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From YouTube: CCSD Board of Trustees Committee of the Whole & Special-Called Meeting | June 13, 2022
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A
First,
item
up
on
the
agenda
is
the
adoption
of
the
agenda.
Do
you
have
a
motion.
B
A
All
right
motion
passed
sorry
I
my
computer,
wasn't
plugged
in
so
I
was
not
doing
anything
else
under
the
the
next
item
on
the
agenda
is
2a
public
comments
in
person.
F
Thank
you
miss
darby,
so
we
don't
actually
have
any
in-person
public
comments
today,
but
we
do
have.
We
did
have
two
submitted
online
one
in
reference
to
the
rezoning
of
the
carolina
park
area
and
the
second
having
to
do
with
wanting
a
parent
wanting
to
check
on
the
status
of
calming
rooms.
It'd
probably
be
great
if
someone
can
follow
up
with
that
parent,
because
she
was
asking
for
some
instructions
and
dr
taylor,
if
you
can
just
let
me
know
how
to
do
that
I'll
direct
her.
Thank
you.
H
H
The
agenda
we
have
a
short
video
to
highlight
the
graduations
that
took
place
a
couple
weeks
ago.
We
also
have
in
the
presentation
in
the
powerpoint
three
slides
that
highlight
some
of
the
graduation
events,
so
we'll
show
the
video
and
you
can
look
at
the
actually.
H
What
I'll
do
is
I'll
show
the
slides
for
the
for
the
highlights
and
then
we'll
do
the
video
and
then
next
missporter
will
talk
about
school
security
update
and
then
we
have
a
principles
from
the
d20
downtown
schools
to
talk
about
their
essence
iii,
collaborate
collaborative
proposal
and
then
mr
hamer
will
make
a
presentation
on
the
ftes
associated
with
the
funding.
H
So
with
that,
let's
go
to
the
next
slide.
Please
go
to
the
next
one
and
if
we
could
maybe
minimize
the
the
view
to
the
right,
thank
you
and
so
again
these
each
of
the
high
schools
that
that
we
had
graduations
week
before
last
academic,
magnet,
high
school
baptist
hill,
burke
and
earl
college
high
school.
H
So
those
are
pictures
from
those
four
schools:
charleston
school
of
the
arts,
james
island
charter,
high
school
military
magnet
academy,
north
charleston
high
school,
then
stahl
high
school.
St
john's
high
school
wandel,
high
school
and
west
ashley
high
school,
I
think
that's
it,
and
I
will
say
also
that
I
think
I
was
attended
all
of
those
graduations
except
for
one
school,
because
so
it
was
it
was.
H
I
think
government
was
at
each
one
that
I
was
that
I
attended,
so
it
was
a
good
good
representation
of
what
happened
for
the
school
year.
So
with
that,
could
we
take
a
look
at
the
video
please.
I
Q
Q
H
H
Much
so
you
can
see
from
the
graduates
there
that
it
was
an
exciting
three
days,
thursday,
friday
and
saturday.
It
was
also
very
inspiring,
and
I
was
very
grateful
to
be
be
there
with
a
fellow
with
board
members.
I
know
dr
french
was
at
a
number
of
the
events.
I
saw
dr
frazier
as
well
as
miss
darby,
and
so
again
it
was
a
great
event.
A
series
of
events.
H
So
next
we'll
have
a
miss
murray,
give
the
school
safety
security
updates.
D
Thank
you,
mr
kennedy.
I've
asked
mr
ryden
to
join
us
at
the
podium
to
provide
this
overview,
but
we
took
the
time
to
give
the
board
an
update
and
give
the
public
an
update
on
where
we
stand.
As
far
as
our
security
protocols
go,
we've
got
an
extremely
successful
program
that
we
continue
to
build
upon
and
I
did
want
to
take
the
opportunity
by
before.
D
I
turn
it
over
to
mr
reinbach
to
remind
you
all
if,
if
you
don't
recall
that
mr
reinbach
is
one
of
the
four
finalists
in
the
nation
for
the
campus
security
manager
he'll
find
out
next
week,
if
he's
the
nation's
representative
for
that
award,
so
I
didn't
want
to
take
the
opportunity
to
thank
for
all
of
us
that
he's
done.
T
Thank
you,
mr
broy,
for
that
embarrassment
on
this
monday
morning
afternoon.
Members
of
the
board
welcome
good
morning
good
afternoon
and
thank
you
for
letting
us
take
a
moment
to
talk
about
school
security.
T
Obviously,
last
month,
shooting
in
uvalde
texas
has
brought
school
safety
to
the
forefront
of
many
people's
minds,
since
that
incident's
occurred,
we've
heard
from
many
of
our
parents
and
staff
and
administrators
with
concerns
about
school
safety,
but
I
find
that
in
times
like
this,
when
we,
when
we're
in
the
aftermath
of
a
critical
incident,
that's
impacted
a
school
anywhere
in
this
country
that
it
can
be
empowering
to
take
note
of
of
the
things
that
we
do
have
in
place
to
keep
us
safe
and
the
things
that
we
can
do
to
to
take
control
of
our
own
safety.
T
This,
unfortunately,
is
not
the
first
time
we've
been
here.
We
have
faced
many
school
incidents,
school
tragedies
across
the
country
and
anytime
any
of
those
incidents
happen.
We
always
take
a
take
a
a
thorough
look
at
our
program.
We
look
at
what
happened
in
those
situations
to
determine
what
can
we
potentially
do
to
learn
from
to
learn
from
those
incidents
to
see?
T
If
there's
anything,
we
do
to
better
ourselves
to
put
us
in
a
better
position
to
protect
ourselves
against
any
variety
of
threats
that
could
impact
our
schools,
and
so
when
we
look
at
the
school
security
program,
that's
been
built
over
many
many
years
and
it's
been
bolstered
after
we've
learned
lessons
over
the
years.
We
look
at
our
measures
really
in
four
big
buckets.
We
look
at
our
emergency
planning,
drills
and
and
training.
T
This
was
created
over
the
this
was
significantly
enhanced
over
the
past
several
years
after
parkland,
our
office
added
a
position,
the
emergency
preparedness
coordinator,
to
really
focus
on
things
like
this,
and
this
is
really
fruits
of
that
labor.
T
That
allowed
us
to
significantly
enhance
the
plan
that
we
had
added
a
lot
more
detail
created.
A
formalized
student
reunification
plan
that
had
not
existed
in
the
past
establish
the
district's
first
continuity
of
operations
plan
so
that
we
can
maintain
operations
during
disruptions
like
hurricanes
or
pandemics.
T
And
so
that's
that's
been
a
great
addition.
But
a
plan
is
no
good
to
you
unless
you
know
how
to
implement
it
and
people
are
trained,
and
so
we
conduct
staff
training
throughout
the
year
at
least
twice
per
year
with
staff.
We
conduct
tabletop
exercises
with
with
our
principals
and
district
leaders
to
make
sure
that
if
we
encounter
one
of
these
situations,
we
at
least
have
established
a
foundation
within
our
minds
of
what
our
response
should
be
to
deal
with
that
that
hazard.
T
Having
positive
relationships
with
our
students
and
having
open
lines
of
communication
between
students,
parents
and
staff
is
critically
important
to
potentially
identify
an
issue
before
it
becomes
a
threat,
that's
carried
out,
and
so
when
we
get
information
about
a
potential
threat
or
potential
issue,
we
act
on
those
immediately
and
we
do
so
24
hours
a
day
if
we
get
a
information
from
our
principal
or
if
our
our
network
monitoring
system
detects
that
a
student
is
on
their
computer
type
into
google
docs
they're
sending
in
an
email
that
indicates
there
could
be
a
potential
issue.
T
We
receive
those
24
hours
a
day
and
we
immediately
engage
with
law
enforcement
to
launch
an
investigation
if
a
lot
of
times
we're
able
to
to
assess
those
threats
and
deal
with
them.
That
night
and
perhaps
put
some
additional
layers
in
place
the
next
morning,
just
to
bolster
security
but
being
able
to
quickly
respond
and
get
interventions
in
place
is
really
really
important
and
another
tool
that's
used
in.
That
is
the
formalized
threat
assessment
process.
T
So
when
students
show
that
they
could
be
are
demonstrating
that
they
could
be
potential
harm
or
have
expressed
a
threat.
We
have
an
assessment
process
to
determine:
are
they
actually
a
threat,
there's
a
difference
between
making
a
threat,
they're
imposing
a
threat,
and
so
that
assessment
is
there
to
determine
whether
they
pose
a
threat
and
to
put
the
interventions
in
place
that
are
needed
to
to
stop
them
on
that
that
path
toward
intended
violence
and
then,
finally,
we
utilize
school
resource
officers
and
security
personnel.
We
have
four
primary
law
enforcement
agencies.
T
We
work
with
across
the
county
to
provide
sro
staffing,
which
are
sworn
law
enforcement
officers
that
are
employed
directly
by
the
municipalities
or
the
county.
In
addition
to
that,
we
have
members
of
our
security
and
emergency
management
team
who
support
schools
every
day.
Our
random
search
and
safety
team
conducts
random
searches
in
our
high
schools,
and
they
also
have
a
comprehensive
school
security
assessment
program
that
they
employ
in
schools
to
evaluate
not
only
the
physical
security
measures
in
the
schools,
but
how
procedures
and
protocols
are
being
implemented
in
those
schools.
C
G
J
Thank
you
for
the
report
and
for
the
update,
so
I
know
that
we
have
a
comprehensive
plan
in
place
and
we've
been
blessed
to
not
have
had
any
type
of
incidents
that
have
occurred
that
have
evolved
in
other
shootings
in
schools.
J
But,
however,
we
we
are
finding
weapons
in
our
schools.
Guns
are
actually
getting
inside
of
the
building.
So
I
guess
my
question
becomes:
what
measures
do
you
suggest
that
we
could
potentially
move
forward
with
in
trying
and
making
sure
that
those
weapons
do
not
cross
the
threshold
into
our
schools,
because
we
know
that
they're
there
and
we've
been,
as
I
say,
we've
been
blessed
to
not
have
have
any
type
of
shooting
of
any
nature
of
that,
but
but
but
they're
getting
into
all
schools.
T
Yes,
sir,
the
technology
in
the
area
of
weapons
detection
is
significantly
changing
and
becoming
more
enhanced,
and
so,
when
we
look
at
the
procedures,
our
random
search
and
safety
team
is
utilizing.
We
we're
looking
at
potentially
leveraging
some
additional
technologies
to
help
us
increase
our
impact.
In
that
program.
T
We
just
had
delivered
to
us
today
a
device
that
we're
testing
out
to
see
how
we
might
be
able
to
integrate
it
into
our
search
and
safety
team
to
allow
us
to
enhance
and
increase
the
number
of
students
that
that
we're
visiting
with
that
program,
because
the
the
more
impact
we
can
have,
the
greater
the
deterrence
element
will
be
with
that
program.
So
that's
one
area
where
we're
looking
at
you
know
additionally,
looking
at
when
we
do
have
a
weapon,
that's
found
inside
of
a
school.
T
T
At
the
end
of
the
day,
though,
creating
those
those
pathways,
those
abilities
for
students
and
staff
to
report
potential
concerns
potential
brewing
conflicts
is
really
really
important
to
help
prevent
the
possession
of
that
weapon
translating
into
an
actual
shooting,
and
so
we
want
to
continue
to
enhance
the
ways
we
do
that.
Just
this
past
year,
we
implemented
a
tip,
a
tip
line
that
was
dedicated
towards
students
for
them
to
email
tips
that
could
be
processed
through
our
our
our
reporting
system.
T
J
So
two
things
on
the
tip
line:
is
there
a
reward
given
to
students.
J
J
We
did
a
pilot
before,
and
I
know
the
pilot
came
back
that
there's
certain
amount
of
time
it
takes
to
really
go
through
each
student's
backpack.
I
think
it
was
a
a
team
that
was
put
together
and
there
was
kind
of
an
assessment
that
every
student
that
came
through
the
door
backpack
will
be
assessed
or
all
one
I
believe,
mr
varovi.
We
did
some
type
of
a
pilot
like
that
before.
D
The
initial
solution
to
that
challenge,
and
so
that
was
implemented
two
to
three
years
ago.
