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From YouTube: CCSD Board of Trustees Committee of the Whole & Special-Called Meeting | October 11, 2021
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A
A
A
I
think
we
may
be
having
some
connectivity
challenges
we'll
work
through
those
and
that
motion
passes
next
item
on
the
agenda
is
the
annual
report
from
district
9
constituent
board.
They
were
unable
to
come
at
our
meeting
in
august
when
we
had
those
presentations.
So
we
look
forward
to
hearing
from
the
d9
constituent,
ward.
C
C
Attendance
zone
and
concerns
increased
enrollment
or
retained
student
in
dd9
by
continuing
support
the
development
of
specialized
curriculum
at
each
d9
school,
equal
access
to
curriculum
for
all
students
across
three
elementary
schools,
where
space
is
available,
address
capacity
concerns
with
the
two
elementary
schools
on
john's
island
capture,
positive
d-9,
energy.
By
continuing
to
discussion
of
zoning
for
d9,
elementary
schools
and
transportation
on
the
islands
discussing
the
impact
of
a
new
school
on
johns
island
theme
or
focus
stem
or
steam
community
involvement
with
decision
decisions
and
location.
C
C
C
Zero
referrals
from
elementary
schools
increase
in
positive
behavior
intervention
system
practice
in
all
d9
schools
continue
restoring
practice
at
st
john's
high
school
contin
continues
second
step
conflict
resolution
program
for
all
primary
and
elementary
students.
Training
for
teachers
and
staff
continue
to
encourage
and
practice
consistent
school-wide
procedures
at
all.
D-9
schools
continue
to
monitor
and
correct
the
inaccurate
preparation
of
behavior
issues
in
d-9.
C
Full
implementation
of
project
lead
the
way
early
childhood
education
center
and
d9
provide
d9
schools
with
physical
surroundings
that
support
the
21st
century
learning
environment
to
include
adequate
computer
and
internet
access,
continue.
Expansion
of
college
courses
and
initiatives
and
college
exposure
to
our
high
school
students
continue
to
provide
financial
incentives
to
attract
and
be
trained
teachers
who
travel
to
our
rural
areas
to
provide
excellent
learning
opportunities
to
our
students,
support
mission,
critical
incentives
as
it
pertains
to
the
inclusion
of
equality,
equality
equity.
A
Very
much
we
appreciate
it.
I
think
we
probably
have
a
paper
copy
of
it
or
electronic
copy
over
here
somewhere.
I
did
not
put
my
hands
on
okay.
The
next
item
on
the
agenda
is
public
comments.
Okay,
swatters.
E
Yes,
thank
you
miss
darby.
We
have
today
four
individuals
signed
up
for
public
comments.
First,
are
we
okay,
please?
I
didn't
headed
to
you
in
the
back.
Mr
rhinebot
ashley
reagan
is
first.
F
Okay,
thank
you.
Thank
you
for
the
opportunity
to
speak
to
you
today.
My
name
is
jennifer
hanke,
I'm
a
mom
of
two
girls
at
ccsd,
as
well
as
the
daughter
and
a
relative
of
a
long
line
of
teachers.
I
also
have
a
degree
in
psychology
and
a
master's
in
school
counseling.
I
give
teachers
the
most
respect
and
thank
each
one
of
them
for
educating
our
children.
So
thank
you,
teachers.
First
of
all,
for
all
you
do.
I
know
we
are
all
just
trying
to
do
the
best
we
can
for
our
children
during
unprecedented
times.
F
However,
we
have
much
more
data
and
information
than
we've
had
in
the
past
to
make
informed
decisions.
They're
a
risk
benefit
profile
to
all
choices
in
life,
and
we
have
to
be
flexible
to
change
our
views
as
information
to
make
good
changes
changes.
We
have
tipped
over
from
the
most
harmful
being
the
virus
to
the
restrictions
from
the
disease
being
the
most
damaging
to
our
population.
F
F
However,
the
fear,
isolation
and,
most
recently,
a
purposeful,
shaming
by
my
of
my
nine-year-old
by
a
principal
in
front
of
her
peers
over
mass
mandates,
is
what
has
impacted
them,
the
most,
not
the
virus.
If
you
talk
to
virtually
any
virologist,
epidemiologist
or
expert
in
the
arena,
they
admit
that
virus
is
here
to
stay
and
will
become
endemic
to
our
world.
We
are
not
going
to
stop
or
eliminate
cobalt
19
through
any
mass
social,
distancing
or
vaccine.
So
what
is
the
endgame?
F
Why
are
we
continuing
to
damage
our
children
who
have
such
a
low
poor
outcome
from
the
disease?
Finally,
as
a
professional
with
the
masters
in
school
counseling,
I
can
tell
you
we
are
ignoring
the
massive
damage
we
are
doing
to
children
and
their
social
and
emotional
development.
The
the
youngest
have
critical
windows
of
growth
and
development.
They
were
missing
totally
for
the
facial
cues
that
they
should
be
learning.
What
about
children
with
disabilities,
children
with
learning
phonetics
and
the
simple
acts
of
needing
to
connect
with
others
as
an
innate
need
of
all
humans?
F
Suicide
is
through
the
roof,
drug
abuse,
alcoholism
and
more.
We
are
destroying
these
kids.
We
know
more
about
the
virus.
Now
we
need
to
get
back
to
normal
for
the
health
of
these
children,
funds
that
were
brilliantly
applied
to
fund
safety
teams
from
this
organization
to
keep
kids
safe
from
violence
have
been
redirected
to
masking
with
the
basic.
