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From YouTube: CCSD Board of Trustees Committee of the Whole and Special-Called Board Meeting | August 8, 2022
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A
D
A
A
F
You
remember
mac,
we
do
have
some
folks
in
person
signed
up
today.
So
two
minutes
per
comment.
Since
we
are
not
at
our
our
15..
The
first
person
we
have
coming
up
is
natress
henriquez.
G
G
G
Presently
we
are
paying
rent
and
that
has
become
extremely
burdensome
on
the
school's
budget.
Given
that
we
are
school
of
approximately
60
students.
As
you
know,
funding
is
generated
through
efa
and
pupil
enrollment
and
with
limited
building
space.
Naturally,
what
comes
with
that
is
a
limited
budget.
G
G
H
Good
afternoon
my
name
is
dr
natalie
johnson.
I
serve
as
the
vice
chair
for
greg
mathis
charter
high
school
on
behalf
of
the
executive
board,
as
well
as
dr
natrice
henriques
henriques.
Excuse
me.
I
would
like
to
express
the
concern
and
the
need
for
and
for
additional
space
for
gregg
mathis
charter
high
school.
H
As
ms
henriquez
stated,
we
have
been
in
that
building
for
quite
some
time.
The
rent
is
very
taxing
on
our
budget.
With
additional
space,
we
will
be
able
to
meet
the
social
and
emotional
news
needs
of
the
student.
Currently
we
are
without
a
cafeteria.
Without
a
gym.
We
would
like
to
be
comparable
with
other
schools
in
charleston
county
school
district.
H
I
Good
afternoon
my
name
is
gary
mcauliffe
and
I
have
been
attending
ccsd
board
meetings
since
2021..
I
have
made
recommendations
to
the
board
and
at
the
suggestion
of
chair
eric
mack,
I
filed
a
four-year
request
in
april
asking
for
information
about
consultants
used
by
ccsd.
I
received
the
ccsd
response
in
june.
In
my
foyer
request,
I
named
the
council
of
the
greater
city,
schools
or
cgcs,
as
one
of
that
might
be
providing
consulting
services.
I
The
four-year
response
noted
that
cgcs
is
not
providing
consulting
services.
I
first
became
aware
of
cgcs
from
agenda
items
and
discussions
at
board
meetings.
It
is
evident
that
cgcs,
along
with
aj
crabill,
is
providing
consulting
services
to
the
ccsd
board.
From
my
perspective,
these
consulting
services
are
definitely
linked
to
the
business
of
ccsd.
I
I
The
board
is
up
for
election
and
all
nine
positions
will
be
voted.
In
addition,
the
assignment
of
board
members
to
districts
is
changing.
I
recommend
that
the
board
conclude
its
actions,
particularly
about
how
it
is
organized
by
making
recommendations
to
the
newly
elected
board.
I
do
not
think
it
is
wise
to
alter
policies
of
the
board
and
ways
of
conducting
business
less
than
three
months
before
an
election.
I
D
J
Residents,
my
name
is
lydia
gaston
and
I'm
here
to
speak
on
behalf
of
many
parents
who
cannot
be
here
today.
This
is
a
formal
request
to
change
the
time
of
the
school
board
meeting
to
accommodate
parents
in
the
charleston
area.
What
are
the
steps
that
need
to
be
taken
for
this?
I'm
not
sure
if
you
can
give
me
an
answer
on
that
now
or
is
there
a
petition
that
needs
to
be
submitted?
F
It's
not
for
a
question
and
answer
just
for
you
to
state.
J
Okay,
so
I'd
like
to
find
out
how
how
that
happens,
and
I'd
like
to
find
out
who
I
can
speak
to
to
to
get
information
on
that
other
written
public
comments
that
were
submitted
before
noon,
read
by
the
board
members
prior
to
the
meeting
each
time
there's
a
meeting.
J
If
not
when
are
they
read
and
discussed
by
the
board
in
the
interest
of
accountability
and
transparency?
What
is
the
purpose
of
parents
submitting
comments
if
they
are
not
discussed
publicly
I've
yet
to
see
anything
in
the
build?
You
know
during
a
meeting
and
then
thirdly,
as
parents
that
believe
that
the
decision
that
should
be
ours
regarding
the
physical
and
mental
health
for
children,
especially
concerning
masking
and
vaccines?
I'd
like
to
comment
on
that.
J
We
were
promised
by
both
president
biden
and
dr
farci
that
if
we
took
a
vaccine,
we
would
not
get
covered
and
we
would
not
transmit
it.
That
has
been
proven
false
according
to
veyers,
which
is
the
vaccine
adverse
event
reporting
system
of
the
cdc,
as
well
as
the
children's
health
defense
and
as
well
as
the
vaccine
safety
research
foundation.
J
K
Good
afternoon
my
name
is
rainey
forsberg
as
a
teacher
of
28
years
in
the
charleston
county
schools.
A
large
part
of
my
training
and
experience
was
that
children
who
come
from
homes
where
parents
were
involved
almost
always
performed
better.
Overall
many
attempts
have
been
made
to
help
bridge
that
gap
such
as
head
start
and
title
one.
K
F
Thank
you,
miss
forsberg.
We
did
receive
several
online
public
comments.
Many
of
them
were
delayed
comments
from
the
july
school
board,
meeting
pertaining
to
agenda
items
that
were
discussed
at
that
time.
We
did
have
a
couple
of
other
comments
submitted
around
early
childhood
programming
and
and
matters
related
to
that.
If
you
get
a
chance,
please
review
the
public
comments
and
also
just
in
response
to
the
question
that
was
asked.
If
you'd
like
to
submit
any
concerns
that
you
want
us
to
correspond
about.
Please
do
email
us
at
our
web.
F
Our
email
addresses
we're
all
first
name
underscore
last
name
at
charleston.k12.sc.us.
A
L
L
L
L
L
I
know
that
there's
naysayers,
that
will
say
why,
should
we
spend
money
on
purchasing
these
doors
if
a
lot
of
the
buildings
have
drywall,
where
an
active
shooter
could
shoot
through
the
wall?
I'm
not
aware
of
any
situations
where
somebody
has
run
blindly
up
and
down
passageways
just
firing
grounds
into
classrooms
or
into
buildings
the
cost
factor,
these
doors
cost
about
six
thousand
dollars.
L
L
L
L
L
L
For
the
government,
the
federal
government
determined
mandate
that
every
commercial
airliner
would
have
a
bulletproof
protected
door,
not
more
air
marshals,
a
protective
door
in
the
cockpit
to
stop
that
kind
of
tattoo.
Okay,
let's
not
have
a
best
one.
Let's
not
have
another
9
11
in
a
school
before
we
adopt
a
technology.
A
Like
this,
that's
friendly
right,
okay,
thank
you.
Thank
you
all
right,
all
right.
There
being
no
further
questions
item
three,
a
student
outcomes
and
strategic
education
committee.
Mr
kennedy,
thank.
M
You,
sir,
you
bring
the
powerpoint
up
please.
So
what
I'm
going
to
present
this
afternoon
are
three
goals
that
propose
goals
to
the
school
board
and
as
a
staff
staff
was
looking
at
these
goals
to
present,
there
would
be
three
goals,
one
in
reading,
one
in
math
and
one
in
college
and
career
readiness.
As
we
took
a
look
look
at
the
data
associated
with
how
we
came
up
with
these
goals.
M
We
saw
that
there
are
significant
challenges
in
the
district
in
terms
of
student
outcomes,
for
a
lot
of
our
students
in
reading
math
and
causing
career
readiness.
And
so,
if
you
take
a
look
across
the
country,
I
had
school
districts
that
have
challenges
this
way.
Then
in
invariably
they
will
have
those
same
three
goals:
a
goal
in
reading
a
goal
and
math
and
a
goal
in
college
and
career
readiness,
and
this
is
what
we've
we've
proposed
to
present
to
the
board.
M
This
is
a
result
of
the
student
outcome,
governance
training
that
the
board
went
through
at
the
end
of
june.
The
goals
are
not
in
the
exact
format
that
the
coaches
recommend.
The
reason
for
that
is
that
the
staff
has
not
gone
through
the
same
training
they
will
go.
We
will
my
cabinet
will
go
through
the
exact
same
training
that
board
members
did.
M
We
would
do
that
all
day
tomorrow,
all
day
workshop,
and
so
then
we
will
be
aligning
with
the
the
formats
that
you
guys
are
working
with
so
mag.
If
you
could
again,
if
you
could
skip
over
to
first
graph
and
I'll
come
back
to
this
to
the
goal
itself.
What
I
want
to
frame
here
before
we
get
into
the
specific
goals
is
some
of
the
data
that
led
to
the
goal,
so
this
graph.
M
This
line
graph
here
shows
the
projected
proficiency
of
sc
ready
from
2005
to
2007,
2020,
22
so
17-year
period,
and
what
we
did.
We
asked
the
nwa
organization.
This
is
the
organization
that
that
administers
the
map,
the
measure
of
academic
progress,
testing
assessments
each
year
and
they
we
in
the
district
have
been
using
them
since
2005,
and
so
the
state
assessments
over
that
time
period
have
changed.
M
M
How
would
they
have
performed
on
the
south
carolina
state
readiness
exams,
and
so
what
you
see
here
in
2005
on
the
left-hand
side,
we
can
see
that
in
2005
had
35
percent
of
our
students
reading
on
grade
level,
and
then
there
was
a
steady
increase
in
terms
of
the
percentage
of
students
that
are
reading
on
grade
level,
going
up
to
2011
from
35
percent
in
2005
to
49
percent
in
2011.
M
that
averages
2.3
percentage
points
per
year
and
then
at
2011
2012
time
frame
see
there
was
a
drop
off
of
that
and
then
at
that
point
going
forward.
Up
until
now
the
line
is
flat
and
what
we
did
internally
here,
not
in
nwa
we,
we
said
what
what
how
would
kids
be
performing
now
have
we
maintained
that
2.3
annual
average
that
we
did
from
2005
to
2011
have
we
made
maintain
that
until
today?
M
So
having
done
that,
we
will
be
roughly
at
74
75
of
our
children
on
grade
level
in
reading
and
then,
if
we
project
that
further
out
to
our
goals,
our
vision
of
2027,
we
will
have
roughly
84
85
percent
of
our
kids
reading
on
grade
level.
Now,
presumably,
you
can't
repeat
can't
do
exactly
what
happened
in
the
past,
however,
those
what
those
those
are,
what
the
projections
are
shown,
so
so
what
I've
done
and
what
we've
done?
