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From YouTube: CCSD ESSER III Town Hall Meeting - July 21, 2021
Description
Parents, staff, and community members shared their thoughts and input on ESSER III funding with Charleston County School District leaders. The meeting was held at the Cooper River Center for Advanced Studies on July 21, 2021.
A
A
We
also
have
some
of
our
county
board
members.
We
have
miss
erica
coakley
here
and
dr
kristin
french.
If
you
want
to
say
hi
and
do
we
have
any
constituent
district
board
members,
miss
brown
destroy
brown
is
here
anyone
else
great,
and
we
also
have
several
district
staff
in
the
room
here
to
support
you
and
listen
to
your
thoughts,
ideas
and
feedback
as
we
go
through
this
session
this
evening.
A
A
A
ccsd
has
some
guiding
principles
as
we
look
to
start
planning
for
the
use
of
these
funds.
First
and
foremost,
as
we
mentioned,
is
academic
recovery
student-centric
and
focused
on
those
most
severely
impacted
by
covenanting
disruptions,
also
looking
at
social
emotional
needs,
because
those
are
very
centric
to
academic
recovery.
So
we'll
look
to
address
social,
emotional
issues
that
have
negatively
impacted
student
learning,
as
well
as
health
and
safety
of
our
people.
That
will
drive
improvements
to
our
infrastructure
in
our
facilities.
A
So,
as
mentioned,
these
esser
funds
can
be
spent
across
15
allowable
activity
areas.
These
are
the
15
allowable
activity
areas
set
out
by
the
grant.
We
have
done
several
rounds
of
engagement
with
an
initial
planning
group
and
several
surveys,
as
well
as
in-person
paper
surveys
at
community
meetings
that
have
looked
at
these
15
allowable
areas
and
asked
some
of
our
stakeholders
to
prioritize
those
15
into
a
top
five
and
then
from
those
top
five
we've
seen
six
of
those
15
that
have
been
most
commonly
named
as
the
highest
priority
to
our
stakeholders.
A
So
we'll
go
through
that
in
just
a
minute,
so
just
a
quick
update
on
the
activities
to
date
and
next
steps
that
we've
done
in
our
esther
engagement
and
planning.
So
far
since
everything
was
signed
into
law
in
march
2021
in
the
beginning
of
june
on
the
9th
and
10th,
we
had
two
focus
groups
of
stakeholders
that
met
for
initial
planning
via
zoom.
A
A
A
And
from
that
we'll
take
all
of
our
input
from
our
stakeholders
and
develop
them
into
proposed
actions
that
could
be
implemented
with
the
funds.
Those
proposals
will
be
posted
on
the
district's
website
for
public
comment,
and
then
the
proposals
with
the
widest
support
will
be
brought
forth
to
our
board
of
trustees
for
a
final
prioritization,
with
the
whole
funding
plan
being
submitted
on
or
before
the
deadline
of
august
24th.
A
So
transitioning
back
to
those
six
priority
priority
areas
mentioned
as
those
that
had
been
named
the
most
frequently
as
the
highest
areas
of
priority.
These
are
what
we
would
love
to
hear
from
you
on
ideas
and
programs
initiatives
strategies
within
these
six
priority
areas
that
would
support
our
students
that
have
been
most
severely
impacted
in
their
families.
So
we're
going
to
spend
the
bulk
of
the
evening
talking
about
that.
The
floor
is
going
to
be
open.
B
B
One
of
the
areas
of
activities
to
address
needs
of
low-income
students,
also,
students
with
disabilities
homeless
chess
can
address
emotional
learning
completely.
When
combined
with
the
seven
habits
of
highly
effective
people,
we
ran
a
curriculum
at
barnes
elementary
school
a
while
ago,
our
brother,
mr
andy.
He
videotaped
it
it's
on
youtube
and
you
can
find
it
imagine
that
you
have
50
students
that
are
suspended
at
a
regular
basis.
Then
their
behavior,
because
they
learn
to
self-regulate,
begins
to
change
and
they're
able
to
sit
in
the
classroom,
focus,
control,
patience
and
not
get
suspended
anymore.
C
B
Addressing
learning
loss
among
students
using
high
quality
assessments,
evidence-based
activities,
assistance
to
families,
tracking
attendance
chess
is
the
quickest
way
to
improve
learning
loss
among
students
upon
running
the
program,
we
ran
it
at
breakfast
lunch
and
an
after-school
model
with
wings
and
many
of
the
students
who
were
not
focused
in
the
classroom
who
had
issues
with
learning.
They
were
able
to
bring
themselves
into
focus
so
that
the
teacher
was
not
teaching
a
lesson
two
or
three
times
they
were
able
to
get
it
on
the
first
time.
So
there
are
curriculums
out
there.
B
B
The
chess
program
that
we
ran
basically
helped
a
lot
of
the
defiant
students
and
a
lot
of
the
students
that
were
on
medication,
begin
to
sit
down,
focus,
control,
patience
and
we
ran
a
breakfast
lunch
and
an
after-school
model.
So
you
have
what
is
called
a
wrap
around
concept
and
then
we
also
ran
it
at
home.
It
is
the
fastest
way
to
allow
our
students
to
make
up
lost
ground
summer
learning
and
after
school
programs.
B
Chess
is
the
quickest
way
to
improve
students
completely
using
the
executive
functions,
improving
their
executive
functions.
We
ran
a
program
at
charleston
progressive,
we
ran
a
program
at
core
with
wings
and
we
ran
the
program
at
barnes
elementary.
So
if
you
would
consider
using
chess
as
a
way
to
improve
our
students
in
the
classroom
would
greatly
appreciate
it.
