
and
making
the
students
comfortable
with
talking
about
what
they're
learning.
Z
I
think
it's
important
to
note
here
that,
like
the
teacher's
role
is
mostly
to
scaffold
and
support
the
students
learning.
So
while
the
teacher
is
prepared
to
guide
the
discussion,
she's
really
allowing
the
kids
to
to
lead
the
profession,
providing
your
support
and
scaffold
to
still
focus
in
on
the
skills
being
taught.
AA
X
X
I
focus
on
the
present
teaching
students
grade
level
content
and
providing
support
for
skills
from
earlier
grades.
By
being
a
teacher
in
an
accelerated
school,
I
was
provided
a
high
quality
curriculum
with
el
and
bridges
that
includes
equity,
each
student,
getting
what
they
need
to
succeed,
rigor,
high
expectations,
complex
texts,
high
level
of
questioning
and
relevance.
X
The
modules
that
you
heard
spoken
about
earlier
with
real
world
topics
that
engage
the
students.
My
students
see
themselves
in
their
learning.
My
students
and
families
are
engaged
if
you
ever
want
to
know
about
birds.
Come
visit
us
by
using
the
curriculum
with
fidelity
and
the
pd,
provided.
I
am
more
effective
in
the
way
that
I
internalize
the
standards
through
you
through
using
the
internalization
documents.
X
X
I
was
able
to
grow
because
of
the
continuous
support
I
had
ongoing
professional
development
with
leading
educators
that
consisted
of
trainings,
walkthroughs,
feedbacks
and
follow-ups.
I
was
able
to
work
closely
with
my
peers
during
plcs,
uninterrupted
that
consisted
of
internalizing
standards,
planning
and
looking
at
discussing
map
and
fast
bridge
data.
My
students,
their
families
and
myself
have
seen
the
growth
and,
while
overwhelming,
at
first
the
walk-throughs
by
our
accelerated
schools
team,
the
walk
the
walkthroughs
provided
feedback
from
my
classroom
and
my
school.
X
AB
AB
My
thought
was:
how
can
I
effectively
teach
my
students
and
expect
them
to
grow?
If
I
don't
have
the
necessary
tools
since
I've
been
in
the
district,
there
has
been
no
true
reading.
Curriculum
teachers
were
pulling
resources
from
anywhere
they
could
find
them
through
through
professional
development
and
internalizations.
AB
AB
W
Thank
you
to
our
teachers
and,
in
conclusion,
our
next
slide.
So
over
the
last
two
years,
you've
heard
some
of
the
testimonies
there.
The
teachers
are
using
rigorous
curriculum,
they're
receiving
that
professional
development.
They
have
time
to
plan
and
to
internalize
and
they
have
professional
development.
W
What's
next
for
us,
our
work
is
just
beginning:
alignment
is
in
place,
everyone
knows
the
expectations
and
everyone
is
holding
everyone
accountable.
We
discuss
the
infrastructure
next
steps,
we
have
to
be
more
intentional.
On
data
we
have
a
data
strategist
that
we're
adding
that
will
help
our
teachers
and
our
team.
Look
at
data,
be
intentional
with
data,
and
that
will
drive
what
happens
next.
With
our
students,
we
are
refining
our
work
around
to
see
it
name.
W
We
will
continue
oops
in
in
august,
our
district
well
june.
We
just
spent
time
at
uva
an
entire
week
exhausting,
but
it
was
great
work,
the
el
curriculum
and
acceleration.
We
will
bring
that
to
the
board.
At
the
next
meeting
and
in
august,
our
celebration
schools
will
have
at
a
summer
institute
where
they're
focused
on
all
block
and
skills
block
and
the
math
improvement.
A
W
A
You
so
much
ms
haynes
and
your
team
for
the
report
that
you
have
shared
with
us
today
and
the
work
that
is
underway
with
the
acceleration
schools
and
we're
looking
forward
to
seeing
those
results
as
they
are,
are
produced
inside
of
our
classrooms.
