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A
I
am
calling
to
order
the
july
what
is
today
18
18..
Thank
you
july,
18
committee
of
the
whole
meeting.
I
think
we
have
a
couple
people
miss
waters
is
on
zoom
and
miss
coakley.
Anybody
else.
Yes,
okay.
First
item
up
on
the
agenda
is
adoption
of
the
agenda.
I
have
a
motion.
A
B
A
E
F
B
C
Okay,
we
have
several
people
signed
up
tonight.
I
mean
today
for
public
comments.
Our
first
person
up
for
public
human
is
mr
william
runyan.
G
G
Excuse
me
in
charge
superintendent
with
a
direct
responsibility,
creating
district
policy
here
in
south
carolina
article
11
of
the
state
constitution
states
that
the
general
assembly
establishes
organizes
and
supports
a
systemic
public
education
in
charleston
county.
Our
legislative
delegation
has
a
long
history
of
supporting
our
public
education,
inclusive
of
charging
the
board
with
the
establishment
of
policy
government
of
the
system,
as
elected
members
of
the
community
sworn
to
work
for
the
people
and
with
the
people.
G
Yet
again,
as
learned
by
this
board
in
litigation
in
2017,
when
it
attempted
to
establish
its
own
salary,
the
community
must
direct
its
membership
to
recognize
that
only
the
charleston
county
legislative
delegation
upon
the
passing
of
state
law
can
provide
the
board
this
degree
of
authority,
and
today
it
has
not
done
so
for
you.
So
I
would
encourage
the
seated
members
of
the
board
to
take
this
seriously.
G
C
Hey
ms
darlene
dunmeyer.
H
H
I
rise
today
in
opposition
to
the
proposal
and
agenda
item
regarding
the
district
policy
manual
and
board
policy
manuals.
It
gravely
concerns
me
earlier
today
in
a
press
release.
I
stated
that
it
is
essential
that
ccsd
governing
power
remains
with
the
elected
board
of
trustees.
The
board
governs
policy
and
provides
oversight
and
accountability.
H
If
this
is
the
case,
then
you
all
should
ask
yourself:
is
there
a
need
for
a
school
board?
The
agenda
item
gives
the
authority
to
the
temporary
superintendent
again
who's
checking
the
checker.
I
encourage
the
board
to
reconsider
this
change
and
to
not
move
forward
with
such
a
bold
and
prosperous
direction
of
duty.
Thank
you.
I
Some
of
these
are
metal
detectors
which
do
find
guns,
but
they
don't
find
active
shooter
guns.
There
are
resource
officers
which
we
have
found
to
be
a
positive
police
force.
However,
we've
noticed
with
uvaldi
that
there
were
300
police
officers
present
at
the
time
and
nothing
happened
in
a
timely
manner.
So
first
I'd
like
to
thank
reverend
mack
for
bringing
up
two
years
ago
about
three
years
ago
the
ability
to
do
productive
doors
and
we
have
productive
doors
in
this
community
and
built
in
in
the
community.
I
There
have
been
three
doors
installed
in
your
community
and
we've
had
great
recommendations
from
your
school
district
saying
that
they
were
perfectly.
There
was
no
sagging,
there's
a
proof
of
concept.
So
I'm
asking
for
you
all
to
consider
changing
the
coveted
funds
that
you
may
have
into
school
safety
funds
and
being
able
to
protect
our
schools
and
our
students.
I
J
Hi,
my
name
is
caitlin
mannion
and
I'm
speaking
about
the
r2p
protective
doors,
as
well
as
someone
who
has
a
mother
and
mother-in-law
who,
both
in
the
education,
profession
and
I'll,
have
children
in
the
school
system
in
the
next
few
years.
It
is
terrifying
to
see
how
badly
the
system
has
failed,
but
one
positive
that
could
come
from
the
allocation
of
coverage
relief
funds
towards
our
children's
safety.
J
Our
children's
futures
depend
on
r2p
doors
and
the
support
of
men
and
women
in
your
positions,
and
especially
in
reverend
mack,
for
championing
these
doors
for
the
last
few
years.
So
I
just
ask
you
to
consider
those
and
think
why
not
add
an
extra
layer
of
safety
to
our
children
when
they
go
to
school.
K
K
I
was
saddened
and
bewildered
by
what
I
witnessed
the
cries
for
help
from
students,
teachers
and
staff,
the
fact
that,
even
with
armed
officers
present
and
in
the
hallways,
they
were
literally
stuck
inside
classrooms
with
no
defense,
54
minutes
plus
went
by
and
the
officers
did
nothing
r2p
is
giving
us
something
to
help
defend
our
children,
teachers
and
staff,
the
ability
to
provide
a
truly
safe
space
for
them
behind
classroom
doors,
so
board
members.
Today
I
ask
you:
what
are
our
children
and
teachers
lives
worth
to
you?
L
Hi,
my
name
is
colleen
butterworth.
I
am
a
mother,
a
wife
and
a
teacher.
I
have
worked
in
new
york
and
south
carolina
and
for
ccsd
I
actually
trained
in
this
very
room
on
how
to
hide
from
an
active,
shooter
many
mornings.
When
I
go
off
to
work,
my
husband
will
say
goodbye
have
a
great
day.
We
love
you
and
he
will
also
tell
me,
don't
be
a
hero
come
home
to
us
setting
all
politics
aside.
We
have
an
issue
with
guns
and
mental
health.
L
Unfortunately,
neither
of
these
issues
are
going
to
be
solved
anytime.
Soon,
we've
made
adjustments
at
schools,
we
have
sros,
we
have
doors
that
lock.
We
have
lobbies
to
get
buzzed
through,
as
we
all
saw
in
uvalde.
None
of
these
measures
are
enough.
If
someone
is
already
in
the
school,
a
lobby
is
not
going
to
help.
L
L
M
M
I'm
a
mom,
I'm
a
wife,
a
teacher's
assistant
here
in
charleston,
county
school
district,
I'm
a
veteran
and
I'm
a
part
of
this
community
in
your
constituents,
and
I
can
honestly
say
that
I
have
been
praying
for
each
and
every
one
of
you
guys
and
I'm
speaking
about
the
abdication
of
school
board
authority
and
responsibility
and
because
I'm
a
woman
of
faith,
I've
been
praying,
and
the
lord
spoke
to
me-
and
he
told
me
to
say,
remember
and
remind
them
of
who
they
are
and
whose
they
are.
M
And
I
tell
you
this
with
the
utmost
sincerity
that
you
are
wonderfully
and
beautifully
made.
You
are
god's
treasure
possessions
the
apples
of
his
eyes
and
he
made
you
and
he
formed
you
for
such
a
time
as
this
and
he's.
Given
you
a
great
responsibility
and
authority
to
speak
for
the
constituents
and
the
family
members
and
the
teachers
of
this
community-
and
he
said
he
said
this-
and
I
hope
you
take
this
to
heart-
he
said
redeem
back.
M
N
I'm
jody
stalling
ccsd
teacher
and
director
of
the
charleston
teacher
alliance
representing
over
1
000
ccsd
teachers
on
behalf
of
those
teachers,
I
encourage
the
board
to
decline,
seating
their
authority
over
the
district
and
board
policy
manual.
Why
does
that
matter
to
teachers,
because
the
policies
in
that
manual
are
too
important
to
what
we
do
in
the
classroom
to
be
under
the
rule
of
a
single,
unelected
official?
N
That's
no
slight
against
any
superintendent
past
or
present,
most
of
whom
have
been
outstanding,
but
future
superintendents
could
very
well
turn
out
to
be
hostile
or
incompetent
or
prejudicial
or
unqualified.
That
obviously
could
apply
to
school
board.
Members
too,
but
at
least
we
have
the
redress
of
being
able
to
come
forward
and
share
our
concerns
with
you
and
with
the
public.
N
O
Good
afternoon
I'm
michelle
nichols
ccsd
teacher
and
assistant
director
of
the
charleston
teacher
alliance,
representing
over
a
thousand
ccsd
teachers
on
behalf
of
those
teachers.
I
encourage
the
board
to
postpone
the
el
curricula
recommendation
until
it
can
be
properly
vetted.
The
district's
ela
task
force
lists
22
individuals
responsible
for
recommending
the
curriculum.
O
Every
single
one
is
an
administrator
or
bureaucrat.
Not
one
classroom
teacher
is
on
the
committee.
They
may
claim
to
have
consulted
with
the
teachers
who
are
required
to
pilot
the
new
curriculum,
but
did
they
listen?
Not?
According
to
our
recent
survey,
where
teachers
who
implemented
the
curriculum
told
us,
it
doesn't
meet
the
needs
of
their
students
and
doesn't
provide
foundational
reading
skills.
O
Some
teachers
were
in
favor
of
el,
so
I
don't
know
which
side
is
right,
but
I
do
have
some
recommendations
on
how
to
better
serve
students
with
new
curricula
number
one
give
it
time
before,
replacing
it
with
something
else.
Number
two
avoid
highly
scripted
curricula
like
el,
that
preclude
teachers,
ability
to
adapt
to
their
students,
number
three
properly
evaluate
the
new
curricula
by
regularly
surveying
teachers
and
number
four
best
of
all:
allow
schools
the
autonomy
to
adopt
any
state-approved
curricula
that
suits
the
needs
of
their
students.
O
We
can't
afford
to
keep
making
the
same
mistakes
deploying
a
new
curriculum
is
like
administering
a
new
medicine
to
children.
If
you
meant,
if
you
implement
it
hurriedly
haphazardly
and
without
truly
vetting
it,
you
are
rep,
you
are
placing
at
risk
the
very
lives
you
are
called
to
save.
