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A
B
C
D
A
A
A
A
A
No
second,
okay,
thank
you
board
members
and
members
of
the
audience.
I
want
to
take
a
moment
to
share
some
sad
news
that
many
of
you
have
likely
heard,
which
is
that
last
week,
one
of
our
board
members
miss
erica
coakley,
experienced
a
tragedy
that
no
parent
ever
wants
to
experience.
It
is
with
deep
sadness
that
I
announced
that
she
lost
her
23
year
old
son,
dequan
bamberg.
A
B
A
A
C
C
A
That
item
passes
item
5a
special
recognition,
dr
taylor.
Thank
you.
So
much
good
evening,
chairman
mack
vice-chair
waters,
members
of
the
board
of
trustees,
mr
kennedy,
this
evening
for
special
recognition.
We're
excited
to
recognize
our
board
of
trustees
in
honor
of
south
carolina's
school
board
recognition
month.
The
theme
for
this
year
is
celebrating
local
leaders,
so
we
would
like
to
take
a
moment
to
celebrate
each
of
you,
each
and
every
one
of
you
and
express
our
gratitude
and
appreciation
for
all
that
you
do
in
service
to
our
children,
to
our
families
and
our
community.
A
H
I'd
like
to
speak
on
the
subject,
divester
funding
and
just
say
that
I'm
asking
for
more
transparency
in
the
esser
fund
distribution
process,
though
the
board
has
appointed
two
board
members
to
an
sr-3
planning
committee
last
may
and
appointed
members
to
an
sr-3
committee
in
october,
documentation
for
meeting
agendas,
meeting
minutes
and
specific
essa
proposals
that
are
reviewed
do
not
appear
on
your
website.
H
It
also
would
be
prudent
for
ccsd
to
list
the
esser
3
committee
members
on
its
website,
particularly
since
darren
goss,
who
presented
the
reimagined
proposal,
has
publicly
stated
that
he
served
on
the
committee
now
I
I
understand
that
you
don't
want
to
talk
about
reimagine
tonight
and
if
I
was
you,
I
wouldn't
want
to
talk
about
it
either.
H
So,
let's
get
back
to
work
and
get
to
doing
what
the
reimagine
proposal
claims
to
do
and
do
it
from
the
ground
up
not
from
the
top
down.
Please.
G
G
To
ask
you:
what
do
my
dear
friends
have
in
common
with
our
school
children?
They
are
victims
of
medical
tyranny.
Today,
in
dc,
hundreds
of
doctors
of
conscience
are
fighting
the
medical
tyranny
that
took
my
friends,
lives
journey
that
paid
hospitals
so
that,
rather
than
give
patients
life-saving
early
treatment,
they
paid
them
to
kill
people
today.
Are
you
aware
that,
in
this
very
room,
we
are
under
medical
tyranny?
G
Mass
quotas,
quarantine
photos,
pcr,
quotas,
mass
that
don't
stop
viruses,
quarantines
that
are
unscientific,
pcr
tests
that
are
fake
and
faulty.
Why
don't
you
tell
us
what's
really
going
on
here?
How
much
money
have
you
taken
to
bring
social
collapse
to
our
children,
how
many
children
are
in
mental
anguish
and
how
many
have
taken
their
own
lives
so
that
you
could
get
billions
from
the
divider
regime?
G
Are
you
aware
that
our
nation's
children
have
been
sold
for
220
billion
dollars?
Is
that
the
amount
that
our
national
education
administration
was
willing
to
take
to
send
our
children
to
what
has
become
concentration
camps?
Do
you
realize
you
have
prostituted
yourself
to
damage
and
destroy
our
children?
The
game
is
on
today
in
dc.
Doctors
of
conscience
are
revealing
that
the
biter
regime
has
bribed
hospitals
to
murder
patients
and
the
families
of
the
victims
are
awake.
Now,
taking
action
to
bring
those
responsible
to
justice,
finance
regime
brought
not
only
hospitals,
the
school
districts.
G
A
I
wanted
to
share
with
you
all
something
that
the
community
put
together,
because
we
heard
a
lot
about
the
community
not
like
more
complaining
and
not
really
doing
anything
and
not
having
ideas.
So
I
just
wanted
to
share
some
of
the
ideas
that
we
have
imagine
the
things
we
could
do
if
ccsd
supported
the
work
of
teachers
and
principals
to
charleston
county
school
district
board
of
trustees.
A
We
reject
the
reimagined
proposal
because
it
seeks
to
create
an
unnecessary
framework
that
would
add,
in
a
pointed
layer,
bureaucracy
and
a
separate
governance
structure
between
23
school
communities
and
the
school
district.
We
support
a
more
comprehensive
strategic
plan
that
prioritizes
actual
student
and
school
needs.
A
A
A
We
demand
that
ccsd
empower
schools
to
collaborate
with
each
other
within
theater
patterns,
constituent
districts
and
across
the
school
district.
We
demand
that
ccsd
abide
by
state
and
federal
transparency,
laws
and
guidelines
regarding
the
distribution
of
esser,
coveted
relief
funding
for
schools.
Thank
you.
Thank
you.
E
Good
evening,
everyone
we
have
to
make
our
public
schools
the
best
they
can
be
for
all
students.
Don't
you
agree,
I
still
recommend
the
board
reject
the
reimagined
school's
proposal.
How
can
spending
5.1
million
with
an
unqualified
foundation
to
convene
meetings
and
create
layers
of
bureaucracy
actually
help
student
learning?
I
want
to
make
a
few
other
points.
Number
one
ccsd
should
support
school
administrators
and
educators
and
strengthen
the
school
improvement
councils.
E
E
However,
these
proposals
should
not
receive
any
of
these
easter
three
funds
unless
the
project
directly
improves
student
achievement
or
the
wrap
around
services
needed
to
support
students
learning
and
their
well-being
number
three
as
responsible
school
board
members,
please,
please
read
the
school
improvement
plans
within
the
regions
of
the
charleston
county.
You
were
elected
to
represent.
E
I
Good
evening,
I'm
dr
george
temple
a
member
of
the
district
3
constituent
school
board
and
I'm
speaking
independently
this
evening,
I
have
three
60-second
take-homes
and
that'll.
Give
you
a
minute
to
cogitate
over
what
I
what
I
have
to
share
with
you
one.
I
know
you
don't
want
to
hear
about
reimagine
again,
but
here
it
is
you've
only
tabled
it.
It
now
needs
to
be
eliminated
and
never
to
return,
and
you've
heard
the
reasons
why,
as
a
board
member,
I
attend
as
many
of
the
school
improvement
council
meetings
as
I
can.
I
I
A
In
addition
to
the
public
comments
you
just
heard,
we
did
receive
comments
online.
These
comments
ranged
in
topic
from
the
face
mask
policy
to
sr-3
funds
to
sex
education,
training
in
schools.
Please
know
that
the
board
does
receive
these
these
public
comments
and
that
they
are
also
available
on
the
public
board
docs
section
of
the
website.
D
Thank
you
very
much
and
ccsd
school
board
members.
This
is
the
superintendent's
update,
will
be
my
first
one
yeah
in
the
inland
world.
The
items
that
we
will
cover
are
the
cognitive
update.
Mr
gray
would
do
that.
J
All
right,
so,
thank
you.
So
the
superintendent's
update
the
agenda
code
of
update
ms
glory
will
do
that
and
then
I
will
talk
about.
The
staff
has
been
working
on
implementation
process
around
those
strategies
and
we'll
have
a
section
on
the
essa
proposals
about
what
stakeholder
engagement
will
look
like
and
then
get
your
feedback
on
what
you
presented
in
questions.
So
with
that
I'll
ask
mr
glory
thank.
K
You,
mr
kennedy,
so
the
first
two
slides
are
what
we
show
you
every
board
meeting
where
we
stand
in
the
community
where
we
stand
in
ccsd.
K
K
Next
slide
shows
you
where
we
stand
as
a
school
district.
Obviously
the
three
bars
on
the
far
right
are
the
issues
at
hand.
You
can
see
we
peaked
at
1725
cases
between
students
and
staff,
students
are
in
blue
and
staff
is
in
orange.
That
number
came
down
over
this
past
week
down
to
a
total
of
12
19..
K
The
reason
for
that
was
that
if
a
report
was
submitted
by
a
person
by
an
individual
in
a
school
about
a
closed
contact,
not
a
positive
case
that
was
being
handled
at
the
school
level,
that
data
was
being
held
at
the
school
level
until
we
could
get
a
firm
handle
on
the
positive
cases
and
then
director
nits
began
receiving
that
information
on
close
contacts
from
the
school,
so
that
number
for
close
contact
is
is
increasing
now
and
what
we've
essentially
seen
is.