I
I
So
what
I'm
getting
at?
What
you
guys
are
on
the
cusp
of
doing
is
I've
already
said,
according
to
the
constitution,
that
you're
committing
treason?
This
is
tyranny
that
you
see.
This
is
communism.
This
is
not
socialism
or
marxism,
we're
past
it
the
whole
mask
wearing
it's
the
programming
and
the
ideology
behind
it.
Now
parents
are
being
threatened
myself
included
as
domestic
terrorists.
For
standing
up
for
this,
I've
watched
one
or
more
members
of
your
school
board
stand
down
during
the
pledge
of
allegiance
when
there
was.
J
K
I
Ii,
veteran
getting
honored
for
his
service,
he
was
in
a
wheelchair
and
didn't
see
the
people
behind
and
turn
their
backs
on
the
american
flag.
What
has
happened?
What
has
happened
if
you
truly
truly
are
americans
that
support
the
red
white
and
blue
to
support
our
constitution
and
our
christian
values.
I
E
L
You
very
much
good
afternoon.
The
superintendent's
report
is
focusing
on
the
covered
numbers
that
we
are
dealing
with
this
week
and
then
quickly
moving
into
time
for
focus
on
academic
achievement.
So
we'll
start
with
the
slides
that
we
normally
show
the
last
d
hack
metrics,
as
you
can
see,
charleston
county
is
still
in
the
high
spread
in
terms
of
incident
rate,
we're
at
443
per
hundred
thousand
that's
down
significantly
from
where
we
were
in
mid
august,
so
we're
headed
definitely
in
the
right
direction.
L
The
next
slide
shows
you
where
the
cove
and
positive
cases
within
the
school
district
are
headed,
and
likewise
we
see
a
downward
trend.
The
week
of
august
30th,
we
were
at
473
positives
among
students
and
staff.
L
M
Thank
you,
dr
paul
away.
This
is
the
only
significant
update
since
the
last
the
last
board
meeting,
so
I
just
wanted
to
make
sure
that
you've
got
the
most
current
information
on
our
covet
testing
program,
which
was
implemented
last
wednesday
with
a
third
party
vendor.
It
is
under
a
grant
through
dhec,
so
we
we,
as
a
district,
do
not
have
to
fund
the
program
we
just
have
to
make
space
available
and
make
sure
that
it's
prepared
and
cleaned
afterwards.
We've
opened
it
up
for
all
staff
and
students.
M
We
are
hoping
to
add
family
members
to
that,
but
because
of
the
way
the
grants
written,
we
can't
do
that.
We
have
to
restrict
it
to
staff
and
students.
Both
the
rapid
test
and
pcr
test
is
offered,
so
we
can
test
both
symptomatic
and
asymptomatic
students
or
staff.
The
registration
address
is
there,
but
we've
also
offered
it
on
the
website.
So
folks
can
go
on
the
website.
We
put
out
an
all
call.
M
They
can
download
that
app
and
it's
very
easy
to
it's
very
easy
to
add
to
a
phone
get
the
results
back
yourself
and
you'll
know
right
away
when
the
testing
results
are
made
available,
we're
offering
the
testing
at
six
different
locations
offering
the
testing
on
six
days
on
six
days
a
week
tuesdays
and
thursdays
monday,
wednesday
friday,
three
different
sites,
each
and
one
site
on
saturday,
and
then
we've
implemented
an
overnight
testing
requirement
for
staff
and
students.
M
We
have
very
few
overnight
trips
for
our
schools,
but
there
was
a
lot
of
concern
with
the
length
of
the
transportation,
as
well
as
the
lodging
at
the
site,
and
so
we
were
working
with
primarily
our
band
directors
to
come
up
with
this
opportunity
to
test
those
individuals
before
heading
out
on
a
trip
and
we'll
begin
that
this
week.
M
Actually,
this
overall
testing
program
allowed
us
to
take
it
that
it
take
that
opportunity
on
board
and
we're
actually
able
to
offer
the
testing
at
individual
at
an
individual
site
on
a
one-time
basis
like
this.
So
the
students
don't
need
to
be
transported
to
be
tested
for
that
trip.
Trip
requirement.
L
L
We
want
to
focus
particularly
on
those
students
who
are
not
yet
within
the
readiness
band
to
do
that.
It
takes
a
clear
strategy
and
the
board
has
given
us
some
feedback
on
our
need
to
be
clearer
about
that
strategy.
So
we're
working
on
that
as
a
cabinet.
Miss
belcher
is
leading
that
effort,
and
we,
when
we
present
again,
we
should
have
a
clearer
statement
of
our
strategy,
that's
easier
to
understand
and
that
quickly
can
be
conveyed
to
others.
L
In
the
meantime,
though,
we
want
to
want
to
talk
with
three
principals
who
were
able
to
see
some
incredible
gains
at
their
school.
We
know
that
to
achieve
those
kind
of
gains
takes
hard
work.
It
takes
talent
and
it
takes
time,
and
so
our
three
principals
who
are
presenting
today
are
quite
talented.
They
know
that
strategies
have
made
a
difference
for
students
over
their
careers.
L
They've
invested
a
lot
of
time
in
this
work,
as
have
the
teachers
and
staff
at
their
school.
So
I
am
mrs
darby
turning
it
back
over
to
you
so
that
you
can
open
it
up
to
the
sec
committee.
A
Great,
thank
you
so
much
we'll
pass
it
over
to
this
herder.
H
Thank
you.