Yes,
sir,
two
or
three
years
ago.
D
Sir,
it's
it's
a
rope.
It's
a
roving
team,
so
randomly
inspection
sites
and
rooms
are
selected
and
michael's
team
works
with
the
with
the
principal
to
conduct
that
that
inspect
that
that
search.
But
it's
completely
it's
completely
random.
There's
no
advanced
notice
to
individuals
in
the
school
that
it's
coming,
so
it
could
be
at
any
school
on
any
any
given
day
and
they're
out
there
they're
out
there
conducting
essentially
these
these
searches
every
day
pretty
much
every
day.
J
Yeah,
so
if
it's
the
pleasure,
the
board
or
the
board
would
agree
to
it,
I
believe
if
we
can
get
it
more
in-depth
per
school
incident
report
of
what
have
occurred
and
what
practices
may
have
been
put
in
place
and
just
for
us
for
us
to
be
able
to
assess
and
to
review.
I
think
it'll
be
helpful
for
each
board.
Member
for
that
report
to
be
given
to
the
board.
G
Anybody,
oh
miss
herder,.
D
So
so,
three
years
ago
we
did
have
a
pilot
program
in
which
we
installed
three
bulletproof
doors
to
see
how
they
would
operate
on
a
daily
basis.
Those
doors
were
in
place
and
then
removed
at
the
end
of
that
pilot
program.
D
Again,
when
it
came
down
to
making
recommendations
to
the
board
of
trustees
for
increasing
security,
that
was
not
one
of
them
to
include
those
across
the
board.
Installing
a
bulletproof
door
in
in
every
school
classroom
would
result
in
just
for
materials
alone,
24
million
dollar
investment,
plus
installation
and
delivery.
When
you
look
at
the
narrow
window
or
window
the
narrow
opportunity
for
those
doors,
you've
still
got
exterior
windows.
You've
still
got
drywall
walls
between
doors.
D
U
Mr
clay,
I
just
want
to
say
thank
you
for
the
measures
that,
were
you
know
that
you're
taking
to
do
all
of
this
stuff.
I
just
always
like
to
say
it's
a
shame
that
these
are
things
that
we
have
to
do
being:
a
parent
being
a
mom,
I'm
a
gun
survivor.
I
lost
my
only
brother
gun
violence,
so
even
when
I
look
at
these
things
right
here,
it's
almost
you
know
hard
to
think
that
this
is
what
we
have
to
do.
U
However,
when
we're
thinking
of
when
we're
piloting
programs
as
far
as
safety,
are
we
also
looking
more
into
the
reason
that
some
of
these
children,
maybe
even
taking
these
weapons
to
school,
so
when
I
think
of
random
searches,
random,
how
random
and
how
they're
being
chose
to
be
searched,
because,
as
I
walk
even
in
this
building,
I'm
a
licensed
gun
carrier
and
that
machine
is
right
there
in
the
front.
However,
I
come
right
there
to
the
back
end.
U
U
T
Yes,
ma'am
so
to
the
the
random
selection
process
in
order
for
the
the
program
to
remain
legally
compliant,
the
selection
process
has
to
be
completely
blind,
so
we
assign
numbers
to
every
classroom
and
all
the
high
schools
and
our
team
gets
together
once
a
semester
with
with
somebody
from
it's,
the
finance
division
actually
to
help
us
randomly
select
numbers,
and
then
we
look
at
this,
so
we'll
select
a
number
between
1
and
50
for
that
school.
T
We
look
at
the
classrooms
because
there
are
50
classrooms
in
that
school
and
our
random
number
was
27.
So
we'll
go
to
our
list
and
say
number
27
is
room
321,
and
that
is
going
to
be
our
room
for,
for
that
particular
search.
We
don't
know
what
class
is
going
to
be
in
there
that
period.
We
don't
even
know
at
that
point.
What
date
has
been
selected,
the
date
selection
comes
later,
but
we
have
a
formula.
T
That's
used
to
ensure
that
the
frequency
of
searches
across
the
schools
are
are
consistent,
that
the
the
selection
process
in
the
classrooms
are
completely
random
and
there
is
no
conscious
decision
that
comes
from
our
staff
in
the
selection
of
the
school
or
the
the
classroom.
It
is
literally
all
formula
based
that
is
blind
to
what
what
class
is
there,
and,
as
mr
burley
mentioned,
the
school
doesn't
even
know
what
room
we're
going
to
until
we
we
arrive
on
the
campus
that
day.
Thank
you.
A
Have
a
question
dr
frazier,
and
then
dr
french.
V
I
just
have
a
comment.
I
completed
a
study
on
the
security
plan
for
charleston
county
school
district
several
years
ago
and
polled
several
of
our
high
schools
stalled.
North
charleston
and
burke
high
school
found
out
that
the
security
measures
really
mean
so
much
to
our
staff,
and
I
have
the
results
of
that
and
I'd
like
you
to
take
a
look
at
what
the
staff
is
saying
about
the
security
measures
that
we
have
in
school.
So
at
some
point
in
time.
V
Let
me
share
that
study
with
you,
so
give
you
some
additional
information
on
what
we
might
need
to
do.
One
thing
I'd
like
to
bring
out
to
those
of
us
in
here
is
that
it
did
show
that
the
the
when
you
walk
through
the
security,
that
it
does
not
deter
violence,
and
that's
in
that
study
also.
So
if
we
could
connect-
and
you
give
me
your
number
yes.
C
Yes,
I'd
also
like
to
ask:
how
do
you
assess
the
culture
for
every
day
living
in
the
school,
and
I
know
that
we
don't
want
our
schools
to
feel
like
a
high
security
prison
or
anything
like
that,
but
we,
I
think,
that
we
know
of
incidents
that
have
occurred
because
of
doors
not
being
properly
latched,
and
this
is
a
everyday
culture
that
is
hard
for
people
to
accept,
because
it
feels
unfriendly
to
walk
out
a
door
and
not
let
someone
in,
but
I
also
want
to
know
if
we
have
made
sure
that
all
of
the
security
camera
all
of
the
entrances,
even
if
they're
not
meant
to
be
entrances
most
of
the
day,
have
cameras
on
them
because
that's
that's
one
way
guns
are
getting
in
is
people
are
letting
people
in
alternate
alternate
doors,
but
I've
also
heard
from
some
staff
that
there's
issues
about
seeing
outside
of
the
building
when
they're
letting
people
in
the
vestibule.
C
T
Absolutely
thank
you
for
the
comments
you
hit
the
nail
on
the
head
with
the
fact
that
this
is
a
community
issue.
It
really
does
require
all
of
us
working
together
our
students,
our
teachers,
our
administrators,
our
parents
and
even
just
concerned
community
members
who
have
an
interest
interest
in
the
schools
and
when
there
are
concerns
seen
when
there
are
observations
made
that
those
are
reported
to
the
proper
authority,
so
they
can
be
properly
investigated.
T
The
number
of
doors
in
a
school
certainly
create
a
vulnerability
that
we
have
to
address,
and
we
attempt
to
do
so
with
the
placement
of
cameras
at
entrance
doors,
even
if
they
aren't
designated
as
an
official
interest,
have
that
visibility.
Over
the
past
several
years,
we
were
fortunate
to
receive
a
federal
grant
from
the
department
of
justice
that
allowed
us
to
install
that
allowed
us
to
to
lock
the
front
very
front
doors
of
the
schools.
T
So
we
were
able
to
push
that
security
layer
out
one
one
layer
and
lock
that
door
and
put
a
video
intercom
there
so
that,
if
they
don't
have
visibility
to
it,
naturally
they'd
be
able
to
utilize
the
camera
on
the
video
intercom
to
screen
individuals.
T
The
purpose
of
a
physical
security
measure
is
to
help
us
do
three
things
help
us
better,
deter
a
threat,
detect
a
threat
or
delay
a
threat,
and
so
the
more
time
we
can
build
between
us
and
a
potential
hazard,
the
more
abilities
we
have
to
detect
a
hazard
before
it's
right
on
top
of
us
or
what
were
our
ultimate
goals
with
the
security
measures
and
and
putting
the
intercoms
in
the
front
doors
was
a
a
big
win
for
us.
D
If
I
can
head
to
what
mr
reinbox
said,
we
have
more
than
5
500
cameras
across
the
school
district,
the
funding
to
replace
those
systems
in
in
large
part
to
what
the
board's
directed.
So
I
appreciate
what
you
all
have
approved
in
the
past
that
allows
michael
to
replace
the
systems
when
they're
needed
and
as
far
as
adding
cameras
we
we
take
on
requests
all
the
time
if
a
school
identifies
a
nook
or
a
crevice
that
says
hey.
This
might
be
an
area
that
there's
a
potential
issue.
D
Michael
takes
those
requests,
we
add
cameras
to
those
systems
either
with
those
requests
from
the
schools
or
through
assessments
that
michael's
team
does.
A
A
Okay,
next
continue
with
the
superintendent's
report.
Thank.
H
You
ma'am
and
thank
you
michael,
so
we
have
the
this
week.
20
downtown
principals
are
going
to
give
a
presentation
on
their
collaborative
proposal
for
the
use
of
essa
funds.
Staff
is
developing
a
schedule
that
would
allow
each
each
district,
each
constituent
district
to
have
their
principals
come
in
and
present
their
plans
to
the
school
board
and
so
over.
The
next
couple
of
months,
we'll
have
have
principals
from
across
this
the
county.
Doing
just
that,
and
for
this
evening
the
kickoff
of
that
process
will
begin
with
the
d20
principle.
S
S
S
Thank
you.
I
just
thought
it
was
important
to
be
here
and
be
a
part
of
the
team
and
working
in
district
20
and
having
the
experiences
that
we've
seen,
and
I
hear
often
about
failing
schools.
Why
is
your
school
failing?
S
Why
are
the
test
scores
low,
but
for
us,
it's
more
than
test
scores
and
the
difference
between
a
failing
school
and
high
performing
school
we
know
is
high
parental
involvement
and
we
know
that's
a
critical
element.
That's
missing
for
a
lot
of
our
families,
so
we
thought
about
the
analogy
of
any
of
you
participated
in
the
racial
equity
institute.
S
How
do
we
get
them
to
perform
academically
and
why
are
they
continuing
to
fail
year
after
year,
and
we
throw
interventions
and
referrals
and
suspensions
and
expulsions
and
everything
at
the
fish?
But
we
have
to
consider
the
environment.
The
fish
comes
to
us
because
that
fish
has
to
return
to
that
environment
every
day.
S
We
have
to
think
about
the
lake
in
which
that
fish
comes
to
us
and
the
contamination
of
the
lake
generational
impact
of
that
lake,
and
when
I
sit
in
my
office-
and
I
think
about
my
families
and
I
had
a
young
family,
a
mom
and
most
of
our
families
are
young
single
moms
and
one
mom.
Her
child
has
missed
34
days
out
of
school
and
she
transferred
in
from
another
school
and
she's
in
a
zero
percentile,
and
I
said
to
that
mom.
S
She
had
a
second,
a
two-year-old
and
then
11
month
old
on
her
hip,
and
I
said
mom.
But
if
you
send
that
child
to
school,
maybe
we
can
take
at
least
her
and
give
you
time
to
get
yourself
together.
She
said
I
just
don't
know
what
to
do.
My
mom
was
the
only
one
that
used
to
help
me
and
I
said
that
two-year-old
would
be
in
the
head
start.
S
S
O
S
Him
I
work
and
I
have
to
go
to
mount
pleasant
and
sometimes
they're
with
my
mom
and
that's
the
only
help
I
have,
and
he
helps
me
with
the
other
children,
because
she
has
a
first
grader
and
she
also
has
a
two-year-old
and
she
said
it
and
sometimes
he's
my
only
help,
but
please
don't
take
it
out
on
him.
I
said
we
have
summer
camp,
he
can
come
to
summer
camp.
S
S
S
S
Would
you
give
me
a
hug-
and
I
hugged
her
for
the
longest
time-
and
she
said
I
haven't-
had
a
hug
from
anyone
so
long,
then
another
mom
with
three
more
kids
with
no
support
her
mom
is
dead.