Thank
you.
Thank.
B
B
B
E
E
For
my
ass
to
buy
time
for
our
children's
and
staff
safety,
the
r2p
protective
doors
will
buy
time
for
the
well-trained
authorities
to
get
to
the
school
and
detain
the
active,
shooter
or
god
forbid,
active
shooters
it'll
keep
our
children
and
safe
staff
safe.
Please
consider
putting
our
2p
protective
doors
in
our
beautiful
schools.
Thank
you
for
your
time.
Q
Hello,
I
am
the
mother
of
three
children
here
in
the
ccsd
schools.
I'm
here
about
your
proposal
for
turning
over
more
responsibilities
to
the
superintendent.
I
think
that's
a
huge
mistake.
Many
of
you
are
new
to
the
board.
Why
would
you
ever
have
run
in
the
first
place
if
you're
willing
to
hand
over
your
responsibilities
to
one
person?
Q
I
think
that
you
all
tried
to
get
your
reimagined
schools
passed
back
in
the
winter
that
didn't
happen.
Everyone
spoke
up,
we
saw
what
was
happening
and
it
didn't
happen.
So
now
we
feel
like
you're,
trying
to
change
the
rules
to
get
your
policies
in
line
with
what
you
want.
Okay,
so
you're
just
repackaging
the
mission
critical,
which
we've
seen
before
as
reimagined
schools.
Q
So
why
would
you
hand
over
more
authority
to
one
single
person?
That's
not
even
an
elected
official
okay.
So
this
is
what
I
tell
my
children
and
I'm
going
to
tell
you
because
it
feels
very
similar.
You
can't
change
the
rules
of
the
game
in
the
middle
of
the
game.
Okay,
you
want
to
change
the
rules.
You
tell
everyone
the
rules
before
the
game:
okay,
not
in
the
middle.
It's
not
fair
same
with
the
r2p
doors
that
all
these
parents
are
speaking
out
about.
Q
C
Thank
you,
barbara
skidmore
harry
spoke.
Okay,
all
right
is
it
kate
manning.
C
C
Okay,
scott
effington.
A
A
Board
members,
you
should
have
the
emailed
public
comments.
You
should
have
those
in
your
email.
Next
item
on
the
agenda
is
the
carolina
voyager
charter
school
request.
So
we
have
some
folks
here
from
carolina
voyager.
T
My
name
is
anthony
holland
and
I'm
a
school
lead
at
carolina
board
charter
school,
and
I
came
on
board
about
eight
months
ago
and
I'm
here
today,
along
with
a
few
others
from
carolyn
vorger.
To
do
two
things.
First
thing
I
want
to
do
is
to
say
thank
you.
My
mom
always
taught
me
to
get
flowers
while
you
can
and
school
board.
You
all
have
some
really
good
people
in
place.
T
They
took
me
and
immediately
came
on
board
about
eight
months
ago.
It
really
helped
me
out
through
a
major
transition
at
our
school,
and
I
have
to
say
thank
you
to
several
of
them.
You
know
from
I
don't
know
she's
here,
not
dr
apple
summer,
to
your
your
teacher
evaluation.
Miss
mcdonald
miss
rawlins.
T
They,
these
individuals
stepped
in
and
helped
me
to
get
acquainted
to
this
area,
because
I'm
not
from
the
charleston
area
and
helped
me
to
learn
more
about
the
charter
school.
As
most
of
my
work,
my
30
plus
years
in
administration
has
been
in
public
school
sector
also
another
key
individual,
mr
olson.
T
These
people
were
just
a
phone
call
away
from
me
and
helped
us
to
get
our
ship
back
afloat
and
make
sure
we're
heading
in
the
right
direction,
and
I
thank
you
for
those
people
being
willing
to
reach
out
and
help
us
and
again
just
phone
call
away
to
help
us
to
do
what's
best
for
our
kids.
So
that's
my
thank
you.
T
The
first
thing
today
and
also
the
the
second
thing
I
want
to
do
today
is
we're
coming
to
you
to
share
with
you
that
we're
currently
asking
for
help
with
the
transition
now
of
our
kids
into
their
favorite
home.
T
We've
purchased
land
off
beast
ferry
and
we're
in
the
process
of
building
a
new
new
building
for
our
kids,
and
this
is
this
is
a
good
time
for
us,
so
we're
very
excited
about
it,
and
so
far
things
are
moving
along
really
well
for
us,
the
plan
has
been
shared
with
mr
bowery
jeff
bowery
he's
working
with
us
on
it
from
the
district
again
another.
Thank
you
there
to
him
and
we're
currently
meeting
weekly
with
our
contractor
and
architect
to
make
sure
that
everything
flows
well.
A
You
very
much
we
might
have
some
questions
board
members.
Do
you
have
any
questions
for
carolina
voyager.
R
C
So
thank
you
for
kind
of
giving
us
an
update
as
to
how
you're
progressing
in
that
manner.
So
you
know,
we've
been
to
this
spot
before
prior
to
you
coming
on
board
asking
for
an
extension
and
a
request.
C
So
how
can
you
assure
us
at
this
point-
because
I
believe
you're
at
that
point
previously
before
with
securing
property
and
trying
to
build
a
facility
that
did
not
panned
out
but,
however,
you're
in
a
new
track
now
and
securing
a
new
piece
of
property?
So
with
your
contractor,
how
you
and
you
indicated
december
2023
as
a
completion
date?
Yes,
so
are,
do
you
have
a
timeline
already
laid
out
step
by
step
as
to
what
is
occurring
when
is
when
is
ground
breaking.
C
Sir,
all
right,
and
so
if
it's,
if
it's
the
pleasure
to
board,
I
think
it'll
be
very
important
that
we
have
a
monthly
report.
I
would
suggest
that
the
board
is
immutable
to
that
that
we
have
a
monthly
report
as
that,
as
that
construction
or
the
timeline
is
progressing
and
if
anything,
changes
that
that
should
be
reported
monthly
to
us
by
way,
so
that
we
can
be
informed
as
to
what
actually
is
happening
in
that
progress.
C
Because
again,
we
want
to
make
sure
that
we
have
adequate
space
for
our
students,
even
though
caroline
and
voyage
has
a
charter,
we
they're
still
our
students
right.
Yes,
so
we
want
to
make
sure
that
we
have
a
timeline
in
place.
As
far
as
that's
concerned,
that's
my
only
question.
A
Miss
coats
to
clarify,
I
know
that
came
out
of
and
miss
green.
Maybe
you
can
help
us
the
reporting
and
updating
that
was
in
the
motion
that
the
board
approved
previously
to
this
presentation.
Jeff,
that's
been
approved
already
correct,
come
on
in
finance,
so
has
that
come
out
about
it
in
finance
to
the
board,
because
I
know
that's.
The
ongoing
update
is
embedded
in
that
motion.
A
A
Thank
you
very
much
and
welcome
aboard
and
thanks
for
all
your
kind
thanks
to
our
staff.
Okay,
next
on
the
agenda,
is
something
new
student
outcomes
so
I'll
pass
that
over
to
miss
herter.
Thank
you,
miss
darby
it.
This
is
the
background,
is
in
your
board,
doc.
R
A
A
V
Thank
you
good
afternoon,
everyone.
I
am
a
representative
from
the
council
of
the
great
city,
schools
and
the
student
outcomes.
Focus
governance
process
is
really
a
process
that
is
going
to
allow
the
school
board
members
to
focus
in
on
improving
student
outcomes.
V
The
framework
is
built
around
six
research,
informed
competencies
that
describe
school
board,
behaviors
and
the
degree
to
which
they
create
conditions
for
improving
the
student
outcomes.
The
first
is
vision
and
goals,
the
second
values
and
guardrails,
the
third
monitoring
and
accountability,
then
communication
and
collaboration,
unity
and
trust
and
continuous
improvement.
V
So
this
timeline,
this
timeline
is
going
to
outline
essentially
a
to-do
list,
a
task
list
to
move
us
in
the
direction
of
improving
student
outcomes
and
really
as
a
board,
focusing
on
our
behaviors,
our
board
behaviors
and
the
relationship
with
improving
student
outcomes.
A
Hi
kim
this
is
cindy.
How
are
you
doing
I'm
well
cindy?
How
are
you
when
we
first
spoke?
You
said
that,
by
the
end
of
the
workshop,
you
guys
would
have
done
a
gaps
analysis
so
that
you
weren't
laying
a
system
on
top
of
or
dismissing
the
system,
but
you
were
going
to
be
integrating
it.
Have
you
completed
your
gaps,
analysis
between
what
the
system
has
now
in
ccsd
and
what
you're
proposing
to
integrate
into
it,
or
is
this
just
take
that
out
and
replace.
V
We've
not
done
a
gaps
analysis.
No,
this
particular
timeline
is
focused
on
improving
or
excuse
me
focusing
on
implementing
the
framework,
as
we
recommend.
B
A
Okay,
that
motion
passes.
Thank
you
so
much
kim
all
right.
Next,
we
will
go
into
strategic
education,
miss
herderick,
so
we
only
have
one
item
today,
k
through
eighth
grade.
W
Good
afternoon,
chair
reverend
dr
mack
vice
chair
of
waters
and
other
board
members
superintendent
kennedy,
my
name
is
emily
woody.
I
have
the
honor
of
serving
as
the
executive
director
of
the
curriculum
and
instruction
team
for
the
district.