M
We've
brought
a
team
of
people
together,
including
the
central
office
staff,
principals,
teachers
and
others
in
the
district
to
begin
to
explore
what
we
call
root,
causes
and
systems
thinking
to
probe
the
system
to
see.
Why
is
it
back
back
in
2005,
the
2011
time
frame,
the
district
was
able
to
make
progress
and
then,
since
that
time
frame,
we
have
not
been
able
to
make
progress.
M
We
don't
have
all
the
answers
to
that
yet,
but
that's
part
of
the
work
that
we're
doing,
if
you
flip
over
to
the
next
slide
maggie,
please
so
the
the
line
graph
is
average.
It
shows,
on
average,
that
we
have
49
of
our
students
reading
on
grade
level.
This
49
percent
is,
as
the
the
most
the
2021
sd
ready
scores,
but
when
you
disaggregate
those
numbers
and
based
on
race
and
these
other
sub
loops
here,
you
can
see
where
african
americans
are
reading
on
grade
level
at
only
18.
M
That
means
that
82
of
our
african-americans
from
grades
two
through
eight,
are
reading
below
grade
level
hispanics.
We
only
have
25
percent
reading
on
grade
level.
The
language,
lin,
english
language,
learners,
23,
special
education
under
10
percent
of
our
kids
are
reading
on
grade
level
and
published
in
private
poverty
25.
M
Now
we
flip
back
one
one
slide.
What
we've
asked
nw
now,
what
we've
asked
nwa
to
do?
We
should
have
this
data
pretty
soon
to
take
the
subgroups
on
the
table
that
I
just
read
from
and
to
plot
the
same
graph,
and
what
you
will
see
is
that
for
those
subgroups,
those
all
those
subgroups
will
be
low
bill
b
below
this
particular
line
here.
M
So
that's
the
reading
data
that
we
have
if
you
could
go
maggie
back
to
the
beginning,
where
it
says
priority
goals.
M
One
slide
four
yeah,
and
so
the
goal
that
we
are
proposing
to
the
board-
and
these
are
not
in
the
smart
format-
there
will
be
the
next
iteration
you
see
it
after
after
the
cabinet
goes
to
the
training
I
mentioned
a
few
minutes
ago,
but
over
a
five
year
period
between
now
and
2027,
we're
proposing
to
change
change
the
move,
the
goal
to
75
percent
of
our
kids
reading
on
grade
level
by
2027.
M
for
comparison
say
the
highest.
The
highest
rated
district
in
the
state
of
south
carolina
is
fort
mill
up
in
the
upstate,
and
it
is
they
have
67.7
percent
of
their
students.
Reading
on
grade
level,
their
poverty
rate
is
roughly
20.
Our
poverty
rate
is
roughly
50,
so
you
can
see
that
this
is
an
aggressive
goal.
Currently
we
are
number
nine
in
the
in
the
state
at
the
49
percent.
M
What
we
also
would
do
with
the
goal
like
this,
we
will
have
several
sub
groups.
The
subgroups
I
mentioned
a
minute
ago,
on
rate
around
race
special
special
needs,
children,
english
language
learners,
and
we
will
also
have
a
focus
on
on
a
cohort
of
students
that
are
entering
the
first
grade
in
nine
days.
From
now
on
august,
the
17th
and
in
2027.
M
Those
first
grades
would
be
fifth
grade
students,
and
so
our
focus
then
be
a
high,
intense
focus
on
that
cohort
so
that
when
they
get
to
fifth
grade
they
can.
The
number
can
be
greater
than
75
percent
of
the
kids
reading
on
grade
level,
because
as
they
get
ready
to
move
into
a
secondary
school,
it's
important
that
they
be
ready
for
that.
On
the
left
hand,
side,
it
shows
some
indicators
that
we're
exploring
in
terms
of
trying
to
track
and
see
how
progress
is
being
made.
M
I'll
also
say
that
these
goals
have
been
been
coordinated
with
a
number
of
principles.
I
think
it
was
wednesday.
Last
week
I
presented
to
all
principles
and
then
later
that
day,
there
was
a
sub
group
of
principals
that
that's
comprised
of
the
the
superintendent's
principal
cabinet
we
met.
Then,
on
thursday
there
was
a
even
smaller
group,
and
so
there's
again,
teachers
have
been
involved.
The
number
of
people
staff
have
been
involved
in
coming
up
with
the
proposed
goals.
M
Next
slide,
please,
and
in
in
one
of
those
meetings,
maybe
two
of
those
meetings.
I
just
referenced
a
minute
a
second
ago,
one
of
the
principals
brought
up
that
if
we
are
going
to
tackle
effectively
the
students
reading
on
grade
level,
we
really
need
to
go
back
to
kindergarten
and
beyond,
because
what
she
indicated
is
that
we
have
students
coming
from
kindergarten,
kindergarten
into
first
grade
and
they're
below
grade
level
already,
but
their
readings.
M
Reading
skills
are
very
minimum
in
a
lot
of
cases
and
that
they're,
it's
almost
impossible
for
us
to
catch
up,
and
so
what
we
are
proposed
to
do
in
terms
of
our
goals,
in
addition
to
having
an
overall
reading
goal,
is
to
actually
focus
on
the
early
learners
there
next
slide.
Please.
M
Please
keep
keep
going
to
the
next
part
to
go.
That's
that's
the
that's!
The
the
recommendation
for
reading.
M
On
the
next
slide
for
math,
so
what
we
propose
here
in
math
is
a
it's
for
a
goal
to
increase
the
percentage
of
students
that
are
taking
advanced
math
in
eighth
grade
algebra,
one
to
increase
the
percentage
of
their
taking
in
the
percentage
of
kids
that
unsuccessfully
completed
not
just
taking
the
course,
but
also
successfully
completing,
and
in
order
to
make
that
happen,
there
has
to
be
an
attention
attention
paid
to
what
happens
before
the
eighth
grade
and
now
so
you
have
kids
coming
through
the
elementary
schools
if
they
are
not
prepared
when
they
get
from
from
a
math
standpoint,
they
are
not
prepared.
M
When
they
get
into
seventh
grade,
take
the
eligibility
test
for
advanced
math,
then
they
are
not
going
to
be
ready.
Another
problem
that
we
are
having
and
there's
a
handout.
Also,
that's
not
your
desk.
That's
in
board
docs!
It's
a
it's!
A
data
analysis
by
a
group
called
education
resource
strategies.
M
We
have
some
take
a
look
at
a
number
of
areas
in
the
district
from
an
academic
standpoint,
one
being
math
and
what
they
just
what
they,
what
they,
what
the
analysis
showed
not
only
were
kids
not
being
prepared
to
take
eighth
grade
math.
M
When
you
take
a
look
again
at
the
subgroups,
the
minority
students
were
really
not
being
prepared
and
then
for
the
ones
in
those
instances
where
we
had
a
significant
number
of
percentage-wise
of
minority
students
african-americans
who
were
eligible
to
take
the
advanced
math
eligible
one,
they
were
not
getting
access
for
various
reasons,
so
you
have
kids
that
are
not
prepared,
and
so
they
don't
take
the
course,
and
you
have
kids
that
are
prepared
and
they
don't
take
the
course
because
they
don't
get
access.
So
that
becomes
an
equity
issue.
M
And
so
again
here
are
the
indicators.
The
goal
itself
has
not
been
established
yet
we're
waiting
on
the
2022
data
from
the
state,
which
is
embargoed
until
around
september
october
time
frame,
so
we'll
come
back
with
specific
goals
based
on
the
on
the
state
data
for
this
current
year.
M
If
you
take
a
look
at
the
next
slide
again,
it's
just
the
the
data.
This
is
the
same
thing
that
we
asked
nwa
do
for
reading.
We
did
the
same
thing
with
math.
You
can
see
the
slope.
The
slope
of
this
line
is,
although
the
percentages
are
different,
the
slope
is
the
same
as
reading
so
something
happened:
2005
2011,
we
were
making
progress
and
then,
since
they
end
up,
there
is
some
issues
next
slide.
M
This
is
the
subgroup
so
right
now,
27.7
of
all
students
are
enrolled
in
algebra
one.
You
can
see
the
the
breakout
for
the
for
the
the
other
groups
here:
black
african
americans,
11.3
percent,
hispanic,
15.4,
etc.
So
what
we
would
do
also
just
like
reading,
we
would
have
sub
group
goals
around
these.
These
student
student
groups.
M
Gets
information
on
the
handout
I
mentioned
a
minute
ago
that
educational
resource
strategy
had
done
that
had
done
the
data
analysis,
I'll
point
you
to
the
last
bullet
here
the
last
sentence
here.
The
key
question
that
was
explored
as
on
this
analysis
is
each
student
enrolled
in
courses
that
set
them
up
for
success
in
college
and
a
meaningful
career,
including
equal
access
to
advanced
courses,
and
the
data
shows
that
in
far
too
many
cases
the
answer
is
no
next
slide.
Please,
and
the
last
goal
is
around
college
and
career
readiness.
M
The
intent
is
to
increase
the
percentage
of
kids
that
graduate
from
in
a
cohort
with
a
group
of
students
enter
the
ninth
grade.
Four
years
later,
they
either
graduated
or
didn't
graduate,
but
that's
a
four-year
cohort.
Currently,
six
to
seven
point:
seven
percent
of
those
students
are
considered
college
and
career
ready
by
these
indicators
down
here
on
the
left
at
the
bottom.
Those
indicators
may
or
may
not
be
the
ones
that
we
go
with,
but
we
still
have
some
some
deliberations
from
higher
hands
on
this.
M
But
let
me
tell
you
what
this
67.7
means,
at
least
to
me.
So
in
june
I
I
attended
all
11
about
traditional
high
school
graduation
and
I
stood
on
the
stage
on
each
other.
One
of
those
graduations
and
I
shook
hand
after
hand,
the
students
come
across
a
stage
and
what
they
said,
and
I
asked
myself
every
single
graduation.
M
These
students
are
coming
across
this
stage
from
this
high
school.
Are
they
ready
for
life
after
k-12
and,
looking
at
this,
it
says
67.7
percent
are
were,
and
that
means
that's
a
high
percentage
of
students
that
are
not,
and
so
that's
the
reason
why
we
have
this
goal
in
terms
of
making
sure
that,
when
our
kids
graduate
from
high
school,
they
spent
13
years
with
us
or
they're
ready
to
go
into
meaningful
careers.
M
So
they're
ready
to
go
into
college
and
once
they're
going
to
college,
I
mean
going
to
college
prepared
to
do
college
course,
work
not
having
to
go
into
college
and
take
remedial
high
school
courses
that
they
should
have
learned
in
high
school,
because
if
you
come
from
a
high
poverty,
family,
you're,
first
generation
student
in
college,
the
cost
I
mean
the
cost
is
high
for
everybody.
