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A
B
I
have
a
motion
I'd
like
to
approve
the
adoption
of
the
agenda
and
the
consent
agenda
item.
While
removing
item
4g.
B
D
E
E
A
A
And
that
motion
passes
tonight
we
will
be
seven
reverend
mack
will
not
be
in
season,
will
be
eight
at
some
point
soon
we
will
be
eight
raven,
mack
won't
be
in
at
this
time.
Can
we
get
a
motion
to
approve
the
minutes.
B
Yep
move
to
approve
minutes.
A
Second,
move
back
kate
and
second
by
miss
green.
A
A
E
E
E
E
E
E
E
E
B
A
G
B
A
E
B
B
B
A
B
A
H
Good
evening
vice
chair
waters
board
of
trustees
members,
dr
postaway
this
evening
for
special
recognition.
We
are
excited
and
proud
to
recognize
baptist
hill
middle
high
school
dance,
teacher,
melissa,
murdock,
who
won
a
national
social,
emotional
learning
and
action
award
melissa's
principal
mr
brendan
blaze
is
also
joining
her
here
with
us
this
evening.
In
partnership
with
the
novo
foundation
and
the
rockefeller
philanthropy
advisors,
melissa
was
selected
as
one
of
105
recipients
from
800
applications
nationwide
and
is
the
only
ccsd
educator
to
win
this
award.
H
She
used
the
1915
dollar
award
funds
to
attend
breed
for
change
training.
It's
a
yoga
certification
program
designed
specifically
for
teachers
breed
for
change,
integrates
social,
emotional
learning,
meditation
and
traditional
aspects
of
yoga.
Please
join
us
in
congratulations.
Congratulating
melissa
murdoch
on
her
outstanding
achievement.
H
Next,
this
evening
we
have
belle
hall
elementary
school
pres
principal
kevin
conklin,
as
well
as
pta
board
member
lan.
T
slenzak
got
it
with
us
to
recognize
their
prestigious
designation
as
a
2021
national
blue,
ribbon
school
belle
hall
elementary
school
is
only
one
of
five
schools
in
south
carolina
designated
as
a
2021
national
blue
ribbon
school
and
is
the
first
in
ccsd
to
receive
this
award
in
four
years.
The
national
blue
ribbon
school
program
recognizes
public
and
private,
elementary
middle
and
high
schools
based
on
their
overall
academic
excellence
or
their
progress.
H
In
closing
achievement
gaps
among
student
subgroups,
the
award
affirms
the
hard
work
of
students,
educators,
families
and
communities
in
creating
safe
and
welcoming
schools
where
students
master,
challenging
and
engaging
content.
Please
join
us
in
giving
them
a
warm
round
of
applause.
Congratulations,
bill
hall.
A
H
H
Coach
barnes
is
motivated
to
improve
the
learning
experience
for
students
across
ccsd.
Thanks
to
his
own
experiences
in
high
school
and
college,
he
was
a
high
school
athlete
athlete
and
played
college
basketball,
his
teachers
and
coaches
and
he's
from
ohio
jeff.
His
teachers
and
coaches
are
positive
role.
Models
and
aj
was
selected
from
over
80
school-based
teachers
of
the
year
and
will
help
lead
the
ccsd
teacher
of
the
year
roundtable
during
the
2021-2022
school
year.
Let's
give
aj
a
round
of
applause.
B
B
B
B
B
It
is
shocking
that
a
rogue
totalitarian
school
board
has
decided
to
play
god
and
determine
what
is
best
for
our
child.
Can
you
believe
that
my
child
is
now
segregated
from
her
schoolmates,
because
she's
followed
the
law?
I
have
asked
the
school
board
and
the
school
to
provide
a
single
peer-reviewed
study
on
the
efficacy
of
wearing
masks.
B
No
proof
has
been
provided,
not
even
a
response
offered.
This
has
never
been
about
the
mask.
Rather,
it
is
about
control.
If
we
allow
this
to
stand,
we
do
not
deserve
the
freedom,
so
many
have
fought
and
given
the
ultimate
sacrifice
for
one
wonders,
are
there
enough
of
us
who
still
love
freedom
enough
to
stop
this?
So
I
have
some
time
left.
I
do
want
to
know.
When
is
this
going
to
stop?
We
are
living
with
an
endemic,
it's
no
longer
pandemic.
The
numbers
are
way
down.
B
B
Good
afternoon,
I'd
like
to
start
by
telling
you
I
have
never
attended
a
school
board
meeting
before
let
alone
taken
to
the
mic
and
spoken
at
one,
but
I
can't
be
silent
anymore.
I
have
a
sixth
grader
and
it's
too
important
to
me.
Why
am
I
here
today
because
the
ccsd's
brazen
disregard
for
state
law,
I
can't
choose
which
law
I
follow
and
which
ones
I
don't
follow
and
either
can
you
if
you
can
circumvent
the
law?
B
You
should
be
ashamed
of
yourselves
and
resign,
but
let's
put
the
law
aside
and
talk
about
the
mass
mandate,
you
instated
today
you're
going
to
hear
a
lot
of
information
about
masks
and
sadly
I
know
much
of
what
we
tell
you
will
not
change
your
minds
because
you
have
fallen
for
a
lie.
You
have
been
fooled
hoodwinked
and
duped
into
believing
masking
our
children
prevents
them
from
contracting
or
spreading
covet,
but
we,
the
parents,
have
not
been
fooled
and
we
are
in
charge
of
our
children's
lives
and
health.