W
Today
I
have
with
me
dr
jerome
davis,
who
is
the
director
of
the
curriculum
instruction
team
and
susan
rawlings,
who
is
our
ela
coordinator
for
the
district,
we're
going
to
go
through
the
slide
deck
we
get
to
ahead
of
time
with
some
information
so
that
you
could
familiarize
yourself
with
that.
We're
going
to
talk
specifically
about
a
couple
of
the
items
there
before
we
make
the
recommendation
and
also
some
time
for
questions.
X
The
roadmap
to
this
adoption
is
as
presented.
Typically,
we
start
with
the
timeline
a
bazel.
Our
student
textbook
is
aligned
with
school
systems.
Existing
curricula
is
adopted
to
support
the
teaching
and
learning
of
existing
curriculum.
If
you
look
at
the
timeline,
the
state
board
of
education
has
not
designated
a
textbook
since
2012..
X
X
W
According
to
our
policy
ig
and
the
administrative
role
igr,
the
first
step
when
we
look
at
core
curriculum
is
to
convene
a
committee
or
a
task
force.
So
in
the
winter
of
2020,
we
put
together
a
task
force
of
those
across
the
district
who
have
close
ties
to
literacy
or
ela,
and
earlier
we
heard
that
the
fact
that
there
are
no
teachers
on
this
task
force
the
task
force
of
21
people
met
every
week
for
five
months.
W
We
felt
it
unfair
to
ask
teachers
to
be
gone
from
their
classrooms
in
the
middle
of
a
pandemic.
That
often
so,
instead
to
garner
teacher
input,
we
met
regularly
with
the
teachers
of
the
year
the
chosen
representatives
from
each
school
to
get
the
input
of
teachers
rather
than
pull
them
from
the
classrooms.
On
a
weekly
basis.
W
Those
teachers
told
us
very
specific
things.
We
need
a
core
ela
curriculum,
that's
what
they
said.
We
don't
have
one
people
are
doing
whatever
they
want,
whatever
they
think
best
fits
needs,
but
it's
not
equitable
and
when
equitable
I
mean
it
doesn't
give
every
child
the
opportunity
to
engage
in
high
quality,
rigorous
educational
opportunities.
W
W
W
So
those
were
the
charges
for
the
ela
task
force.
We
used
an
adapted
rubric
from
the
council
of
great
city
states,
and
I
said
I
say
adapted
because
we
needed
there
were
some
local
things
that
we
heard
from
teachers
that
we
also
wanted
to
make
sure
were
included,
as
well
as
the
items
in
the
cognier
report.
W
So
if
you're
here,
if
you'll,
please
stand
if
you're
a
member
of
that
task
force,
I
want
to
thank
you
for
that
work
because
one,
I
think
we
all
learned
a
lot
together
and
two.
I
think
we're
really
proud
of
the
work
that
went
into
leading
to
this
recommendation
from
that
team.
So
thank
you
to
all
of
you
for
that
work.
Y
Next
slide,
and
so
after
five
months
of
learning
together
and
pouring
over
ela
curriculum,
the
ela
task
force
recommended
el
as
the
top
option
for
an
ela
curriculum
acceleration.
Schools
began
implementing
the
el
modules
in
august
of
2021
and
in
january
10
additional
schools
began
the
modules
those
are
carolina
park,
sullivan's
island,
charles
pinkney,
james
b,
edwards
e.b,
ellington,
ac
cochran,
st
andrews
math
and
science
springfield
mount
zion
and
lambs.
Those
are
the
ten
additional
schools
that
joined
in
january
for
those
el
modules.
Y
Y
Y
Thus
far,
the
schools
who
have
used
el
during
21
and
22
only
piloted
the
modules
this
year,
which
is
the
modules,
are
content-based
literacy.
So
it
is
it's
your
like
your
reading
and
writing
and
it
is
content-based
this
year.
Schools
will
implement
the
full
curriculum,
so
in
k2,
that's
going
to
be
modules
and
skills
block,
which
is
the
foundational
skills,
and
so,
like
I
said,
we
haven't,
had
a
school
use,
the
foundational
skills
component.
Y
Yet,
prior
to
the
august,
all
schools
were
still
utilizing
open
court
for
their
foundational
skills,
but
this
august
we
will
have
most
of
the
schools
will
begin
using
the
skills
block
for
that
portion
of
their
k2
curriculum
and
in
3-5
they
will
be
utilizing
some
modules
and
all
block
all
block
is
an
additional
language
and
literacy
block,
which
is
again
it
provides
that
differentiation.
Y
So,
by
with
the
addition
of
skills
block
and
all
block,
our
teachers
will
be
able
to
provide
in-class
interventions
for
all
students,
both
those
that
are
still
working
to
achieve
grade
level
standard
and
those
who
are
working
beyond
grade
level
next
slide,
equity
and
instruction
is
defined
as
instruction
and
assessment
that
challenge
engage
and
empower
learners
and
access
to
standards-based,
content-rich,
culturally
affirming
curriculum
all
children
deserve.
Schools
that
foster
their
unique
abilities.
Y
Y
High
quality
work
is
where
students
engage
in
complex
work,
demonstrate
craftsmanship
and
create
authentic
work
and
universal
design
for
learners
for
learning
allows
teachers
to
consider
the
unique
needs
of
each
of
their
students
and
design
scaffolds
that
provide
equal
opportunities
for
all
students
to
succeed.
These
three
dimensions
are
aspirational
outcomes
of
the
entire
curriculum.
X
So
when
you
look
at
this
in
terms
of
the
pillar
pillar
number
one
rigorous
grade
level
instruction
eel
education's
curriculum
is
comprehensive.
I
want
you
to
think
about
it's
comprehensive.
It
includes
the
foundation
of
skills,
it's
rigorous,
it's
high
quality,
it's
standards-based
and
standards-based
core
literacy
instruction
and
what,
more
importantly,
it
focuses
on
great
students,
learning
grade
level,
relevant
content
next
slide.
W
I'm
going
to
mention
back
on
that
slide
that
we
have
several
districts
near
us,
charlotte,
mecklenburg
and
wake
county
which
is
raleigh,
who
also
utilize
the
el
ela
curriculum.
As
a
matter
of
fact,
it
was
an
article
recently
about
some
teacher
preparation
and
there
was
a
sidebar
in
the
article
that
talked
about
charlotte
mecklenburg's
process
for
leading
to
el
several
years
ago,
and
it
mirrors
very
closely
the
same
process
that
we've
been
following.
W
Also,
there
are
several
strong
reviewing
sources
for
curriculum
that
were
used
when
we
looked
at
what
are
the
options
we're
going
to
take
a
look
at
as
a
task
force?
That's
one
of
the
places
that
we
started
at
looking
for
the.
But
what
are
the
options
that
are
out
there
that
are
research-based
evidence-based
curriculum?
W
One
of
them
I
want
to
point
out
is
eb
ellington
and
the
difference
in
their
growth
in
a
minute
going
to
have
the
opportunity
to
hear
from
mr
dallas
the
principal
of
e.b
ellington
about
the
impact
in
his
school,
but
the
results
there
and
again
not
everybody
grew.
Not.
Everybody
grew
as
much
as
we
want,
but
the
pattern
is
that
the
growth
is
there.
There
are
specific
contexts
and
what
we
do
now
as
a
district
is
we
dig
in
and
we
look
at
those
particular
ones
mentioned
earlier
about
teacher
feedback.
W
Y
Next
slide
to
ensure
that
we
were
giving
our
getting
the
the
voice
of
our
teachers,
who
engaged
in
the
pilot
with
us
whether
it
was
acceleration
schools
or
the
ones
who
joined
in
january.
Y
We
did
ask
for
their
feedback
in
a
variety
of
ways:
acceleration
schools
held
focus
groups
and
for
the
january
schools
we
did
send
out
surveys
that
we
really
encouraged
all
teachers
every
anyone
who
engaged
in
the
curriculum
to
provide
with
us
to
provide
for
us
their
their
feedback
on
what
they
saw
and
what
they
experienced.
And
so
that's
just
the
next
two
slides
and
so.
X
Z
X
Z
Chairman
mack
vice
chair
waters,
mr
kennedy
and
members
of
the
school
board.
Thank
you
for
the
opportunity
to
speak
very
briefly
about
the
support
for
the
implementation
of
el
curriculum,
and
I
will
say
it's
really
nice
to
see
eb
ellington
up
there.
You
know
in
the
past.
You
haven't
seen
us
up
there.
That
often,
but
trust
me,
you
will
see
us
there
more
frequently
when
thinking
about
and
eb
ellington
was
an
early
adopter
of
the
curriculum
this
year.
Z
When
thinking
about
selecting
the
curricula,
it
is
important
that
we
consider
a
curriculum
that
is
not
only
inspiring
for
students,
but
it
is
also
relevant
and
meaningful
to
the
lived
experiences
that
our
students
bring
with
them
to
school.
The
profile
of
a
south
carolina
graduate
describes
the
knowledge,
skills,
experiences
and
attributes
that
students
must
attain
to
be
successful
in
college
career
and
life
skills
such
as
critical
thinking,
creativity,
collaboration,
communication
are
those
soft
skills
that
must
be
embedded
in
any
curriculum
we
choose
for
our
students.
Z
Not
only
do
we
want
curricula
that
do
a
good
job
of
covering
content,
we
must
also
see
curricula
that
promote
authentic
learning
and
that
connects
students,
cultures,
language
languages
and
experiences
with
what
they
learn
in
school
el.
In
my
professional
opinion,
addresses
all
of
these
components
and
more
students
are
actively
engaged
in
the
curriculum
as
a
result
of
the
intentional
and
authentic
instructional
experiences
to
which
they
are
exposed.