Thank.
A
D
E
E
So
I
have
a
couple
of
recommendations
that
I
wrote
down,
considering
the
fact
that
the
essa
funds
are
supposed
to
be
used
to
target
schools,
that
would
experience
a
certain
learning
loss
and
most
of
them
would
probably
be
our
title.
One
schools
currently
in
the
district
we
have
12
with
at
least
90
percent
or
higher
poverty
rates,
school-wide
19
with
at
least
80
percent
or
higher
school-wide,
four,
with
at
least
70
to
80
percent
school-wide
and
nine,
with
at
least
sixty
percent
to
seventy
percent
school-wide.
E
I
think
a
focus
on
those
particular
schools
would
be
necessary,
so
I'm
for
the
creation
of
a
teacher
support
account
that
is
accessible
to
teachers
directly
and
can
be
utilized
for
additional
curriculum
or
instructional
resources.
This
fund
should
be
managed
by
individual
school
bookkeepers,
with
minimal
restrictions
on
the
part
of
administration
funding
for
the
creation
of
additional
student
support
or
student
specialist
positions
within
our
title,
one
schools,
these
additional
positions
would
work
with
school
administration,
guidance
and
teachers
to
provide
support
for
challenging
student
behaviors
identified
as
potential
barriers
to
learning
in
the
classroom,
environment.
E
Funding
for
additional
social
workers,
mental
health
workers
and
school
psychologists
to
be
housed
within
the
schools
to
to
assist
with
sel
needs
social,
emotional
learning.
For
those
who
may
not
be
aware
that
can
be
overwhelming,
but
have
become
exacerbated
due
to
covet
19
funding
for
parent
advocate
and
liaison
positions
at
all
title
one
schools
with
specific
allocations
for
parent
and
guardian
engagement
activities.
E
E
This
is
vital
to
support
sel
and
would
help
make
the
efficacy
of
wrap-around
services
more
significant
funding
for
community-based
organizations
that
work
with
students
from
title
1
schools.
These
organizations
would
be
eligible
through
an
rfp
process
that
ccsd
could
establish
and
would
provide
community-based
support
that
extends
beyond
the
school
day
provided
by
ccsd
creation
of
a
new
community
outreach
and
engagement
department,
whose
goal
would
be
to
improve
and
maintain
positive
community
parent
relationships.
E
Currently,
there
is
significant
distrust
between
the
various
demographic
groups
and
ccsd,
and
there
needs
to
be
a
centralized
department
that
is
staffed
and
trained
to
create
meaningful
relationships
with
communities
who
would
be
viewed
as
vital
partners
in
this
process
of
addressing
learning
loss,
improved
and
expansive
professional
development
opportunities
that
are
reflective
of
the
diversity
of
the
occupations
within
the
district
covitt
has
changed
the
way
we
live
work
and
play.
It
has
also
changed
the
way
we
do
our
jobs.
There
are
definite
needs
for
our
certified
teachers
and
classified
staff
that
need
to
be
met.
F
Kids
and
also
autistic
kids,
like
myself,
where
we're
not
getting
that
social
interaction
that
we
need
in
order
to
develop
social
skills,
which
is
a
hard
risk
for
us
to
do,
and
currently
the
ccsd
doesn't
have
any
great
alternatives
to
that,
because
I
was
working
earlier
this
year
with
some
aba
groups.
If
are
y'all
mostly
familiar
with
aba
right,
the
ccsd
greatly
lacks
in
its
aba
programs,
and
I
tried
to
talk
to
beverly
pilkey.
I
did
talk
to
beverly
pilkey
about
that
earlier
this
year,
and
I
was
also
beverly.
F
Pilkey
is
the
head
of
special
education
at
the
ccsd,
and
I
was
also
speaking
to
her
vice
president.
I
forgot
her
name
but
we're
trying
to
get
aba
programs
into
the
schools
and
also
peer
ally
programs
and
anti-bullying
psas.
Since
bullying
is
a
huge
problem
among
disabled
students,
I
was
pretty
severely
bullied
myself.
F
It's
extremely
difficult
and
extremely
stressful
to
live
through
this
pandemic
and
through
society
generally,
when
you're
on
the
spectrum,
where
you
have
another
disability
and
there
definitely
need
to
be
crisis
services.
Because
again
you
have
bullying.
You
have
the
administrations
of
the
schools
that
I
went
to
weren't
very
good
because
with
regards
to
aba,
they
tried
they
use
positive
reinforcement
and
they
attempt
to
nurture
the
kids
for
the
most
part
during
aba.
F
But
when
I
was
going
to
like
moulton
middle
school
and
wando
high
school
special
ed,
when
I
was
there
was
basically
in
school
suspension
right.
We
were
being
punished
for
quote
unquote
misbehavior,
instead
of
treated
for
a
medical
condition
which
meant
that
the
entire
system
was,
for
the
most
part
punitive
when
we
were
having
our
behavior
micromanage,
which
has
a
lot
of
problems
I'm
including
on
the
special,
including
on
this
office.
F
With
regards
to
the
self-esteem
of
the
students
who
are
basically
being
told
every
single
day
that
they're
bad
people
when
they're,
not
they
just
have
social
issues.
And
so
it's
really
important
that
we
get
more
positive
and
more
science-based
services
into
those
schools
to
help
students
who
have
special
needs
to
make
sure
that
they're
getting
scientifically
appropriate
treatments,
not
the
non-science,
putative
treatments
that
I
received
and
also
making
sure
they
have
crisis
intervention
for
issues
regarding
bullying
and
mismanagement
by
the
authorities.