K
We
have
about
the
same
number
of
close
contacts
as
we
have
positive
cases.
So
there
was
a
lag
in
the
contact
closed
contact
list,
but
the
positive
cases
are
pretty
much
caught
up.
We
do
have
a
small
backlog,
but
the
director,
as
well
as
her
staff
of
contact
tracers,
are
really
working
seven
days
a
week
getting
a
handle
on
this,
and
we
believe
that
the
the
worst
at
least
as
far
as
omicron
is
behind
us
as
far
as
contact
tracing
goes
the
next
slide.
Please.
K
This
next
slide
shows
the
the
changes
that
have
occurred
since
our
last
board.
Meeting
d
heck
put
out
an
updated
school
guidance
document
on
the
15th
of
january.
The
most
notable
change
on
that
was
the
test
estate
program,
which
we
had
implemented
a
couple
weeks
prior.
K
It
changed
the
test
date
for
those
those
needed
to
be
tested
from
four
days
to
day
five
to
seven,
so
students
and
staff
can
stay
in
school
if
they're
a
close
contact
and
at
day
five
to
seven
of
their
tests
to
determine
if
they
can
remain
in
school
or
if
they
have
to
be
quarantined
to
accommodate
these.
The
testing
we've
really
worked
extremely
hard
again.
Director
nits
has
been
working
with
dhec
and
their
contractor
to
establish
test
sites.
K
K
J
So
the
majority
of
the
presentation
this
evening
is
going
to
relate
to
the
sf3
funding,
and
so
I'm
going
to
give
on
this
slide
just
a
quick
background
on
the
s3.
You
all
have
seen
this
information
before
the
state
of
south
carolina
received
a
little
over
2
billion
dollars
for
k-12
education
for
education.
J
The
ccsv
received
1.163.2
million
dollars.
We
received
the
largest
share
of
any
k-12
system
in
the
state.
The
163.2
represents
the
highest
allocation
to
any
distance
in
the
state.
The
funds
can
only
be
spent
in
the
15
categories
that
we
reviewed
with
you
all
last
last
year
as
spring
last
summer.
J
J
Next
slide,
please.
So
this
is
our
our.
Why
slide
back?
In
the
fall
october
november
time
playing
doctor
poster
wait
for
the
academy
together,
she
indicated
that
we
need
to
bring
our
executive
level
executive
directors
that
are
on
the
academic
side,
along
with
the
academy,
and
we
need
to
figure
out
what
would
be
the
vision
for
the
district
for
the
use
of
the
s3
funds.
J
We
have
a
day
and
a
half
on
site.
The
first
day
was
all
day
it
was
december
14th.
We
followed
that
up
on
january
third,
with
a
half
day
off
site-
and
there
are
teams
of
people-
then
works.
Happy
we've
been
working
since
that
time,
time
period,
because
where
we
are
right
now
with
this
presentation-
and
so
you
see
here
on
our-
why
we're
proposing
this,
and
certainly
for
your
feedback.
J
In
order
to
do
that,
we
need
to
have
rigorous
grade
level
instruction
in
in
our
elementary
schools,
and
in
order
to
be
able
to
do
that,
we
need
to
have
leaders
and
teachers
who
are
trained
and
ready
to
be
able
to
provide
that
rigorous,
a
great
level
of
instruction
and
then
support
our
teachers
and
support
our
school-based
leaders.
We
need
to
make
sure
that
we
have
the
background
services
and
the
community
services
that
that
can
be
provided
and
we'll
talk
about
that
in
more
detail
in
a
minute.
Next
slide.
Please
so
again,
this.
D
J
The
framing
of
the
division
that
we
have
by
the
spring
of
2027,
all
students
will
read
on
grade
level
by
grade
five.
So
what
I
want
to
do
now,
I
want
to
talk
about
how
I
view
work
in
a
complex
organization
like
ccsd.
I'm
going
to
do
that
through
an
analogy
in
the
in
the
early
1960s,
john
f
kennedy
made
a
vision
of
putting
the
man
on
the
moon
by
the
end
of
that
decade
within
the
decade
of
1960.
That's
what
they
that's!
J
What
the
country
would
do,
and
that's
the
fact
that
you
know
what
we
did
in
order
to
do
that
the
country
nasa
came
up
with
they
had
to
have
different
systems
in
place
rocket
systems
to
get
the
capsule
up
to
the
moon
and
to
have
life
support
systems,
perhaps
astronauts
as
they're
flying
through
space
and
as
well
as
we're
going
on
the
moon.
J
They
had
to
have
recovery
systems
when
they
came
back
to
earth
as
they
came
back
into
the
reentry
and
into
the
into
the
recovery
in
the
ocean,
and
so
what
we
propose
here
is
something
similar.
J
Is
this
notion
of
being
able
to
have
all
students
being
able
to
read
on
grade
on
grade
level
by
grade
five,
and
we
propose
three
strands
to
be
able
to
do
that,
as
shown
here:
the
rigorous
grade
level,
instructions,
instructions,
high
quality,
teacher
and
leaders
and
wraparound
services
going
back
to
my
analogy
again,
so
there
have
been
questions
been
asked
from
students
and
rightfully
so,
if
we
focus
only
on
the
fifth
grade,
excuse
me
on
reading
in
elementary
school.
What
about
the
other
things?
What
about
math?
What
about
the
middle
school?
J
What
about
high
school
students,
interventions
that
are
needed,
and
certainly
we
will
focus
on
all
of
those
things
and
again
going
back
to
the
analogy
of
the
1960s.
There
was
the
vision
of
putting
a
man
on
the
moon,
but
the
country.
The
federal
government
worked
on
many
many
things
in
the
1960s
other
than
that,
for
instance,
the
civil
rights
act,
the
act,
the
voting
rights
act.
Those
were
important
things
that
took
place
in
the
1960s
in
parallel
with
the
with
the
space
operation
and
so
similar.
J
Similarly,
here
in
ccsd
this
proposal,
we
will
be
focusing
on
reading
in
the
elementary
school
since
elementary
school
during
this
period
between
now
and
2027,
and
but
at
the
same
time
we
have
significant
amount
of
funding
over
that
time
period
to
address
other
needs
in
the
in
in
the
district
and-
and
the
point
is
that,
if
we
are
successful,
successful
and
being
able
to
ensure
that
all
of
our
elementary
school
students
are
able
to
read
by
the
time
they
get
into
the
fifth
grade,
then
the
interventions
that
we
have
now
in
the
middle
schools
and
high
schools,
those
will
diminish.
J
There,
won't
be
the
need
for
those
types
of
intervention,
and
so,
if
we
can
make
that
a
success,
we
believe
the
believe,
then
that
would
be
successful
for
the
entire
district
and
then
the
other
piece
here
on
the
bottom
of
this
slide.
If,
within
the
k-12
world,
there's
this
term
of
implements
implementing
initiatives
with
a
fidelity
and
said,
if
we
implement
with
the
fidelity,
then
we
will
be
successful.
J
And
so
what
does
the
fidelity
look
like
is
what
this
bottom
two
slides
indicating
and
so,
as
we
propose
to
roll
out
this
vision
and
these
strands
to
make
that
vision
a
reality.
We
have
to
make
sure
that
we
have
an
ability
to
successfully
implement
any
programs
that
we
have
in
any
initiatives
that
the
district
might
might
have
in
any
proposals
that
we
might
that
you
all
might
authorize
for
outside
of
community
organizations
to
support
this
three
dollars.
J
There
has
to
be
a
way
to
make
sure
that
will
have
success
there
on
the
next
series
of
slides.
Mr
belcher
is
going
to
go
through
each
of
those
pillars
and
in
a
little
bit
more
detail
and
then
we'll
come
back
and
talk
about
engagement
process.
F
So,
in
part,
what
my
responsibility
is
to
connect
what
we've
been
doing
over
the
last
two
years
to
where
we
think
we're
going
to
go
in
ways
in
which
we're
going
to
need
support
from
our
community
partners,
as
well
as
leadership
from
school
leaders
and
teacher
leaders.
So,
specifically,
the
most
important
thing
in
terms
of
closing
the
reading
achievement
gap
will
really
be
around
focusing
on
rigorous
grade
level
instruction
if
we
have
high
quality
early
childhood
for
all
kids
who
need
it.
Rigorous,
curriculum
and
instructional
supports,
including
professional
development.
F
That's
job,
embedded
and
ongoing,
we're
confident
that
students
will
get
to
grade
level
by
the
fifth
grade
in
reading
now.