The
volume
of
diverse
texts
available
and
accessible
to
students
is
beyond
what
we
have
seen
in
a
very
long
time.
Z
Students
are
able
to
select
texts
with
characters
that
look
just
like
them.
Culturally,
responsive
literacy
instruction
is
absolutely
critical
for
the
students
to
develop
positive
self
images,
an
awareness
and
understanding
of
the
needs
of
others
and
the
ability
to
stand
before
a
text
and
critically
evaluate
what
is
written
and
what
is
inferred
for
so
long.
Our
teachers
have
had
to
cobble
together
resources
from
many
platforms
to
make
sure
that
they
have
everything
that
they
need
to
teach
with
el.
They
don't
have
to
do
this.
Z
Everything
they
need
is
at
their
fingertips,
all
in
one
place
and
that's
a
big
bonus
for
the
teachers.
This
is
a
thinking,
contrary
to
what
we
said
earlier.
This
is
a
thinking,
teacher's
curriculum,
meaning
they
have
the
freedom
to
make
choices
within
the
curriculum
to
best
meet
the
needs
of
their
students.
Z
Lastly,
I
would
like
to
share
two
brief
two
brief
stories
that
illustrate
the
authenticity
of
the
el
curriculum
in
module.
1
of
the
grade.
5
curriculum
students
are
given
a
copy
of
the
universal
declaration
of
human
rights.
The
document
speaks
explicitly
about
the
rights
of
all
humans
to
be
universally
protected.
This
unit
was
being
taught
during
the
height
of
the
ukraine
crisis
and
the
ongoing
discussion
about
immigration
in
our
country.
Students
were
captivated
by
these
real-world
happenings
and
were
able
to
make
local
and
global
connections
around
human
rights.
Z
Esperanza
rising
is
a
fictitious
story
written
by
a
mexican-american
author
that
details
the
wonderful
life
of
esperanza
until
an
uprising
occurs
that
forces
her
and
her
mother
to
flee
california
and
settle
in
a
mexican
form
farm
labor
camp
throughout
the
book.
Esperanza
experiences,
so
many
life
changes
from
that
of
privilege
to
having
to
assume
adult
responsibilities
to
take
care
of
the
family.
This
story
actually
resonated
with
so
many
of
our
hispanic
students
and
families,
one
in
particular
asir
who
went
home
and
read
this
book
to
his
mother.
Z
His
mother
came
to
the
school
to
talk
to
me
to
have
everything
to
talk
to
me
in
spanish,
but
I
had
to
have
to
you
know
interpret
it,
but
she
was
moved
beyond
tears
to
know
that
her
son
was
learning
authentic
curriculum
in
the
school.
These
moments
happen
because
of
carefully
selected
texts
and
crafted
moments
of
conversation
within
the
classroom,
which
are
hallmarks
of
the
curriculum.
These
are
just
a
few
of
the
many
reasons
that
I'm
a
strong
proponent
for
the
el
curriculum.
Z
We
have
a
fundamental
right
as
educators
to
make
sure
that
we
provide
high
levels
of
learning
for
each
of
our
students
and
that
we
provide
them
with
multiple
opportunities
to
make
relevant
and
meaningful
connections
to
what
they
learn
in
classrooms,
all
across
charleston
county
school
district.
Thank
you
so
much.
I
look
forward
to
the
vote
tonight
and
your
continued
support.
As
we
take
a
much
deeper
dive
into
the
el
curricula.
AA
Hello,
everyone
at
charles
pinky
elementary.
We
joined
the
el
pilot
in
january
with
five
teachers
piloting
in
10
different
ela
classrooms.
The
thing
that
impressed
me,
the
most
was
the
growth
in
both
our
teachers
and
our
students.
Our
teachers
try
new
protocols
and
strategies
with
their
students
that
they
would
not
have
tried
before
these
were
amazing
to
see
in
action
as
students
who
didn't
typically
participate
were
actively
involved
in
class
discussions.
AA
AA
AA
AA
AA
Students
are
using
it
during
a
decent
using
their
discussion
norms
during
a
disagreement
on
the
playground
to
say,
I
think
what
you're
trying
to
say
is,
and
that
was
that
was
classic
with
only
the
spring
semester
of
vl.
Under
our
belts
we
don't
have
a
few
full
year
of
data
to
reflect
upon,
but
I
would
like
to
point
out
that
my
grass
was
one
of
the
highest
was
the
highest
up
there,
but
we
anticipate
and
based
on
map.
We
anticipate
sc
ready
scores
to
continue
to
go
up
in
our
el
classes.
W
Thank
you,
mr
dallas
and
ms
henderson
for
those
thoughts
from
within
the
schools,
so
based
on
our
task
force
work
from
the
feedback
from
our
schools
that
have
implemented
from
the
overwhelming
number
of
schools
that
have
said
that
they
want
to
implement
in
august.
It
is
the
recommendation
of
the
district
staff
that
you
put
the
actual
words
up
for
us.
Thanks.
W
W
B
A
I
I
would
like
to
agree
with
all
of
that,
but
just
as
that,
we
actually
take
it
to
the
august
board
meeting,
not
at
this
meeting.
There's
a
lot
of
good
information
presented
today
and
I
think
the
public
has
an
opportu
needs
to
have
an
opportunity
to
be
able
to
review
that,
and
then
we
can
vote
on
it
at
the
august
board
meeting.
O
B
A
U
A
B
C
So
I
just
like
to
make
a
comment
about
the
actual
results
really
to
see
north
charleston,
and
these
are
like
20
plus
games
right.
North
charleston
stonewall
park,
e.b,
ellington
yeah.
These
are,
you
know,
amazing
gains
that
has
been
made
by
each
one
of
these
schools
and
all
all
of
the
schools
there.
There
are
significant
gains
in
other
areas
as
well,
but
but
those
really
stood
out
right
in
in
the
gains
that
were
made
so
that
that
is
really
a
tremendous
tremendous
movement.
There.
A
Sure
so-
and
I
appreciate
the
presentation,
but
two
things
struck
me
and
unfortunately,
because
we're
not
privy
to
some
of
these
conversations
to
you,
wrap
up
a
finished
product
and
bring
it
one
of
the
things
you
said
was
in
2018,
we
had
an
inequitable
ela,
it's
2022,
or
why
did
you
wait
four
years
to
come
to
to
do
this
and
then
the
second
question,
because
that
just
kind
of
jumps
out?
A
Why
weren't
you
in
front
of
us
in
2019,
searching
for
curriculums
and
asking
for
our
support
to
get
it
adopted
by
the
state
that
it
that
that
just
seems
like
a
gap?
The
second
thing
is:
this
is
an
amazing
presentation
of
an
excellent
product,
but
we
have
products.
A
I
wanted
to
see
why
we
would
go
through
the
shift,
some
sort
of
gaps,
analysis
we
we
come
up
with
new
products
and
we
just
dismissed
that
anything
ever
existed
before.
So
I
have
some
concerns
about
why
you
didn't
address
what
you
have
and
why
this
is
better.
You
just
came
in
and
said
this
is
the
greatest
thing
since
2021
when
it
came
to
south
carolina
and
my
god,
what
are
we
doing
before
2021.
W
So
we
have
two
core
core
curriculum
adoptions
that
have
happened
since
cogni
was
here
and
we
led
with
math,
because
the
math
data
at
the
time
showed
that
we
needed
to
address
that
first
in
elementary
school,
you've
got
teachers
who
teach
both,
and
there
is
this
change
management.
How
much
can
a
teacher
change?
How
much
change
can
they
handle?
So
we
went
with
math
first
covid
helped
us
didn't
help
us.
It
hindered
movement
on
that
second,
core
curriculum.
The
standards
have
changed
pass
out.
W
So
that's
one
of
the
reasons
that
this
we
actually
thought
the
state
may
move
faster
and
we
now
can't
wait
is
what
we've
decided
is
why
we
moved
when
we
did.
But
we
worked
on
the
math
bridges
work
first
and
that's
why
we
weren't
in
front
of
you
right
away
with
that.
We
did
come
with
the
math
right
away
and
then
at
the
ela,
as
we
felt
like
the
math
piece
was
solid
and
and
that
the
supports
were
in
place
to
make
the
move
toward
ela.
That's
the
reason
for
that.
A
So
yes-
and
I
I
respect
that
that
we
made
a
prioritization
of
math,
so
that
is
an
excellent
point
and
I
respect
that
so
why
this
curriculum
versus
any
other
one
about
allowed
in
south
carolina.
I
I'm
still
looking.
I
know
we,
I
I
don't
doubt
that
this
is
a
great
curriculum.
The
problem
is,
I
don't
know
that
it's
greater
than
the
other
ones,
because
no
one's
given
us
any
indication
of
why
this
versus
the
other.
W
Sure
so
one
of
those
curriculum
that
we
looked
at
was
not
comprehensive,
so
we
would
have
had
to
still
do
a
foundational
skills
piece
from
another
vendor.
So
that
was
one
of
the
reasons
for
that.
A
second
one.
In
the
end,
the
differentiation
intervention
piece
was
not
as
strong
as
what
we
see
in
the
el
piece.
W
The
state
has
not
made
any
recommendations,
except
for
the
plp
schools,
and
el
was
one
of
those.
Some
of
the
other
that
we
looked
at
were
not
approved
for
those
palmetto
literacy
project
schools.
So
we
were
looking
for
a
match
for
the
two,
because
we
really
believe
that
one
core
curriculum
is
the
best
way
to
ensure
equitable
supports
and
equitable
opportunities
for
all
students
across
this
district.