Not
you.
B
If
you
truly
follow
the
science
and
not
the
anti-freedom
anti-liberty
agenda
bathed
in
fear
and
control,
you
will
come
to
the
logical
conclusion
that
masks
don't
work.
We
have
asked
the
board
for
the
data
it
used
to
come
to
the
decision
to
mask
our
children,
but
you
have
refused
to
provide
it.
Your
refusal
speaks
volumes
and
our
refusal
to
mass
our
children
speaks
even
louder.
B
K
Hi,
lawless
criminals
of
the
board,
my
name
is
miguel
figueroa
and
I'm
a
parent,
I'm
an
army,
retired
army.
I've
served
two
tours
in
iraq.
I
want
to
talk
to
everyone
about
leadership:
okay,
seven,
core
army
values
that
I
learned
while
I
was
serving
the
first
one
is
loyalty
right
that
means
being
loyal
to
the
parents
and
the
children
of
this
community,
not
to
each
other.
It's
not
for
y'all
to
be
loyal
to
each
other.
K
Y'all
are
failures
in
that
one.
Just
let
you
know
duty,
you
all
have
a
duty
to
serve
the
educational
needs
of
students
in
this
county.
That
does
not
include
segregating
kids
for
no
reason
and
putting
them
in
subpar
virtual
learn
your
failures,
respect
you
treat
folks
how
you
want
to
be
treated,
it
doesn't
mean
you
hide
behind
your
four
walls
and
don't
talk
to
anybody,
don't
address
anybody
failed,
self-servant,
selfless
service.
K
K
Even
when
there's
no
one
around
okay,
the
second,
you
all
decided
to
hide
your
decision
making
again
in
these
executive
sessions,
you
failed
every
single
one
of
you,
failed
personal
courage,
the
courage
to
stand
behind
your
decisions
and
face
questions
and
comments,
whether
or
not
they're,
in
line
with
your
own
again
failures.
I
got
four
seconds.
Let
me
just
tell
you
it's
ridiculous.
You
have
folks
standing
outside
and
you
don't
let
people
come
into
these
meetings
and
observe.
E
A
B
I
I
wanted
to
publicly
thank
you
for
implementing
a
mass
mandate
in
all
charleston
county
public
schools.
According
to
dhec
data,
we
have
lost
20
south
carolina
children
to
covet
since
the
beginning
of
the
pandemic,
and
that
is
20
too
many.
It's
true
that
pediatric
cova
deaths
are
rare
and
are
often
associated
with
a
comorbidity.
I
However,
in
implementing
a
mask
requirement,
you
have
shown
that
all
children's
lives
are
worth
protecting
and
you
have
shown
that
all
children
matter.
Thank
you
for
understanding
that
autistic
and
other
special
needs.
Children
may
not
be
able
to
wear
masks
themselves,
but
they
deserve
the
protection
afforded
by
their
masked
peers.
I
And
finally,
let
me
say
that
my
own
children,
who
are
all
fully
vaccinated,
they're
old
enough
to
be
so
they've,
not
once
complained
about
wearing
a
mask,
not
once
I
have
15
seconds.
I
hope
you
know
about
the
new
cdc
studies
out
of
the
two
counties
in
arizona
one
county
had
tucson
one
county
had
phoenix
dramatic
reduction
and
coveted
outbreaks
in
the
county.
That
masked
thank.
F
Hello
y'all
see
me
before
I've
been
here
several
times
on
lots
of
issues.
Sometimes
you've
been
on
issues
that
I've
loved
to
your
decisions,
and
sometimes
it's
been
issues
that
I
haven't
loved
your
decisions,
but
I
keep
coming
back.
I've
also
been
participating
in
a
weekly
bible
study
on
the
book
of
micah.
In
the
first
chapter,
we
read
micah's
lamentations
his
weeping
about
what
was
happening
in
his
community
and
the
reflection
one
of
the
study
members
asked
if
we
could
see
protests
as
lamentations,
so
I
am,
I
hear
the
bull
horn
outside.
F
I
see
the
signs.
I
feel
the
breath
of
the
cries.
I
hear
the
frustration,
fear,
grief
and
sadness.
I
get
it
it's
a
tough
time
for
all
of
us,
but
I
also
think
about
democracy.
I
think
about
the
importance
of
voices.
I
think
about
the
tough
time
it
takes
to
make
decisions,
and
I
look
later
in
micah.
The
people
ask
what
they
need
to
do.
What
are
they
going
to
have
to
give
up?
F
B
With
all
my
kind
stocks,
I
would
like
to
respectfully
ask
that
you
start
holding
these.
Please
don't
start
my
time
yet
ask
hold
these
meetings
at
a
time
when
more
people
can
come.
This
time
is
very
not
conducive
to
parents,
participation,
they're,
picking
up
their
children
first.
B
I
would
like
to
remind
our
elected
school
board
that,
as
nonpartisan
officials
charged
with
the
education
of
our
children,
it
is
neither
your
responsibility
nor
your
right
to
condone
or
promote
any
issues
that
break
the
laws
of
south
carolina
by
blatantly
disregarding
south
carolina
law
and
forcing
school
administrators
and
teachers
to
enforce
the
mass
mandate.
You
are
setting
an
egregious
example
for
our
young
people.
You
don't
like
the
law,
any
law
just
go
ahead
and
break
it.
Have
you
considered
the
long-term
consequences
of
your
unlawful
actions?
B
Are
you
paving
the
way
for
total
government
control?
