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A
B
B
D
A
Okay,
while
we're
trying
to
figure
that
out
as
we
move
forward
just
to
make
sure
that
we're
showing
accuracy
of
the
voting
process,
we're
gonna,
do
a
roll
call,
and
just
ask
that
you
signify
your
vote
and
the
adoption
of
the
agenda.
Dr
frazier,
how
did
you
vote
yes,.
D
F
G
We
do
have
several
in-person
public
comments
today.
The
first
on
the
list
is
lee,
run
in.
H
Ladies
and
gentlemen,
later
today
you
have
yet
another
special
called
meeting
to
address
and
take
action
relative
to
attorney
general
alan
wilson's
letter
to
charleston
county
school
district.
That
pointed
out
the
likely
illegal
actions
recently
that
took
place
in
regards
to
the
freedom
of
information
act.
H
My
concern
is
that
this
seems
to
be
a
recurring
problem
in
charleston
county
school
district
that
needs
to
be
solved
by
the
board.
It
has
been
brought
to
the
board's
attention
in
2017,
2019
and
now
in
2022,
and
each
time
corrective
action
has
not
become
a
tenant
for
operations
in
the
spring
of
2019.
H
This
position
has
since
cost
the
district
over
150
000
annually
through
submitted
contractual
services
for
general
operating
fund
payments,
as
approved
through
the
office
of
communications.
Further,
the
office
of
communications
has
been
allocated
approximately
four
million
dollars
annually
of
gof
funding,
while
the
legal
department
has
been
budgeted,
approximately
one
million
dollars
annually.
H
I
I
My
school
is
a
place
where
scholars
live
in
the
productive
struggle
to
become
better
readers,
writers,
thinkers
and
speakers.
This
is
the
new
morning
side,
but
it
hasn't
always
been
the
morning
side.
I
have
known
we're
an
acceleration
school
one
identified
by
the
state
in
need
of
serious
improvement.
We
have
been
immersed
in
this
great
work
for
over
three
years,
and
today
I've
come
to
share
with
you
one
of
several
reasons.
Our
scholars
are
finally
seeing
success
and
I
think
that's
the
el
curriculum.
I
The
process
of
curriculum
adoption
and
implementation
is
not
an
easy
one.
Within
schools.
Reading
comprehension
depends
more
on
background
knowledge
and
academic
vocabulary
than
comprehension,
skills
scholars
who
start
off
with
less
foundational
academic
knowledge
fall
farther
and
farther
behind.
If
they
are
not
working
to
acquire
it,
they
need
a
comprehensive
curriculum
that
actively
works
to
build
knowledge
through
content.
Rich
lessons
that
include
opportunities
for
them
to
read,
write,
think,
listen
and
speak.
The
el
curriculum,
build
scholars,
academic
knowledge
and
skills,
habits
of
character
and
capacity
to
create
high
quality
work.
I
It
is
the
best
standards-based
literacy
program
for
tier
one
instruction
that
I've
ever
seen
experienced
or
taught,
but
you
don't
have
to
take
my
word
for
it
ed
reports
and
equip
have
both
given
the
el
curriculum,
the
highest
of
marks,
but,
most
importantly,
our
data
speaks
for
itself
by
winter
map.
Of
last
year,
48
of
morningside
scholars
had
met
or
exceeded
their
growth
goal
for
the
year.
Our
data
is
finally
comparative
to
that
of
the
district
average.
I
We
are
currently
waiting
for
the
release
of
embargoed
academic
data,
and
we
strongly
believe
that
our
teachers
and
scholars
have
worked
hard
to
increase
proficiency
rates,
close
academic
gaps
and
achieve
excellence
and
significant
growth
during
the
first
year
of
implementation
of
eo,
things
aren't
always
easy,
but
we
are
committed
to
the
journey
to
the
transformation
process
of
school
improvement
and
implementing
the
el
curriculum
with
both
fidelity
and
integrity.
Our
scholars
deserve
our
very
best
every
single
day.
I
G
J
Thank
you
board
for
this
opportunity.
My
name
is
vanessa
alden,
I'm
the
reading
coach
at
north
charleston
elementary,
I'm
here
today
to
speak
to
the
impact
that
our
school
community
thus
far
has
had
as
we
enter
year.
Two
of
implementation
of
el,
our
scholars
are
thriving
and
growing
exponentially,
not
only
on
standardized
tests,
but
also
toward
being
college
and
career
ready.
Our
students
are
developing
a
love
of
learning
that
I
have
never
seen
in
my
11
years
at
north
charleston
elementary
when
we
enter
classrooms
at
our
school.
J
You
see
students
engaged
in
learning
and
applying
knowledge
daily.
Our
students
are
reading
more
they're,
writing
more
and
able
to
make
deeper
connections
than
ever
before.
This
curriculum
truly
provides
equitable
and
inclusive
learning
opportunities
for
all
students.
