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From YouTube: CCSD Board of Trustees Regular Meeting | March 28, 2022
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A
A
A
A
Okay,
at
this
time,
we'll
have
special
recognitions.
Dr
taylor,
thank.
B
C
D
E
B
This
afternoon
we
have
with
us
several
of
our
outstanding
student
athletes
and
coaches,
who
have
won
state
championships
in
their
respective
sports
during
the
fall
and
winter
seasons.
Several
of
our
student
athletes
are
unable
to
join
us
this
evening
during
due
to
their
commitment
to
playing
spring
sports,
but
we
will
ensure
that
they
receive
their
certificates
and
medals
through
their
school's
coaches
and
athletics
directors.
B
Now,
it's
time
to
honor
the
south
carolina
high
school
league
state
champions
from
the
fallen
winter
seasons
from
charleston
county
school
district.
You
will
notice
that
our
student
athletes
present
will
be
wearing
special
board
of
trustees,
state
championship
medals,
given
them
given
to
them
tonight
on
behalf
of
ccsd
to
recognize
them
for
their
outstanding
athletic
accomplishments.
This
season
first
step
cross
country,
the
james
allen,
charter,
high
school
girls,
team,
they're,
unable
to
be
with
us
this
evening
because
of
other
spring
commitments.
B
The
trojans
won
the
4a
championship
with
the
dominant
performance
in
the
state
meet
beating
second
place
greenville
by
61
points.
This
is
james
island's,
second
straight
state
title
and
third,
overall
members
of
the
team
are
terry
ardmore
avery
bell,
keira
board
anna
sophie
cruz,
chloe
gilbert,
mk
huddleston,
alex
larue,
alice
taylor
and
hannah
vroon.
The
head
coach
is
dave
lee
and
the
assistant
coaches
are
joe
eshelman
chris
bolas
ed,
carson,
kelly,
kimball,
carson
stewart
and
keith
bartleson
jeremy
holland
serves
as
the
athletics
director
james
island
also
had
the
individual
state
championship
at
the
4a
level.
B
B
B
B
B
B
B
So
if
you
freeze
skill,
shot
early
light
foot
and
eliza
baxter
combined
to
win
the
5a
state
championship
in
the
200-yard
medley
relay
with
the
time
of
one
hour,
45.8
seconds
and
sophie
priest
gill,
shot.
Eliza,
baxter
and
haley
shark
got
the
victory
in
the
400
yard.
Freestyle
relay
state
titles.
Their
time
was
three
hours.
36
minutes
point
58
the
wando
boys
swing
swimming
program
picked
up
a
state
title
in
the
five-day
meet
as
well:
charlie,
green
will
slowly
mason
camp
and
chase
healy
won
the
championship
in
the
200-yard
medley
relay.
B
Moving
to
girls,
tennis,
where
lucy
beckham
high
school
has
now
won
the
4-h
state
championship
in
their
first
two
years
of
existence,
the
bengals
took
down
ac
floor
4-2
in
the
finals.
Members
of
the
team
include
piper
charney
aaron
rodgers,
ava,
dawson,
andy
wilburn,
lila,
small
roxy,
caesar
kayla,
fierce
grayson,
rowley
mackie
black
black
meyer
kate,
daniel
ellie
jitter,
ashley
smith.
Grace
linmouth,
kathleen
cook,
mia
lebanon,
addie
rana,
the
head
coach
is
lisa,
coates
and
athletics.
Director
is
scott
mcginnis.
B
B
C
B
B
B
B
B
In
celebration
of
national
library
week
and
school
library
month
in
april,
we
would
like
to
read
the
following
proclamation
designating
april
20
april
2022
as
school
library
month
for
all
public
schools
in
charleston
county.
Whereas
the
school
library
is
to
ensure
that
students
and
staff
are
effective
users
of
ideas
and
information
and
whereas
the
school
librarian's
role
is
to
provide
the
leadership
and
expertise
necessary
to
ensure
that
a
school
library
is
an
integral
part
of
the
instructional
program
of
the
school.
B
And
whereas
the
charleston
county
school
district
board
of
trustees
has
entrusted
the
school
librarian
at
each
school.
To
teach
skills
of,
locating
and
using
information
throughout
traditional
resources
and
new
technologies,
to
provide
literature,
appreciation
activities
and
to
guide
and
encourage
content
and
recreational
reading
to
every
student
and
whereas
lifelong
learning
begins
and
is
systematically
developed
through
the
school
library
curriculum
of
elementary
and
secondary
schools,
and
where
school,
librarians
actively
promote
diversity
and
inclusion.
By
carefully
curating
library
collections
that
provide
students,
mirrors
and
books
that
show
and
celebrate
their
own
lives
and
cultures.
B
Now,
therefore,
be
it
resolved
that
the
board
of
trustees
does
hereby
proclaim
april
2022
as
school
library
month
in
all
of
the
public
schools
of
charleston
county
and
calls
upon
school
administrators
teachers
and
students
and
citizens
charleston
county
to
recognize
and
support
this
action
and
to
participate
throughout
the
month
of
april
in
the
celebration
of
school
library
live
river
mack.
This
concludes
the
special
recognitions
for
this
evening
and
for
the
parents
and
families
who
are
here
with
our
student
athletes.