I
want
to
call
out
that
we've
already
made
some
investments
in
this
space
and
significant
investments,
the
expansion
of
our
early
childhood
program
at
mary
ford
and
making
sure
that
we're
actually
moving
towards
a
more
reading-centric
and
academic
early
childhood
curriculum,
which
is
showing
some
success
we're
in
the
process
of
going
into
a
full
ela.
It's
a
new
curriculum
process.
The
acceleration
schools
are
piloting
it
now
beginning
this
semester.
F
We
have
a
more
sampling
of
schools
across
the
system
who
are
testing
that
curriculum.
We've
invested
significantly
in
the
acceleration
schools
and
in
professional
development
to
support
the
rollout
of
the
new
ela
curriculum,
the
math
curriculum,
which
we're
still
executing
and
other
district
priorities
like
cultural
competency.
F
F
So
they
understand
under
what
conditions
they
are
most
useful,
but
also
that
they're
sufficiently
funded
and
invested
in,
so
that
they
can
actually
show
some
value
over
time.
Every
school
can't
do
everything
they
need
to
make
some
tough
choices
about
what
their
key
investments
are
going
to
be
and
ensure
they're
doing
them
in
a
high
quality
way.
F
Now
at
this
point,
these
are
ideas
from
a
small
subset
of
the
leadership
of
this
district
we've
socialized
it
with
the
principal
cabinet
and
they've.
Given
us
some
feedback,
we
have
more
work
to
do
to
figure
out
if
these
are
the
right
things,
including
talking
to
the
teachers
of
the
year
talking
to
other
principals
and
making
sure
that
we're
getting
the
right
list
of
investments
under
this
category.
F
If
we
move
to
the
next
slide,
we
go
in
more
detail
to
this
idea
of
high
quality
teachers
and
leaders.
Again,
there's
nothing
that
research
has
shown.
The
most
important
thing
for
a
child's
academic
success
is
the
quality
of
their
teacher.
The
second
most
important
thing
is
the
quality
of
the
principle,
so
making
sure
that
we
are
actually
a
place
that
attracts
and
retains
highly
talented,
diverse
teachers
and
leaders
is
critically
important
to
make
sure
that
we
can
provide
that
rigorous
grade
level.
F
F
Expanding
teach
charleston,
making
sure
that
we're
building
a
classified
employee
to
certified
teacher
pipeline,
which
reflects
folks
who
are
invested
in
the
school
district
that
are
committed
to
south
carolina
to
charleston
county
and
who
represent
the
diversity
of
the
kids
that
we
serve
building
a
leadership
pipeline
so
that
we're
able
to
spot
our
young
talent
give
them
professional
learning
experiences
to
put
them
on
the
track
towards
the
principalship
that
work.
We
hope
to
share
with
this
board
later.
F
The
rest
of
this
may
be
possible
investments
that
we
think
could
make
a
difference.
For
example,
a
differentiated
pay
scale
for
folks
who
work
within
turnaround
schools,
because
we
know
that
the
continuity
of
adults
in
those
schools
is
important.
So
it's
trying
to
figure
out
ways
to
keep
teachers
and
keep
principles
in
those
schools
and
to
build
healthy
succession
plans
when
change
is
necessary.
F
If
we
go
to
the
next
slide.
The
wraparound
service
piece
is
the
part
where
I
know
we're
going
to
need
the
most
community
help
and
support.
This
is
the
idea
that,
right
now,
almost
all
of
our
student
body
and
our
adults
are
coming
out
of
a
tough
time
where
their
social,
emotional,
mental
health
needs
are
significant
and
to
make
sure
that
they
can
remain
interested
and
focused
on
their
academic.
F
Success,
we
need
to
make
sure
that
we
have
supports
in
place
to
put
them
on
a
path
toward
success,
so
eliminating
any
obstacles
to
their
success
and
providing
supports
outside
of
school
to
get
them
there
again.
This
is
an
area
where
we've
already
made
some
investments,
including
adding
more
mental
health
professionals
and
an
investment
and
ongoing
expansion
of
restorative
practice
across
the
district
as
a
positive
intervention
and
culture
building
and
behavior,
but
there
may
be
other
things
that
we
think
will
also
be
important,
like
piloting
a
community
school
community
center.
F
That
includes
broad
services
that
would
support
the
community
and
allow
families
to
focus
on
their
child's
education
opportunities
for
community
outreach
opportunities
for
multilingual
learners.
All
of
these
again
are
the
initial
ideas
that
need
to
be
further
socialized
and,
more
importantly,
customized
to
the
unique
needs
of
sub
communities
within
our
community.
What
does
baptist
hill
need
that
might
be
different
from
what
burke
needs
that
might
be
different
than
what
stahl
needs
you
go
to
the
next
slide.
D
F
So
all
I
want
to
do
is
make
sure
that
we're
linking
to
where
we
are
now,
because
I'm
sure
there
are
folks
are
saying
why
didn't
we
share
some
of
this
earlier
and
I
think
it's
important
to
say
we
are
not
done
with
the
kovic
crisis.
We've
been
talking
about
covet
recovery
and
on
friday,
before
martin
luther
king
day
weekend,
with
the
most
numbers
of
adults
out
on
absent
in
our
system
that
we've
had
here
since
the
beginning
of
the
covet
crisis.
We
are
still
very
much
in
it.
F
That
means
that
we
have
a
lot
of
adults
from
central
office
deployed
in
schools
to
make
sure
that
classrooms
are
running
safely.
It
means
that
some
of
the
people
who
are
intended
to
drive
this
strategy,
like
principals
or
instructional
coaches,
are
spending
time
teaching
in
classrooms,
and
it
means
folks,
like
jeff,
perotti
and
folks
on
his
staff,
are
serving
out
lunches
so
that
we
can
make
sure
that
the
school
is
still
running
that
matters
because
to
be
able
to
transition
to
this
cobia
recovery.
F
We've
had
achievement
gaps
prior
to
that,
yet
we
know
across
the
system
has
been
shared
in
our
board
presentation
in
december.
We
have
deep
mental
health
and
wellness
challenges
across
the
entire
system
in
every
single
school
at
every
grade
level
that
we
also
need
to
be
proactive
and
responsive
to
to
make
sure
that
kids
can
focus
on
school
and
they
want
to
come
to
school
and
they
see
school
as
a
place.
They
want
to
be.
F
While
many
folks
have
been
out
in
schools
covering
classes,
we've
tried
to
ensure
that
the
acceleration
schools
team
can
continue
to
focus
on
that
important
work
and
making
sure
that
we
are
all
hands
on
deck
in
terms
of
our
mental
health
support.
So
anyone
who
has
professional
mental
health
training
is
working
as
much
as
is
possible,
with
kids
in
direct
service
versus
more
back
office.
Work.
F
Those
soliciting
those
ideas
helped
inform
our
thinking.
So
I
want
to
make
sure
that
we
say
thank
you
to
all
those
community
organizations
that
have
already
submitted
those
agents.
Those
ideas,
I
think
the
key
phase
is
the
next
phase,
because
it's
about
matching
to
individual
school
communities.
What's
the
right
fit
for
them.
So
if
someone
has
a
wonderful
volleyball
program
and
I'm
making
this
up,
that
was
not
that
idea,
which
school
districts
with
that
athletic
program
really
matter
the
most
too,
and
so
that
no
school's
taking
on
too
much
they're.
F
J
So
you
all
have
seen
a
version
of
this
slide
before
and
what
the
slide
attempts
to
do
is
to
show
to
you
all
to
demonstrate
the
complexity
of
all
of
the
initiatives
that
we
have
currently
going
on
in
the
district
and
what,
in
a
sample
of
what
may
may
be
to
come,
what's
shown
in
the
circles,
there
are
just
a
subset
of
what's
happening
currently
in
the
district,
and
this
is
without
having
to
even
plan
out
fully
the
s
of
3
dollars
and
what
those
initiatives
would
be,
and
so
the
the
message
from
this
particular
slide
is
that
we
have
a
lot
of
complexity.
J
We
have
a
lot
of
different
funding
sources
and
if
we
don't
prioritize
how
we
handle
this,
we
don't
prioritize
how
we
assign
resources,
both
financial
resources,
as
well
as
people
to
manage,
manage
these
projects,
then
to
reach
any
vision,
reach
any
set
of
of
the
objectives
across
the
district.
It's
going
to
be
very
difficult
to
do
that
because
of
the
complexity
here
next
slide,
please
so
on
the
vision
slide
that
we
showed
they
had
the
three
pullers
on
it.
There
were
two
bars
across
the
bottom.
J
Those
are
the
what
I
call
the
the
structures
that
we
need
to
put
in
place
to
undergird
the
work
that
we're
doing
the
first.