G
G
H
G
G
G
On
ways
that
we
can
really
understand
society
so
critical
race
theory,
things
that
are
going
to
make
society
understand
our
behavior
so
that
we
can
educate
our
kids.
It's
not
that
they're,
not
learning
fostered
true
relationships,
enhances
all
our
educational
skills,
so
even
with
the
people
that
are
standing
here,
some
of
that
money
needs
to
be
spent
on
how
we
better
behave
and
communicate
with
each
other.
A
I
How
are
you
tonight
good?
How
are
you
my
name
is
susan
ash
and
I
have
children
that
turn
attend.
Hersey
montessori
and
I
was
the
pta
president
for
five
years
and
I'm
very
involved
in
what's
going
on.
I'm
not
sure
if
I
can
ask
questions
and
get
them
answered
if
I
can
just
kind
of
I'm
not.
I
look
up
there
and
I
see
the
mental
health
services
and
support
for
students,
and
I
would
like
to
know
what
that
entails.
Like
you,
guys,
have
held
several
meetings
and
done
things.
You've
been
provided
feed
feedback.
I
What
is
mental
health
services
support
for
staff?
Is
that
going
to
be
giving
the
guidance
counselor
at
my
school
and
a
fourth
job
at
the
same
pay
that
she's
already
getting
or
is
she?
Are
we
going
to
actually
have
a
guidance,
counselor
and
a
mental
health
professional
and
all
the
things
that
are
supposed
to
be
there
and
and
four
different
people,
and
not
just
one?
I
I
I
don't
know
how
you
provide
some
of
the
things
that
you
want
to
provide
unless
you
get
more
staff
in
there
to
be
able
to
provide
these
things.
So
I'm
I
guess
I'm
asking:
what
is
the
mental
health
services?
Is
there
somebody
in
the
room
that
can
answer
me
on
what
those
mental
health
services
are
and
then,
when
we
talk
about
mental
health
services,
and
we
talk
about
different
things
that
we
want
to
change?
I
I
know
that
I'm
not
the
only
one
in
the
room
tonight
when
I
say
this,
but
we
need
domestic
violence
and
educating
children
on
what
domestic
violence
is.
So
we
can
stop
before
they
become
adults
and
teach
them
what
healthy
love
and
healthy
relationships
are.
I
I
very
much
feel
that
that
is
a
part
of
the
mental
health
services,
so
yeah
yeah.
A
Thank
you
for
that
I'll.
Try
to
provide
an
answer
to
that.
So
in
terms
of
these
six
priority
areas,
these
are
just
broad
areas,
miss
ash
in
which
we
could
do
things
like
that.
Adding
you
know
different
differentiated
mental
health
supports
within
schools.
That
would
be
the
type
of
strategies
and
programs
or
initiatives
that
we
would
look
to
hear
from
stakeholders
to
have.
So.
If
that
would
be
something
that
you
know,
we
need
a
dedicated
guidance
counselor.
A
I
Back
when
we
talk
about
that
with
what
you're
talking
about,
are
we
going
to
have
four
different
people
in
the
school?
Are
we
are
going
to
give
it
all
to
the
guidance
counselor
offer
three
thousand
dollars
more
and
pay
and
give
her
a
fourth
job,
because
if
that's
the
case
it
all
of
that
looks
fine
and
well
on
paper,
but
it
doesn't
work
in
this
school.
It's
too
much
for
one
person
to
handle
so
and
then
you
guys
have
these
six
areas
of
priority.
I
They
obviously
came
from
people
that
came
before
us
that
you
guys
stakeholders
that
you
met
with.
How
did
you
find
out
who
your
stakeholders
were?
Who
did
you
ask
to
be
able
to
come
up
with
these
six
priorities?
And
again,
when
we
talk
about
mental
health
services,
you
guys
have
been
told
what
those
are.
I
A
Perfect,
so
so
from
that
survey,
when
we
were
asking
you
to
rank
the
priorities
of
of
these
allowable
activity
areas,
these
six
emerged
as
the
most
commonly
high
priority.
You
know
top
priority
areas
within
people's
top
five
and
so
they're,
very
broad,
and
so
then
our
whittling
down
on
our
next
step
is
okay.
We've
talked
about
the
topics
of
interest
allowable
areas,
topics.
What
have
you
now
we're
asking
everyone
to
get
a
little
more
granular,
a
little
more
detailed.
A
So
we
say
that
mental
health
services
and
support
for
students
is
a
priority
area
to
support
our
students,
most
severely
impacted.
What
does
that
look
like?
And
so
that's
what
we
are
gathering
now
tonight
in
person
like
listening
to
you
taking
notes
as
well
as
there
is
another
survey.
So
there
was
the
first
survey
with
the
15.
now
there's
another
survey
with
this
six,
that's
asking
for
your
super
specific
ideas.
So
if
this
one
would
be
don't
add
another
job
to
the
guidance
counselor
add
in
these
people
to
provide
a
wrap.
I
I
Why
is
it
and
I've
asked
this
question
for
a
long
time?
Why
is
it
that
certain
schools
in
charleston
county
get
everything
that
they
need
and
other
schools
don't
like?
That's
again-
and
I
want
to
make
sure-
because
I'm
very
involved
in
the
school
that
the
mental
health
services
that
we
have
goes
to
four
people
and
not
one
with
a
three
thousand
dollar
increase
in
pay
and
no
difference,
because
they're
so
inundated
with
what
they
have,
that
they
can't
even
concentrate
and
I'm
using
a
guidance
counselor
as
an
example.
But
she
has
one
job.