Please
join
your
student
in
the
courtyard
behind
the
stage
using
the
doors
to
the
left.
A
Thank
you
so
much
at
this
time
now
I'll
entertain
a
motion
to
go
to
convene
into
executive
session
the
profit
move
and,
second,
that
we
convene
into
executive
session.
I
believe
that
we'll
be
moving
to
the
break
room
area,
so
I
believe
you
can
bring
your
laptop
with
you
so
that
you
can
refer
to
your
information.
If
you
don't
have
printed
copies.
A
A
To
open
session
first
up,
we
have
item
6a
got.
F
A
motion:
okay:
I
move
that
we
allow
the
student
to
remain
with
no
tuition
until
the
end
of
the
20-21-22
school
year.
Second,.
A
A
D
A
C
C
F
G
A
H
G
A
A
A
F
D
A
Okay,
I
move
that
we
overturn
the
constituent.
F
A
Is
there
a
second
second
proper,
moving
second
moved
by
miss
darby
second,
by
miss
coates?
Are
there
any
questions.
F
Yeah.
Thank
you
for
public
comments.
We
have
a
number
of
people
who
signed
up,
but
I
think
that
only
one
or
two
have
decided
to
speak.
So
the
first
person
is
gary
mcauliffe.
E
Was
to
complete
the
very
ccsv
meeting
room,
the
meeting
room
currently
has
two
roads
for
school
board
members:
three
rows
for
the
superintendent
and
staff
sitting
here
in
the
back,
there's,
actually
a
sign
behind
the
classroom
at
the
school
staff
that
says
public
access
for
giving
it
past
this
point
authorized
personnel
only.
I
would
like
to
see
this
change,
such
as
freedom
of
access,
historical.
E
F
Okay,
I
think
that
concludes
our
in-person
public
comments
and
I
think,
if
we
have
did
we
have
any
online
comments
for
today's
meeting.
I
didn't
they
were
supposed
to
okay.
I
Thank
you,
sir.
It's
on
the
superintendent's
report
this
evening
in
the
agenda
item.
There
that's
listed.
J
Covet
update,
we
talked
about
this.
This
is
also
the
doj
update
and
essa
update.
I
I
decided
to
expand
the
essa
update
a
number
of
slides
for
this
evening,
and
then
we
will
push
the
doj
update
until
the
april
meeting
because
of
that
purpose.
So
I'll
ask
next
slide.
Please
ask
mr
ferrari
to
talk
about
the
covet
update.
Please.
K
Thank
you,
mr
kennedy,
I'm
very
proud
to
report
that
we
have
no
protocol
slide
today.
Nothing
has
changed
since
the
last
meeting.
That's
the
first
time
we've
been
able
to
say
that
I
think,
since
we
started
this
whole
thing
and
that's
evidenced
by
the
low
numbers
we
have
here
showing
only
14
cases.
Last
week,
charleston
county's
rated
low
in
positive
testing
rate,
as
well
as
the
cases
per
hundred
thousand
people,
so
we're
in
real
good
shape
and
we've
got
no
issues
in
our
school.
K
The
only
thing
I
will
add
is
that
we
have
distributed
home
test
kits
to
our
schools
and
there
will
be
the
availability
of
of
two
kits,
which
includes
four
tests
for
each
child,
that
parents
are
able
to
pick
up
and
use
so
we're
in
real
good
shape.
E
J
Thank
you,
and
also
I
apologize
also
in
the
presentation.
There's
a
mental
health
services
update,
but
next
dr
taylor
will
give
an
overview
of
some
of
the
highlights
from
last
week.
B
School
is
one
of
10
winners
of
the
2022
governor
elizabeth
stress
and
professional
development
scholarship.
The
scholarship
is
sponsored
by
the
palmetto
state
teachers
association
foundation
for
professional
development
and
is
awarded
annually
to
encourage
and
support
psta
members
and
pursuing
advanced
degrees.
B
J
Dr
taylor
and
next
miss
jennifer
cochran
will
give
the
update
on
the
mental
health
mental
wellness.
L
Thank
you
very
much.
We
wanted
to
give
you
an
update
on
where
we
are
on
some
of
the
mental
health
and
wellness
initiatives
that
we've
begun.
So
in
our
elementary
schools,
we
actually
have
ordered
calming
kits
for
all
of
our
school
counselors
and
our
social
workers,
as
well
as
our
school
psychologists.
L
We
have
15
entire
elementary
schools
at
every
classroom
where
we're
receiving
calming
kits
principals
can
still
apply
for
those
and
we
process
those
orders
weekly
and
so
the
first
round
of
15
is
on
the
way
and
we'll
do
another
order
next
monday.
So
it's
it's
a
continuous
effort
to
move
common
kits
into
the
classrooms
to
provide
a
piece
corner
or
a
common
corner,
we're
also
offering
calming
rooms
for
students
and
staff.
Currently,
we
are
in
the
process
of
outfitting
eight
schools.
L
Without
with
student
calling
rooms,
that's
five
elementary
schools,
two
middle
schools
and
one
high
school
and
we're
doing
12
staff
coming
rooms
across
the
district
said
element:
seven
elementary,
three
middle
and
two
high:
an
update
on
our
temporary
employees
that
we're
hiring
are
a
reminder:
school
counselors,
clinical
counselors
social
workers
licensed
professional
counselors.
