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D
C
Okay,
if
everybody
would
please
vote
to
adopt
the
agenda.
A
B
F
So
this
is
from
tracy
gate
wayne.
It's
about
the
mass
mandate,
hello
of
white
kids
that
have
to
wear
masks
on
bus
for
school.
Charleston
has
one
of
the
lowest
amount
of
vaccinated.
B
F
B
Doctor
would
you
just
mind
during
your
superintendent's
report,
reminding
everybody
about
what
the
mass
policy
is
statewide
and
what
we're
being
told
to
do?
Okay,
the
next
item
on
the
agenda
is
item
3a,
superintendent,.
G
So
I've
got
here
for
you,
one
slide
update
on
coping
19..
I
want
to
cover
the
wave
tops
or
the
key
points
so
that
folks
are
aware
of
that
and
then
identify
what
you
know
that
the
other
of
the
items
that
I'm
still
continuing
to
work
through
the
first
one
is
very
appropriate.
Responding
to
the
public
comment
that
has
just
made
our
requirement
for
face
mask
is
now
governed
by
state
provider.
G
1.108
the
state
department
of
education
interpreted
that
to
be
that
school
districts
are
prohibited
from
requiring
students
and
employees
to
wear
a
face
mask
while
in
any
of
its
educational
facilities
that
includes
all
property
owned
and
operated
by
the
individual
district.
Failure
to
follow
this
policy
could
result
in
pumping
state
funding
from
being
without
our
state
funding.
G
So
that's
the
first
one
I
want
to
make
related
to
providing
1.108.
We
will
still
look
forward
to
three
percent.
I'm
sorry,
three
foot
distancing
more
than
three
foot
whenever
possible.
If
there's
going
to
be
in
circumstance
where
we
need
less
than
three
foot
distancing
we'll
review
that
on
a
case-by-case
basis,
none
of
that
none
of
those
instances
have
been
brought
to
my
attention.
Yet
most
of
our
classrooms
are
already
at
three
foot
distancing.
G
We
are
going
to
continue
the
cleaning
that
we
have
this
past
year,
which
includes
bathrooms
and
high-tech
services
twice
a
day,
and
we
will
follow
every
school,
20
20
of
the
school
every
evening.
So
essentially,
in
a
one-week
period,
the
entire
school
will
be
fall.
Our
filtration
system
was
highly
successful.
This
year
we
upgraded
all
of
our
filters
to
at
least
note
13,
which
captures
greater
than
ninety
percent
of
one
to
three
micron
sized
particles.
G
G
Contact
tracing
with
our
nurses
will
continue,
as
we
did
last
year,
identifying
those
that
would
be
quarantined
as
possible
to
help
minimize
the
opportunity
and
chance
for
outbreaks
of
the
current
school.
The
three
major
items
that
are
still
under
review
are
the
frequency
and
type
of
copic
testing.
If
you
recall
last
year,
we
did
the
binax
now
anagen
rapid
tests
in
schools,
as
well
as
the
saliva
tests,
which
were
analyzed
by
musc,
we're
currently
working
with
ecac
and
other
agencies
to
see.
G
If
we
want
to
continue
with
that
and
make
modifications
abandoned
chorus,
that's
one
that's
they
took.
They
had
some
pretty
restrict
protocols
last
year
right
now,
all
of
those
are
made
in
place
with
the
fact
that
we
cannot
mandate
masks
in
classrooms,
we're
taking
a
real
hard
work
to
make
sure
that
a
we're
environment
for
our
fine
arts,
students
and
events,
whether
it
be
indoor
indoors
or
outdoors,
at
our
athletics
events
and
our
fine
arts
performances.
G
G
And
using
hand
sanitizer,
we
have
those
in
place
throughout
the
schools.
We'll
continue
to
put
a
strong
emphasis.
G
Ma'am
as
of
right
now,
drinking
fountains
will
remain
turned
off
and
bottle.
Fillers
will
be
emphasized
every
day,
we're
adding
more
and
more
a
lot
of
photos
and
schools,
call
us
and
say
hey.
We
need
to
make
a
strategic
change,
but
what
are
more
and
more
in
certain
places
we
do
that,
but
that
was
highly
effective
last
year
as
well.
D
A
I
wanted
to
mention
that
on
steve
hamer,
whose
short
live
website
is
going
to.
A
F
F
D
F
F
I
pulled
the
last
three
board
updates
and
at
the
end
of
may,
the
response
was
the
sr2
planning
is
still
under
development.
Then
we
received
a
breakout
list
and
we
received
something
that
said:
there's
no
requesting
on
it
or
two.
It
will
be
informed
by
what
you
get
in
estrogen.
So
what
is
the
unencumbered
portion
of
the
72
million
dollars.
I
It
does
not
so
we
for
the
district
submitted
to
the
state
the
preliminary
situ
plan
without
pulling
the
dolphin
plan,
because
we
had
to
have
access
to
the
funds
this
summer
for
summer
learning
until
the
amount
that
you
should
show
in
america.
I
Been
developed
in
terms
of
a
plan,
so
what
when
that
is
developed,
the
plan
would
be
resubmitted
to
the
state
for
amendment.
I
That
is
largely
right
now
being
considered
for
acceleration
school,
and
I
think
that's
the
information
that
I
included
in
the
board.
Updating
seven
people
and
sorry
to
have
did
not
improve
the
fact
that
we
will
have
to
amend
the
plan
and
get
the
subsequent
reapproval
about
the
state.
But
again
you
need
to
be
able
to
begin
spending
money
for
the
summer
learning
sure
and
so.
F
Be
answered,
but
there's
a
one
of
the
big
issues
we
have
with
us
or
is
not
to
use
ongoing
funds,
one-time
funds
for
ongoing
things,
and
this
is
being
used
for
virtual
education,
and
I
would
at
some
point
I
think,
that
the
public-
and
certainly
the
board-
wants
to
see
what
are
we
going
to
do
with
virtual
education
going
forward
period
in
terms
of
how
kids
can
live
anywhere
and
access?
Our
programs,
as
well
as
portugal,
could
be
an
option
ongoing,
but
we're
using
money.
A
A
Florida,
so
the
next
one
then
gets
at
the
closing
the
readiness
gap.
I'll
talk
a
little
bit
more
about
this
picture
on
the
later
slide
that
we
just
sort
of
knocked
on
a
right
hand.
A
D
A
D
A
F
And
he
gave
one
of
the
best
examples.