I
She
can't
even
be
the
guidance
counselor
that
she
needs
to
be
because
she's
also
this
person
and
this
person,
and
so
now,
are
we
going
to
add
this
person
to
our
list
when
it
comes
to
domestic
violence.
How
does
that
fall
under
mental
health?
And
then
how
do
we,
as
a
community,
help
make
sure
that
all
of
these
things
get
put
into
the
schools
that
they
need
to.
A
I
Last
thing
sure
having
a
full-time
spanish
teacher
at
schools,
how
and
where
does
that
fall
into
that?
Because
again,
some
schools
in
charleston
county
have
full-time
spanish
teachers,
and
some
schools
have
one
that
comes
in
two
days
a
week
and
goes
to
another
school.
How
do
how
and
where
does
that
fall
in
there.
J
A
K
K
K
K
A
J
Pal
mental
hope
network
and
I
deal
primarily
with
domestic
violence,
but
also
over
the
last
several
years.
We've
had
the
opportunity
to
participate
in
many
camps
during
the
summer
and
in
talking
to
these
children
in
various
areas.
One
of
the
things
that
comes
up
we
do
bullying
we
do
dating
violence.
Is
I'm
having
problems
in
school,
I'm
being
bullied.
I
go
to
the
adults
in
my
school.
Nothing
happens,
they're,
crying
for
help,
and
I
see
adults
sitting
in
here.
I
don't
know
how
often
we're
actually
asking
the
children.
J
What
else
is
it
that
they
need
in
their
schools
amen,
because
we
often
times
we
tell
them
what
we
think
is
going
to
work,
but
then
they're
sitting
there
going
nope,
it's
not
working,
it's
not
working.
So
how
can
these
children
focus
on
learning
when
they're
worried
about
stepping
outside
that
classroom?
A
few
minutes
later,
where
someone's
going
to
be
bullying
them
now,
also
there's
a
link
there
with
domestic
violence.
J
So
I
think
also
definitely,
as
the
young
lady
up
there
sue
said,
we've
got
to
work
on
teaching
our
kids.
What
a
healthy
relationship
is
healthy
friendships,
because
that
incorporates
the
bullying
and
in
it,
and
my
my
husband
here,
he
he
truly
focuses
on
working
with
men
and
getting
men
to
understand
their
role
in
it.
So
in
this
whole
process
of
what
donomieche
is
saying,
also
that's
another
way
of
bringing
father's
men
into
the
schools.
Do
you
have
anything
to
say?
Yes,.
L
You
can
talk
now.
Thank
you.
Thank
you
see.
This
is
my
wife.
I
don't
really
have
to
speak
when
she
speaks
right
because
she
says
it
all,
but
we
are
the
grassroots
organization
that
donamici
was
talking
about
the
the
elephant
in
the
move
that
the
elephant
in
the
room
that
has
been
missing
is
the
fact
of
what
our
children
go
through
on
a
daily
basis
in
the
home,
not
in
the
school.
You
can't
teach
a
kid
who's
already
lost
before
he
even
gets
there.
A
M
M
Hamilton-
and
this
is
not
the
area
I
primarily
work
in-
I
probably
work
in
the
area
of
public
transit.
I
know
there
are
a
lot
of
people
here,
working
with
youth,
all
middle
and
high
school
students
and
elementary
students,
students
in
charleston
county
that
go
to
a
public
or
private
school
can
ride
carter
for
free
that
can
be.
M
We
had
a
whole
group
of
young
people
from
pink
house
west
of
the
ashley
that
took
the
bus
downtown
last
friday,
if
you're
interested
in
that
sort
of
thing
and
empowering
these
kids
with
some
mobility
through
transit,
so
they're
not
utterly
dependent
on
first
family
that
may
be
overworked
and
worse
than
that
helpful
people
in
their
community
that
are
looking
for
somebody
to
do
them.
A
favor
on
a
street
corner
just
speak
to
me
after
the
meeting
and
I've
got
some
literature.
Thank
you.
G
That
this
is
like
very
much
more
engaging
than
some
of
the
board
meetings
that
we
have
to
go
through.
I'm
sure
some
people
can
either
understand
and
appreciate
this
one
a
little
bit
more.
I
thank
don
amici
for
coming
in
mr
butch.
He
left
out
his
wife
when
I
say
the
grassroot
organizations
and
that
he
mentioned
of
that's
what
we
mean
the
grassroots
organizations
and
to
see
those
people
actually
took
time
out
to
come
in
to
be
engaged
tonight.
G
That's
the
way
that
we
want
to
make
sure
that
not
just
the
grassroots
organizations
but
our
parents,
our
board
members
and
everybody
else,
and
that's
how
we
cross
foster
those
real
life.
True
relationships,
y'all
that
make
us
better
going
forward.
So
if
we
can
have
more
meetings
that
are
just
like
this
right
here
down
the
earth
right
to
the
point,
we'll
love
it
thank
y'all
again.
Yes,.
F
F
I
want
to
emphasize
about
how
bad
the
balloon
can
get,
especially
for
disabled
students
right.
I
want,
as
I
thank
you
for
what
you
said
over
there.
I've
got
your
name,
but
I
really
thank
you
because
on
the
bullying,
especially
for
autistic
students
can
get
really
bad.
As
I
mentioned
in
my
first
speech,
I
got
urinated
on
I
had
rocks
thrown
at
me.
I
was
spit
in
the
face
of
someone
stole
my
phone
and
texted
for
someone
to
rate
me.
A
lot
of
stuff
happened.