Miss
darby,
like
dr
paul
sweet
said,
we're
excited
to
welcome
three
principals
I'll,
let
miss
simmons
and
dr
williams.
Kick
it
off.
N
Good
afternoon,
everyone,
dr
postwood,
has
framed
it
beautifully
as
promised.
We
have
three
building
level
leaders
to
share
from
the
practitioners
point
of
view,
the
strategies,
the
practices
they
believe
to
be
making
an
impact
towards
readiness,
and
so
we're
going
to
get
started
with
miss
sheets
representing
charleston,
progressive
academy,
rashid.
O
O
O
Another
huge
celebration
that
we
look
at
is
the
fact
that
we
are
the
only
stephen
covey
leader
in
me,
lighthouse
school
in
charleston
county
and
our
parents,
students
and
faculty
and
staff
really
have
a
sense
of
pride
when
it
comes
to
showing
that
we
are
a
model
school
with
the
principles
instilling
that
our
students
are
career,
ready,
as
they
start
with
us
at
charleston
progressive,
even
though
our
math
gains
have
been
significant
and
we're
proud
of
them.
O
In
the
area
of
I
ready,
we
have
scheduled
grades
k
through
five
to
go
to
the
computer
lab
at
least
three
times
a
week.
Some
targeted
grades
are
going
five
days
a
week
so
that
we
can
work
on
a
specific
skill
when
we
analyze
our
data.
What
we
saw
was
that
in
informational
text,
our
performance
was
quite
low,
so
it's
been
our
experience
from
math.
If
we
indeed
target
one
domain
and
put
resources
and
time
on
that
domain,
we
can
see
increases,
so
we
have
done
that.
O
But
after
the
first
administration
of
any
test,
they
know
where
they
are
and
we
set
a
goal
for
where
they
need
to
go.
And
then
we
don't
drop
it
there
weekly.
They
are
having
accountability,
meetings
with
accountability,
partners
and
their
teachers
so
that
they
can
determine
if
their
strategies
are
working.
What
do
they
need
to
change
and
what
do
they
need
to
tweak?
O
Finally,
and
in
conclusion,
we
know
that
without
setting
goals,
analyzing
data
and
having
accountability,
we
will
not
see
the
growth
in
proficiency
at
cpa.
We
know
our
work
will
not
be
done.
So
all
of
our
student
leaders
have
reached
proficiency
of
their
personal
best.
At
the
end,
there
should
be
a
slight
video
and
I
apologize
ahead
for
the
sound
of
mr
roger
nade,
showing
her
leadership
finder
with
all
students,
maintaining
the
goals
and
she's.
J
My
name
is
gerard's
name
washington,
and
this
is
my
leadership
binder.
My
benefit
is
where
I
set
and
track
my
academic
goals
in
this
minor
I
chart
my
reading
and
math
progress
and
studies
that
will
help
me
improve.
I
meet
with
my
accountability
partner
to
share
all
the
great
things
that
I
have
done
understanding.
My
data
helps.
O
P
Thank
you
good
afternoon,
I'm
daddy
brown,
I'm
the
principal
of
nemanja
elementary,
and
I
do
like
to
start
with
some
points
of
pride,
primarily
one
of
the
first
things
that
we're
super
proud
of
that.
Last
year,
our
student
percentiles
grew
up
to
over
30
to
over
the
30th
percentile
for
all
grades
in
both
reading
and
math,
and
that
was
significant
in
some
grades
and
specifically
in
math,
where
some
of
our
grade
levels
started
in
the
teens.
So
we
were
really
proud
of
that.
P
We
had
over
60
percent
in
reading
67
in
math
meeting
their
growth
targets,
which
was
above
the
district
percentage
for
meeting
growth
targets
as
well.
We're
also
proud
that
we've
lowered
significantly
the
number
of
students
who
ended
in
the
high
risk
category
on
fastbridge
in
grades
k
and
one
so
in
reading.
We
feel
like
for
both
the
primary
grades
and
the
elementary
grades.
This
was
partly
due
to
the
fact
that
we
had
a
core
reading
program
this
year
with
the
tech
selections
all
being
on
grade
level.
P
P
We
know
that
we're
not
where
we
need
to
be.
We
had
what
we
are
really
proud
of,
what
we
consider
excellent
growth,
but
our
student
achievement
is
still
well
below
the
district
average
and
the
national
average,
and
we
understand
that
our
school
not
get
out
of
a
priority
status
until
we
can
reach
somewhere
near
the
same
as
the
rest
of
the
country
and
the
rest
of
the
district.
P
So
that's
a
goal
that
we
keep
in
front
of
us
at
all
times
in
terms
of
impact
on
student
outcomes
and
one
of
the
biggest
things
I
think
that
we
see
is
that
more
students
are
showing
pride
in
their
academic
achievements.
P
We
see
students
more
motivated
to
meet
their
academic
goals.
We
see
them
being
more
persistent
and
perseverant
with
tasks
showing
more
academic
grip
when
they're
trying
to
do
their
work
and
they're
more
willing
to
take
on
academic
risks
you're.
Also,
seeing
and
again,
I
think
it's
due
to
the
focus
that
we
put
on
reading
more
of
our
students
in
grades.
Three
through
five,
are
able
to
access
grade
level
text
and
read
confidently
when
they
have
grade
level
text
in
front
of
them
and
we're
seeing
more
of
our
primary
students
and
our
second
grade
reading
fluently.
P
P
Another
thing
that
we're
doing
are
our
school-wide
team
challenges.