I've
ever
seen,
understanding.
F
A
A
C
A
A
Along
the
way,
so
in
a
good
grade
at
what
level
are
you
on
a
pathway
to
attain
one
of
these
really
important
outcomes,
and
that's
what
our
efforts
have
been
that
were
disrupted
the
last
couple
years
for
all
of
that
trying
to
create
awareness
pathways
on
the
next
slide?
You
show
us
what
that
will
look
like
so.
F
F
High
school
or
higher
in
fifth
grade
is
within
this
readiness
pathway
to
easily
get
advanced
plays
and,
of
course,.
A
A
A
Percent
are
more
students
in
more
poverty
than
those
who
are
scoring.
F
F
A
D
D
A
A
A
A
A
D
A
D
A
F
F
A
F
A
B
We
have
a
lot
more,
I
think
that's
coming
on
that
topic
in
sec,
but
does
anybody
have
any
questions
for
the
superintendent,
miss
walker?
I
hope
you
have
a.
F
F
Areas
like
after
school,
and
so
is
there
going
to
be
any.
What
is
there
a
plan
right
now?
That's
going
to
be
put
in
place
to
kind
of
accommodate
or
account
for
some.
C
Of
that
time,
that's
needed.
It's
the
first
part
of
the
question.
F
A
A
F
Will
this
like
that
be
incorporated
into
the
student
dashboards
in
that
instant,
not
instant,
but
semesterly
reports
and
meetings
with
the
parents
to
show
them
what's
necessary,
we're
here,
five
years
later,
with
the
same
presentation,
do
you
think
we
can
get
this
done
this
time.
A
F
Garvey,
so
we
just
have
one
informational
item
only
agenda
today,
the
mass
bridge
and
that.
K
K
I
think
one
of
the
things
we
should
start
with
is
we
are
one
of
the
few
large
urban
school
districts
that
open
for
in-person
instruction,
and
I
think
the
headline
is
that
that's
going
to
make
it
that
made
an
impact
in
terms
of
our
student
achievement.
We'll
obviously
give
more
context
for
that,
but
I
think
you
can't
ignore
the
fact
that
it
was
an
unusually
hard
year
in
covit
and
many
in
the.
K
F
K
F
A
F
This
first
slide
provides
a
basic
description
of
our
of
nwa's
math
assessment.
Ccsb
actually
uses
this
math
assessment
as
an
interim
assessment
in
our
grades.
Two
through
eight.
This
assessment
is
a
national
norm
assessment
given
three
times
a
year
in
fall
winter
and
spring.
It
provides
us
both
with
an
achievement
and
growth
measure
when
we
talk
about
achievement
during
this
presentation
we're
referring
to
how
our
students
are
performing
compared
to
their
grade
level,
peers
in
the
nation
or
how
grade
level
ready.
F
Our
students
are
in
math
and
in
reading
when
we
discuss
growth,
we're
referring
to
whether
or
not
our
students
are
able
to
grow
during
the
course
of
the
year
for
fall
to
spring
at
a
typical
rate
for
the
same
rate
as
their
grade
level
peers
in
the
nation,
and
it's
also
important
to
note
that,
with
our
math
assessment,
it
actually
has
a
predictive
validity
or
is
85
accurate
as
a
predictor
for
how
students
will
perform
on
essay
ready,
which
is
our
our
state's
grade
level,
reading
and
math
assessment.
F
F
In
reading
for
these
same
grades,
two
through
five
students
are
only
slightly
below
where
they
were
before
the
pandemic,
and
in
2021
we
moved
from
the
63rd
median
percentile
pre-pandemic
to
the
62nd
median
percentile
spring.
We
have
more
students
being
followed
from
growth
targets
now
than
we
did
previously,
with
55
of
our
students.
Speaking
of
growth
targets,
pre-pandemic
and
reading,
we
have
now
56
of
those
students
meeting
their
credit
cards.
F
F
F
D
A
F
K
F
D
D
F
So
than
in
math,
but
with
lower
growth
than
what
we
saw
or
what
we
see
in
mathematics,
growth
is
still
within
the
range
of
what
is
considered
average
or
what
is
expected
nationally.
However,
overall
38
of
our
schools
have
both
high
achievement
and
high
grade.
20
percent
of
our
schools
have
either
high
achievement
or
high
grade.
F
Math,
you
saw
this
this
graphic
earlier
when
dr
fitzgerald
alluded
to
it.
This
graphic
on
the
screen
actually
shows
the
percent
of
students
within
each
achievement.
F
F
A
bar
containing
substantially
more
or
less
than
10
of
the
district's
population
indicate
the
departure
for
what
is
typical
in
the
nation
in
relation
to
student
achievement
within
that
particular
group
of
students.
So,
for
example,
the
top
bar
that
you
see
represents
achievement
in
the
lowest
percentile
is
evening
below
that
10th
percentile.
F
C
E
F
F
That
we're
doing
what
is
really
out
of
the
ordinary
for
what
is
on
tip
for
the
nation.
So
when
you
think
about
it
in
the
bars
from
the
first,
the
ninth
percentile
to
the
40th
to
the
49th
percentile
range,
we
want
to
see
percentages
that
are
either
less
than
or
equal
to
ten
percent,
starting
at
that
50
to
59th
percentile
and
going
all
the
way
up
to
the
99th
percentile.
We.
F
To
see
percentages
that
are
either
equal
to
or
higher
than
a
10
percentile,
so
with
all
that
in
mind
and
based
on
the
integration
that
you
see
on
the
screen,
ccsd
as
a
whole
in
reading
and
math
has
a
higher
percentage
of
students
that
are
achieving
at
a
higher
level
than
what
we
see
nationally.
In
other
words,
ccsd
has
a
higher
percentage
of
students
performing
above
that
national
average,
and
this
is
a
good
thing.
F
So,
on
screen
now
you'll
see
the
percent
of
students
within
each
of
these
achievement.
Bands
this
time
broken
down
by
a
dnc,
although
our
highest,
two
subgroups
white
and
other
and
other
represents
some
of
our
our
populations
that
are
usually
on
smaller
in
number
like
american,
indian,
alaska,
native
asian,
two,
more
races
native
hawaiian
or
other
on
specific
islanders.
F
Students
also
based
on
this
data,
an
important
readiness
gap
lever,
would
be
to
ensure
that
our
grade
level
tested
to
ensure
grade
level
text
at
each
grade
level
and
high
or
rigorous
expectations
for
each
of
these
achievement
bands
and
to
increase
our
access
to
higher
level
coursework
and
opportunities
for
enrichment
for
our
students
in
the
mid
to
high
achievement
bands.