As
soon
as
we
go
to
multiple,
we
inherently
bake
in
some
in
inequities,
and
so
we
feel
very
strongly
about
the
one.
W
AB
There's
also
two
nationally
recognized
curriculum
reviewers
that
are
commonly
used
when
making
these
decisions.
One
is
based
out
of
the
state
of
louisiana,
which
was
ahead
of
most
states
in
terms
of
curriculum
adoption
called
louisiana
achieves.
The
other
is
ed
reports,
both
of
which
rate
curriculum
and
a
variety
of
functions.
AB
All
the
curricula
that
we
looked
at
among
the
six
or
so
were
most
of
them
were
highly
rated
one
one
was
not,
but
we
had
already
used
some
of
it,
so
we
were
trying
to
judge
that,
so
I
I
would
also
say
I
think,
it's
possible
that
any
of
those
six
curricula
would
be
appropriate
curricula,
as
dr
williams
has
taught
me
over
and
over
again,
is
not
the
secret
sauce
for
everything,
but
it's
the
important
high
minimum
standard
from
which
then
we
have
to
also
do
a
lot
of
work
still
around
better
serving
our
english
language
learners.
AB
Our
special
needs
students
in
figuring
out
the
right
strategy
for
reading
intervention.
I
think
our
hope
is
if
we
have
a
stronger
core,
we'll
need
less
reading
intervention,
but
we
all
know
some
kids
still
do
struggle
with
reading
and
something
will
have
to
be
done
to
accommodate
that.
So
there's
still
work
ahead
to
get
to
mr
kennedy's
goal
of
having
everyone
read
by
2027
on
the
on
grade
level,.
E
A
U
AC
Yes,
my
question
to
you
is:
what
is
the
cost
to
the
district
for
this
new
curricula
and
is
it
heavy
on
phonics,
because
the
research
shows
that
with
our
african-american
students
that
they
tend
to
do
better
if
there
is
a
fine
based
curriculum
in
place?
AC
The
other
issue
I
want
to
bring
is
that
you
couldn't
find
another
place
other
than
charlotte
and
raleigh
to
compare
that's
closer
to
our
demographics,
and
I
guess
I'm
throwing
out
a
lot
of
information,
but
I'm
trying
to
get
some
clarification
on.
Why
is
this
the
best
fit
for
charleston
county
schools
when
we
have
spent
millions
and
millions
of
dollars
over
a
period
of
time
and
still
johnny
can't
read?
And
is
this
the
answer
because
certainly
we
have
waited
long
enough
for
all
of
our
children
to
start
reading
on
grade
level.
W
Dr
frazier,
I
think
my
first
reaction
is
yes.
We
do
believe
this
is
the
right
answer.
That's
what
the
work
of
that
task
force
led
to
the
teacher
input
was
part
of
it,
just
not
in
that
on
that
task
force,
but
with
the
teachers
of
the
round
table,
there
was
significant
teacher
input
when
you
say
phonics.
That
also
translates
to
the
foundational
skills
part.
Yes,
that's
the
part
that
susan
referenced
is
that
this
year
we
use
we
stuck
with
the
open
court
foundational
skills
package.
W
Honestly,
that
was
an
attempt
to
minimize
how
much
change
teachers
would
have
to
manage.
The
pilot
teaches
us
some
things,
and
what
we've
learned
is
that
it
is
actually
a
better
practice
to
go
ahead
and
implement
both
halves
together
and
most
of
our
schools
coming
on
in
august
will
be
doing
that.
So
the
foundational
skills
or
phonics
piece
is
a
critical
part
of
this
curriculum
that
will
be
implemented.
W
I
don't
know
the
exact
price
tag.
Yes,
there
are
going
to
be
materials.
Yes,
there
are
going
to
be
supports
that
come
from
the
vendor,
so
there
is,
there
is
a
cost
to
it.
Why
change
is
because
what
we've
been
doing,
isn't
working,
it's
just
plain
and
simple,
isn't
and
what
the
state
had
approved
with
the
two
curricula
that
we
had.
It's,
not
research
based
anymore,
those
are
from
10
years
ago,
and
so
current
research
was
used
to
decide
on
this
option
for
the
curriculum
and.
AC
W
So
the
company
themselves,
e.l,
will
be
providing
the
initial
training
and
ongoing,
just
as
teachers
had
asked
so
and
then
and
then
the
school-based
instructional
coach
and
the
school
leadership
team
will
eventually
take
over
the
support
of
that
work.
But
initially,
yes,
they
are
the
experts.
So,
of
course
we
want
to
use
them
to
help
us.
Do
it
well,.
AB
And
I
can
answer
a
couple
of
the
other
questions.
We
asked
for
10
million
dollars
in
esser
for
the
full
el
implementation,
which
the
board
has
already
approved.
That's
the
purchase
of
trade
books,
because
it's
not
a
textbooks
based.
It's
based
on
novels,
as
well
as
the
professional
development,
that's
provided
by
el.
AB
So
that's
in
there,
some
of
our
that
cost
is
coming
down
because
the
state
is
subsidizing,
the
palmetto
literacy
project,
schools
and
paying
for
el
in
those
schools.
You
did
ask
a
question
ma'am
about
charlotte
and
raleigh
charlotte
and
raleigh
reflect
the
the
racial
diversity
and
socio-economic
diversity
of
this
community.
But
the
challenge
is
actually
that
north
carolina
has
not
given
its
state
tasks
in
the
last
two
years,
so
we
couldn't
get
recent
data
to
compare.
AB
It
also
has
been
piloted
with
very
strong
results
in
the
city
of
detroit
and
the
community
of
oakland
california,
which
are
predominantly
african-american
and
predominantly
serve
under-resourced
or
poor
kids.
There
we
do
have
studies,
we
can
preside,
share
that
information
with
the
board
and
a
foul
up.
AD
And
dr
frazier,
I
would
also
add
other
raleigh
and
charlotte
are
geographically
closer
to
us.
We
did
spend
some
time
with
the
folks
in
mississippi,
specifically
with
dr
wright,
who
was
the
until
last
month.
She
was
the
secretary
of
education
for
the
state
of
mississippi
and
when
she
arrived
there
in
2014,
the
state
of
mississippi's
children
were
50th
in
the
nation
reading.
AD
Currently
they
are
now
35th,
they
do
have
on
their
approved
list,
statewide
the
el
curriculum,
and
we
also
spent
some
time
with
the
deputy
superintendent
of
jackson
mississippi
and
what
they're
doing
in
pacific
school
districts,
and
he,
dr
thomas
excuse
me.
Dr
comac,
has
been
very
instrumental
in
the
work
in
mississippi
throughout
the
state
of
mississippi
and
jackson,
and
improving
student
outcomes
and
reading
from
again
50
in
the
50th
in
the
nation
to
35th.
A
I
just
want
to
make
it
clear:
I
am
not
at
all
saying
we
shouldn't
support
this
curriculum,
but
I
I
think
that,
based
on
the
fact
that
there
are
a
number
of
components
that
have
not
been
piloted
yet
I
mean
we've
been
piloting
this
past
year
that
we
ought
to
give.
You
know
the
opportunity
for
public
and
teachers
to
get
some
input
before
we
present
it
at
the
august
board
meeting
a
couple
questions.
One
thing
that
I've
asked
about,
and
I
don't
know
that
I
I
completely
understand
yet,
is
and
and
miss
woody.
A
You
talked
about
this,
the
strength
of
the
intervention
and
differentiation.
We
know
we
have
lots
of
kids
about
half
of
our
kids
that
are
not
reading
on
grade
level.
My
understanding
is
that
el
promotes
really
only
grade
level
text.
So
what
is
what
are
our
interventions
going
to
be?
What
does
that
look
like
for
students
who
are
not
reading
on
grade
level?.
W
That
work
comes
in
the
skills
block
and
in
the
all
block
the
portion
that
we
have
not
implemented
yet,
but
even
in
the
modules
pieces,
the
texts
themselves,
as
mr
dallas
and
miss-
and
ms
henderson
mentioned
there-
is
that
piece
of
differentiation,
which
is
the
intervention
piece.
So
it's
a
little
different
model
than
we
have
in
charleston.
W
Currently,
intervention
here
has
has
often
meant
the
child
goes
somewhere
else
and
part
of
what
we
were
looking
to
do
with
this
curriculum
choice
was
that
intervention
would
be
the
responsibility
of
the
classroom
teacher
first
once
that,
if
there
still
is
supplemental
or
additional
help
needed
at
that
point
in
time,
perhaps
engaging
with
an
interventionist
or
a
supplemental
curriculum
or
a
replacement
curriculum
if
need
be.
But
that's
that's
changing
the
paradigm
here
in
in
the
county
to
where
that
intervention.
W
In
the
name
of
really
in
the
differentiating
to
individual
children's
needs,
and
as
mr
dallas
said,
teachers
have
spent
so
much
time
procuring
all
of
the
things
and
it's
really
an
exhausting
exercise
that
that
was
why
they
were
really
loud
about
find
something.
That's
it's
got
it
all
there
and
then
I
can
spend
my
energies
on
doing
it
well
and
tailoring
it
to
my
students
needs
in
a
way
that
I
haven't
had
the
opportunity
to
do
prior
to
now.
So
that's
the
thing
is,
it
does
have
it
there.
W
A
So
I
I
just
want
to
say
one
of
the
reasons
we
haven't
had.
A
comprehensive
curriculum
is
since
in
2016-17
that-
and
we
anybody
who's
been
here
since
then
knows
that
was
done
away
with
so
you're
right
teachers
have
had
to
cobble
teachers
who
have
spoken
to
us
have
talked
about
how
great
it
is
to
have
one
curriculum.