You
do
not
have
this
right.
What
you
do
have
is
the
duty
and
responsibility
to
ensure
that
all
of
our
children
receive
a
fair,
equal,
truthful
education
based
on
facts,
not
feelings
and
that
they
learn
to
respect
the
law.
Punishing
children
by
not
denying
them
a
face
mask
denying
them
by
denying
them
an
education
because
they
refuse
to
wear
a
face.
Mask
is
wrong.
Quarantining,
healthy
children
is
wrong,
and
it's
not
based
on
science.
B
B
J
J
I'm
sure
that
the
number
one
priority
for
every
single
person
in
this
room
is
keeping
our
kids
in
school
face
to
face
we're
very
appreciative
that
you
did
not
back
down.
You
did
not
take
the
easy
way
out.
You
instead
decided
to
explore
all
options
and
do
everything
within
your
power
to
put
the
health
and
safety
of
our
kids
teachers
and
families
first
master.
Not
only
preventing
the
spread
of
covet
in
many
homes,
including
my
own
masks,
have
also
become
a
teaching
and
learning
opportunity.
J
Do
you
care
about
yourself?
Only
yourself.
Do
you
care
about
others
by
asking
our
kids
to
wear
a
mask?
We
are
also
teaching
them
one
of
the
most
important
lessons
in
life,
and
that
is
to
care
for
others.
By
wearing
a
mask,
we
may
be
saving
a
life.
We
may
be
preventing
our
neighbor
from
taking
the
virus
home
to
a
sick
child,
an
elderly
grandparent
or
to
a
relative
with
cancer.
J
J
B
B
We
are
tired
of
sitting
here
where
we
can't.
We
can't
break
the
law,
but
you
all
can
to
get
your
agenda
forward.
Parents,
everyone
listening.
This
is
your
call
to
action.
If
you
were
wondering
why
or
how
ccsd
is
doing
this,
I
encourage
you
to
research.
The
sr3
funding
is
this:
is
your
principal?
Is
your
principal
being
paid
with
federal
funds?
B
B
B
With
regard
to
a
mass
mandate,
there's
been
must
much
discussion
about
parental
rights
and
government
overreach
in
considering
a
mandate.
Yet
we
have,
by
our
own
votes
and
voice
empowered
this
school
board
to
provide
leadership
that
protects
and
educates
our
children
mandating
masks
until
our
infection
rate
falls
within
reasonable
parameters
is
not
governmental
overreach.
B
L
Hello,
everyone,
members
of
the
board-
thank
you
for
having
me.
I
I'm
here
with
regard
to
lincoln
regional
project,
and
we
were
told
that
the
vote
went
through
to
approve
that
the
old,
lincoln
high
school,
the
retired
facility
will
be
turned
over
to
us
in
2022,
and
we
really
appreciate
that
we
met
with
the
superintendent,
and
I
appreciate
everything
that
jeff
peroy's
office
has
done
to
help
us.
Come
to
this
point,
I'm
only
here
to
just
touch
on
a
couple
of
details.
We
originally
at
our
first
presentation.
L
What
we
would
like
to
see
happen
is
something
concrete
whereby
I
would
receive
keys
to
three
specific
spaces,
primarily
the
entire
facility,
but
we're
only
going
to
use
three
spaces
building
54
the
economic
building.
That's
going
to
be
a
shared
space
between
us,
the
charleston
county
parks
and
recreation
service.
We
agreed
to
that
that
they
should
come
and
have
use
of
that
space
and
the
cb
santee
community
community
development
corporation.
L
They
have
been
working
in
the
in
the
region
for
a
couple
of
decades
and
this
will
give
them
the
space
that
they
need.
We
want
to
be
able
to
get
in
there
this
november
to
begin
operations,
and
I
wanted
to
be
clear
that
we
will
be
able
to
do
that.
The
agreement
that
was
told
to
me
by
angela
barnett
didn't
have
that,
and
I
was
I
wanted
to
make
sure
I
sent
them
a
copy
of
this
letter,
so
you
should
be
able
to
look
over
it.
B
Okay
good
afternoon
I
have
kids
at
both
cpe
and
cario
middle
school,
and
I
was
appalled
at
some
of
the
behavior
that
some
of
the
parents
displayed
last
week
as
a
mount
pleasant
mom,
who
has
pretty
big
big
reach
around
a
lot
of
people.
We
were
pretty
embarrassed
of
the
representation
that
was
shown
at
the
different
schools.
B
The
protesting
the
leering
egging
on
teachers
and
actively
filming
it
all
on
school
property
we
felt
should
have
really
been
removed.
Those
people
should
have
been
removed
because
we
felt
they
were
trespassing,
but
I
could
digress
at
first.
I
was
going
to
come
up
here
and
speak
my
piece
about
studies
like
the
most
recent
peer-reviewed
study
regarding
mass
wearing
at
school,
that
reduces
outbreaks
by
three
and
a
half
percent
that
came
from
the
cdc,
I
think
just
two
days
ago.
B
D
You
and
I'd
like
to
thank
steven
wyatt,
who
is
operating
that
control
center
tonight.
So
stephen,
if
you
would
please
put
up
the
slides
and
for
board
members,
there's
a
copy
of
the
slide
deck
in
your
blue
folder,
so
I
will
go
ahead
and
get
started.
Our
first
slide.
The
next
slide,
please.
D
Thank
you.
The
next
slide
is
simply
a
reminder
for
us
to
thank
all
the
folks
who
have
been
at
it.