This
is
especially
true
for
our
black
students
and
our
hispanic
subjects,
specifically.
D
F
F
In
reading,
we
see
basically
the
same
outcomes
as
we
saw
earlier,
while
half
of
our
students,
half
of
our
students,
fell
at
a
slightly
higher
percentile
in
spring
than
they
did
in
the
fall
other
soakers
did
not
so,
basically
only
our
our
white
subgroup
was
able
to
do
that
when
we
look
at
the
percentage
of
students
meeting
their
first
targets
in
each
of
the
subgroups,
only
white,
and
also
on
our
other
cell
group,
are
above
the
district
average
of
53
percent
of
students
being
number
of
targets.
F
D
F
The
end
you
see
basically
the
same
while
half
of
our
white
students
followed
higher,
sometimes
spring,
they
didn't
fall.
Other
subreddits
do
not
white
and
other
subgroups.
F
K
K
K
K
D
K
K
K
Second
is
making
sure
that
we're
really
doing
a
system-wide
benchmark
assessment
program.
Dr
posterweight
alluded
to
the
importance
of
having
regular,
continuous
improvement
cycles
where
you
check
in
to
see
where
you
are
and
then
do
something
different
based
on.
What's
going
well
and
what's
not
we're
going
to
put
in
place
for
this
year
consistent.
F
K
K
Brexit
twin,
who
literally
wrote
the
book,
we
need
to
continuous
improvement
to
have
another
cohort
of
schools
outside
of
the
acceleration
schools.
Getting
additional
support
and
continuous
improvement
on
the
next
slide,
we'll
go
into
more
detail,
and
we
need
to
make
sure
that
we
are
still
doing
around
our
low
growth
and
lower
achievement.
D
F
K
Of
building
a
foundation
and
a
routine,
but
now
we
have
to
start
seeing
real
progress,
as
dr
posterweight
said
in
terms
of
academic
achievement,
and
to
do
that,
we
are
going
to
make
sure
that
we
continue
to
have
leading
educators
supporting
our
work
around
that
continuous
improvement
cycle.
Now
in
both
math.
F
And
ela,
in
addition,
we're
going
to
have
to
give
extra
support
to
our
middle
schools
under
dr
williams's
leadership
to
make
sure
that
there's
more
support
around
this
idea
of
accelerating
instruction.
So
if
you
talk
about
math
instruction
at
the
middle
school
level,
it
is
simply
a
lot
harder,
because
the
elementary.
K
Level
content
the
best
way
to
do
that
is
to
teach
at
real
time.
So
what's
the
standard
for
that
frame,
plus
the
prior
math,
that's
needed
review
that
quickly
and
then
jump
into
the
grade
level.
Work
not
start
back
in
third
grade,
but
jump
into
grade
level
work!
That's
the
skill
set.
We
need
to
do
more
to
support
our
middle
school
teachers
to
do
that.
Well
and
then.
K
Finally,
I
think
we
can
ignore-
and
I
want
to
make
sure
we
keep
reinforcing
for
us
and
for
the
public
that
this
is
the
year,
that
a
lot
of
our
students
went
through
a
lot
at
home
and
in
school
and
make
sure
that
they're
coming
back
in
school,
many
of
them
for
the
first
time
in
18
months.
We
really
need
to
make
sure
that
we
have
extra
support
programs
in
place.
That
includes.
K
Like
a
saturday
school
after
school
programs
in
the
investment
and
fundamentally
taken
care
of
summer
program,
that
also
includes
access
to
mental
health
and
other
supports
in
the
school
site,
so
that
the
primary
focus
can
remain.
Academics
because
we're
thinking
about
student,
social,
emotional
learning.
J
Based
on
math
data,
before
which
just
a
tiny
bit
of
framing
and
orientation,
thank
you
so
from
lots
of
practice,
research,
just
understanding
that
that's
dr
bolton,
where
they're
not
going
to
say
this
military
a
little
bit
too.
Sometimes
when
children
come
from
low-income
families,
they
often
start
school
already
behind
their
peers
and
more
including
families
that
can
have
long-lasting
impacts.
J
J
In
the
slides
you
will
see
in
a
moment,
we
have
grouped
our
schools
into
four
distinct
categories
based
on
poverty
indexes.
You
can
see
it
on
the
screen,
reporting,
low
poverty,
low,
mid
poverty
mid
to
high
poverty,
and
then
our
high
poverty
for
the
purpose
of
examining
data
with
like
demographics.
A
F
D
A
J
F
F
A
J
D
J
Where
they
are
outliers,
if
you
will,
as
well
as
a
cluster
of
schools,
approaching
average
growth
that
are
also
showing
solid
progress
in
mathematics,
the
charge
for
the
leaders
and
administrators
who
work
with
these
schools
is
to
target
the
right
curriculum
resources
and
supports
to
close
these
existing
gaps.
You
might
remember
if
you
were
on
the
board
a
couple
of
years
ago,
we
had
a
presentation
by
associates
with
awp,
and
he
spoke
of
the
single
sure.
L
Speak
about
the
partner
and
a
2x2
graphs
that
the
senator's
grade
doesn't
explain,
but
I
would,
however,
like
to
reiterate
that
the
farther
away
from
that
vertical
axis
of
uc
schools,
the
more
achievement
that
they're
experiencing
and
the
higher
above
that
horizontal
x,
is
that
you
see
the
more
growth
that
they're
experiencing.
L
L
I
L
There
we
go
so
here
you
can
see
that
with
the
elementary
schools
we
have
our
middle
schools
assigned
to
poverty
plans
as
well,
so
I'll
pass
the
two
references
as
I
go
through
my
presentation.
L
So
this
is
our
first
part
event
which
is
low
and,
as
mrs
stated,
we
see
high
achievement
and
high
growth
for
these
schools.
Now
we
noticed
what
we
typically
have
seen
in
these
schools,
but
I'd
like
to
point
out
on
this
graph
that
you
can
see,
there's
still
room
for
movement
in
the
areas
of
achievement
and
growth.
If
we
look
at
the
proximity
of
schools
as
it
relates
again
to
that
far
right
and
the
top
of
the
ground
next
slide,
so
schools
in
this
project
chart
are
schools
that
fall
within
our
low
to
mid
party.