A
So
I
I
think
that
is
a
is
a
wonderful
accomplishment
for
us,
but
I
just
want
to
make
sure
I
mean
we
know,
and
I
I
think
a
paradigm
shift
is
the
only
way
we're
going
to
get
to
where
we
need
to
be
with
the
goal
of
all
of
our
students
reading
on
grade
level
by
fifth
grade.
But
I
just
don't
want
us
to
be
unrealistic
to
think
that
just
differentiation
is
going
to
do
it
for
our
kids,
who
maybe
don't
have
support
at
home,
who
are
so
far
behind.
A
A
S
W
W
So
when
every
when
teachers
were
doing
it
themselves,
we
didn't
have
a
way
to
monitor
that
well
with
a
core
curriculum
with
the
assessments
built
in
that's
the
best
way
of
I
mean
that
will
help
us
know
about
the
progress.
Okay
and
there
is
a
dashboard
there's
a
there's,
a
system
that
we
can
use
where
we
can
all
look
at
that
in
real
time,
and
so
can
teachers,
and
so
that's
another
helpful
piece
to
having
a
core
curriculum
like
this.
I
also.
AB
When
I
first
came
into
the
district,
I
heard
a
lot
of
concerns
that
it
felt
like
there
were
things
called
the
fidelity
police
that
were
looking
to
make
sure
that
the
teachers
were
on
page
57
of
the
math
curriculum
and
everybody
across
the
third
grade,
and
we
heard
that
because
it
felt
like
the
district
office
was
checking
up
on
teachers
not
collaborating
with,
and
I
think
the
way
that
the
el
pilot
has
been
rolled
out.
Teachers,
principals
and
instructional
coaches
are
key
members
of
leading
that
effort.
Eo
goes
into
the
school
and
works
with
them.
AB
AB
Let's
not
overload,
we
won't
make
the
phonics
change
first,
and
what
we're
hearing
almost
universally
is
that
people
want
to
make
that
change,
because
it's
more
coherent
to
have
everything
from
the
same
program
and
reinforce
similar
letter
sounds
in
the
reading
books
that
you're
using
rather
than
have
that
disjointed
so
along
the
way,
we're
learning
in
the
field,
I'm
doing
regular
observations
to
see
how
it's
going
around
the
fidelity
and
then
stepping
back
with
teachers
and
coaches
around.
What
did
we
learn
this
month?
So
it's
less
of
a
gotcha
more
of
a!
AB
A
From
the
assessment
you've
already
done,
do
you
know
if
the
students
who
are
struggling
the
most
are
having
improvements
that,
where
you're
seeing
the
most
growth,
this
ain't
just
nodding
her
head?
Yes,
okay
and-
and
I
just
want
to
say
when
I
was
able
to
visit
a
couple
of
libraries
in
some
of
our
schools,
and
I
was
at
stoner
park.
I
remember
conversation
about
the
curriculum
and
the
librarians
see
our
students
over
years,
so
they
and
it's
his
story.
I
know
it's
an
anecdote,
but
it
it
was
really
compelling.
A
They
told
me
about
a
student
who
wasn't
reading
or
writing
at
all
the
year
before
and
when
the
el
curriculum
in
place.
That
student
was
writing
and
reading
his
own
writing
and
and
speaking
in
front
of
other
students
and
had
really
become
much
more
engaged,
the
it
teaches.
It
sounds
like
it's
so
comprehensive
in
terms
of
project
work
and
not
just
your
reading.
D
Thank
you,
miss
herderick.
It
wasn't
a
question
just
a
comment,
just
an
appreciation
to
miss
woody
and
to
everybody
who's
involved.
For
the
particular
thing
that
I
heard
that
I
really
appreciate
is
that
students
are
able
to
see
themselves
in
the
curriculum.
It's
it's
immensely
important
for
us
to
be
able
to
see
ourselves
represented
in
text
that
we
read
as
a
black
woman.
I
appreciate
that
it
wasn't
often
that
I
got
that
chance
in
school.
D
I
don't
think
until
I
was
in
college,
did
I
get
to
hear
stories
about
myself,
my
history
etc,
and
I
think
it's
also
great
that
students
and
teachers
can
opt
into
what
texts
are
appropriate
for
their
classrooms,
and
so
I
also
appreciate
getting
away
from
just
a
textbook
where
we
have
to
be
on
page
54,
as
ms
belcher
mentioned,
and
getting
away
from
that
culture
of
blame
and
letting
teachers
just
be
free
to
teach
materials
that
fit
the
environment
in
the
context
that
they're
in
so
I'm
really
excited
about
this
curriculum,
and
I
really
hope
we
pass
it
today.
AC
Make
a
quick
comment,
and
I
don't
want
to
take
anything
else
from
the
curriculum,
but
we
all
know
that,
once
we
have
in
place
great
principles
and
excellent
teachers,
regardless
of
what
curriculum
we
use,
we're
going
to
see
our
students
succeed,
and
I
just
want
to
say
thank
you,
mr
dollas,
for
coming
forth
and
supporting
this
because
I
know
what
we
have
at
eb.
Ellington
is
just
an
example
of
what
we're
going
to
see
district-wide
in
the
future
when
it
comes
to
our
students.
Excelling.
AC
A
D
Can
I
ask
a
point
of
clarification?
We
we
keep
saying
in
two
weeks
we
would
vote,
but
we
don't
vote
at
the
cow.
We
would
be
voting
at
the
end
of
august
right
yeah.
The.
A
A
B
B
AA
A
A
AA
A
A
A
A
Next
is
audit
and
finance
committee.
Ms
screen.
B
M
U
You
have
four
action
items
and
two
information
items
that
we
will
be
dealing
with.
Caroline
voyager.
I
know
we
had
some
discussions,
some
questions
that
have
come
to
me
about
that,
and
so,
if
anybody
has
any
questions
about
anything,
we'll
certainly
entertain
them.
Otherwise
we
will
deal
with
these
at
the
board
meeting.
B
A
You,
okay
next,
is
policies
miss
dr
french.
Thank
you.
The
first
item
is
6a
policy.
Ebba
prevention
of
disease
infection
transmission.
So
what
we're
looking
at
today
is
consolidation
of
some
policies
so
that
we
are
more
consistent
across
the
board
policy.
Ebba
is
in
the
support
section
of
the
manual
and
provides
language
for
how
we
are
going
to
to
conduct
our
policy
gbga,
which
is
in
the
employees.
A
P
A
Right
that
that,
ultimately,
there
are
a
lot
of
mitigation
factors
at
our
disposal
and
that's
one
reason
we
don't
have
to
mandate
math.
Okay,
so
does
I'm
going
to
go
ahead
and
make
the
motion?
I
would
like
to
move
to
consolidate
policy
ebba,
gbga
and
jlcc
into
the
attached.
Redline
policy
ebba
and
remove
policy,
add
with
policies
gbga
and
jlcc
referring
to
policy
ebba.
A
I
A
B
A
A
Ebba
the
controversy
of
how
we
get
how
we're
getting
to
the
next
item
with
this
original
proposal
for
changing
policies
to
the
new
one.
Setting
that
aside,
the
sentence
in
here
used
to
say
the
district
will
continue
to
revise
and
update
its
policy
and
procedures,
implying
policies
and
procedures
which
come
to
the
board
for
consideration.
A
A
AD
A
A
A
The
motion
passes
six
to
three
and
so
we'll
move
along
to
the
next
item,
which
is
6b
district
policy
manual
and
board
policy
manual.
So
I
wanted
to
clarify
some
a
couple
of
things.
A
A
So
why
would
we
need
this
change?
The
purpose
of
the
school
district
is
to
improve
student
outcomes
to
cause
improvements
in
what
our
students
know
and
are
able
to
do.
One
major
step
in
that
direction
is
for
the
school
board
to
adopt
goals
that
describe
which
student
outcomes
the
student
the
school
system
will
focus
on.
Another
major
step
is
to
redesign
all
of
the
board's
work
to
make
those
goals
the
board's
top
priority.
A
This
includes
redesigning
how
the
board
self-evaluates,
how
the
board
evaluates
the
superintendent,
how
the
board
spends
its
time
during
board
meetings,
how
the
board
decides
on
the
budget
and
many
more
important
decisions.
It
also
include
prioritizing
which
policies
to
focus
on
policies
that
are
not
monitored
at
least
once
per
year
are
largely
window
dressings.
A
A
Public
meetings
and
multiple
efforts
will
be
available
for
community
engagement
to
ensure
accountability.
We
will
create
both
a
monitoring
calendar
to
clarify
exactly
when
each
calendar
will
be
monitored
and
we
will
plan
a
review
date
in
the
future
during
which
we
will
evaluate
the
effect,
the
effectiveness
of
the
changes
we
have
made.
What
we
need
to
change
to
align
with
our
student
outcomes,
focused
approach
to
governing,
we
are
exploring
the
redesign
of
the
ccsd
board
policy
to
develop
a
district
administrative
rule
manual
and
a
board
policy
manual.
A
A
Community
three
delegation
policies
which
would
describe
the
board's
cascading
of
authority
to
the
superintendent.
This
will
include
the
extent
and
nature
of
delegation
and
delegation
evaluation,
four
governing
policies
which
focus
on
the
board
roles
board
member
roles
and
how
board
members
conduct
themselves.
This
will
be
inclusive
of
current
policy
manual,
section
b
again,
this
is
on
board
docs.
So,
following
that,
I'd
like
to
make
a
motion
for
the
development
of
the
district
administrative
rule
manual
will.