F
F
F
F
Often
so
one
of
the
places
I
was
urinated
on
was
the
after
party
from
uncle's
funeral
back
in
2012,
and
they
claimed
that
I
had
not
paid
enough
respect
to
my
dead
uncle,
because
I
was
nervous
into
the
and
to
the
side
and
talking
to
myself
and
that
and
that's
obviously
an
autistic
thing
and
being
autistic.
I've
certainly
committed
a
number
of
social
mistakes,
and
my
bullies
would
present
themselves
as
upright
vigilantes
who
were
punishing
me
righteously
and
that's
one
of
the
things
they
would.
F
Right
right,
yeah,
how
interventional
yeah
sorry
yeah,
I
understood
yeah,
but
I
mean
I
brought
those
examples
up
because
there
needs
to
be
better
intervention.
That's
why
we
need
the
two
thing,
two
of
the
things
that
I
talked
about,
we're
having
pure
ally
systems.
That's
one
of
the
things
that
could
help
deal
with
these
issues.
One
of
the
things
is
that
at
wando
high
school
we
didn't
have
a
peer
ally
system.
F
I
was
given
an
adult
escort
which
made
me
much
more
target
for
bullying
because
they
knew
I
was
special
needs,
but
having
peer
allies
would
give
me
protect,
would
give
them
protection
also
having
psas,
you
know,
showing
them
what's
acceptable.
What's
not
you
can't
just
take
some
idiosyncrasy,
someone
on
the
spectrum
or
some
other
special
needs
student
has
and
pretend
to
punish
them
by
bullying
them.
So
I
think
things
like
that,
but
I
definitely
commend
you
on
what
you
said
and
you
know
it's
definitely
it's
very
important.
N
N
N
Next,
what
I
notice
here
a
lot
tonight
is
that
there
are
community
ground
roots
workers
that
are
already
doing
the
work
and
what
I'd
like
to
offer
or
suggest
is
that
maybe
or
perhaps
ccsd
put
together
some
kind
of
grant
fund
so
that
you
can
get
access
to
the
funding
that
you
need
in
order
to
continue
serving
your
students
because
a
lot
of
times
there
is
a
disconnect
between
the
school
and
the
community.
We
need
to
connect
the
two
of
you
so
that
you
know
your
program
can
continue
to
give
life.
N
O
N
Next
point,
which
is
transportation
to
these
programs,
I'd
like
to
really
see
some
kind
of
training
program
to
get
students
to
get
training
for
a
cdl
so
that
they
can
go
to
work
and
drive
buses
to
get
these
students
to
the
programs
that
are
being
offered,
because
that's
another
huge
hiccup
that
that
a
lot
of
these
families
are
suffering.
The
parents
are
already
using
the
vehicle
to
get
to
two
and
three
jobs
that
they
have
to
have
in
order
to
maintain
their
household.
N
So
there
is
no
one
to
get
these
students
back
and
forth
to
the
programs
that
are
being
offered,
and
so
lastly,
I
just
like
to
encourage
those
of
you
who
are
in
the
room
to
offer
tangible
examples
on
how
the
school
district
can
use
these
funds.
I
know
that
this
can
be
a
lot.
It
seems
like:
where
did
they
get
these
six
rules
from
this
didn't
come
from
the
district?
They
didn't
make
these
up
on
their
own.
This
came
from
washington,
and
so
they
need
your
input
because
they
really
want
to
do
right.
N
I
know
it
seems
it's
overwhelming
at
times
it's
like
you
know,
we're
always
complaining
and
we're
letting
them
know
we
need
this.
We
need
that,
but
this
is
an
opportunity
right
now
for
you
to
you,
have
the
ear
of
the
school
district
and
again
offer
them
tangible
sources
or
examples
of
what
you'd
like
to
see
and
let's,
let's
give
them
an
opportunity
to
see
how
they
can
actually
implement
it.
Thank.
O
O
Good
afternoon
my
name
is
alverta
bowens,
I'm
a
retired
educator
with
48
years
of
service
in
charleston
county
school
district.
I
noticed
the
six
areas
that
will
be
priorities
and
that
second
bullet,
where
it
mentions
assistance
to
families.
I
wanted
to
know
whether
there
was
going
to
be
any
monies
allocated
for
parent
education.
O
Parents
are
the
children's
first
and
probably
most
important
teacher
and
a
lot
of
times
when
they
go
into
schools.
They
are
intimidated
by
the
educators
because
they
don't.
Maybe
they
don't
know
the
key
questions
that
they
need
to
ask
when
they
have
a
parent
conference
and
a
lot
of
times,
teachers
will
talk
at
the
parents
instead
of
inviting
them
to
be
a
part
of
the
team,
and
so
I
would
like
to
see
more
funds
allocated
to
train
parents
how
to
participate
effectively
in
parent
conferences
to
get
parents
more
involved.
O
Sometimes
they
want
to
come
to
parent
conferences,
but
they're
not
able
to
come
because
their
employees
will
not
allow
them.
You
know
time
off
and
maybe
have
some
type
of
partnership
between
the
employer
and
the
school
district,
so
that
if
a
parent
wants
to
come,
then
they
would
be
able
to
attend
school.
O
I
was
listening
to
the
news
a
couple
nights
ago
and
I
see
that
in
dorchester
school
district
they
had
started
this
initiative
prior
to
getting
the
monies
from
the
cares
act
or
the
rescue
plan
where
they
were
putting
two
teachers
in
a
classroom-
and
you
probably
mentioned
that
before
I
came,
but
that's
very
much
needed
and
if
and
if
three
are
needed-
that's
that's
what
we
need
to
do,
because
children
are
our
future
and
we
need
to
invest
in
them.