L
L
L
L
So,
as
we
have
seen
in
some
other
odd
data
points,
the
higher
poverty
lands,
the
more
likely
we
are
to
see
a
decline
in
achievement
and
also
some
times
and
growth
as
well.
So
we
do,
however,
see
promise
the
picture
here
and
that
a
few
of
these
schools,
a
few,
are
on
the
verge
of
experiencing
high
growth
high
achievement
or
both.
J
J
J
F
J
The
overwhelming
majority
of
students
are
exhibiting
low
risk
factors
which
tells
us
they
are
ready
to
become
solid
readers
in
large
part,
eight
out
of
the
ten
schools
on
this
slide
increase
the
percentage
of
students
falling
in
that
low
risk
category
and
seven
of
the
ten
schools
had
single
percentages
in
the
high
risk
category.
Last.
F
J
J
K
F
K
F
K
J
J
Just
curious,
when
you
were
talking
in
reference
to
the
you
said
the
the
ela.
You
said
that
there
were
three
different.
I
guess
there
were
three
different
ones
that
you
were
going
by.
Is
there
a
reason
that
we're
using
three
and
how
soon
will
it?
Is
it
just
one
that
we're
I'm
going
to
be
able
to
use?
J
And
then
you
said
something
about
a
scope
and
a
sequence
exactly?
What
do
you
mean
by
the
scope
and
sequence
of,
and
I
guess
this
is
in
reference
to
verbal.
K
Language,
I'm
sorry,
I
used
education
ease
there.
I
appreciate
you
calling
me
out
on
it
when
we
talk
about
scope
and
sequence,
we're
talking
about
curriculum,
it's
the
order
in
which
we
teach
things
and
how
deeply
we
go
and
we're
just
going
to
cover
the
high
level
of
a
topic
where
we
go
really
in
depth,
so
the
kids
are
able
to
analyze.
F
D
K
Been
approved,
which
is
journeys
and
literacy
by
design
we're
going
to
move
more
quickly
towards
having
one
cohesive
curriculum,
ideally
by
next
year,
but
one
of
the
things
we
want
to
make
sure
that
we're
doing
is
staying
aligned
to
the
state
and
aligned
to
the
research.
So
that's
a
big
push
for
us,
so
the
earliest
would
be
next
year.
F
J
C
A
F
Each
band
to
the
national
average.
For
that
same
thing,
I
think
that
might
tell
us
more
about
how
we're
doing
compared
to
the
national
average.
So
if
we
look
at,
we
have
in
the
zero
demand,
for
instance,.
F
So
each
one
of
these
like,
for
instance,
if
you
look
at
that
zero
to
the
nine
percent
child
nation,
like
what
is
typical
in
the
nation
that
we're
the
nations,
what's
the
nation
doing
that's,
ten
percent
of
your
students
would
be
there
if
we're
looking
at
what's
typical
in
the
nation
right,
but
we
don't
have
10
percent
there.
We
have
8.5
so.
F
Sense,
basically,
you
have
to
think
about
it
like
this.
When
you
look
at
like
a
distribution
of.
D
F
Look
at
that
you're
going
to
have
10
of
those
people
right
are
going
to
show
up
in
this
one
and
then
10
to
the
next,
and
the
next
is.
K
Data
set
maps
they
can
force
the
curve
right.
This
is
the
nd
nwa
ea
set
versus,
like
all.
F
That
I
did
want
to
ask
that's
more.
F
Assessments
in
general,
so
we
have
the
map
with
max
fridge.
We
have
essay
ready
and
then
some
of
the
curriculum
that
you're
implementing
has
its
own
assessments
correct,
and
this
is
probably
not
something
you
can
answer
today.
But
can
you
come
back
to
us
and
show
us
how
many
instructional
days
are
lost
for
grade
level
for
assessment,
because
now.
A
F
A
A
F
M
A
E
F
K
To
a
single
district
in
the
nation,
that's
the
urban
district
of
the
diversity
that
we
have
that's
doing
radically
better
than
we
are.
I
think
that's
important
to
call
out,
because
the
answer
is
that
we
all
are
struggling
with
this
in
the
system
and
there
are
no
shortcuts
there
isn't
a
million
dollars.
You
can
spend
that's
going
to
solve
the
problem.
You
have
to
pull
multiple
levels
at
the
same
time.
K
F
K
D
F
K
K
It
is,
I
think,
we're
still
trying
to
figure
out
what
our
options
are
in
terms
of
common
conversations
with
our
school
of
education
partners
too,
can
we
do
things
like
a
master's
degree
for
reading
coaching
and
and
help
subsidize
that,
as
well
as
have
participants
pay,
but
that
would
increase
our
number
of
reading
coaches.
We
would
obviously
tap
into
folks
of
color
to
which,
because
those
jobs
tend
to
be
predominantly
white
women.
K
I
also
think
we're
adding
an
extra
hour
of
the
work
week
for
all
acceleration
teachers
to
build
time
into
professional
development.
So
that's
for
things
like
stepping
back
on
student
work
and
pivoting
quickly
to
make
sure
that
we're
increasing
student
learning
and
every
acceleration
school
has
access
to
both
a
reading
coach
as
well
as
a
math
coach,
and
you
know
I
I
think
one
of
the
things
to
call
out
is
that
it's
not
just
acceleration
schools.
K
We
have
other
schools
that
are
struggling
too,
and
I
think
one
of
the
things
that
I
admire
about
the
leadership
of
miss
simmons
and
dr
williams,
is
that
they're
trying
to
pull
some
of
this
work
into
those
schools
and
already
build
on
the
strong
coaching
that
they've
done
to
those
principles
around
making
sure
that
we're
using
data
and
form
instruction
too,
so
that
we're
not
privileging
some
schools
over
others.
But
all
learning.
F
So
I'm
gonna
ask
three
questions:
two
are
pretty
simple
and
technical,
miss
williams.
On
page
eight,
I
miss
simmons,
I'm
sorry
on
page
eight,
just
very
I'm
sure
the
link
takes
you
to
every
school.
I
see
we've
kind
of
in
some
of
these
slides.
You
couldn't
do
every
single
school
on
the
right,
the
the
spring,
the
fall
of
spring.
What
is
that
is
that
number
of
students,
or
is
that?
How
do
I
look
at
that
when
I
see
a
38
in
the
fall
and
a
lower
number
33
in
the
spring?
F
That's
actually
the
median
percentile.