Other
two
is
the
accountability
and
supports,
and
so
the
first
one
here
is
that
we
need
to
establish
standards
and
we
across
10
dimensions
and
the
10
dimensions
are
not
random.
J
There
are.
There
are
10
10
items
that
we
want
to
take
a
look
at.
In
fact,
we
have
a
data
analysis
underway
now
that
we
anticipate
having
results
around
in
the
february
first
part
of
march
and
across
those
10
dimensions,
then
that
will
give
us
an
indication
of
where
we
need
to
make
changes
within
our
individual
schools.
So,
for
example,
one
of
those
dimensions
is
teacher
quality
and
diversity,
teacher
quality
and
diversity.
J
So
we
constantly
talk
about
the
level
of
experience
in
saying
now
title
one:
schools
that
are
available
experience
for
teachers
tend
to
that
tends
to
be
very
low,
and
so
in
creating
a
standard.
This
analysis
would
take
a
look
at
all
the
schools
in
the
district
analyze
the
teacher
level
of
experience
and
then
establish
what
a
standard
should
be.
So,
for
example,
it
could
be.
J
We
want
x
percentage
of
teachers
that
are
senior
teachers,
let's
say
20
years
or
so
we
want
x
percentage
in
their
middle
career
and
x
percentage,
that's
beginning
teachers.
So
you
have
a
standard
across
the
district
and
then
once
you
establish
that
standard,
you
take
a
look
at
each
school
and
you
do
an
assessment
of
that
stupid
school
against
that
standard.
J
And
then,
once
you
understand
the
schools
that,
where
there's
a
great
gap
of
variance
between
the
standard,
and
then
you
put
in
resources
and
initiatives
to
be
able
to
begin
to
close
that
close
that
gap
and
bring
that
school
towards
the
standard.
And
we
have
an
example
of
that
here
in
the
district
that
we've
been
working
on
for
like
25
years
and
it's
the
school
building
program.
J
So
back
in
you
know,
25
years
ago,
when
the
district
took
on
trying
to
make
sure
that
all
our
buildings
are
under
standard.
We
have
modern
school
buildings
and
we
still
do
this
with
each
each
five
or
six
year.
J
School
building
program
we're
doing
an
assessment
across
the
district
which
buildings
are
meeting,
our
standards,
which
buildings
have
deteriorated
and
therefore
not
meeting
that
standard,
and
we
allocate
resources
through
the
sales
tax
program
in
early
part
of
the
school
building
program
through
the
bond
sales
that
we
did
to
make
sure
that
all
our
students
have
that
meet
that
standard.
Another
example
of
going
back
to
teacher
quality
and
diversity.
J
We
want
to
make
sure
just
like
with
the
the
quality
of
our
teachers.
In
terms
of
experience
now
we
want
to
take
a
look
at
how
diverse
our
school
school
communities
are
in
terms
of
the
staff
data,
analysis,
district
and
community
measures.
J
So
obviously
we
do
a
lot
of
data
analysis
on
student
data
within
the
school
district.
But
if
we're
going
to
have
a
major
span
of
work
around
community
wraparound
services,
we
need
to
establish
community
measures
on
what
those
are,
as
opposed
to
just
saying
that
we're
going
to
have
our
wraparound
services
and
have
no
way
to
measure
those
project,
management
and
performance.
Metrics
and
all
of
the
successful
organizations
I've
been
a
part
of
that
that
have
implemented
really
complex.
J
The
way
that
I'm
familiar
with
it
is
through
our
project
management,
establishing
the
performance
metrics,
and
so
we
have
some
analysis
that
is
taken
place
right
now,
prototyping,
in
fact,
that's
been
set
up
in
the
district
to
determine
how
best
to
manage
our
our
our
projects
and
initiatives,
how
to
imagine
any
any
essa
funds
that
we
that
we
might
submit
out
to
the
to
the
to
the
community
systems
thinking
so
so.
This
is
for
me.
This
is
the
question
of
why
or
why
do
things
why?
J
Why
are
initiatives
successful
in
the
district
while
the
ones
that
are
not
successful
in
the
district,
and
so
we
have
a
cohort
of
people
that
we're
beginning
beginning
to
train
we're
selecting
this
cohort
now
to
train
in
systems
thinking
this
systems
think
it's
like
for
those
of
us
who
have
been
exposed
to
systems
thinking
in
our
schools.
J
You
know
in
our
education,
in
our
education,
in
college
and
beyond
the
peter,
sengay
type
work,
and
so
we
have
a
group
of
30
that
we're
going
to
train
district
staff
that
are
going
to
train
immediately
cohort
one
will
probably
go
to
court
too
later
in
the
year,
so
that
we
can
probe
and
see
what
are
those
things
we
need
to
put
in
place
to
make
sure
that
our
six
hour,
initiatives
that
we
that
we
take
on
are
successful
cultural
competency
there's
some
of
the
work
that
I've
done
for
the
last
year
and
a
half
or
so
this
past
friday
I
was,
I
was
meeting
with
a
principal
over
in
mount
pleasant,
and
she
was
telling
me
that
in
her
school
the
minority
students
there
were
were
struggling
because
of
the
the
loc,
the
little
numbers
of
students
in
school.
J
So
in
her
particular
school
there
were
31
african-american
students,
32
hispanic
students.
She
was
telling
me
that
if,
if
her
african-american
students
were
lucky
to
through
their
k-12
ex
careers
in
non-pleasant
schools,
they
may
see
two
african-american
two
african
african-american
teachers
and
that
and
they
they
rarely
would
see
an
african-american.
That's
in
the
nursery
leadership
role
within
the
school
building
and
said
for
the
hispanic
hispanic
students.
It
was
even
worse
than
that,
and
so
she
went
on
to
talk
about
what
that
meant
for
her
her
students.
J
You
know
as
parents.
We
all
want
to
make
sure
that
our
children
are
well
cared
for,
and
so,
if,
if
we
have
three
demographics
in
a
school
and
on
one
demographic
of
students,
the
teachers
understand
their
cultural
background,
then
it
becomes
difficult
for
those
students
to
actually
thrive
in
the
school
and
so
she's
she's.
Very
she,
this
principal
is
very
passionate
about
that,
and
so
this
is
the
a
part
of
the
notion
of
cultural
competency
in
in
the
district
and
then
the
last
item
here
support.
J
So
this
is
a
lot
of
money,
so
we
have
163
million
dollars
as
a
three.
We
got
72
point.
I
think
four
million
dollars
of
that's
a
two
and
we
got
the
thirteen
point
four
million
dollars
of
someone.
So
we
got
almost
a
quarter
of
a
billion
billion
dollars
over
a
short
period
of
time
to
to
manage
design
and
implement
successfully.
J
So
it's
federal
dollars.
So
last
last
fall.
I
took
to
the
audience
finance
committee,
a
audit
plan
that
had
our
external
audit
firm,
that
does
our
internal
artist
elliot
davis,
to
conduct
a
an
audit
about
federal
programs
that
that
results
of
that
article
should
be
available
around
sometime
in
march.
J
And
so
the
reason
that
was
done
is
to
make
sure
that
we
wanted
to
understand
if
there
were
any
weaknesses
in
our
processes
and
whether
it's
program,
processes
or
fiscal
processes,
as
we
move
into
the
expenditures
and
these
federal
dollars
to
a
quarter
of
a
billion
dollars
that
we
had
those
those
processes
in
place
appropriately.
J
In
the
second
support,
under
the
pillars,
engagement
in
voice
student
in
in
the
voice-
here,
I'm
talking
primarily
student
voices,
but
we
have
principals
that
we
need
to
engage
with
in
each
of
our
schools
around
this
work,
our
teachers.
I
think
it's
this
coming
wednesday.
I
have
my
first
meeting
with
the
the
expanded
teacher,
the
teacher
of
the
year
group.
J
This
is
a
each
student
has
each
school
as
a
teacher
of
the
year
and
so
I'll
be
meeting
with
that
group
for
the
first
time
this
coming
wednesday,
we
will
talk
about
this
engagement
process
around
the
essa
dollars
and
this
vision
that
we
have
student
voice.
J
I
was
last
week
I
was
at
a
high
school
talking
with
the
principal
and
he
was
saying
that
his
the
data
on
his
discipline
for
his
students
was
improving
and
he
attributed
some
of
that
to
a
large
part
of
that
to
having
sit
down
and
bring
in
students
to
ask
them
what
needed
to
be
done,
and
so
he
saw
results
of
that
and
I'm
a
big
proponent
for
sure
of
of
asking
students
what
they
think.
I
mean
what
the
work
that
we
do
here
is
for
for.
D
J
And
so
it's
important
to
hear
what
they
have
to
say
about
what
we're
doing
for
their
lives
and
then
engaging
with
our
pta's
school
improvement
councils.