M
M
The
metrics
or
the
measures
that
we're
looking
at
for
causing
career
readiness
and
some
some
students
will
be
we
have
with
tests
in
more
than
one
area.
Some
will
test
only
in
a
single
area,
and
so
we
still
work
through
all
the
details
of
that.
But
again
we
would
handle
this
also
in
subgroup
format
and
the
last
section
here
here.
The
last
two
pages
in
the
presentation
simply
lays
out
a
little
bit
of
understanding
of
what
each
of
these.
These
assessment
measures
are
to
adjust
adjustable
information.
A
Right,
that's
at
the
end.
Okay,
at
this
time,
we've
heard
a
presentation
that
was
set
before
you
entertain
any
questions
that
you
may
have
at
this
time.
N
So
I
just
wanted
to
mention
a
couple
things
that
came
up
when
we
talked
about
this
ad
hoc
committee
meeting
that
based
on
the
student
outcome,
focused
governance
framework.
Then
we
should
really
focus
on
three
goals
and
I
feel
I'm
a
little
worried
about
hearing
about
a
lot
of
sub
goals,
so
it
will
be
important
to
make
sure
we
stay
focused
and
put
our
resources
in
the
right
place
and
then,
but
also,
I
really
appreciate
having
this
data
in
such
a
simple
format.
N
It's
pretty
simple
to
see
where
the
issues
are,
and
it
will
definitely
be
helpful
to
us
in
formulating
the
goals.
So
I
I
believe
the
next
step
would
be
and
miss
herder
can
help
me.
If
I'm
remembering
around
we're
going
to
be
going
out
to
the
community
to
do
some
engagement
on
these
on
the
data
and
goals,
and
then
we
will
be
writing
them
at
that
point.
Is
that
correct.
E
B
N
E
O
Yes,
fam,
this
is
for
our
superintendent.
O
I
am
so
delighted
that
we
have
reemphasized
reading,
but
I
also
like
to
share
with
you
that,
maybe
about
15
years
ago,
there
was
a
heavy
emphasis
on
reading
and
we
had
many
programs
in
the
district.
O
In
fact,
the
whole
department
that
just
focused
on
increasing
reading
readiness
in
the
school
district
that
whole
piece
was
just
taken
away
from
the
district.
I
don't
know
what
happened
along
the
line,
but
we
need
to
take
a
look
at
when
that
happened,
and
I
think
that
might
correlate
with
why
the
decrease
is
so
evident
in
our
data.
O
I
would
like
to
suggest
that
we
start
at
home,
and
we
at
one
time-
and
I
mentioned
that
to
you-
that
we
did
have
a
program
called
mother,
read
father
reed,
where
we
actually
went
into
the
homes
and
started
working
with
our
parents
to
assist
in
them
in
helping
their
child
read
at
home.
If
a
child
can
actually
see
the
parent
reading
at
home,
parents
start
sharing
books
at
home
that
I
think
that
that's
going
to
impact
our
outcomes
so
the
earlier
that
we
start.
M
I
would
say
on
the
family
the
family
piece
I
mentioned
that
we
have
a
number
of
people
involved:
principals,
all
all
five
teachers
of
the
year
from
from
this
year,
the
teacher
of
the
year
of
the
finalists
and
the
teacher
of
the
year
from
last
year,
plus
one
other
so
seven,
teachers,
six
principals
and
at
13
and
another
21
people
spent
about
three
weeks
ago
a
whole
day
working
on
this
idea
of
what
are
some
of
the
root
causes.
What
are
some
of
the
systems?
M
Thinking
piece
of
system
pieces
that
are
preventing
progress,
and
so,
while
we
came
up
with
actually
I'm
gonna
go
through
the
details
of
how
we
did
it,
but
it's
quite
incredible.
Two
separate
groups
came
up
the
same
three
things
that
we
really
need
to
focus
on.
In
addition
to
sort
of
like
the
academic
goals.
One
of
those
is
is
high
expectations
that
we
have.
We
need
to
increase
the
level
of
expectations
that
we
have
for
our
students,
because
if
we
don't,
we
they
won't
be
able
to
perform.
M
I
met
with
the
principal
last
thursday,
I
think,
and
not
about
high
expectations,
but
in
the
conversation
that's
what
he
said.
He
said
we
got
into
this
school
in
our
district,
that
there
was
a
lot
of
love
for
the
students
but
low
expectation.
We
need
to
have
a
high
expectation.
The
second
one
was
what
you're
talking
about
dr
frazier
is
a
family
and
community,
and
how
do
we
actually
engage
the
families
to
make
sure
that
they
they
better
understand
their
focus
and
reading
and
whatever
the
academic
areas
are?
M
What
is
it
that
that
student
needs
to
know
to
be
able
to
be
successful
in
the
next
week?
So
if
you
come
down
to
fifth
grade
going
into
secondary
school,
what
is
that
you
need
to
know
both
not
not
just
academically
but
socially
and
that
sort
of
thing
to
make
sure
that
you're
on
track
for
the
next?
The
next
level.
M
A
To
follow
back
up
on
dr
frazier's
point
of
reading,
beginning
at
home
so
and
your
goals
and
your
scope
is
this
reading
part
built
as
far
as
into
the.
M
A
Start
program
moving
forward
and
I'm
using
as
an
example
of
trying
to
get
family
and
engage.
Is
this
part
of
the
scope
with
the
head
start
component.
M
I
think
the
first
well,
the
first
phase
is
for
staff
to
present
to
the
board
a
proposed
set
of
goals.
So
that's
where
we're
doing
tonight
and
then
once
the
board
says
these
are
the
set
of
goals
that
we
want
to
for
the
district
to
go
forward
with
then
we'll
get
at
a
deeper
level,
exactly
how
we're
going
to
do
it.
So
we're
not
at
that
that
point,
yet
exactly
how
we're
going
to
do
it.
We
know
what
the
data
data
is
showing
us.
M
B
E
P
M
So
the
governor's
timeline
is
the
timeline
associated
with
the
student
outcome,
governance
change
that
we're
doing
the
timeline
was
approved
by
the
school
board
on
july
18th.
There
are
specific
items
of
actions
in
the
in
the
timeline
with
the
specific
dates,
and
so
we
updated
dates
on
one
on
when
we
bring
staff
frame
proposed
goals
to
the
board.
M
E
A
Order
item
4a
order
and
finance
is
green.
D
Thank
you,
mr
chair.
We
have
four
four
action
items.
That's
coming
to
you
at
the
board
meeting
later
this
month,
one
of
them,
I
think
we
will
be
asking
you
to
review
and
approve
today
and
one
information
item.
If
anyone
has
any
questions
before
the
board
meeting,
you
know
that
shawna
or
me
know.
A
Any
questions
on
the
4a
card,
5a
policy,
dfac
fund
balance.
B
A
Correct
yeah,
dr
french,
is
the
policy
liaison
so
go
ahead.
P
Absolutely
thank
you,
dr
french.
So
what
this
is
is
a
revision
to
our
existing
fund
balance
policy.
It
doesn't
change
the
parameters
in
which
we
operate
the
fund
balance.
It
further
clarifies
and
specifies
when
we
can
classify
the
funds
as
stabilization,
and
so
it
just
the
yellow,
highlighted
text
that
you
guys
have
in
front
of
you.
It
explains
when
we
can
move
funds
and
fund
balance
to
stabilization
stabilization
would
be
a
one-time,
non-recurring
expense
used
to
stabilize
the
district
financially,
and
so
we
were.
P
N
All
right,
if,
if
there
are
no
further
questions,
then
I
would
ask
if
there's
a
motion
to
forward
these
policy
changes.
N
A
A
Okay,
item
6a
other
business,
mr
burrowing.
A
Q
Sir,
I
could
ask
mr
rydenbach
to
the
podium
wrote
real,
quick,
mr
reinback
is
going
to
provide
you
all
an
overview
of
our
current
security
posture,
we're
extremely
proud
of
what
this
district
has
done.
Michael
and
his
team
working
with
our
schools.
Q
I
really
want
him
to
spend
an
appropriate
amount
of
time,
providing
you
a
level
of
comfort
of
what
has
been
done
and
what
is
in
place
I'll
caution
that
we
don't
get
down
to
the
school
level
discussion
in
the
interest
of
protecting
individual
schools.
Certainly,
if
you
have
questions
offline
individually,
we
can
talk
about
individual
schools
and
then
the
remainder
of
his
presentation.
Q
He'll
talk
about
options
to
enhance
security,
different
technologies,
different
physical
barriers,
other
things
that
are
out
on
the
market,
providing
you
some
information
that
could
be
considered
as
we
look
ahead,
especially
as
we
look
ahead
to
developing
the
next
fixed
cost
of
ownership
budget,
which
would
come
to
you
in
the
february
time
frame.
So
with
that
I'll
turn
it
over
to
mr
reinbach.
Q
K
Q
So
very
it
is
a
very
high
honor,
considering
that's
all
campuses
across
the
country,
including
higher
ed
as
well.
So
not
just
k-12.
Q
I
will
add,
because,
if
I
don't
he
will,
it
is
representative
of
the
entire
organization
and
security
and
emergency
management.
He
he
runs
the
show
but
we're
blessed
with
a
phenomenal
team
there
that
he's
assembled.
R
Embarrassed,
thank
you,
sir.
Now
I
appreciate
you,
mr
roy
mentioned
in
the
team
you'll
get
an
opportunity
to
see
some
of
our
team
members
and
and
photos,
and
and
certainly
they're
they're,
the
ones
who
who
do
so
much
this
work
every
day
and
dedicate
so
much
of
their
their
lives
to
to
keeping
our
school
safe
and
we're
so
appreciative
of
of
their
effort.
R
And
so,
if
you
recall
a
couple
of
months
ago,
I
provided
a
brief
overview
about
our
school
security
program
and
talked
about
the
four
main
categories
or
pillars
that
really
most
of
our
programs
fall
within.
And
it's
important
to
note
that
what
we're
talking
about
here
today
is
our
school
security
program
and
there's
so
much
more.
That
makes
up
our
overall
school
safety
program.
R
So
if
we
think
about
issues
you
might
associate
with
other
departments
like
restorative
practices
in
school,
climate
and
culture
and
positive
behavior
interventions
and
supports
all
of
those
things
really
come
together
with
the
things
we'll
talk
about
in
the
security
program,
to
create
that
overall
school
safety
program.