So
basically,
what
that
tells
you
is
that
half
of
your
students
are
on
scoring
above
I'm.
So
sorry,
I
keep
forgetting
I'm
not
loud
what
that
it's
basically
focused
on
the
median
percentile,
it's
providing
the
fall
median
percentile
and
the
spring
median
percentile.
So
basically,
what
that
number
tells
you
is
that
half
of
your
students
are
performing
above
that
number
or
above
that,
percentile
and
half
of
your
students
are
performing
below
that
percentile.
F
F
Yes,
it's
basically
telling
you
that
that
african-american
students
in
the
fall
half
of
those
students
were
scoring
above
the
38th
percentile.
They
were
at
least
the
38th
percentile
or
above
so
that
represents
the
38th,
percentile
and
half
our
kids
were
that
were
above
it,
but
we
dropped
in
the
spring
because
half
our
kid
were
only
above
the
33
percentiles.
Am
I
I'm
reading
that
that
it
represents
a
backwards
movement?
F
The
fall
of
spring
does
tell
you
that,
in
that
particular
instance
that
the
median
percentile
was
lower
in
the
spring
than
it
was
in
the
fall.
Okay.
F
See
in
four
out
of
five
of
those
categories,
and
then
when,
when
you
mentioned
that
a
new
ela
in
acceleration
schools
piloting
it
and
hoping
to
move
it
more
rapidly,
are
you
putting
the
same
ela
in
all
acceleration
schools
at
the
same
time?
Well,
they
all
start.
With
the
same,
you
said
we're
going
to
implement
a
new
ela
in
acceleration
schools.
I
want
to
know
if
that
means
all
of
them.
K
F
We'll
have
a
baseline
for
at
least
acceleration
schools
get
everything
at
the
same
time.
That's
correct,
important
and
then
yeah
and
I
I
appreciated
your
answer
and
I
I
have
done
just
kind
of
been
tracking.
You
know
I
love
my
tables
and
you're
right.
F
We've
heard
for
multiple
years
that
all
of
this
is
disproportionately
affected
by
quality,
teaching
and
leadership,
but
it
was
the
schools
that
are
continually
on
our
highest
poverty
list
in
this
presentation.
They
got
new
principles
that
had
never
worked
in
ccsd
or
had
never
been
principals.
Before
for
the
21
22
school
year,
we
still
know
that's
creating
a
problem
and
we're
still
perpetuating
what
you
said
was
a
problem.
K
I
I
think
you're
you're
right
man.
We
did
not
make
sufficient
progress
in
the
leadership
priority.
I
mean
one
of
the
things
that
dr
postwaite
asked
me
to
work
with
mr
brigman
and
miss
nichols
and
others,
as
I
came
in
was
leadership
and
kobe
made
us
held
us
back
on
some
of
that
work.
I
think
the
good
news
is
that
ms
simmons,
dr
williams,
we've
started
up
that
work
and
aimed
to
have
something
that
would
be
a
larger
overall
strategy
on
leadership
development
to
share
with
the
board.
F
K
We
need
to,
I
mean,
I
think,
the
other
thing
which
we
have
again
we
haven't
had
an
opportunity
to
do.
This
is
explore
what
incentives
we
can
do
to
get
some
of
our
high
performing
principles
to
consider
an
acceleration
or
a
high
poverty
school.
It's
not
a
match
for
everyone.
I
think
we
all
know
that
we
want
people
who
want
to
go
there
and
want
to
make
a
difference
and
want
to
work
with
those
kids,
but
I
also
think
there
are
ways
in
which
the
system
can
do
a
better
job
of
incenting.
K
That
and
we've
talked
about
options
which
we
hope
to
bring
to
the
board
over
the
course
of
the
next
year,
as
we
step
back
on
this
leadership
strategy.
But
we
don't
want
to
do
anything
in
absence
of
a
strategy,
and
I
also
think
before
we
can
continue
to
double
down
and
invest
in
acceleration
schools
as
a
strategy.
We
need
to
see
more
results.
M
Max
still
concerned
you
should
be.
I
am
still
concerned
that
the
needle
has,
even
though
I
hear
of
the
the
gains
in
certain
areas,
but
the
gains
are
still
based
on
the
low
measure
and
I'm
still
concerned,
I'm
I'll
be
honest
with
you.
M
I'm
still
not
sold
on
the
fact
that
that
we
have
a
a
strong
plan
in
place
to
close
this
gap
that
we
have
been
talking
about
for
so
many
years,
and
maybe
just
enough
has
been
presented
to
the
entire
board
or
to
me,
being
a
part
of
this
board
sitting
here.
Hearing
it
to
convince
me
that
that
we
are
on
the
right
track,
moving
forward
and
closing
this
gap.
I
strongly
believe
that
we
have
to
go
deeper
into
where
we
know
the
low
performing
areas
are
now.
M
I'm
not
saying
that
we
just
call
out
just
afro-american
kids
and
and
not
move
the
needle
on
caucasian
kids.
We
have
to
move
the
needle
in
both
sections
right.
We
have
to
continue
moving,
but
we
know
where
the
struggling
part
is
with
the
afro-american
students,
and
I
believe
that
we
have
to
do
more
there
to
move
that
meet
that
meter.
At
a
faster
rate
given
based
on
the
research
that
we
have
identified
in
those
particular
schools,
so
so
I'm
gonna
be
honest
with
you.
M
I
am
not
convinced,
and
I
am
I'm
troubled
by
where
we
are
still
at
this
very
point,
and
so
I
hope
that
at
our
next
session
or
some
type
of
workshop
to
where
this
board
and
senior
level
staff
can
have
to
where
we
can
make
sure
that
that
we're
on
the
same
page
and
can
support
the
effort,
that's
moving
forward
in
closing
this
gap
and
continuing
to
move
the
bar
in
both
sections.
M
E
Is
there's
clearly
we're
trying
to.
E
They
don't
have
everything
that
they
need
and
I
am
still
hoping
that
you're
going
to
show
us
data
at
some
point
that
talks
about.
E
F
K
And
I
think
that
you'll
find
in
the
more
comprehensive
deck
that
was
included
in
the
board
materials
that
it
does
have
information
that
breaks
out
at
the
wave
top
level
special
needs
kids
compared
to
kids,
who
do
not
have
an
iep
gifted
and
talented
english
language
learners
as
compared
to
native
speakers
online
versus
in
person.
So
please
do
dig
into
that
data
and
we'll
come
to
the
august
meeting
with
more
information
on
that
it.