We'll
take
these
challenges
this
time
now
to
ask
questions
if
there
is
any
from
any
of
the
board.
B
V
V
Dr
french
and
scopes
sure
so
how
many
students
had
a
growth
target
of
more
than
one
year's
growth
in
the
2122
school
year
that
met
that
target.
You
mentioned
growth
targets,
but
you
don't
define
them
so
how
many
of
your
students
in
the
acceleration
zone,
who
had
a
growth
target
of
more
than
one
year
met
it.
W
V
W
U
Well,
it's
also
important
to
call
out
that,
when
we
put
on
girls
targets
on
the
map,
it's
the
map
itself,
the
test,
that's
the
growth
targets
based
on
typical
girls
for
similar
students
at
that
grade
level.
So
the
more
than
a
grade
level's
worth
of
growth
it'll
be
interesting
to
see
is
where
the
sc
ready
data
would
compare.
V
U
V
W
I
know
that
we're
our
all
of
our
schools
are
using
I-ready
reading
and
I-ready
math.
I
feel
that
that
will
give
us
even
additional
information
and
we'll
be
ready
to
share
that.
As
I
mentioned
earlier,
we
have.
We
need
a
data
strategist.
Someone
is
constantly
looking
at
our
data
and
and
testing
and
assessment
can't
just
give
us
someone
for
ourselves.
W
So
buffy
is
working
with
our
new
data
strategist,
that's
coming
in
and
they
will
be
assigned
to
acceleration
schools.
So
we
can
see
that
data
weekly
and
every
time
there
is
an
assessment.
We
have
to
know
what
our
students
are
doing.
Not
only
will
that
data
strategist
assist
us
but
they're
going
to
go
she's
going
to
go
into
the
schools
and
help
teachers
understand
what
does
this
data
say
and
what
do
I
need
to
do
with
it?
That's.
V
W
Y
Yeah,
it's
a
nice
second
miss
coates
desire,
first,
having
assessments
that
show
that
that
growth
to
proficiency
and
then
so.
If
we
don't
have
the
right
assessment,
we
need
to
figure
out
how
to
make
it
happen,
because
it
will
be
really
important
for
monitoring
the
goal
and
the
other
thing
I
was
going
to
ask:
is
it
so
you
say
july
you're
having
you're
going
to
present
some
information
about
yeah
acceleration
and
pilot
schools?
W
So
miss
filter
and
c,
and
I
will
talk
about
that
piece
for
the
remaining
schools.
We
implemented
the
acceleration
schools.
We
were
the
first
to
pilot
el
so
next
year
we
will
pilot
not
really
pilot,
but
we
will
have
the
entire
program
next
year,
but
there
are
more
schools
coming
on
as
a
result
of
the
success
we've
had
with
el.
So
there
are
other
schools
coming
on
so.
A
U
So
most,
I
think
we
have
another
20,
plus
schools
joining
the
full
pilot
and
we're
trying
to
bring
in
all
aspects
out
of
the
gate,
because
I
think
there's
a
lesson
learned
in
this
last
year.
While
we
thought
it
would
be
an
easier
lift
for
teachers
to
separate
the
modules
from
with
the
skills
block
or
all
block
it,
it
seems
that
we
lost
something
in
the
translation
next
month.
We'll
have
all
that
information,
dr
french,
and
come
back
with
both
pilot
schools,
as
well
as
the
acceleration
so
sort
of
sharing
that
information.
Y
D
U
U
So
when
we
look
at
the
sc
ready
we're
going
to
be
looking
at
grade
level
performance,
so
sc
ready
will
give
us
a
sense
of
whether
kids
had
how
many
kids
move
from
where
they
were
to
meeting
or
exceeding,
which
could
give
us
a
sense
to
mrs
coates
point
of
who
had
outside
gains
the
way
that
the
map
is
constructed.
Is
it
actually
compares
our
kids
against
little
enormed
reference
group
of
similar
kids?
U
So
when
they
do
growth,
they
predict
how
much
they
think
this
kid
will
grow
based
on
how
similar
kids
have
grown
in
previous
years.