We've
we've
hired
12
temporary
employees,
they're
currently
working
in
18
schools.
L
L
As
I
mentioned
before,
our
team
does
meet
every
monday
and
adjust
services
and
we
onboard
any
new
temporary
counselors.
We
walk
through
the
requests
for
the
calming
rooms
and
other
requests
that
come
to
our
team,
and
so
I
just
wanted
to
make
sure
that
you're
aware
that
we
continue
to
move
forward
and
that
we
are
definitely
continuing
to
make
progress.
A
Yeah,
so
so
how?
Since
we
are
having
different
presenters,
mr
kennedy,
throughout
the
slides,
instead
of
trying
to
accumulate
everything
into
one,
I
do
have
a
question
on
the
mental
health
portion
of
it
and
will
allow
board
members
to
ask
questions
from
the
different
presenters
that
you
have.
So
we
can
do
that
so
miss
miss
coker.
L
Absolutely
so
we
have
two
different
kinds
of
common
kits,
the
kits
that
are
purchased
for
social
workers.
School
counselors
and
school
psychologists
actually
have
a
rug
and
manipulatives
and
books
where
students
who
are
having
some
type
of
anxiety
or
are
upset
can
go
meet
with
that
person
individually
in
a
private
location
and
their
materials.
To
make
that
a
very
comfortable
calming
area.
L
We
are
using
them
in
some
of
our
special
needs
classes
in
middle
and
high
school,
depending
on,
if
they're,
appropriate,
but
they're
really
full
of
a
lot
of
manipulatives
and
things
that
help
students
kind
of
just
get
that
energy
out
as
well
as,
like,
I
said,
books
on
different
topics
about
you
know
calming
down
and
breathing,
and
so
there
are
also
posters
that
go
up
in
those
little
calming
areas.
L
So
we're
really
trying
to
create
a
space
within
the
classroom
to
teach
students
to
regulate
their
own
emotions,
hopefully
not
pulling
them
out
as
as
much
yes
and
then
the
calming
rooms
for
students.
It
can
have
various
things
like
soft
music.
It
can
have
little
ball
pits.
You
know
for
kids
to
play
in.
L
I
can
have
coloring
even
just
a
lot
of
tactile
things
for
students
to
do
that
kind
of
changes,
their
mindset
and
then
a
person
would
process
through
with
them
once
they're
calmed
down
and
talk
to
them
about
if
they
need
to
talk
to
a
counselor
about
something
or
if
they
just
needed
a
chance
to
kind
of
self-regulate,
and
so
each
school
sets
up
that
process
a
little
differently
on
how
students
access
that
calming
room
and
and
whether
the
process
most
of
those
rooms
are
going
like
you
saw
on
the
breakdown
or
pushing
them
in
the
middle
and
high
schools,
particularly
because
the
common
kids
aren't
really
appropriate
age
appropriate.
L
And
then
the
staff
calling
rooms
are
really
just
a
tranquil
location
for
staff
to
on
when
they
do
have
a
break.
To
take
a
few
minutes
and
just
be
in
a
quiet
place
where
there's
not
a
copper
machine
running
or
people
coming
in
and
out
just
give
them
a
chance
to
reset
between
their
classes,
same
kind
of
things,
adults
like
to
color
adults
like
to
manipulate
things,
and
so
there
will
be
some
of
that
in
there,
as
well
as
some
yoga
mats
and
various
things
like
that.
L
G
So,
first
off
my
my
four-year-old
granddaughter
did
a
breathing
technique
with
me.
She
learned
in
school
the
other
day,
so
y'all
are
all
fired,
because
I
don't
need
that
from
a
grandchild.
G
She
just
done
a
swan
dive
off
the
dining
room
table
so,
but
so,
if
they're
clearly
they're
working,
but
I
want
to
talk
about
how
we're
distributing
them,
because
I
wanted
to
make
sure
that
there's
a
system,
for
example,
five
elementary
schools
and
we
have
47
elementary
schools-
is
the
plan
to
have
this
everywhere?
Is
there
some
consistency
we
can
put
into
having
them
everywhere
or
have
we
selected,
which
subset
of
schools
will
get
them?
G
L
So,
actually,
for
the
calming
rooms
I
mean,
there's
we
have
to
make
sure
there's
space
first,
and
so
that
is
a
consideration.
Some
of
our
schools
do
not
have
a
physical
space
for
a
calming
room,
which
is
actually
why
we
began
looking
at
the
calming
kits,
and
that
was
for
the
elementary
schools.
They
really
wanted
to
focus
on
the
common
kids
in
the
classrooms
first
because
they
feel,
like
the
students,
need
to
learn
that
skill,
and
so
this
is
not
there's
not
an
end
date
for
this.
L
They
can
continue
to
add
this,
so
some
schools
are
looking
at
their
layout
to
see
if
there's
a
even
a
shared
space
where
the
students
and
staff
could
have
a
shared
room,
and
so
that
the
calming
room
piece
is
a
little
harder
for
schools
to
kind
of
figure
out
the
kits.
This
is
just
the
first
round.
The
15
we're
ordering
is
just
the
very
first
round
who
got
their
applica.
You
know
their
their
form
filled
out.
L
We
just
did
a
professional
development
at
the
principals
meeting
last
week
with
elementary
schools
and
we've
already
seen
more
coming
in.
