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A
Okay,
we're
going
to
go
ahead
and
call
this
committee
of
the
whole
meeting
to
order
entertain
an
adoption
for
the
emotion
for
the
doctrine
of
the
agenda
moved
by
ms
waters
is
their
second
second,
second,
by
miss
heather.
Are
there
any
questions.
C
D
Thank
you,
doctor
reverend.
We
do
have
a
few
public
comments
that
were
submitted
online.
D
Our
public
comments
that
were
submitted
online
are
primarily
dealing
with
testing
folks
wanting
to
discuss
the
results
of
the
sc
ready
test
and
then
also
we
did
get
one
submitted
around
book
choices
and
then
we
do
have
one
in
person
public
comment,
but
before
I
call
miss
ramos
up,
I
do
want
to
remind
the
public
that
when
you
submit
public
comments
online,
if
you
put
attachments,
we
do
not
get
them
in
the
report,
so
you
may
just
want
to
send
an
email
if
you
would
like
the
board
to
be
able
to
view
pictures
of
any
sort
so
moving
on,
we
do
have
one
in
person
comment
and
that's
miss
jasmine
ramos.
A
Thank
you
miss
waters,
so
we've
covered
item
2a
and
2b.
That's
in
person,
public
comments
and
online
public
comments
as
well
has
been
submitted
to
board
members.
We're
down
item
3a
superintendents
report,
mr
kennedy.
E
Thank
you,
sir
next
slide.
Please
megan
so
in
the
superintendent's
report
this
afternoon.
We're
going
to
cover
these
areas,
the
coveted
update
from
mr
ferrari
and
then
district
highlights
from
dr
taylor
and
then
there'll,
be
a
number
of
staff
will
go
through
the
essa
update
and
then
take
questions
from
the
board.
So
with
that
jeff.
F
Yes,
sir,
so
this
is
our
typical
covet
slide.
Left-Hand
side
is
the
current
update
on
our
rates
within
the
community.
We
still
remain
low
across
charleston
county
on
the
right-hand
side
is
our
table
you
can
see.
We
took
a
dip
during
spring
break
week,
picked
up
again
a
little
bit
higher,
but
still
very
low,
compared
to
what
we
had
earlier
this
year.
F
Nothing
to
be
alarmed
about
at
this
point
we're
keeping
a
close
eye
to
ensure
we
don't
have
any
significant
trends
within
schools
and
we'll
continue
to
monitor
that
there
was
one
update
in
protocols
that
was
implemented
last
week,
and
that
was
for
the
use
of
the
home
test
kits
and
we
set
up
protocols
for
students
and
for
staff.
If
a
student
is
has
a
home
test
kit
that
is
positive,
the
student
stays
home
for
the
quarantine.
F
Faculty
is
required
to
get
one
of
the
tests
at
one
of
our
sites
if
they
use
a
home
test
kit
and
are
positive
and
under
the
same
circumstances,
if
the
tests
are
negative.
If
they're
asymptomatic,
though,
with
the
rapid
test
they're
asymptomatic,
they
come
back
to
work
if
they
are
symptomatic,
they
get
the
pcr
test
and
we
see
if
that
one's
positive,
positive
or
negative,
so
a
little
more
stringent
protocol
with
our
staffs,
because
we
are
funding
them
being
out
if
they
are
positive.
So
we
just
want
a
follow-up
on
that.
E
G
Thank
you,
sir
board
members.
The
district
highlights
for
this
period
include
on
north
charleston
high
school.
They
officially
opened
their
family
and
community
center
on
april.
The
4th
the
center,
which
is
a
renovated
spacious
room
in
the
school
building,
enables
the
school
to
provide
services
that
will
help
students
achieve
their
goals
and
establish
liaisons
for
parents,
students
and
school
staff
members
to
work
cohesively
for
success.
G
Secondly,
13
schools
for
my
district
were
part
of
the
recent
air
show
and
stem
expo
which
joint
base
charleston
hosted,
for
example,
students
from
military
magnet
academy
in
west
ashland
cas
they
provided
interactive
robotics
demonstrations.
There
were
horticultural
students
from
the
east
cooper
cas.
They
asked
stem
questions
for
plant
prizes
and
leaders
from
the
liberty.
Hemp
stem
initiative
offer
hands-on
science
activities
this
past
friday,
eb
ellington
elementary
school
hosted
its
first
walk
for
autism
students
in
grades.
G
K-5
walked
around
the
perimeter
of
the
field
on
campus
to
celebrate
the
event
in
light
of
autism
awareness
month,
our
teachers
have
discussed
the
importance
of
the
awareness
with
students
this
month,
as
well
as
ways
they
can
support
their
classmates,
their
families
and
friends
with
autism,
the
district's
family
and
community
engagement
office
face
partnered
with
sanders,
clyde,
simmons,
pinckney
and
burke
high
school
for
a
school
and
community
expo.
It
was
held
at
sanders
clyde
on
saturday.
G
Families
from
those
schools
participated
in
a
day
full
of
food
and
fun,
and
they
also
learned
about
resources
that
ccsd
and
various
community
programs
could
offer
students
throughout
ccsd
celebrated
the
week
of
the
young
child.
Earlier
this
month,
the
week
was
sponsored
by
the
national
association
of
education
of
young
children.
It
places
attention
on
the
needs
of
young
children
and
their
families,
and
it
recognizes
the
early
childhood
programs
and
services
that
meet
those
needs.
G
G
Lastly,
just
before
spring
break
representatives
from
boeing
north
charleston
elementary
school,
the
school
district
and
local
community
partners
gathered
at
north
charleston
elementary
school
to
celebrate,
reaching
the
1
million
participant
milestone
for
the
boeing
dream
learners
program,
mr
kennedy
and
board.
That
concludes
our
district
highlights.
For
this
time,.
E
Thank
you,
dr
taylor,
so
school
board
members,
the
next
part
of
the
superintendent's
update,
will
be
the
asset.
Three
update
I'll
give
a
a
brief
overview
of
the
history
of
how
what
you
know
what
we've
done
to
date
and
where
we
are
right
now
and
then
various
members
of
the
staff
will
talk
pacific,
including
the
the
cbo's
of
community-based
organizations,
that
will
that
we're
bringing
forward
to
the
board.
E
So
this
says
the
ccsd's
plan
to
use
federal,
covet
recovery
funds
to
to
the
greatest
extent
possible,
to
support
our
reading
goals.
So
those
those
funds
are
primarily
coming
from
the
s3.
That's
the
three
dollars
versus
the
s1
or
the
s2.
There
will
be
some
for
sn2
that
will
support
those
goals,
but
but
primarily
sn3
around
the
three
areas
that
you
see
here:
rigorous
instruction,
high
quality
staff
and
wraparound
services
next
slide.
E
Please,
and
so
the
timeline
here
takes
a
look
at
where
we
started
summer
of
last
year,
back
in
2021
and
to
where
you
are
currently
on
to
date
april.
25Th,
the
focus
here
there
was
a
transition
in
the
winter.
This
past
this
this
past
winter
of
21
22,
where,
where
the
district
came
forward,
with
a
a
a
refocus,
making
sure
that
we
had
an
opportunity
to
have
our
kids
reading
on
grade
level
by
grade
five
by
the
year
2027.
E
So
when
we
changed
that
focus
in
terms
of
the
strategies
of
the
strategy
of
the
district,
then
we
decided
to
branch
forward
to
the
board
the
recommendation
that
we
would
that
we
would
refocus
our
s
of
three
dollars
to
support
that
goal
to
the
greatest
extent
possible.
E
And
that's
what
we've
done
and
what
we'll
present
this
afternoon
and
so
in
the
winter
schools
were
allocated
estimated
three
dollars
based
on
the
number
of
children,
students
that
were
reading
below
grade
level,
so
that
so,
if
a
school,
for
example,
if
the
school
had
had
60
percent
of
his
children
reading
was
below
grade
level
compared
to
a
school
that
had
10
percent
of
his
kids,
we
were
below
grade
grade
level,
then
that
school
that
had
the
greater
percentage
and
60
would
receive
a
greater
share
of
the
percentage-wise
of
the
ss
dollars
versus
the
the
school
that
had
a
low
low
percentage
of
kids
meeting
below
grade
level.
E
So
this
we
did
that
late
winter.
Most
recently,
the
schools
had
an
opportunity
to
take
those
allocations
determine
how
they
would,
but
they
proposed
to
use
those
allocations.
They
submitted
those
back
to
us
to
a
central
office.
Here,
the
first
of
april.
E
The
staff
has
gone
through
with
those
through
those
proposals
reviewed
those
met
with,
I
think,
probably
100
of
the
of
the
submittals
to
make
sure
that
we
understood
what
was
in
the
proposals
and
had
been
able
to
make
sure
that
we
were
ready
to
give
some
input,
and
so
we'll
present
that
this
afternoon
and
then
currently
then
we'll
review
and
excuse
me
to
present
that
to
the
school
board
this
afternoon,
and
then
we
will
follow
up
with
the
community-based
organizations
in
the
next
in
the
short
term
about
how
we
go
about
engaging
with
with
them.
E
Next
slide.
Please.
This
slide
here
is
just
simply
a
reminder
of
what
the
revision
that
I
just
mentioned.
So
I
won't
go
through
that
again.
I
will
also
state,
though
I
like
to
say
at
the
bottom,
on
the
gird
in
the
three
pillars,
those
two
horizontal
bars
around
accountability
and
supports
and
engagement
and
when
I
say
voice,
and
specifically
around
student
voice,
and
so
in
order
to
make
sure
that
we
are
able
to
accomplish
what
we
want
to
accomplish.
E
That
has
to
be
the
accountability
and
supports
and
the
proper
level
of
engagement
with
various
stakeholders,
including
students,
next
slide,
please
so
so
so
why
reading
so?
We
have
a
number
of
students
in
in
the
district
that
are
really
below
grade
level,
quite
a
few
readings
below
grade
level.
So
some
of
those
students
that
are
reading
below
grade
level
are
what
what
what
was
categorized
as
approaching
grade
level
approaching
grade
level
or
below
grade
level.
E
So
if
a
student
is
approaching
grade
level,
that
means
they're,
you
know
potentially
close
to
being
able
to
read
on
grade
level,
but
the
way
the
one
way
to
look
at
that.
If,
if
I'm
a
student,
I
graduated
from
from
ccsd
schools
in
school
and
and
I'm
approaching
grade
level,
and
that
means
that
potentially
I
have
an
opportunity
to
be
able
to
if
I
decide
to
go
to
college.
But
what
we
find
is
that
so
many
of
our
students
who
are
approaching
grade
level
go
into
college
and
because
they
are,
they
are
not.
E
They
haven't
gotten
the
complete
learning
that
they
needed
in
in
our
in
our
in
our
system.
Then
they
end
up
having
to
take
remedial
courses
in
college.
So
if
I'm
from
a
a
a
family,
that's
of
economic
problems,
high
poverty
and
then
I
have
to
go
to
college.
E
That's
going
to
get
me
out
of
problem
to
get
my
family
out
of
poverty,
and
I
have
to
start
off
in
a
deficit
standpoint,
because
I've
got
to
invest
money,
invest
funds
to
be
able
to
be
able
to
be
to
prepare
myself
to
take
the
college
courses
that
you
I
should
have
been
prepared
for
in
high
school.
So
when
I
think
about
below
grade
level,
even
though
there's
a
category
that's
called
approaching
grade
level,
that's
still
an
issue
that
has
to
be,
I
think,
dealt.
H
E
So
that's
what
this
slide
is
talking
about
is
that
you
know,
because
we
have
so
many
kids
below
reading
reading
below
grade
level.
E
You
know
it's
what
what
what
we
can
think
of
as
untapped
potential,
because
if,
if
a
child
leaving
elementary
school
going
into
secondary
school
is
not
able
to
read,
then
that
the
opportunity
for
that
child
to
really
learn
and
be
be
effective
in
in
the
secondary
school
is
diminished
and
that
that
that
further
carries
on
into
his
or
her
life
and
then
the
life
of
his
or
her
family,
you
know
as
they
as
they
go
through
life,
so
reading
is
important.
E
Next
slide,
please
again
three
phases
of
essa3
funds.
Just
a
reminder.
Two
years
ago
we
received
the
13.4
million
dollars
of
of
a
cares
act
that
was
at
the
very
beginning
of
the
pandemic.
Those
funds
were
used
to
in
the
it
says,
fully
expended.
So
all
those
funds
have
been
expended
and
they
were
used
to
as
we
learned
how
to
cope
with
the
pandemic
and
making
sure
that
our
staff
and
our
students
were
were
safe
in
that
environment.
The
essa
ii
continued
some
of
that.
E
That
effort
to
make
sure
that
we
we
had
safety
enough
in
our
schools,
but
also
then
we
started
to
transition
into
trying
to
figure
out
how
to
address
the
learning
loss
that
our
students
had
faced
and
also
to
be
able
to
support
our
staff
and
and
our
students
around
the
middle,
the
mental
problems
that
we
were
experiencing
and
then
then
the
next
transition
over
the
s3
then
again
a
continuation
of
some
of
that,
but
I'm
more
focused
than
on
on
this
idea
of
getting
kids
ready
to
read.
E
E
15.8
million
dollars
go
to
charter
schools,
that's
strictly
based
on
their
their
enrollment.
So
that's
that's
the
formulas.
They're
pretty
straightforward!
The
28
million
is
what
was
allocated
out
to
schools
last
month
for
the
their
use
of
using
the
funds,
and
so
that's
again,
based
on
the
percentage
of
kids
in
every
school,
at
least
in
in
schools.
In
k,
k
k
through
eight
grades
k
through
eight
or
reading
below
grade
level,
and
then
what
we
did
for
high
schools.
E
We
we
took
extrapolated
and
said
that
if
two
two
elementary
schools
are
feeding
into
a
high
school
that
we
assume
that
the
challenges
that
those
two
elementary
schools
excuse
me
middle
school's
works,
we're
facing
would
be
the
same
challenges
that
the
high
schools
would
be
facing,
and
so
we
allocate
on
the
same
basis
as
the
to
the
high
school
as
we
as
we
did
with
the
the
middle
schools
for
a
3.5
million
dollars
for
not
out
of
essence
three
for
non-academic
set
of
sizes.
E
So
on
the
on
the
s3,
none
academic
details,
you
can
see
those
here,
the
the
largest
ones,
the
20.3
million,
also
improving
indoor
air
quality.
That
has
been
a
big
effort
of
the
district,
using
both
both
I
mean
all
all
the
esophants
that
sn3
excuse
me.
Sn1
s2
and
s3
the
indoor
air
quality
to
make
sure
that
again
from
a
safety
standpoint,
we
have
our
students
and
staff
protected
the
second
one
here:
5.7
million
for
developing
and
implementing
various
health
protocols,
again
primarily
in
schools,
educational
technology.