We've
also
seen
transformational
changes
with
our
teachers.
J
Teachers
previously
felt
that
what
they
were
teaching
didn't
make
a
difference
in
their
students,
learning
and
achievement
with
el
they're
able
to
see
the
transformation
of
students
learning
each
day.
I'm
here
today
to
say
that
el
has
transformed
the
lives
of
our
students,
faculty
and
staff.
Without
it,
I'm
not
sure
we
would
be
where
we
are
today.
Thank
you
again
for
letting
me
have
this
opportunity
to
share
my
passion
for
our
school
and
eo.
J
C
I'm
angela
page,
I
teach
fourth
grade
at
chocolate.
Elementary,
the
el
curriculum
has
been
life-changing
for
my
students,
as
well
as
myself,
since
using
the
yale
curriculum
I've
been,
I
have
seen
valuable
growth
in
each
of
my
students,
both
academically
and
socially.
They
went
from
being
unengaged
and
reluctant
to
fully
engage
and
participating
and
from
bickering
to
being
problem.
Solvers
el
engages
all
students
eol,
achieves
this
through
various
activities
and
lessons
we
speak
so
much
of
having
our
students
being
college
and
career
ready.
Well,
el
is
it.
C
My
students
have
learned
how
to
collaborate
with
one
another
through
partner
and
group
discussions
and
work
relating
to
unit
content.
I've
seen
these
skills
carry
over
to
the
non-academic
side
of
school,
where
my
students
are
using
their
problem-solving
skills
to
respectfully
resolve
disputes
amongst
themselves
and
others.
C
It
makes
it
makes
my
students
think
like
they
have
never
before
el
is
rigorous.
There
is
the
rigor
causes
them
to
struggle
with
the
work,
but
it
is
a
productive
struggle.
El
brings
learning
to
life
using
relevant
relatable
content
to
teach
reading
skills.
Students
can
see
themselves
in
the
content
which
makes
them
want
to
learn
more
the
create
the
creativity
of
my
students
come
alive
through
various
assessment
tasks.
Assessments
aren't
just
paper
and
pencil.
They
are
also
assessed
by
having
to
apply
skills
to
a
performance
task.
C
K
K
So
my
question
is
why
the
rush,
why
is
this
being
pushed
out
at
a
rate
to
ensure
that
the
restructuring
happens
a
mere
week
before
the
election
before
the
public
has
an
opportunity
to
decide
who
will
sit
on
this
board
next
year
in
a
democratic
society?
This
is
not
how
public
officials
should
be
conducting
business
while
I'm
grateful
to
have
the
opportunity
to
meet
with
you
next
week
with
the
other
school
board
candidates.
I
believe
that
it
is
important
that
everyone
have
equitable
opportunities
to
be
involved.
K
My
request
is
that
we
slow
down
this
process
to
allow
for
true
authentic
engagement
with
all
invested
parties,
and
while
I
still
have
a
moment,
I
just
want
to
say
that
all
of
these
teachers
who
are
here
rallying
behind
the
el
curriculum-
it's
not
often
you
hear
teachers
asking
for
curriculum
that
adds
more
work
to
their
plate.
So
please
listen
to
what
they
have
to
say.
Thank
you.
L
Good
afternoon,
another
one
here
to
speak
in
support
of
the
el
curriculum,
the
el
curriculum
has
had
a
significant
impact
on
the
growth
of
my
students.
We
piloted
the
program
last
year
and
I
immediately
fell
in
love
with
it.
I
have
watched
my
scholars
grow,
their
confidence,
their
problem,
solving
skills
and
their
ability
to
communicate
and
solve
conflicts.
I
watch
them
blossom
into
empathetic,
independent
and
motivated
learners.
The
ael
curriculum
has
dramatically
improved
my
students
abilities
to
read,
write
and
think
critically
about
grade
level
content
as
a
result
of
using
the
el
curriculum.
L
I
am
proud
to
say
that
I
am
now
a
facilitator
in
my
classroom
rather
than
the
main
speaker.
I
am
there
to
ask
questions
and
to
guide
students
as
they
become
active
participants
and
leaders
in
their
own
learning.
I
would
strongly
recommend
using
el
curriculum
across
all
ccsd
schools
and
trusting
the
process
when
implemented.
Well,
this
curriculum
will
make
an
overwhelmingly
positive
impact
on
our
scholars.
Thank
you.
Thank.
M
Hi,
I'm
speaking
in
favor
of
the
excellence
in
teaching
award.
I
could
never
do
what
you
do.
You
definitely
aren't
in
it
for
the
money
and
we
do
it
for
the
kids,
all
things
that
are
said
to
and
by
teachers,
with
the
understanding
that
we
constantly
go
above
and
beyond,
to
meet
the
needs
of
our
kids,
but
are
not
often
recognized
for
this
work,
especially
in
an
acceleration
school.