A
Of
sections,
a
and
c,
through
l
of
the
current
board
policy
manual,
to
determine
what
policies
need
to
be
migrated
to
the
delegation
of
governing
sections
of
the
board
policy
manual
as
well
as
which
policies
the
board
is
legally
required
to
retain
in
its
manual.
This
recommendation
includes
that
the
first
step
of
the
review
process
be
handled
by
the
superintendent
to
make
res
recommendations
for
the
board's
review
once
developed
and
approved
manuals
shall
be
available
to
the
public
through
the
district
website
and
board
docs.
D
Ms
herderick
I'd
like
to
second
and
ask
a
question
or
not
ask
a
question
but
make
a
comment:
go
ahead,
mrs
waters,
to
follow
up
on
that.
I
did
want
to
address
something
that
came
up
a
couple
of
times
this
afternoon
in
public
comments
about
the
code
section
59
1990.,
section
three
mentions
that
the
board
is
responsible
for
promulgating
rules
and
regulations.
D
Everything
that
follows
that
has
to
do
with
student
performance.
It
has
to
do
with
student
behavior.
It
has
to
do
with
student
outcomes,
so
this
shift
that
we're
making
is
not,
as
it's
been
said,
an
abdication
of
responsibility,
but
a
decision
to
focus
laserly
focus
on
what
needs
to
happen.
What
conditions
need
to
be
present
for
students
to
perform?
Well,
anything
that
ends
up
after
the
board-led
review
process.
D
Being
an
administrative
rule
for
the
superintendent
to
follow
will
also
be
protected
by
the
guard
rails
that
come
from
the
community
engagement
activities
that
are
getting
ready
to
happen
as
authorized
by
the
vote
to
approve
the
timeline
that
happened
just
moments
ago.
This
is
a
link.
It's
it's.
It's
one
link
in
a
longer
chain
and
they
all
have
to
go
together.
D
We
get
clear
on
the
policy
we
get
clear
on
what
the
board
needs
to
focus
on
and
that's
following
our
responsibility
to
set
rules
and
regulations
for
student
performance.
We
have
policies
on
the
books
that
say
things
like
you
know:
it's
the
superintendent's
responsibility
to
hire
and
fire
principles.
D
We've
had
different
board
members,
we've
had
different
superintendents,
but
nothing
has
changed
for
kids
and
it's
because
the
adults
in
the
system
haven't
figured
out
how
to
govern
and
really
focus
on
student
outcomes
and
allow
district
employees
to
be
the
professionals
that
they
are
focus
on
their
jobs.
And
then
we
hold
them
accountable
for
outcomes.
D
A
Miss
water
yeah.
Thank
you
very
much
for
that.
I
think
I'm
still
in
charge
of
this
part
of
the
meeting
yeah.
What
did
she.
A
And
thank
you
thank
you
for
that,
and
thank
you
for
explaining
that
that
was
very
helpful.
Does
anyone
else
have
any
question
or
comment?
I
have
another
three
questions.
Okay,
miss.
So
my
first
question
is:
I
thought
I
heard-
and
I
know
in
some
very
rapid
discussions-
that
this
would
be
a
board
led
initiative.
But
this
motion
says
it's
a
superintendent-led
initiative.
Can
we
get
clarification,
who's
going
to
be
doing
the
review
of
the
board
policies,
the
okay,
so
the
it's
a
board-led
review?
It.
Z
A
J
A
After
the
superintendent
has
done
this
initial
review-
and
I
have
we-
there
has
been
some
work
to
look
at
which
ones
have
state
and
federal
regulations.
For
instance,
that
gives
a
leg
up
on
that
work,
but
we'll
have
to
give
give
the.
A
V
Hello
again,
everyone
thank
you
for
the
question.
It
is
something
that
the
board
is
going
to
lead
this
work,
but
there
is
certainly
collaboration
that
occurs
know
that
none
of
the
current
board
policies
will
go
anywhere
without
full
board
review
and
approval
does.
Is
that
responsive
to
your
inquiry.
A
R
A
About
which
policies
are
more
under
board
governance
and
which
are
more
under
administrative
rule
and
that
at
that
point
the
board
will
look
at
that
and
and
review
that
as
well,
but
the
first
pass
of
looking
at
that,
I'm
asking
where
I
send
the
superintendent
to
do
so
that
we
have
something
to
review
and
determine
whether
we
agree
disagree
on
specific
policies.
Okay
and
so
then,
why
are
we
disregarding
policy
bdaa
and
bg
and
bgd,
which
have
had
this
embedded
in
them?
We've
had
a
policy
on
the
books
for
30
years.
A
D
Dr
french,
can
I
ask
a
question,
no
sure
if
it
has
to
do
with
it
all
right?
I'm
sorry,
miss
murder
assistance.
No,
no!
No!
It's!
Okay!
I
didn't
it.
Just
came
up
when
miss
asked
the
question
she
asked.
Well,
actually,
I'm
sorry
not
not
a
question
again,
a
statement.
I
think
the
difference
is
that
this
motion
authorizes
the
creation
of
something
that
the
district
is
responsible
for
monitoring.
D
Because
again,
the
point
is:
if
we're
not
monitoring
the
progress,
then
we
actually
haven't
made
it
a
priority,
and
so,
if
the
board
is
going
to
be
laser
focused
on
students,
then
the
district
has
to
be
responsible
for
things
like
making
sure
that
personnel
rules
are
followed
for
making
sure
that
student
and
classroom
and
operational
things
policies
are
followers.
Rules
are
following,
so
we're
using
a
lot
of
terms.
But
the
point
is
the
difference
between
this,
and
that
is.
A
We
could
do
this
today
with
kristin
without
having
to
have
all
of
this
other
stuff.
We
literally
have
two
policies
that
say
annually.
We
can
review
these
and
kristin,
as
the
liaison
has
the
right
to
bring
those,
including,
and
it
says
in
the
policy
I'm
looking
at-
provide
those
underneath
regulations
and
administrative
rules
as
opposed
to
policies.
So
we
could
just
we
don't
I'm
confused.
Why
we
have
to
do
this
when
we
have
it
in
place
and
just
say,
mrs
dr
french,
you
have
the
authority,
exercise,
policy,
bg
and
bgd.
A
No
go
right
ahead,
but
actually
miss
darby
wanted
to
say
something.
So
let
me
ask
see
what
she
wants
to
say.
First,
so
I
have
a
question
and.
A
A
About
doing
today-
and
we
didn't
get
very
far
so
I
think
we're
trying
to
work
with
the
council
of
great
city
schools,
who
has
a
a
system
or
a
model
that
we
can
follow
and
again
still
keeping
the
policies
that
we
think
should
be
governance
policies.
So
I
that's
what
I
would
just
say
about
why
we're
doing
it
this
way.
I
just
have
a
point
of
of
just
clarification.
I
want
to
make
sure
we
know
what
we're
voting
on,
because
in
board
docs
that
act.
A
S
A
Right
and
and
part
of
part
of
the
desire
to
have
the
superintendent
lead.
This
initial
review
is
that
the
board
really
needs
to
do
some
work
on
setting
goals
and
guardrails
and
working
on
community
engagement
to
get
us
started
on
the
right
track
of
revising
section
b
as
well
so
miss
waters.
Did
you
still
have
it
something
you
want
to
say.
AC
AB
A
AA
AC
I
just
think
it's
just
so
much
that
we
need
to
put
on
mr
kennedy
to
review
board
policy
and
then
make
recommendations
to
the
board.
A
V
Yes
and
a
part
of
the
timeline
that
you
just
recently
does
include
policy
review
meetings,
monthly
that
we
will
guide
you
through.
F
AD
So
I'll
be
working
without
the
the
consultants
for
council,
great
city
schools
around
the
timeline
that
they
have
discussed
and
laid
out
that
you
are
voting
on
and
they
will
look
at
what
that
process,
how
it
unfolds
over
the
next
several
months.
AD
A
Darby-
and
I
I
just
want
to
follow
up-
I
think
miss
waters
already
addressed
the
dress
part
of
this,
but
I
just
want
to
make
clear
from
the
public
comments
that
we
got
today.
I
don't
think
anybody
and
we've
all
talked
about
this.
We
did
a
governance
workshop,
anybody's
intent
on
the
board
was
to
give
away
their
responsibilities
or
their
authority
to
the
superintendent.
A
So
that's,
I
don't
want
anybody
to
think
we're
trying
to
give
away
our
responsibility
if
you
spend
any
time
with
board
members,
we'd
love
to
have
a
lot
of
authority
and
responsibility,
so
I
think
we're
just
trying
to
focus
our
time
on
student
outcomes.
That's
the
most
important
thing:
we've
had
these
as
I'll
just
re-say.
It
we've
had
these
policies
for
more
than
eight
years,
and
our
student
outcomes
have
not
significantly
changed
and
that's
where
our
focus
needs
to
be.
E
A
AE
Mr
chairman
member
board,
superintendent
kenny,
thank
you.
For
the
past
several
weeks,
the
general
assembly,
the
governor's
office,
finalized
some
of
the
key
legislative
priorities,
one
being
the
general
appropriation
bill
for
fiscal
year,
2223
and,
of
course,
the
tax
relief
package
that
passed,
because
it
was
closely
tied
to
the
budget
discussions.
AE
So
the
new
funding
formula.
As
you
know,
I
know
there
was
a
lot
of
uncertainty
about
that,
but
I
think
at
the
end
of
the
day,
the
after
the
governor's
office,
the
state,
superintendent
and
members
of
general
assembly
with
exhaustive
debate,
the
advocacy
efforts
from
the
education
community.