You
know
I've
been
a
principal
I've
been
a
career
specialist.
O
O
They
are
not
giving
us
the
funds
that
we
need,
and
I
hate
the
point
system
that
they
use
to
allocate
teachers
because
every
school
needs
to
be
considered
a
magnet
school
or
so
that
all
of
their
all
of
the
resources
that
one
school
gets
the
other
school
gets.
But
that
doesn't
happen,
and
so
we
had
to
be
very
creative
a
lot
of
times
we
had
to
spend
our
own
money
and
so
just
making
sure
every
school
has
what
they
need
in
order.
O
So
for
those
children
to
be
successful
in
those
rural
areas,
sometimes
it's
hard
to
get
technology
out
there,
the
broadband
or
whatever
it
is
that
they
need
to
put
in
place
so
that
every
child
has
access
to
technology
is
very
important.
I
want
to
thank
you
all
for
you
know
just
coming
out
and
giving
us
an
opportunity
to
speak.
I
think
we
need
to
do
more
with
entrepreneurship
teaching
children
how
to
own
their
own
businesses.
O
We
have
a
lot
of
bright,
intelligent
young
people
in
the
school
district
and
all
they
need
they
don't
need.
They
just
need
a
hand
up.
They
need
a
pat
on
the
back.
We
need
mentors,
we
need
volunteers,
we
need
people
to
come
into
the
school
and
just
spend
some
time
with
the
children.
So
thank
you
very
much
for
your
time.
E
To
piggyback
off
of
what's
been
said
so
far,
ccsd
also
has
a
crown
jewel
in
the
building
that
we're
sitting
in
right
now,
and
I
think
one
of
the
things
that
should
be
attached
to
these
six
priority
areas
is
realizing
what
the
end
goal
should
be
for
education.
I
hear
people
talk
about
opportunities
for
our
kids.
There
are
a
lot
of
opportunities
for
our
kids
that
could
be
amplified
through
communication
and
marketing.
For
example,
several
of
our
existing
high
schools
have
cte
programs
that
oftentimes
the
general
public
doesn't
know
about.
E
I
work
in
burke
high
school.
We
have
several.
We
have
intro
to
engineering
design.
We
have
health
sciences
you're
sitting
in
the
cooper
river
center
for
advanced
studies.
So
when
we
look
at
the
impacts
of
covit
and
we
look
at
how
we're
going
to
address
learning
loss,
let's
also
look
at
what
the
end
goal
of
our
educational
system
should
be.
E
I
think
one
of
the
problems
that
schools
are
faced
with
is
that
there's
a
lot
of
apathy,
indifference
when
it
comes
to
learning,
because
a
lot
of
times
kids
are
faced
with
obstacles
that
are
not
the
school's
fault
or
the
school
district's
fault.
So
we
have
to
begin
showing
kids
that
there
is
life
outside
of
school.
There's
opportunities
outside
of
schools.
Many
people
refer
to
the
fact
that
we
don't
have
any
trades.
I
disagree.
E
We
have
trades
they're
just
phrased
differently,
so
I
think
one
of
the
things
that
ccsd
can
do
is
perhaps
look
at
the
learning
tracks
that
we
have.
We
all
know-
and
we've
heard
it
before-
that
everyone
is
not
going
to
go
to
college
to
earn
a
four-year
degree.
Nobody
in
ccsd
is
saying
that,
as
a
matter
of
fact,
the
public
should
know
that
ccsd
has
a
tremendous
amount
of
program
offerings
for
different
learning,
styles
and
abilities
as
well
as
future
opportunities.
E
I
think
that
I
don't
know
how
it
could
be
worded.
Pers,
perhaps
but
amplifying
our
cte
offerings
there's
also
an
apprenticeship
program
that
ccsd
has
the
same
way.
We
have
athletic
signing
days.
We
have
apprenticeship
signing
days
that
many
people
don't
know
about
and
aren't
aware
of
so
I
think
maybe
a
communication
strategy
between
ccsd
and
communities
such
as
our
rural
communities
as
well
to
help
them
understand
what
we
actually
do
have
and
if
there
is
a
need
for
things
that
people
would
want
that
they
did
not
know
they
that
we
have
access
to.
E
Maybe
we
could
use
some
of
these
services
for
that
because
I'm
going
to
be
honest,
we
have
kids
nowadays
who
are
dropping
out
eighth
ninth
grade
if
they
make
it
that
far
and
it's
because
they
don't
see
school
or
education
as
an
opportunity
for
them.
But
if
you
look
around
charleston
and
you
look
at
the
growth
that
the
charleston
tri-county
area
is
experiencing,
we
have
to
tie
education
to
that
growth.
E
A
Thank
you
so
we're
going
to
pass
out
some
forms,
just
in
our
last
little
bit
of
time
together
they
are
these
six
priority
areas
and
there's
a
few
examples
within
those
priority
areas
through
the
surveys
that
we've
already
done.
The
online
survey
that's
been
posted
for
a
while
of
activities
or
programs
or
initiatives
that
were
given
by
our
stakeholders
most
commonly
named
by
our
stakeholders
in
these
six
areas,
and
it's
just
asking
your
prioritization
of
those
as
well
as
to
write
down
any
ideas,
additional
ideas
for
strategies
and
programs
and
initiatives
you
have.
A
A
P
P
Hello,
I
am
latoya
miller
jamison
and
I
see
all
of
the
different
goals
that
you
guys
actually
have
up
here
right
at
the
moment,
just
from
pretty
much
being
on
different
in
different
environments
behind
the
scenes
of
the
school
district,
as
well
as
being
a
parent
one
of
the
things
as
well
as
being
in
the
community.