And
then
all
of
our
parents,
that
in
community
at
large.
J
So
the
the
s3
proposal
timeline-
this
is
looking
back
in
the
blue
section
there
to
the
left
just
for
history
piece
here
in
the
spring
of
last
year,
going
through
september
after
the
announcement.
I
think
the
announcement
was
made
in
march
that
we
would
get
the
163
million
dollars
of
after
three
and
we
received
from
the
community
during
that
time
period.
Unsolicited
proposals,
mr
hamer,
was
hired.
J
He
created
a
website
portal
to
be
able
to
receive
the
proposal.
We
have
the
community
engagement
and,
as
a
result
of
that,
we
have
71
organizations
that
have
have
submitted
proposals
to
the
district
in
the
fall
late
fall.
We
had
two
advisory
teams,
one
by
the
by
the
board
and
one
internal
ccsd
staff
took
a
look
at
each
of
those
proposals
and
did
an
evaluation
of
those
proposals.
J
The
programs
meaning
the
the
proposals
that
were
submitted
by
the
by
the
community
to
the
three
strategic
pillars
that
miss
belgium
talked
about,
and
if
you,
if
you
were
to
think
about
those
three
codes,
the
one
or
wrap
around
services,
it's
probably
the
one
that's
most
likely
that
would
align
with
the
proposals
coming
from
the
community
and
then
once
they
once
staff.
J
Does
that
then,
during
the
from
this
period
forward
up
through
january,
excuse
me
february,
we
will
do
the
community
engagements
to
determine
the
use
of
sf3
funds
next
slide.
Please.
J
So
there
was
a
question
that
came
up,
I
think
was
at
the
committee
of
the
whole
in
january
around
the
what
what's
the
deadline
to
expend
the
funds.
Now,
if
you
were
to
look
on
various
websites,
whether
it's
the
us
department
of
education,
south
carolina
department
of
education,
there's
some
there's
conflict
and
information
on
those
websites,
so
the
the
district
staff
last
week
reached
out
to
nancy
williams,
who
is
the
cfo
of
the
south
carolina
department
of
education?
J
We
received
a
response
from
her
on
saturday
for
the
sl3
and
her
response.
It
was
an
email-
and
this
is
a
quote
from
her
email
of
when
those
funds,
as
the
three
have
to
be
expended
and
that
that
date
is
shown
here
september,
30
2024..
J
It's
not
it's
not
obligated
to
be
able
to
continue
to
spend
it
after
september,
30.,
the
goods
and
services
have
to
be
received
by
september
30,
and
then
this
is
and
then
every
district
in
the
state
has
essentially
six
weeks
from
that
date
september,
30
to
november
15,
to
submit
claims
for
reimbursement
on
expenditures.
Now
that
could
change
the
us
government
to
change
that
date.
J
But
right
now
this
is
the
guys
that
we've
gotten
from
the
cfo
of
the
state
of
south
carolina
department
of
education
and
those
those
are
the
guidelines
that
we
have
to
follow
next
slide.
Please
next,
dr
taylor
will
talk
about
some
of
the
engagement
process
for
the
essentially
thank.
A
You
thank
you,
mr
kennedy,
and
miss
belcher,
provided
an
overview
of
our
phase,
one
engagement,
but
just
to
go
into
into
a
little
bit
more
detail.
We
started
back
in
june
four
thousand
surveys
we
identified
with
the
six
priority
areas
were
between
june
and
july.
We
made
nearly
500
phone
calls
to
parents.
We
have
community
two
community
forums,
as
mr
kennedy
shared.
We
of
course
launched
the
portal,
our
cabinet
and
senior
leaders.
A
We've
have
held
several
retreats
and
definitely
at
this
point
in
time
we
are
engaging
with
our
our
parents,
our
principals
and
teachers,
to
prioritize
the
key
activities,
and
so,
as
we
talk
about
phase
two
engagement
and
ms
dangerfield,
if
you
can
go
to
the
next
slide,
please
I'd
like
to
share
that.
We
held
an
inaugural
meeting
with
our
with
our
community
engagement
committee.
A
It's
comprised
of
district
office
staff
who
work
specifically
with
parent
and
community
organizations
that
especially
our
school
improvement
councils,
our
ptas
and
our
parent
and
community
partners,
as
well
as
with
principals,
and
so
we
post
we're
going
to
have
a
second
meeting
actually
on
tomorrow,
and
you
can
see
a
tentative
timeline
there
as
it
relates
to
the
design.
A
J
Dr
taylor,
so
the
district
has
received.
That's
the
indicator.
A
few
minutes
ago,
71
proposals
for
a
total
dollar
value
of
109
million
dollars.
D
J
The
total
is
a
three
dollar
appropriation:
163
million
dollars
after
163
million
dollars,
roughly
10
percent.
It's
allocated
out
to
charter
schools,
we've
already
approved
26
million
dollars
for
use
of
indoor
air
quality
and
for
our
safety
purposes,
and
so
the
reason
why
I
showed
that
the
109
and
talk
about
those
other
numbers
is
that
there's
very
little
chance
that
we
will
allocate
out
109
million.
I
think
to
all
the
proposals
out
here
so
there
would
there
there's
there
there
will
not.
J
There
should
not
be
an
expectation
that
every
set
all
71
of
these
proposals
will
be
funded
at
least
not
fully.
What's
shown
on,
the
slide
is
a
stratification
of
the
proposals
based
on
dollar
values.
Two
were
received,
that
was,
that
exceeded
30
million
dollars,
the
reimagined
schools
from
the
coastal
community
foundation
and
one
from
charity
foundation.
Both
those
proposals
exceed
30
million.
J
There
are
eight
proposals
with
values:
that's
between
one
million
dollars,
I'm
sorry
greater
than
one
million
dollars,
but
less
than
30
million,
and
then
seven
proposals
with
values
between
500,
000
and
1
million,
and
then
the
remaining
they
have
values
less
than
500
000.
Next
slides.
J
So
this
is
the
proposed
way
that
we
would
look
at
alkaline,
the
the
s
of
three
dollars.
Now
we
would
set
a
wing.
The
district
would
set
a
total
dollar
amount
to
be
allocated
to
outside
partners,
and
a
total
dollar
amount
to
be
allocated
to
district
initiatives
generally,
when
you
see
a
a
grant
or
granting
funds,
it's
not
with
a
in
requesting
a
request
of
proposals
for
those
funds.
It's
not
with
an
open,
open
amount.
J
There's
a
a
set
amount
that
that
grantor
says
that
that
the
organization
has
to
to
to
appropriate,
and
so
we
think
we
need
to
at
least
take
a
look
at
it
from
the
from
that
perspective,
and
once
we
do
that,
we
need
to
link
the
proposals,
then
to
the
three
pillars
that
support
reading
on
grade
level
by
fifth
grade.
If
that,
in
fact
becomes
the
division
that
that
the
board
adopts
ongoing
district
initiatives
should
also
be
linked
to
that.
J
So
we
have,
as
you
know,
a
lot
of
activity
going
on
with
acceleration
schools,
mission,
critical
and
other
other
functions
that
that
have
already
been
that
are
already
in
place
and
then,
as
we've
said,
two
or
three
times
already
this
evening.
I
think
this
is
probably
the
fourth
time
we
need
to
conduct
extensive
stakeholder
engagement
on
the
vision
itself
and
the
proposals
that
have
come
in
and
then
we
will
select
proposals
that
support
that
that
vision
next
slide,
please.
J
So
I
do
have
one
slide
in
here
on
the
reimagine
schools
proposal.
You
know
when
I
take
a
look
at
the
proposal.
You
know
I
I
think
there
are
some
elements
that
that
could
be.
That
could
be
supportive
of
the
district
one
of
the
one
of
the
things
that
is
really.
J
I
should
be
clear
to
everybody:
there's
a
lot
of
there's
a
tremendous
amount
of
community
interest
in
in
the
s3
proposal
in
the
education
associated
with
how
that
night,
how
that
how
the
education
might
be
supported
in
my
seven
and
a
half
years
with
the
district
for
now
three
and
a
half
years
earlier.
I
have
never
seen
this
level
of
community
support
around
any
issue
that
sustained
itself
this
long.
So
I
think
for
me,
that
is
a
good
thing
to
have
that
level
of
interest.
J
So
certainly
some
some
an
element
around
community
community
interest
is
a
good
thing
by
the
proposal.
It
also
has
some
elements
there
that
do
not
appear
to
align
with
the
district
community
of
views,
so
the
innovation
management
organization
as
an
example
amos.
A
A
J
So
the
again
there's
tremendous
amount
of
energy.