We
just
need
them
to
have
a
plan
on
how
we're
going
to
roll
out
the
pd
to
the
teachers
on
how
to
teach
the
students
to
use
it
just
not
hand
them
a
kit
and
say
go
for
it.
L
So
there's
a
there's,
a
training
process
behind
that,
just
helping
the
teachers
understand
what
what
we
want
to
talk
to
kids
about
before
we
just
put
those
things
in
the
room,
so
in
esser
we
have
a
budget
to
buy
every
school
one,
it's
just
that
we're
working
with
them
as
they're
ready
as
a
school
to
take
this
on,
and
so
like.
I
said
I
think,
as
of
this
morning,
there
were
already
seven
more
schools
that
I
didn't
have
in
this
report.
E
H
Thank
you.
Thank
you.
You
knew
that.
That's
what
I
was
going
to
say.
Thank
you,
I'm
like
miss
coach.
So
how
do
we
get
them
everywhere?
Is
it
something
that
we're
just
are
we
offering
it
to
them?
Are
we
letting
them
know
that
it's
out
there
for
the
teachers
to
come
in?
H
You
know
for
the
principals
to
come
and
utilize
it,
and
you
know
just
how
can
we
make
sure
that
parents
know
that
maybe,
if
there's
something
that
the
school
needs
to,
let
them
be
able
to
introduce
it
so
number
one
number
two:
are
we
like
when
we're
doing
it
are
we?
This
is
nothing
like
we're
going
to
pilot
or
we're
not
going
to
do
this
like
we
call
it
everything
else.
If
they
want
it,
they
can
come
get
it
right.
Correct.
L
We're
not
doing
pilots,
it's
any
school
that
asks
for
it
gets
it.
I
think
we
ordered
589
kits
maybe
last
week,
which
is
those
15
class,
those
15
schools,
and
so
we
do
have
a
like.
I
said,
a
training
plan
for
them
all
of
our
project.
Prevent
schools
will
be
added
to
the
list
their
order
just
got
put
in
this
morning,
so
we
are
being
systematic
about
where
we're
putting
them.
L
But
we
want
to
make
sure
that
the
teachers
and
the
principals
understand
what's
behind
the
purpose
behind
them,
and
so
that
was
the
reason
for
we
did
put
a
flyer
out
to
the
principles
for
awareness
and
then
we
did
do
a
presentation
at
the
elementary
learning
community
meeting
last
week
to
talk
and
get
questions
and
feedback,
and
so
we'll
continue
to
be
available
for
any
principals
that
want
more
information.
But
we
do
have
a
set
slide
deck.
We
can
send
them
to
that's
pretty
pretty
easy
to
understand
and
then
we'll
offer
support.
L
Our
climate
coaches
are
also
speaking
to
their
schools.
If
they
haven't
been
signed
up,
they're
talking
to
the
schools
about
how
to
implement
that
and
if
they
want
to
get
added
to
the
list
running
of
the
many
of
the
entries
are
coming
from
them.
After
having
conversations
with
the
principals
and
the
teams.
H
Yes,
ma'am
excuse
me,
and
that
was
going
to
be
like
one
of
my
questions
because
like
when
I
came
on
as
a
parent
having
a
kid,
I
offered
that
and
wanting
to
know
once
we
get
them
set
up.
I
think
one
of
the
things
was
was
having
people
trained
or
having
people
educated,
so
the
ones
that
are
coming
in
these
temp
employees
are
these
people
that
we're
going
to
be
placing
in
these
rooms
to
learn
how
to
utilize
these
or
to
be
in
these
reset
rooms
with
these
children.
Is
that
what
we're
doing
so?
H
L
10
players
are
actually
providing
individual
therapy
to
students
so
they're,
not
actually
I
mean
they.
If
they
want
common
kids,
I
told
them
we
would
certainly
buy
them
for
them.
We
have
plans
in
sr
funding
that
was
approved
by
the
audit
and
finance
to
add
some
additional
folks
to
to
help
with
the
common
implementation.
L
So
where,
as
we
meet
with
teams,
if
they
don't
have
a
person
dedicated
in
the
school
to
that,
would
you
have
a
plan
to
help
cover
them
through
the
planning
of
the
esser
funding
and
really
to
build
capacity,
because
the
rooms
and
the
kits
are
going
to
be
here?
So
we
just
need
to
get
everybody
up
to
speed
on
how
we
utilize
them,
and
it
doesn't
mean
that
a
person's
sitting
in
that
room
all
the
time
yeah.
H
That's
what
I
was
saying
too,
when
I
first
you
know
said
that,
and
we
think
nobody
has
to
be
trained
all
the
time,
all
right.
The
common
kids,
the
common
rooms
and
I
understand
the
space
y'all
looked
into
common
corners.
That
can
just
be
something
smaller
too,
like
a
smaller
size
in
the
classroom,
like
everybody,
doesn't
have
a
particular
place
for
the
entire
room,
and
then
we
just
have
the
kit,
but
then
we
have
little
common
corners
to
that.
D
Yes,
I
just
wondered:
I
know
that
sometimes
our
principals
are
overwhelmed
and
they
don't
necessarily
ask
for
the
things.
Are
you
reaching
out
to
schools
where
you
feel
like?