One
thing
I
realized
that
we
normally
talk
about
mental
health.
We
talk
about
physical
health.
We
talk
about
every
single
thing,
even
it
goes
even
into
sex
ed.
P
We
have
all
of
that
here
at
school
and
one
of
the
things
I
realize
that
we
don't
talk
about
is
the
spiritual
component
and
I
believe,
honestly,
that
that's
the
one
component
even
dealing
with
mental
health
patients,
that
we
need
to
really
step
back
and
be
able
to
embrace
that
like
we
have
a
bunch
of
people.
That
is
from
the
spanish
background.
P
We
have
a
lot
of
people
from
just
all
different
types
of
background,
just
to
just
to
say
it
in
in
brief
form,
and
I
think
that's
the
main
component
that
is
actually
missing.
I
was
actually
a
student
here
at
ccd
ccsd
when
I
was
actually
a
little
girl.
We
had
moment
of
silence.
Nobody
did
not
ask
who
god
was
they
praying
to?
We
just
had
a
brief
moment
of
silence.
During
that
time,
we
were
in
a
place
like
for,
for
myself
just
being
transparent.
P
I
had
a
lot
going
on
behind
the
scene,
but
when
I
came
into
the
school
environment
it
was
home.
I
didn't
have
to
worry
about
what
somebody
thought
about
me
during
the
moment
of
silence.
I
could
have
been
able
to
do
whatever
I
wanted
to
do.
I
could
have
been
able
to
just
pray
to
whoever
it
is
that
I
believe.
P
These
children
are
not
with
their
parents.
The
teachers
are
coming
in
as
parents
they're
at
school,
eight
plus
hours,
some
of
the
teachers
they're
using
their
break
times,
to
be
able
to
host
iep
meetings
there.
They
really
don't
have
a
break.
They
really
and
I'm
gonna
say
it
again.
They
really
don't
have
a
break.
They
have
to
be
able
and
some
of
these
teachers
they
are
afraid
to
speak
up
some
of
the
district
members.
P
They
are
afraid
to
speak
up
because
one
of
the
thing
is
they're
afraid
that
they're
going
to
lose
their
job
me
personally.
I'd
rather
stand
beside
the
teachers
as
well
as
the
parents,
because
one
of
the
thing
is
it's
easy
for
me
to
always
hear
what
the
parents
are
saying.
But
what
about
the
other
side
we
just
like
in
law
enforcement?
We
have
sros
here
at
schools.
Some
of
them
take
a
lot
of
hit.
However.
P
Sometimes
they
have
to
go
home
to
their
family
and
they
feel
weighted
without
nobody
lifting
their
spirit,
because
they're
told
that
they're
at
work
all
day,
they
don't
understand.
What's
going
on
on
behind
the
scenes
and
they're
facing
divorce
and
so
much
other
stuff,
and
there
are
some
teachers
that
are
more
parents
at
the
school
building
and
they
don't
have
room
to
go
outside
and
raise
their
own
families.
P
So
one
of
the
thing
is
just
in
short,
I
really
just
want
you
guys
to
really
take
a
step
back
and
look
at
the
whole
wheel,
because
without
spirituality,
the
wheel
doesn't
really
work
because
that's
the
foundation
of
who
we
are
you
know.
So
I
really
want
you
all
to
really
consider
in
this
moment,
moving
forward
to
really
look
at
the
whole
wheel
when
it
comes
to
mental
health,
emotional,
health,
physical,
physical,
health,
social
health,
all
of
the
other
stuff.
P
Just
please
look
at
the
basis
of
spiritual
health,
because
that's
what
we're
hearing
a
lot
now,
our
children
have
found
either
path
because
of
what
their
friends
are
into
that
should
not
be
for
every
household.
However,
it's
not
a
one
size
fit
all
when
it
comes
to
spirituality.
However,
I
believe
just
like
for
a
potluck.
Whatever
everyone
brings
to
the
table,
I
believe
it
can
be
an
effective,
not
just
effective
school
district,
but
it
can
be
an
effective
community
when
we
come
together
as
a
whole.
I
am
latoya
miller-jameson
and
I
am
a
complete.
K
One
thing
that
I
forgot
to
address,
as
we
all
know
here
in
charleston
gun
violence
has
gone
up
a
hundred
percent,
that's
something
that
needs
to
be
targeted,
because
it's
it's
impacting
our
students
trauma.
They
are
being
traumatized.
Plenty
of
students
are
in
ccsd
at
the
moment
without
a
mother
or
a
father,
or
uncle
aunt
due
to
gun
violence.
A
Q
You
good
afternoon
or
even
good
evening.
My
name
is
pamela
brown,
I'm
in
the
community
10
years
now
from
rhode,
island
and
I've
been
active
as
a
community
outreach
worker
working
in
a
spiritual
sense
of
things,
which
is
a
very
important
point
that
the
system
made
and
I'm
also
active.
As
a
teacher
assistant
for
charleston
county's
school
district
with
sanders
clyde
elementary,
I
was
disappointed
when
pandemic
shut
down
the
computer
lab.
I
was
active
as
a
computer,
lab
teacher
hands-on
and
my
own
experience
and
I
learned
a
lot.
Q
I
grew
and
I
became
very
in
interactive
with
the
students
and
even
so
much
that
when
I'm
seen
in
the
community
there's
communication-
and
there
is
fellowship
in
the
sense
of
meeting
their
need,
knowing
their
understanding,
seeing
their
growth,
seeing
their
activities
and
also
watching
their
home
life,
I
just
want
to
make
this
short.