E
If
you
recall
last
month,
there
was,
I
don't
remember
the
number
now
somewhere
between
one
point
somewhere
between
one
and
two
million
dollars
as
an
example
of
educational
technology,
where
we
had
the
the
the
rollout
of
broad
broadband
and
now
some
of
our
rural
parts
of
the
county
where
there
was
internet
connection,
connectivity
issues.
So
that's
an
example:
5.2
million
dollars
in
planning,
coordinating
and
implementing
school
school
closures.
E
So
not
closing
schools,
not
closing
schools,
but
as
we
were
going
through
that
to
the
through
the
pandemic,
how
do
we
make
sure
that
we
have
to
temporarily
close
schools
the
mass
command
day,
still
sort
of
like
kind
of
manage
through
that
other
activities?
Domain
continuity
of
services
supplies
to
santa
pass
and
clean
facilities
activities
authorized
under
the
under
the
federal
government
guidelines,
including
the
allocations
to
achieve
charleston
and
then
a
half
million
dollars
more
improvement
to
preparedness
and
response
efforts,
so
43.5
million
dollars
on
non-academic
issues.
Again.
E
I
Thank
you
so
in
killer
one
are.
The
focus,
obviously
is
on
the
reading
instruction,
one
of
the
the
way
that
we
think
about
it
as
educators.
Is
we
talk
about
core
instruction?
That's
the
the
regular
classroom
instruction
that
you
get
when
you
go
into
a
reading
class
and
we
believe
that
we're
behind
the
times
on
our
level
of
rigor
and
reading
curriculum,
so
we're
going
to
make
a
significant
investment
in
a
new
reading,
curriculum
which
we've
been
piloting
this
year
and
paying
for
some
of
that
out
of
sr2
and
the
state
has
been
subsidizing.
I
I
The
curriculum
is
predominantly
trade
books,
so
novels
and
and
other
books,
so
purchasing
those
books
for
every
school
district
and
providing
professional
development
to
support
the
teachers
and
effectively
implementing
that
curriculum,
so
we're
estimating
that
cost
will
be
around
10
million
dollars
all
in
at
this
point,
right
now
in
charleston
county,
we
are
not
meeting
the
need
for
early
childhood,
even
as
we've
been
expanding
it
in
things
like
the
mary
ford,
early
learning
and
family
engagement
center.
So
we
have
some
additional
centers
that
are
going
to
come
online
in
the
next
couple
of
years.
I
So
that's
one
phase
of
better
meeting
the
need
of
early
childhood.
The
second
is
that
we
have
some
some
places
where
we
just
needed
to
add
a
classroom
to
the
purchase
of
curriculum
materials,
furniture
and
others,
which
is
about
500k
of
that
5
million,
and
then
the
bulk
of
that
is
thinking
about
the
fact.
We
don't
have
enough
space
in
some
places.
So
working
with
the
operations
team
can
we
add
module
classrooms
in
places
where
we're
where
the
building
is
highly
full
and
make
sure
that
we
can
actually
meet
the
early
childhood.
I
Need
that
way,
and
also
it's
a
one-time
cost
so
as
we
think
about
sustainability,
we
should
be
able
to
sustain
the
expansion
of
early
childhood
through
public
dollars.
Post-Essa
a
big
challenge
within
our
community
in
terms
of
reading
is
around
our
multilingual
learners
who
come
into
the
system,
not
speaking
english,
and
then
have
to
learn
how
to
read
in
english
in
order
to
perform
well
on
standardized
tests
and
to
be
ready
for
college
and
career
in
this
country.
To
do
that,
we're
thinking
rethinking
some
of
our
supports
for
multilingual
learners.
I
That
would
include
a
newcomer
center
for
high
school
students
who
are
new
to
the
country
to
accelerate
their
english
instruction.
That's
an
opt-in
program
that
would
be
anywhere
between
a
semester
to
three
semesters
of
targeted
english
instruction
and
content
instruction
in
their
native
language.
Additionally,
we'll
have
welcoming
centers
so
that
families
this
will
be
both
in
the
academic
space,
but
primarily
in
the
wrap
around
service
space,
so
pillar
three
to
make
sure
families
can
quickly
transition
into
school
and
supporting
school.
I
I
I
It
goes
down
over
time
because
we've
been
paying
a
premium
in
terms
of
teacher
compensation,
given
how
much
demanding
it
has
been
so
each
year,
we're
modestly
decreasing
teacher
compensation
to
come
back
in
line
with
our
standard
compensation,
post,
essa
and
then
finally
continuing
the
priority
under
mission.
Critical.
I
J
Thank
you,
sir.
So
under
pillar
two
we
have
our
high
quality
teachers
and
leaders,
and
I
will
say
in
all
my
years
in
in
human
resources
in
charleston
county.
This
is
one
of
the
most
exciting
opportunities
right
now,
as
it
relates
to
recruitment
and
retention
of
talent.
J
When
I
look
at
this
piece
and
think
about
recruitment,
and
as
many
as
you
know,
when
it
comes
to
teachers,
the
teacher
pipeline
is
shifting
and
not
necessarily
in
a
positive
way.
When
it
comes
to
our
teacher,
ed
programs,
they're
producing
fewer
teachers,
we're
seeing
many
teachers
decide
to
retire
as
they
reach
a
certain
point
in
their
career.
So
where
do
we
as
districts
start
to
create
and
make
sure
we
have
teachers
and
leaders
in
every
every
classroom
in
every
school?
J
So
what
I'll
say
when
I,
when
I
think
about
a
grow,
our
own
type
program,
because
that's
predominantly
what
I
have
here
other
than
the
student
teacher
piece,
but
I
think
about
three
areas
where
we
can
recruit
from
and
our
target
audience.
I
look
at
it
and
think
we
have
48
000
students
in
our
system.
Certainly,
we
have
students
that
want
to
become
teachers.
So
how
do
we?
How
do
we
create
that
opportunity
as
they
go
through
high
school
and
start
to
think
about
college?
J
We
have
employees
in
our
system,
3
500
to
3.
800
are
certified
employees,
meaning
they
carry
south
carolina
state,
certification
and
credentials,
but
we
have
another
group
of
employees
that
may
be
interested
in
becoming
a
teacher
and
what
would
that
look
like,
and
then
we
also
have
professionals
and
other
folks
in
our
community
and
when
I
say
community,
I
think
of
charleston
and
I
think
of
the
state
of
south
carolina
that
maybe
already
have
a
degree
they're
in
another
career
path,
but
teaching
may
tug
at
their
heart.
J
So
I
to
jump
back
to
the
slide
here.
The
first
piece
we
have
first
for
student
teacher
recruitment
is
this
was
the
first
year
we've
done
this,
but
we
created
a
compensation
structure
or
package
for
our
student
teachers
who
are
right
now
in
our
classrooms.
In
our
buildings,
a
large
number
of
those
teachers
come
from
the
college
of
charleston,
obviously
which
is
in
our
backyard.
But
how
do
we
go
ahead
and
sign
those
teachers
on
and
make
sure
they
have
a
contract
for
going
into
2023?
J
J
We
also
are
offering
them
four
additional
contract
days
so
that
this
brand
new
teacher
has
an
opportunity
to
not
to
get
their
classroom
set
up,
be
ready
with
any
type
of
pd
and
really
just
get
ready
to
kick
off
off
their
career,
the
other
jumping
into
more
of
grow
our
own-
and
you
all,
have
heard
me
talk
about
these
programs,
but
under
pathways
to
teaching.
We
have
several
initiatives
that
again
is
a
grow.
Our
own
so
teach
charleston,
as
I've
mentioned
before
we've
had.
J
I
think
it
was
approved
by
the
state
department
in
2018,
where
we're
able
to
basically
go
take
professionals
who
have
a
bachelor's
degree
through
an
alternative
route
certification
program
and
create
and
grow
teachers
out
of
this
process.
We've
expanded
the
certification
areas
beyond
the
first
three.
We
were
originally
approved
for
into
a
number
of
certification
areas
to
include
elementary,
which
is
really
critical.
Right
now,
for
us
teach
local
and
let
me
go
back-
teach
charleston
now
has
73
teach
charleston
candidates
and
about
33
candidates
right
now
in
the
queue
for
next
year.
J
So
it's
just
continuing
to
grow.
Teach
local
is
another
piece.
When
I
talk
about
our
48
000
students,
this
is
a
partnership
with
early
college
high
school,
where
we
are
working
through
a
program
teacher
cadets,
where
our
high
school
students
who
are
interested
in
becoming
teachers.
They
obviously
graduate
from
early
college
with
an
associates
and
then
go
on
to
finish
and
have
a
bachelor's
degree
so
that
they
can
teach.
J
We
had
four
graduates
last
year,
there's
seven
in
the
queue
for
this
year
and
part
of
these
funds
are
really
wanting
to
expand
this
program,
because
I
really
feel
we
can
go
beyond
early
college.
High
school
teacher,
cadet
program
and
programs
similar
to
it
offer
a
lot
of
opportunity
to
our
students,
and
we
have
some
of
our
high
schools
that
aren't
offering
those
programs.
So
we
really
really
want
to
look
at
that.
J
The
men
of
charleston
teach
is
one
of
our
newest
newest
programs
kicked
off
in
january
of
2022.
We
are
intentionally
recruiting
male
teachers
of
color
at
the
elementary
level.
There
are
four
elementary
schools
with
a
cohort
of
five
male
teachers
in
each
school
for
a
total
of
20
per
year.
Our
goal
is
20
males
for
the
next
three
years
to
have
a
total
of
60.
J
we're
partnered
with
the
university
of
south
carolina
for
that
certification
process
and
voorhees
college
for
the
praxis
support.
There,
then
also
under
pathways,
I'm
kind
of
running
pathways
and
carolina
cap
into
one
in
some
ways,
I'll
pause
and
just
say
that
carolina
cap
is
a
way
for
a
route
for
alternative
route
certification,
where
the
university
of
south
carolina
is
one
of
the
few
college
and
universities
that
has
a
non-degree
seeking
alternative
route
certification
program.
J
At
the
time
is
there
anyone
who's
thought
about
being
a
teacher
and
we
have
about
70
candidates.
There
are
employees
either
already
in
a
program
or
considering
a
program
that
starts
either
the
summer
or
in
the
fall.
Part
of
that
is
the
head
start
opportunity
we
had
for
head
start
employees
working
with
kim,
so
we
have
a
number
of
of
her
staff
that
are
also
completing
that
degree.
J
Some
again
are
non-degree
seeking
and
degree
seeking.
So
when
I
say
non-degree
seeking
it
means
that
person
already
has
a
bachelor's
degree
we're
going
through
the
process
to
train
them
to
become
a
teacher.
If
it's
degree
seeking,
we
have
some
individuals
that
maybe
are
seeking
a
bachelor's
degree
or
an
mat
in
teaching,
so
we
have
several
different
pathways
within
that
classified
to
ta
group
and
I'm
gonna.
I
think
I've
covered
carolina
cap
pretty
well,
it's
all
kind
of
embedded
within
pathways
to
teaching
and
then
for
the
retention
piece
we're
continuing
to
grow.
J
Our
leadership
pipeline,
mrs
belter
and
terry
nichols
have
been
working
through
that
as
a
joint
partnership
between
hr
and
learning
services
to
continue
to
offer
opportunities
to
teacher
leaders
who
are
who
are
aspiring
to
be
principals,
continuing
with
the
aspire
program
and
with
the
program
through
the
citadel.
So
we're
going
to
continue
and
enhance
that
as
well
and
then
the
acceleration
schools,
so
our
acceleration
schools.
We
are:
we've
created
a
comp
structure
for
our
current
teachers,
who
are
at
the
acceleration
schools.
J
A
3,
000
retention
bonus
for
this
year,
also,
a
recruitment
bonus
for
new
teachers,
we're
hiring
as
well
as
referral
bonus
for
current
staff
that
refer
someone
who
is
hired
for
an
acceleration
school
as
well
as
an
attendance
bonus.
This
actually
trickles
down
to
it
covers
all
staff.
So
our
classified
hourly
staff
are
included
in
those
types
of
bonuses
as
well
and
then
also
something
for
our
principals.
So
we
see
this
as
a
way
to
recruit
and
retain
our
talent
at
the
acceleration
schools.
J
K
Good
afternoon
it's
just
an
overview
of
where
we
are
and
where
we're
moving
to
with
wraparound
services,
so
our
mental
health
and
wellness
positions.
K
Specifically,
and
with
the
most
effort
around
trauma-informed
training,
we
are
working
with
musc
d,
norton
and
department
of
mental
health
to
create
trauma
series
of
training,
trauma
101
and
trauma
102,
using
our
our
folks
to
train,
as
well
as
partnerships
with
with
those
organizations,
so
that
we
have
a
layered
approach
to
the
trauma
training.
K
K
We're
contracting-
I
think
most
of
you
know
that
with
many
people
at
this
time
to
provide
direct
services
to
students
in
our
schools.
We
currently
have
14
counselors
in
19
schools
at
the
end
of
the
month.
I'll
do
the
data
again
just
to
let
us
know
exactly
how
many
students
and
how
many
hours,
but
the
last
time
I
looked
before
spring
break.
K
We
were
at
145
students
and
over
250
hours
of
service,
typically
calculate
that
at
the
end
of
the
month
we
are
also
working
on
a
tuition,
reimbursement
or
accreditation
process
for
our
staff
to
receive
support
and
perhaps
becoming
a
social
worker
or
a
school
psychologist
or
getting
their
applied.
Behavior
analysis,
training,
school,
counselor
training,
so
working
on
a
process
for
that,
and
we've
also
added
another
partner
contractor
partner
to
provide
art
therapy,
and
we
are
looking
at
the
parent
child
intervention
therapy
rooms
and
some
of
our
early
learning.
K
Centers
we've
begun
those
conversations
with
those
principals.
One
of
our
big
efforts
at
this
point
in
time
would
be
materials
for
our
calming
rooms
and
our
common
kits
from
our
last
update.
We've
we've
got
a
lot
more
going
out,
so
we
were
at
15
schools
in
march
for
the
calming
kits
and
now
we're
at
32
schools,
we've
ordered
over
1200
kits.
They
have
started
to
come
in
and
are
being
delivered
and
training
is
going
on
as
well
as
this
calming
rooms
for
students.
K
We
have
12
designed
in
elementary
school.
That's
up
from
five.
Last
month
we
have
three
in
the
middle
schools
and
two
in
the
high
schools
the
what
it
means
when
I
say,
design
that
we've
gone
out
and
met
with
them.
We've
looked
at
the
space,
ensure
it's
a
safe
space,
they've
submitted
their
material
order
to
us
and
we
have
placed
the
order
so
we're
just
waiting
on
those
things
to
come
for
them.
K
We
do
have
a
couple
of
them
already
in
place
and
the
rest
of
them
should
be
coming
in
the
next
few
weeks
and
then
for
staff
calming
rooms.
We
have
nine
in
the
elementary
three
in
the
middle
and
two
in
the
high
school
same
process.
There.
We
review
the
rooms
to
make
sure
that
what
what
we
can
put
in
there
and
then
we
work
with
the
school
to
create
their
order
and
process
it.