Two
brothers
killed
a
grandmother
in
florida
that
she
has
no
relationship
with
and
a
two-month-old
newborn
two
thousand
dollars
behind
on
her
rent
in
housing.
S
S
S
S
V
W
W
W
Increasing
students,
receipt
of
ap
passage
scores
by
10
percent.
Our
hope
is
also
to
impact
retention
rate
by
decreasing
10
percent
and
recovery
needs
will
decline
by
10
percent
as
well.
The
strategies
we
hope
to
utilize
refer
to
extended
learning
opportunities
such
as
early
bird
and
after
school,
tutoring,
summer,
tutoring
summer
camps,
studies,
teams,
etc.
We
also
acknowledge
that
our
students
need
support
social
and
emotionally,
so
we
intend
to
include
wrap
around
services
in
this
particular
strategy.
W
W
X
Good
afternoon,
I'm
wanda
sheets
to
the
board
mr
kennedy,
the
superintendent
and
our
chairperson.
I
would
like
to
present
strategy
three
strategy.
Three
excuse
me
strategy.
Two
strategy.
Two
is
actually
the
strategy
that
addresses
the
leak
that
miss
malone
spoke
about
in
this
strategy.
We
will
provide
holistic
support
for
identified
families
which
each
of
the
schools
have
identified
already
through
mentoring,
encouragement
and
supporting
and
helping
them
access
resources
needed
to
improve
students
overall,
successful
academic
achievement,
because
the
bottom
line
of
everything
that
we
are
doing
is
academic
achievement.
X
X
Our
next
goal
would
be
to
improve
our
attendance
and
with
our
students,
as
ms
malone
spoke
about.
Many
of
us
experience,
high
degrees
of
absenteeism
and
tardiness,
and
I
think,
for
the
elementary
level,
the
tardiness
is
really
hurting
us.
When
we
have
children
that
come
to
school,
10,
30
and
1
30
the
day
is
over.
Most
of
the
instruction
has
occurred.
X
X
Our
final
goal
is
to
provide
our
go
for
a
more
favorable
rating
for
our
schools.
Oftentimes.
We
hear
negative
things
about
our
schools
and
many
of
the
folks
that
are
dressing
are
making.
These
negative
comments
have
never
ever
been
in
the
school,
whereas
people
who
have
been
in
the
school
are
coming
out
saying
positive
things,
so
we
want
to
try
to
change
that
image
by
inviting
these
folks
in,
and
hopefully
many
of
these
people
will
be
at
our
expo
on
saturday
june
18th.
X
X
Each
coach
will
serve
five
families
or
five
children
depending
on
the
size
of
the
family,
because
many
of
us,
the
there's
a
family
in
the
school,
and
it
may
have
four
or
five
children.
So
the
number
of
children
that
the
coaches
will
serve
will
vary
next.
We
want
to
look
at
our
wellness
services
and
our
wrap-around
services,
which
mrs
clinton
address:
mental
health,
social,
emotional,
health.
We
know
we've
just
coming
out
of
a
pandemic.
X
Our
things
are
still
looming
from
the
pandemic.
We
want
to
make
sure
that
we
are
addressing
those
needs
of
our
not
only
of
our
students
but
of
our
families.
Many
of
our
schools
already
have
things
like
the
dental
van
or
the
telehealth
card,
but
we
want
to
make
sure
all
of
our
schools
are
equal
in
what
we
have
when
it
comes
to
those
kind
of
services,
parenting
classes
as
a
title
1
school.
That
is
a
requirement.
X
Many
of
our
parents
need
services.
That
may
not
be
a
part
of
what
title
one
is
offering,
and
we
want
to
make
sure
that
we
are
addressing
that
simple
things
as
why
is
it
important
for
your
child
to
be
to
school
every
day
and
on
time,
family
engagement,
making
sure
that
our
families
have
access
to
wi-fi?
X
We
experience
big
gaps
in
learning
due
to
lack
of
wi-fi
services,
transportation
for
our
families,
and
then
we
know
the
fish
also
needs
those
social
elements
such
as
sports
teams
such
as
ballets
such
as
plays.
We
need
to
expose
them
to
some
of
the
finer
things
that
more
affluent
families
have
access.
I
know
when
lion
king
was
here
we
took
almost
the
whole
school.
X
X
I
listened
to
one
parent
who
was
so
upset
when
a
discipline
issue
happened
with
her
little
girl
and
she
boo-hooed,
and
she
was
angry
and
she's
getting
a
whooping
and
we
said
hola.
This
is
a
conversation.
This
is
a
learning
opportunity
and
she
revealed
to
us.
Well,
I
don't
want
the
same
thing
to
happen
to
her.
That
happened
to
me.
She
actually
had
her
at
12..
X
So
these
are
the
kind
of
stories
that
we
hear
in
our
schools,
and
this
is
why
the
d20
principal
collaboration
program
knows
what
we
need
to
address.
We
knew
this
long
before,
even
during
our
first
meeting,
but
our
sics
and
our
parents
are
heavily
engaged
and
involved
in
wanting
to
see
this
effort
go
forth.
Thank
you.
Y
Y
Y
X
Y
Y
Y
Y
This
proposal
builds
on
the
great
foundation
that
ccsd
already
gives
our
teachers,
but
it
is
strategic
to
our
specific
needs
as
a
district.
The
things
that
we
have
to
deal
with,
such
as
what
you've
already
heard,
are
something
that
we
have
to
have
intimate
conversations
about
within
our
own
communities.
Y
B
I'm
overwhelmed
by
what
I
have
heard,
and
I've
heard
it
so
many
times
and
so
to
the
chairman
of
the
board
and
the
board
most
esteemed
helpers
in
this
progress
and
our
staff,
and
especially
to
ms
anita
huggins,
who
has
helped
us
walk
this
trail
together.
B
We
are
so
grateful
that
the
superintendent
opened
the
invitation
to
the
principals
to
say,
bring
me
something
that
might
make
a
difference,
and
I
will
try
to
support
it
and
these
principles
took
that
to
heart
and
they
took
their
problems
and
collapsed
them
into
what's
common.
What
can
we
do?
We
have
proximity.
B
In
the
union,
it's
just
the
hypothesis
that
you
want
to
have
to
prove
it
can
work.
So
thank
you
for
that
opportunity.
Superintendent,
thank
you
for
inviting
those
principals
and
principals.
Thank
you
for
taking
him
up
on
that
offer
and
making
it
worth
their
while
and
worth
the
while
of
our
children.
B
I
want
to
invite
you
to
our
expo.
We
did
send
an
invitation
along
with
excerpts
from
our
proposal
to
the
board
members.
B
Our
expo
is
saturday
from
10
to
2
at
burke,
high
school,
and
we
have
invited
all
71
of
the
people
who
submitted
brent
applications
to
you
earlier
in
the
year
we
have
invited
all
of
the
churches
that
we
heard
were
interested
in
fact,
and
we've
all
we've
invited
many
many
organizations,
fraternities
sororities
and
social
service
agencies,
and
so
right
now
we
have
about
36
registrants
and
we
are
really
pleased
with
that.
We
get
calls
every
day.
Is
it
too
late?
We
told
them
tomorrow
is
to
cut
off.
B
B
We
are
so
excited
about
this
and
we
thank
you
for
the
opportunity
to
allow
us
to
test
the
hypothesis
that
we
could
change
the
lake.
We
can
change
the
culture.
We
can
change
the
habits.
We
only
have
two
years
so
we're
off
and
running,
and
hopefully
it
the
research
tells
you
takes
three
to
five
we're
going
to
have
to
double
that
time
to
prove
ourselves
and
we're
up
for
the
game.
Thank
you.
So.
H
Much
principles,
thank
you
all
very
much,
dr
delgaard.
Thank
you
very
much.
I
hope
miss
malone
is,
will
recover
from
her
her
illness
quickly
and
thank
you
all
for
developing
the
proposal
presenting
the
proposal
and
then
we'll
see
what
next
steps
look
like.
Are
there
questions
from
the
board,
dr
french.
C
C
Just
you
know
they
have
come
first,
obviously,
and
they
had
some
help
from
dr
delagard
and
I'm
hoping
that
we're
providing
similar
support
to
other
principals
that
might
be
interested
so
that
they
can
put
together
a
good
proposal
as
well,
but
I
want
to
make
sure
that
we
are
providing
equity
across
the
district
in
terms
of
financial
support.
H
Well,
as
you
know,
doctor
friendship,
all
schools
were
allocated
as
a
certain
dollar
amount
on
on
the
s3
funding.
It
was
based
on
the
number
of
students
that
were
below
grade
level
each
each
constituent
district.
The
principles
that
in
those
districts
were
were
given
the
opportunity
to
collaborate
with
a
proposal,
no
collaborative
proposal.
I
think
most,
I
think
most
districts
so
determined
that
they
would
submit
individual
school
plans,
and
so
that's
what
would
be
coming
forward
to
the
to
the
board
with
the
other
constituent
districts.
H
Those
individual
school
plans
are
there
opportunities
in
the
future
for
more
collaboration.
Perhaps
as
we
do
our
analysis
of
financial
analysis
how
the
dollars
are
being
being
expended.
C
Okay.
Well
then,
I
have
a
follow-up,
because
it's
my
impression
that
this
proposal
involves
dollars
over
and
above
the
dollar
dollars
that
were
already
allocated
to
each
individual
school.
It
was
presented
as
a
separate
dollar
amount.
So
I'm
concerned
that
that
you're
saying
that
that
is
that
true
or
is
that
not
true.
H
So
there
is
some
overlap
in
the
individual
allocation
to
the
d20
schools
with
the
collaborative
proposal.
That's
before
you
know
that's
been
presented
this
afternoon.
We
also
indicate
to
other
principals
that
you
know
if
they
want
to
reconsider
how
they
present
their
handle
their
their
essa
funding.
We
will
certainly
open
to
that
and
we'll
collaborate
with
them
on
that.
Okay,.
C
Good
because
I
think,
like
daycare
for
staff,
that's
obvious
something
a
lot
of
organizations
want
to
provide,
but
if
we
only
provide
it
in
one
district
in
our
school
in
our
one
area
of
our
school
district.
Is
that
fair
to
all
the
other
districts?
That's
that's
the
kind
of
thing
I'm
concerned
about.
H
C
H
Would
also
say,
the
intent
was
not
to
to
dictate
to
the
principles
on
how
they
would
respond
with
their
their
allocations,
but
to
give
them
the
opportunity
to
to
make
that
determination.
J
So
thank
you
for
the
presentation
and
I
wish
malone.
Miss
malone
was
still
here
to
hear,
but
I
was
really
taken
by
just
her
opening
up
with
the
presentation
of
dealing
with
the
lake
and
the
fishes
and
that's
in
the
lake.
But,
however,
I
I
really
do
applaud
the
effort
of
how
this
proposal
was
put
together
and
talking
about
you
know,
wraparound
services
and
and
the
whole
component
of
how
we
of
how
we
clean
that
lake
right
and
those
those
fishes.
J
That's
in
the
lake
and
I'm
using
that,
because
that's
the
term
that
you
guys
spoke
on
the
entire
time.
But
I
think
it's
something
to
what
dr
french
was
saying.
I
believe
this
becomes
to
be
a
pilot
of
a
model
potentially.
P
J
The
district,
if
you
know
other
districts
so
desire
to
implement
something
of
this
magnitude.
I
think
when
we
look
at
learning
and
improving
what's
possible
in
education,
it
is
building
a
component
such
as
this
to
be
able
to
to
launch
it
out
to
the
community
and
to
everyone
to
say
hey.
This
is
just
not
an
idea
coming
from
the
school,
but
this
is
a
joint
base,
type
initiative
from
all
stakeholders,
and
so
again
you
know
we
start
someplace.
J
O
J
Different
areas
of
you
know,
issues
that
and
the
community
in
which
they
serve
so
again
it
becomes
to
be
a
model.
So
again,
I
just
want
to
say
thank
you
principles
for
and
dr
gilgard
for
putting
together
this
and
launching
the
efforts
moving
forward
to
help
change
what's
possible
in
d20.
So
that's
just
michael
thank
you.
F
Just
wanted
to
well
what's
already
been
shared,
I
totally
agree
with,
but
then
also
just
wanted
to.