It's
the
more
it's
the
thicker,
it's
in
board,
docs,
it's
in
board
docs!
K
Thank
you,
miss
henry,
so
that
could
be
it
and
just
to
call
out
that,
because
we
organized
it
by
poverty
doesn't
mean.
We
believe
that
poverty
is
causal.
It's
just
a
way
for
us
to
group
similar
schools
to
show
positive
outliers
and
give
a
sense
of
that,
not
because
we
believe
that
poverty
is
the
key
thing
or
only
thing
that
may
be
affecting
certain
learning
things.
K
I
think
that
it's
hard
to
see
the
forest
for
the
trees,
but
compared
to
other
large
districts
of
our
size,
who
serve
a
similar
population
of
students.
We're
actually
well
positioned
to
make
a
big
difference
for
next
year,
because
we
don't
have
the
covet
gap
that
many
others
have
that
affects
the
whole
community.
We
have
a
targeted
gap,
the
gap
that
existed
pre-coveted
and
that
gives
us
the
opportunity
to
use
the
covet
investments
to
really
make
a
difference
for
those
kids.
B
Slash
comment
one
thank
y'all
for
putting
this
all
together,
along
with
all
the
million
other
things
you
do
in
covet.
I
agree
with
you
about
there
being
this
targeted
gap.
I
think
we
are
miles
ahead
of
other
school
districts
because
of
the
work
that
y'all
done
this
last
year
and
since
I've
been
on
the
board
one,
I
really
feel
I
I
mean
this
with
all
due
respect
to
all
the
school
leaders
out
there,
that
our
focus
really
has
to
be
on
those
school
leaders.
B
B
I
some
of
you
all
are
sitting
at
these
tables
you're,
not
principals
anymore,
but
so
I
really
would
love
to
see
that
focus
on
making
sure
you
know
if
we
have
that
we
have
the
strongest
leaders
possible
in
every
one
of
our
schools
and
if
we
have
a
good
leader,
but
they
need
some
extra
help
to
become
a
fantastic
leader
that
we
put
those
efforts
in
place.
That's
one
challenge.
B
Struggling
and
because
everybody's
so
busy,
we
may
not
say
gosh.
We've
gotta
really
address
this
issue,
so
I
I
would
love
to
see
that
in
all
the
time
that
you
have
but
I'd
love
to
see
that
real
focus
on
the
school-based
leadership
and
teachers
if
somebody's
struggling,
let's
address
it,
not
wait
till
the
spring.
B
K
On
the
achievement
side,
so
that's
right.
If
you
dig
into
the
those
results
you're
going
to
see
that
there
are
some
schools
that
are
very
much
positive,
outliers
and
it
it
does
align
to
the
experience
and
expertise
of
the
principal.
I
think
the
challenge
is:
we
can't
build
a
system
based
on
the
hero
principle.
We've
got
to
make
sure
we've
got
a
system
that
supports
the
average
principle
to
have
above
average
results
and
we're
not
quite
there.
Yet.
J
I
just
had
one
little
comment
and
I'm
sorry.
I
was
just
trying
to
jump
in
and
say
thank
y'all
very
much
for
what
it
is
that
y'all
presented
and
as
I
sit
here.
Listen
you
know
having
a
son
that
has
autism
we're
thrown
in
that
category.
So
I
wanted
to
know
how
do
we
fit
out?
Just
like
dr
french
asked?
How
do
our
children
sit
out
amongst
everyone
else
and
been
thrown
in
those
numbers?
J
Also
when
we're
talking
about
the
poverty
index,
let's
just
be
real
and
say,
poverty
does
play
a
big
effect,
but
we
don't
want
to
keep
you
know
targeting
the
black
people
and
saying
that.
That's
it's
not
the
only
problem,
but
it
is
the
problem,
but
when
we
allocate
appropriately
where
things
should
be,
then
we
shouldn't
you
know,
keep
running
into
these
issues.
Also,
I'm
just
thinking
right
now.
We
have
to
really
start
figuring
out
a
way
to
start
fostering
relationships
all
the
way
around.
J
So
I
just
like
to
see
some
type
of
things
implemented
to
where
parents
are
not
just
incentives,
but
also
some
accountability,
because
parents
and
educators,
we
can't
keep
taking
all
the
brunt
work,
so
we
got
to
make
sure
that
the
parents
are
heard
and
included,
but
also
held
accountable.
Also,
thank
you.
C
It
back
to
you
got
it
okay,
next,
on
the
agenda.
F
C
C
F
Mask
for
people
who
come
in
person
to
make
a
public
comment,
the
everything
else
stays
the
same,
including
the
ability
to
submit
online
comments
for
those
that
don't
feel.
F
So
I
would
like
to
ask
if
the
board
would
be
willing
to
mirror
the
motion
that
was
made
to
create
this
and
kate.
When
you
made
that
motion,
it
also
included
a
section
to
suspend
the
policy
requiring
a
second
reading,
so
we
don't
have
to
have
the
second
reading
in
august
and
it
can
be
implemented.
Would
you
be
willing
to
amend
your.
E
All
right,
good,
okay,
so,
and-
and
just
so
I
make
sure
I
understand
that
would
mean
if
this
is
a
pretty
banana
split
unanimously.
C
A
F
F
E
C
Okay,
next
item
on
the
agenda
is
fix.
A
the
charleston.
J
B
B
C
Charleston,
okay,
good!
Thank
you!
So
we
could
move
forward
with
calling
it
a
chief
charleston,
the
the
ad
hoc
committee,
the
board
members,
as.
C
And
also
make
you
aware
that
we
do
have
a
series
of
meetings
coming
up
through
the
month
of
july,
so.
C
So
if
no,
I
actually
think
I
mean
those
are
the
goals,
those
are
the
those
are
the
goals,
the
purpose
of
the
the
vision,
the
mission.
B
C
All
right
next
item
is
6b
legislative
update.
H
H
Okay,
great
great,
I
just
have
a
few
updates.
One
is
a
regulatory
update,
the
state
board
education
held
their
board
meeting
today
and
they
approved
33
virtual
learning
plans
for
school
districts
and
consortiums
that
included
the
low
country
education
consortium
in
terms
of
legislative.
H
There
would
be
the
first
hearing
for
the
judiciary
subcommittee
on
redistricting
that
will
be
held
tomorrow
and
there
will
be
an
ongoing
process
and
our
firm
is
also
putting
together
a
list
of
all
legislation
that
was
enacted
that
impacts
board
actions
and
their
responsibilities,
so
we'll
have
that
by
the
next
board
meeting
or
next
month.