K
And
then
we
have
a
line
item
for
additional
supports.
There
are
lots
of
ideas
and
lots
of
things
out
there
that
we
are
still
looking
at
as
well
as
partnerships
and
additional
contracted
services,
and
so
we
have
some
money
set
aside
for
when
other
ideas
are
coming
that
are
very
viable,
that
we
can
quickly
act
on
those.
E
Thank
you,
miss
coker,
so
the
next
section
we'll
discuss
the
school-based
allocations
and
proposals
that
came
in
from
the
schools
on
the
next
slide.
I
won't
go
through
this
because
I
talked
about
it
earlier.
This
simply
shows
how
we
allocate
the
allocated
28
million
out
to
schools
in
the
basin
sport
for
doing
that,
based
on
normal
kids
reading
below
grade
level.
So
next
thing
we
will
get
into
each
level
elementary
schools,
middle
school,
high
schools
and
acceleration
schools,
as
well
as
a
a
collaborative
proposal
by
a
group
of
schools
here
in
d20.
L
Very
well
good
afternoon,
river
mack
miss
waters
board
members,
mr
kennedy
and
our
viewing
public.
So
I
want
to
take
a
little
bit
of
time
to
briefly
talk
about
some
of
the
big
themes
that
emerged
from
the
elementary
learning
community,
of
which
you
can
notice
on
the
slide.
39
schools
submitted
plans,
the
bulk
of
them,
the
majority
of
them
needed
to
revise,
said
plans
and,
ultimately,
all
were
approved
before
I
dive
into
those
fake
themes.
L
Our
scholars
closer
and
closer
to
grade
level
readiness,
34
out
of
39
proposals,
had
elements
and
themes
of
intervention
and
enrichment,
whether
it
was
summer
school,
as
I
alluded
to
after
school
saturday,
school
or
intervention
work
with
a
certified
or
classified
staff.
Member,
the
next
big
area,
centered
around
curriculum
and
instructional
planning
time
in
the
form
of
stipends
and
substitute
teachers
and
I'll
elaborate
a
little
bit
more.
So
school
teams
have
identified
the
need
to
create
the
time
and
space
for
teachers
to
be
able
to
unpack
different
data
points
plan
comprehensively.
L
Planning
28
out
of
20
out
of
39
schools
had
that
type
of
programming
in
their
proposal
and
then
finally,
for
the
elementary
group
under
my
supervision
line,
was
the
coordination
of
social,
emotional
learning
and
wraparound
services.
So
with
esser,
a
lot
of
extra
resources
will
come
into
schools
right.
L
M
Great
day,
everyone
I
would
like
to
first
and
foremost
ditto
what
ms
simmons
said
about
the
hard
work
that
the
schools
and
their
teams
put
into.
N
M
Awesome
so
again,
starting
over
I'd
like
to
ditto
what
ms
simmons
said
about
really
thanking
the
schools
and
their
teams
for
the
hard
work
that
they
put
into
the
proposals.
So
I'm
gonna
follow
up
like
she
said,
or
she
alluded
to
with
a
high
level
overview
of
the
plans,
proposals
that
were
submitted
and
reviewed
at
the
middle
school
level.
So,
first,
as
you
can
see
from
your
sides,
we
had
11
plans
that
were
submitted
and
reviewed.
M
We
had
all
of
those
plans
that
were
submitted
needing
some
type
of
revisions
in
some
shape,
form
or
fashion,
and
ultimately,
all
11
plans
were
approved.
So
the
team
that
actually
reviewed
the
middle
school
proposals
consisted
of
an
individual
from
the
department
of
alternative
programs,
an
individual
from
learning
services,
an
individual
from
our
finance
department,
a
level
leader
which
would
be
myself
and
a
principal
over
special
projects.
M
So
it
took
us
about
two
days
or
over
two
days
about
10
hours,
to
review
all
of
the
middle
school
proposals
and,
like
I
said
earlier,
there
were
revisions
needed
on
all
of
them.
Some
were
minor
for
some
schools,
but
some
were
major
enough
to
where
we
had
to
sit
down
and
do
a
one-on-one
and
flesh
out
further
details
of
their
plan
and
everyone,
despite
had
an
opportunity
if
they
needed
to
have
a
one-on-one
all
right.
M
So
I
want
to
talk
about
the
three
themes
that
we
saw,
the
most
across
all
of
the
middle
school
proposals.
The
first
was
extended
learning
time
and
that
could
have
been
in
the
shape
of
after
school
summer
time
or
actually
on
a
saturday
where
schools
felt
as
though
they
needed
that
extended
learning
time,
for
those
kiddos
to
you
know,
address
those
gaps
that
they
have
as
it
relates
to
esser
are
prior
to
esser.
M
So
we
also
saw
as
a
part
of
the
engagement
piece
that
we
didn't
want
them
to
do.
What
was
typical,
so
some
people
actually
put
this
in
their
plans,
but
as
a
part
of
the
recommended
or
required
revisions,
we
ask
that
they
look
at
an
engagement
piece.
So,
in
addition
to
the
academics,
we
had
something
that
would
hook
encourage
inspire
kids
to
want
to
take
part
in
those
extended
learning
time
opportunities
extra.
M
I
should
go
back
and
tell
you
that,
for
the
extended
learning
time
opportunities
we
had
seven
out
of
the
11
middle
school
proposals
that
spoke
to
this
for
reading
and
math
interventions
are
the
embedded
interventions.
Doing
today
we
saw
nine
out
of
11
and
for
the
increased
parental
support.
We
saw
five
out
of
11.,
so
one
of
the
things
I
want
to
speak
to
is
sustainability,
because
I
know
that's
a
big
question
on
everyone's
mind
and
for
a
lot
of
our
schools.
M
We
saw
that
they
would
look
at
some
different
funding
sources
after
esther
expires
to
support
anything
that
they
had
put
in
place
as
a
result
of
this
funding,
but
they
would
also
use
the
data
and
research
to
support
if
that
was
something
that
was
still
needed
alrighty.
So
I'm
going
to
turn
it
over
to
mr
larson
at
this
time.
To
give
you
a
high-level
overview
of
the
high
schools,
all
right.
H
H
A
O
Were
they
done
exceptionally
well,
but
they
were
done
with
the
similar
strategies
across
the
system,
so
from
elementary
middle
and
high.
Our
principles
are
really
zoned
in
on
on
how
we
can
advance
the
work
of
the
third
partic
pillar
in
particular,
so
that
was
exciting
to
see
you
can
see
here.
11
plans
were
submitted.
11
all
of
them
had
some
feedback
that
they
needed
to
address,
be
it
a
budget
line
item
or
something
similar
to
that,
but
in
the
end
all
11
were
approved.
O
I'll
tell
you
that
the
primary
investment
is
focused
on
catching
students
who
are
significantly
below
on
credits,
so
we're
looking
at
graduation
coaches,
interventionists
and
then
additional
personnel
to
sit
side
by
side
with
kids
to
make
sure
that
they're
making
up
those
those
courses.
O
Of
course,
our
graduation
rate
is
something
that's
at
the
center
of
the
work
that
we
do
in
high
schools
and
so
our
systems
for
additional
time
and
support
saturday
school
after
school.
Those
will
give
kids
additional
time
to
complete
the
the
credit
that's
required.
So
overall
we
were.
We
thought
the
plans
were
exceptional
for
the
high
schools
and
we
look
forward
to
seeing
how
they
align
with
the
rest
of
the
work
that
they're
doing
with
with
title
one
and
their
general
fund.
A
E
A
Seconds
for
board
members
to
get
caught
up
on
your
thoughts
and
writing
and
well
I'll.
Give
you
a
signal
once
you
begin.
E
So
as
we
begin
the
next
section
that
will
be
done
by
ms
haynes,
the
with
the
acceleration
schools
when
you're
ready.
P
Good
afternoon
and
thank
you
for
this
opportunity,
so
we
had
a
team
of
one
big
team
of
about
six
people.
They
included
individuals
from
curriculum
and
instruction
the
inclusion
and
diversity
office,
the
finance
office,
as
well
as
someone
from
the
state
department
that
works
with
our
turnaround.
Schools
was
able
to
help
us
with
these
plans
and
of
those
submitted.
P
We
did
give
the
principals
an
opportunity
to
revise
some
of
their
items
that
they
proposed,
and
some
of
those
revisions
consisted
of
needing
a
little
bit
more
educational
research
around
what
the
what
they
wanted
to
do,
as
well
as
clarity
of
baseline
data,
how
they
determine
what
was
going
to
be
done
within
their
schools.
What
baseline
data
they
used
as
well
as
sustainability,
as
dr
williams
spoke
about,
and
then
there
were
times
when.
Maybe
the
statements
were
not
quite
aligned
with
the
vision,
so
they
went
back
and
worked
on
those
items.
P
It
was
very
enlightening
for
the
team
to
go
through
and
look
at
those
plans.
It
took
a
lot
of
time.
The
principles
definitely
put
in
a
lot
of
time,
but
the
committee
members
being
very
strategic.
We
went
through
them
with
a
fine-tooth
comb,
so
those
were
some
of
the
feedback
statements
that
we
gave
them
of
the
11.
P
The
acceleration
schools
really
focused
on
the
wrap
around
services,
and
that
was
the
pillar
that
we
have.
The
most
request
from
their
focus
is
on
sel,
small
group
and
individual
counseling
training
on
conscious
discipline,
they're
looking
to
do
more
mentoring
and
mentorship
programs,
and
one
of
them,
which
is
very
interesting,
working
with
south
carolina
state
to
have
monthly
professional
development
on
how
to
work
with
their
black
males
and
focus
in
on
black
males
in
the
acceleration
schools
and
then
after
school,
tutoring
and
other
programs.
P
The
community-based
organizations.
I'm
really
excited
about
that,
because
they're
looking
to
work
with
raising
the
bar
mentoring,
be
a
mentor
charleston
hope,
wreathing,
ed
artpot
are
just
a
few
young
men
rise,
so
that
connection
with
the
community
is
going
to
help
improve
and
enhance
the
students.
Learning
and
the
items
that
specifically
focused
on
reading
included
teacher
training
and
cooperative
learning
using
kagan
strategies,
as
well
as
additional
interventionists
and
lead
teachers
to
support
students
and
improving
reading
skills.
P
E
Thank
you,
the
saints,
and
so
when,
when
the
board
is
ready,
we'll
ask
miss
huggins
to
talk
about
the
district
20
collaborative
that
took
place
with
the
proposals.
N
E
N
E
So
with
the
district
20
collaborative
here,
there
would
be
some
overlap
with
the
acceleration
schools,
but
we
will.
We,
in
conjunction
with
the
schools,
will
will
work
through
those
and
make
sure
that
we
eliminate
the
overlaps,
but
so
the
district
20
schools
that
you
that
you're
going
to
hear
about
in
addition
to
those
principles
coming
together
with
their
communities
and
coming
up
with
this,
this
community-based
proposal,
each
individual
school
also
had
their
proposal
and
by
necessity
there
was
some
overlap.
E
But
we
recognized
that-
and
we
are
meeting
with
the
things
this
week
with
that
group
from
downtown
here
to
talk
about
how
we
move
forward,
including
the
overlap.
Thank.
H
A
E
Q
Good
afternoon
river,
dr
mack
miss
waters
board
members
district
staff.
We
were
delighted,
like
mr
kennedy
alluded
to
a
second
ago,
to
receive
this
district
20
collaboration
plan
or
this
proposal
from
five
of
our
schools
downtown
on
the
peninsula.
Mrs
coates,
I
really
appreciate
that
question.
It
was
something
that
we
we
were
going
to
address
with
you.
Q
Secondly,
they
focused
on
a
parent
support
initiative
that
is
quite
impressive,
would
build
family
support
teams
to
target
and
wrap
around
families
that
are
really
in
need
of
support,
supporting
their
students,
academically,
social
emotionally
and
in
other
ways.
We
know
that
families
are
challenged.
Q
Also
as
part
of
this
pillar,
this
group
of
principals
and
their
stakeholders
focused
on
key
wraparound
services,
dental
health
and
other
key
things
that
families
need
to
be
successful.
The
last
piece
here
focuses
on
that
teacher
recruitment
and
retention
initiative.
Like
mr
kennedy
just
said,
we're
working
with
miss
belcher,
miss
simmons,
miss
haines,
who
have
already
spoken
a
little
bit
about
the
school's
proposals
to
see
where
there
might
be
overlap.
We
know
in
this
piece
mr
brigmon
referred
to
earlier
a
few
incentives.
Q
This
piece
focuses
on
how
we
get
the
best
and
keep
the
best
in
some
of
our
most
needy
schools.
It
also
wraps
in
a
a
key
support
initiative
by
providing
on-site
daycare
for
employees,
children
as
a
means
to
again
attract
and
retain
some
key
teachers.
So
again
we
were
delighted
to
receive
this
proposal
as
a
collaboration
between
these
principles
and,
like
both
ms
simmons
and
dr
williams,
said
earlier.
E
Thank
you.
So,
as
we
begin
to
wrap
this
presentation
up
the
community-based
organization,
that's
the
board
recall.
We
had
back
this
winter
71
proposals
from
community-based
organizations
when
we
allocated
the
28
million
dollars
out
to
schools,
we
provide
information
to
all
of
the
schools
on
each
of
the
71
community-based
organizations
that
submitted
proposals
and
gave
them
a
process
whereby
they
could
go
by
whereby
they
could
review
and
determine
which
community
organization
they
would
potentially
want
to
partner
with
what
you
have
here
on
this
slide.
E
Is
this
the
47
community-based
organizations
that
either
were
selected
primarily
he
was
selected
by
by
schools
and
primarily
the
school-based
selection
and
are
the
central
office
staff
selection
that
we
think
are
appropriate
to
to
move
forward
with
in
some
in
some
fashion
and
I'll
talk
a
little
bit
about
some,
not
individual
ones
on
here,
but
some
of
the
process
here,
so
the
ones
that,
with
with
an
asterisk,
the
organizations
with
an
asterisk
here
indicate
that
those
were
not
included
not
included
in
the
71
proposals.
E
So
these
schools
are
things
about
10
of
those,
so
that
means
those
they
were
in
each
and
one.
Each
one
of
these
with
the
asterisk
was
selected
by
by
a
by
a
school
or
a
series
of
schools,
and
so
they
said
that
okay,
75
calhoun
you've
been
giving
us
a
list
of
7-1.
E
We
know
of
other
organizations
out
there
that
we
were
working
with
or
we
would
like
to
work
with,
and
so
we
we
would
like
to
include
those
in
in
the
plan
so
that
that's
what
those
those
that
asterisk
means
by
those
about
those
cbo's
another
point
on
here
is
that,
although
we
have
we're
saying
that
we
have
this
47,
that
does
not
necessarily
preclude
us
in
the
future
from
engaging
with
other
cbo's
if
appropriate.
E
I
don't
know
what
I
don't
know
what
that
process
would
look
like,
but
we're
not
shutting
the
door
on
on
that.