Maybe
this
is
something
that
really
is
really
needed
to
make
sure
they're
they're
aware
and
looked
at
the
flyer.
L
Yes,
ma'am
our
climate,
coaches
and
social
workers
are
actively
speaking
to
their
mtss
teams
and
the
principles
about
this
availability
of
the
of
the
calming
rooms
and
seeing
if
they
can
make
it
work
and,
like
I
said,
we're
seeing
multiple
entries
daily
come
in.
So
I
I
think
it's
really
well
we'll
be
by
the
end
of
the
year.
Most
of
our
elementary
schools.
I
imagine
we'll,
have
the
kits
in.
J
Thank
you.
Thank
you
next
slide,
please.
So
this
is
the
s
update.
So
that's
the
update
tonight
in
two
parts.
One
slide
here:
it's
a
brief
update
with
several
points
here
to
just
give
you
an
update
as
we
move
into
towards
april
25th.
J
So,
as
you
recall
a
few
weeks
ago,
we
get
esther
allocations
out
to
schools,
the
schools
having
to
april
first
to
present
their
plans
to
the
central
office
staff,
and
then
we
have
until
april
25th
to
review
those
plans
internally
with
us
with
the
submitters
and
then
and
bring
creating
the
information
to
the
art,
to
the
excuse
me
to
the
full
board
on
april
the
25th.
So
again,
these
are
just
some
brief
updates
here.
J
That's
the
three
district
level
programs
are
being
refined
to
support
reading
of
grade
level
by
grade
five,
so
that
is,
we
have,
as
you
recall,
three
three
separate
pillars
to
support
that
vision
and
so
there's
some
refinement
being
made
to
those
plans.
J
Number
two
principals
and
staff
are
coordinating
and
developing
a
proposal
for
the
recommendation
for
recommended
programs
based
on
needs
and
vision,
and
so
that,
if
you
recall
that
vision
is
around
reading
on
grade
level,
so
the
allocation
was
based
on
the
number
of
students
that
are
reading
below
grade
level
at
each
school
number.
J
Three
currently
addressing
broadband
expansion
in
the
rural
areas
number
four
prioritizing
summer:
school,
mental
health,
acceleration
school
and
teacher
incentives
with
extra
three
dollars,
as
ms
coker
just
mentioned,
with
the
mental
health
that
was
presented
to
the
finance
committee
earlier
this
month
and
she's
taken
action
on
that
in
terms
of
expenditures,
number
five
principals
and
community-based
organizations
will
meet
to
discuss
specifics
of
various
proposals
and
number
six
school
and
district
level
recommendations
and
plans
again
will
be
presented
to
the
board
on
april
25th.
J
So
a
lot
more
detail
on
what's
happening
with
three
dollars
to
be
presented
to
the
board
on
april
25th.
Now
the
next
section
here
of
the
plan,
if
you
recall,
on
january
24th,
when
staff
present
to
the
board
the
vision
of
all
students
reading
on
the
grade
level
by
grade
5
by
the
year
2027,
there
were
three
pillars
of
instruction:
rigorous
instruction,
talent
and
wraparound
services.
J
If
you
also
recall,
underneath
those
three
pillars
were
two
horizontal
bars,
one
said
engagement
and
voice
and
one
said
accountability
and
support,
accountability
and
support.
So
tonight
the
rest
of
this
presentation
will
talk
about
a
portion
of
the
accountability
and
supports.
So
you
know
when
we,
when
we
talk
about
initiating
and
education
programs
initiatives,
we
talked
about
initiating
those
with
with
fidelity.
So
so
the
saying
scope
saying
goes
that
we
don't
implement
with
fidelity.
We
don't
get
good
outcomes.
J
So
what
this
approach
here
is
to
try
and
get
to
a
structure
that
we
can
implement
with
this
fidelity
so
achieving
the
reading
vision,
using
port
for
portfolio
management
to
track
strategy.
Implementation
in
the
student
progress
next
slide,
please.
J
So
achieving
that
vision,
we're
looking
at
sort
of
the
strategy
again,
you
know
what
the
strategy
is.
There's
funds
dollars
that
have
to
be
used
to
match
have
to
match
those
funds.
We're
not
gonna
talk
about
that
tonight,
this
execution
of
the
program
and
then
you
take
a
look
at
portfolio
and
program
management.
J
We're
going
to
talk
about
that
tonight
in
performance
management
and
so
the
way
the
way
we're
thinking
about
a
portfolio
is
a
a
set
of
initiatives
of
programs
that
are
that
are
gathered
around
a
a
common
theme.
So,
for
instance,
we
have
several
programs
or
initiatives
for
early
childhood
education
and
so
that
early
childhood
education
is
a
portfolio
with
several
programs
or
initiatives
within
that
portfolio.
So
we
have
around
seven
or
eight
portfolios
in
the
in
this
division.
J
That's
going
to
be
funded
by
essa
funding
as
well
as
other
funding,
and
then
the
other
piece
that
we'll
talk
about
tonight
is
performance
management.
Once
we
figure
out
a
way
how
to
manage
all
this
complexity,
how
do
we
make
sure
that
we
have
adequate
goals,
appropriate
goals
and
that
we
are
able
to
track
those
goals?
J
Next
slide,
all
right,
so
the
ccsd
reading
vision
portfolio.
So
I
mentioned
how
we
met.