We
started
these
last
year,
but
really
have
dived
into
that.
This
year
we
have
four
teams
and
each
one
is
named
after
an
ib
international
baccalaureate
student
learner
profile
trait.
So
we
have
team
thinkers,
team,
communicators,
team,
empathizers
and
team
enquirers
and
they
each
have
a
different
color.
P
Then
we
have
the
challenge
that
we
just
finished
was
our
kindness
challenge,
which
went
for
two
weeks
and
not
surprisingly,
team
empathizers
won
that
and
then
we
just
started
today.
Our
new
challenge
is
our
is
a
reading
challenge,
so
each
team
will
build
a
tower
of
books
that
they
complete
each
day
and
throughout
the
week.
P
So
in
conclusion,
we
believe
that
all
of
our
kids
deserve
the
guarantee
of
being
able
to
pursue
their
dreams,
and
if
you
can
move
to,
the
next
slide
know
that
the.
P
Academic
achievement
of
students
has
a
direct
impact
on
their
ability
to
pursue
the
dreams
that
they
want.
So
what
you
see
there
is
our
data
wall
at
the
beginning
of
last
year
and
then
the
data
wall
at
the
beginning
of
this
year,
and
one
of
the
things
that
you
see
the
cards
in
pink
are
the
students
below
the
20th
percentile.
P
Last
year
we
had
some
grades
that
had
more
than
half
the
students
below
the
20th
percentile
and
then,
if
you
see
the
pale
pink,
the
green
and
the
blue
are
those
categories
from
the
40th
percentile
to
the
99th.
So
we
have
fewer
students
in
those
categories.
This
year
we
started
the
year
with
more
than
half
of
our
kids
in
those
last
three
quintiles
the
40th
through
the
99th
percentile,
and
we
significantly
lowered
the
number
of
kids
who
are
below
the
20
percent
down.
P
We
believe
that
that
the
closer
we
can
get
kids
to
readiness
at
our
level
and
college
and
career
readiness,
the
more
able
they're
going
to
be
to
be
able
to
pursue
any
dream.
They
have.
Q
Q
Q
We
continue
to
move
forward
with
hard
work
with
optimism
and
pride,
and
one
of
those
points
of
pride,
as
you
can
see,
is
that
we're
very
proud
of
the
growth
that
we're
making
at
sanders
crime-
that's
70.1
percent
of
our
second.
Through
fifth
grade
students
met
or
exceeded
their
target
growth
goal
from
math
math
this
past
school
year.
Q
We
are
continuing
to
lower
the
risk
of
those
students
at
the
end
of
the
year
in
reading
and
math,
but
it's
particularly
proud
of
the
fact
that
only
18.4
of
our
kindergarten
first
grade
students
ended
the
year
high
risk.
We're
not
satisfied
with
that,
of
course,
and,
of
course,
integrating
the
arts
across
the
curriculum
has
ignited
a
culture
shift
that
we
know
need
to
take
place,
especially
in
a
place.
Q
An
environment
and
a
community
like
sanders
climb
elementary
now
we're
on
our
data,
while
we're
making
growth
we're
not
satisfied
with
the
achievement
levels
of
our
children,
because
we
know
a
lot
of
our
children
come
to
us
with
hardly
any
of
the
opportunities
that
we
would
want
for
all
children.
So
with
that,
we
know
we
need
to
increase
the
reading
readiness
of
all
of
our
children.
We
have
to
always
increase
math
as
well,
so
achievement
remains
a
priority
for
us
at
sanders
crime.
Q
A
Q
Priority-
and
it
is
a
challenge
indeed,
but
we
continue
to
move
forward
with
that.
The
impact
of
our
student
work,
the
outcomes,
and
sometimes
we
have
to
look
at
the
soft
data
as
well
as
making
a
difference
in
our
children
we're
seeing
an
increase
in
their
confidence
level.
Their
work
ethic
is
very
important.
Q
Our
goal
is
to
increase
high
or
to
move
toward
high
student
engagement,
and
that
comes
on
the
part
of
teachers
as
well
and
with
integrating
the
arts.
We've
seen
a
a
decrease
in
our
behavior
referrals,
because
now
we're
seeing
more
appropriate
behaviors
and
because
of
their
confidence
levels
we're
seeing
an
increase
in
our
attendance
as
well
and
punctuality.
Punctuality
is
so
important.
We've
been
really
challenged
in
that
area.
Getting
our
students
and
our
parents
understand
that
school
is
important.
Q
Q
If
you
follow
school
rules,
you
will
follow
the
law,
so
these
are
things
that
we
try
to
values
that
we
try
to
instill
in
our
children,
knowing
that
when
we
work
from
the
needs
of
our
children
and
our
environment
and
our
community,
we
know
that
we're
going
to
continue
to
make
gains
in
all
areas
and
we're
seeing
now
that
our
children
are
more
apt
to
express
themselves,
and
we
want
them
to
do
that
in
written
oral
communication
instead
of
having
to
do
it
physically.
Q
Q
How
do
we
maintain
a
strong
teacher
force
as
sanders
clyde?
What
do
we
need
to
do?
One
of
the
things
in
order
to
cover
some
of
the
initiatives
or
even
plan,
to
do
some
of
the
the
things
that
we
would
like
to
do?
We
know
that
teachers
have
to
know
how
to
teach
and
then
the
what
to
teach
will
come
and
having
new
teachers
year
after
year.
It
is
exhausting,
it
is
frustrating,
but
the
work
is
most
rewarding.