Thank
you
all
for
having
such
a
focus
on
community
parents
and
just
the
needs
of
the
people
who
are
in
the
system
because
it's
important
and
I
don't
think
that
we
talk
about
it
enough.
I
do
have
one
question
which
is,
and
I
didn't
hear
anybody
talk
about
it.
F
I
did
see
the
org
structure,
but
once
the
so
I'm
wondering
about
the
program
director,
if
you
all
just
because
you
kind
of
got
to
get
running
so
quickly
already
have
in
mind
or
if
you've
already
begun.
That
process
just
wondering
where
you
are
in
the
process
of
getting
the
people
up
and
running
and
plugged
in
to
carry
this
through.
B
Thank
you
for
that
question,
and
from
the
very
beginning,
when
superintendent
kennedy
told
us
that
we
are
off
to
the
races,
we've
been
working
with
the
hr
office
here,
developing
the
job
description
to
match
the
systems
and
we've
been
working
with
other
offices
too.
So
we
don't
have
anyone
in
mind
for
the
time
being,
I'm
serving
in
that
direction
until
and
to
keep
things
moving
until
we
hire
that
person,
and
so
so
we
are
on
the
move
with
those
job
opportunities
and
and
recruitment.
V
Excellent
work,
dr
dillard.
I
do
remember
years
ago
and
I
tried
to
open
a
parenting
program
at
archer
and
they
turned
me
down,
so
I
am
so
happy
that
this
district
is
opening
their
eyes
to
understand
that
we
have
to
have
parents
involvement
with
their
kids.
The
question
I
have-
and
I
don't
see
it
here
and
you're-
going
to
have
to
do
this
at
some
point
in
time-
you're
going
to
have
to
have
someone
to
go
out
and
visit
these
homes
so
make
home
visitation
one
of
these
strategies.
X
Family
coaches-
that's
going
to
be
one
of
their
actually
one
of
their
duties,
so
they're
doing
home
visits
with
the
families
and
the
parents.
Great
wonderful,
thank.
V
U
E
W
V
V
I
want
this
board
to
know
that
we
just
don't
have
to
spend
millions
of
dollars
to
fly
people
in
put
them
up
in
hotels
to
make
them
come
in
to
earn
a
living
for
their
families
when
we
have
people
here
who
are
competent
to
do
the
work
here.
So
thank
you
all
for
reaching
locally
to
hire
some
of
the
people
that
who
need
the
jobs
here,
and
I
just
want
the
board
to
know
that
I
will
be
reaching
out
to
you
to
support
me
and
looking
at
the
consultants
that
we're
bringing
into
the
district.
V
I
have
done
for
you
for
us
to
look
at
that.
I
think
that
we're
spending
too
much
money
bringing
in
folk
who
actually
come
in
and
not
do
the
work
that
we're
asking
them
to
do.
I
just
want
to
make
that
comment.
Thank
you
guys
for
using
local
people
and
reaching
out
to
what's
important
for
our
families.
Here.
H
Thank
you
very
much,
mrs
darby,
and
if
we
get
the
powerpoint
back
up
and
go
to
slide
20.
H
and
that's
for
that
there,
the
board
has
asked
to
review
the
the
number
of
people
that
we
have
hired
or
plan
on
hiring
under
the
s
of
three
dollars.
We
call
them
fte
full-time
equivalents,
so,
like
a
school
system,
is
a
service
organization
and
service
organizations.
H
Typically,
the
way
they
incur
cost
is
through
people,
and
those
people
are
either
full-time
employees
or
employees
of
the
organization
or
those
of
people
that
come
in
through
for
a
consulting
role,
and
so
we
will
be
presenting
information
on
the
consultants
that
we
have
in
the
s3
program
and
what
their
roles
are
at
a
future
board
meeting.
This
particular
presentation
this
evening
this
afternoon
is
for
the
district
employees
that
are
contemplating
to
be
being
hired
under
the
s
of
three
dollars
that
will
be
presented
by
mr
steve
hamer.
Z
Steve
thank
you,
mr
kennedy.
Mr
chairman
members
of
the
board.
Over
the
last
few
months,
we
briefed
the
board
and
audit
and
finance
committee
on
the
investments
that
we're
making
in
our
essa
plan
on
our
most
recent
update.
It
was
provided
that
was
provided
to
the
audit
and
finance
committee
meeting.
Z
It
was
recommended
that
we
provide
some
more
details
that
are
within
our
plan
that
that
address
ftes
and
the
next
few
slides
attempts
to
give
you
a
little
bit
more
background,
and
some
more
excuse
me
some
more
detail
of
what
ftes
we're
planning
and,
more
specifically,
where
those
ftu
the
ftes
are
in
terms
of
construction,
as
opposed
to
support
billets
next
slide.
Z
We
based
this
on
three
pillars:
all
of
them
to
support
children
reading
by
fifth
grade
on
grade
level
by
fifth
grade
by
2027,
and
so
we
have
three
pillars
that
support
that
and
if
you
recall,
we
identified
within
those
pillars,
certain
levers
that
we
wanted
to
invest
in,
and
I
wanted
to
tie
those
to
the
ftes
that
we
have
in
our
current
esser
spinning
plan.
Z
So
again,
last
april
we
briefed
you
on
a
rigorous
grade
level,
instruction
as
one
of
the
pillars
and
leverage
involved
improved,
reading,
improved
reading
curriculum
early
child
expansion,
target
supports
multilingual
learners,
summer
enrichment
program
and
support
for
acceleration.
Schools
next
slide.
So
if
you
look
at
those
levers,
this
slide
tries
to
show
you
where
we
have
ftes
invested
in
those
particular
leverage
that
I
just
briefed
so
overall
in
pillar
one.
We
have
51
ftes,
what's
really
important
about
the
slide
and
what
I
wanted
to
brief.
Z
You
all
on
today
is
what's
on
the
right
side
of
those
51
ftes
39
are
instructional,
most
of
them
for
our
early
childhood
expansion,
so
really
three-fourths
over
75
percent
of
the
of
the
billets
or
the
ftes.
I'm
sorry
involved
with
pillar
one
are
for
supporting,
or
for
instruction,
as
opposed
to
about
24
for
support
so
again
51
for
this
pillar,
the
majority
of
them
vast
majority
of
them
are
for
instruction
support
next
slide,
please.
Z
So
this
is
a
little
bit
of
an
anomaly,
but
I
really
tried
to
capture
for
you
all
all
of
the
fdes.
This
isn't
as
aligned
closely
to
pillar
one,
but
it's
closer
than
the
other
ones.
There
are
other
staff
level,
billets
or
staff
level
positions
that
we're
investing
in
some
that
support
our
chief
charleston
plans,
some
that
are
in
the
plans
for
our
office
of
family
and
community
engagement.
Z
As
our
budget
plays
out
here
for
the
upcoming
year,
we
may
pull
some
more
nursing
services
billets
under
the
asset
three
program,
there's
some
esser
management
and
some
virtual
learning
programs
that
are
really
carryovers
for
s
or
two
so
again,
maybe
not
as
closely
aligned
with
those
levers.
But
I
wanted
to
make
sure
you
had
clarity
on
all
of
the
bullets
that
we're
investing
in.
Z
What's
missing
from
the
slide
and
I'll
update
this,
you
have
in
your
reader
heads
some
details
on
the
d20
plan,
which
is
still
doing
some
edits
from
the
final
number
of
support
billets.
For
that
I
think
in
your
read
ahead.
You
have
more
details
on
this
and
I'll
update
this
slide
to
include
those.
But
again,
those
are
some
of
the
additional
investments
that
we're
going
to
make
next
slide.
Z
Next
slide,
please,
our
third
pillar
wrap
around
services.
Those
are
the
levers
and
those
are
the
investments
that
we've
planned
for
those,
and
then
this
next
slide
shows
you
where
those
bullets
are
supporting
that
now
a
little
bit
different
here
you
see,
a
hundred
percent
of
those
ftes
are
support,
but
all
except
one
of
them
are
actually
in
the
schoolhouse
there's
a
wellness
coordinator.
That's
part
of
that
51,
but
even
though
you
see
100
of
those
all
support,
those
are
actually
in
the
school
houses
as
opposed
to
senior
level
staff
positions.
Z
So
as
you're
aware,
the
structure
of
our
asset
program
is
really
based
on
district
level
programs,
as
well
as
school
level
programs,
and,
as
mr
kennedy
said
earlier,
we
had
an
allotment
strategy
where
a
certain
amount
of
money
was
allotted
to
a
school
based
on
the
number
of
children
that
they
had
reading
below
grade
level.
So
this
reminds
you
of
the
brief
that
we
provide
in
april
of
the
philosophy
and
the
structure
and
the
process
of
assigning
at
esser
allotment
to
each
school.
Z
The
majority
of
it
go
into
our
k-5
schools
and
the
majority
money
going
to
the
schools
that
have
more
than
half
of
their
children
or
the
students
reading
below
grade
level
next
slide,
and
so
we
broke
out
within
those
school
plans,
the
number
of
ftes
that
are
within
the
plans.
Z
Of
course,
the
plans
include
a
lot
of
things,
a
lot
of
other
supports,
but
the
majority
of
it
again
are
teachers,
teachers,
assistants,
those
things
are
supporting
instruction,
so
nearly
eighty
percent
of
those
physicians
throughout
the
school
plans,
including
the
acceleration
schools
where
you
see
50.2
of
the
ftes,
are
going
towards
acceleration
school.
Nearly
80
of
all
of
those
positions
are
instruction.
Z
So
again,
my
purpose
was
to
lay
out
for
you
a
little
bit
more
detail
on
where
the
ftes
are
in
our
current
spending
plan
and
again
more
to
the
point
kind
of
demonstrate
that
the
majority,
the
vast
majority
of
those
ftes,
are
for
instruction,
as
opposed
to
support
efforts
standing
by
for
your
questions.
F
To
clarify
the
point:
twos:
are
they
because
some
of
the
positions
are
partial?
Yes,.
AA
V
I'd
like
to
know
we're
spending
10
million
dollars
on
improving
the
reading
curriculum
and
from
past
experiences.
We've
had
about
three
or
four
curriculums
to
come
through
this
district.
Most
of
them
are
in
the
dirt
room.
Are
you
all
familiar
about
the
dirt
room,
but
there's
a
room
that
you're
sitting?
On
top
of
you.
G
V
You,
but,
but
that,
under
this
room
in
this
room,
there
are
so
many
boxes
of
curriculum
that
come
through
this
district
that
we're
no
longer
using,
and
I
just
want
to
know
how
can
we
justify
spending
10
million
on
something
that
may
wound
up
in
the
direct
room
again
and
how
effective
is
this?
Is
this
curriculum
and
how
is
it
going
to
improve
reading
in
our
district?
Is
anyone?
Are
we
just
throwing
money
back
out
to
put
some
boxes
under
this
boardroom?
Well,.
H
I
I
don't
think,
that's
the
intent,
dr
frazier.
This
is
a
major
investment
that
we
have
planned
for
improving
student
reading
and
I
asked
miss
belser
to
talk
a
little
bit
more
specifically
about
the
el
curriculum
that
you
that
you're
referencing
that's.
V
A
All
right
any
other
questions
for
mr
hamer.
I
do.
C
Okay,
so-
and
I
understand
that
a
lot
of
the
work
and
effort
that
we
do
as
a
school
district
is
in
staff
again,
this
is
esther
money.
It
goes
away,
and
so
are
these
really
designed
to
be
employees
who
are
coming
in
to
do
crisis
work
and
then
those
jobs
are
going
away.
Are
we
expecting
to
try
to
continue
to
fund
those
positions
after
the
money
is
out.
Z
Well,
I
think
others
might
be
able
to
give
you
a
little
bit
better
answer.
I
do
want
to
maybe
address.
What
is
your
part
of
your
question
specifically.
Is
the
intention
for
the
ftes,
particularly
in
the
school
plans,
are
for
the
duration
of
the
program,
which
you
know
the
money
runs
out
in
the
summer
of
2024..
Z
Z
I
think
there
might
be
some
other
opportunities
for
maybe
some
additional
funding
for
those
going
beyond,
and
maybe
some
of
the
positions
don't
need
to
go
beyond
that,
but
I
think
it's
going
to
be
a
mix
of
all
of
those
and
all
of
those
elements
or
all
of
those
kind
of
circumstances
will
like
will
come
into
play
with
that.