I
I
consider
the
fact
that
we
have
community
interest
in
this
education
of
our
kids,
regardless
of
where
it
comes
from
that's
a
good
thing,
and
then
we
need
to
build
upon
that.
Okay
again,
I
think
the
proposal
contains
elements
that
that
these
do
not
appear
to
align
with
district
and
community
views.
J
The
imo's
as
an
example
is
one
example
and
there's
also
this
question
in
the
reimagine
schools
proposal,
who
is
who
is
the
final
decision
maker
in
these
in
these
commissions,
and
so
those
are
the
things
that
that,
if
you
all
that
boy
is
going
to
want
to
take
this
on,
you
know
in
this
this
proposal,
along
with
the
other
70
proposals,
that
I
think
you
would
want
to
take
a
look
at
and
then
the
next
to
the
last
bullet.
J
Here
the
the
reimagine
schools
proposal,
I
think,
should
be
incorporated
to
overall
into
the
overall
review
process
of
the
total
packaging
7-1
proposal
and
I
think,
by
tabling
the
reimagine
school
proposal
proposal,
giving
you
all
time
giving
staff
time
to
establish
the
the
level
of
community
engagement
that
that
we
think
is
needed,
then
that
that
would
be
the
approach
that
we
would
take
with
our
proposals
to
take
the
embattled
schools,
along
with
the
other
70
proposals.
J
Next
slide:
that's
simply
for
this,
your
information
for
your
information,
a
list
of
the
71
proposals
that
were
received
the
next
slide
again
just
for
for
information.
It's
a
this
is
a
term
for
definitions
of
acronyms
and
abbreviations.
A
J
Thank
you,
and
so
this
is
a
powerpoint
that
I'm
presenting
and
just
for
just
for
information.
This
powerpoint
will
be
posted
on
our
on
our
website
in
in
board.
J
Docs
in
the
this
slide
here
shows
there's
the
terms
and
definitions
that
are
in
this
well,
that
we've
been
using,
and
so
just
the
acronyms
and
the
abbreviations
again
for
information
next
slide,
and
this
is
just
a
wrap-up
slide,
just
to
reiterate
that
now
the
staff
is
proposing
to
the
board
that
we
have
this
vision
of
by
the
spring
of
2027,
all
students
being
able
to
read
on
grade
level
by
fifth
grade.
J
A
Thank
you,
mr
kennedy.
As
a
reminder
to
audience
members,
these
slides
are
in
board
docs
so
that
you
can
review
them
at
a
later
time,
and
please
also
remember
that
this
is
not
a
meeting
where
everybody's
participating
and
even
as
board
members,
we
do
have
a
way
that
we
do
things
I'm
going
to
go
around
on
questions
for
what
mr
kennedy
and
the
rest
of
the
staff
have
shared.
L
C
F
Schools,
that's
actually
a
board
decision,
because
the
board
had
set
up
the
original
distinction
of
what
should
be
an
acceleration
school
because
of
covid.
The
state
report
card
has
been
on
hold
the
first
time
we'll
see.
A
state
report
card
will
be
this
spring,
which
will
give
us
some
insight,
and
I
think,
as
we
fine
tune
the
the
strategy
around
these
three
pillars.
F
Do
we
want
do
some
schools
want
and
need
this.
The
high
touch
support,
that's
provided
by
the
acceleration
team
to
get
to
the
next
stage,
or
are
they
developing
a
different
strategy
such
as
mr
darby,
with
the
innovation
school
that
he
has
that
they
believe
is
going
to
get
them
there
in
a
different
path,
so
that
I
think,
is
a
key
decision.
That's
going
to
come
up
in
the
next
few
months.
D
B
A
G
A
J
So
I
I
have
not
received
any
proposals
from
schools.
I
might
it's
my
understanding
that
there
are
some
school
communities
of
schools
that
are
working
on
proposals,
but
we
have,
I
have
not
received,
and
I
don't
think
staff
has
received
it
because.
J
I'm
not
sure
how
how
the
s
I
mean
the
reimagine
school
proposal
came
in.
Well,
I
want.
What
I
wanted
to
do
tonight
is
to
make
sure
that
the
board
understood
that
we
had
71
proposals
71.
how
all
of
those
came
in.
I
don't
know.
Some
came
in
unsolicited
before
the
before
before
the
portal
was
created.
A
J
C
D
J
Is
the
person
that's
that's
been
imagining
the
the
review
process.
A
D
A
A
B
F
So,
typically,
students
should
be
reading
by
the
third
grade.
That's
the
the
target
and
the
optimum.
So
we
added
fifth
grade
in
part
to
give
recognition
that
with
cobit
kids
are
going
to
be
a
bit
behind
and
it's
going
to
take
us
some
time
to
phase
in
all
the
changes
that
we
have
in
place,
such
as
the
new
ela
curriculum.
We're
not
even.
D
F
Fastest
execution
to
make
sure
that
we're
using
good
change
management,
all
schools
won't
have
that
up
and
running
until
the
fall
of
2024.
we'll
prioritize.
That's
those
schools
that
have
the
greatest
achievement
gaps.
We
want
to
make
sure
that
we're
thinking
very
creatively
very
smartly
about
that.
So
that's
part
of
the
reason
is
to
give
us
a
little
extra
time.
It
also
allows
us
to
have
more
test
score
data.
F
The
test
score
data
pre-third
grade
is
a
little
noisy
because
the
developmental
level,
between
third
grade
and
fifth
grade,
we
have
more
data
that
allows
us
to
target
energies
on
where
particular
learning
gaps
may
be,
and
I
think
the
last
piece
I
will
say
is
that
thinking
about
the
fifth
grade
reading
should
be
first
and
foremost,
as
mr
kennedy
said,
we're
thinking
about
several
priorities.
I
will
keep
saying
math,
because
I
want
principals
and
teachers
to
worry
about
math
fifth
grade.
Math
is
also
predictive
of
algebra
success
at
the
high
school
level
in
south
carolina.
A
B
J
So
demar
at
the
superintendent's
cabinet
meeting
we're
going
to
finalize
that
that
plan,
but
but
essentially
over
so
the
details
are
not
found
last
yet
we'll
do
that
tomorrow,
but
again,
there's
an
analysis
of
each
of
the
proposals
to
see
what
how
they
may
or
may
not
align
with
one
of
these
three
pillars
as
a
part
of
the
vision
and
then
once
once
that
determination
is
made,
then
we
would
go
out
to
our
to
our
schools
to
our
principals
and
make
sure
that
we
understand
that
those
proposals
would
support
the
work
that
they
would
have
to
do
to
make
this
vision
a
reality,
and
so
that's
the
overall
thinking
of
it.
A
Okay,
I
don't
see
miss
herderick
on
one
anymore,
so
I'm
gonna
go
to
this
post
sure.
So
thank
you
and
and
as
often
happens
as
you
guys
have
spent
a
lot
of
time.
Thinking
about
this
work
and
a
lot
of
time
putting
together
this
proposal,
it
was
47
minutes
long
and
it's
22
pages.
A
A
This
is
not
the
right
place
to
do
that,
but
I
want
to
make
sure,
but
I
need
my
questions
answered.
I
don't
know
that
we
need
to
sit
here
tonight
and
ask
all
11
questions
related
to
these
things,
but
I
do
think
we
need
to
discuss
them.
I
mean
first
and
foremost,
it
looks
like
there's
something
in
here
that
says
in
about
six
weeks.
This
is
going
to
be
wrapped
up
and
decided.
A
But
can
you
say
when
do
you
when,
so
are
you
saying
at
this
point
that
you
don't
anticipate
awarding
these
funds
until
when
when
is
it,
when
is
there
or
have
you
gotten
to
the
point
where
you're
going
to
award
esser
funds
in
in
terms
of
a
date.
J
So
so
we
have
not
yeah,
so
we
will,
as
a
part
of
the
work
that
we're
doing
tomorrow,
we'll
we'll
work
through
that
and
then
10th
miss
coats.
Mrs
coats
is
to
come
back
to
the
committee
of
the
whole
in
february,
which
I
think
is
february
the
10th
for
an
update,
exactly
where
we
are
and
what
next
steps
might
be
from
from
that
point
forward.
A
Okay,
so
then
I
just
have
one
question
tonight
that
will
be
something
I
probably
want
to
talk
about
in
february.
Is
the
pillars
are
astounding
they're
great,
but
I
want
to
know
where
the
gaps
are
because.
A
A
F
C
F
F
F
In
terms
of
the
new
science
standards
that
are
coming
out,
for
instance,
thinking
about
intervention
thinking
about
our
multilingual
learners
and
what
our
strategy
is
for
esl
instruction,
so
those
things
will
be
coming.