Q
In
conclusion,
for
us,
if
you
take
a
look
moving
to
the
next
slide,
here
is
a
clip
of
one
of
our
classrooms
with
high
engagement,
our
steam
classroom,
where
our
children
are
becoming
more
and
more
actively
involved,
actively
participating
in
the
learning
process
and
helping
our
teachers
and
supporting
our
teachers
and
becoming
more
understanding
of
the
culture
in
which
they're
working
because
that's
a
culture.
It's
a
culture
shift
and
when
you
have
so
many
new
teachers,
first-year
teachers,
it
takes
time
to
make
growth.
So
here
we
are.
The
challenge
at
sanders.
Q
K
K
K
So
the
dinosaurs
could
have
drank
this
very
same
water
that
I'm
about
to
drink,
crazy
right
today,
we're
learning
about
the
water
cycle
and
how
the
water
on
our
planet
has
been
recycled
since
billions
of
years
ago.
Okay,
this
way
is
going
to
take
us
through
and
we're
going
to
make
a
model
of
the
water
cycle.
Yes,
michael.
Q
N
H
R
Especially,
thank
you
all
very
much
for
those
wonderful
presentations.
I'm
just
curious.
Do
we
have
any
data
showing
the
growth
and
I'm
that
of
those
achievements
and
everything
do
we
have
that
data
of
the
can
we,
because
normally
when
we
sit
and.
S
We
hear
all
that
stuff
we're
actually
looking
at
it.
I
like
to
see
it
and
it's
wonderful
that
we
would,
you
know,
have
all
that
growth
especially
do
a
pandemic,
but
those
are
just
some
of
the
things
that
I
toy
with
in
my
head.
When
we
think
of
growth
and
achievements
like
individually,
it
gets
lost
when
we
actually
think
about
growth
and
achievement.
We
keep
measuring
apples
to
oranges,
but
to
know
that
we've
been
through
an
entire
pandemic
and
we
yet
had
these
achievements.
S
S
Do
we
gain
anything
or
are
they
actually
where
they
were,
and
according
to
that,
if
that
makes
any
sense,
because
I'd
just
be,
you
know,
astonished
to
know
that
you
know
they've
been
failing
before
we
went
into
the
pandemic,
but
all
of
a
sudden
everybody's
just
doing
wonderful.
Now
it's
great
to
know
that.
N
But
ms
coakley,
we
do
have
data
sets
loaded
in
board
docs
for
you
to
study
from
the
july
committee
of
the
whole
and
the
most
recent
committee
of
the
whole,
we
showed
our
map
data.
We
showed
fast
fastbridge
as
well.
We
showed
a
comparison
of
how
schools
are
doing
with
schools
like
them
and
the
in
the
july
committee
of
the
whole
as
well.
So
we
have
a
slapper
of
data
available.
N
I'm
happy
to
share
all
of
those
with
you
sit
down
with
you
walk
you
through
them,
but
what
you've
heard
today
in
large
part
from
the
principles
was
in
the
height
in
the
midst
of
the
pandemic,
and
so,
while
all
three
have
shown
outsize
admirable
sizable
growth,
they
all
acknowledge
that
they're
not
quite
where
they
need
to
be
in
terms
of
overall
proficiency
and
achievement,
and
so
it's
not
lost
on
us
that
there's
still
a
lot
of
work
to
do
for
sure.
B
So
I
was
really
interested
in
the
things
that
ms
sheets
attributed
to
her
the
success
at
her
school
at
charleston,
progressive
academy
and
I'm
curious
to
know
how
what
would
it
take
to
do
some
of
those
initiatives
in
some
of
our
other
schools
that
need
that
kind
of
growth?
I
mean
what
kind
of
resources
do
we
need
to
provide
to
our
other
schools,
and
I
don't
know
if
machetes
can
answer
that
or
miss
simmons,
okay,
so
sheets.
N
You
can
speak
to
how
long
you've
been
a
leader
in
like
leader
in
me,
school
and
such
and
so
every
footprint
every
building
really
is
unique
in
terms
of
demographics,
in
terms
of
the
region
and
the
constituent
area
and
what
they
might
need
to
thrive.
Whereas
sanders
clyde
has
found
success
with
the
arts.
Charleston
progressive
has
found
success
with
the
leader
in
me
program
and
ms
brown
has
found
success
with
the
advanced
academics
and
the
international
baccalaureate
program,
and
so
it
really
is.
B
B
O
Well,
actually,
charleston
progressive
is
a
county-wide
magnet
school
as
well
and
a
title
one
school,
so
we
have
utilized
magnet
allocated
points
as
well
as
title
1
funds
to
fund
our
additional
staff.
Usually
after
we
analyze
the
data,
we
determine
where
funds
need
to
go
in
order
for
us
to
see
student
achievement.
O
O
So
as
part
of
leader
and
me,
we
actually
have
a
full-time
coach
that
visits
the
school
three
times
a
year
and
does
webinars
and
conferences
with
me
leadership
as
well
as
teachers
that
so
that
we
are
provided
that
ongoing
professional
development
throughout
the
year-
and
this
is
our
eighth
year
as
being
a
part
of
leader
in
me.
B
And
then
for
dr
brown,
I
had
a
question.
You
were
saying
in
the
upper
elementary
grades.
You
don't
see
you
still
have
lower
achievement
in
those
grades,
I
believe,
are
growth
and
I'm
con
I'm
curious
to
know
whether
you
think
that's
a
longitudinal
issue
for
the
students.