Another
point
here
is
that
there
were
some
proposals
that
were
submitted
in
the
71
that
had
a
combination,
combination
of
several
organizations
as
a
part
of
their
overall
submittal,
and
so
that
then,
if
an
organization
that
was
included
in
a
combined
proposal,
it's
not
listed
on
here
that
doesn't
include
them
also
from
from
potential
participation.
E
The
the
next
point
here
is
that
you
don't
have
here
before
you
a
dollar
value
for
any
of
these
proposals,
and
the
reason
for
that
is
where
there
are
three.
There
are
several
reasons
one
in
some
instances.
Schools
did
not
they.
They
did
not
indicate
a
dollar
value
of
of
a
of
an
organization
they
want
to
participate
in.
E
They
may
say
I
want
to
partner
with
x
organization
and
they
left
the
dollar
value
of
zero,
meaning
that
the
scope
of
work
is
yet
to
be
determined
in
some
instances
a
school
may
say
may
have
in
their
proposal.
Let's
say
a
hundred
thousand
dollars
with
a
particular
organization,
well
that
that
still
doesn't
define
the
scope
of
work,
and
so
we
have
to
go
through
the
procurement
process
in
any
of
these
proposals
to
make
sure
that
we
follow
the
right
we're
in
compliance
with
the
procurement
policies,
the
processes
etc.
E
So,
although
they
are
listed
here,
this
does
not
finalize
what
how
a
dollar
value
in
our
final
asset
would
work
with
any
particular
cbo,
because
we
have
to
go
through
that
process
of
identifying
the
scope
of
work
and
the
dollar
value
associated
with
that
scope
of
work
and
then
go
out
then
to
get
approval
through
the
procurement
process,
and
I
think
I
think
yes,
those.
Those
are
the
points
that
I
want
to
make
on
the
community-based
organization
here
again
reiterating
reiterating
that
this
is
this.
E
This
list
of
47
does
not
necessarily
indicate
that
this
is
the
well.
It
is
not
the
final
say
both
in
terms
of
potential
organizations
coming
into
his
work,
doesn't
finalize
any
scope
of
work,
any
scope
of
work
associated
with
it
with
the
proposals
and
with
that
the
last
section
here
I'm
going
to
ask
ms
terry
nichols
to
come
forward
and
talk
about
on
the
school
school-based
proposals
and
plans.
E
R
Thank
you,
mr
kennedy,
reverend
mack
mrs
waters
board
members
and
mr
kennedy
and
staff,
though
you've
just
heard
a
high-level
overview
of
the
very
ambitious
and
exciting
plans
that
the
schools
have
submitted,
and
so
that
doesn't
mean
that
does
our
work
doesn't
stop
there
of
creating
the
plans
and
so
we're
going
to
be
engaging
in
a
it's
very
important
that
we
monitor
these
plans
and
review
them,
and
so
we're
going
to
be
monitoring
reviewing
these
plans
using
a
cycle
of
continuous
improvement
that
we
call
plan
do
study
act.
R
The
associate
superintendents,
of
course,
will
be
involved
in
helping
the
schools
implement
their
plans
that
they've
turned
in
and
then,
as
we
start
the
implementation
process.
Those
plans
will
then
be
reviewed
by
the
associate
superintendents
two
times
during
the
first
semester
at
least
and
one
time
during
the
second
semester,
and
as
those
plans
are
study
and
the
data
is
looked
at
if
there
needs
to
be
any
adjustments
made.
R
Those
will
be
made
at
that
time
that,
if
we
need
to,
if
things
are
going
well,
we'll
continue
if
the
things
need
to
be
tweaked,
we'll,
certainly
we'll
certainly
think
about
doing
that.
So
that's
going
to
be
part
of
our
of
our
accountability
and
ongoing
review
of
those
programs.
R
It's
very
important
that
if,
if
we
need
to
make
adjustments
that
we
do
that,
we
are
accountable
for
the
for
these
plans
and
we're
accountable
for
our
students
achievement,
so
we're
very
excited
about
the
opportunity
to
get
these
plans
rolling.
Thank
you.
E
Thank
you
miss
nichols,
so
so
boyd.
That
concludes
the
superintendent's
update,
except
for
we
open
to
our
questions.
A
Okay,
I
know
that
there
are
a
series
of
questions,
however,
we're
going
to
utilize
the
time
clock
today,
board
members,
so
so
that
we
can
make
sure
that
we
give
everyone
fair
opportunity
in
asking
their
questions.
The
time
clock
is
is
to
my
right
and
to
your
right
as
well.
You.
D
A
So
you
can
ask
as
many
questions
as
you
want
in
your
allotted
time,
but
we'll
come
back
around
again
if
your
time
expires
so
you'll
get
to
ask
all
your
questions.
We
just
want
to
be
fair
to
everyone
to
move
them
around
quickly,
so
that
everyone's
question
get
asked,
and
maybe
your
question
may
get
asked
in
the
middle
of
other
questions
all
right.
A
Yes,
so
per
bold
member,
that's
policy!
We
will
operate
accordingly.
To
that.
However,
you
will
still
get
to
ask
all
your
questions
because
we'll
go
back
around
again
so
that
you
all
questions
can
be
asked
and
answered.
A
Honestly
doesn't
happen,
I'll
speak
I'll,
be
clear,
so
your
time
will
tick.
When
you
ask
your
questions,
it
will
stop
once
the
answer
is
being
given
to
your
question.
If
you
have
another
question,
your
time
will
start
again
so
you'll
get
all
your
questions
asked.
The
time
will
not
rule
while
the
response
is
being
given
from
the
individual
reverend.
S
A
A
D
H
A
A
All
right
we're
gonna,
go
ahead
and
begin
asking
questions.
So
is
there
anyone
that
has
any
questions
just
signify,
so
I
can.
T
Hello
first
question
is
to
mr
barrowi
in
the
ccsd
highlights
you
mentioned
that
north
charleston
opened
its
new
family
community
center
and
I'd
like
to
understand
how
utilization
of
that
space
has
impacted
programming
space
for
instruction
for
students.
F
T
And
then,
when
you
talked
about
the
mental
health
piece,
it
looks
like
you're
allocating
money
for
from
sr2
and
sr3
for
mental
health
services.
So
it
even
though
the
amounts
might
look
small
in
the
sr3
allocations
about
how
much
are
we
spending
in
esser
2?
For
that?
I
think
it
would
help
the
public
to
understand,
since
that
was
a
very
important
piece
that
was
brought
up
during
the
community
engagement,
and
I
see
ms
coker
stepped
up
if.
K
As
well
and
miss
belcher
may
have
the
exact
numbers,
but
we
in
sr2
we
do
have
the
contract
services
began
under
sr2
and
and
are
continuing
into
sr3.
K
So
that
was
a
big
piece
of
what
we
were
doing
as
well
as
looking
at
sel
curriculum
for
high
school,
which
we're
piloting.
So
we
haven't
used
that
money
yet,
but
if
it's
still
there,
if
the
high
schools
decide
to
use
that
seo
curriculum,
it
also
included
stipends
for
summer
training
last
summer
for
teachers
to
attend
equity-based,
mtss
training
and
we'll
cover
stipends
this
summer,
as
well
for
equity-based
mtss
training
for
a
team
from
every
school.
T
Great
also
just
thinking
about
the
so
the
elementary
school-based
plans,
obviously
a
lot
of
common
themes
that
we've
heard
before.
But
I
wanted
to
make
sure
that
when
we
talk
about
preserving
curriculum
and
instruction
planning
time
that
we're
not
just
talking
about
when
you're
learning
a
new
curriculum
that
that
we're
really
going
to
be
more
intentional
to
set
aside
time
for
teachers
in
the
long
run
and
make
that
sustainable.
Because
I
think
that's
something
that
has
been
making
it
hard
for
teachers
to
want
to
stay.
N
So
you
said
that
north
charleston
high
school
was
used
in
about
two
classes.
What
are
we
doing
with
the
facility
area
that
we
built
when
we
remodeled
it
about
15
years
ago?
Has
that
dedicated
side
door?
Is
that
not
where
we're
doing
the
family
engagement.
N
You're
standing
on
this
on
the
crawford
street,
whatever
they
call
it
now,
the
the
you
see
the
crawford
street
standing
on
the
side
of
the
building
you're
looking
at
the
front
door
to
the
right
is
a
small
door.
The
sidewalk
leads
to
the
parking
lot
and
when
I
toured
that
school
many
years
ago,
it
was
specifically
said
that
that
door
and
that
room
was
created
so
that
there
would
be
apparent
ability
to
come
in
and
ask
for
services
and
wrap
around
that
they
didn't
have
to
go
through
the
main
entrance.
N
N
E
So
on
the
on
the
community-based
organization
plans
to.
E
On
the
community-based
organization,
so
you're
right,
so
those
those
proposals
were
posted.
I
would
anticipate
that
once
we
have
a
scope
of
work,
that's
been
agreed
upon
between
each
cbo
and
the
district,
then
we
will
have
additional
information
that
we
would
make
available
to
to
the
board
and
to
the
public
by
posting
them
on
the
website.
Let
me
take
up
tomorrow
with
staff
about
getting
the
the
school-based
plans
and
how
good
that
visibility
of
the
information
transmitted.
N
And
some
of
those
school-based
plans
don't
have
dollars
attached
to
them,
so
are
there
caps
on?
Is
there
a
cap?
Are
there
any
parameters
on
that
on
the
spending
for
a
community
based
organization
or
schools?
Cap
on
how
much
you
can
spend
on
one
of
the
initiatives?
What
are
the
parameters
since
these
plans,
as
they're
presented,
don't
have
any
of
that
scope
of
work
and
use
included.
E
So
so
the
cap,
the
dollar
cap
on
each
school,
would
be
is
based
on
the
amount
of
dollars
that
were
allocated.
So
each
school
was
allocated
a
pacific
dollar
amount
based
on
the
on
the
number
of
kids
reading
below
grade
level.
So
that
is,
that
is.
N
They
can
spend
all
of
that
on
one
thing
or
spread
that
money
around
there's
no
cap
on
categories
or
because
each
person
got
up
and
talked
about
three
different
high
level
initiatives
and
then
subbed
in
their
other
things.
Is
it
just
they
can
spend
it
any
way
they
see
fit
within
that
one
dollar
figure.
E
Well,
so
when
we,
when
we,
when
we
allocate
the
dollars
out
to
the
schools,
and
we
gave
instructions
to
the
schools,
we
were,
we
talked
about
a
level
of
flexibility,
and
so
there
was
a
lot
of
unknowns.
And
so
we,
the
central
office,
said
that
we
are
open
to
working
with
individual
schools
and
groups
of
schools
based
on
what
the
needs
are.
And
so,
although
there
may
be,
let's
say
a
school
allocated,
six
hundred
thousand
dollars.
E
If
there's,
if
there's
a
compelling
reason
to
take
that
up
to
seven
hundred
thousand
dollars,
we
can
make
that
work
within
the
within
the
parameters
of
the
s
or
three
dollars.
Then
we're
open
to
those
types
of
discussion.
So
that's
not
a
hard
and
fast
rule,
but
a
starting
point
that
we
have
to
adhere
to
that
starting
point
and
and
and
have
the
opportunity
to
work
with
schools.
N
E
Well,
I
I
mean,
as
each
person
presented,
they
said
that
I
think
I
can't
remember
whether
it's
100
of
the
plans
but
the
somewhere,
a
higher
percentage
of
the
plans.
I
had
to
have
revisions
that
some
of
the
revisions
were
minor
and
some
were
more
substantial
and-
and
so
I
think,
that's
the
collaboration
between
the
the
folks
here
in
this
central
office,
including
a
series
of
principles
that
help
design
the
process
in
trying
to
work
with
the
principals
who
are
in
their
communities,
submitting
our
proposals.
S
Oh,
oh
I'm
sorry,
oh,
I
just
have
a
very
quick
question
and
then
I
have
a
comment.
I
guess
I'm
looking
at
the
community-based
organization
partners
and
you
said
something
about
the
procurement
process.
Could
you
give
us
an
idea.
E
So
so
we
don't
have
a
timeline,
dr
frazier,
on
when,
when
we
get
through
the
procurement
process,
again
so
in
terms
of
the
process,
so
we
have
proposals
that
have
been
submitted.
We've
had
staff,
you
know
school-based
staff,
central
army
staff,
review
proposals,
and
so
we
have
to
come
up
with
the
concrete
plan.
You
know
because
scope
of
scope
of
work
that
we
would
agree
agree
upon
within
in
the
cbo,
so
in
any
contract
that
we
have.
E
You
know
our
steam
outside
the
esser
in
the
contract
that
we
have
with
an
organization.
We
go
through
the
same
process
as
an
agreed
upon
scope
of
work
and
then
a
procurement
process,
and
so
I
would
envision
that
with
a
list
of
47
and
potentially
more
that
there
would
not
be
a
a
specific
date
for
the
all
eight
all
47,
that
over
some
time
period
between
now
and
the
beginning
of
the
summer.
If
some
of
the
work
is
doing
going
to
take
place
in
the
summer,
then
we
would
have
you
begin
to
see.
E
We
begin
to
see
some
solidification
of
those
scopes
of
works
in
the
procurement
and
the
award
of
a
you
know.
A
an
agreement
or
contract.
C
We
have
nine
people
here
listening
to
information
coming
at
us
in
such
a
limited
amount
of
time,
and
I
know
that
there
are
many
questions
that
will
be
coming
from
us,
and
one
of
mine
is
what
does
mental
health
have
to
do
with
alternative
programs?
C
I'd
like
for
you
to
share
that
with
me
at
a
later
date,
because
as
a
professional
social
worker,
that's
just
seemed
like
those
two
just
doesn't
match,
but
I
also
want
to
say
something
to
this
board
that
I'd
like
for
us
to
take
a
look
at
how
we
can
best
utilize.
Our
time
give
this
staff
the
opportunity
and
the
leadership
the
right
to
lead
this
district
and
move
forward
and
then
look
for
accountability.
C
I
just
I
just
want
to
say
that
we
have
a
responsibility
as
a
board
to
be
more
effective
in
how
we
run
this
district,
look
at
our
roles
and
then
move
forward,
rather
than
dealing
with
the
little
itty
bitty
pieces
of
how
many
teachers
in
a
classroom
I
mean
some
of
this
information
is
important,
but
for
some
of
this
information
I
just
think
that
we
could
best
utilize
our
time
dealing
with
the
business
of
making
sure
that
mr
kennedy
is
doing
his
job
and
making
sure
that
there's
accountability
within
the
district.
D
Thank
you,
reverend
matt.
I
I
first
of
all
thank
you
so
much
for
these
plans.
It
was
extremely
thorough.
It
was
a
lot
of
information,
so
I
do
have
quite
a
few
questions,
so
my
first
question
actually
has
a
follow-up
to
one
of
the
ones
that
dr
frazier
asked.
I
heard
you
say,
mr
kennedy,
that
there's
no
timeline
yet
determined
for
when
the
community-based
organizations
will
go
through
the
process.