Since
school
the
school
year
began.
There
was
a
very
short
period
this
summer
to
get
a
lot
of
things
done.
We
had
as
many
teachers
as
were
were
available
teaching
in
many
of
our
schools
to
extend
last
year's
school
year
or
offer
additional
summer
instruction.
D
They
came
right
back
and
then,
as
we've
learned
with
the
pandemic,
conditions
changed
and
we
had
to
change
that
would
not
have
been
possible
without
the
quick
thinking
the
willingness
to
provide
input
after
hours
and
the
long
long
days
that
many
people
in
the
district
put
in
in
order
to
get
our
school
year
started
off
successfully.
So
thank
you
to
principals
teachers,
support
staff
in
the
schools
and
the
folks
at
the
district
office
on
the
next
slide.
D
We
show
that
the
latest
dhec
metrics,
which
we
have
been
sharing
now
for
many
months,
charleston's
incident
rate,
is
still
in
the
high
category,
we're
we
are
at,
as
you
can
see,
700
almost
780
cases
per
hundred
thousand
it's
coming
down,
but
that
category
is
still
high.
The
trend
is
low,
which,
which
is
great.
That
means
that
the
spread
of
that
is
the
rate
of
the
spread
of
the
disease
is
slowing
down
and
those
two
together
then
put
us
in
the
medium
category,
along
with
the
percent
positive
in
our
community.
D
We
see
that
pattern
played
out
on
this
slide.
That
shows
the
reduction
in
covid
cases
per
week.
The
week
of
august
30th.
We
had
473
positive
cases
and
the
la
last
week
that
is
depicted
here
there
were
199,
so
that's
a
reduction
of
more
than
50
from
the
highest
week
that
we
saw.
We
certainly
hope
that
line
continues
on
the
downward
trajectory.
M
Ma'am
very
positive
notes
here
on
the
operational
updates
from
a
contract
tracing
perspective.
We
do
now
have
employees
on
board
on
board
full-time
for
contract
tracing
to
support
our
nurse
liaisons,
as
well
as
district
staff
pitching
in
to
help
we've
really
cut
the
backlog.
M
M
We
don't
have
the
internal
abilities
to
support
that
beyond
the
binex
now
rapid
test
that
our
school
nurses
have,
but
we've
been
working
with
a
state
vendor
to
look
at
offering
regional
testing,
and
we
really
focus
this
on
any
schools
or
classes
coming
out
of
quarantine.
They
can
get
tested
before
they
come
back
in
or
if
we've
got
athletic
or
fine
arts
events
that
might
be
leaving
the
area
having
those
organizations
tested.
So
we're
optimistic
that
we'll
have
that
in
place.
M
They'll
offer
both
their
rapid
antigen
test,
as
well
as
the
molecular
tests
which
they're
guaranteeing
that
guaranteeing
but
they've
been
providing
a
24-hour
turnaround
on
the
results
for
other
school
districts
in
south
carol
and
south
carolina
transportation.
We've
made
some
significant
progress
on
that
front.
We've
reduced
our
number
of
routes
by
20
that
essentially
saves
us
20
drivers.
Our
current
fill
rate
is
90,
but
we
have
20.
M
We
have
20
drivers
that
went
into
class
at
the
end
of
september.
We
have
24
more
drivers
coming
into
class
the
first
week
of
october,
and
so
we're
optimistic
that
our
numbers,
with
what
first
students
offering
for
bonuses
signing
bonuses,
as
well
as
referrals
for
existing
drivers,
will
pay
big
dividends
for
us.
M
D
You
and
I'd
like
to
switch
now
to
focusing
on
student
achievement.
We
laid
out
a
lot
of
data
last
time.
Miss
belcher,
miss
roberts,
miss
simmons,
dr
williams,
all
shared
some
data.
We
want
to
look
at
these
data
from
a
different
lens.
This
time
we
have
some
exceptional
student
outcomes,
but
there
is
some
unfinished
learning
or
unfinished
instruction
that
still
needs
to
occur.
D
So
if
we
look
at
the
at
a
broad
view,
if
we
compare
ourselves
with
the
the
other
two
largest
districts
in
south
carolina
and
we
add
berkeley
and
dorchester
counties
because
they're
neighbors,
we
see
that
overall
in
the
district
comparisons
charleston
fares
very
well,
but
a
deeper
look
at
those
data
tell
us
that
there
are
some
discouraging
numbers
inside
those
averages.
So
on
the
next
page,
we
begin
to
look
at
from
the
kindergarten
and
first
grade
level
forward
what's
happening.
So
one
of
the
ways
that
we
look
at
the
data
is
to
break
it
apart.
D
We
know
that
the
influences
outside
of
school
have
a
greater
impact
on
learning
than
the
influences
inside
of
school.
That's
why,
particularly
in
schools
that
serve
children
who
are
coming
from
homes
where
perhaps
both
parents
work
they
may
work
shifts,
they
may
not
be
able
to
help
their
children
with
homework
or
provide
the
extra
kinds
of
supports.
We
still
see
children
coming
into
school
with
a
lower
overall
achievement
average.
D
So
if
you
look
at
the
low
poverty
schools,
you
see
two
things
that
shows
you
that
the
fall
bar
would
be
the
first
green
bar
that
you
see
in
in
a
particular
coupled
bar
graph.
The
second
bar
shows
you
the
spring
score.
So
what
we
wanted
to
do
was
actually
take
a
look
at
at
the
amount
of
green.
You
see
red.