We
imagined
based
on
portfolios,
and
these
are
the
portfolios
that
we
have.
The
first
three
are
around
the
the
pillars
for
the
support
division,
and
then
we
have
one
on
community
partnerships,
one
on
acceleration
schools
that
have
been
in
place
for
a
while
mission,
critical
projects
that
have
been
in
place
for
a
while
accountability
and
support
and
engagement
and
voice
invoice.
Those
last
two
are
those.
J
Those
components
are
the
horizontal
bars
that
I
mentioned
earlier
that
support
those
division.
Next
slide.
Please.
J
So
imagine
ccsd's
reading
vision,
using
portfolio
management
and
project
management,
so
we
want
to
make
sure
that
we
there
are
a
lot
of
initiatives
and
programs
that
are
being
being
designed
for
implementation.
We
want
to
make
sure
that
there's
a
common
approach
across
the
district
on
how
we
define
and
initiate
those
key
efforts.
So
I
suppose
one
project
came
saying:
I'm
going
to
take
this
particular
approach
in
design.
We
want
to
make
sure
that
all
all
project
teams
have
the
same
same
approach.
J
We
want
to
track
project
progress
and
in
a
consolidated
dashboard,
so
we
will
have
a
consolidated.
That's
what
have
an
example
of
that
here
in
the
presentation,
so
that
is
a
common
way
again
to
be
able
to
track
progress
on
projects
provide
startup
support
and
supplemental
project
management.
I
want
to
make
sure
that
people
that
are
going
to
be
managing
these
these
initiatives
and
projects
have
the
supports
to
do
so.
The
fourth
one
developed
project
report
for
portfolio
management,
skills
and
project
leaders,
sponsors
and
other
key
stakeholders.
J
So
here
in
ccsd,
the
idea
of
a
form
of
project
management
structures
is
just
being
introduced
and
we
need
to
make
sure
that
staff
have
the
understanding
and
professional
development
to
to
move
into
this
direction
and
then
not
not
going
to
be
shown
tonight
is
how
we
we
will
implement
financial
views,
but
that
is
being
designed
and
so
at
a
future
point
we're
bringing
to
the
to
this
board
how
we
will
manage
manage
these
projects
from
a
financial
standpoint.
Next
slide.
Please.
J
So
the
purpose
of
this
slide
is
now
for
for,
for
the
audience
to
read,
is
given
an
example
of
how
we
want
to
manage
and
and
so
again
this
is
a
lot
of
data,
so
we'll
use
this
inside
four
or
five
slides
that
that
that
are
that
that
represent
the
project
management,
dashboard
and
see
charleston,
school
district
portfolio
management,
looking
at
the
vision
itself
and
the
key
takeaways
here
so
every
two
weeks,
every
two
weeks,
there's
staff
that
updates
this,
give
it
to
senior
leaders
and
then
on
the
on
the
front
page,
given
each
of
the
portfolio
give
us
an
update
on
where
we
are
at
high
level
and
where
we
are
with
each
of
those
portfolios.
J
So
if
we
know
there's
a
problem,
we
understand
what
that
problem
is
that's
accountability,
piece
and
then,
if
there
are
problems
also
that
project
teams
need
support
on
that's
the
support,
so
accountability
and
support
next
slide
and
then
what
the?
What
the?
What
the
dashboard
then
does
instead
of
the
summary
it
lists
each
initiative,
each
project,
that's
being
managed
and
it
gets
a
status
on
where,
where
we
are,
are
we
on
track?
Yes,
it's
green
there's
concerns
yellow.
J
If
it's
a
check
mark,
it's
complete
if
there's
a
blank
there
zero
with
a
with
a
line
through
it,
there's
no
color
in
it.
That
means
that
that
initiative
has
not
started,
and
if
it's
red
then
there's
some,
you
know,
there's
some
challenges
again.
The
point
of
the
presentation,
tonight's,
not
for
you
all
to
understand
in
detail,
just
get
a
concept,
how
we're
going
to
be
managing
this,
and
this
management
is
internal
to
the
district
again
every
two
weeks
next
slide,
please,
and
so
again,
each
each
portfolio
has
a
section.
J
J
Yes,
the
mission
critical
that
we
talked
about
acceleration
schools,
leadership,
talent,
management,
climate
and
culture,
and
so
this
is
the
concept
that
we're
using
to
manage
all
these
projects,
and
you
see,
there's
a
there's,
a
ton
of
projects,
a
lot
of
additional
resources
coming
in
and
so
need
a
way
to
again
have
a
common
way
to
match
those
next
slide.
Please
and
then
performance
management.
So
this
address
is
metrics,
so
we
have
a
vision.
J
How
do
we
measure
that
vision
to
make
sure
that
we're
on
track
to
to
meet
that
vision?
So
we
want
to
make
sure
that
we
have
measures
that
we're
looking
at
from
a
student's
standpoint
from
families
from
teachers
from
schools.
J
We
need
we,
we
know
where
we
want
to
be
in
2027,
that's
five
years
out
and
so
what's
the
baseline?
Where
are
we
today
in
2022
and
then
in
the
intervening
years,
between
22
and
27?
Where
do
we
need
to
be
in
each
year?
Some
last
section
here,
just
how
do
we
define
all
of
that
and
roll
through
it?