D
But
my
question
is
you
mention
in
your
report
that
you
need
to
make
sure
that
the
scope
of
work
in
the
process
that
you
use
is
aligned
to
the
procurement
process,
but
the
question
is:
was
not
the
original
proposal
submission
process
aligned
to
the
procurement
process
and,
if
not,
I
guess
actually,
if
you
just
answer
that
question
first
it'd
be
great.
E
It
was
not
so
last
summer,
maybe
starting
last
spring-
I
don't
remember
the
exact
exact
month,
but
we
was
the
district
received,
unsolicited
proposals
of
the
71
cbo's.
Some
of
those
were
unsolicited
proposals
and
then,
when
at
some
point
during
the
summer
we
open,
we
created
the
the
portal
so
that
and
we
invited
people
to
organizations
to
submit
proposals
they
submitted
proposals
to
central
office.
E
None
of
those
proposals
went
through
the
procurement
process,
and
so
so
we're
at
the
point
now
where
it's
time
to
to
have
agreed
upon
no
agree
agreements
with
an
organization
in
the
district,
and
we
have
to
go
through
that
procurement
process
to
make
sure
that
it's
appropriate.
D
E
A
there's
a
document
that
solidifies
that
that
that
agreement
we
call
them
contracts.
Sometimes
we
call
them
agreements
mousse,
whatever,
whatever
they
are.
So,
for
instance,
we
have
a
number
of
nonprofits
right
now
that
we
have
agreements
with,
and
so
before
we
can
allocate
money
out
to
any
of
those
nonprofits
outside
this
essa
process.
Then
we
have,
they
have
to
go
through
the
procurement
process
they
have
to
the
procurement.
People
have
to
work
with
the
appropriate
staff
to
make
sure
that
they
understand
the
scope
of
work.
E
The
procurement
department
has
to
then
work
with
the
cbo
other
community
organization
or
non-profit,
make
sure
that
they're
in
agreement
there's
some
there's
their
standard
contractual
language
that
the
district
goes
through,
that
we
have
to
comply
with
to
make
sure
that
our
organizations
that
we,
whether
they're,
commercial
or
non-profit,
that
we
contract
with,
are
in
compliance.
D
D
So
when
they
submitted
proposals
originally,
even
if
we
had
kept
to
the
original
process,
would
they
have
to
have
gone
through
this
procurement
process
anyway?
Okay,
that's
what
I
was
wondering.
I
just
wanted
to
make
sure
we
were
still
moving
forward
and
that
this
wasn't
a
new
thing.
No.
O
D
Gotcha,
thank
you
going
back
to.
I
had
a
question
for
mr
bregman
a
couple
of
questions.
Could
you
clarify?
What's
the
name
of
the
program
that
you
talked
about,
where
you
have
the
goal
of
60
men
of
color
in
classrooms
over
three
years.
D
Okay
and
then
also,
I
heard
that
program
specifically
focused
on
men
of
color,
but
of
all
the
programs.
What
is
the
data
showing
about
recruitment
numbers
for
teachers
of
color
from
all
of
those
programs.
J
From
all
those
programs,
so
they're
all
fairly
new
men
of
charleston
teach
just
started
in
january,
we
we
actually
have
a
an
interesting
timeline.
We
had
five
of
our
new
teachers
come
on
board
in
january
as
a
second
teacher
in
the
classroom,
and
there
are
another
I
believe,
nine
lined
up
for
fall.
U
U
Yeah,
so
all
of
these
programs
are
leading
are
the
evidence,
is
research
based
and
that
these
alternative
programs
do
lead
to
a
high
number
of
diverse
candidates
so
across
the
board.
All
of
the
carolina
cap
programs
to
include
ta
to
teacher
as
well
as
men
of
charleston
teach
and
teach
charleston
are
showing
that
most
our
candidates
are
diverse.
Okay,
thank.
J
It's
first
day
of
school,
so
this
past
year
has
been
a
little.
I
would
not
say
it's
our
norm
with
with
kobit.
As
far
as
a
percentage,
I
don't
know
we,
we
probably
started
the
first
of
school
in
the
20s
or
so
as
far
as
classroom
vacancies.
We've
had
difficulty
decreasing
that
number.
It's
it's
continued
to
probably
double
throughout
the
year.
So
it's
been
a
challenging
year.
D
Okay,
thank
you
and
then
so.
When
we
were
talking
about
the
elementary
middle
and
high
school
plans,
I
know
that
you
all
referenced
sustainability
quite
a
bit
and
I'm
joe
michelle
and
they're
and
talking
about
looking
for
additional
funds
post
esr.
But
my
question
is-
and
I
don't
actually
know
if
this
is
a
question
for
you
to
or
elsewhere,
but
if
we're
going
to
have
to
fundraise,
or
I
guess
one,
what
avenues
are
we
looking
to
for
that
additional
funding
and
if
fundraising
is
going
to
have
to
happen,
do
we
already
have
someone.
L
So
we
do
have
a
grants
person
working
under
dr
taylor's
office
but
in
large
part
schools,
a
segment
of
our
schools
already
have
alternate
funding.
I
think
mr
larson
alluded
to
title
1
funding
school
improvement,
funding,
funding,
priority
fundings
that
they
can
use
and
leverage
in
other
ways,
but
I
think
in
large
part
we
want
schools
to
be
able
to
build
capacity,
so
teach
or
train
the
trainer
models
where
whoever
we're
able
to
hire
recruit
at
this
point.
L
During
this
esser
period
we
can
build
capacity
in
our
building
so
that
when
this
money
falls
off
the
folks
inside
the
school
house
are
able
to
continue
to
carry
the
work
forward,
but
we
do
have
a
grant
person
in
the
building
miss
alicia
coquinas.
Thank
you.
E
And
I'll
also
say
that,
historically
here
we
have
we've
considered
every
fund
that
we
have
as
an
independent
fund,
so
the
general
operating
fund
tyra
one
fund,
the
csi
funds
coming
from
the
state
each
fund
is
set,
it's
been
considered
and
managed
separately,
and
so
with
the
interim
chief
financial
officer,
she's,
building
a
model
that
allows
us
to
do
what
we
call
an
all
fund
take
an
offline
approach,
and
so
when
we
talk
about
sustainability,
it's
going
to
be
a
challenge,
but
at
the
same
time
we
have
a
number
of
resources
from
different
different
grants
that
we
can
thread
together
and
figure
out
how
to
begin
a
sustainability
program.
N
E
So
we
don't
have
that
timeline
finalized.
Yet
I
mean
this
today
is
a
milestone
that
you
know
we
that
we
that
we
frankly
were
up
against
a
tight
timeline,
given
the
the
spring
break
to
be
able
to
present
to
you
all
this
afternoon,
where
we
are
so,
staff
will
meet
tomorrow,
talk
about
next
steps
and
how
we
move
forward
and
then
later
the
committee
of
the
whole.
I
think
it's
may
9th
we'll
bring
in
this
information
back
to
the
board
on
what
that
looks
like
okay.
A
All
right,
mr
green.
B
Just
a
couple
questions
one
relates
to
the
high
school
plan
in
the
middle
and
elementary
school.
They
talked
about
michelle
and
dr
williams
talked
about
the
focus
areas
like
the
high
three.
The
only
thing
I
heard
in
the
high
school,
what
came
out
of
the
proposals
was
graduation.
So
is
that
where
that's
the
only
emphasis
for
the
hospital.
O
Advancing
the
mental
health
supports
building
systems
to
provide
those
supports
in
the
school
day
but
beyond
the
school
day.
So
a
really
strong
focus
on
wrapping
around
the
student,
providing
social
and
mental
health
supports
and
also
professional
development,
focused
on
positive
school
climate
programs
like
capturing
kids,
hearts
or
restorative
practices.
B
Maybe
miss
belcher.
What
are
we
going
to
do
to
support
these
principles
with
this
extra
work,
you
know
we.
We
hire
principals
to
oversee
schools,
to
oversee
students,
education
process-
and
I
know
these
programs
fit
into
that,
but
this
is
extra
for
them
and
are
we
comfortable
that
they
are
comfortable
taking
this
on
and
what
kind
of
support
will
we
be
able
to
provide
them.
I
I
Now
again,
that's
still
an
idea
stage
and
not
in
a
final
stage,
and
I
do
think
one
of
the
challenges
is
because
of
the
short
timeline
we
are
adding
despite
a
lot
of
pushback
in
a
gentle
way
from
the
associate
superintendents,
a
lot
of
staff
and
given
the
current
economic
climate,
I
think
that
concerns
all
of
us
will
we
be
able
to
particularly
mr
bregman.
Will
we
be
able
to
find
the
staff?
So
I
think
that's
another
places.
Mr
kennedy
said
we
might
need
to
turn
to
our
community
partners
like
I.
I
I
do
anticipate
that
we
will
be
reaching
back
out
to
some
community
partners,
particularly
ones
that
we've
worked
with
in
the
past,
around
mentoring
and
tutoring
like
reading
partners
and
others,
but
in
that
case
it'll
be
a
more
narrow
focus
and
less
about
us
coming
to
soliciting
a
proposal
more
about
saying.
We
need
someone
to
help
in
this
way,
so
I
hope
that
that
will
also
take
the
load
off
because
when
you're
managing
a
contract,
it's
a
lighter
lift
than
if
you're
managing
the
individual
tutors
in
the
program.
I
A
Okay,
all
right
miss
heater.
If
you
have
a
follow-up
question,
I.
N
Just
want
to
elaborate
on
this
greens
question
so
I
know
a
lot
of
the
schools
decided
on
extended
time,
both
in
after
school
and
summer.
Are
we
working
with
say
your
kaleidoscopes
and
some
of
the
community
partners,
so
we're
not
duplicating
or
the
majority
of
the
schools
wanting
to
start
programs
from
scratch.
L
From
the
plans
I
saw
they're
working
in
collaboration
with
their
existing
partners
and
trying
to
target
those
students
that
our
own
ccsd
summer
enrichment
camp
might
not
already
be
targeted.
Okay,
thank
you.
A
Okay,
miss
cochlear
you're
on.
V
Yes,
I'm
here
I
apologize.
My
question
was
going
to
be,
and
I
looked
down
and
I
saw
the
ones
with
the
asterisks
next
to
them
that
these
schools
actually
submitted
these
proposals.
But
I
was
just
curious
to
know
the
ones
that
didn't
have
assets
if
they
just
submitted
the
proposals.
V
Are
we
sure
that
the
schools
are
going
to
be
working
with
them
and
what
schools
they're
going
to
be
working
and
where
they
actually
initiated
by
the
schools?
Because
if
we
don't
have
them,
if
they're
not,
you
know
partnering
with
the
schools,
or
we
just
want
to
make
sure
that
that
they're
going
to
be
interested
in
working
with
these
schools?
And
it's
not
just
something
that
the
community
organization
pop
by
themselves.
E
If
I
understand
the
question
correctly,
ms
coakley,
so
the
the
ones
with
the
asterisk,
those
were
organizations
that
were
not
a
part
of
the
original
71,
and
so
they
were
selected
outside
by
schools
outside
that
that
list
of
71.,
the
other
ones,
the
ones
without
asterisks.
They
were
also
selected
by
schools,
so
they
will
be
included
they
just
they.
They
were
also
a
part
of
the
original
seven
to
one
cbo's,
so
so
that
list
of
47
all
47
have
opportunity
to
be
to
be
included.
E
N
E
I
I
don't
know
if
there's
a
requirement
for
them
to
be
non,
you
know
non-profits,
but
the
vast
majority
are
non-profits
and
I
have
looked
at
each
of
the
47
that's
on
this
list,
but
I
would
say
that
you
know
well.
Over
90
percent
of
a
guest
would
be.
N
But
if
they're
not
that's,
not
a
that's,
not
a
deal,
breaker,
that's
right!
Okay
and
just
another
high-level
question.
I
heard
this
sprinkled
throughout
the
presentations.
Are
we
going
to
be
funding
tuition
to
secondary
educational
entities,
for
people
who
want
to
get
their
bachelor's
for
people
who
want
to
get
into
their
counseling
is
ccsd
going
to
start
funding
some
of
those
tuitions.
J
So
we
are
paying
tuition
at
some
of
the
schools
for
some
of
our
employees.
We
have
agreements
with
like
the
university
of
south
carolina,
so
yes,
ma'am.
It's
part
of
a
commitment.
An
employee
has
to
commit
to
continued
service
in
the
district.
H
N
J
N
Which
is
kind
of
my
my
last
statement
and
I
think
terry
you
said
it
best,
but
I
would
ask
that,
as
you
go
to
the
next
phase
for
us,
because
what
you're
doing
for
us
is
also
putting
it
into
the
public
arena.
So
it's
not
just
for
the
board.
It's
for
the
community
is
at
some
point
and
I'll
use
an
example.
We
said
these
are
not
all
the
community-based
organizations
we'll
use
at
some
point.
N
We
have
to
finalize
that
list
because
we
don't
want
to
be
coming
back
16
months
later
and
have
people
confused
and
have
a
district
say.
Well,
we
told
you
there'd
be
other
people,
you
know
we
need
to
be
able
to
define
the
plan
and
define
the
players
and
then
define
the
expected
results,
not
just
internally
for
you
as
the
professionals,
but
for
the
people
who
are
watching
to
see
if
this
works,
like
the
d20
initiative
could
be
transformational,
but
we
would
hate
to
see
it
get
back
into
a
a
pr
issue
where
people
are
like.
N
Well,
you
keep
adding
or
you
keep
taking
away
and
then
our
response
is
well.
We
never
told
you
that
we
wouldn't
so
my
encouragement
is,
is
that
we
create
something
people
can
hang
on
to,
because
they're
also
wanting
to
compare
the
front
end
to
the
back
end,
not
just
staff,
and
that
would
be
my
suggestion
as
you
move
forward.
Okay,.
T
Yeah,
this
is
a
clarification
question
for
slide
12,
where
you
talk
about
non-academic
detail
under
activities
authorized
under
esea,
iba,
afla,
af
la
and
the
perkins
act.
T
E
Well,
so
those
those
acts
then
would
apply
is
my
understanding
on
that
federal
grant
to
all
of
the
categories
so
this
so
I
don't
know
why
why
why
we
specifically
call
those
carlos
acts
out
under
the
1.6
million
dollars?
I
think
it
is
for
the
chief
charleston,
but
those
acts
apply
to
the
entire
grant.
E
I
Understanding
but
my
understanding
is
that's
the
esser
section
that
that
the
chief
charleston
falls
under
ma'am,
so
those
are
listed
in
terms
of
the
esser
category,
not
so
much
that
so
that's
correct!
It
is
just
achieved
charleston
right
now,
because
we
didn't
put
the
even
though
we
are
doing
things
for
kids
with
special
needs
and
others.
We
just
didn't
put
it
under
that
esser
category.