We
are
teachers,
nurses,
social
workers,
therapists,
parents,
friends,
cheerleaders.
The
list
goes
on.
M
We
spend
our
time
at
school
long
before
and
after
kids
are
there
we
attend
professional
development.
We
learn
new
curriculums.
We
make
sure
that
every
day
each
student
is
going
home
better
than
they
were
when
they
came
to
school
that
morning,
as
a
teacher
in
an
acceleration
school,
we
know
that
our
scholars
face
challenges
but
still
show
up
to
school
every
day
to
strive
to
be
better
map.
M
Testing
is
a
way
for
us
and
our
scholars
to
see
the
effects
of
the
tireless
work
that
is
done
in
the
classroom,
but
the
test
does
not
determine
the
growth
of
our
scholars.
We
know
that
our
scholars
are
growing
when
they
cannot
speak
english
on
the
first
day
of
school
and
are
explaining
math
problems
to
the
class
on
the
last
day.
M
Every
year
I
tell
myself
that
I'm
moving
back
to
massachusetts,
but
I
stay
for
the
kids.
The
incentive
program
will
increase
the
retention
of
teachers
in
these
acceleration
schools
and
while
we
acknowledge
that
students
are
more
than
a
test,
we
are
grateful
for
the
opportunity
to
be
recognized
for
the
work
that
is
being
done.
N
Good
afternoon
my
name
is
kara
viola
and
I'm
a
fifth
grade
teacher
at
james
b
edwards,
and
I'm
here
today
to
speak
about
the
positives
of
the
el
curriculum.
The
connections
that
my
students
are
making
to
real-life
situations
is
improving,
classroom
discussions
and
instruction
by
students
sharing
and
talking
through
situations
with
their
peers
teachers.
I
definitely
feel
are
talking
less
and
students
are
talking
more
one
thing
that
I've
definitely
noticed
teaching.
This
is
that
my
struggling
students
are
actively
engaged
in
grade
level
material.
It
helps
reach
goals
of
all
students.
N
G
That
concludes
the
in-person
public
comments
that
we
had
signed
up.
The
online
comments
were
submitted
and
had
to
do
with
the
el
curriculum
and
the
climate
surveys
that
have
gone
out
all
board.
Members
received
the
public
comments
and
you
can
review
them
in
your
emails.
O
Thanks
reference,
so
we're
very
pleased
this
afternoon
to
present
to
you
a
recommendation
for
the
district
9
elementary
school.
This
has
been
some
time
coming
out.
You
all
agreed
to
put
this
on
the
referendum
back
in
2020
in
2021.
O
You
approved
it
to
be
in
wave
one
of
wave
wave
one
of
three
waves
in
the
sales
tax
referendum.
We've
been
doing
a
lot
of
planning
subsequent
to
that
you've
had
slides
that
I'll
just
provide
the
wave
tops
on
with
jazmine's
help,
and
we
also
have
dr
swinton
here.
Who's
been
the
lead
on
the
academic
side
as
we
look
toward
the
configuration
of
this
school
project.
A
second
slide
just
shows
you
the
agenda.
O
There
we
go
okay,
so
last
fall.
We
held
two
public
meetings,
one
at
mount,
zion,
one
angel
oak,
and
in
the
summer
time
of
this
year
we
held
one
at
st
john's
high
school.
The
first
meeting
was
to
simply
explain
the
entire
process
show
the
information
that
we
had
at
the
time
and
get
public
input
on
location
for
the
school.
At
that
point,
there
was
a
possibility
that
the
recommendation
could
be
rebuilding
the
site
at
mount
zion.
O
We
were
also
looking
at
an
additional
piece
of
property,
multiple
properties
in
a
different
location
that
will
provide
adequate
space
for
the
school.
This
past
summer,
we
held
a
meeting
at
st
john,
this
meeting
at
st
john's
high
school
that
talked
about
that
new
property
in
great
detail.
O
It
was
indeed
going
to
be
the
recommendation
that
we
wanted
to
bring
to
the
board
after
listening
to
the
community
input
on
the
pros
and
cons
of
that
site
compared
to
mount
zion,
and
in
that
meeting
the
biggest
issue
was
the
potential
transportation
challenges
we
have
on
john's
island
already,
as
well
as
the
distances
between
the
between
the
schools,
and
I
believe
that,
with
that
input,
we've
got
some
answers
and
we're
prepared
to
move
forward
with
recommendations
so
that
new
school
site
is
right
off
of
river
road.
O
It's
part
of
the
swagger
development
it
was
set
aside
for
non-residential
a
non-residential
area.
O
So,
as
we
were
looking
at,
one
of
the
big
challenges
we
were
going
to
have
was
to
determine
what
students
would
go
to
this
school
and
I've
had
the
opportunity
to
work
with
a
number
of
rezoning
efforts
in
the
school
district.