But
as
a
reminder
of
those
four
categories
we'll
hit
on
the
first
of
which
is
emergency
planning,
drills
and
training,
then
talk
about
physical
security
measures,
threat,
reporting,
detection
and
assessment,
and
then
school
resource
officers
and
security
personnel.
R
So
we'll
dive
right
in
and
talk
about
our
emergency
planning
and
last
august
we
were
fortunate
to
be
able
to
roll
out
a
brand
new,
all
hazards,
emergency
operations
plan.
That
was
really
several
years
in
the
making.
R
We've
had
an
emergency
plan
in
this
district,
but
we
really
wanted
to
take
a
fresh
look
at
at
that
plan
and
so
over
the
course
again
of
many
years
we
went
section
by
section
met
with
individual
groups
and
stakeholders,
including
public
safety,
to
review
each
section
to
say
how
can
we
continue
to
enhance
what
we're
planning
for
and
then
we
also
reformatted
the
document
to
align
with
the
standards
put
forward
by
the
u.s
department
of
education
for
for
creating
high
quality
school
emergency
plans.
R
We
cannot
adequately
respond
to
a
situation
unless
we've
contemplated
it
and
established
a
plan
for
it,
and
so
this
gives
us
a
good
framework
to
work
from
when
we
think
about
response,
particularly
in
a
school
crisis.
Public
safety
involvement
is
critical
and
establishing
those
partnerships
on
a
daily
basis
is
something
that
our
team
works
on
very
heavily.
Today.
We're
thankful
to
have
chief
mark
arnold
from
the
mount
pleasant
police
department
he's
one
of
our
incredible
partners
that
works
with
us
and
his
team
to
keep
our
schools
safe.
R
We're
thankful
for
him
being
here
today
a
plan.
Does
he
no
good?
If
nobody
knows
what
their
role
is
in
it,
how
do
we?
What
is
our
role
during
a
crisis?
So
we
have
to
have
training.
So
all
new
staff
members
that
come
to
work
in
the
school
district
receive
training
from
our
office
as
part
of
their
new
higher
orientation.
R
We
also
provide
recurring
training
at
least
twice
per
year
for
all
existing
staff
members,
and
then
we
have
annual
drill
requirements.
We
want
to
practice
that
response.
So
this
past
year
last
school
year,
we
conducted
over
1120
emergency
drills
within
our
schools
and
and
topics
and
to
exercise
our
plans
for
armed
intruder,
fire,
tornado
and
earthquake.
R
R
You
see
that
picture
on
the
bottom
of
the
slide
is
a
picture
from
our
our
walk
through
reunification
exercise,
which
took
place
within
the
past
two
weeks
of
the
north
charleston
coliseum,
where
we
invited
members
of
our
school
administration
and
district
staff
to
come
and
walk
through
an
actual
student
reunification
as
we
set
up
the
complex
as
we
would
as
it's
called
for
in
our
emergency
operations
plan
and
then
up
top,
you
see
tim
huey
working
with
our
video
services,
folks
doing
a
live
broadcast
out
to
district
staff
from
the
coop
river
cas
on
a
live
security
training
as
well.
R
When
we
look
at
the
the
program
that
we've
built
a
key
part
of
that
is
learning
lessons,
and
so
we
look
at
critical
incidents
that
have
happened
across
the
country,
not
only
in
active
shooters,
which
tend
to
dominate
the
school
security
discussion,
but
in
a
variety
of
other
school
safety
incidents.
That
happened
to
learn
both
what
went
well
and
what
did
not
go
well
and
we'd.
Take
that
type
of
approach
with
incidents
that
happened
inside
of
ccsd
as
well.
So
prime
example
is
angel
oak
elementary
last
school
year.
R
Next
pillar
we
look
at
is
in
the
area,
physical
security
measures,
and
we
use
a
concept
called
defense
and
depth
was
which
is
intended
to
create
various
layers
of
security
on
the
campus
and
those
layers
of
security
are
intended
to
do
three
main
things
for
us.
R
When
we
look
at
a
hazard,
we
want
them
to
help
us
better,
deter
the
hazard,
better,
detect
the
hazard
or
delay
it
from
becoming
an
issue
for
us,
and
so
of
course
we
talk
about
that
list
of
things.
There,
fences
vehicle
barriers,
cameras,
electronic
access,
controls,
close
and
locked
doors,
including
those
in
our
classrooms
and
even
layering
protocols.
On
top
of
that,
so
making
sure
that
everybody's
wearing
id
badges
on
campus
so
that
we
can
scan
to
see
who
doesn't
belong
to
more
quickly
identify
any
trespassers
that
are
on
campus.
R
We
do
that
24
hours
a
day,
you
see
pictured
below
members
of
our
security
operations
center
team.
They
work
24
7
at
our
bridgeview
campus
watching
over
the
district,
and
when
we
get
a
call
about
something
happening,
24
hours
a
day,
then
our
on-call
security
administrator
is
involved
and
we
reach
out
directly
to
our
law
enforcement
partners
and
get
to
work
on
that.
Regardless
of
the
time
of
day.
R
When
this
involves
a
student,
we
have
a
formalized
threat
assessment
process.
That's
used
in
our
schools,
it's
largely
driven
by
our
mental
health
professionals,
our
school
school
psychologists,
school
counselors,
to
do
those
interviews
of
students
and
remember
we're
looking
not
to
determine
if
they've
made
a
threat,
because
usually
it's
very
clear.
R
They
have
made
a
threat,
but
whether
the
student
in
fact
poses
a
threat
and
based
on
the
level
of
risk
associated
with
that
student,
we
determine
what
interventions
are
necessary
and
put
those
interventions
in
place
to
try
to
get
that
person
off
of
a
path
toward
intended
violence
and
that
could
be
a
threat
toward
themselves
or
others.
R
And
the
final
main
category
we
look
at
is
in
the
area
of
school
resource
officers
and
so
we're
incredibly
thankful
to
our
public
safety
partners.
And
those
are
the
four
listed
there
that
provide
sros
to
our
schools
every
day.
R
We'll
talk
about
sro
staffing,
a
little
bit
more
in
a
few
more
slides,
but
in
addition
to
sros,
we
also
have
folks
from
a
team
called
the
school
security
response
team
in
the
city
of
charleston
that
just
randomly
patrol
schools,
we
will
layer
off
duty
officers
on
top
of
the
sros
and
the
ssrt,
because
not
every
school
has
a
full-time
sro.
R
We
also
have
members
of
our
district
security
team
that
are
working
with
our
schools
every
day
to
help
not
only
handle
situations
that
happen,
but
to
do
random
and
proactive
security
checks.
We
did
over
398
school
security
assessments
in
our
in
our
schools
last
year
and
looking
at
our
24-hour
day
numbers,
we
did
over
6
000
campus
security
checks
at
our
schools
last
year.
R
We
also
have
random
searches
that
are
conducted
in
our
high
schools
by
our
search
and
safety
team,
which
was
a
program
that
was
started
after
the
parkland
tragedy
and
last
year
they
conducted
172
random
searches
in
our
high
schools
last
year,
finding
236
prohibited
items,
32
of
which
were
weapons
inside
the
schools.
None
of
those
are
firearms,
but
typically
we're
looking
at
mace,
canisters
tasers
small
pocket
knives
things
of
that
nature.
R
So,
as
mr
burley
mentioned,
we
wanted
to
start
with
where
we
are
the
program
that
we
currently
have
in
place
and
to
really
highlight
that
this
program
was
built
over
many
years.
Even
long
before.
Most
of
us
were
here
at
the
district.
Much
work
has
gone
into
building
this
program
and
many
lessons
have
been
taken
over
taken
from
school
tragedies
over
the
years,
but
there's
always
room
to
grow
and
after
a
situation
like
uvalde
happens,
people
are
often
asking
what
what's
next,
what?
What
are
some
additional
things?
R
We
can
do
to
try
to
enhance
our
security
program,
and
so
we
had
a
similar
discussion
with
the
board
in
2018
after
after
parkland,
where
we,
we
really
just
presented
some
ideas,
some
potential
enhancements,
many
of
which
came
from
ideas
that
board
members
had
that
community
members
have
brought
forward
that
our
teachers
and
staff
had
brought
forward
really
just
to
present
them
as
options
and
to
solicit
feedback
as
we
as
we
prepare
plans
for
the
future.
R
So
the
kind
of
run
through
this
list
of
options,
the
first
one
is
the
area
of
library,
door,
security,
libraries
are
really
handled
differently
across
the
district
and
and
that
largely
depends
on
the
volume
of
students
that
visit
the
libraries
on
a
day-to-day
basis.
If
you
think
of
a
large
school
with
a
lot
of
kids
they're
coming
in
and
out
of
the
library
all
day
long,
while
that
librarian
is
also
working
with
classes
within
that
library
space.
R
So
it's
really
hard
to
control
the
security
of
that
door
and
we
mitigate
that
by
really
assigning
lockdown
spaces
that
are
in
adjacent
locations
to
the
library.
But
what
this
proposal
would
allow
us
to
do
is
to
install
electronic
locks
on
every
library
door
so
that
the
librarian
has
more
control
over
whether
the
door
is
locked
or
unlocked
and
has
the
better
ability
to
lock
that
lock
or
unlock
the
door
quickly,
based
on
the
circumstances,
we're
currently
piloting
equipment
like
this
in
one
of
our
schools.
R
That
includes
a
light
indicator
to
show
whether
the
door
is
locked
or
unlocked.
So
librarian
can
very
clearly
see
the
state
of
the
door,
but
this
would
allow
us
to
add
an
additional
layer
in
this.
This
student
space
that's
used
very
heavily
during
the
day
and
and
provide
some
an
additional
layer
of
security
for
our
teacher
librarians
and
the
next
enhancement.
We
see
public
safety,
radio
systems,
radio
enhancement
systems
short,
the
otherwise
known
as
bdas
bidirectional
amplifiers.
R
An
analysis
of
our
district
buildings
has
shown
that
that
many
of
them
lack
sufficient
radio
coverage
inside
the
buildings
for
public
safety
radios.
So
when
a
test
is
done
inside
the
school
buildings,
we
find
that
police
fire
and
ems
radios
may
not
be
able
to
adequately
communicate
with
each
other
or
with
external
resources
when
they're
inside
the
school
building,
and
so
there's
a
system
called
a
bda,
that's
installed
in
the
building
that
allows
those
signals
to
be
captured
from
inside
and
enhanced
outside
the
building.
This
is
currently
a
requirement
in
all
new
construction.