So
your
point
is
well
taken.
We
can
come
out
because,
but
I
would
not
want
to
send
a
message
to
many
tired
teachers
out
there.
C
F
It's
going
to
be
a
cycle
of
focus,
but
I
I
think
one
of
the
things
I
want
to
call
out,
because
I'm
the
nerdy
instructional
teacher
type
is
a
lot
of
community
proposals
out
there.
Great
ideas,
but
the
core
thing
to
close
the
achievement
gap
is
what
happens
in
the
classroom
with
teaching
and
writing,
and
so
a
significant
amount
of
this
investment
has
to
be
in
that
space
right.
A
And
I
don't
want
a
perception
out
there
that
we
haven't
been
doing
rigorous
course.
Work
and
our
teachers
have
not
been
doing
rigorous
work.
Therefore
it
needs
to
be
a
goal.
I
I
I
want
to
make
sure
that
we
just
we
define
that's
been
happening.
What
do
you
want
more
the
same
for
the
other
two
pillars,
we've
been
doing
an
astounding
amount
of
wraparound
services,
we've
been
doing
an
astounding
work
with
teacher
pipeline
development.
A
A
A
Thank
you.
Miss
darby,
two.
A
B
A
J
So
so
a
couple
couple
of
thoughts
on
that
so
one
I
mentioned
that
with
the
the
reimagined
schools
proposal
that
there
was
some
some
good.
Some
elements
that
were
could
be
useful
and
then
this
is
not
a
statement
for
me
right
now
in
support
of
any
recommending
any
proposal.
But
when
I
look
at
the
proposals,
there
are
things
that
are
useful
in
number
of
these
proposals.
One
of
the
ones
from
the
coastal
community
foundation
is
that
they
have
committed
to
to
raise
the
funds
to
be
able
to
sustain
the
work.
J
So
that's
that's
one.
The
second
piece
is
the
way
I
think
about
the
use
of
fund
balance
in
the
district,
and
the
new
nmcfo
thinks.
The
same
way
is
that
we
can
use
the
fund
balance
to
over
the
next
three
to
four
years.
J
If
we
can
build
that
up
additionally,
and
now
we
can
assign
or
even
commit
funds
to
go
towards
successful
programs
that
are
generated
out
of
the
s
of
three
dollars
and
so
that
we
can
have
sustainability,
and
so
that's
something
that
we
can
do
internally
and
in
fact
something
that,
at
least
from
the
finance
perspective.
That's
being
considered,
and
we'll
talk
more
about
that
guard
and
finance
committee,
as
we
you
know,
as
we
get
into
the
next
next
few
months,.
A
We
don't
have
a
real,
concise
way
for
us
to
look
at
our
85
schools
and
see
where
gosh
we've
made
all
this
progress.
But
in
these
other
places
we
haven't
yet,
and
I'm
I'm
assuming
that's
information
that
you
all
are
looking
for.
I'm
looking
carolyn
but
is,
is
you
know,
can
we
do
that
with
like
for
us
to
look
at
gosh
these
acceleration
schools?
A
As
you
know
these,
these
three
don't
need
to
be
acceleration.
Schools
anymore,
because
they've
gotten
to
where
they
need
to
be,
or
is
there
that
data
out
there
will
there
will
we
be
getting
more
of
that
from
the
state?
How
are
we
going
to
be
able
to
tell
that
that
we're
accomplishing
what
we
want
to
accomplish.
F
So
for
the
next
couple
of
years,
the
data
will
be
messy,
as
we
come
out
of
the
code,
because
we
haven't
executed
testing
systems
consistently,
but
we
will
see
the
first
report
card
data
at
the
end
of
this
year
and
we
also
are
holding
tight
to
the
map
because
it
is
consistent.
It
is
normal
reference,
it
is
a
national
test.
We
anticipate
that
we'll
be
able
to
share
map
results
at
the
end
of
february.
F
L
F
B
D
F
A
D
G
J
So
I
I
don't
have
an
ass
on
that
tonight.
We'll
we'll
certainly
work
through
that
at
the
cabinet
league
tomorrow.
So
we
have.
For
instance,
we
got
the
s3
and
we
know
that
schools
have
submitted
some
some
requests
through
the
essa
ii
funds.
So
we
have
to
work
through
those
to
those
different.
I
won't
call
them
conflicts
but
just
have
to.
A
I
do
have
a
question
I
saw
on
the
november
december
piece
of
the
timeline
that
you
mentioned,
that
you
graded.
The
proposals
is,
was
there
any
sort
of
you
know
point
at
which
a
proposal
didn't
meet
x
grade
and
it
got
dropped
off
or
is
the
list
that's
here?
The
whole
list.
J
I
think
the
list
of
71
that's
listed,
it's
the
complete
list,
none
none.
A
Okay,
so-
and
I
wasn't
asking
to
see
if
any
were
missing,
but
just
wondering
according
to
the
grading
system,
are
you
thinking
of
condensing
or
is
it?
Is
there
enough?
You
know?
Is
there
a
potential
that
all
71
will
be,
you
know
are
still
able
to
be
considered
that
there's
enough
money
for
all
71?
It's
not
questionable.
J
Well,
in
in
the
in
the
review
to
date,
it
was
looking
at
the
71
with
the
potential
with
a
with
which
ones
are
valid,
where
the
valid
is
that
there
was
a
rubric
that
was
used
in
trying
to
match
those
proposals
against
that
that
review
rubric
and
then
ranking
those
71
proposals.
Against
that.
I
guess
that
ruby,
and
so
there
would
be
we
don't
have
a
cut
off.
J
We
won't
say
like
33
will
be
funded,
but
so
the
next
step,
then,
is
to
is,
if,
if
we
were
to
adopt
this,
this
concept
of
these
pillars
around
this
vision,
then
which
of
those
proposals,
then
would
would
align
to
those
to
that
work
in
the
in
the
pillars,
especially
the
the
wraparound
services.
A
Thank
you,
yeah.
I
was
trying
to
get
an
understanding
of
what
the
grades
were
intending
to
do,
but
that
that
explained
it.
Dr
fraser,
you
had
another
question.
Yes,.
L
Are
we
including
sustainability
when
we
take
a
look
at
these
proposals
and
then
how
are
we
going
to
read
out
those
proposals
that
are
merely
looking
at
just
sustaining
an
organization
and
not
making
sure
that
they
are
school
related
or
making
any
difference
in
the
covert
response
that
we're
dealing
with?
L
And
then
it's
my
understanding
that
many
of
our
schools
have
already
received
covet
two
monies
and
will
we
receive
a
listing
of
those
schools,
because
I
don't
think
a
lot
of
people
understand
it?
Some
of
the
schools
have
received
covet
money
so.
J
The
only
first
question
there
on
the
sustainability
and
working
in
that
in
in
one
of
the
slides
that
had
the
the
accountability
and
support
underneath
the
pillars.
There's
there's
a
liner
that
says
project
management
and
performance
management,
performance
management.
So
that's
so
we
would
be
establishing
the
what
are
the
measures?
What
are
the
metrics
that
indicate
success
or
non-success,
and
so
the
ones
that
are
not
successful?
We
would
not
tried
to
sustain
the
ones
that
are
successful.
J
I
mentioned
a
minute
ago
one
one
avenue
for
sustainability,
which
is
the
you
know,
the
use
of
the
fund
balance
and
how
we
manage
that
and
then,
on
the
second
question
on
the
essa
ii,
a
hundred
percent
of
our
schools,
I
believe,
receive
a
hundred
thousand
dollars
of
the
s
of
two
money
and
as
as
appropriations
to
them
to
use
as
they
saw
fit
and
then
the
within
the
allowable
categories
and
then
and
then
also
within
the
institute.
J
F
A
Yes,
just
a
follow-up
on
river
max
question,
I
was
hoping
that
we
would
hear
a
little
bit
more
about
the
how
you're
going
to
let
schools
apply
for
esr
funding,
and
is
that
something
else
that
you're
going
to
be
working
on
in
time
for
our
cow
meeting,
so
that
because
part
of
what
I'm
thinking
is
that,
even
if
some
of
the
proposals
that
might
come
from
schools
might
be
funded
through
our
regular
general
operating
fund,
so
all
of
that
would
be
important
to
have
in
time
to
make
sure
we
get
through
the
budget
process
and
decide
where
esser
needs
to
supplement
what
they
need.
J
It
makes
sense
so
again,
tomorrow,
at
the
tomorrow
morning,
eight
o'clock.
We
will
be
weighing
in
on
that
those
processes,
and
so
we
don't
have
those
fully
designed
yet
and
also.