G
U
I
was
just
going
to
say,
because
I
think
there
was
something
like
that
that
we
had
going
on
this
year
and
the
people
were
just
like.
Well,
that's
it
so,
like
dr
french
said
so
we
come
in
and
we're
going
to
do
this
and
we're
going
to
do
all
this
stuff.
So
it's
going
to
work
and
our
children
are
going
to
learn
how
to
read
by
the
age
of
fifth
and
all
these
scores
are
going
to
go
up
and
then,
when
that
money
runs
out,
we're
just
going
to
stop.
H
So
thanks,
I
think,
miss
cloak
mr
oakley,
so
there's
two
two
pieces
here.
I
think
dr
french
had
asked
about
the
ftes
and
what
happened
to
those
those
employees
that
are
hired
and
we
can
have
mr
bregman
weigh
in
on
that
he's
been
developing
strategies
for
that
and
then
the
other
piece
there's
the
sustainability,
but
anything
that
works
as
we
expend
these
dollars.
H
And
we
do
the
analysis,
for
instance,
like
with
the
district,
the
d20
proposal
of
what
components
of
that
are
working
and
what
we
want
to
sustain,
and
so
we
haven't
got
to
the
point
of
how
we
develop
the
sustainability
plans.
Yet,
but
it's
part
of
our
program
evaluation
and
so
that
work
will
take
place.
C
I
guess
it
just
sounds
like
there
are
there's
an
anticipation
that
not
all
of
the
positions
will
get
will
go
beyond
the
time
period
that
some
may
demonstrate
their
need
to
find
extra
funding.
I
I
guess
part
of
the
concern
is,
of
course,
that
it,
if
it's
a
an
employee,
we
almost
certainly
have
to
use
general
operating
fund
for
a
whole
lot
of
that,
because
that's
what's
sustainable,
and
so
I'm
just
concerned
about
sustainability.
A
H
A
Since
we've
been
going
for
a
long
time,
why
don't
we
take
a
five
minute
break
for
a
quick
bathroom
break?
Is
that
good
with
everybody.
G
G
G
A
A
E
R
A
Mrs
waters,
we
were
just
voting
on
item
4a.
The
local
board
approved
courses,
yep,
okay,
got
it
okay,
good
great.
That
motion
is
approved.
Next
up
is
item
4b
again
we
have
this
in
our
packet
and
I'd
like
to
make
a
motion
to
impr
improve
the
instructional
materials
recommended
for
use
in
the
charleston
county
school
district
by
the
textbook
selection
committees
for
the
subjects
and
the
attached
recommendation
and
justification
documents.
AB
A
J
Yeah
as
we're
moving
forward
just
for
accuracy,
let's
make
sure
that,
when
it's
posted
that
everyone
voted
accordingly
before
moving
on
to
the
next
item,.
A
Oh
yes,
okay,
great
next
up
is
item
4c.
A
A
That
motion
passes
is
that
reflective
of
everyone's
vote
right
next
up
is
the
map
data
review,
miss
belcher
and
mr
roberts.
R
O
R
That
suggestion
moving
over
to
the
data
review
plan,
so
this
is
the
first
of
what
we
believe
to
be
several
conversations
about
our
student
achievement
data.
So
today
in
the
committee
of
the
whole
meeting
back
a
couple
slides
maggie
sorry,
it
should
be
data
review
there
we
go.
Thank
you.
R
We,
our
plan,
is
we've
actually
provided
all
available
data
that
we
have
right
now
in
the
onboard
dock,
so
that
includes
the
map,
results,
tables
and
the
fastbirds
results
tables
fastbridge
was
received
just
a
week
ago,
so
we
did
not
have
time
to
complete
an
analysis
of
that
that
will
be
done
for
the
june
board
meeting
so
that
we
can
dive
into
the
difference
between
previous
years
on
fastbridge.
R
As
a
reminder,
that's
our
testing
for
k1
and
2.,
sorry
just
kn1,
and
then
we
also
included
a
study
that
was
completed
by
nwea,
which
is
the
map
publisher
around
our
fall
and
winter
study
as
we're
taking
part
of
a
larger
study
around
clovid
recovery,
so
that
full
study
is
also
included
in
board
docs
and
we'll
go
over
some
of
the
high
level
data
on
that
in
this
meeting.
Now
again,
our
plan-
sorry
maggie
just
one
more
second.
R
Our
plan
here
in
is
to
schedule
at
your
leisure
based
on
what
works
for
you,
small
group
data
meetings,
to
make
sure
if
you
have
specific
questions
about
the
data
or
things
you
want
to
discuss,
that
small
groups
of
board
members
can
have
that
opportunity.
R
That's
our
plan
over
the
next
few
board
meetings.
When
I
stop,
if
folks
have
edits
after
we
go
over
this
data
on
how
you'd
like
to
sequence,
that
I'd
appreciate
the
feedback,
so
we
go
into
the
the
next
slide
again.
We've
had
this
data
for
only
about
two
weeks,
so
I
think,
there's
still
some
level
of
analysis
that
we
want
to
do
in
terms
of
the
so
what
what
does
this
mean?
R
We
want
to
do
differently,
but
as
we
look
at
the
results
overall,
the
students
who
took
the
math
test
in
the
spring
of
2022
at
an
average
achievement
level
at
above
the
national
average.
In
both
reading
and
mathematics,
we
saw
progress
from
winter
2022
so
that
students
approved
similar
achievement
levels
of
the
fall
as
in
the
fall.
R
So
if
they
were
at
the
60th
percentile
level
in
the
fall
they're
pretty
close
to
the
60th
percentile
level
in
spring,
which
means
that
while
we
did
not
have
accelerated
instruction,
they
maintain
their
place
in
line
relative
to
their
peers.
In
that
norm.
Reference
group
that
norm
reference
group
again
is
pre-pandemic.
R
We
do
think
we
experience
less
learning
loss
overall
as
compared
to
other
districts
nationally.
We
shared
that
with
you
at
the
winter
presentation,
but
at
that
time
we
didn't
have
the
the
breakout
by
race
and
ethnicity.
So
we
have
more
to
share
on
that,
because
it
did
seem
that
we
experienced
disproportionate
learning
loss
in
the
last
year
among
our
black
hispanic
students
as
compared
to
our
white
and
asian
students.
R
But
as
we
look
at
our
results
from
the
winter
testing,
it
does
seem
to
indicate-
and
this
is
the
nwa
study-
that
we
have
stopped
some
of
this
learning
loss
discrepancy
within
our
demographic
groups
and
all
groups
are
stabilizing,
and
I
think
the
final
thing
would
be
that
we're
not
yet
seeing
significant
achievement
gains
across
acceleration
schools,
but
we
are
seeing
sorry.
I
want
to
make
sure
my
slides
are
not
with
you
and
I'm
an
old
lady
and
can't
read
these
glasses
are
new.
R
Since
I
came
to
ccsd
by
the
way
this
that
we
haven't
seen
achievement
gains
across
acceleration,
schools
we're
seeing
increased
growth,
though
in
those
schools
as
compared.
They
were
as
compared
to
where
they
were
previous
years
and
including
pre-pandemic.
R
R
Sorry
in
reading
improved
from
19
to
28
percentile
this
year.
55.6
percent
of
their
students
met
their
growth
targets
and
it's
now
at
the
56
percent
bro
in
growth
relative
to
their
peers.
In
the
group
group
last
year
it
was
at
40th,
so
real
growth
in
some
of
our
acceleration
schools.
R
Just
as
a
reminder
of
what
how
the
map
test
is
organized
it's
a
computer,
adaptive
assessment.
So
as
the
kids
answer
the
question
they
answer
it
correctly,
they
get
a
harder
question
if
they
get
the
answer
incorrectly
to
get
an
easier
question
so
that
that's
what
they
say
about
it
being
adaptive
and
allows
us
to
see
where
students
are
on
a
continuum
from
k12
simultaneously
and
then
we
look
at
map
for
both
achievement
so
as
compared
to
the
norm.
R
Reference
group,
where
are
those
kids
in
line
and
growth,
we've
typically
reported
out
on
growth
as
the
percentage
of
students
that
meet
their
growth
targets.
When
we
do
those
school
composites,
the
like
school
pieces
we're
actually
reporting
out
on
conditional
growth
percentile,
which,
back,
if
you
go
to
the
next
slide,
additional
growth
percentile
is
where
the
students
percentile
rank
for
growth.
So
if
you're
at
the
50th
percentile,
that
means
it's
50
greater
than
similar
students
relative
to
the
norm.
R
Oops,
I'm
sorry
to
go
back
just
a
few
notes.
I,
as
in
previous
years
other
because
of
the
the
numbers
of
students
in
that
group
are
sometimes
combined
just
because
it's
too
small
to
show
without
aggregating,
and
then
the
state
required
us
to
give
the
grade
one
and
grade
nine
in
these
coveted
years.
So
we
do
have
those
in
the
results
tables.
But
in
order
to
compare
the
previous
years,
we
could
just
look
at
second
to
eight.
So
that's
what
we
did.
R
So
just
a
few
words
about
this
study
and
again
the
complete
study
with
all
its
supporting
materials.
It's
included
on
board
docs,
we're
part
of
a
coalition
of
schools
that
give
the
map
test
across
the
country
trying
to
figure
out
what's
going
to
help
in
terms
of
covet
recovery.
So
they
compare
our
map.
Schools
scores
to
similar
districts,
which
they
call
the
coalition
of
the
willing.
Those
districts
are
largely
urban
and
the
specific
demographics
of
those
districts
are
included
in
the
full
report.
R
R
This
is
the
first
report
of
progress,
so
we
had
one
report
just
where
we
stood
as
compared
to
our
peers
at
the
baseline.
When
the
study
began
in
the
fall,
this
is
now
from
fall
to
winter,
so
this
does
not
include
the
most
recent
tests.
We
won't
get
that
report
until
august
or
early
september,
and
the
next
stage
of
this
is
to
also
look
at
individual
interventions
that
we're
doing
with
kids
to
see
their
relative
impact.
R
So,
for
example,
every
student
that's
currently
enrolled
in
the
summer
enrichment
program-
that's
coded
within
power
school,
so
that
allows
the
researchers
to
look
at
how
those
kids
did
relative
to
kids,
who
didn't
enroll
in
the
summer
enrichment
program
to
see
to
what
extent
the
summer
enrichment
program
contributes
to
covet
recovery.
We
can
also
do
that
sort
of
work
at
looking
some
at
some
of
our
partners
like,
for
example,
reading
partners,
who
are
the
students
who
are
enrolling
and
reading
partners.
R
How
does
that
have
an
impact
relative
to
others
and
some
of
our
interventions,
like
the
tutoring
program
that
we're
doing
with
saga,
at
least
as
long
as
we
get
the
ninth
grade
map
results
and
the
the
tutoring
program
that
we're
doing?
Mr,
dr
williams,
I
why
can't
I
remember
the
name
of
this
tutoring
program
ever
paper.
Tutoring
correct!
R
Thank
you,
sir.
So
that'll
the
advantage
is,
we
can
see
what
interventions
are
we
paying
money
for
and
how
are
they
working
and
then
other
districts
are
also
doing
that.
So
if
someone
has
an
outsized
win
on
some
of
those
interventions,
we
can
take
advantage
of
the
positive
outliers
and
try
to
adapt
some
of
that
work
for
our
own
benefit
as
well.
R
This
is
comparing
the
fall
of
2019,
so
pre-pandemic
fall
scores
to
the
fall
of
2021.,
where
the
arrow
starts
is
where
the
students
were
in
terms
of
achievement
at
on
the
y-axis
at
in
the
fall
of
2019
in
the
fall
of
2021
is
where
the
bottom
of
the
arrow
is
or
the
top
of
the
arrow.
If
the
scores
went
up,
so
you
can
see
it
from
comparing
ourselves
to
the
coalition
of
the
willing,
which
is
the
the
blue
piece.
R
At
the
time
when
we
gave
the
report
the
winter
map
scores,
this
slide
hadn't
been
completed
maggie.