We'll
pull
that
together
for
you,
but
that's
all
I
have
on
the
regulatory
and
legislative
front.
I
would
like
to
I
can
answer
any
questions
at
this
time.
C
M
I
know
dr
french
has
sent
a
series
of
questions.
Some
of
those
have
been
answered
by
the
way
there
were.
There
were
great
questions
of
that
was
raised,
and
I.
M
So
I'm
not
sure
if
everyone
have
an
opportunity
to
peruse
those
but
we'll
entertain
a
discussion
of
concerns
or
suggestions
or
ideas.
Again,
this
is
just
a
proposal.
M
For
a
scope
of
work
and
if
the
board
desires
to
do
or
to
engage
as
such
or
if
there
are
more
questions
that
needs
to
be
answered
at
another
later
time
from
mr
graybill
that
can
be
arranged
as
well
again.
The
the
outcome
is
for
us
to
to
have
some
type
of
working
ability,
as
we
move
forward
as
a
board
to
develop
skills
and
practices
that
will
be
more
efficient
to
the
level
of
making
clear
and
sound
decisions
and
helping
us
as
we
course
over
these
next
several
months.
M
So
you
may
have
had
an
opportunity
to
peruse
those,
and
you
may
have
had
an
opportunity
to
look
at
those
questions
that
was
asked
and
answers
that
was
given.
So
I'll
pause
right
there
and.
H
E
I'm
personally
in
favor
of
moving
forward
with
this.
I
think,
if
we
continue
pushing
and
pushing
that
we're
going
to
be,
our
terms
are
going
to
be
over
that
it's
our
responsibility.
M
C
I
J
Up
having
to
spend
that
money-
and
that's
that
was
that
was
one
of
my
concerns
and
and
maybe
the
the
the
more.
D
M
Engaging
that
saying,
if
you
hold
fast
to
the
commitment
to
10
000
will
be
your
cost,
but
I
definitely
see
your
point.
Of
course.
This
is
definitely
a
proposal
to
where
it
can
be
modified
and
sent
back
to
be
readjusted,
and
that's
where
that
70
000.
I
believe,
king
in
that.
But
again
it
needs
to
be
clear
to
the
indication
and
not
on
the
assumption
of
what
the
intention
of
the
from
the
10
000
to
the
70
000,
but
I
definitely
see
your
point
there
and
that
was
notice
as
well.
M
When
I
was
actually
looking
at
the
proposal.
Ms
coakley.
J
J
Does
this
actually
bring,
or
will
this
bring,
and
I
was
just
curious
how
this
would
work
getting
an
outside
consultant
when
we
were
elected
by
the
community,
and
is
this
a
first
year
that
this
was
sought
after
or
was
this
something
that
you
were
thinking
of
previous
to
new
board
members
coming
on
board.
M
M
So
as
we're
looking
at
and
you
have
gotten
a
proposal,
we're
discussing
those
options
now
as
we
speak,
however,
we
have
engaged
with
mr
cray
bill
before
previously.
This
was
prior
to
your
arrival
on
the
board.
M
However,
this
development
has
has
came
about,
or
the
intent
just
based
on
our
last
six
to
eight
months,
working
together,
moving
forward
is
one
of
the
reasons
why
mr
caribel
was
brought
in
to
talk
about
ways
of
how
we
can
work
together
as
a
governing
body
moving
forward,
making
best
practices
and
decision
making.
M
So
again,
this
is
a
tool
that
we
can
build
on
our
own
if
we
so
desire
to
engage
based
upon
the
proposal
that
was
given
to
move
forward,
or
we
can
tweak
it
in
any
manner
that
we
feel
as
a
board
needs
to
be
addressed
to
help
us
as
we
engage
further
as
we
move
along.
M
So
so
it's
not
a
hard
stop
of
what
was
actually
presented,
but
it's
definitely
an
opportunity
to
send
back
to
mr
preville
as
to
what
the
board
collectively
would
like
to
see
or
would
like
to
engage
in
as
we
move
forward.
So
definitely
this
is
an
opportunity
for
us
as
a
board
looking
at
best
practices
in.
E
F
We'll
be
able
to
have
a
maybe
change
a
little
bit
of
the
term
of
the
psa.
If
we
need
to
one
of
the
responses
I
got
from
aj
was
that
it
said
the
contract
was
starting
first,
so
I
asked.
C
F
F
E
M
So
those
date
ranges
was
instituted
by
mr
craigmill
himself.
I'll
start
date
could
be
one
october
and
we
can
modify
it
to
the
scope
of
the
work.
That's
being
done
it
may
it
may
impact
what
we're
trying
to
cover
again.
As
we
begin
to
look
at
the
proposal,
we
can
shape
it
to
what
it
is
that
we
want
to
cover
or
what
we
want
to
gain
from
this
whole
entire
package.
M
Now
he
outlined
it
in
a
scope
over
years
worth
of
work
right,
so
our
start
date
can
be
one
october
if
we
so
desire,
just
compacting
it
to
a
more
of
a
level
degree
of
achievability,
of
what
we're
trying
to
accomplish
so
so
that
their
modification
that
we
can
send
back
to
him.
As
far
as
the
whole
move
is
concerned,.
D
C
E
F
B
B
With
final
revisions
being.
M
B
Together
right
now,
okay,
miss
waters;
okay,
thanks
and
then
friends
did.
C
F
E
Okay,
so,
mrs
did
you
have
a
question,
so
the
one
thing
that
I
will
say
about
the
contract,
though,
is.
F
Yeah,
so
I
mean
the
contract
is
for
a
hundred
and
twelve
thousand
five
hundred
dollars
max
and
that's
because
it's
the
and
there's
a
max
in
there.
So
there's
for
a
hundred
thousand
in
18
months,
there's
not
a
lot
of
concern
that
it
could
go
much
higher
than
that,
so
it's
not
unreasonable
in
any
stretch
of
the
imagination,
and
it
is
built
into
the
contract
that
it
says
that.
But
I
think
one
thing
is
that
the
council
of
great
city
schools
took
very
was
very
specific
and
I
think
you
need
to
get
this
answer.
F
If
the
timeline
is
not
honored,
the
fee
jumps.
Clearly
they
wouldn't
charge
themselves.