So
when
we,
when
we
exceed
the
growth
target,
that
means
we
have
greater
than
expected
growth,
but
it
doesn't
necessarily
line
up
nice
and
neatly
to
grade
level
standards.
I
mean
this
is
the
challenge
in
student
achievement
that
there's
it's
not
every
test
measures
something
a
little
bit
different
and
that's
what
we're
trying
to
make
sure
that
we're
being
very
explicit
about
that?
D
I
guess
that's
why
I
was
asking,
because
if
we
like
designed
a
program
for
accelerated
schools
to
help
get
these
kids
better,
then
what
tool
is
it
that
we're
using
to
measure
them?
That's
not
the
same
tool
as
everybody
else.
That
said
that
we
actually
got
progress
in
the
last
year
within
the
schools
how'd.
You
know
that.
D
Now
I
was
saying
sc
ready
and
all
those
other
things
that's
what
we
use
to
actually
measure
the
kids
with
outside
of
like
in
other
schools.
However,
in
accelerated
schools,
we
actually
decided
that
this
is
what
we're
going
to
do
to
get
these
kids
moved
up.
So
what
tools
did
you
use
to
measure
to
say
that
they
that
you
showed
progress
that
that
got
us
here?
What
tool
did
you
use
to
get
us
right
here?
That
said,
there's
progress
in
accelerated
schools
that
wasn't
the
same
tool
that
was
used
with
everybody
else.
U
It's
the
same
tool
that
was
used
with
everyone
else.
We
haven't
used
new
tools
beyond
the
observation
data
that
ms
haynes
shared,
so
there's
been
a
higher
level
of
walk
throughs
in
those
schools
in
order
to
report
on
anecdotal
data,
which
is
what
those
graphs
were
that
miss
jones
shared,
but
in
terms
of
student
assessments
we're
using
similar
ones.
Those
schools
also
have
been
using
the
I
ready
as
an
adaptive,
digital
technology
and
there's
an
assessment
component
to
that.
But
other
schools
in
the
district
also
use
that.
D
And
I
guess
that
kind
of
leads
me
just
a
little
bit
at
a
loss,
because
if
these
children
were
behind
and
we
set
up
a
program
to
get
them
ahead,
how
can
we
still
use
the
same
tools
to
say
that
they
made
progress
and
then
again,
we've
been
in
a
whole
year,
almost
two
years
of
a
pandemic,
but
half
these
kids
weren't
even
going
to
school.
So
how
can
we
say
that
this
was
actual
measurable
progress
and
what
tools
did
we
use?
K
Well,
I
think
miss
coakley,
so
a
couple
challenges,
one.
As
I
indicated
briefly,
there
are
multiple
assessment
tools
within
the
district
that
we're
using
and
so
we're
trying
to
we're
working,
not
trying
but
we're
working
to
refine
which
one's
going
to
be
the
best
tool
for
teachers
to
use
to
measure
their
assess
where
the
students
are,
and
so
whatever
tool
that
we
tool
a
set
of
tools
that
we
land
on
those
tools
will
be
able
to
to
assess
or
measure
kids
from
from
different
schools.
We
want.
K
We
won't
have
a
tool
specifically
just
for
acceleration
schools.
We
would
have
one
that
can
be
applied
against
the
to
the
acceleration
schools
versus
non-acceleration
schools,
so
it
sort
of
challenges
trying
to
figure
out
which
assessment
tool
works
best
for
ccsd
which
set
of
tools
work
best
for
ccsd,
and
then
we
apply
those
tools
across
the
board.
K
And
so
that's
that's
part
of
the
work.
That's
that's
taking
place,
and
now,
as
part
of
some
of
the
work
that,
when
ms
hayes
talk
about
the
work
that
the
in
the
in
the
the
learnings
that
they
have
at
uva,
that
they're
encouraging
encouraging
us
to
do
and
we're
also
looking
at
other
districts
that
are
using
various
tools,
including
here
in
south
carolina.