D
The
green
represents
readiness
at
the
beginning
of
the
year
in
low
poverty
schools
and
look
at
the
amount
of
green
that
existed
at
the
beginning
of
the
year
and
at
the
end
of
the
year
in
the
high
poverty
schools,
then
the
high
poverty
schools,
we
see
much
more
red,
that's
high
risk
of
not
being
ready,
as
we
think
about
how
to
target
the
esser
funding.
Looking
at
the
data
in
in
this
way
is
extremely
helpful.
D
D
D
D
But
when
we
look
at
the
high
poverty
schools
in
mathematics,
we
begin
to
see
some
really
encouraging
information.
Ms
belcher
and
others
have
talked
about
the
new
math
curriculum
that
I
think
the
district
began
putting
in
place
three
years
ago,
three
or
four
years
ago,
and
this
belcher
and
her
team
expanded
this
past
year.
They
also
added
some
elements
that
mathematics
curriculum
to
make
it
easier
for
students
to
learn
online.
D
So
again
we
see
the
differences
in
the
impact
of
covid
on
students
who
who
are
from
low
poverty
homes
during
the
pandemic
and
those
who
were
in
high
poverty
homes.
This
is
not
an
unusual
pattern
to
see
these
kinds
of
readiness
gaps,
but
it
does.
It
does
tell
us
we
need
to
think
very
differently
about
what
we
do.
D
What
are
the
interventions
that
would
allow
more
students
to
start
school
at
kindergarten
and
first
grade
ready
at
the
level
of
learning
that
will
be
necessary
as
they
move
through
the
system,
so
the
next
graph
is
a
a
different
test.
It's
the
nationally
normed
map
assessment,
the
non-profit,
northwest
evaluation
association,
has
hundreds
of
thousands
of
test
scores
in
their
data
bank
and
you
can
ask
them
to
run
data
to
parallel
schools
with
the
same
demographics
of
a
comparison
school.
D
So
if
we
take
the
first
school
that's
listed
at
the
top
ac
cochrane
elementary,
we
can
put
in
the
demographics
for
ac
cochrane.
Elementary
and
nwea
will
compare
that
with
the
growth
and
the
achievement
of
hundreds
of
thousands
of
students
who
have
similar
demographic,
similar
demographic
makeup.
So
as
as
we
look
at
the
reading,
we
see
that
over
90
percent
of
our
schools
grew.
D
If
we
look
at
that,
little
color
chart
down
in
the
right
hand
corner
when
you
see
that
little
line
in
the
middle
at
the
bottom
of
the
chart
in
yellow
is
the
average
growth.
So
anything,
that's
trending
into
the
green
area
means
those
students
grew
faster
than
children
in
their
comparison
group
across
the
country.
So
we
see
that,
for
the
most
part,
growth
is
above
what's
happening
in
other
schools
in
the
rest
of
the
country,
but
it's
not
enough.
I
think
that
point
was
made
the
last
time.
D
On
the
left-hand
side
about
halfway
down
the
page,
you
see
charles
progressive
academy
is
in
the
blue,
so
in
in
in
their
mathematics
instruction
that
there
weren't
many
schools
in
the
country
that
grew
children
at
a
faster
rate
than
charleston
aggressive
on
the
right
hand.
Side
of
that
chart.
You
see
laurel
hill
primary
school
about
midway
down
the
page.
You
see
mount
zion
elementary
in
the
blue
and
then
sanders
clyde
elementary
is
also
in
the
blue.
D
So
these
are
promising
signs
that,
across
the
district,
students
are
growing
academically
at
a
faster
rate
than
their
counterparts
in
the
country,
but
it's
not
enough
growth.
So
when
we
think
about
what
to
do
with
our
s
or
investments,
these
are
some
areas
we
need
to
think
about.
If
we're
going
to
use
that
money
wisely,
invest
it
wisely
for
high
leverage
change.
D
Finally,
we
wanted
to
take
a
look
at
the
high
school
end
of
the
spectrum,
so
we
just
chose
one
indicator.
These
are
the
increases
in
life
scholarship
eligibility
in
order
to
be
eligible
for
a
live
scholarship,
you
have
to
score
1100
at
least
1100
on
the
sat
or
24
on
the
act.
You
have
to
graduate
with
a
3.0
or
better,
and
you
have
to
be
in
the
top
30
percent
of
your
class,
so
to
be
eligible
for
a
live
scholarship.
D
You
have
to
meet
at
least
two
of
those
three
criterion
so
kudos
to
to
teachers
to
parents
to
students
this
past
year
as
difficult.
It
was
as
it
was.
It
showed
the
highest
percentage
of
students
in
the
history
of
the
scholarship
since
it's
been
established,
who
were
eligible
for
a
life
scholarship
having
almost
half
your
seniors
eligible
for
a
life
scholarship
is
quite
an
accomplishment.
D
If
we
look
at
african
american
students,
we
see
that
not
quite
half
of
the
african-american
students
who
are
in
that
cohort
of
students
earned
the
life
scholarship
and
that
differs
from
the
hispanic
and
white
comparison
groups.
There
again
another
signal
another
hint
about
where
we
might
want
to
target
investments.
D
D
This
total
grand
award
is,
as
was
mentioned
this
evening,
163
million
there's
a
calculation
that
must
be
made
for
charter
schools,
so
this
16
million,
approximately
16
million,
is
what
comes
off
for
that,
and
the
board
tonight
approved
26
million.
If
I'm
saying
a
thousand.