I
these
students
were
growing
better
in
first
second
third
grade,
but
when
they
got
higher
they're,
not
growing
as
well
or
is
it
a
change
in
the
population
in
your
school?
That's
impacting
those
averages.
P
P
There
are
several
parts
of
that
question.
I
think
I
think.
First
of
all,
we
did
see
significant
growth
in
our
upper
grades
and
there's
no
change
in
our
population
there,
and
we
attribute
that
to
that
work,
that
we
did
with
a
comprehensive
reading
program
and
focusing
on
the
state
standards
and
really
diving
deeply
to
get
to
the
depths
of
the
standard
there.
P
But
that
being
said,
we
still
do
have,
as
you
saw
significant
number
of
students
who
are
one
to
two
years
behind
they've
been
one
to
two
years
behind
for
several
years,
and
so
that's
a
lot
of
catch-up
growth.
P
So
with
everything
that
we
do,
we
work
on
accelerating
the
like,
accelerating
percentiles,
that's
something
that
we've
worked
with
with
our
teachers
and
also
with
our
students.
They
know
what
their
growth
targets
are.
They
know
the
goals
that
they're
shooting
for
and
then
our
work
is
to
try
and
make
that
tangible
to
them
so
that
they
understand
what
it
takes
to
get
to
those
goals,
but
for
the
most
part
for
the
upper
grades
that
catch
up
comes
with
a
lot
of
time,
just
really
really
spending
a
lot
of
time.
P
Making
sure
that
we
don't
lose
any
academic
time
and
that
every
academic
minute
is
spent
focused
on
the
things
that
we
know
that
our
kids
need.
So
we
divide
our
time
between
making
sure
that
they're
exposed
to
really
solid
grade
level
instruction
and
grade
level
text
and
also
differentiating
at
the
level
there
is
whatever
their
instructional
level
is.
So
it's
a
combination
of
both
of
those
things.
B
So
did
that
answer
your
questions?
I
think
so.
Yes,
thank
you
and
ms
malone,
or
is
it
doctor
malone?
I
just
wanted
to
say
I
appreciate
what
you
brought
to
sanders
clyde,
what
you're
doing,
and
I
understand
that
the
challenge
of
the
teacher
turnover
is
really
big
and
I
hope
that
the
district.
B
U
So
I
have
two
questions:
one:
can
you
give
us
a
ballpark
of
what
percentage
of
students
leaving
your
school
this
year
will
leave
on
grade
level?
I
know,
but
all
of
you
start
with
early
childhood.
Two
of
you
go
to
sixth
grade.
One
goes
to
fifth
just
ballpark
in
the
six
or
seven
years,
they've
been
in
the
school.
What
percentage
is
going
to
leave
this
year
at
the
end
of
this
year
on
grade
level?
And
do
you
do
you
expect
to
be
able
to
impact
that
number
between
now
and
the
end
of
the
year?
Q
I
think
one
size
does
not
fit
all
and
I
think
a
lot
of
our
children
have
very
various
needs
and
their
strength
may
be
in
one
of
those
areas.
So
I
think
giving
our
children,
especially
in
the
community
and
where
we
are
giving
them
that
opportunity
to
explore
and
they're
giving
their
families
that
opportunity
to
explore
the
kind
of
program
that
they
think
might
best
fit
their
child.
U
Mass,
I
hate
to
interrupt
you,
but
that
actually
brings
up
an
excellent
question.
Is
there
any
consideration
that
families
on
the
peninsula
could
explore
between
the
three
options?
Because
they
don't?
You
know
if
y'all
are
attendant
zone
schools
except
for
the
applied
for
magnet
and
the
county-wide.
P
Right
so
I
think
we
do
get
students
from
all
over
the
peninsula
and
they
just
have
to
apply
for
school
choice.
I
would
say
a
significant
percentage
of
our
students
do
come
from
other
attendance
areas.
P
For
the
ib
program,
yes
ma'am,
but
yeah
there's
it's
almost
like
two:
the
feeder
and
abuse
that's
only
two
years,
and
only
in
the
kindergarten
and
first
grade.
At
this
point.
O
And
as
for
cpa,
our
attendance
zone,
as
you
know,
is
quite
broad
from
mount
pleasant,
ravenell
up
to
ashley
phosphate,
so
parents
do
have
the
choice,
of
course,
to
to
always
apply,
and
I
think
all
of
our
schools
have
somewhat
dabbled
in
the
other
initiatives,
because
even
this
year
we
have
our
theme,
our
focus
is
steam
and
every
grade
level
has
adopted
a
letter,
science
technology
so
that
they
are
being
exposed.
O
So,
as
our
students
move
on
to
middle
school,
should
they
be
applying
or
thinking
about
where
they
want
to
attend,
they
would
have
some
experience
with
some
other
areas
other
than
leadership,
but
what
we
do
know
about
the
leadership.
Those
soft
skills
not
only
apply
in
school,
they
take
them
through
a
lifetime,
so
that
never
leaves
them
when
they
leave
cpa.
Q
I'd
like
to
say
that
too,
I
mean
because
we're
our
school
doesn't
mean.
We
also
instill
some
of
the
leadership
values
and,
of
course,
those
advanced
for
those
children
who
are
ready.
We
differentiate
instruction
when
we
do
the
interventions
and
school-wide
interventions,
so
a
lot
of
the
initiatives
that
we
have.
I
think
we
all
have
some
of
those
initiatives
in
common.
We
just
chose
to
speak
on
different
ones.