K
So
I
would
imagine
over
the
next
a
couple
of
months,
or
so
we
would
come
back
to
the
board
with
where
we
are
with
those
and
now
that
analysis
on
the
tools
that
assessment
tools
that
we'll
be
using.
Y
AA
Y
Of
technical,
yes,
but,
but
with
the
map,
the
way
that
miss
belcher
was
describing
how
to
use
the
map
tools
to
set
targets
if,
if
you're,
normally
setting
targets
based
on
how
similar
students
do
in
previous
years,
if
you
want
to
do
higher
than
normal
growth,
you
could.
Could
you
just
set
higher
targets?
Y
U
I
think
you're,
probably
right,
dr
french
and
miss
roberts,
was
texting
me
around
some
of
the
projections
that
I
didn't
want
to
make.
I
want
to
make
sure
that
we
were
clear
that
the
day
that
we
reported
out
in
terms
of
growth
and
the
percentile
points
that
mrs
haynes
was
using
to
compare
previous
years
is-
is
that
measure
against
similar
students
of
growth
versus
us
setting
a
target
above
what
the
map
has
said
as
its
grow
target.
So
maybe
it's
technical,
but
it
could
be
misconstrued
tied
to
grade
level
expectations.
A
A
G
F
Mr
chairman,
I
recommend
I
mean
I
make
a
motion
to
approve
the
reallocation
of
funds,
as
shown
in
the
attached
resolution.
Unless
there
are
some
questions.
A
F
Mr
chairman,
I
recommend
I
move
that
we
approve
the
reallocation
funds,
as
shown
in
the
attached
resolution.
Second,.
F
Mr
chairman,
I'm
gonna
ask
mr
barrory
if
he
would
just
brief
us
on
the
reallocation
of
these
funds,
we
need
to
re.
We
need
this
money
right
now
for
the
I.t
project,
but
as
it
pertains
to
d4.
M
Overview.
Thank
you,
everybody.
Thank
you,
mr
screen
short
order.
I
was
hoping
to
talk
about
the
history
this
year.
M
Let
me
talk
about
the
the
short
part
of
it
to
your
point.
The
funding
is
needed.
Now
there
is
not
there.
There
is
a
need
to
complete
the
north
charleston
project
in
order
to
allow
for
the
cafeteria
expansion
that
work
has
to
begin
right
now.
If
the
money
is
not
reallocated,
that
work
will
not
be
done.
This
fall,
the
cafeteria
expansion
will
slide
to
next
summer.
M
These
were
the
funds
that
were
available
that
could
be
executed
right
now,
so
that
was
the
reason
why
the
funds
were
chosen
from
this
former
project
to
move
to
this
project.
So
there
is
a
need.
It
was
the
quickest
way
to
get
funds
in
if
it's
delayed
another
month
and
we
move
funds
from
somewhere
else.
The
pro
that
project
will
not
be
be
done
on
time
now
to
athletic
improvements.
I'll
try
to
be
as
brief
as
possible.
M
I
arrived
here
seven
years
ago
and
I
will
say
that
the
focus
of
our
capital
program
was
on
schools
and
rightfully
so.
We
spent
a
significant
amount
of
time
and
effort
to
bring
our
schools
up.
We
had
an
athletic
improvement
project
in
that
phased
sales
tax
program.
I
went
to
there
was
no
plan
place
to
execute
the
athletic
improvements
project.
I
went
to
each
principal
of
all
of
the
schools
in
our
district
and
received
a
list
of
projects
and
over
the
course
of
the
next
four
years.
M
Those
projects
were
executed,
including
all
projects
in
district
4
that
were
asked
by
those
principals
in
that
program
also
included
the
district
4
stadium,
the
district,
2
stadium
and
and
those
projects
were
completed
as
well.
A
track
was
not
completed
in
north
charleston
and
a
track
was
not
completed
in
district
2..
The
track
in
district
2
was
already
there
and
we
built
a
stadium
around
it.
We
believed
at
the
time
that
we
had
enough
track
capacity
in
north
charleston
to
handle
the
teams
that
we
had.