E
D
For
the
health
protocols
or
indoor
air
quality
issues
that
we
are
encountering,
and
then
I
just
put
a
question
mark
there
in
the
event
that
there
are
other
urgent
needs.
We
we
just
have
to
keep
in
mind
every
single
time
we
pay
for
something.
D
That's
not
directly
related
to
student
needs,
we're
reducing
the
amount
of
funds
that
we
have
to
target
in
very
intensive
ways
over
the
next
two
and
a
half
years
so
we're
we.
We
now
have
a
balance
of
about
121
million
spread
over
three
years.
It
has
to
be
spent
as
you'll
recall
in
by
the
fall
of
night
of
2024.
D
The
needs
of
low-income
students,
disabilities,
english
language,
learners,
minority
students,
homeless
and
foster
care
students
was
the
highest
priority
for
expenditure
of
those
funds
from
the
reaction
from
thousands
of
citizens.
Here
in
charleston,
county
addressing
learning
loss
was
the
second
highest
need
summer
learning
and
after
school
programs
were
all
those
were
all
sort
of
just
tied
for
first
place,
along
with
supports
for
mental
wellness
of
students.
D
The
goal,
which
is
closing
the
readiness
gap
we
started,
this
work
in
2017-18
had
a
good
run
on
getting
it
started,
getting
it
in
place.
We
were
beginning
to
trend
upward
in
2019-20,
but
we
didn't
get
the
spring
test
results
to
really
figure
out
where
we
were
because
we
had
to
close
for
covid
and
then
last
year
was
the
code
disruption.
D
D
The
board
tonight
will
appoint
a
team
to
help
provide
input
and
to
guide
the
the
committee's
decisions.
The
committee-
that's
making
recommendations
back
to
the
board,
will
also
include
individuals
with
expertise.
Some
of
them
educators,
some
non-educators,
but
folks
with
track
records,
proven
track
records
of
knowing
how
to
accelerate
growth.
D
We
think
there
needs
to
be
probably
a
combination
of
approaches,
some
of
them
delivered
by
the
school
district
and
school
district
personnel.
But
there
are
some
several
community
partners
who
have
stepped
forward
and
asked
to
assist
as
well,
but
the
bottom
line
is:
we
have
ways
to
identify
which
students
are
below
that
readiness
band
and
therefore
have
the
greatest
needs
and
the
board
we
believe,
has
made
it
really
clear
that
you
want
the
as
many
of
the
remaining
funds
as
possible
targeted
to
the
students
with
the
greatest
needs.
Those
who
are
below
that
readiness
ban.
N
Yes,
ma'am
madame
bosch
chairman
members
of
the
board.
I
just
wanted
to
tag
on
to
the
last
here
on
this
slide.
It's
certainly
our
goal
and
the
commitment
of
the
of
the
school
district
to
achieve
prioritizing
those
students
with
the
greatest
needs.
N
Certainly
my
commitment
personally
to
make
sure
we
align
our
programs
to
to
accomplish
that,
and
also
the
outreach
that
we've
received
from
community-based
organizations
who
want
to
partner
with
us
on
programs,
that's
their
priority
as
well,
and
we're
seeing
them
shape
those
recommendations
and
shape
those
proposals
to
identify
those
areas
that
are
in
most
need
within
our
community.
N
So,
even
though
this
program
will
have
its
share
of
challenges,
I
don't
think
developing
the
intentionality
to
achieve
these
goals
of
addressing
students
for
the
greatest
needs
is
going
to
be
the
biggest
challenge.
So
over
the
next
few
weeks
we
are
going
to
really
grind
down
and
how
we
put
together
those
programs
to
do
that.
We've
set
up
some
guidelines
for
how
we
want
to
provide
oversight
and
management
of
the
funds.
N
Internally,
we've
done
some
outreach
as
you've
seen
on
our
website
to
create
a
way
where
organizations
can
put
together
a
proposal
that
we
can
review
and
some
mechanism
for
an
objective,
viewing
or
objective
objective
scoring
of
those
proposals
which
I
think
would
be
helpful
in
how
we
present
to
you.
What
our
recommendations
are.
We've
reached
out
to
our
charter
schools
and
asked
them
to
put
together
their
proposals
that
we
can
review.
N
Certainly
there's
some
level
of
autonomy
that
they
have,
but
in
terms
of
financial
oversight
and
making
sure
that
their
activities
are
within
the
guidelines
of
the
federal
and
state
regulations
is
something
that
we
want
to
put
some
overview
on.
So
again,
I
think,
over
the
next
few
weeks,
you'll
see
that
these
programs
and
these
recommended
activities
are
going
to
start
to
jail
and
we
can
hit
our
proposed
timeline
of
a
preview
right
after
the
first
of
the
year.
E
N
They
are
ready
to
meet.
We
can
work
with
them
and
establish
some
guidelines
of
how
they
can
support
what
your
goals
are,
as
well
as
what
we're
trying
to
achieve
this
weekend.
Thank
you.
B
N
On
the
website,
yes,
certainly
every
time,
there's
a
media
where
this
is
on
the
topic.
I'll
show
you
what
we've
committed
to
funds
so
far,
so
I'll
make
sure
that
there's
a
metric
available
for
that.
So
far,
we
haven't
spent
any
money
on
sf3,
but
we
do
have
walls
the
board's
approval
to
start
addressing
some
indoor
air
quality.