P
And
just
to
add
to
that,
I
think
we
have
three
different
programs,
but
in
terms
of
the
academics,
we're
all
trying
to
get
to
the
same
place.
So
basically
the
thing
that
makes
us
different
or
unique
is
just
the
culture
around
around
which
we're
building
are
our
way
to
get
at
that
so
leader
in
me,
ib
arts
is
really
the
culture
or,
as
janice
said,
the
soil
and
the
environment,
and
it's
the
way
we
get
to
the
academics
and
and
get
the
buy-in
from
our
students.
E
Yes,
thank
you
miss
herderick.
My
question
centers.
Excuse
me
my
question
centers
on
support
for
first
year,
first
and
second
year
teachers,
since
you
have
so
many
of
them
at
sanders,
climate
excuse
me
and
I'm
wondering
if
you
can
share
some
of
the
specific
strategies
that
you
use
to
get
those
teachers
to
a
level
of
competency.
That's
going
to
get
you
the
growth
that
you
need
yeah.
This
is
really.
Q
A
tough
topic
I
think
for
for
all
of
us,
and
especially
like
a
school
like
sanders
cry
because
of
the
the
many
needs
and
and
the
culture
of
the
school
it's
hard
for
a
first
year
teacher
and
especially
they're,
coming
from
all
over
first
just
to
understand
or
get
used
to
the
culture
and
where
they
are,
because
they
all
want
to
come
in
and
make
a
difference.
So
that's
a
challenge
because
there's
so
so
many
needs
at
the
school.
Q
You
have
to
pour
and
give
everything
and
it's
hard
for
me
as
a
principal
to
say
to
lower
the
expectations.
But
at
the
same
time
a
first-year
teacher
needs
so
much
support
to
get
to
the
point
where
they
can
really
make
a
difference,
and
by
that
time,
for
some
of
them
they
might
say.
I
can't
do
this,
where
I
can
go
where
kids
come
more
prepared
to
learn.
So
I
really
try
to
make
sure
that
I'm
giving
them
support.
Q
Let
them
know
that
we're
walking
side
by
side
through
this
process
and
I'm
finding
even
now
that
I
have
to
take
a
pause
because
as
a
principal
and
being
at
the
same
school
for
a
number
of
years,
when
you
think
you're
making
traction
you're
having
to
back
up
and
say.
Oh,
I
got
to
start
all
over
again
to
with
the
mindset
inspiring
the
teachers
supporting
them
and
the
academics,
as
well
as
building
the
culture,
and
so
it's
always
starting
over
and
moving
forward.
So
I
would
love
for
my
teachers
to
come
at
the
summer.
Q
Teach
summer
school
you
know,
so
they
can
start
to
get
prepared
for
what's
ahead
and
we
can
work
out
a
lot
of
that
in
summer
school
or
for
them
to
be
able
to
come
two
weeks
that
that
would
be
a
norm
that
they
come
two
weeks
so
that
we
could
do
the
kinds
of
pd
and
the
conversations
and
the
fleshing
out.
That
needs
to
happen
before
and
hopefully,
as
we
build
them
and
giving
a
lot
of
support
through
my
instructional
coaches
and
staying
with
them
time
is
it.
Q
You
know
spending
the
time
whether
it's
in
the
summer
or
after
school,
knowing
and
compensating
them
for
the
time
that
they
really
do
have
to
give.
I
tell
teachers
this
profession
is
not
a
seven
or
three
and
it's
over
or
the
weekends
you're
or
yours.
You
have
to
have
time
to
put
into
the
work,
especially
with
high
poverty,
because
you're
doing
so
much
for
the
whole
child
to
address
that
entire
family.
So
I'm
trying
as
a
balancing
act
trying
to
provide
the
support.
At
the
same
time,
we
have
to
keep
this
ship
sailing
yeah.
E
You
I
just
wanted
to
add
one
just
thank
you
all
so
much
for
your
presentations
and
for
the
work
that
you're
doing
it
really
is
tremendous
and
a
lot
of
the
things
that
we're
hearing
I'm
like.
I
just
want
to
hold
on
to
him
and
kind
of
create
a
little
like
shot
list
of
the
things
that
that
we
want
to
see
in
all
the
schools,
and
I
know
I've
been
into
charleston
progressive
and
minger
and
hadn't
visited
sanders
clyde.
V
Just
want
to
thank
you
all
for
the
presentations,
my
questions
very
short
and
simple.
I
would
like
to
know
why
do
we
use
map
instead
of
sc
ready
and
I'm
working
with
the
group
and
we're
using
sc
ready,
which
shows
the
disparities
between
black
and
brown
children
and
white
children,
and
is
there
a
way
for
us
to
look
at
the
data
and
we
have
it
for
the
past
five
years?
V
Can
we
look
at
that
data
and
compare
it
to
map?
Do
a
layout
of
map
and
sc
ready
to
see
whether
we're
coming
up
with
the
same
disparities
which
shares
that
most
of
our
black
and
brown
children
are
extremely
behind
our
white
students.
W
Ma'am,
as
we
presented
in
july
when
we
presented
the
map
data
that
disparity
holds
true
in
the
fast
food
results
and
in
the
map
results.
So
what
you
see
in
the
sc
ready
is
the
same.
W
W
W
T
W
A
subset
of
the
test,
so
you
get
information
on
how
the
children
did
on
one
standard,
but
that
may
not
be
the
same
standard.
That's
tested
the
following
year,
so
that's
one
of
the
challenges
of
sc
ready.
Is
that
there's
not
an
annual
year
over
year?