We
have
a
new
track
at
stall.
M
We
have
the
old
track,
which
is
in
perfect
order
at
linda
davis
field
behind
northwoods
we
constructed
the
military
magnet
track
and
we
thought
we
had
an
opportunity
to
refurbish
danny
danny
jones
track,
and
that
was
my
mistake
for
not
following
through
to
make
sure
that
that
track
wasn't
slated
for
demolition.
My
initial
discussions
with
north
charleston
were
that
it
was
going
to
be
renovated.
M
I
do
see
people
walking
at
it
all
the
time
and
my
initial
discussions
with
north
charleston
at
what
was
was
going
to
be
done
and
we
thought
we
could
apply
some
resources
to
that
again.
That
is
my
fault
for
not
following
through
with
with
the
city
of
north
charleston,
to
make
sure
that
was
going
to
happen
so
where,
where
do
we
go
from
here?
In
the
in
the
fall
of
last
year,
we
developed
a
capital
maintenance
plan
for
athletics.
M
The
board
approved
that
in
december,
that's
the
first
time
we've
dedicated
capital
maintenance
funds.
From
now
we
got
early
out
funds
for
this
year.
You
all
approved
through
2028,
there's
more
than
a
million
dollars
worth
of
projects
at
academic
magnet.
Those
projects
have
been
given
to
the
principal
for
review
the
projects
being
executed
this
year.
I
actually
reviewed
with
miss
hand
on
january
27th
and
with
the
with
the
principal.
Unfortunately
again,
the
danny
jones
track
did
not
happen.
M
The
350
000
could
not
be
applied
right
now
to
academic
magnet
athletics
because
of
the
deeper
dive
that's
needed.
There's
never
been
a
master
plan
or
a
gap
analysis
for
the
four
district,
four
high
schools.
That
plan
was
being
developed.
Mr
kromps
presented
that
to
the
athletic
director
myself.
We
asked
for
improvements
to
that
once
we
complete
that
we
will
go
to
each
of
the
high
school
principals
to
look
at
the
potential
long
range
improvements
which
includes
those
projects
on
the
capital
maintenance
plan,
which
I
don't
want
to
execute.
M
Yet
until
we
look
at
the
long-term
vision
for
those
four
schools,
our
goal
would
be
to
come
back
to
this
board
with
a
recommendation
for
funding
out
of
excess
revenues
for
the
phase
five
program
next
year.
Once
we
determine
what
the
principles,
what
improvements
will
take
place,
we've
got
some
specific
changes
to
academic
magnet
to
try
to
make
full
use
of
the
limited
space
they
have
on
that
campus.
We
want
to
present
that
to
the
principal,
and
we
also
want
to
present
to
all
of
the
north
charleston
principals
long-term
shared
use
for
other
facilities.
M
They
are
short
baseball
and
softball
at
the
game
at
the
game
level
and
I'll
also
say
that
there's
still
obviously
a
potential
need
for
some
track.
So
that's
what
I'm
proposing
at
this
point.
F
Thank
you
jeff.
I
just
thought
it
was
necessary
for
us
to
kind
of
address
that
today,
since
that
was
on
on
the
agenda
and
with
all
the
information
we
had
gotten
about
d4.
Does
anyone
have
any
questions
for
jeff
or
me,
probably
jeff,
but.
M
H
Right
jeff,
so
so
one
it's
not
an
allowable
expense
for
the
utilization
of
the
grant,
the
estrogen
dollars
and
then
two
the
esser
funds
are
already
reallocated.
So
no
the
short
answers,
there's
no
capacity
there
or,
and
it's
not
allowable.
F
A
motion
that
we
are
approved,
the
transfer
of
funds.
Second,.
F
Mr
chairman,
I
motioned
to
approve
the
dis
distribution
of
the
laura
brown
special
board
funds
as
submitted.
Second,
I
think
those
kids
have
already
traveled.
F
And
that's
provided
for
information.
I
from
what
I
understand
we
should
get
a
report
at
whether
it's
final
or
not
in
august
is.