R
It's
a
code
requirement
and
it's
also
a
requirement
for
us
to
do
retroactively,
but
it's
not
enforced
unless
there's
a
major
renovations
and
so
we're
trying
to
establish
a
timeline
to
be
able
to
accomplish
these
enhancements
in
all
of
our
buildings
to
give
public
safety
the
ability
to
communicate
effectively
during
a
crisis
response,
because
we
know
communication
is
often
cited
as
one
of
the
the
main
issues
so
looking
district-wide
about
2.5
million
in
a
one-time
cost
to
install
those
systems
across
all
the
schools
that
need
it
of
note.
R
We
were
able
to
add
about
300
000
to
our
fco
budget
this
year
to
start
addressing
these
needs,
so
that
will
give
us
a
start,
but,
as
you
can
see,
it'll
take
us
a
while.
R
The
next
enhancement
is
in
the
area
of
school
security,
staffing
and
so
to
provide
some
some
some
history
back
in
2018
when
we
had
this
discussion
with
the
board
after
parkland,
the
board
endorsed
a
program
for
the
district
to
request
school
resource
officers
at
all
schools
under
the
board's
governance.
R
So
we
engage
in
conversations
with
our
law
enforcement
partners
to
get
sros
to
request
sros
in
all
of
our
schools,
elementary
middle
and
high,
and
there
was
a
time
over
the
past
since
the
time
since
2018
that
we
were
able
to
achieve
pretty
much
full
staffing
inside
of
those
schools.
Over
the
course
of
time,
though,
law
enforcement
has
continued
to
see
recruitment
challenges.
R
There
have
been
situations
that
have
caused
them
to
lose
officers
through
attrition
and
other
other
situations,
and
so
it's
become
a
lot
more
difficult
for
them
to
fill
all
of
the
bills
that
we've
requested
of
them,
and
so
the
board
has
set
aside
funding
for
us
to
pay
for
our
allocation
for
every
school,
but
the
law
enforcement
agencies
aren't
able
to
to
to
put
forward
officers
because
they're
just
not
there.
So
it's
not
a
funding
issue.
R
It
really
is
a
resource
issue,
and
so
we
do
have
the
town
of
mount
pleasant
and
largely
to
the
chief
arnold's
efforts
and
town
council.
They
have
all
of
their
schools
filled
full-time
with
a
full-time
sro.
Those
in
unincorporated
charleston
county
have
all
of
their
their
schools
filled
in
the
city
of
charleston.
R
Only
about
half
of
the
elementary
schools
have
a
full-time
sro,
while
the
other
half
are
served
by
that
school
security
response
team,
who
just
does
the
random
patrols
in
the
city
of
north
charleston.
We
also
have
vacancies
in
the
in
the
elementary
schools
that
they
try
to
cover
through
officers
checking
in
on
a
random
basis,
but
we
do
not
have
that
full-time
security
presence
on
on
all
of
our
campuses,
and
so
what
this
would
allow
us
to
do.
R
This
proposal
would
allow
us
to
fill
that
gap
currently
caused
by
those
sro
vacancies
with
the
use
of
of
private
security,
and
so
we
do
have
funding
again
allocated
to
the
sro
program
to
those
individual
sro
billets.
Private
security
cost
a
little
bit
more
than
that,
but
but
we
would
be
able
to
move
forward
with
this
if
this
seemed
like
the
the
best
option
to
pursue.
R
Of
course,
the
pros,
as
this
would
help
help
us
answer
the
call
of
many
of
our
school
administrators
who
are
asking
for
help
in
this
area
when
there
is
a
parent
disturbance
when
there
is
a
trespasser,
when
there
is
other
type
of
situation
on
the
campus
right
now,
it's
falling
to
our
school
administrators
to
deal
with
initially
until
a
police
officer
arrives,
and
so
this
would
allow
somebody
else
to
be
there.
R
R
We
may
find
that
we
have
the
same
challenges,
but
we
may
also
be
going
after
a
different
pool
of
individuals,
so
we
might
be
looking
for
somebody
who
really
likes
the
idea
of
a
school
year's
calendar
and
only
wants
to
work
a
school
year,
somebody
who
may
be
retired
from
law
enforcement,
who
is
looking
just
for
a
second
career,
and
so
we
may
have
some
better
luck
in
that
area.
But
we
could
still
see
some
recruitment
challenges
and
of
course
another
con
listed
there
is
is
armed.
R
Security
have
less
training
than
a
school
resource
officer,
but
we
could
try
to
overcome
that
by
recruiting
former
police
officers
and
then
also
adding
training
on
top
of,
what's
already
required
of
them
by
state
law.
R
Right,
the
next
option
is
a
threat
assessment
support
team.
I
mentioned
our
threat.
Assessments
are
currently
conducted
at
the
school
level
and
typically
the
interview
is
led
by
somebody
on
the
mental
health
side,
but
there's
a
larger
team.
That
then
takes
a
look
at
the
the
findings
from
the
interview
to
determine
the
level
of
threat
and
what
kind
of
interventions
may
need
to
be
put
in
place,
and
so
this
proposal
would
would
create
a
district
level
support
team
for
threat
assessments,
because.
R
I
also
say
practice
makes
perfect
and
if
you're
at
an
individual
school
chances,
are
you
probably
don't
do
threat
assessments
on
a
daily
basis.
But
when
we
look
at
district-wide
we
typically
have
threat
assessments
going
on
fairly
regularly
and
so
having
a
team
that
gets
that
experience
and
that
breadth
of
knowledge
to
deal
with
more
threat
assessments
can
help
and
really
be
a
resource
for
school
teams
to
make
sure
that
good
decisions
are
being
made
and
to
really
also
increase
their
level
of
confidence.
R
We've
seen
school
shootings
across
the
country
where
there
may
have
been
an
opportunity
with
a
threat
assessment
to
be
done
or
for
a
team
to
intervene.
The
decision
may
have
been
made
incorrectly
or
that
could
have
been
better
and
again
a
district
team
kind
of
creating
that
consistency
across
all
school
teams
can
really
help
ensure
we're
making
the
best
decisions,
but
also
enhance
our
case
management
abilities.
R
Next
is
something
called
storeroom
function
locks.
So
when
we
look
at
our
classrooms,
they
currently
have
something:
that's
called
a
classroom.
Security
function
lock
and
I'm
getting
real
technical
here.
So
we
get
a
good
crash
course
on
door
locks,
so
those
door
locks
can
lock
and
unlock.
So
if
I
use
my
key
to
go
in
the
classroom,
I
can
physically
unlock
that
door
and
it
will
stay
in
the
unlocked
state.
What
we're
doing
is
a
new
construction
we're
starting
to
install
a
lock
called
the
storeroom
function,
lock,
which
basically
you
cannot
unlock
it.
R
You
can
use
a
key
to
get
into
the
room,
but
you
cannot
physically
leave
the
door
in
an
unlocked
state
because
a
lot
of
times
when
we
do
our
security
assessments
when
we
go
around
and
do
find
an
unlocked
classroom
door,
the
teacher
or
the
staff
member
in
the
space
says.
Oh,
I
didn't
realize
it's
unlocked.
R
I
didn't
realize
I
I
just
did
it
wrong
when
I,
when
I
used
the
key,
and
so
we
want
to
try
to
do
everything
we
can
to
eliminate
that
human
error
element,
and
so
this
just
takes
away
that
possibility
that
somebody
may
inadvertently
leave
a
classroom
door
unlocked
and
again
we're
doing
that
new
construction
and
renovations.
R
R
Next
is
a
topic
that
gets
a
lot
of
discussion
in
the
community.
We've
talked
about
it
with
the
board
before
and
a
few
weeks
ago,
we
provided
all
of
you
with
an
analysis
of
what
it
would
take
to
implement
a
full-time
weapon
screening
program
in
our
high
schools
and
because
it
was
getting
so
much
discussion.
We
wanted
to
do
an
analysis
just
to
see
if
we
were
to
do
this.
R
That
is,
we
would
purchase
weapon
screening
devices,
so
not
traditional
metal
detectors,
but
detectors
that
are
intended
only
to
detect
guns
or
what
they
call
weapons
of
mass
casualty
from
coming
into
a
school,
which
of
course,
would
increase
our
likelihood
in
detecting
contraband
and
perhaps
be
a
deterrence
to
folks
bringing
weapons
to
school.
But,
of
course
like
all
of
these,
there
are
potential
gaps.
R
We
do
have
doors
that
would
be
unattended,
that
a
student
could
open
to
let
somebody
else
in
or
even
after
school
activities
to
provide
somebody
the
opportunity
to
to
stash
a
weapon,
but
either
way
it
is
a
layer.
Again.
All
of
these
things
we
try
to
put
together
trigger
a
comprehensive
program,
as
opposed
to
just
letting
one
solve
the
problem,
and
so
it
would
be
an
additional
layer
of
security.
R
R
There
are
certain
controllers
that
we
use
that
have
reached
end
of
life
or
no
longer
manufactured,
and
so
upgrading
it
to
the
latest
model
would
would
give
us
the
maximize
our
functionality
when
it
comes
to
feature
sets,
and
one
of
those
key
feature
sets
that
we
would
tack
onto
this
as
well
would
be
to
install
door
position
switches
on
all
of
our
exterior
doors
and
what
those
door
position
switches
would
do,
would
sound
an
alarm
or
provide
a
notice
anytime,
a
door
was
propped
open,
and
so
obviously,
if
somebody
comes
along
and
uses
a
rock
to
prop
the
door
open
or
even
somebody
stands
there
with
the
door
open,
knowing
that
that's
happening
would
be
a
huge
benefit
to
us
to
be
able
to
respond
to
to
to
address
that
security
vulnerability.
R
A
con
or
something
that
systems
still
will
not
address
are
the
doors
that
are
closed,
but
not
latched.
So
we
have
seen
that
happen
here
and
in
other
situations
across
the
country
where
a
door
may
be
closed.
It
looks
just
like
that,
it's
seated
inside
the
door
frame,
but
it's
just
just
not
quite
latched
at
the
strike
part
of
the
door,
and
so
we
would
still
have
that
gap
potentially
with
this
system,
but
we
would
certainly
capture
if
a
door
was
completely
propped
open.
R
The
next
one
has
to
do
with
bus
cameras,
which
we
currently
have
cameras
in
our
school
buses,
but
this
funding
will
allow
us
to
upgrade
those
cameras
to
a
more
modern
digital
high
resolution
system,
but
probably,
more
importantly,
give
us
the
ability
to
remotely
monitor
those
cameras.
So
right
now,
wherever
I
have
an
internet
connection,
I
can
log
into
our
camera
system
and
view
our
cameras
at
any
of
our
schools.
We
can
view
those
school
cameras
remotely.
R
Next
slide,
please.