B
Okay,
my
second
question
is,
I
hope
you
can
answer
to
dr
cross
white,
so
in
a
lot
of
those
high
poverty
schools
where
you're
not
seeing
the
growth
that
you
want
to,
how
is
attendance
this
year
has
that
improved
over
I'm
sure,
probably
over
last
year,
because
we
had
a
lot
of
trouble
with
virtual
truancy,
for
instance,
but
are
you
seeing?
Are
you
seeing
some
improvements
in
that
area
that
are
encouraging.
D
We
we
see
many
more
students
attending
in
person
this
year
than
was
the
case
last
year.
I
don't
know
what
I
I
haven't
looked
at
the
daily
attendance
tabulations
for
probably
three
weeks
so
I
mean,
I
think,
maybe
a
little
bit
early
to
see
actual
attendance
trends,
but
enrollment
in
person
is
up
significantly
and
we're.
B
D
G
Yes,
I'm
having
a
very
difficult
time-
and
it's
probably
me
in
understanding
how
you're
aggregating
the
data-
and
hopefully
I
can
meet
with
someone
to
help
me
to
understand
the
charts,
because
I
can't
follow
it.
And
my
next
question
too
is
what
are
we
doing
about
those
high
school
kids
and
I
know
they're
at
three
of
our
high
schools
who
are
having
difficulty
reading
so
that
in
the
long
run,
you're
still
graduating
kids,
who
cannot
read?
Who
cannot
write
a
paragraph?
Are
we
working
with
anyone
to
try
to
rectify
those
problems?
D
Yes,
ma'am,
I
will,
I
will
address
the
graph
question
and
then
ask
miss
belcher
if
she
will
address
the
question
about
academic
programs.
Certainly
the
regret
there
was
more
detailed
information
on
these
graphs
that
you
received
the
last
board
meeting
and
if
you
would
like
to
to
schedule
a
zoom
call
yesterday.
D
Questions
we
would
invite
other
board
members
to
participate
and,
of
course,
if
there's
more
than
a
quorum,
we
would
announce
that
that
little
workshop
but
we'd
be
happy
to
spend
some
time
going
over.
G
The
data
yeah
there
is
someone
that
I
met
to
the
board
members
that
would
be
willing
to
come
in
to
teach
this
board
how
to
read
data,
because,
unless
you're
working
with
this
on
a
daily
basis,
we'll
get
lost
in
trying
to
understand.
What's
going
on
in
a
board
meeting
and
they've
reached
out
to
me,
I've
reached
out
to
brother
mack
and
they
want
to
just
talk
to
the
sport,
about
the
possibility
so
looking
forward
to
getting
that
training
too,
on
fast
bridges,
dr
postward,
I
made
a
note
man.
Okay,
thank
you.
O
We
do
have
students
who
are
newcomers
to
this
country
who
may
have
not
have
sufficient
english
skills,
which
is
also
a
gap,
but
essentially
there's
special
education
if
needed
and
additional
supports
at
each
school
in
terms
of
literacy
instruction.
But
I
think
the
big
answer
is
to
try
to
get
to
a
place
where
we
don't
have
high
school
students
who
are
in
that
position
anymore.
G
Well,
the
question
I'm
having
is
the
disparity
gap
and
we
work
with
someone
to
just
break
those
numbers
down
and
it
looks
like
over
50
percent
of
our
kids.
Black
kids
brown
kids
are
not
reading
at
grade
level
by
the
time
they
reach
fourth
grade.
So
what
are
we
doing
to
address
the
disparity
gap
and
that's?
Why
I'm
on
this
board?
Because
it's
so
important
to
me.
O
A
Okay,
miss
coats.
B
So,
and
actually
this
may
be
for
miss
belcher
as
much
as
dr
postelway,
but
on
page
eight,
where
you
have
this,
this
is
last
year.
So
if
you
can
go
back
to
page
eight
in
the
presentation.
B
B
B
So
I
I,
while
I
appreciate
these
reports,
what
I
want
to
know
is
three
things.
Mr
hanger.
Are
you
in
these
schools
talking
to
these
people,
because
clearly,
what
they're
doing
is
working
if
we're
going
to
put
money
towards
what
we
know?
I
think
you
have
examples
there
that,
with
a
little
extra
funding
could
be
exponential.
B
B
Growth,
I
would
assume
they
went
in
second
grade
in
that
same
school
and
I'd
like
to
see
if
we're
continuing
that,
but
you've
got
some
real,
interesting
good
data
in
your
high
poverty
categories
here
that
I
think
we
should
bring
into
real
time
and
how
you're
using
it
with
all
the
other
things
we've
discussed.
I
mean
it's
right.
I
mean
10
growth,
that's
an
astounding
school!
That's
that's
a
principle
that
needs
to
be
on
mr
hamer's
committees,.
P
Ahead,
mrs,
I
guess
the
first
question
I
was
thinking
miss
belcher
in
terms
of
like
the
supports
and
interventions
like
what
do
they
actually
look
like,
I
guess,
supports
interventions,
and
do
the
parents
understand
what
they
look
like
so
they
can
be,
you
know,
helped
and
utilized.
P
Also
when
we
say
rigorous,
what
do
we
mean
exactly
by
rigorous
when
we're
making
the
curriculum
rigorous,
especially
if
we're
trying
to
reach
the
ones
that
are
underserved?
And
you
know
in
that
gap
and
not
being
reached.
So
how
do
we
categorize
rigorous,
also
god?
It
was
another
question
that
I
had
in
reference
to
the
data
and
oh,
the
pilot
programs,
we're
piloting
programs
in
the
acceleration
schools,
which
were
the
schools
that
are
redeeming,
those
the
ones
that
aren't
really
accelerating
kids.