L
H
Yes,
ma'am
we're
aiming
for
august.
If
that
date
changes
we'll
recalibrate
and
represent
that.
A
Okay.
Thank
you
item.
11
g
is
the
135
day.
Enrollment
update
shared
as
information
is
included
in
your
packet.
Is
there
any
information,
any
questions
in
reference
to
the
135
day,
enrollment
update.
Y
H
So
so
all
of
the
so
there's
the
ester
you're
talking
about
the
sr3
initiatives
or
the
as
a
reporting
application
the
app
reporting
application.
Okay.
So
as
of
right
now
it
does
not
show
vendor
information.
The
application
hasn't
been
developed
to
include
that,
but
we
can
look
into
including
it.
If
not,
it
would
be
a
separate
procurement
report
that
we
could
pull
for
you.
N
AC
A
AC
The
board
you
have
in
front
of
you
the
brief
that
we
provided
the
audit
and
finance
committee
this
month
on
the
next
round
of
esther
investments.
I
just
wanted
to
point
out
key
to
what
we
have
planned
to
get
underway
or
have
already
gotten
underway,
include
the
pre-k
expansion,
both
with
the
infrastructure
and
with
personnel,
to
support
that
also
within
the
brief
that
we
provided
audit
and
finance
is
a
budget
for
the
activities
within
the
d20
pcp
program,
which
you
got
a
brief
on
at
the
committee
of
the
whole.
AC
So
the
details
of
that
program
or
what
you
were
provided
earlier.
I
will
say
that
also
that
previously
the
board
has
asked
for
details
of
where
the
ftes
are
relative
to
district
level
and
school
levels.
If
you
recall
that,
provided
at
the
committee
over
home
of
the
whole
meeting
a
list
of
where
those
ft's
ftes
are
within
our
plans
that
at
a
district
level,
as
opposed
to
the
school
level
as
opposed
to
acceleration
school
level,
so
that
level
of
detail
is
within
that.
AC
F
K
For
the,
let
me
let
me
if
I
may
ask
ms
williams
to
address
that
she
she
and
her
team
been
working
on
the
process
for
the
non-fte,
so
it's
probably
probably
yeah.
H
F
H
V
Mr
hamer,
can
you
tell
us
the
dollar
figures
attached
to
this
report,
which
of
these
dollar
figures
are
embedded
in
the
budget
and
which
of
these
dollars?
These
dollar
figures
are,
in
addition
to
what
has
been
embedded
in
the
budget.
Those.
H
Can
speak
to
that
with
quotes,
so
so
esser
is,
is
the
the
general
operating
fund?
None
of
the
funds
are
co-mingled
there.
The
asset
dollars
are
captured
under
special
revenues
in
the
budget
book.
V
Right,
I'm
I'm
asking
if
the
6.8
million
just
or
the
4
million
for
pathways
to
teaching
is
it
in
the
budget
that
just
got
approved
or
is
that
money
that's
going
to
be
spent
in
addition
to
the
budget
we
just
approved
it's
in
the
budget
that
you
just
approved.
Does
that
answer
hold
the
same
for
all
these
expenses?
It.
H
Does
everything
on
this
this
sr3
initiative
perfect.
K
V
H
A
B
A
A
Consent
agenda
items
was
approved
at
the
beginning
of
the
meeting
once
the
agenda
was
approved,
upcoming
board
meeting
june
29th
and
30th
is
the
board
governance
training
with
the
council
of
great
city,
schools
and
ms
hederick
has
some
comments
in
reference
to
that.
B
So
this
will
take
place
at
north
charleston
ces,
we'll
send
out
parking
instructions,
we're
also
going
to
have
buffet
style
meals
for
breakfast
and
lunch
so
got
a
great
team
coming
nine
to
two
yeah.
A
And
our
next
board
meeting
will
be
on
july
18th.
That
will
be
a
combined
committee
of
the
whole
and
the
regular
board
meeting
entertaining
motion
for
adjournment.
This
meeting's
now
officially
adjourned.