Comparison,
I
think,
and
maybe
inferring
too
much.
Your
bottom
line
point
is
that
we
have
a
racial
disparity
that
we
need
to
address
and
the
best.
T
W
V
Yeah
again,
I
just
want
to
thank
all
the
principals.
I
know
ms
malone
has
been
around
for
years
and
it's
good
that
we're
holding
on,
but
that's.
V
And
so
I
just
want
to
commend
this
administration
for
holding
on
to
our
seasoned
teachers.
We
really
need
those
teachers
in
these
areas
so
that
we
can
see
the
kind
of
growth
that
we're
experiencing
now
with
our
students.
Thank
you,
ladies
my
hat's
off
to
you.
It's
a
tough
job,
and
but
who
else
could
do
it.
A
Okay,
I
think
that's
it
on
the
sec
agenda.
Is
that
correct?
Okay!
Next
is
other
board
committees?
Item
six?
Well,
of
course,
I
do
wanna
repeat
the
thank
yous.
Y'all
are
doing
a
wonderful
job
that
we
recognize
as
a
24,
7
365.
So
thank
you.
A
X
I
was
waiting
for
the
to
be
displayed
on
the
screen,
so
there
are.
There
are
two
informational
items
that
will
be
presented:
the
annual
swmde
report
for
fiscal
year
21
and
the
monthly
capital
projects
report,
and
then
there
are
four
items
that
for
action,
items
that
are
coming
from
the
operations
division.
Mr
ferrari,
one
is
the
annual
construction
plan.
Excuse
me:
maintenance
plan,
the
annual
capital
information
technology
plan,
capital
building
program
is
phase
three,
a
reallocation,
a
small
amount
and
then
a
contractual
matter
associated
with
one
of
the
charter.
U
N
V
I
just
I
didn't
hear
you
when
you
said
when
we
were
gonna,
hear
about
those
other
reports
that
are
coming
forth
at
what
meeting.
A
S
Y
Okay,
good
I'll,
be
very
brief.
We
compiled
a
post-session
report
for
your
review.
Y
We
will
update
this
document
as
needed
and
provide
a
presentation
at
your
next
board
meeting
based
on
what
comes
out
of
the
south
carolina
school
board,
regional
advocacy
meetings
erica
and
I
will
be
attending
the
lowcountry
regional
advocacy
meeting
that
will
be
held
this
wednesday
at
5
30
pm
and
that
concludes
the
legislative
update
for
today.
So
I'll
be
happy
to
take
any
questions
you
all
may
have.
A
Great
fantastic
report
all
right
item
7b
is
the
esser
advisory
team,
the
board
appointees
robert
mack.
G
Thank
you,
miss
darvey,
so
I'd
like
to
say
thank
you
to
all
of
the
board
members
that
submitted
names
for
the
essa
advisory
team.
G
A
great
number
of
names
supports
that
was
names
that
were
submitted.
I
have
selected
seven
names
that
I
like
to
bring
forth
for
consideration
on
this
advisory
team.
A
Thank
you
did
julie.
Did
you
get
all
of
those
okay
all
right?
Thank
you
very
much.
Trevor.
Mack
next
item
is
upcoming
meetings.
We
have
a
special
called
meeting
immediately
following
this
meeting.
We
have
our
board
meeting
on
october,
25th
and
then
november
meetings
november,
8th
and
november
15th.
So
would
everybody
like,
like
a
maybe
a
10
minute
break
and
we
can
reconvene
at
3
15.,
but
that's.
B
The
army,
yes,
we
didn't
really
have
a
chance
to
ask
questions
of
the
superintendent
report
and
I
just
want
to
ask
one.
Hopefully
a
quick
question
is
that
okay.
B
So
I
noticed
on
your
charts,
with
the
number
of
cases
in
the
school
district
are
going
down
and
that's
fantastic,
but
what
I
also
did
a
little
quick
math
in
my
head.
I
think
that
we're
now
seeing
below
the
community
transmission
rate
in
our
public
school
system
we
have
been
above
so
do
you
attribute
that
to
anything,
are
we
reporting
differently
than
we
were
early
or
in
the
school
year
or
is?
Do
you
know
why
that
might
be.
A
Thanks,
okay,
so
we'll
take
a
10
minute
break
and
we'll
reconvene
for
the
special
call
meeting
at
3
15.
So
we
can
get
dr
frazier
out
of
here
to
go
celebrate
her
birthday.
So.
G
G
We
will
now
call
the
october
11th
2021
board
of
trustees,
special
called
meeting
to
order
entertaining
motion
for
the
adoption
of
the
agenda.
D
G
K
G
G
L
G
Okay,
all
right
we're
reconvened
back
into
open
session
item
4a.
B
G
A
I
moved
to
extend
the
mass
mandate
for
30
days
through
november
12
2021
and
work
with
staff
and
public
health
experts
to
develop
guidelines
to
inform
mass
decisions
for
the
remainder
of
the
school
year.
Second,.
U
So
dr
postwaite,
based
on
the
post
and
courier
article
and
what
you
just
said,
we're
talking
about
roughly
three
percent
of
the
student
population
didn't
want
to
wear
a
mask
is
my
math
right.
If
I
take
the
applicants
which
were
830
for
exemptions,
I
double
that
round
it
up
to
2000
and
add
the
students
who
were
at
home
because
of
her
mass
virtual,
we're
up
to
3.3
of
the
student
population.
U
G
Okay,
is
there
any
further
questions
hearing
none,
we
ask
that
you
please
cash.
Your
bill.