We
talked
about
ballistic
rated
doors
earlier,
mr
deering
and
his
team
provided
some
information
on
this,
and
this
is
certainly
something
that
would
would
provide
some
significant
benefit
in
the
in
the
event
of
a
of
an
armed
intruder
inside
the
school
who
is
firing
from
inside
of
a
corridor.
And
so
when
we
look
at
better
fortify
in
our
classrooms
and
the
spaces
that
we
lock
down
a
ballistic-rated
door
would
certainly
increase
the
chances
for
survivability
if
there
is
an
active
shooter
inside
of
the
corridor.
R
So
that's
certainly
a
benefit
to
that.
Some
things
to
consider
that
we
may
have
to
look
at
if
we
move
forward
with
that
would
be
the
remaining
vulnerabilities
that
exist.
So,
if
there's
a
window
beside
the
classroom
door,
if
there
is
that
dry
wall
or
exterior
windows
in
order
to
realize
the
full
protection
of
the
door,
would
we
need
to
address
those
elements
as
well
and
then
in
our
discussions
and
feedback
from
our
public
safety
partners?
We
also
would
want
to
have
further
discussions
about
how
to
address
a
different
type
of
threat.
R
So
if
there
was
a
hostage
situation
inside
of
the
room
or
if
that
shooter
proceeded
into
the
room
because
the
door
had
been
left,
unlocked
or
open
and
and
closed
the
door
behind
them,
how
would
we
effectively
respond
inside
of
the
classrooms
and
there
may
certainly
be
a
response
options
to
build
in
that?
Would
that
would
address
those
concerns?
That
would
be
something
to
to
investigate
further
as
we
pursue
this
option
and
then
finally,
emergency
notification
and
panic
systems.
R
R
So
we
make
an
announcement
over
our
pa,
but
emergency
notification
systems
are
becoming
more
prevalent
and
they
help
us
expand
the
reach
of
our
pa
by
leveraging
additional
systems
so
imagine
being
in
this
room
and
having
an
emergency
message
pop
up
on
the
screen
in
front
of
the
classroom
or
imagine
it
coming
across
your
cell
phone
or
for
the
radio
users
as
an
automated
message
that
comes
across
both
the
school
and
the
district
level
radio.
So
these
systems
allow
teachers
to
initiate
alerts
via
their
an
app
on
their
phone
via
a
desktop
application.
R
That's
always
up
to
more
quickly
alert
individuals
on
campus
of
a
situation,
and
so
that's
obviously
a
a
benefit.
It
would
help
us
to
ensure
that
those
with
visual
or
hearing
impairments
can
receive
one
of
those
messages
firsthand.
So
if
we
have
a
public
address
announcement,
we
know
that
we're
not
reaching
all
of
our
population
with
disabilities
or
having
to
rely
on
aids
or
other
individuals
of
the
school
to
help
with
that
notification.
R
So
we
end
with
a
summary
of
all
of
those
enhancements
and
so
as
a
lot
of
information
to
present
all
at
one
time,
but
know
that
our
team
continues
and
always
talks
to
our
stakeholder
groups,
we're
always
listening
to
administrators
and
staff
and
parents,
our
public
safety
partners
and,
of
course,
you
all
to
determine.
What's
the
what's
the
best
course
of
action
and
continuing
to
enhance
our
school
security
program,
our
hazards
are
always
changing.
R
What
are
our
hazards
today?
May
not
be
our
hazards
tomorrow,
and
even
when
we
look
at
an
active
shooter,
for
example,
the
tactics
used
today
may
not
be
the
tactics
used
tomorrow,
and
so
we
always
have
to
evolve
with
those
and
continue
to
enhance
our
practices.
So
this
will
always
be
a
discussion
always
be
an
ongoing
discussion
with
all
of
us,
and
we
don't
want
it
to
consume
us
and
create
fear
in
our
minds
when
we
walk
into
our
schools.
R
On
the
contrary,
we
want
it
to
to
build
good
good
habits
and
to
maintain
safety
is
something
that's
in
the
forefront
of
our
mind
so
that
we
just
build
that
culture
within
our
schools
every
day.
That
knows,
we
know
our
doors
are
locked.
We
know
that
we're
gonna
check
behind
them.
We
know
we're
going
to
wear
id
badges.
Do
all
these
things
every
day
just
to
create
that
culture,
so
it's
second
nature
to
us
that
ultimately
enhances
the
safety
of
the
campus.
So
I
appreciate
again
the
opportunity.
A
Right
thanks
mike
for
this
security
update
question:
is
there
something
a
pamphlet
of
some
sort
that
we
give
to
students
or
to
parents
that
they
can
have
readily
at
their
fingertips?
I
know
a
lot
of
this
may
be
included
on
the
actual
web
itself
or,
but
is
there
something
physically
that
they
can
have
that
may
give
important
numbers
you
know
website
to
go
to
or
or
any
safety
measures
just
to
help
them
understand
the
communication
as
far
as
a
safety
or
threat
that
may
occur.
R
Absolutely
so
we
have
over
time,
put
out
documentation
to
parents
through
call
outs.
We
did
a
couple
of
times
toward
the
end
of
last
year
we
have
in
our
office.
We
have
an
overview
document,
it's
a
two-page
pdf.
R
That
kind
of
summarizes
all
the
things
that
I
just
discussed
and
we
integrated
that
document
in
with
information
provided
by
psychological
intervention,
services
and
guidance
and
and
alternative
programs
to
create
a
an
overall
school
safety
pamphlet
that
we
sent
out
to
to
parents
would
have
links
to
the
various
web
resources,
as
well
as
information
like
our
toll-free,
hotline
number
reporting
system
and
things
of
that
nature.
Okay,.
B
All
right,
and
is
that
alright.
R
E
R
E
And
then,
with
the
doors,
do
these
doors
have
the
storeroom
locks
on
them?
The
ballistic
doors.
R
I
I
I
don't
think
this
we
would
probably
go
through
if
we
move
forward
with
a
purchase
of
specking
with
the
hardware
that
would
go
in
them.
That'll.
E
L
E
D
Michael,
thank
you,
as
always
for
this
comprehensive
report,
and
I
noticed
you
didn't
give
us
a
balance.
I
mean
a
total
on
the
dollars
on
the
summary
sheet.
That's.
D
Trying
to
count
it
up
so,
but
but
talk
to
us
a
little
bit
about
if
you
were
going
the
route
of
hiring
sros
that
were,
for
instance,
retired
police
officers
or
security
guards,
talk
to
us
about
the
training
for
those
offices
versus
the
trump,
because
now,
of
course,
they
come
to
us
with
the
training
from
the
police
department.
R
Sure
so,
when
we
look
at
this,
the
state
requirement,
so
all
security
officers
in
south
carolina
are
credentialed
by
sled
and
they
have
to
get
a
state
mandate
mandated
training
through
sled
certified
instructors
and
the
the
the
training
received
in
total.
When
you
add
on
the
the
training
from
our
that
our
security
vendor
ads
on
top
is
really
probably
about
40
hours,
so
we
try
to
fill
that
gap
by
requiring
individuals
to
have
different
career
experiences
so
to
bring
with
them
that
law
enforcement
experience.
R
Military
experience,
corrections
experience
you
know
similar
most
of
the
folks
in
our
office
have
come
from
law
enforcement
backgrounds,
and
so
we
we
bring
that
training
with
us.
And
so,
when
you
compare
that
to
a
police
officer
who
has
to
go
to
the
state
criminal
justice
academy
for
12
weeks,
plus
they
get
many
many
weeks
of
field
training
before
they're
they're
cut
loose
on
to
work
on
their
own.
R
It
is
a
it
is
a
gap
which
is
why
we
try
to
put
those
those
career
requirements
or
that
that
that
experience
requirement
in
place.
Okay,.
D
Thank
you
also.
I
think
it
would
be
helpful
to
see
a
prioritized
list
of
your
and
your
department's
wants.
You
know
what
you
think
really
needs
to
be
done
and
in
what
order
right.
R
F
Thank
you
and
miss
green
did
that
last
one
was
one
of
mine
so
but
I
guess
we
have
to
say
something
for
you
to
do
that,
but
just
in
trying
to
figure
out,
I
do
have
two
additional
questions.
One
are
there
any
trainings
for
students
ever
throughout
the
year,
I
heard
you
mention
staff
getting
training,
but
what
about
students
who
need
to
know
what
to
do.
R
So
typically,
the
drills
are
meant
to
accomplish
the
student
training
requirement.
We've
started
pushing
out
a
supplemental
video
that
teachers
can
show
the
students
that
go
along
with
the
active
shooter
drill,
for
example,
but
for
the
most
part,
drills
are
the
way
that
we
train
our
students.
F
Okay
and
then,
how
often
do
you
drill.
R
It
depends
on
the
hazard,
so
fire
drills
are
monthly.
Armed
intruder.
Drills
are
once
per
semester
a
tornado
once
a
year,
an
earthquake
once
a
year.
F
Okay
and
then
also
just
thinking
about
some
of
these
things
you
mentioned,
or
maybe
it
was
the
gentleman
when
he
spoke
drywall.
What
percentage
of
our
buildings
have
drywall
versus
the
concrete.
I
know
it's
kind
of
old
school.
R
F
N
B
R
C
R
R
Right
so
they're
kind
of
two
different
technologies:
one
is
a
door
position
switch
which
is
basically
a
magnetic
contact
that
sits
in
the
door
frame,
and
it
looks
for
the
the
magnet
on
top
of
the
door
to
connect
with
it
to
show
that
it's
closed,
and
there
are
so,
there
are
door
position,
switches
that
have
you
know
very
high
settings
where
you
can
set
it
to
to
really
detect
if
it's
off
a
little
bit.
The
other
type
is
the
much
more
expensive
kind
which
we
did
not
price
here
is.
C
But
so
then
it
leads
me
to
my
second
question:
with
the
storeroom
function
locks
can
we
get?
Can
we
get
bump
bars
away
from
our
non-primary
entrance
and
exit
doors
and
use
these
store
room
lock
systems
to
where
internally,
a
key
would
have
to
be
in
the
door
to
open
it,
as
opposed
to
someone
hitting
that
bump
bar.
R
It's
all
about
the
the
fire
code
typically
dictates
where
we
have
those
those
panic
bars
or
push
bars.
Okay,.
R
I
think
that's
something
that
we
we
could
look
at
one
one
tactic
we
used
after
parkland
was
in
the
same
holster
for
after
uvaldi,
as
we
heard
from
a
lot
of
parents,
and
so
we
actually
took
the
opportunity
to
all
the
parents
who
came
either
to
board
meetings
to
speak
about
safety
or
reached
out
directly
to
us.