I
We
are
it's
just
an
org,
it's
a
classification
system,
not
a,
and
it
and
also
there's
additional
monies
as
a
set
as
separate
from
these
esr
grants
that
are
given
specifically
to
under
idea-
and
I
can't
remember
the
name
of
it,
but
there's
an
extension
similar
that
they're
using
just
for
special
needs.
Kids.
T
A
Okay,
all
right
is
there
any
further
questions
in
reference
to
the
report
on
esser
three.
N
E
E
So
in
the
this
is
the
last
meeting
we
had
the
meeting
up
at
the
cas
up
and
down
up
at
the
north
charleston.
I
I
presented
this
this
concept
of
how
we
manage
complex
initiatives
so
part
of
that,
and
so
miss
nichols
talked
about.
E
A
All
right,
thank
you,
mr
kennedy
and
and
your
staff
for
the
report
and
the
update
on
nasa
3.
at
this
time
now
we'll
move
to
item
4
a
b
and
c,
which
will
be
chaired
by
ms
heter.
N
I
So
I
I
I'll
just
do
the
highlight,
and
if
there
are
questions
ms
huggins
will
answer
them.
As
the
board
knows,
early
college
moved
in
the
last
couple
of
years
to
better
align
its
academic
calendar
with
that
of
of
the
college.
So
this
is
next
year's
proposal
and
we're
asking
for
board
approval
for
this
adjusted
calendar.
N
Q
N
V
N
I
W
Good
afternoon
miss
henry
we're
coming
back
to
the
board
of
trustees
for
this,
because
with
an
amendment
k5
science
recommendation,
because
there
was
a
change
in
terms
of
the
funding
source
of
how
the
state
department
was
going
to
fund
the
science
instructional
resources
for
particularly
the
kits
initially,
when
we
came
before
the
board,
we
stated
that
the
kids
came
with
the
book
carolina
smithsonian
and
later
on.
There
were
some
additional
changes
and
they
decided
that
they
were
not
going
to
find
the
kids.
W
So
we
went
back
to
the
committee
and
they
provided
another
recommendation
which
was
huffman
mifflin
harcourt
and
that
textbook
it
meets
all
of
the
criteria
that
we
stated
before
in
terms
of
cultural
competency.
It
includes
students
that
look
rep
that
are
representative
of
populations
within
the
ccsd
community,
as
well
as
it.
It
provides
literacy
strategies
which
are
which
helps
our
students
meet
that
goal
of
reading
on
grade
level
by
fifth
grade.
N
Thank
you
any
questions,
so
I
do
so.
It
is
just
clarify
why
we're
changing
textbooks
30
days
apart,
I
realized
that
the
science
kits
aren't
being
offered
but
they're
not
being
funded
for
any
book,
so
the
book
you're
choosing,
doesn't
have
a
funding
line
for
the
kids.
So
why
are
we
changing
the
the
book
when
no
book
we
changed
to
provides
a
the
benefit?
We
lost
right.
N
H
N
It
emphasized
a
lot
of
the
comments
and
input,
none
of
which
I'm
hearing
for
this
one.
So
why
are
we
trans?
Why
are
we
getting
the
new
book.
W
This
one,
this
particular
textbook
bam.
It
includes
the
same
thing
mll
as
well.
All
of
the
same
resources
that
were
available
with
carolina
smithsonian
are
well
and,
as
a
matter
of
fact,
we
went
back
to
the
committee.
It
was
the
book
that
was
recommended
within
the
top
four
choices
as
well,
and
actually
it
was
it
beat.
It
beat
carolina
smithsonian,
but
we
went
with
that
resource
because
it
provided
a
kid.
So,
as
a
result
of
that,
we're
going
back
to
get
the
book
that's
more
closely
alive.
So.
I
Were
under
the
belief
that
the
kids
were
going
to
be
included
right,
as
were
all
of
the
other
districts
across
the
state
within
that
offering
so
it
met
our
criteria
and
we
would
not
have
to
pay
the
additional
amount
as
good
stewards
of
public
dollars
for
those
kids,
the
state
has
subsequently
amended
the
list
period
and
their
kits
are
not
included
at
all
for
any
of
the
curriculum.
With
that
new
variable
that
made
us
reevaluate
our
selection
and
we
went
with
something
that
was
higher
on
the
list.
W
N
T
N
That
motion
was
approved
now.
Our
last
item
for
c
is
the
textbook
selection
for
spring
2022
k
through
2
and
select
high
school
social
studies.
I
Ms
belcher,
so
the
recommendation
is
included
in
board.
Docs.
Is
that,
as
the
board
knows,
we
had
new
social
studies
standards
and
we
did
some
of
our
own
curriculum
built
out
last
summer.
These
textbooks
would
supplement
that
mr
dr
davis
is
here
to
answer
any
questions.
The
board
has
on
specific
selections.
However,.
N
B
You
will
have
coming
to
you
for
the
board
meeting
today
two
action
items
from
audit
and
finance
which
we
have
we
will,
you
will
be
voting
on
and
then
there
are
three
information
items.
Anybody
anyone
has
any
questions.
A
T
T
A
minor
change
is
a
sentence
that
was
struck
out
in
one
of
the
bullet
sections
and
that
does
look
like
a
big
change,
but
it's
basically
restating
the
same
intent
in
the
previous
bullet.
So
that's
why
that's
being
struck
out
and
at
the
beginning
of
the
policy
we
have
a
a
change
that
would
put
the
capital
maintenance
plan
more
in
line
with
the
building
plan,
which
is
a
six-year
plan.
So
this
plan,
as
is
the
five-year
capital
maintenance
plan,
it's
going
to
be
changed
to
a
six-year
capital
maintenance
plan.
A
A
Hearing
none
item:
7b
is
the
proposed
board
meeting
scheduled
for
2022-23
as
listed
as
outlined
in
the
document.
Are
there
any
questions
in
reference
to
the
post
schedule.
A
T
Yes,
I'd
like
that
board
to
consider
that,
with
the
meeting
dates
where
we
have
doubled
up
meetings
where
we
have
the
cal
and
the
board
meeting
on
the
same
date
that
we
endeavor
to
either
only
include
items
on
the
cow
agenda.
That
would
be
voted
at
the
next
month's
board
meeting
or
publish
the
packet
information
two
weeks
in
advance,
so
that
the
public
has
time
to
review.
A
Kind
of
emotional
passes
item
7c,
doctor
taylor.
A
Anything
you
want
to
share,
in
addition
to
the
proposed
board
agenda
items.
Okay,
all
right,
second,
moved
by
miss
coat
second
by
miss
herrick.
Are
there
any
questions
on
board
members
hearing?
None?
We
ask
that
you
please
cast
your
vote.
B
Thank
you,
reverend
matt,
the
ad
hoc
committee,
consisting
of
miss
darby,
dr
frasier,
and
myself,
met
and
reviewed
the
13
proposals
that
are
not
proposals.
They
were
actually
firms
that
were
either
referring
to
the
committee
and
we
made
a
selection
of
the
six
firms
here
for
next
steps.
B
Obviously,
you
could
reduce
that,
but
because
we
didn't
have
all
of
the
specific
information,
because
we
didn't
really
solicit
information
from
these
firms,
there
was
some
questions
about
what
they
would
do
and
we
would
have
to
make
that
more
clear
to
them
as
we
move
forward.
But
so
that's
why
we
ended
up
with
such
a
large
number.
I
think
such
a
large
number,
so
they
are
for
approval
and
next
steps
to
be
determined
by
the
board.
H
N
So
miss
green-
I
I
I
tend
to
agree
with
you
for
two
things.
Really,
if
I
hear
you
all,
this
committee
did
was
review
the
published
stuff
that
came
off
their
websites
right,
because
that
was
what
was
handed
to
us
and
so
there's
really
no
vetting
process.
That
said,
eliminate
these
seven
and
keep
these
six,
which
generally,
I
think,
is
probably
as
good
as
you
could
get
at
this
point
in
time,
but
I
would
propose
that
we
kind
of
stepped
this
up.
N
We
have
two
other
districts
in
south
carolina
in
addition
to
the
southeast,
currently
looking
for
superintendents
and
their
superintendent
search
process
is
starting
after
us
and
they're
already
getting
to
out
there
in
the
public.
Can
we
narrow
this
down
to
three
and
move
forward
with
a
motion
that
says
we
bring
those
three
in
to
present
and
hire.
A
D
B
Well,
and-
and
thank
you
thanks
to
both
of
you
who
needed
to
say,
we
didn't-
have
good
participation
with
feedback
from
board
members
regarding
regarding
the
initials,
but
the
information
we
had.
There
were
logical
reasons
for
eliminating
the
ones
that
we
did
and
we
thought
the
others
had
potentially
potential.
B
So
if
we
decide
I,
I
don't
know
that
we
as
a
board
have
decided
how
far
we're
going
with
this
process
or
or
whatever.
But
if
we
decide
to
move
far
forward,
it
would
be
my
recommendation
that
we
develop
some
sort
of
criteria
that
we're
looking
for
the
superintendent,
and
I
thought
that
was
going
to
come
out
of
the
governor's
training
that
we,
you
know
we're
trying
to
have,
which
would
really
be
helpful
and
then
I
would
have.
B
At
this
point,
we
don't
we
aren't
looking
at
apples
to
apples
is
whatever
somebody
may
have
put
out
on
their
website
and
and
but
we
thought,
based
on
their
experience
or
based
on
you
know,
there
were
several
things
the
three
of
us
were
looking
at,
but
that
would
be
if
we
are
to
move
forward.
That
would
be
my
thought
about
what
the
next
step
should
be.
So
can.
X
Yeah
reverend
the
only
the
only
thought
I
had
and-
and
we
talked
about
this
a
little
bit
in
our
ad
hoc
committee
meeting-
is
that
the
main
thought
I
have
not
only
is
that
the
difference
in
in
our
search
compared
to
other
school
districts
is
that
you
know
all
nine
of
our
seats
are
open
for
up
for
re-election
and
we
could
potentially
have
a
completely
new
board.
X
So
as
we
are
searching
for
a
superintendent,
a
superintendent's
gonna
be
interviewing
us
as
well,
and
I
think
I
I
I
mean
I'll,
be
interested
to
hear
what
the
firms
say
about
whether
you
know
the
the
kind
this
caliber
of
superintendent
we're
looking
for
is
going
to
be
willing
to
come,
not
having
any
idea
who
they're
who
they're
going
to
be
reporting
to.
So
that
was
one
reason
that
we
thought
you
know
we.
We
could
make
this
recommendation.
N
You
initiated
our
initial
conversation
with
him.
We
came
out
of
that
saying
that
we
wanted
to
hire
the
superintendent
before
november.
I'm
not
sure
I
think
that's
a
good
idea,
but
that's
what
the
board
came
out
of
that
meeting.
You
had
dwayne
run
two
months
ago,
so
I
mean
I
was
working
off
the
assumption.
That's
what
the
board
wants.
Okay,.
D
Not
not
questions
but
a
comment
just
for
the
benefit
of
the
public
that,
within
the
superintendent
search
there's
a
great
deal
of
activity
that
has
to
happen
beyond
just
the
board,
selecting
someone
we
have
to
create
a
profile
of
the
individual.
We
need
to
get
public
input
on
that,
and
that's
quite
a
bit
of
work
that
we
can
be
doing
in
these
next.
However,
many
months
before
november,
I
agree
that
about
the
caliber
of
individual
and
not
knowing
who
their
bosses
are.
D
I
mean,
but
also,
I
I
say,
give
it
a
try
because
we're
sitting
here
and
that
we
could
get
all
of
those
other
activities
lined
up
and
be
very
clear
about
who
we
need
to
be
looking
for,
based
on
what
the
community
wants
well
before
november.
Okay,.
A
N
I
move
that
we
initiate
zoom
meetings
with
all
six
of
these
firms
within
the
next
30
days,
just
for
a
high
level
presentation
of
what
they
provide,
what
they
charge
for
what
they
provide,
what
they
you
know,
they're,
going
to
bring
some
information
to
the
table
before
we
ask
questions
like
this
is
how
long
we
normally
take.
This
is
how
we
do
it.
N
A
N
A
N
I
think
we
can
work
in
conjunction
with
the
governance
training
to
start
creating
a
profile.
A
A
Right,
the
ad,
how
committee
work
has
been
done,
what
we,
what
has
been
requested
of
them,
miss
darby.
X
I
I
support
doing
that,
but
I'm
not
100
sure
that
we're
going
to
be
able
to
get
that
done
in
30
days,
along
with
the
two-day
governance,
training
and
our
regular
meetings.
So
you
know
maybe
we
shoot
for
45
days
or
we
recognize
that
we
can
certainly
try
for
30
days.
I
just
don't
want
you
know
those
firms
may
be
able
it
just.
They
may
have
other
searches
going
on
so
I'd
in
getting
all
nine
of
us
together
to
do
that.
I
think
that
might
be
really
pushing
it.
A
H
A
All
right
so
motion
has
been
made,
has
been
seconded.
Are
there
any?
Is
there
any
consideration
to
that
amendment
request?
Are
you.
N
H
N
N
B
H
A
A
Okay,
that
motion
passes
miss
green.
If
you
would,
we
will
coordinate
the
information
you
have
shared
tonight
and
then
we'll
we'll
move
forward,
trying
to
set
up
this
and
coordinator
with
the
board.
Okay,
yes,.
B
A
H
N
A
A
Okay,
that
motion
passes
item.
8A
is
the
upcoming
meeting.
We
have
scheduled
immediately
today,
we'll
have
a
regular
board
meeting,
but
the
next
sets
of
meeting
will
be
may
9th,
which
will
be
the
cow.
The
committee
of
the
whole
meeting
and
then
may
23rd
will
be
our
regular
board
meeting
as
outlined
as
at
our
last
board
meeting.
A
I've
talked
about
maybe
in
may
having
a
regular
board
meeting
or
a
cow
meeting,
maybe
at
the
cas
at
west
ashley,
as
we
did
at
the
cas
in
north
charleston
as
a
potential
opportunity
to
visit
out
there,
and
I
wanted
to
know
if,
if
the
board
opposed
having
a
regular
board
meeting
may
23rd
at
the
cas
west
actually.
A
All
right
so
staff,
if
we
can
prepare
for
our
may
23rd
board
meeting
to
be
at
the
cas
west,
ashland.
Okay,
all
right
entertain
a
motion
for
the
adjournment.
A
A
Ready,
thank
you.
Okay.
We
will
now
call
at
the
april
25th
2022
board
of
trustees,
regular
meeting
to
order
entertain
a
motion
for
adoption
of
the
agenda.
A
Moved
by
miss
coates
second,
by
miss
green.
Are
there
any
questions,
dr
french.
H
T
If
it
pleases
the
board,
I'd
like
to
move
that
we
adopt
the
agenda
with
moving
item
9a
to
the
consent
agenda.
A
A
Okay,
what's
that
dr
french
was
that
the
one
you
voted
against
and
okay,
all
right,
all.
U
A
A
A
N
A
A
V
I
have
a
question:
I'm
looking
at
us
approving
the
votes,
and
it's
only
eight
of
us
that
are
being
counted
is
somebody
not
there.