They
wouldn't
charge
us
more
for
them
not
to
meet
the
timeline,
and
the
timeline
is
part
of
the
package.
So
we
need
to
know
what
that
means,
but
as
far
as
products
go
I
mean
this
is
a
product
just
like
any
other
product
that
is
marketed
and
sold
to
school
districts
and
for
various
things,
curricula,
training,
etc,
and
it
really
does
have
some
some
really
good
concepts
to
it.
F
I
just
I
I'm
a
little
concerned
that
it
steers
away
from
operational
governance
at
a
time
that
you're
going
to
have
an
unprecedented
amount
of
money
flowing
out
of
this
district
to
private
vendors
and
that's
at
the
same
time
that
we're
stepping
away
from
the
oversight
of
that
that
that's
the
concern
and
the
only
other
concern
that
has
really
held
me
up
is
that
their
mission
doesn't
serve
all
the
students
of
charleston
county,
so
putting
them
in
a
position
to
determine
the
governance
when
their
mission
isn't
all
the
students
is
a
little
disconcerting.
F
B
E
F
E
E
F
E
D
N
M
M
M
Miss
champagne
to
send
that
format
out,
if
you
can
send
it
to
julie
and
julie,
can
send
it
out
to
all
the
board
members.
Yes,
with
that
format,.
B
M
D
E
A
C
Closing
items
for
committee
of
the
whole
we
have
upcoming
meetings
august
9th
is
the
committee.
E
M
D
E
A
A
A
D
D
A
M
D
A
M
Okay,
we
can
do
voice
voting,
that's
not
a
problem
at
all,
so
both
members,
we
will
be
voting
by
voice.
I.
M
But
if
we're
not
able
to
get
the
electronic
pace,
I
will
be
asking
for
you
for
a
voice
vote
and
I
will
I
will
only
collect
the
votes
if
they
say
nay.
If
not,
I
will
say
unanimous
if
I
do
not
hear
nay
all
right
entertain
a
motion
for
the
adoption
of
the
gender
and
approval
of
the
consent
agenda
move
by
miss
colt
second
by
ms
darby.
Are
there
any
questions.
C
M
E
M
Hearing
that
all
those
in
favor
noted
by
signed
by
by
saying
aye
aye,
I
need
everybody
to
say.
Aye
aye
opposes
hearing
none
we're
going
to
adjust
one
thing
on
the
agenda
by
just
moving
up.
That's
already
printed
the
recognition
of
special
recognition
that
is
outlined.
M
O
Good
afternoon
chairman,
dr
eric
mack,
vice
chair
courtney
waters
press
the
board
of
trustees,
our
supervision
post
weight.
Everybody
else
here
in
attendance,
sacramento
you'd
like
to
take
a
moment
to
recognize
two
of
our
class
of
22-21
students
for
their
perfect
attendance
records
during
their
k
through
12
educational
k
through
12.
O
O
F
A
O
We
want
to
congratulate
dion
we're
going
to
congratulate
dennis
both
of
them
and
how
about
another
round
of
applause,
for
both
of
our
perfect
attendants.
O
M
You
thank
you
and
we
say
again
to
both
of
our
recipients
on
behalf
of
the
board
of
trustees.
We
congratulate
you
on
a
on
a
job
well
done
in
your
attendance
for
your
k-12
year
of
schooling.
That
is
very,
very
impressive,
and
we
we
say,
congratulations
to
you
again.
E
M
We
will
now
go
into
executive
session
how
we
will
do
it
differently
today,
we're
actually
going
to
go
into
the
conference
room,
and
so
you
get
to
stay
right
here
today.
All
right,
yeah,
somebody's.
M
M
A
D
B
G
B
E
M
Okay
removed
by
ms
darby
second
by
ms
green
and
miss
colts,
are
there
any
questions
very
nine?
We
ask
that
you,
please
indicate
your
motion
by
voice
vote,
those
in
favor
and
knowing
by
saying
aye.
E
M
Eyes
have
it
next
item
item
unanimously
item
4b.
B
M
M
E
C
M
A
M
Are
there
any
poses
all
right?
That
items
carries
unanimously
item
7b
capital
program,
phase,
four.
M
A
E
C
F
B
F
N
Yes,
ma'am
good
question
just
for
back
room.
The
the
project
at
burke
just
a
few
years
ago
was
three
million,
so
it's
not
out
of
line
with
other
culinary
renovations
that
have
been
done
district
in
the
past.
The
other
thing
to
note
is
that
we
tried
to
do
the
design
for
both
projects.
The
west,
ashley
high
school
and
the
military
man
in
two
years,
instead
of
three
in
retrospect,
would
have
been
easier.
More
comfortable
would
be
to
do
the
design
in
one
year
and
then
come
back.
N
The
next
year
do
the
programming,
and
then
I
wouldn't
be
asking
for
this
money,
because
we
were
completing
the
design.
Just
a
few
months
ago,
we
had
already
had
to
do
the
program
programming
for
the
project,
so
we
had.
We,
we
aimed
too
low
in
our
program,
request
for
a
little
over
a
million,
and
then
we
found
quite
a
bit
of
additive
things
we
had
to
do.
We
had
to
redo
the
grease
trap
and
osf
required
to
fire
along
some
things
that
we
hadn't
anticipated.
B
M
C
M
G
Yes,
ma'am
we're
looking
at
using
the
arc
at
garrett
long
term.
If
you
recall
we
have,
we
have
decided
to
expand
early
college
high
school
downtown,
and
so
the
fraser
campus
is
being
utilized
by
mr
krabs's
staff
staff
for
disposal
of
district
assets,
so
that
would
be
one
action
that
would
go
to
the
arc
we
still
have.
We
still
have
room
and
much
room
in
garrett
to
be
used
as
swing
space
in
the
future.
So
we
believe
this
is
the
best
location
and.
G
It
is
a
long
term
use
and
we're
looking
at
removing
temporary
space
at
bridgeview,
so
we
can
get
some
space
off
the
rolls
as
well.
Thank
you.
C
H
D
F
To
say
applaud
mr
naraki,
because
he's
having
some
really
creative.
N
M
M
M
Okay,
hearing
none
consent
agenda
items
from
the
july
19th
committee.
N
B
M
All
right,
all
right
upcoming
meeting
will
be
the
committee
of
the
whole
meeting,
followed
by
a
pressure
call
meeting
to
talk
about
that.
The
aj
proposal
bill
thereafter
all
right,
entertainment
motion
for
the
journey.