We
brought
all
of
them
together
in
one
place
and
had
a
discussion
to
say
here
are
some
ideas.
What
do
you
think
about
them?
And
so
that's
that's
certainly
an
option
we
could
could
explore.
R
O
This
will
be
involved
conducted
this
survey
and
we've
talked
about
you
looking
at
the
results
of
that
survey
of
three
high
schools.
Two
of
them
were
here
in
charleston
county
and
one
was
in
another
county
and
the
main
concerns
that
some
of
our
staff
members
had
was
inappropriate.
Use
of
student
concerns
specialists
and
at
some
point
in
time,
could
you
address
that
because
some
of
our
schools
now
are
using
them
as
police
officers
and
then
the
second
is
some
of
the
staff.
O
Members
were
saying
that
they're
unable
to
use
their
telephones,
their
private
cell
phones
to
communicate
with
outside
sources
and
then
third,
could
you
address
the
kind
of
training
you're
conducting
with
our
staff?
So
they'll
know
what
to
do
in
the
case
of
emergency?
Yes,.
R
Ma'am,
so
typically,
we
will
provide
classroom
instruction,
so
we'll
we'll
do
a
a
presentation
to
staff
members
and
go
through
a
variety
of
hazards.
We'll
talk
about
different
scenarios.
R
We
we've
provide
schools
with
scenarios
they
can
use
with
their
staff
and
staff
meetings,
and
we
have
a
program
called
the
first
five,
which
is
a
provides
a
quick
video
prompt
of
a
scenario
and
then
ask
staff
to
talk
about
it,
and
it's
intended
to
last
no
more
than
five
minutes.
The
discussion
is
really
just
to
get
staff
thinking
about
the
various
options,
because
we
can
train
to
one
particular
emergency,
but
we
know
there's
always
things
that
will
happen.
That
may
cause
that
response
to
not
be
appropriate
in
what
we're
seeing
here
right.
R
So
if
they
come
in
this
door,
whether
they
come
in
that
door
or
that
door,
our
response
may
be
different.
So
we're
trying
to
build
capacity
to
make
a
decision
based
on
an
assessment
we're
making,
and
so
by
going
through
those
various
scenarios
we
can.
We
can
do
that
and
get
staff
thinking
about
things
ahead
of
time
and
we
even
in
our
training,
encourage
folks
think
about
where
you
are
right
now,
if
it's
sitting
in
your
classroom,
what,
if
this
happens?
R
What
would
you
do
right
now
again
to
get
folks
thinking
about
it
ahead
of
time,
so
we've
done
that
both
in
recorded
format,
we've
done
that
in
live
sessions.
So
we
we
will
provide
live
video
sessions
where
staff
can
log
in
at
a
certain
time
that
way
they
can
chat
with
us
during
the
session
or
send
us
messages
during
the.
R
So
we
can
answer
the
questions
as
they
as
they
have
them
and,
of
course,
our
staff
jennifer
bachmann
is
one
of
the
deputy
directors
in
our
office,
who's
responsible
for
north
charleston,
so
she'll
work
with
the
north
charleston
principles
and
go
out
and
do
staff
meetings
upon
request
to
talk
to
staff
about
particular
topics.
O
And
what
about
unable
to
use
telephones
in
the
building.
R
Yes,
from
cell
phone
reception
perspective
is
that
the
concern?
Yes?
So
I'm
not
sure
where
we
stand
on
being
able
to
connect
to
wi-fi
through
those
devices,
but
that's
certainly
a
potential
option
to
be
able
to
log
into
the
a
guest
network
or
something
of
that
that
effect
on
your
on
your
cell
phone,
just
at
least
to
get
that
internet
connectivity,
unfortunately
being
able
to
get
much
like
the
public
safety
radio
reception
issue.
R
R
Yes
ma'am,
so
there's
been
a
lot
of
discussion
recently
about
the
job
descriptions
for
student
concern
specialists,
and
so
we've
been
having
discussions
about
the
need
to
reevaluate
those
job
descriptions
and
again
look
at
how
they're
being
used
and
even
allocated
across
the
district.
Thank
you.
A
Okay,
you
know
for
other
questions.
E
I
know
I
know
I
wish
I
wasn't
on
vacation.
No,
I'm
just
kidding.
I
still
have
I'm
still
eating
reese's,
while
I'm
I'm.
You
know
with
you
guys,
mr
ryan,
mike.
Thank
you.
This
has
been
great
information.
I
think
a
lot
for
us
to
process.
E
R
Yeah,
so
I
think
when
it
comes
to
for
the
most
part,
if
they
had,
if
resources
and
people
were
not
a
problem,
they
would
have
one
in
every
school,
okay
yeah.
Unfortunately,
when
you
look
at
city
of
charleston,
for
example,
their
ssrt
covers
approximately
50
some
odd
schools,
because
they
have
a
lot
of
private
schools
charter
schools
in
their
city
beyond
just
what
we
have
under
the
board's
governance
and
so
they're
just
having
to
maximize
their
resources
as
efficiently
as
they
can.
R
Especially
when
you
look
at
the
other
challenges
that
you
know
the
crime
issues
or
other
other
calls
for
law
enforcement
assistance
and
dui
and
traffic
enforcement
and
other
areas
there's
having
to
be
as
efficient
as
they
can.
E
A
All
right
item
6b
is
the
great
mathis
charter,
high
school
request
for
space
we've
heard
from
the
principal
and
vice
chair
of
the
board,
requesting
assistance
with
space
with
any
availability
within
the
district.
Mr
barrowing,
can
you
share
with
the
board
of
any
potential
space?
That's
readily
available.
Q
Sir,
two
of
the
two
of
the
schools
are
listed
in
the
board
document,
that
was,
information
provided
in
a
board
update.
That
was
detailed
analysis.
That
happened
to
be
done
in
those
two
schools.
Last
year
one
was
burke
high
school.
The
other
was
the
center
for
advanced
studies
in
north
charleston,
the
cooper
river,
each
of
those
schools
had
five
and
seven
rooms
that
had
been
unassigned
at
that
time.
So
those
are
the
only
two
schools
that
there's
been
a
deep
dive
analysis
of,
and
it
just
happened
to
have
been
done
for
other
reasons.
Q
If
that
is
to
be
done
at
other
schools,
my
request
for
the
board
would
be
does
it
include
elementary
middle
and
high
or
just
high
schools
that
level
of
analysis
or
that
quantity
makes
a
big
difference?
The
second
question
would
be:
can
it
wait
until
the
analysis
comes
in
from
our
schools?
It's
due
in
every
november?
Q
The
third
thing
I
would
just
like
to
point
out
is
that
the
charter
schools
that
are
in
our
spaces
now
do
pay
utilities,
do
pay
custodial
and
do
pay
for
maintenance.
So
none
of
the
schools,
none
of
the
charter,
schools
that
are
utilizing
our
facilities
are
on
a
free
ride.
I
just
wanted
to
point
that
out.
It's
based
on
the
square
footage
of
space
that
they
actually
use.
We
come
up
with
a
cost,
and
that
is
a
a
billable
item
that
they
provide
at
that
point.
So
that's
the
update.
Q
I
have
right
now
certainly
awaiting
further
direction
from
from
the
board.
A
So
you
said,
the
current
assessment
that
you
have
done
is
is
burke
high
school.
What
was
the
other
one?
I'm
sorry,
the.
B
All
right
all
right,
miss
waters.
F
K
G
So
practically
we
would
be
willing
to
sit
out
this
year
in
our
current
building
space,
primarily
because
it
would
not
be
practical
to
move
a
school
in
the
middle
of
a
school
year.
Sure,
however,
I
need
to
mention
that
I'm
actually
willing
to
share
space.
G
So,
even
though
our
request
increases
our
class
size
by
50
of
what
we
have
now.
The
idea
is,
as
I
said,
before,
growth
long-term
growth
to
serve
more
kids
and
also
the
fact
that,
if
we're
able
to
get
into
an
existing
approved
space-
and
of
course
that
will
be
at
the
district's
discretion,
whether
it's
a
middle
middle
school
or
a
high
school,
we'll
be
willing
to
talk
to
to
share
that
space.
F
Okay
and
then
I
did
have
one
more
question:
the
services
that
you
provide-
and
I
don't
know
if
you
know
or
someone
in
the
district
knows
whether
those
are
offered
at
any
other
ccsd
schools.
G
Would
be
the
closest
clark
academy
would
be
the
closest
well
in
terms
of
design,
okay
and
service.
However,
in
terms
of
having
a
full
campus
of
our
students,
know.
F
And
how
do
your
students
come
to
you
like?
How
do
you
identify.
G
Great
great
question:
so
our
students
come
to
us
through
referrals,
not
placement
by
other
high
schools,
so
we
go
through
well,
of
course,
we're
a
school
of
choice.
So
parents
choose
to
send
their
students
there
for
the
advantage
of
prescriptive
academic
interventions
as
well
as
behavioral
intervention.
G
In
addition,
we
go
through
referrals
from
other
principals
guidance,
counselors,
behavior
interventionists,
and
we
act
as
that
intermediary
between
expulsion
and
success
for
the
students.
Thank.
E
G
G
Because
of
my
personal
philosophy,
but
serving
our
students,
I
do
not
turn
away
students.
However,
what
we
have
done
ever
sin
even
before
covid,
I
have
resorted
to
a
model
of
blended
learning
so
prior
to
2020,
when
kovit
became
that
mitigating
factor
that
caused
us
to
be
all
to
be
creative.
G
We
have
since
then
been
serving
students
on
a
blended
model
and
essentially,
what
we
use
is
the
remote
and
station
rotation
models
to
serve
those
students,
so
some
students
well
or
blended
students.
They
come
in
at
some
point
each
week
for
direct
instruction
and
for
mandatory
assessments
using
the
e-curriculum
that
we
use.
G
D
So
you
will
be
able
to
share
with
staff
when
they
start
to
do
the
analysis.
Your
your
thoughts
about
the
a
request
for
the
additional
space
that
you
think
you
need.
Yes,
ma'am.
B
C
Which
brings
me
to
my
question:
we've
got
a
couple
of
ways
that
this
can
happen.
One
is.
It
is
striking
that
there's
only
two
districts
sponsored
charter
schools
currently
not
in
buildings.
It
doesn't
seem
to
be
hard
that
we
could
figure
out
through
a
capital
program
to
sweep
something
in,
but
that's
a
longer-term
solution.
C
If
this,
if
the
shorter
term
solution
is
to
not
increase
your
charter
and
find
space,
would
that
help
or
are
you
wanting
both
of
those
things
to
happen?