A
N
A
Okay,
that
motion
passes
board
members
and
members
of
the
audience.
I
sadly
must
announce
the
passing
of
one
of
our
employees,
who
was
a
part
of
the
department
of
exceptional
children,
family,
miss
amy
robinson,
who
served
ccsd
students
for
many
years
as
a
speech
pathologist
passed
away
this
morning
after
a
courageous
battle
for
the
last
few
years.
A
A
M
G
The
board
room
good
evening
chairman
vice
chair
waters,
board
of
trustee
members
and
superintendent
kennedy,
all
ccsd
staff
and
all
of
our
visitors
welcome
here
today.
We
first
would
like
to
recognize
this
year's
mark
cobb
and
ron
mcwirth
scholarship
recipients,
the
ramek
work
mark
cobb
scholarship
named
in
honor
of
former
employee
mark
cove
and
former
ccsd
superintendent.
Dr
ron
mc
work
is
open
to
any
ccsd
graduating
senior,
whose
parent
legal
guardian
is
a
full-time
employee
of
charleston
county
school
district.
Okay,
you
can
come
back.
G
G
Thank
you.
The
one-time,
2500
gift
is
intended
for
students
seeking
admission
to
a
technical
two-year
or
four-year
college
or
university
thanks
to
the
generosity
of
many
individuals
and
businesses
in
the
low
country
in
the
state.
This
this
is
this
year's
19th
annual
mark
cobb
memorial,
raw
mcwork
scholarship,
I'm
sorry.
This
year's
19th
annual
mark
robb
mark
cobb
ron,
mcwork
golf
tournament
raised
more
than
fifteen
thousand
dollars
for
scholarships
this
evening.
G
We
have
several
seniors
who
will
be
receiving
awards
and,
as
I
call
your
name,
please
step
forward
turn
around
so
that
the
audience
can
see
you
and
and
be
applauded.
So
I
first
would
like
to
introduce
you
all
to
riley
crabtree
riley
plans
to
attend
the
college
of
charleston
with
a
major
in
public
health
and
a
minor
in
linguistics.
G
G
G
G
G
G
G
G
G
Lastly,
we
have
three
students
who
are
unable
to
join
us
this
evening,
but
we
would
also
like
to
recognize
them
kennedy,
walker
and
after
graduation
kennedy
will
attend
the
citadel
to
pursue
a
bachelor
of
science
degree
in
biology
before
pursuing
dental
school
at
the
medical
university
of
south
carolina
piper
wood,
this
fall
will
be
attending
the
university
of
south
carolina
honors
college
as
part
of
the
pharmd
program.
Her
goal
is
to
become
a
pharmacist
so
that
she
can
help
others
in
her
community
and
reagan.
G
G
G
Next,
we
would
like
to
recognize
wandel
high
school's
course
for
recently
winning
gold
in
nnaa
national
4a,
national
choral
competition
in
orlando
florida.
This
evening
we
are
joined
by
wander
high,
school's
principal
dr
sherry
eppelsheimer,
our
core
director
eric
wilkinson
associate
directors,
lizzie
keene
and
stephanie
kinney
and
student
officers,
connor
creighton
anna
scott,
nuttall
katie
store,
michael
lambert,
joseph
wiggins,
catherine
mays,
and
will
pruitt
in
addition
to
the
gold
award,
the
choir
earned
a
superior
rating
for
their
performance
and
received
the
best
in
class
award
for
satb
soprano
alto
tenor
and
bass.
G
G
So
festival
disney
gives
middle
and
high
school
concert.
Choirs
orchestras
and
concert
bands
the
chance
to
compete
with
other
schools
from
across
the
country
and
received
detailed
positive
feedback
by
nationally
recognized
adjudicators
present
at
the
event
wando's
course
had.
91
students
travel
to
orlando
to
compete
and
they
performed
three
selections
again
join
me
in
congratulating
wando
high
school's
course
on
their
outstanding
achievements.
G
H
G
For
our
final
recognition
this
evening
we
have
the
2022
post
and
courier
spellbound,
regional,
spelling
bee
champion,
shivan
cole
walker,
a
fifth
grade
student
at
ashley
river,
creative
arts
elementary
school,
along
with
his
principal
michelle
connor
shivam
correctly
spelled
the
word
cabaret
c-a-b-a-r-e-t,
to
lock
in
his
spot
at
the
scripps
national
spelling
bee
virtual
preliminaries,
which
will
occur
this
may.
He
will
advance
through
the
preliminary.
If
he
advances
through
the
preliminaries,
he
will
travel
to
washington
dc
later
in
the
summer.
For
the
finals.
G
F
V
A
Okay,
well
now
moving
to
executive
session
at
this
time
entertaining
motion
all
right.
Well,
now,
moving
to
executive
session,
we
ask
everyone:
okay,
I'll,
say
anyone,
that's
not
a
part
of
executive
session.
We
will
ask
that
you
please
excuse
yourself
at
this
time,
however,
you'll
be
notified
when
we
return
back
to
open
session.
A
A
Moved
by
mr
harvey
second
by
miss
codes
and
ms
waters,
are
there
any
questions
hearing
none.
We
ask
that
you
please
cash.
Your
vote.
X
A
N
A
H
A
L
A
X
A
D
Thank
you,
reverend
mack.
We
actually
don't
have
any
additional
public
comments
from
earlier,
but
I
will
call
for
the
in-person
comment
who
wasn't
present
at
the
committee
of
the
whole
meeting
is
jasmine
ramos
in
the
room.
D
A
B
E
The
presentation's
being
brought
up
now
there.
It
is
so
as
the
board
is
aware,
the
state's
in
in
the
mix
of
developing
this
budget,
the
house
has
approved
a
version
that
version
of
the
budget.
The
senate
is
currently
working
on
its
version
of
the
budget.
There
are
some
some
fairly
significant
differences
and
the
in
the
the
two
branches
have
to
work
that
out
before
they
get
a
proposed
budget
up
to
the
governor
for
his
his
signature
in
at
the
audit
and
finance
committee
earlier
this
month.
E
I
believe
that
committee
on
where
we
stood
with
revenues
and
expenditures
for
next
year,
I
will
give
an
overview
to
the
full
board
tonight,
with
the
understanding
that
we'll
be
briefing
the
our
finance
committee
in
more
details
at
the
may
rn
finance
committee
and
then
on
the
may,
23rd
report
being
the
first
reading
of
the
school
budget.
So
if
you
go
to
the
next
of
this
slide,
so
you
should
have
on
your
as
your
desk,
your
tables,
this
handout,
and
so
what?
E
What
I
would
say
is
that
when
we
look
at
our
projected
revenues
for
next
year
and
projected
expenditures
next
year
and
compare
the
two,
then
we
have
expenditures
that
exceed
on
a
projection
of
projected
basis,
expenditures
that
exceed
our
revenues
and
so
when
we're
in
a
situation
like
that,
we
have
to
figure
out
how
to
make
those
two
come
into
alignment,
because
we're
required
by
law
to
have
a
balanced
budget.
E
So
at
the
top
of
this
table
it
shows
across
the
top
various
scenarios
and
I'll
get
to
a
couple
of
those
scenarios
in
a
minute
scenarios
in
terms
of
how
we
balance
the
budget
on
the
left
hand,
side,
it
lists
revenues
at
the
beginning
and
then
coming
down
the
front,
the
the
left-hand
side
of
page
one,
the
expenditure
request.
So
let's
take
a
take
a
look
at
the
at
the
revenue
itself,
so
you
go
back
to
the
top
line.
E
It
says
revenue
state
portion
based
on
the
house
version,
so
under
the
blue
column,
based
on
our
projections,
both
on
state
and
local
revenue.
We
expect
to
receive
617
million
dollars
of
revenue
for
next
year,
whereas
where
we
expect
to
end
the
year
this
year,
at
614
million
dollars
of
expenditures.
E
So
that
means
we
have
three
dollars:
three
million
3.2
million
dollars
more
in
the
revenues
that
we
would
end
the
year
and
that
that
would
be
our
starting
point
for
balancing
the
budget
for
next
year.
E
And
if
you
come
down
that
column,
though,
that
blue
column
under
expenditures
it
says
required,
increases
required
increases
it's
the
first
one
says
a
teacher
step
increase,
so
it's
4.5
million
dollars,
so
we
require
all
school
districts
across
our
state
are
required
to
give
a
step
increase
with
teachers
for
ccsd
that
our
value
is
4.5
million
dollars.
It's
been
widely
reported
at
the
state
level
that
teachers
would
receive
a
four
thousand
dollar
salary
increase.
Neither
the
house
version
supports
that
nor
the
senate
version.
E
So
in
this
column
here
it
shows
for
ccsd
the
cost.
For
a
across
the
board.
Four
thousand
dollar
salary
increase
with
teachers.
Teachers
is
19
million
dollars
in
the
house
version
of
the
budget.
The
district
will
receive
a
little
over
seven
million
dollars
in
additional
revenue
up
next
year
over
this
year.
E
So
seven
point:
seven
million
dollars
additional
revenue
with
a
cost
of
about
19
million
dollars
for
just
the
salary
increase
of
four
thousand
dollars,
plus
the
4.5
million
dollars
for
the
for
the
step
increase
and
we're
also
required
by
the
state
on
the
next
line.
Item
retirement
increase
of
two
point:
almost
three
million
dollars,
and
so
that's
the
the
the
district's
required
increase
based
on
the
state's
levying
part
of
the
that
liability
over
on
our
own
online
districts.
So
our
share
would
be
two
almost
three
million
dollars
similar.
E
Similarly,
the
health
and
dental
increase.
We
we
will
pick
up
an
additional
1.7
million
dollars
worth
of
expenditures,
that's
again
with
the
state
shifting
those
costs
from
the
state
budget
over
to
this
school
district
budget.
And
then,
of
course,
we
have
our
allocations,
not
just
charter
schools
and
that's
strictly
based
on
enrollment
in
the
in
the
state
funding
formula.
We
have
some
increases
in
property
and
flood
insurance
and
then
some
increases
the
5.9
million
dollars
of
contractual
obligations
increase
on
operations.
E
The
majority
of
their
things,
like
4.4
million,
the
majority
of
that
is
because
of
contract
increases
because
of
custodial
cleaning,
and
so
when
you
add
that
up,
we
have
four,
for
under
that
version,
we
have
40
million
dollars,
40.3
million
of
additional
expenditures
that
are
required,
the
things
that
are
there
that
are
somewhat
discretionary
on
that.
If
you
go
over
to
the
next
column.
E
What's
that
scenario,
one
no
military
increase
that
19
million
dollar
of
teacher
salary
drops
from
excuse
me
excuse
me
if
you
go,
if
you
go
over
to
scenario
three
scenario:
three
you
see
where
the
19
million
dollar
teacher
salary
increase
drops
from
19
million
dollars
to
9.6
million.
That
decrease
then
assumes
that
instead
of
a
four
thousand
dollar
increase
to
teacher
salaries,
that
increase
would
only
be
two
thousand
dollars
and
by
the
way
that
is
the
current
state
version
of
their
proposed
budget.
E
Instead
of
a
four
thousand
dollar
increase
for
teachers,
it
would
be
a
two
thousand
dollar
increase,
so
that
number
then
drops
down
to
nine
point
six
million
dollars
and
then
just
flip
quickly.
Over
to
the
next
page,
you
will
see
in
addition
to
those
required
increases.
There
are
additional
increased
requests
that
are
coming
from
the
various
divisions
and
departments
within
the
district
and
I'll
get
I'll
go
into
a
lot
more
detail
with
the
art
and
finance
committee.
E
On
those
you
flip
back
to
the
the
first
page
again,
the
last
row,
you
should
see
a
1.4
million
dollar
decrease
and
that
is
a
reduction
in
mission,
critical
activities
that
the
board
approved
two
or
three
years
ago.
E
So
what
still?
On
page
one
you
go
across
the
top
here
in
those
blocks,
you
see
in
scenario
one
and
these
scenarios
are
based
on
different
options
for
balancing
the
budget,
and
so
in
scenario,
one.
It
shows
a
no
millage
increase,
a
scenario.
Two
shows
a
9.1
mil
increase
and
9.1
mil
increase.
It's
the
maximum
amount,
that's
allowed
for
ccsd
on
the
state,
current
state
law,
9.1
mill
and
then
on
the
scenario
three.
E
It
shows
a
6.3
meal
increase
and
so
at
some
point,
when
I
make
a
recommendation
to
the
rn
finance
committee,
it
would
be
somewhere
less
than
9.1
million,
but
it'd
be
more
than
zero,
mil
increase
to
help
balance
the
budget.
So
that's
that's
focused,
then,
on
the
scenario
three,
which
shows
the
6.3
mil
increase
just
coming
down
the
column.
Here
it
shows
the
first
number
636
million
dollars
of
revenue.
E
That's
636
million
dollars
of
revenue
then
would
include
the
state
increase
in
revenue
and
the
house
version
of
seven
million
dollars,
plus
the
additional
amount.
That's
driven
by
a
6.3
meal
increase.
The
value
of
a
single
meal
is
roughly
three
million
dollars,
roughly
three
million
dollars.
So
for
every
meal
that
you
have
as
an
increase
in
the
revenue,
it
generates
three
million
dollars
worth
of
revenue.
E
So
six
point
three,
certainly
looking
at
you
know
roughly
19
million
dollars
of
additional
revenue,
and
so
when
we
look
at
the
next
number
614
000
of
the
expected
expenditures.
E
This
is
where
we
expect
to
end
this
year
current
current
year,
so
it
will
be
our
baseline
for
next
year,
and
so
we
subtract
that
baseline
from
the
of
expenditures
from
our
projected
revenues
under
the
6.3
million
dollar
milling
meal
scenario,
then
it's
22.4
million
dollars,
22.4
million
dollars
that
we
would
have
to
allocate
over
or
to
additional
expenditures,
expenditures
that
do
not
exist.
In
the
current
budget
fiscal
year,
22.
E
So
then,
coming
coming
down
that
column,
those
I'm
sorry
that
next
set
of
numbers,
the
636
614
22
million
those
a
repeat
of
right
above
but
coming
down
to
the
required
increases.
You
see
that
we
have
a
required
increase
on
this
scenario:
30.8
million
dollars
37.73
and
that
is
compared
to
available
revenue
of
22.4
million
dollars,
so
22.4
million
additional
revenue
to
be
able
to
fund
30.8
million
worth
of
expenditures
which
are
the
required
increases.
E
So
you
flip
over
to
the
next
page,
set
page
page
this
labels
page
three.
E
Under
that
same
scenario,
you
have
a
section
here
that
looks
at
other
considerations
on
this
salary
type
increases.
Now
when
I
briefed
order
and
financed
the
media
back
earlier
this
month,
I
think
they
were
unanimous
in
that.
We
need
to
take
a
look
at
ensuring
that
that
we
properly
appropriately
rather
compensate
employees,
and
so
that's
what
this
next
section
of
numbers
represent,
and
so
let
me
just
go
through
through
those.