Would
you
go
to
the
next
one,
which
actually
shows
learning
loss
again
we're
comparing
the
fall
of
2019
to
the
fall
of
2021's
the
beginning
of
this
year?
So
this
is
pre-pandemic
to
now
broken
out
by
demographic
groups.
So
on
the
left
is
the
yes
left
is
the
math
scores
you
can
see
at
the
top
asian
and
white
students
as
compared
to
hispanic
and
black
students,
and
then
you
see
the
reading
scores
again.
R
Asian
and
white
are
at
the
top
and
black
and
hispanic
at
the
bottom.
This
would
show
that
we
had
outsized
learning
loss
relative
with
among
african
american
african-american
and
latinx
kids
as
compared
to
white
and
asian
kids.
We
did
see
in
general
that
those
in
some
places
are
double-digit
learning
laws.
R
If
you
go
to
the
next
slide
maggie
now,
this
is
comparing
fall
to
winter.
So
now
we're
looking
at
what
happened
in
the
first
half
of
our
year,
which
this
is.
I
know
the
board
knows
this,
but
as
a
reminder,
the
public
was
a
period
where
we
still
had
quite
a
bit
of
covid
within
the
district
and
heavy
absenteeism
relatively.
R
R
Now,
if
you
look
at
race
and
ethnicity
in
this
case,
this
is
math
first
and
the
next
slide
will
show
reading
you
can
see
sim
again.
The
achievement
levels
are
different
between
racial
groups,
so
you
can
see
that
by
looking
at
the
y-axis,
our
white
students
perform
on
average
and
our
asian
american
students
higher.
R
But
when
you
look
at
actual
learning
loss
like
where
are
the
arrows
and
what
are
the
numbers
around
the
arrows
we're
seeing
similar,
not
identical
but
similar
places
where
we're
seeing
learning
laws
similar
levels,
not
outsized,
as
we
saw
before-
and
this
is
also
true
maggie
if
you'll
show
us
in
reading.
Thank
you
back
one
side,
so
you
know
obviously
you're
you
have
the
data
to
make
your
own
interpretation.
R
Our
read
with
the
support
of
the
nwa
folks
was
that
it
does
seem
like
we
may
be
at
a
point
where
stabilizing
learning
loss
across
all
demographic
groups
to
a
similar
level
and
starting
to
get
to
a
different
point
again.
This
is
fall
to
winter.
It
does
not
consider
the
most
recent
semester's
worth
of
learning.
AC
AC
AC
AC
Overall,
in
all
three
years,
represented
charleston
county
school
district
performed
higher
than
the
nation
as
a
whole
in
both
reading
and
math.
Additionally,
for
the
current
school
year,
ccsd
performed
only
slightly
lower
than
it
did
pre-pandemic
in
reading
and
actually
achieved
higher
in
math
than
it
did
before
the
pandemic.
AC
What
we're
seeing
in
our
most
recent
spring
administration,
an
upward
trend
from
fall
to
spring
for
our
black
hispanic
and
other
subgroup
populations,
something
we
did
not
see.
Last
year,
our
white
subgroup,
although
not
at
the
pre-pandemic
level,
has
stabilized
over
the
past
two
years
and
is
performing
close
to
where
it
was
prior
to
the
pandemic.
AC
AC
AC
AC
The
graphs
you
see
now
represent
three
years
of
fall
to
spring
median
growth
percentiles
in
reading
and
math.
The
first
bar
represents
the
2018-19
school
year
or
pre-pandemic,
while
the
middle
bar
represents
last
year's
fall
to
spring
growth
results,
and
the
last
bar
represents
this.
Current
school
year's
fall
to
spring
growth
overall,
for
the
three
years
represented,
the
district
has
shown
growth
near
or
above
the
national
average,
in
both
reading
and
math.
AC
AC
R
And
mrs
roberts,
we
explain
when
we
say
typically
it's
for
that
child
as
compared
to
similar
kids,
not
necessarily
against
a
grade
level
standard.
So
I
think
it's
worth
saying
that
map
groups
kids
based
on
where
they
start
and
anticipates
what
the
growth
would
be,
and
so
that's
what
the
gross
target
is
based
on,
not
necessarily
like
second
grade
level
material.
That's
correct,.
AC
We
also
provided
the
the
same
thing
here
for
by
grade
level
for
both
reading
and
math,
so
that
you
could
have
that
information.
AC
And
then
we've
also
provided
the
median
growth
percentile
by
grade
level
as
well,
so
that
you
can
see
what
that
again,
that
dotted
line
shows
you,
the
average
national
average.
R
Go
to
the
next
slide
so
then,
as
we
start
to
dive
into
our
acceleration
schools
achievement
pre-pandemic
last
year
and
now
what
we
see
is
not
necessarily
a
little
bit
of
an
uptick
in
math,
still
not
not
quite
at
the
level
of
pre-pandemic
and
pretty
stable
in
reading,
so
we're
not
necessarily
seeing
any
additional
growth
over
the
last
two
years
of
investment.
I'm
sorry
achievement
in
the
last
two
years
of
investment.
R
But
as
we
look
at
growth
as
compared
to
pre-pandemic,
we
do
see
significant
growth
among
relative
to
the
pre-pandemic
levels
of
growth
in
those
schools,
from
25
to
44
and
from
last
year
to
this
year,
but
still
not
quite
at
pre-pandemic
in
reading.
So
that
gives
us
some
positive
signals
that,
despite
the
fact
that
we
were
in
a
year
and
a
half
pandemic,
our
schools
that
are
furthest
behind
are
growing
at
a
greater
average
than
they
were
prior
to
the
intervention
of
acceleration
schools.
R
So
this
is
not
enough
because
we
would
want
to
see
the
achievement
scores,
also
move,
but
from
our
perspective,
given
it
takes
typically
three
years
to
see
a
turnaround.
We
still
have
positive
signals
that
the
bets
that
we
have
on
the
table
are
working
to
improve
student
performance
in
the
acceleration
schools.
R
The
rest
of
the
deck
actually
dives
into
more
detail
around
breaking
it
out
among
similar
different
demographic
groups
to
make
sure
they've
provided
that
information.
So
you
can
compare
in
terms
of
kids
in
poverty
and
special
needs
students,
as
well
as
english
language,
learners,.
R
F
F
I
appreciate
the
breaking
out
of
the
data
by
subgroup
because
it's
important
to
note
that,
even
though
we're
above
the
50
level,
only
one
or
two
subgroups
is
constantly
above
the
50th
percentile
and
then
obviously
pre-pandemic
they
weren't
doing
well,
and
so
certainly
being
able
to
compare
them
to
you
know
to
pre-pandemic
is
not
what
we
would
want,
and
so
I'm
just
wondering-
and
I
know
I
mentioned
this-
but
I'm
going
to
name
that.
F
I
really
think
that
there
should
be
some
sort
of
task
force
or
specialized
attention,
and
I
realize
the
acceleration
schools
are
supposed
to
be
that.
But
I
think
that
there's
something
that
we're
not
doing
by
focusing
just
on
academics
there's
a
lot
that
goes
into
putting
a
kid
in
a
position
to
really
be
receptive
to
information
and
be
prepared
to
learn
it
as
we
heard
about
all
the
wraparound
services.
But
we
sort
of
use
that
term
a
lot.
But
where
is
the
constant
tied
at
the
hip?
F
You
know
somebody
leading
academic
achievement,
but
somebody
also
thinking
about
what
is
the
mental
health
status,
the
social
and
emotional
well-being
of
kids,
so
that
they're
prepared
to
learn,
but
that
it
always
needs
to
be
a
conversation
had
at
the
same
time,
not
just
when
we're
talking
about
a
surplus
of
funds
and
thinking
about
two,
how
the
measures
that
we're
putting
in
place
to
really
sort
of
get
the
instruction
through
the
kids
is
impacting
them
as
well,
because
we
don't.
F
We
certainly
don't
want
to
slide
back
to
sort
of
no
child
left
behind
days.
I'm
just
thinking
about
how
we
can
really
structure
the
system
to
better
respond,
because
we
we
sort
of
always
end
up
here
and-
and
I
know
we're
going
to
end
up
here
until
we
get
them
to
the
mark.
But
what
are
we
going
to
do?
That's
drastically
different
to
start
pushing
them
there.
I
would
love
to
have
some
different
kind
of
conversations
that
you
know.
R
And
I
think
it's
a
good
idea
and
we
could
have
conversations
about
what
that
might
look
like
in
small
groups
and
then
come
back
to
the
board
with
a
plan
for
the
july
meeting
coming
out
of
conversations
about
the
specific
data.
Because
that
way,
the
board
can
have
a
better
understanding
of
the
different
things
that
we're
doing
at
the
district
level.
Around
covid
recovery
for
mental
health
and
social
emotional
and
how
those
may
tie
together
or
may
not.
F
J
So
I
guess
my
comments
are
a
little
bit
different
but
agree,
but
I
want
to
add
on
in
a
different
way.
I
guess
I'm
just
sick
and
tired
of
seeing
this
type
of
report
reporting
in
the
disparity
between
the
black
hispanic
white
and
others.
We're
not
moving.
J
Students
like
we
should,
and
I'm
I'm
just
tired
of
seeing
the
large
gap
of
where
kids
are
growing
and
where
they're
moving,
particularly
the
blacks,
are
always
at
the
bottom.
J
My
concern
is
that
we've
been
talking
about
this
for
so
many
years
and
actually
have
not
seen
where
we
are
making
gains,
as
one
will
say
that
we
are
and
we're
still
yet
falling
below
the
line
on
the
graph
on
what
you're,
showing
my
question
then
becomes
what
is
being
put
in
place,
and
I
I've
asked
this
question,
maybe
100
times
to
improve
the
areas
where
we
know
are
lacking,
because
the
data
is
in
front
of
us.
J
You
guys
have
them,
you
guys
have
studied
them,
or
else
you
want
to
be
able
to
put
this
graph
together
as
to
where
the
concerns
are
where
the
needed
measures
need
to
be
put
into
place.
We
have
millions
and
millions
of
dollars
that
we
are
advocating
or
are
allotting
to
different
areas
to
improve
learning
loss.
You
know
I
just
need
to
see
where
we
are
really
putting
the
money
to
the
areas
of
where
we
already
know,
based
on
the
data
that
you
have
already
received
and
you've
already
studied
you've
already
put
together.
J
Where
are
we
putting
those
dollars
to
those
resources
to
impact
those
losses
of
where
the
learning
is
occurring?
And
it's
been
happening
for
years
now?
I'm
very
much
concerned
about
that
because
I'll
be
honest
with
you,
I'm
just
sick
and
tired
of
seeing
this
type
of
data,
I'm
sick
and
tired
of
seeing
this
type
of
result.
R
R
R
S
R
One
I
was
on
sorry,
I'm
sorry
folks
right
here,
like
we're
not
we're
actually
doing
better
than
school
districts
that
are
similar
to
us
that
are
urban
and
school
districts
nationally.
Now
I
know
that
doesn't
feel
good.
I
I
don't
think
I've
been
trying
to
excuse
our
low
achievement,
but
I'm
not
sure
what
the
strategy
was
prior
to
these
two
years
to
improve
these
schools.
We
have
a
strategy
now,
it's
very
clear,
we're
doing
a
new
curriculum,
we're
doing
professional
development
around
that
curriculum.
That
has
a
proven
track
record
in
urban
school
districts.
R
We
piloted
it
with
our
most
neediest
schools.
First
by
this
fall
all
of
our
title.
1
schools
will
have
that
pilot.
We
invested
in
tutoring
programs
an
extended
day.
The
schools
that
are
the
kids
that
are
furthest
behind
are
in
summer
enrichment,
which
last
summer,
as
for
as
long
as
they
went,
help
stymies
summer
learning
loss
relative
to
our
peers.
We
are
doing
fairly
well
now.
R
It
doesn't
feel
good
because
the
achievement
gaps
have
lasted
for
multiple
decades,
but
to
assume
that
a
turnaround
effort,
which
typically
takes
three
to
five
years
in
a
pandemic
year,
is
going
to
show
outsized.
Achievement
gains
is
simply
unrealistic
point
to
any
other
district
across
the
country
who
has
done
that
and
I
will
happily
follow
their
path.
But
there
is
not
one
well.