I
think
we
got
a
better
product
than
what
initially
was
discussed.
AE
The
tax
week
package
would
account
for
about
two
billion
dollars
of
what
was
in
the
total
budget
bill.
They
reduced
the
court.
I
mean
the
income
tax
rate,
the
they
gave
a
tax
rebate
and
they
also
reduced
property
taxes
on
for
manufacturers,
from
nine
point,
nine
percent
to
six
percent,
which
is
and
he'll
harmless
to
school
districts
and
local
governments
in
terms
of
the
funding
proposal.
I
think
you
all
know
about
that.
AE
So
if
you
have
any
questions
for
me
about
the
new
funding
form,
please
please
interrupt
me
and
you
can
ask
those
questions,
but
I
think
again
that
that
final
product
turned
out
to
be
pretty
good.
At
the
end
of
the
day,
there
are
several
other
pieces
of
legislation.
We
come
up
with
a
comprehensive
report
for
you,
the
s
202
passed
and
was
signed
into
governor.
AE
AE
The
school
scholarship
and
our
voucher
bill
did
not
make
it
across
the
finish
line
this
year,
but
I'm
quite
sure
to
be
up
in
front
on
center.
Come
the
next
legislative
session.
I
want
to
thank
the
superintendent
for
coming
up
doing
the
funding
formula
change
meeting
with
members
of
the
staff,
as
well
as
members
of
delegation
and
an
outsider
delegation.
I
appreciate
all
your
efforts
too
in
talking
with
your
respective
delegation
members
and
making
that
funding
funnel
a
better
product
than
what
we
started
out
with
I'll
conclude
my
comments
and
answer
any
questions.
AC
I've
had
some
comments
from
some
of
my
constituents
regarding
our
legislative
report,
including
the
fact
that
we
are
not
making
close
contact
with
our
local
delegation
and
I'd
like
to
ask
that
we
do
that,
so
that
we
can
have
an
update
from
them.
Also,
certainly-
and
we
can
look
at
that.
A
A
AE
Right
so
we
we
informed,
we
were
there
at
the
meeting
when
the
provider
was
taken
up,
and
so
that's
that's
all.
I
know
about
it's
a
temporary
proviso,
so
it's
only
there
for
one
year,
that's
about
as
much
as
I
can
speak
on
it.
A
A
Okay,
so
could
you
you
mentioned
some?
The
the
new
funding
formula
obviously
is
a
budget
decision.
It
was
not
a
legislative
decision.
Do
you
see
this
being
the
same
funding
formula
next
year?
What
what
what
do.
A
AE
The
whole
harmless
is
for
that's
the
text.
R
AE
Districts
will
be
held
harmless
with
that
long.
A
A
Okay
and
then
one
last
thing
is
when,
when
we
got
our
final
legislative
manual
plus,
we
know
there's
been
some
movement
over
at
the
state
department.
I
think
it
might
be
helpful
if
the
board
got
and
and
I'm
looking
for
dr
taylor.
Obviously
you
could
easily
do
this
as
well,
but
there
are
some.
A
That
will
trigger
requests
to
have
us
taken
over
or
request
to
have
our
fiscal
authority
removed,
and
particularly
the
one
with
the
inspector
general
and
because
they're
in
so
many
different
places.
It
might
help
us
if
we
had
that
in
one
place.
Is
there
a
way
all
those
little.
R
C
A
Okay,
next
item
is
7b.
We
do
not
have
any
agenda
items
moving
to
potential
consent
agenda,
so
we'll
need,
I
guess,
to
give
staff
a
few
minutes
to
move
those
items
to
make
sure
those
items
are
in
the
appropriate
place
on
the
agenda,
and
so
are
these
items
moving
to
today's
agenda.
We
have
something
down
here,
yep
yep,
so
I
thought
so.
How
is
6b
moving
to
potential
consent
when
it's
not
none
of
that.
E
A
R
D
A
Okay,
yes,
and
we
can
all
right
any
other
anything
else.
Upcoming
meetings
are
our
committee
of
the
whole
is
august
8th
and
our
board
meeting
is
august
22nd.
A
So
how
long
remember
mike?
How
long
until
we.
C
F
C
C
Okay
item
two:
a
is
to
convene
into
executive
session
entertainment
motion
moved
by
miss
coat.
Second
barbie
darby,
all
in
favor.
Just
by
saying
aye
aye
any
opposes
eyes
have
it.
We
will
now
convene
into
executive
session.
We
asked
all
of
those-
that's
not
a
part
of
executive
session.
If
you
please
excuse
yourself
at
this
time
and
you'll
be
notified
when
to
return.
C
Back
into
open
session
item
5a.
A
C
F
S
A
I
need
to
amend
the
current
facilities
lease
agreement
to
end
june
30
2027
at
the
saint
andrews
campus
with
paterson's
academy.
Okay,.
C
B
C
That
item
passes
item
5c.
I.
S
S
C
U
F
C
A
Thanks
everybody,
we
have
just
a
few
public
comments.
I'm
not
sure
if
everybody's
made
it
back
in
first
on
the
agenda
is
barbara
skidmore.
A
Earlier,
I
think
she
spoke
earlier.
Next
is
cat
manion
or
kate
manion.
A
Yeah
is
anybody
outside
still
going
through
security?
Okay,
next
is
scott
etherington.
A
A
R
Don't
wait
have
a
win
one
out
of
five.
My
name
is
lee
williams
and
I
come
to
speak
against
the
policy
as
we
move
these
policies
to
people
that
are
unelected
and
move
them
away
from
our
elected
official.
It
doesn't
make
for
good
governance.
R
S
C
C
Okay,
that
item
passes
item
8a.
Is
there
a
motion.
A
C
Look
out
move
by
miss
hederick
second,
by
miss
waters.
Comments
noted
by
miss
coates.
Are
there
any
questions?
R
A
E
C
C
Okay,
that
item
passes
item
9a
is
the
2023
2028
capital
program
phase
five
long-term.
U
A
E
C
U
Motion
to
approve
the
projects
on
their
cash
list
for
250
and
above
second.
C
C
C
C
C
Hearing
none
remove
the
item,
10a
policy,
ebcb
safety
plans
and
drills.
Second
reading
move.
C
A
A
If
you
could
work
with
duane
on
that
I
mean
that
was
the
questions
I
was
asking
kate,
who
said
absolutely
these
were
not
moving
to
the
board
agenda.
I'm
looking
at
the
committee
agenda.
A
Q
A
A
C
It
is
that
it
would
be
actually
just
one
second
guys
too
many
people
are
talking.
Why
don't
you
hear
me
remember?
They
asked
hang
on
one.
Second,
I
will
give
directives
as
to
how
we
proceed
in
the
meeting
when
you're
asking
50
million
different
questions
and
asking
other
people
for
an
answer
response.
We
are
all
over
the
place.
So,
let's,
let's
regroup
here
for
a
second,
so
we
can
be
consistent.
Now
we're
just
discussing
item
10
b
now
miss
coats.
You
have
a
question
for
the
parliamentarian.
I.
C
F
F
F
The
majority
wanted
to
go
forward
with
it,
but
it's
still
an
action
item
that
can
be
discussed
in
this
league
doesn't
go
on,
because
this
is
the
next
quarter
and
generally
it
would
go
to
the
next
four
meeting
after
cow,
which
is
two
weeks
later,
but
today
is
the
next
meeting
because
you
have
one
meeting
this
month.
So
it's
my
understanding.
It
was
going
on
today's
a
board
agenda
if
it
was
approved
in
the
county.
A
So,
okay
and
and
while
that's
legal,
I
question
the
morality
of
it.
C
S
I'd
like
to
make
a
motion
to
approve
the
development
of
the
district
administrative
rule
manual.
That
will
include
a
board-led
review
of
sections,
a
and
c,
through
l
of
the
current
board
policy
manual
to
determine
which
policies
need
to
be
migrated
to
the
administrative
or
governing
sections
of
the
board
policy
manual.
As
well
as
which
policies
the
board
is
legally
retire
required
to
retain
in
its
manual
with
the
understanding
that
the
first
step
of
the
review
process
will
be
handled
by
the
superintendent.
S
C
A
E
E
S
S
M
C
C
C
Hang
on
I'm
just
trying
to
get
procedural
order
in
place
there,
so
we
have
a
motion
on
the
floor
that
has
been
moving
seconded
and
then
on.
After
that
has
been
done.
We
had
a
friendly
amendment
that
has
been
accepted
as
well.
So
are
you
making
a
comment,
or
are
you
asking
for
a
friendly
amendment
on
top
of
that
really.
C
B
F
And
you're
saying
in
the
next
meeting
that
he's
working
with
a
consultant,
so
I
think
it's
been
told
to
the
public
that
consultants
will
be
helping
the
superintendent
with
this
endeavor,
because
the
motion
was
instructed.
He's
already
told
you
that
that's
what
he's
going
to
do
and
the
board
is
understanding
that
that's
what
he's
going
to
do.
I
don't
think
it's
necessary
just
for
the
public
to
know
they
already
know
because
we're
talking
about
it
right
now,.
AC
S
Is
that
what
you're
referencing
dr
frazier
yeah,
okay
or
that's
different.
C
Okay,
just
allow
truly
an
opportunity
to
gather
those
thoughts,
yeah.
C
All
right,
you
got
it
trudy
all
right!
That's
that
truth.
B
C
All
right
that
item
passes
11
a's
the
upcoming
meeting.
Our
next
meeting
will
be
on
august,
the
8th,
the
committee
of
the
whole
and
then
our
regular
board
meeting
on
the
22nd
entertain
a
motion
for
adjournment.