E
So
the
first
one
here
moved
teacher
step
cap
to
30
years,
1.6
million
dollars
so
currently
for
all
teachers
when
they
reach
26
years
of
service.
E
They
have
maxed
out
on
on
salary
increases,
and
so
so,
if
you,
if
you're
working,
27
28
29
years
whatever
you
don't
get
compensated
for
any
additional
years
like
you
did
up
to
26.,
and
so
what
this
contemplates
then
is
removing
that
cap
at
least
increasing
the
cap
to
30
years-
and
there
are
a
number
of
districts
and
build
with
mr
brickman-
would
know
what
those
districts
are
in
the
state
that
that
have
already
done
that
the
next
one
non-teacher
step.
E
So
this
would
be
a
step
in
I
mentioned
on
page
one:
there's
a
mandatory
step
increase
for
teachers,
4.5
million
dollars
cost
to
us,
and
so
this
next
one
here.
The
two
point
with
2153
is
a
step
increase
for
non-teachers.
E
And
if
you
recall,
the
next
item
next
line
item
says
maintain
97
percent
of
market.
So,
if
you,
if
you
recall
from
last
year
when
the
board
voted
on
the
budget,
we
increased
non-teaching
salaries
up
to
90
percent
97
of
market
value.
E
To
maintain
and
the
board
voted
at
the
same
time
that
we
should.
I
can't
remember
whether
you
voted
or
you
indicated
that
we
should
try
that
we
would
move
closer
to
100
a
market,
and
so
I'm
not
recommending
that
for
this
year,
this
current
the
current
budget,
but
I
am
recommending-
I
would
recommend
that
we
at
least
maintain
the
97
percent
of
market.
E
In
order
to
do
that,
we
would
have
to
do
the
the
step
increase,
plus
the
2.3
percent
cola,
and
so
the
calculation
on
that
then
bank
allows
employees
to
maintain
97
market
the
next
one
here
most
step
capped
for
non-teachers
in
third
year.
So
this
this
is.
E
This
is
the
same
as
the
teachers
except
these
are
non-teachers,
and
so
we're
saying
you
know
employees
been
in
in
you
know:
I've
been
employment
for
like
for,
for
you
know
over
two
and
a
half
decades,
and
so
each
successive
year
after
that,
we
should
also
compensate
them
to
that,
at
least
up
to
the
30-year
point,
the
next
one
here,
the
17
minimum.
E
So
currently
we
have
employees
that
are
making
like
as
low
as
11.71
cents
per
hour,
and
so
what
we're
proposing
here
on
scenario,
three,
that
we
boost
that
up
to
17
an
hour
and
so.
E
So
we
have
this,
this
use
in
the
country,
this
huge
inflationary
spot
spiral
that
we're
in
in
in,
in
addition
to
that,
the
the
cost
of
living
here
in
charleston
county
is
extremely
high.
I
mean
we
just
saw,
I
think,
yesterday
of
the
day
where
I
think
charleston
is
one
of
the
most
expensive
places
in
the
unaffordable
places
in
the
country
to
for
housing.
E
I
mean
we're
in
the
top
20.,
and
so
you
know
when
I
go
to
the
grocery
store
personally
and
I
go
to
a
gas
station,
I
can
see
the
inflation.
However,
I
would
I
would
contend
that
the
impact
on
me
is
not
the
same
as
someone
who's
making
11
an
hour,
and
so
we
need
to.
We
need
to
think
about
how
we
support
those
those
employees.
So
that's
what
that
is,
and
then
let
the
last
one
here-
the
salary
cap,
removal
for
452
000.
E
E
We
capped
them
out
on
at
12
years
on
their
on
that
on
their
we
call
that
service
level
and
so
that
they
would
only
be
compensated
up
for
12
years
of
service
versus
the
20
years
that
they
have
done
you
all
lifted.
That
cap
increased
that
capital.
I
think
those
15
years
when
we
were
proposing
to
to
remove
the
cap
in
this
entirety,
and
that
was
that
would
be
452
000.
E
So
again,
the
section
here
was
based
on
the
art
and
finance
committees,
desires
that
we
pay
attention
to
the
salaries
of
our
employees,
and
so
so,
if
you
take
a
look
at
summing
that
up,
that
is
an
additional
11.9
million
dollars.
E
So
we
add
that
to
30
million
dollars
from
the
previous
page
on
the
required
increase
in
the
30.8,
then
that
says
that
we
have
additional
expenditures
of
41
potential
expenditures
of
41
million
dollars
and
then
from
page
one,
the
the
projected
additional
revenue
is
based
on
the
6.3
millage
increase
of
22
million
dollars
and
subtract
that
from
the
41
million
dollars
of
additional
expenditures.
So
we
have
a
budget
gap,
budget
gap
and
now
planning
purposes
for
planned
purposes,
18.8
million
dollars,
and
so
how
do
we
get
to
a
balanced
budget?
E
It's
on
the
next
on
the
on
the
next
and
like
the
next
page,
and
so
let
me
run
through
the
so
strategies
to
balance
strategies
to
balance.
So
this
is
something
we've
done
for
the
last
two
or
three
years.
E
The
first
one
is
that
we
would
slow
down
non-salary
spending,
and
we
have
done
that
here
in
the
spring,
so
that
we
are
estimating
we,
the
finance
team
rather
estimating
that
we
would
be
able
to
save
four
million
dollars
and
use
that
four
million
dollars
to
help
balance
the
budget
for
next
year
applied
against
that
18
million.
Something
similar
on
the
next
line
item,
which
is
freeze,
freeze,
hiring
which
we've
done
so
we
would.
E
We
have
freeze
hiring
and
we
expect
to
save
three
million
dollars
by
by
delaying
those
higher
those
highers
into
next
year.
Use
of
fund
balance,
five
point,
5.8
million
dollars,
and
I
have
have
a
section
at
the
bottom
and
explain
that
a
little
bit
better,
but
looking
at
fund
balance
to
help
balance
the
budget
to
that
tune
to
5.8
million
dollars
central
office
reduction.
Some
type
of
way
this
this
sets
five
percent
across
the
board.
E
It
may
that
may
or
may
not
be
the
way
we
approach
it,
but
certainly
some
type
of
way
to
reduce
the
expenditures
from
the
central
office
and
then
that
would
leave
1.7
million
additional
customers,
but
we
need
to
figure
out
how
to
how
to
finish
balancing
the
budget.
So
again,
under
this
scenario,
with
the
exception
at
one
million
six
six
seven,
this
gets
us
to
a
balanced
budget.
Now
I
would
say
we'll
say,
though,
on
going
back
to
the
blue
column,
there
are
other.
E
There
are
other
requests
coming
from
other
divisions
other
than
just
having
addressing
salaries,
and
so
that
this
scenario
three
does
not
address
that.
E
That's
how
we
want
to
address
some
of
that,
but
just
for
discussion
purposes
this
afternoon.
That's
not
not
my
intent!
I
want
to
talk
the
last
thing.
I
want
to
talk
about
not
the
last
thing.
Next.
Next
last,
I
want
to
talk
about
the
use
of
fund
balance.
So
currently,
in
the
fiscal
year
20
20
21
financial
states,
we
have
145
million
dollars
to
fund
about
145
million.
Now
that's
up
for
about
seven
and
seventy
five
million
four
five
five.
I
don't
know
five
years
ago,
or
so
so
that
that
is
substantial.
E
We
just
we're
selling
bonds
wednesday
and
then
so
we
always
get
these
questions
from
the
bond
rating
agencies
about
our
fund
balance
so
over
the
last
few
years
have
been
been
able
to
be
very
positive
about
that
and
that
we
have
to
protect
that.
There's
a
board
policy
on
how
we
protect
that
in
this
year's
budget
fiscal
year,
22
budget,
I
have
the
145
million
dollar
fund
balance.
We
we
have
been
there
to
21
million
dollars,
21
million
dollars
to
balance
the
budget.
E
We
are
only
going
to
use
15
million
dollars
for
that
15
or
15
points,
something
million.
So
we
we
budgeted
21
we're
not
going
to
use
all
of
that,
because
we
have
other
savings,
so
we'll
use
15
million
dollars,
and
so
what
that
means,
then
our
front
balance
instead
of
drop,
and
so
we
have
a
we
subtract,
the
21
million
plan
from
145
that
gives
us
a
budget
budgeted
fund
balance.
At
the
end
of
this
fiscal
year
of
124
million
dollars,
124
million
dollars.
E
We
are
going
to
actually
end
the
year
at
blessed
florida
projector
now
at
129
million
dollars
versus
100
versus
120
24..
E
And
so
what
this
scenario
proposes
is
that
we
would
keep
the
fund
balance
budgeted
for
fiscal
year
23
at
the
same
level
as
this
year,
124
million-
and
so,
if
you
so
how
we
do
that,
we
take
5.8
million
dollars.
That's
shown
here
in
the
strategy
to
balance
to
help
balance
next
year's
budget.
So
this
year
we
have
21
million
to
help
balance
the
budget
next
year.
We're
proposing
to
do
in
this
scenario:
5.8
million
dollars.
E
Now
it
is
it's
impossible
to
just
to
sustain
the
level
of
use
of
fund
balance
that
we
did
for
this
year
to
balance
the
budget
21
million,
because
if
we
did
that,
you
know
next
year,
we'll
be
almost
down
to
100
million
and
then
prior
year,
next
year,
after
that,
we're
down
to
80
million
before
we
pull
along,
we
will
be
out
of
compliance
without
policy
and
out
of
compliance
with,
what's
fiscally
doable
the
last
the
last
section
here.
E
It
shows
that
if,
if
there
were
a
6.3
mill
increase
in
taxes,
what
would
be
the
impact
to
a
to
taxpayers
based
on
several
set
of
numbers
criteria?
So
the
first
one
is,
it
says,
say
this
is
a
you
look
at
the
left-hand
column,
it
says
unoccupied.
So
if
you
own
a
house
and
you
live
in
it,
it's
unoccupied
and
that's
excluded
from
general
operating
fund
for
the
school
districts.
E
And
so
what
it
shows
in
the
at
the
bottom
here
highlighted
in
yellow
is
that
next
year,
if,
if
the-
but
if,
if
there's
a
tax
increase,
there
would
be
no
tax
increase
to
the
owner
occupied
so
by
the
way
you're
not
proposing
any
tax
increase
for
the
debt
service
at
all.
So
that's
that
remains
constant
online
operating
funds
so
for
the
unoccupied,
zero
tax
increase
the
next.
The
next
sheet
shows
up.
E
I'm
sorry,
maggie,
I'm
sorry,
I'm!
I
was
really
moving
fast.
So
can
you
go
just
us?
Do
the
next
one
yeah,
that's
legal,
no,
no,
and
so
so
for
a
taxpayer
that
owns
a
house
but
does
not
live
in.
It
says
that
they're
renting
the
house
for
whatever
reason,
they're
not
living
in
it,
then
that
is
not
excluded
from
the
tax
base
for
for
operation
and
so
the
impact
to
that
owner
on
an
assessed
home
value
of
100
000
assessed
home
value.
E
E
So,
if
you
know,
if
it's
assessed
value
is
two
hundred
thousand
dollars,
then
it'll
be
less
than
that.
189
million
dollars
it'll
be
twice
that
amount
and
then
the
next
next
one
on
automobile,
that's
assessed
at
twenty
thousand
dollars.
The
increase
down
the
bottom
would
be
seven
dollars,
fifty
six
cents
and
the
last
one,
then,
is
on
personal
property
so
like
if
you're
a
business
owner,
you've
got
computers
and
that
sort
of
thing,
then,
if
for
every
assessment,
every
ten
thousand
dollars
of
assessed
property
values
have
been
increasing,
six
thousand
sixty
one
cents.
E
So
that
was
a
quick
overview
again,
we'll
be
taking
more
details
and
recommendations
to
the
art
and
finance
committee.
The
the
big
piece
here
is
to
make
is
to
make
sure
that
the
board
is
aware
that
we
do
have
a
a
financial
challenge
this
year
because
of
the
the
level
of
state
revenues
that
are
coming
in,
as
well
as
the
level
of
local
revenues
that
we
can
generate.
E
And
the
last
point
I
would
make
that
the
so
there's
act,
388
with
the
state
statute
on
funding
schools
and
also
preceding
act
388
by
decades,
is
the
intex
index
of
tax
dependability.
E
So
the
the
act
388
was
enacted
with
2008
or
so
2007,
I
think,
but
but
the
but
the
index
of
tax
expandability
says
that
if
counties
that
have
high
property,
values
should
take
up
a
bigger
share,
be
a
biggest
share
of
educating
their
children
and
encounters
that
are
poor
in
in
relationship
to
property,
values
that
that
the
state
would
pay
a
bigger
share.
So
historically,
it's
been
like
the
state
funds.
70
of
seventy
percent
of
educating
kids
and
districts
are
supposed
to
pick
up.
E
The
reverse
has
been
true
for
us
here
in
charleston,
we
pick
up
70.
We
get
30
percent
from
the
state
under
on
the
house
version
of
the
proposed
budget
for
next
year,
which
changes
changes
the
for
funding
formulas.
This
is
75
25,
so
we
will
still
be
like
at
25
percent.
So
so,
although
acts
388
did
certain
things
to
to
release
to
relieve
tax
the
tax
burden,
it's
still
levitating
burdens
still
on
school
districts
to
be
able
to
do
what
you
know.
E
You
know
what
what
you
see
in
these
numbers
here,
and
so
so,
if
we,
if,
if
we
don't,
if
we
don't,
if
I
don't
propose
a
to
to
to
adhere
to
the
to
that
state
state
statute
around
the
index
of
tax
manability,
then
is
it's
problematic
for
me
to
go
to
the
state
legislature
and
say
well,
we
need
to
adjust
act
388
when
they,
because
I've
done
that
and
they
said
well
you're,
not
taking
advantage
of
what
you
know
what
the
state
law
currently
allows.
B
N
So,
just
just
to
get
a
couple
of
numbers
last
year,
when
we
did
the
five
mil
increase,
our
revenue
was
597
236.
Is
that
correct?
That's
that
first
number
on
the
page,
one.
E
So
it
was
but
but
but
also
you
take
a
look
at
the
variance
there
that
that
shows
the
21
million
dollars.
You
see
that
balance
of
21
million
that
21
million
came.
That's
the
fund
balance.
N
N
V
N
Okay,
that's
all
right
that
I
just
wanted
to
see
where
the
money
was
coming
in.
Thank
you.
A
All
right
item
8d:
it's
the
monthly
financial
reports.
A
Yeah
we
move
that
to
consent,
agenda
items.
Okay,
we're
down
to
item
11a
upcoming
board.
Meeting
committee
of
the
whole
may
9th
and
may
23rd
will
be
the
regular
board
meeting.
As
a
reminder,
I
think
it's
the
consensus
of
the
board
that
our
may
23rd
board
meeting
will
be
held
at
the
west
ashley
cas.