I
would
say
that
if
we
we,
as
an
organization,
are
going
to
focus
on
on
this
reading
on
grade
level
by
grade
5,
then
we
would
treat
any
proposals
coming
from
school
from
schools
in
our
engagement
with
school
principals
in
their
communities.
In
the
same
way,
we
would
do
the
the
proposals
come
from
the
outside.
A
Just
for
clarification
in
the
very
beginning,
you
said
the
sr3
funds
can
only
be
spent
on
15
categories.
I
want
to
make
sure
that
we're
clear,
especially
for
the
public,
those
categories
were
federally
determined
weren't.
They
they're
not
they're,
not
15
categories
of
ccsd
determined
they
were
determined
before
the
funds
came
out
correct.
A
The
second
question-
and
I
don't
know
if
it
can
be
answered
tonight,
but
how
much
esther
money
is
left
and
and
and
and
then
I
think
you
said
there'd-
be
an
analysis
in
the
future.
Are
you
planning
to
analyze
the
sr2
money
after
it's
expended
and
done
or
how?
Because
if
it
worked,
it
seems
like
you
would
be
wanting
to
put
it
into
the
budget
for
for
continuation.
J
So
part
of
the
challenge
is
to
put
in
all
those
support
structures
that
I
have
in
the
that
undergird
the
performance
management,
the
project
management,
so
those
that's
being
developed.
Now
we
have
prototypes,
we
have
prototypes
for
the
sr2,
but
it's
not
fully
designed
and
rolled
out
so,
but
we
make
it.
J
We've
made
tremendous
progress
on
that,
but
I
wouldn't
say
that
we
would
have
it
in
time,
for
it
may
be
difficult
to
have
it,
have
it
complete
for
the
fiscal
year
23
budget,
but
I
would
imagine
that
I
certainly
would
hope
that
we
would
do
so
by
the
fiscal
year.
24
general
operative
on
budget.
That's
not
going
to
take
us
that
long
to
get
there,
but
it
may
not.
We
may
not
have
it
for
this
in
the
short
term,.
B
A
No
okay.
Are
there
any
questions
regarding
item
8a,
so
I
I
have
just
I'm
not
sure
who
to
ask,
but
just
kind
of
quickly
taking
a
look
at
it.
There's
an
awful
lot
of
raises,
not
that
I'm
against
raises,
but
like
a
12
000
raise
for
the
director
between
the
2022
that
was
presented
last
january
and
the
presentation
for
this
january
there's
a
13
000
raise
for
somebody
else
and
when
we
get
to
the
actual
teachers,
there's
a
33
33
000
increase.
A
But
it's
because
you
added
a
teacher
there's
no
funding
so.
J
So
I'm
going
to
ask
miss
foxworth
it's
about
early
early
childhood
marriage.
You
fell
in
the
doom
that
she
could
short.
M
Good
evening
board
members
all
the
raises
reflected
the
raises
that
were
passed
last
year
from
the
board.
We
did
not
add
any
additional
raises.
They
are
all
the
adjustments
that
were
networking.
M
A
F
A
J
A
A
Can
somebody
I
would
assume
it's,
mr
browy,
but
just
talk
a
little
bit
about
if
any
of
this
reallocation
pieces
going
to
academic
magnet.
We
we
just
had
some
academic
parents
reach
out
to
us
about
whether
you
know
growth
at
the
school
and
things
that
they
needed.
Can
you
address
that
mr
brown.
K
Yes,
ma'am
so
first
off,
I
would
like
to
bring
to
the
board's
attention.
I'm
glad
you
asked
the
question
that
this
is
part
of
a
larger
funding
program.
It
wasn't
simply
we
took
projects
and
said,
let's
fund
it.
With
this,
we
looked
at
what
is
coming
up
for
the
early
out
capital
maintenance.
What
is
coming
out
coming
up
for
eight
percent
capital
maintenance
and
what's
coming
up
with
the
phase
four
for
capital
maintenance
and
we've
looked
at
the
projects
that
we
wanted
to
start
now.
K
We
were
ready
to
start
now,
not
two
months
from
now
that
we
could
begin
immediately
and
in
some
cases,
projects
that
may
extend
more
than
a
year,
so
we
wouldn't
have
to
deal
with
funding
in
a
particular
year.
So
that's
how
we
came
up
with
this
list
as
a
subset
to
all
the
other
projects
that
you'll
see
next
month,
specifically
to
mrs
darby's
question,
the
track
refurbishment
is
focused
on
the
danny
jones
track
for
academic
magnet.
So
there
is
a
project
for
them
specifically
in
here.
K
The
other
items
that
I
I've
heard
from
the
school
on
are
part
of
the
future
budget.
The
weight
room
improvements
is
in
that
fixed
cost
of
in
the
early
out
projects.
The
paving
improvements
you
approved
last
year
in
the
in
the
phase
five
wave,
one
district
improvement
project.
So
there
are
a
number
of
projects
in
different
form
or
fashion
for
academic
magnets.
A
A
There's
one
more
question:
two
more
questions:
miss
coats:
yeah
were
these
projects
already
in
the
facilities
management?
That's
what
you're
saying
we
didn't
say
we
here's
facilities
management.
We
got
this
pot
of
money.
Let's
go
find
10
new
things
to
do
these
were
already
within
what
was
going
to
get
done
anyway.
Yes,.
A
K
Ma'am,
we
have
incredible
partnerships
with
our
with
our
local
communities.
It
does
save
both
organizations
money
in
the
long
run
by
not
having
separate
standalone
facilities.
As
you're
aware,
the
bonds
wilson
campus
is
very
constrained.
All
of
the
fields,
in
fact
they
use,
are
in
different
locations.
K
A
D
D
A
A
Okay
item
9a,
dr
french.
A
Yes,
I
was
just
asking
to
be
allowed
to
use
some
of
the
professional
development
funds
from
the
from
four
board
members
to
reimburse
me
for
part
or
all
of
the
expenses
related
to
training
with
the
council
of
great
city.
Schools
on
student
outcome
focused
governance,
the
just
to
be
clear.
The
the
training
itself
is
over
several
months,
starting
in
february
march,
going
through
october,
and
it's
cost
thirty
five
hundred
dollars.
A
They
have
changed
it
to
be
mostly
virtual,
so
there
would
only
be
one
one
planned
in-person
retreat.
That
would
require
any
travel
expenses,
and
I
realize
this
is
a
rather
large
ask.
So
I
totally
understand
if
it's
only
a
partial
reimbursement.
A
C
A
A
A
It
looks
like
it's
ongoing
past
when
the
election
is
going
to
be.
Is
that
right
I
mean
it's
a
ongoing
training.
No,
it
would.
It
would
be
complete
in
october,
and
the
the
registration
cost
will
be
now.
The
travel
expenses
would
be
in
october,
so
that
would
be
next
fiscal
year.
It
is
it's
an
intensive
training.
There
are
three
or
four
meetings
a
month.
I
believe
and
lots
of
work
to
do
outside
of
that.
So
it's
I
do
intend
to
run
again
and
I'm
I'm
hoping
to
continue
to
use
that
training.
A
A
I'm
not
sure
it's
upon
me.
It's
a
conversation
definitely,
but
maybe
gives
the
board
more
time
to
consider
what's
being
asked
and
would
have
more
another
idea
if
we
knew
this
was
something
that
that
your
application
had
been
accepted
for
it's,
it's
helping
me
to
plan
for
how
much
I
have
to
budget
out
of
my
personal
funds
so.
M
G
A
L
I'd
like
to
just
mention:
can
we
make
a
motion
to
fund
this
based
on
her
acceptance.
A
A
And
are
we
approving
the
tuition?
Are
we
approving
all
expenses
related?
Because
it's
also
talking
about
the
books
and
and
only
one
optional
travel?
I
mean
I'm
not.
E
G
A
I'll
make
a
second,
I
I
my
only
hesitation
is:
we've
never
spent
3
500
as
a
in
one
year
on
one
person.
So
this
is
this
is
a
rather
large
leap
is.
Is
there
any
consideration
for
paying
60
or
70
percent
of
it,
or
we
want
to
go
yes
or
no,
and
this
is
a
conversation
for
the
board.
I'm
just
you
made
the
motion,
you
can
say:
no,
I
don't.
I
want
to
do
it
for
100
and
that
conversation.
A
A
C
L
A
So,
as
you
all
know,
that
is
always
a
part
of
the
process.
You
can
always
do
that
and
we've
been
asked
to
do
that
numerous
times.
So
yes,
please,
dr
french,
you
have
a
question
yeah.
I
just
I
wanted
to
ask
again
if
we
have
an
update
on
when
we're
going
to
start
our
board
training
with
cgcf,
we
still
have
not
heard
anything
back.