J
If
you're
telling
me
that
every
year
we're
going
to
get
new
curriculum
put
in
place,
are
you
are
you
telling
me
that
we're
going
to
put
new
plans
in
the
place
every
day,
because
what
I'm
not
seeing,
I'm
not
seeing
over
the
course
of
the
years
improvement
of
where
we
need
to
be
now?
If
that's
what
you're
telling
me,
then
then
that's
another
conversation.
We
need
to
have.
R
So
my
read
on
our
math
results,
which
was
a
curriculum
change
that
happened
prior
to
this,
is
that
for
all
kids,
we
saw
gains
in
mathematics
not
enough,
but
we
did
see
gains
we're
not
changing
that
mathematics
curriculum
we're
doubling
down
to
get
it
farther,
we're
only
halfway
through
an
ela
adoption
right
now,
where
we
did
the
module
units
and
not
the
skills
block,
which
is
the
phonics
component
and
the
phonemic
awareness
we
didn't
want
to
have
too
much
change
for
teachers.
So
we
just
piloted
the
modules
that
will
be
all
in
this
year.
R
Coming
up
and
all
title
one
schools
are
opting
into
the
new
curriculum.
There's
not
another
answer.
After
that
we
chose
to
do
math
first
and
then
to
do
reading
this
year
within
the
acceleration
schools,
because
there
wasn't,
we
didn't
want
to
have
too
much
change
on
top
of
teachers,
in
addition
to
the
fact
that
we
were
dealing
with
a
pandemic
and
there's
a
lot
of
professional
development
around
improving
quality
of
instruction.
R
So
I
I
want
to
make
sure
we
continue
to
pay
attention
to
math,
because
we
saw
some
dips
among
some
high
performing
kids
and
mathematics,
but
there's
definitely
been
progress
made
and
we
have
more
to
do.
I
guess
I
would
also
point
out
the
acceleration
schools.
It
is
a
significant
investment
and
we
are
seeing
significantly
more
growth
than
we've.
Seen
previous
to
the
pandemic,
which
to
me
says
the
strategy
is
working
at
the
june
meeting.
R
Leading
educators,
which
we've
been
consulting
with
since
I
came
into
the
district
two
years
ago,
will
present
to
the
board
on
some
of
the
other
things
that
they've
seen
in
terms
of
observation
data,
so
showing
where
the
teacher
behavior
has
changed
over
time,
and
typically,
I
can
share
research
with
the
board
in
the
board
brief.
When
teacher
behavior
changes
it's
usually
a
year
before
you
see
it
in
student
achievement.
V
Okay,
I
can't
remember
the
board
approving
this
new
curriculum
so
that
when
you
say
it's
going
to
be
implemented
about
all
the
schools,
I
know
that
you're
following
the
program
now,
but
I
can't
remember
this
board
ever
approving
this
new
curriculum
and
then.
V
V
V
Lastly,
I
want
to
say,
if
you're
going
to
talk
to
me
about
the
differences
in
test
scores,
then
I
need
to
see
me
represented
on
this
page
and
I
don't
see
that
so,
let's
get
it
together
here,
I'm
frustrated
about
this
reading
program
and
you're
behind
and
then
when
I
look
at
the
pictures
that
we
present
to
the
board,
I
don't
see
the
majority
of
this
board
being
reflected
here
and
I'm
I'm
insulted
about
it.
I
really
really
am
just
wanted
to
make
that
comment.
C
So
I
would
like
to
just
there
are
two
things:
one
is
yes,
that
is
the
board's
job
to
say
this
is
how
we
want.
This
is
the
data
we
want
to
see
and
we
want
you
to
present
it
the
same
way.
Every
time,
and
even
within
this
presentation,
you
use
two
different
graphing
systems.
That's
completely
confusing,
it's
frustrating
for
me
at
the
least,
but-
and
I
also
want
to
say,
because
you
got
pretty
confrontational
with
river
matt-
that
data
slide
does
not
show
that
we're
doing
better
for
black
kids
at
all.
C
R
A
A
C
R
Can
I
finish
my
comment,
let
me
set
up
before
we
move
to
miss
darby.
I
didn't
intend
to
be
confrontational.
I'm
sorry
reverend
mack!
If
it
came
across
that
way,
I
I
feel
like
I
represent
the
teachers
and
the
principals
across
the
system
are
working
very
hard
to
improve
student
achievement
in
a
very,
very
tough
time.
This
is
the
time
in
our
the
worst
year
in
my
career
that
I've
been
in
public
education.
R
R
I
should
not
have
said
better,
I'm
not
trying
to
over
sugarcoat
the
results,
I'm
just
trying
to
put
them
in
the
context
of
the
last
two
years
that
we've
been
in
and
that
there
is
a
strategy
for
improvement
to
really
accelerate
instruction
for
the
kids
that
we're
most
worried
about,
and
it
it's
going
to
take
time
to
get
there.
But
I
am
not
trying
to
kick
the
can
and
say
we
don't
have
results
in
a
year.
R
I
should
be
out
of
a
job
like
that's
true,
but
I
do
think
we
will
see
progress
because
part
of
what
we've
learned
about
tool
turnaround
is
it
takes
time
and
it
takes
pace.
Teacher
behavior
changes
first
and
we
are.
We
are
stopping
the
learning
loss
by
some
of
these
interventions
and
again
this
is
just
the
first
of
several
databases.
R
Part
of
the
job
of
the
board
is
to
hold
us
accountable,
we're
trying
to
share
all
of
our
strategy
and
the
data
that
we
have,
and
that
way
you
can
push
back
on
where
we're
falling
short
and
what
we're
not
doing.
But
I
also
do
think
it's
my
job
to
put
this
in
a
national
context
that
it
doesn't
feel
good,
because
this
achievement
gap
is,
it
has
existed
for
decades,
but
relative
to
other
systems
across
the
country.
R
Because
of
your
hard
work
and
opening
school
and
the
hard
work
of
the
teachers
and
the
principals
on
the
ground,
we
were
able
to
stem
relative
learning
loss
and
start
us
on
a
place
of
recovery
this
year.
Is
it
enough?
Absolutely
not,
and
so
I'm
sorry,
sir,
it
didn't
seem
that
way,
but
I'm
trying
to
represent
people
who
I
don't
want
to
lose
heart
out
in
the
field,
who
are
working
very
very
hard
to
make
sure
that
they
can
actually
move
the
needle
towards
closing
that
gap.
A
Going
to
thank
you,
miss
belcher,
we're
going
to
take
a
five
minute
break.
Can
we
just
everybody,
excuse
everyone,
please.
A
A
A
F
You
one
of
the
questions
that
I
have
sort
of
at
the
end
of
all
this
is,
I
know
we
have
the
mechanisms
in
place
as
a
strategy
moving
forward,
and
I
know
you
want
to
double
down
on
it.
But
what
I
don't
recall-
and
forgive
me
if
I
don't
recall
it,
but
what
is
the
goal
for
student
achievement?
I
mean,
do
we
have
sort
of
an
I
mean?
I
know
the
reading
by
grade
five,
but
we
have
the
math
results.
We
have
the
reading
results.
F
R
We
definitely
want
to
see
significant
progress
in
closing
racial
disparity
gaps,
as
well
as
the
gap
between
our
high
poverty
students
and
our
students
who
are
not
in
poverty.
We
do
want
to
see
more
grade
level
performance
on
average
across
the
entire
district.
R
That
would
mean
we'd
have
accelerated
growth,
so
greater
so
greater
than
the
50th
percentile
in
terms
of
the
conditional
growth
metric
would
be
an
indicator
within
our
map.
Results
of
being
on
track
to
that-
and
you
know
from
a
perspective
of
like
on
the
ground,
that
the
reading
curriculum
is
being
taught
with
fidelity
but
individualized
to
meet
specific
needs
of
kids,
so
we're
seeing
accelerated
learning
not
just
grade
level
learning,
because
if
I
had
to
frame
how
we
did
this
year,
we
just
made.
F
Thank
you
I'd
like
to
just
continue
to
think
about
that,
especially
when
we
think
about
new
board
goals
like
having
that
number
out
in
front
of
us,
because
I
can't
I'm
it's
a
shame
to
say
because
it's
we
we
have
to
own
that
too.
But
I
can't
think
what
is
the
number
that
we
were
shooting
for
when
these
results
came
out?
I
can't
call
one.
R
It's
hard
to
set
go
outcome
goals
on
an
average
of
the
district
to
say
we're
going
to
be
at
this
place
because
it
really
does
mean
we
need
to
look
at
the
movement
of
individual
quintiles.
One
of
the
things
that's
really
interesting
if
you
look
in
the
nwea
report
and
and
is
to
look
at
the
achievement
by
quintile
level,
so
five
different
levels
of
achievement
and
it
sort
of
shows
you
where
the
growth
is
happening
among
those
different
groups,
and
you
can
see
that
kids
are
moving
at
different
rates.
R
AD
A
We
have
any
additional
questions.
I
I
just
I
don't
know,
I'm
sorry.
I
think
we
talked
somebody
mentioned
it,
but-
and
you
and
I've
talked
about
this,
but
I
just
want
to
clarify:
when
will
we
approve
the
el
or
be
presented
with
next
steps
for
the
el
pilot?
I
know
you
all
all
the
title:
one
schools
are
implementing
this
fall
and
then
the
rest
of
the
schools,
the
next
fall.
So
when
will
that
come
back
to
the
board
this
summer,
sometime
well,.
R
H
So
I
have
a
couple
things:
I'd
like
to
say
number
one.
I
agree
with
everybody
that
it's
been
decades
when,
when
we
see
the
same
type
of
data
and
not
getting
the
results
that
we
want
and
there
are
strategies
in
place,
there
are
other
strategies
that
are
being
contemplated.
H
For
instance,
the
d20
proposal
is
certainly
a
different
way
to
take
to
take
a
look
at
this
issue
of
lack
of
achievement
last
week
in
a
meeting
with
the
nwa
with
miss
belsey
and
other
staff
members
that
was
looking
at
the
the
map
data
and
in
the
analysis
that
they're
doing,
I
asked
the
nwa
people
to
do.
H
We
need
to
get
to
and
then,
as
you
all
know,
we
have
the
systems,
thinking
and
other
strategies
in
place
to
probe
the
system
to
find
out
why,
after
so
many
years,
we
still
based
on
all
that
all
the
resources
that
we've
applied
to
the
district,
all
the
people
that
have
been
invested
themselves
in
the
district.
While
we
haven't
made
those
that
made
that
progress.
H
So
we
are
working
towards
trying
to
figure
out
where
those
resources
need
to
be
aligned
where
they
need
to
be
invested
so
that
the
things
that
the
academic
team
have
been
working
on
the
last
two
years.
We
we
hope
to
continue
those,
because
there
are
some
indications
that
things
are
turning
we're
not
getting
the
achievement
that
we
need,
as
carolyn
indicated,
we
hope
to
have
it
in
the
sc
ready
stores
this
year.
H
A
A
AE
AE
I
we
we
employed
500
people
for
the
summer
enrichment
program,
which
is
500
people
who
are
already
really
tired
to
be
honest
and
they're
doing
they're
doing
a
great
job
when
they're
already
kind
of
stretched
to
their
limits,
and
today
you
wouldn't
know
how
tired
they
are.
They
were
welcoming.
They
were
excited.
AE
AE
We
have
16
sites
this
summer,
we've
expanded
and
added
five
additional
days.
We
have
two
k-8
sites,
yeah
and
the
rest
are
either
elementary
or
middle
and
there's
a
listing
there
of
our
different
sec
sites.
At
this
point
in
time,
we
registered
2
800
students,
and
we
had
just
enough
adults
to
do
that.
Work
between
teachers
and
teacher
assistants.
AE
AE
So
we
are
using
explicit,
systematic,
phonics
and
phonemic
awareness
pieces
to
that
and
we're
doing
using
a
stem
unit
so
that
engagement
piece
to
blend
the
pieces
together
for
us
at
the
middle
school.
We
are
using
the
illustrative
math
curriculum
for
the
math
piece
and
we
are
using
a
novel
stud
engagement
now
engaging
novel
study
for
the
other
part.
This
year
we
embedded
enrichment.