So
I
will
given
the
next
slide.
Please.
J
So
that
says
under
construction,
so
this
piece
like
the
project
management
dashboard,
I
presented
a
few
more
a
few
minutes
ago
that
is
fully
developed,
so
that
is
no
longer
under
the
development
that
is
in
action.
This
is
the
next
section
here,
the
last
two
slides
on
the
performance
management
and
we're
still
developing
this.
So
again,
you
take
a
look
at
the
top
of
the
slide
on
the
left.
It
says
year
2027
and
so
what
we
will
do.
J
We
will
create
a
series
of
metrics
of
performance
measures
that
where
we
want
to
be
in
2027
in
each
of
these
portfolios
across
the
top
excuse
me,
you
know
the
where
it
won't
be
at
the
cross,
stop
reading
level
the
instruction
high
quality,
high
clock,
the
staff
wrap
around
services,
etc.
J
J
We
will
establish
where
we
are
currently
what's
the
baseline,
where,
where
the
metrics
are
the
measures
where
we
are
right
now,
so
if
instances
if
we
want
to
have
90
of
our
kids
in
2027
reading
on
grade
level
by
fifth
grade
and
we
know
today,
then
we
only
have
roughly
50
so
that
the
50
percent
would
be
the
baseline
and
then
we
would
expect
we'll
establish
our
targets
in
23,
24,
25
and
26,
and
where
we're
going
to
be
moving
towards
that
2027
target
again
under
construction,
not
complete
yet-
and
the
last
slide
here
on
that
is
that
once
we
have,
that
done,
have
those
measures
done
across
those
five
years
and
then
for
each
year
we
will
have
a
dashboard
similar
to
this.
J
That
again
shows
the
2027
target
of
what
what
is
the
target
for
the
current
year.
So
for
next
year
for
2023,
we
will
have
a
target
specifically
each
measure,
and
then
we
will
have
the
actuals,
whether
we
that's
the
target
where
the
actuals
and
then
notice,
where
the
notes
might
might
be.
J
So
again,
these
two
slides
they
are
complimentary
to
the
to
the
dashboard.
The
project
management,
dashboard
and
then
the
third
section-
that's
not
on
that's
not
being
presented
today,
which
is
also
complimentary,
would
be
the
financial
views
of
we
would
have,
but
we're
developing
a
financial
dashboard
to
match
what
we're
trying
to
get
accomplished
in
the
project
management.
Dashboard
next
slide.
Please
question:
please.
G
I,
like
the
project
management
style,
pretty
easy
to
read
once
you
look
at
it.
Thank
you.
That's
really
good,
so
backing
up
to
one
of
the
very
first
things
and
I'm
sorry,
it's
taking
me
so
long.
G
I
have
two
questions
on
your
very
first
slide
with
the
sr3
update.
Are
schools
I'm
on
page
five,
the
the
second
bullet
point
says
proposals
for
recommended
school-based
programs
and
just
checking
the
terminology
and
then
the
next,
the
last
one
is
partnering.
The
schools
with
the
entities
that
have
already
put
in
proposals
are
schools,
picking
from
a
library
of
proposals,
picking
out
their
own
and
creating
their
own
programs
to
submit
to
y'all
or
a
combination
of
both
it's.
G
Thank
you
and
then
the
last
question
is
on
page
I'm
sorry,
it's
not,
but
the
reading
vision,
progress,
the
the
one
that's
got,
the
blue.
Are
these
20
27
goals?
Are
these
the?
Are
these
the
goals
or
examples
of
the
goals
you're
thinking
of,
or
are
these
the
ones.
J
So
these
are
not
the
goals,
that's
what
I
have
under
there
under
construction,
so.
J
D
Thank
you
one
thing
on
page
14,
when
you
go
into
performance
metrics,
I
was
wondering,
if
you're
thinking
about
looking
at
some
leading
indicators
that
we
can
use
on
a
very
frequent
basis
to
make
sure
we're
headed
in
the
right
direction.
The
kind
of
thing
that
helps
us
pivot,
if
we
need
to
to
you,
know
that
can
predict
whether
or
not
we're
going
to
get
the
results
we're
looking
for
that
year,
for
instance,
yes,.
J
This
belgium
caution
me
to
make
sure
that
we
do
exactly
that.
The
leading
indicators.
D
Okay,
great
and
then
the
second
thing
is,
is
a
bit
related
to
mrs
question
so
that
the
vision
obviously
is
to
have
100
of
our
students.
Reading
at
fifth
grade
level
by
27
2027.
J
Exactly
that's:
why
we're
taking
time,
dr
french,
to
make
sure
that
we
are
able
to
be
very
deliberate
on
the
goals
that
we
set
for
2027
and
and
and
also
all
the
all
the
indicators
in
between
now
and
then
what
we
want
to
be
realistic
and
we
and
at
the
same
time
we
want
to
be
aggressive.
J
We
have
a
lot
a
lot
of
children
in
the
district,
a
lot
that
aren't
able
to
read
on
great
level
and
if
we
don't
get
them
there,
then
there's
going
to
be
negative
outcomes
for
them
later
in
life,
and
so
we
want
to
be
aggressive
and
realistic
at
the
same
time,
and
so
we've
been
deliberate
on
that
and
we'll
we'll
then
definitely
be
bringing
more
coming
back
to
the
board
with
without
without
thinking
of
what
those
missions
should
be.