I
came
up
with
some
ideas.
I
have
a
package
that
I've
been
working
on
since
I've
been
here
for
youth
and
as
a
active
worker
with
evangelist
pat
walker,
who
is
yam,
youth,
anointed
mass
ministries.
A
Q
Q
During
learning
to
teach
the
children
how
to
know
the
technology
slate
is
huge
before
the
pandemic,
they
were
hands-on
and
when
pandemic
came,
it
was
good.
They
were
hands-on
because
then
they
would
have
been
illiterate
and
they
didn't
know.
So
these
important
factors
need
to
be
built
up,
and
that's
one
of
the
targets
that
I'm
after
and
that
is
for
sandisk
clyde
computer
lab
to
get
a
facelift
in
this
proposal
that
I
have
here.
I
have
a
written
statement
that
I
typed
out
in
regards
to
the
community
center.
Q
Q
Q
These
centers
that
could
be
adopted
and
raised
up
they're,
raising
up
houses,
they're
raising
up
buildings,
they're
doing
so
much
raising
up
of
land
and
access
for
people
to
live,
good
lives
and
that's
excellent.
Over
the
years
I
watched-
and
I
seen
it
coming
from
rhode
island.
They
did
the
same
thing
and
there
was
growth
for
those
who
were
hands-on
and
wanted
to
put
their
time
in
education,
wise
per
skill
per
need
and
interest,
because
some
might
not
want
to
work
with
disability.
Q
Q
Now
it's
huge
money
that
has
been
offered
to
this
land
and
to
these
people,
and
these
people
have
come
from
a
distance
of
shortcomings,
and
so
in
the
shortcomings
you
gotta,
allow
us
to
grow.
Allow
us
to
learn,
allow
us
to
come
together
and
make
community
a
fact
of
growth,
because
it's
growing
like
a
leaf
like
a
green
bay
tree.
Q
So
with
that
said,
I'm
happy
that
my
10
years
here
has
been
good
on
the
close
of
everything.
Three
car
accidents
sickness,
I
went
downhill,
but
I
fought
with
herbs
and
just
being
in
community
lift
driver
taking
people,
hearing
different
attitudes
and
different
positions,
we're
not
looking
at
just
the
bad
corrupt
side.
There
is
some
positive
in
this
thing
and
I
see
it
so
I'm
gonna
leave
that
after
I
fill
it
up.
Thank
you.
A
H
H
You
build
relationships
with
each
other
and
so
conflict
is
lessened
in
discipline,
issues
are
less
and
children
learn
better.
That's
a
really
amazing
tool
that
I
think
if
we
expand
that
across
the
district,
it's
going
to
help
a
lot
and
the
other
thing
about
that
is:
where
do
we
need
to
start?
First,
this
money
is
also
supposed
to
be
targeted
in
and
there's
definitely
percentage
markers
on
this
to
underserved
students.
H
So
we
need
to
think
about
where
it
needs
to
be.
To
this
is
not
money
that
has
to
be
applied
equally
across
the
district.
It
needs
to
be
applied
equitably
where
it's
needed
most,
in
my
opinion,
so
yeah
and
some
of
these
needs
are
more
prevalent
in
some
of
our
schools.
So
I
think
that
we
need
to
think
about
that.
H
I
think
a
lot
of
these
go
together,
there's
just
a
lot,
that's
intertwined
about
it,
and
so,
and
I
really
appreciate
the
creativity
and
the
the
energy
that
everyone
is
bringing
about
what
they're
already
doing,
and
I
think
that
we
need
more
of
this.
We
need
more
interaction
with
community
members
to
get
more
ideas
about
what
we
can
be
doing
in
a
better
way
in
finding
other
ways
to
leverage
grants
and
that
sort
of
thing
to
help
our
district.
C
People
are
really
wanting
to
reach
out
and
talk
and
there's
not
a
lot
of
transparency.
There's
not
a
lot
of
you
know
you
talk
talk
about
services
that
are
available,
people
don't
necessarily
know
about
it.
Communication
is,
is
the
is
the
umbrella
that
we
really
need
to
focus
on
and
that's
going
to
help
with
those
areas,
especially
with
the
learning
losses,
mental
health
services.
All
of
that
I
think
the
first
time
I
met
you,
maggie
was
actually
at
a
pta
meeting
for
and
you
were
doing
the
family
and
community
engagement.
C
C
I
don't
know
what
what
happened
to
that.
I
think
that
we
actually
really
need
something
like
that.
That
is
very
proactive.
Coming
out
talking
to
everybody
like
you
are
tonight
and
getting
these
ideas,
because
I've
heard
some
so
many
great
ideas
that
just
need
to
be
implemented
in
general.
There
are
obviously
very
specific
things
that
need
to
be
talked
about
with
the
esser
funds:
it's
free
to
reach
out
for
the
district,
to
reach
out
to
your
ptas
and
sics,
and
really
open
all
those
lines
of
communication
so
that
you
all
can
be
heard.
C
A
Thank
you.
Thank
you
so
much
to
everyone
for
sharing
tonight.
It
was
wonderful
to
hear
from
you
all.
We
appreciate
greatly
appreciate
your
thoughts
time
and
ideas
and
energy,
and
please
do
fill
out
that
form.
If
you
didn't
get
the
chance
to
speak
tonight,
particularly,
we
would
love
to
have
your
ideas
and
your
thoughts
and
feedback
on
paper
at
least
to
take
with
us
or,
if
not,
that
the
online
survey,
but
again
thank
you
for
everything
and
have
a
great
evening
and
drive.