We
learned
last
year
that
we
put
the
enrichment
at
the
end
of
the
day
and
that
caused
some
logistical
issues.
AE
So
we
have
bucket
drumming,
we
have
backyard
games.
We
have
things
that
so
some
of
them
are
pe
teachers.
Some
of
them
are
english
teachers
who
want
to
do
something
different
and
offer
an
engagement
piece
and
next
slide,
and
then
our
high
school
program
is
a
credit
recovery
type
program
run
in
our
individual
high
schools.
AE
The
next
slide,
I
think,
just
shows
you
some
of
those
changes.
I've
said
a
couple
of
them:
we've
added
some
days,
we've
added
some
additional
time
for
teachers
for
instruction
and
planning.
We
even
have
art
therapy
in
four
of
our
schools
this
summer,
all
of
the
meals
are
being
cooked
at
the
site,
so
we
don't
have
to
have
personnel
transporting
that,
and
we
had
made
sure
that
our
front
office
staff
has
an
extra
layer
of
security
training,
especially
in
light
of
our
recent
events
in
the
nation.
AE
I
Good
evening
board
good
evening
mr
kennedy
and
everyone
chairman,
dr
matt
yeah,
I'm
here
to
talk
about
money.
Mr
kennedy
always
knows
john
he's
like
what's
the
money,
how
much
did
it
cost?
What's
the
per
people
cost,
so
it
it
doesn't,
did
not
cost
as
much
as
last
year.
You
know
like
6.3
million
dollars
I'll
be
looking
at
last
year.
It
was
around
the
same
one
six
point
three
million
dollars
and
we
had
the
same
amount
of
kids
around
2,
800
kids
in
the
program.
I
This
is
a
district-wide
collaborative
effort.
We
work
with
communication.
We
work
with
michael
ride's,
ride
and
boss
group.
We
work
with
the
folks
in
facilities.
We
walk
all
the
facilities
and
pick
the
rooms
that
we
were
going
to
use.
We
also
work
with
transportation,
because
transportation
is
a
big
ticket
item
to
make
sure
all
the
kids
are
going
to
be
transported
safely
made
arrangement
for
our
special
needs.
Kids,
so
district-wide,
someone
in
every
department
had
something
to
do
with
the
planning
of
this
summer
program.
I
So
that's
where
we
are
with
the
funds.
It's
about
the
same.
It's
all
essential
funds
that
we're
paying
with
this
going
into
next
year,
we'll
probably
be
using
so3
funds.
So
that's
the
funding
source
for
the
sec
camp.
There
any
other
questions
we
are
here
to
entertain
your
questions.
R
Megan
can
we
just
go
through?
I
did
want
to
highlight
that
there
are
a
few
other
summer
programs
happening
in
in
the
district,
so
the
arts
program
is
back
again.
If
you
go
next
slide,
maggie,
there's
a
program
description,
we're
subsidizing
it
for
those
kids
who
can't
afford
it
and
making
sure
that
it's
more
accessible
to
more
kids.
In
addition
to
that,
there's
also
the
sale
program.
R
So
that's
the
gifted
and
talented
program
again
making
sure
that
we're
serving
more
kids
and
doing
more
proactive
outreach
to
make
sure
that
more
kids
can
take
advantage
of
that
opportunity.
These
programs
started
last
week
and
I
think
we
do
have
a
couple
of
extra
programs
that
are
targeting
specific
communities,
including
the
multilingual
learner
program.
At
these
three
sites,
that's
run
through
the
office
of
english
language,
learners,
early
learning
programs
at
mary
ford,
as
well
as
at
midland
park,
to
make
sure
that
we're
paying
attention
to
our
pre-k,
kids
and
then.
R
Finally,
just
calling
out
that
our
I
thought
I
had
us
our
high
school
kids
we
have
about.
Is
it
600.
I
Was
no
cap,
we
did
invite
5000
kids
and
we
were
trying
to
keep
it
within
a
manageable
number.
So
we
were
looking
at
inspecting
to
get
about
3,
500
kids,
because
we
one
we
wanted
to
address
as
many
kids
as
we
could,
but
we
did
not
want
to
tie
our
staff
out,
so
you
have
retired
staff
coming
back
into
the
new
year,
so
it
was
a
balancing
act.
Okay,.
J
What
was
the
requirement
to
get
into
the
program
or
to
those
3
500
to
be
identified?
I
mean,
but
my
question
was:
are
we
re?
Did
we
invite
specific
3
500
students
to
tap
into
areas?
We
know
that
that
they
needed
improvement,
and
so
I'm
just
trying
to
figure
that
out.
AE
There
were
several
factors,
but
the
main
one
was
looking
at
their
academic
performance
range
and
really
this
camp
serves
our
students
who
are
who
need
the
most.
So
we
have
our
li
students
from
all
the
way
through
about
a
certain
percentage.
We're
probably
not
going
to
voice
that
here,
because
that
then
tends
to
label
us
soon,
but
there
was
really
specific
criteria
for
the
5000
that
we
that
we
invited
okay.
J
What
was
there
a
specific
marketing
just
say
for
high
school
students?
I
noticed
there's
only
677
and
I
know
there's
a
number
of
high
school
students
that
are
that
may
need
that
that
credit
recovery
to
get
them
to
be
on
level
to
where
they
need
to
be
particularly
working
toward
graduation,
which
will
definitely
help
increase
our
percentage
numbers.
But
was
there
specific
marketing
toward
anything
along
that
lines?.
I
That
was
specific.
That
was
pretty
much
plan,
specific
specifically
by
the
schools
so
like,
where,
as
we
did,
the
funding
for
it,
each
school
chose
the
kids
invited
the
kids
on
their
own
that
needed
to
go
to
credit
republic
recovery.
A
AB
R
You
absolutely
can,
in
fact
we
have.
The
wallace
foundation
has
been
advising
the
leaders
of
the
summer
enrichment
camp
to
try
to
make
sure
we're
learning
from
best
practices.
So
they're
going
to
be
here
to
do
some
walkthroughs
to
give
us
feedback.
So
at
some
point
we'll
make
sure
the
board
knows
when
that
is
so.
You
can
have
the
opportunity
to
learn
from
them,
because
we
found
that
experience
to
be
very
valuable.
It's.
A
Great,
it's
exciting
to
see
the
enrichment
and
the
academics,
because
some
are
supposed
to
be
fun
as
well.
Thanks
everyone
for
your
time
and
reports,
ms
darby
yep
next
is
audit
and
finance
committee.
Ms
green.
E
As
always,
the
action
items
and
the
information
items
are
there
for
your
review
and,
of
course,
we
will
have
the
information
to
go
with
those
for
our
meeting
in
whenever
we
meet
23rd
or
whatever.
But.
E
J
Okay,
just
just
one
quick
question
on
the
laura
brown
funding,
I
know
there
was
always
a
competitive
challenge
every
year
I
know
we
had
like
50
000
set
aside,
for
that
I
mean
has
that
been
to
where
these
students
can
literally
get
to
these
competition.
I
mean
is
that
funding
level
yeah.
E
J
That's
good,
if
you
didn't
use
all
of
it,
because
it
was
a
challenge
before
in
the
previous
years.
We
didn't
have
enough
right
to
cover
to
get
those
students
to
those
competition.
They
would
have
to
raise
additional
funding
so
far.
I
was
just
trying
to
avoid
that,
if
all
possible-
but
it
sounds
like
we
didn't,
he
did
not
use
all
the
funding
for
that.
A
Okay,
next
item:
six
is
policies.
C
Thank
you.
We
have
one
item
policy
ebcb,
which
is
safety
plans
and
drills.
So
this
is
a
new
policy
for
our
policy
manual
and
the
reason
it's
coming
to
us
at
this
time
is
because
fire
code
regulations
have
changed
for
the
state
and
so
a
lot
of
this.
The
impetus
was
fire
code.
However,
there
are
other
security
related
and
disaster
related
policies.
You
know,
protocols
included
and
so
just
wanted
to.
Let
people
know
what
that
why
this
was
coming
up
now
and
if
I
believe
everybody
had
time
to
reviewed.
C
A
C
A
Next
item
is
7a
legislative
update.
I
think
we
have
our
update
via
zoom
today.
AB
Good
afternoon,
mr
chairman,
members
of
the
board,
can
y'all
hear
me:
okay,
yes,
yes,
yes,
good,
okay,
good
good,
so
I'll,
be
very
brief.
But
last
week
the
house
and
senate
budget
conferees
adopted
the
conference
report,
the
full
list
of
budget
providers
and
the
spreadsheet
will
know
they
will
likely
not
be
posted
until
next
week.
AB
So
we'll
get
that
to
you
as
soon
as
possible,
but
the
committee
adopted
the
house
version
of
the
new
education
funding
formula
and
the
senate
version
of
the
weights
for
poverty
and
disabilities
and
things
of
that
nature.
So
they
will
convene
this
week
on
wednesday
to
vote
on
that
budget
conference
report.
In
both
bodies.
AB
We
expect
them
to
probably
not
go
past
wednesday,
but
it's
likely
they
could.
They
could
go
from
they
could
they
could
adjourn
on
thursday
as
well
just
taking
up
that
budget,
so
the
budget
will
then
go
to
the
governor
for
vetoes.
AB
So
that
means
the
house
and
senate
will
return
on
june
28
to
either
sustain
or
override
those
vetoes.
So
that's
that's
really
what
we
what
we
looking
at
this
week
and
we
will
keep
you
all
posted
on
the
coming
events
this
week.
The
general
assembly
could
also
return
in
july,
but
those
will
be
for
matters
related
to
federal
rulings
on
roe
v
wade.
AB
So,
but
we
will
keep
you
posted
when
they
they
plan
on
returning
after
this
week
and
I'll
be
happy
to
try
to
answer
any
questions
you
may
may
have
at
this
time.
C
H
AD
Hi,
I
can
answer
that.
Thank
you.
So
the
projections,
the
initial
projections
that
we
provided
with
the
9.1
mil
increase,
was
based
on
the
house
version
which
at
the
time
was
more
favorable
to
the
district.
When
we
came
back
before
the
board
and
you
all
approved
a
6.3
mil
increase
that
was
based
on
the
senate
version,
which
at
the
time
was
more
favorable
to
the
district.
The
current
version
that
was
just
approved
last
week
is
now
the
house.
Amended
version
is
what's
more
favorable
to
the
district,
so
we'll
be
modifying
our
projections.
A
AB
A
So
next
item
7b
is
determining
the
agenda
items
to
move
forward
to
the
consent
agenda.
Based
on
the
notes
I
took
it
looks
like
it
would
be
item
and
tell
me
if
I'm
wrong
julie,
item
4a,
4b,
4c
and
6a.
A
E
A
Great
that
passes
and
then
our
upcoming
meetings,
we
have
a
special
call
board
meeting
after
this
meeting,
so
don't
leave.
We
have
a
board
meeting
on
the
27th
miss
herder.
Will
you
remind
us
of
our
upcoming
training?
A
A
J
J
J
J
The
june
13
2022
board
of
trustees
special
call
meeting
to
order
entertain
a
motion
for
the
adoption
of
the
agenda
moved
by
ms
darby.
J
So
we're
going
to
do
something
new
to
just
when
the
votes
come
up,
just
make
sure
that's
the
vote
that
you
actually
cast
all
right.
It's
unanimous
at
this
time
entertaining
motion
go
into
executive
session,
all
right,
move
by
miss
darvey.
Second,
by
ms
waters,
all
right
we're
going
to
ask
everyone.
That's
not
a
part
of
executive
session!
If
you
would
just
please
briefly
excuse
yourself,
and
we
will
call
you
back
very
quickly.
O
O
J
J
J
We
will
reconvene
back
into
open
session.
Is
there
a
motion
for
item
5a.
J
Okay,
that
item
passes
six
one
as
that
reflective
of
everyone's
vote
further
executive
session
item.
There
was
one
request
made
by
a
board
member
that
we
will
have
further
discussion
on
at
a
at
our
next
board
meeting
new
item
6a.
AD
C
E
That
we
approve
the
request
of
items
that's
listed
on
the
contractual
items,
that's
on
the
list
for
250
000
and
above
second.
J
All
right
move
by
ms
green
second
by
miss
her.
Are
there
any
questions.