At
the
same
time,
ccsd
board
approve
an
increase
in
your
charter
for
the
number
of
students
and
space,
but
what
if
we
could
find
space
for
the
current
charter.
G
Practically,
I
would
would
not
be
greedy
to
say
you
would
have
to
do
both,
but,
as
I
said
before,
we
are
eyeing
growth
as
our
primary
goal,
and
if
for
now,
you
can
find
a
space
to
accommodate
us
at
our
present
size.
That
would
be
also
acceptable.
G
The
primary
focus,
ladies
and
gentlemen,
is
to
be
able
to
leverage
service
with
quality,
for
all
our
kids
and
being
able
to
bring
everybody
in
the
building
without
the
limitation
of
of
of
space.
Sure.
C
Absolutely
so,
then,
the
the
next
question
would
be-
and
it
probably
is
more
for
for
mr
bureau
and
staff-
is
to
be
looking
at
some
co-location
options
and
when
you're
doing
your
analysis
include
charter
campuses.
C
I
think
these
are
discussions
we've
had
before,
but
if
we're
able
to
get
them
off
of
the
rent
paying
business
at
their
current
charter,
then
that's
a
staff
decision
but
make
serving
more
students.
Then
we
could
come
back
as
a
board
and
look
at
that
just
I.
I
would
like
to
see
those
two
things
different,
because
we
may
be
able
to
do
one
without
doing
the
other.
At
the
same
time
is
the
only
reason
I
ask
those
questions.
N
So
you,
mr
barrow,
mentioned
that
there
are
expenses
to
using
one
of
our
our
buildings
and
would
it
help?
Would
it
be
possible
to
provide
some
kind
of
analysis
based
on
what
they're
requesting,
so
they
have
an
idea
of
what
those
costs
would
be.
Just
if
you,
you
know
a
number
of
classrooms.
I
know
it
would
be
a
guesstimate,
but
it
might
help
you
know
if
it's
less
than
what
they're
paying
now
or
even
if
it's
not
much
less
but
they're
actually
able
to
get
all
their
students
in
classrooms
every
day.
Q
So
there's
three
levels
of
analysis
involved
here
and
each
of
them
takes
an
extended
period
of
time.
The
first
is
how
many
schools
have
rooms
that
that's
the
easiest
analysis.
The
second
is
what
other
configurations
have
to
take
place
to
go
with
that.
A
separate
entrance
shared
facilities
like
the
gym
in
the
cafeteria
there's
a
that's,
there's
another
level
of
detail
and
then
there's
converting
that
level
of
detail
into
a
cost.
So
that
was
my
why
my
first
question
was
high
school
middle
school
elementary.
Q
That
would
narrow
down
our
focus
significantly,
that
the
second
level
to
the
board
is
what
level
of
detail
do
you
want
me
to
provide?
Initially,
I
would,
I
would
really
be
concerned
with
having
the
staff
run
through
a
lot
of
scenarios
only
to
find
those
schools
are
not
accommodating
and
they
won't
work
again
we're
taking
away
from
other
work
of
the
district.
So
it's
really
up
to
you
on
how
much
level
of
detail
you
want
me
to
go
through,
but
there
is
an
impact
on
looking
at
more
and
more
schools
as
an
option,
so.
E
Yeah,
so
just
I'm
following
up
on
that
question,
mr
bro
can't
could
a
school
like
greg
mathis?
Could
they
be
located
on
an
elementary
co-located
on
an
elementary
campus
or
not
just
because
they're,
a
high
school.
E
Okay,
so
I
based
on
what
I
hear
people
saying
and
what
you
were
saying
it
seemed
it
seems
to
me
and
what
henriques
is
saying
is
that
perhaps
waiting
until
you
all
get
november
data,
so
you
have
a
better
idea
on
what
space
might
be
available
and
then
I
wondered
without
exerting
too
much
staff
time.
If,
if
somebody
might
be
able
to
help
the
greg
mathis
administration,
you
know
really
scrub
their
numbers
to
see,
because
I
know
their
origin.
E
Their
original
request
was
50
rooms
and
that
that
probably
is
going
to
be
a
hard
number
to
accommodate.
But
but
maybe
looking
at
some
models
that
we're
using
maybe
getting
getting
those
numbers
down
might
be
a
possibility.
So
that's
another
reason
I
would
say:
go
with
the
november
data
on
on
what
your
school
number
you
know,
school
space
is.
A
Okay,
all
right,
miss
green
and
then
miss
coats
and
then
miss
hederick
and
then
dr
french,
and
see
if
you
can
remember
that.
D
No,
I
was
actually
just
going
to
say
would
would
make
the
recommendation
also
that
we
use
the
data
from
the
november
analysis
to
make
a
determination
of
what
we've
got
available
since
that's.
What's
coming
in
the
principal
has
said
that
you
know
she
doesn't
want
to
do
anything
in
a
year.
Okay,
I
would.
I
would
concur
with
that.
C
C
I
don't
think
any
of
us
are
saying
elementary
school,
but
certainly
the
consider
all
the
campuses
other
than
that,
and
that
includes
some
of
these
charter
schools
that
exist,
because
co-location
with
the
amount
of
price
for
dirt
in
charleston
county
is
going
to
have
to
be
the
future
of
some
of
these
smaller
schools,
but-
and
this
has
absolutely
nothing
to
do
with
greg
mathis
because
I
have
said
we're
gonna.
We
need
to
do
this
analysis,
but
I
would
point
out
my
only
small
concern.
C
Is
we
created
these
career
technology
buildings
to
have
career
technology
classes
and
about
30
minutes
ago?
We
received
data
that
shows
that
ccsd
lags
behind
the
state
in
the
number
of
students
that
are
receiving
state
cte
certifications
and
we
lag
behind
the
state
in
work
based
learning,
given
that
these
are
50
million
dollar
buildings,
we
need
to
be
using
them
if
we,
if
we
were
exceeding
the
state,
that'd,
be
a
different
story
but
to
be
behind
the
state
and
have
space
in
a
building.
O
So
you
do
have
a
partner.
That's
ready
to
wrap
this
arms
around
you
to
accommodate
the
students
that
you
face
through
your
program,
and
I
would
like
to
just
thank
this
board
for
cooperating
with
them,
because
those
students
of
students
who
have
chosen
to
come
back
to
school,
non-traditionally
and
and
say
I
want
my
education.
Can
you
help
me?
They
provide
their
own
transportation,
so
location
would
be
paramount
to
getting
them
re-engaged
in
the
educational
system.
O
E
A
All
right,
thank
you.
So
much.
I
believe,
we've
exhausted
that
item
6b
item
6c
is
the.
I
believe
we
only
have
one
item.
That's
going
to
go
to
potential
consent
and
that's
item
5a.
Am
I
correct
forever.
C
A
Got
it
I
believe,
yeah.
C
O
Yes,
excuse
me,
sir,
so
that
we
won't
get
lost
because
we
don't
know
how
this
is
going
to
look
later
on.
Do
we
need
to
make
a
decision
as
to
when
mr
brewery
will
get
back
with
us
on
the
greg
matthews?
Is
there
a
timeline
I'd
like
to
see
that.
A
So
because
that
item
was
listed
as
information
there's
no
action,
however,
we
can
make
a
recommendation
to
the
superintendent
if
this
information
can
be
shared
back
to
the
board,
it's
pretty
clear
at
the
next.
Potentially
I
don't
know
how
much
time
is
the
live.
Q
The
school
input
is
due
in
november
yeah.
A
A
All
right
so
again
just
for
clarification
item
5a
is
the
only
item.
That's
moving
to
potential
consent.
Is
that
accurate.
A
P
A
Okay,
that
item
passes
upcoming
meeting
will
be
right
after
this
committee
to
hold
be
a
special
call
meeting
and,
of
course,
our
two
meetings
in
september,
the
12th
and
the
26th
12th
being
the
committee
to
hold
2016
regular
board
meeting.
A
Okay
entertaining
motion
for
the
german.
B
A
A
A
N
A
N
N
D
Motion
to
approve
the
exchange
student
attending
rb
star
high
school
for
the
school
year.
A
B
E
N
N
N
I
A
A
B
D
Mr
chair,
I
move
that
the
attached,
assuming
that
y'all,
have
done
your
homework
and
review
the
the
projects
over
250
thousand
dollars.
I
reckon
motion
that
they
be
approved.
B
D
N
I
moved
to
approve
the
second
reading
of
changes
to
policy
ebba.
Should
I
read
out
all
the
alphabet
soup.
N
B
B
E
N
C
N
I
I
guess
that
is
possible.
It
does
say
that
we're
no.
P
N
N
P
N
I
don't
really
see
where
it's
giving
the
superintendent
authority
to
to
leave
those
recommendations.
That
would
be
like
saying
that
our
district
would
require
vaccinations
for
a
disease,
that's
not
on
the
vaccination
list
for
dhec,
so
I'd
it's
at
that
level
that
I
think
sure
it's
possible,
but
I
don't
think.
P
C
A
N
F
C
It
would
be
a
very
simple
fix
and
that
he
or
she
follows
directly
the
cdc
and
dhec,
and
I
think
I
think
that's
why
we
would
have
dwayne
we're
putting
you
to
work.
Would
that
cover
it
that
the
policy
is
written?
I
think
courtney's
talking
about
how
do
we
word
the
policies
so
that
it
protects
it?
If
he,
if
the
policy
says
they
are
only
allowed
to
follow
dhec
and
cdc,
then
they're
only
allowed
to
follow
what
that
says.
A
So
I
just
want
to
make
sure,
because
we've
been
down
this
rule
before
does:
does
the
vote
reflect
everyone's
intention
before
we
move
on.
B
C
I
C
N
C
So
that
that
I
don't
think
that's
here
or
there,
but
in
fact
I
underst
so
so
here's
where
we
are-
and
I
understand
your
concern,
dr
french-
that
you
you
wanted
this
to
pass
today
and
staff-
clearly
wanted
some
clear
direction
today.
Right,
that's
not
happening!
Okay,
that
motion
failed,
so
we
do
have
an
option
to
expedite
the
next
steps
which
I
just
hinted
as
loud.
A
A
This
motion
has
failed,
we
can
move
on
and
just
revisit.
I.
K
O
E
A
M
Just
for
clarity
on
my
part,
so
if
the
first
reading
is
august,
22nd.
M
And
then
so,
the
approval
of
the
policy
would
be
where
the
sec,
the
board
meeting,
is
in
september.
So
between
august
17th
and
when
of
that
board
meeting
in
in
september,
if
there's
a
need
to
talk
about
and
make
a
decision
about
it,
it's
doing
the
math
within
schools.
That's
going
to
be
the
board's
decision.