P
P
I
was
just
trying
to
figure
out
when
we
pilot
a
program
that
means
we're
starting
it
out
right.
It's
a
new
program,
correct
correct,
so
we're
actually
piloting
or
starting
new
programs
in
schools
that
we
think
are
failing.
So
it's
like
we're
learning
how
to
do
something
and
the
teachers
are
learning
how
to
do
it
and
they're
still
trying
to
teach
the
children,
but
these
are
failing
students.
Am
I
correct
to
understand
that.
O
I
mean
I'm
not
sure
what
a
character
any
student
is
failing,
but
I
I
get
your
point
that
certainly
the
system
has
underserved
those
kids.
The
reason
we're
piloting
in
those
schools
is
because
we
really
do
think
we
need
a
new
english
language,
arts
curriculum
system
and
there
wasn't
enough
guidance
for
those
teachers
in
those
schools
to
really
accelerate
the
reading,
in
the
way
that
we
wanted
to
so
we're
starting
there.
O
O
So
that's
why,
like
that,
that,
exactly
to
the
point
you're
raising
those
are
the
schools
we're
most
worried
about,
so
those
are
the
schools
we
want
to
move
in
first,
and
we
have
a
lot
of
additional
supports
on
that
curriculum
to
help
them
out
in
terms
of
those
reports.
Look
like.
P
O
So
we
have
an
organization
that
we're
called
leading
educators,
that's
working
in
the
schools,
giving
feedback
to
teachers
and
to
coaches
and
principals
around
the
curriculum
and
helping
them
do
what
we
call
a
unit
internalization.
So
essentially
they
look
at
the
what
they're
about
to
teach
and
go
through
and
figure
out.
What
are
the
main
ideas?
O
The
big
learning,
where
are
kids
likely
to
get
stuck
so
teachers
can
better
anticipate
that
and
then
they're
also
training
teachers
on
the
process
of
looking
at
the
data
after
they've
taught
it
to
figure
out
where
there
might
be
gaps
in
student
understanding
in
order
to
re-teach
and
improve
student
outcomes.
So
that
has
been
happening
for
the
last
year
was
all
on
math.
We
added
an
additional
support,
so
continuing
the
math
work,
but
also
doing
english
language
arts
support.
So
there's
a
lot
of
capacity
building
at
those
schools.
O
O
P
We
have
any
for
the
community,
I
guess
parents
so
that
the
parents
know
like
you
know.
Since
it's
been
new
and
it's
implemented,
is
there
any
supports
for
the
parents
to
know
how
they
can
better
help
their
child
or
their
children?.
O
Of
that
yet
ma'am,
honestly,
because
some
of
it's
covered
related
because
we
couldn't
bring
parents
together
like
mary
ford,
for
example,
the
intent
was
to
make
that
a
robust
family
engagement
center
with
adult
learning
that
work
is
now
starting
this
year
and
miss
haynes
is
when
she
presented
at
the
committee
of
the
whole.
She
would
like
to
start
having
community
meetings
with
families,
so
they
understand
better
what
the
acceleration
school's
effort
is
about
and
ways
in
which
families
can
support
it.
But
I
I
want
to
make
sure.
O
B
I
was
wondering
in
terms
of
one
of
the
issues
dr
possilite
brought
up,
which
is
a
lot
of
the
high
poverty
schools.
C
B
Team
building
and
kit
and
kids,
mental
and
emotional
health
and
helps
them
to
feel
a
sense
of
belonging,
and
I
know
in
elementary
schools.
Athletics
is
generally
on
a
different
level,
but
if
we
had
more
of
those
programs
in
our
high
poverty
schools
that
were
really
meaningful
for
the
kids,
maybe
that
would
help
too.
I
mean,
I
think,
there's
some
different
things
that
we
could
try.
What
do
you
think.
O
O
E
A
Okay,
thank
you.
Thank
you,
dr
postwaite.
We'll
move
on
to
section
8,
the
audit
and
finance
committee.
E
Q
Yes,
it's
for
information
to
the
board.
Q
This
information
report
simply
summarizes
where
we
anticipate
in
the
fiscal
year
fiscally
at
21
and
with
the
in
terms
of
the
fund
balance
of
particularly
of
20
financial
statements
that
were
that
were
prepared.
Last
fall,
145
million
dollars
of
fund
balance.
We
anticipate
in
fiscal
year
21
with
145
million.
Q
And
they
see
it's
the
customary
monthly
catholic
projects
report
that's
been
reviewed
by
the
art
of
the
finance
committee.
A
C
A
B
A
Okay,
that
item
passes
for
item
9b.
We
were
supposed
to
announce
the
ester
advisory
committee
this
evening,
but
unfortunately,
reverend
mack
has
the
final
list
and
we
don't
want
to
disturb
him
as
he's
away
for
an
emergency.
So
we'll
ask
for
a
little
grace
and
we'll
share
those
at
the
committee
of
the
whole
meeting
in
october.
A
Item
10a
and
item
10b
were
already
discussed
at
the
committee
of
the
hall.
Unless
there's
any
issues,
we're
gonna
keep
it
moving.
Okay,
so
our
next
meeting
and
I
apologize-
I
did
not
look
at
this
in
advance.
I
believe
it's
on
the
11th
of
october,
the
committee
of
the
whole.
Yes,
yes,
oh
and
that's
dr
fraser's
birthday,
that's.