A
A
I'll,
just
let
the
minister
reflect
that
miss
dr
frazier's
has
left
the
meeting.
A
Is
that
accurate,
whose
header
is
not
longer
on
okay,
so
doctor
for
a
generous.
A
C
Chairman
a
motion
to
approve
the
reallocation
of
these
funds,
as
outlined
on
the
attached
registration.
C
A
A
A
The
appointment
of
ad
hoc
committee,
superintendent
search
for
information
purposes,
but
I've
asked
miss
green
to
chair
that,
along
with
dr
frazier
and
ms
darby
to
serve
on
that
committee.
Are
there
any
questions
in
reference
to
the
ad
hoc
committee,
superintendent
search,
reverend.
I
C
Yeah,
you
were
waiting
on
that
one.
Yes,
I
I
just
want
to
follow
up
with
my
request
to
you
to
send
me
your
recommendations.
We
will
meet
probably
next
week
and
if
we
don't
have
them
we'll,
we
can
certainly
make
a
decision
with
the
three
of
us.
So
it's
up
to
y'all.
A
A
Great
city,
schools,
governance,
training,
vastness
hedorah
to
chair
that
committee,
along
with
ms
waters
and
dr
french,
are
there
any
questions
there.
D
Ms
herderick
asked
me
to
convey
to
the
group
to
please
respond
to
her
email
about
the
meeting
dates
that
we
had
to
adjust
for
for
our
training.
The.
A
It
thank
you.
Okay.
Item
11c.
Is
the
strategic
plan.
Postponement
that's
listed
there.
Are
there
any
questions.
G
G
B
Yes,
ma'am
as
well
as
make
sure
that,
as
we
know,
we
are
up
for
presentation
next
year,
it's
our
five
year,
predication,
so
just
making
sure
that
we
align
all
of
our
plans
and
processes
together.
I
can
say,
though,
however,
that
our
schools
are
very
far
along
and
so
we'll
we'll.
We
will
continue
to
work
with
them
because,
as
a
part
of
the
process
they
have
to
to
renew
every
year.
B
We
wanted
to
once
we
made
you
all
now
we
so
as
a
part
of
the
process.
We
have
to
make
you
aware
and
make
sure
you're
knowledgeable
knowledgeable
about
the
request
to
delay,
and
then
we
were
going
to
come
back
and
let
you
know
what
the
length
of
the
delay
is.
D
D
C
B
D
K
J
So
the
alignment
of
the
of
the
budget,
so
we
don't
once
we
have
a
new
five-year
plan.
You
know
we
can
align
each
year
each
year's
budget,
as
you
as
I
think
you
all
know,
we're
trying
to
make
sure
that
we
figure
out.
How
do
we
do
what
what
I
call
all
funds
budgeting,
and
so
historically
we
budget
the
general
operating
fund.
J
We
look
at
every
major
grant
comes
in
title,
one,
esther
dollars
all
our
major
grants
and
we
look
at
them
as
separate
programs
as
opposed
to
taking
a
look
at
a
vision
across
the
district,
this
case
vision
of
reading
and
then
looking
at
all
the
funding
sources
and
then
being
able
to
to
align
all
those
funding
sources
to
support
that
vision.
J
So
if
you
remember
probably
at
least
two
maybe
three
presentations
that
either
I've
made
to
the
board
or
dr
posterweight
there's
a
a
slide
that
has
a
number
of
circles,
those
circles
overlap
and
each
circle
represents
a
program.
J
So
if
you
take
a
look
at
what
I
presented
on
the
dashboard
this
afternoon
or
this
evening,
all
those
programs,
those
programs,
have
different
funding
sources,
and
so
it's
very
it's
very
complicated
to
be
able
to
just
say
in
the
short
time
period,
we
have
right
now
to
develop
the
fiscal
year,
2023
general
operating
fund
budget,
to
bring
all
that
all
all
that
bear
take
it
to
the
audience
finance
committee
next
tuesday,
tuesday
of
next
week,
a
limited
preliminary
set
of
numbers
for
for
your
operating
foreign
budget
for
next
year.
J
So
it's
not
possible
to
bring
all
that
together
and
to
impact
just
this
com
upcoming
budget,
but
but
by
this
time
next
year
we
will
have
all
of
that
together
and
so
it'll
be
a
comprehensive
look.
A
Okay.
Thank
you,
mr
kennedy.
Item.
12A
is
a
textbook
spring
2022
that
was
approved
at
the
beginning
of
the
meeting
with
on
the
consent
agenda
item.
Our
next
meeting
is
the
committee
to
hold
meeting
and
a
regular
board
meeting,
and
that's
because
of
spring
break.
So
it's
prepare
yourself.
A
It'll,
probably
be
a
long,
lengthy
meeting,
knowing
that
ahead
of
time
you
can
plan
accordingly
that
will
be
on
the
25th
and,
let
me
just
say,
to
to
staff
and
to
everyone
that
coordinate
us
moving
from
75
calhoun
and
being
able
to
be
in
this
venue
today.
I
know
a
lot
of
time.
A
lot
of
effort
went
into
the
preparation
and
then
setting
up
with
the
communication
piece,
and
thank
you
so
much
for
what
you
have
done
here.
It'll
be
nice.