In
the
time
that
I've
been
here,
they
can
get
very
contentious,
very
difficult,
create
divides
among
families
among
neighborhoods
and
in
talking
with
dr
swearingen
and
the
principles
of
the
two
schools.
O
The
concept
of
combining
the
two
elementary
schools
was
brought
up
and,
and
it
had
a
significant
number
of
positive
results
from
going
this
route
because
of
the
demographics
of
the
area,
we
wouldn't
be
in
a
position
where
we
would,
by
splitting
the
two
schools
we'd
end
up
with
two
schools,
with
different
demographics
by
combining
the
two
schools
we're
in
a
situation
where
we
don't
have
to
draw
lines,
we
don't
have
to
re-zone
if
one
school
gets
larger
or
smaller,
we're
in
really
good
shape
by
going
this
route,
and
the
recommendation
would
be
that
a
head
start
through
grade,
one
would
be
at
the
existing
angel
oak.
O
It's
a
one-story
facility.
Most
of
the
classrooms
have
bathrooms
already
the
ones
that
don't
many
of
which
can
easily
be
configured
to
add
bathrooms,
because
at
one
point
they
actually
did
so
that
would
be
a
much
more
suitable
location
for
the
little
kids
again
head
start
through
grade
one.
We
would
remove
the
existing
trailers
that
are
there
now
and
be
well
within
the
existing
capacity
of
that
building
to
handle
those
grades.
O
Two
through
five
would
be
at
the
new
at
the
new
elementary
school,
and
then
we
would
look
at
repurposing
mount
zion
for
as
a
family
center
and
support
for
the
community
that
attends
our
schools.
That
was
a
big
desire
of
a
number
of
the
individuals
that
came
to
the
public
meetings
and
in
a
very
strong
recommendation
from
the
constituent
board
as
well.
So
we
would
look
to
bring
forward
a
recommendation
in
the
future
to
reconfigure
that
space.
O
So
the
next
slide
talks
about
how
this
would
lay
out
with
the
zones-
and
I
do
want
to
point
out
here
the
two
different
colors
one
is
the
combined
school
angel
oakmont
zion,
that's
the
yellow
or
gold.
The
green
is
fryerson.
That
zone
actually
goes
away
right
now,
as
you
recall,
mount
zion
has
become
a
montessori
school.
We
have
fifth
graders
there
that
will
age
out
and
at
that
point
right.
E
O
Sorry,
fryerson
fryerson
would
be
the
montessori
school
for
all
of
john's
island,
and
so
that
zone
would
actually
go
away
and
any
student
that
wants
to
go
to
montessori
would
go
to
fryerson.
Any
student
that
lives
in
the
friars
and
zone
would
go
to
one
of
the
two
new
schools
in
the
reconfiguration,
the
dots
on
this
map.
Each
of
them
represents
a
family.
So
that's
where
our
families
with
children
are
attending
ccs
ccsd
schools
at
this
point
and
the
new
school
is
the
the
farthest
north
on
river
on
river
road.
O
You
can
see
with
the
configuration
the
breakdown
of
students
as
they
stood
in
fy
22.
We
would
have
106
students
in
the
primary
school
and
486
students
in
the
older
school.
Ms
barnett
and
the
planning
department
have
extended
those
projections
out
into
the
future
and
the
numbers
that
we
have
so
far
day.
Seven
day,
10
of
those
two
schools
angelo
oakley,
mount
zion
are
very
accommodating
to
these
new
numbers.
We
didn't
receive
any
significant
surprises
in
our
two
schools,
two
schools
this
year.
O
Next
slide,
so
I
wanted
to
list
the
benefits
and
challenges
of
this
proposed
grade
configuration
you
can
see
on
the
on
the
far
left.
I've
already
mentioned
the
the
couple,
the
bullet
in
the
middle,
about
the
inequities
of
the
attendant
zones
and
that
all
all
kids
would
get
a
chance
to
go
to
the
new
school,
but
it
does
invest
ourselves
in
the
new
early
ed
concept,
which
we've
implemented
it
at
mary,
ford
and
shakura
that
we're
working
toward
and
developing
in
other
areas
of
the
district.
O
So
it
would
fall
very
much
in
line
with
consolidating
early
education
in
one
place
to
ensure
that
we've
got
consistency
of
programs
with
larger
numbers
of
classes
with
the
younger,
the
younger
kids
and
the
last
board
on
the
left
is
the
fact
that
we
don't
have
to
go
through
any
zoning
changes.
It
makes
things
very
quick
and
very
quick
and
allows
us
to
proceed
ahead
with
with
an
ultimate
decision.
O
One
of
the
challenges
we
picked
this
up
in
our
in
our
community
discussions
is
that
families
may
have
kids
in
both
of
the
schools
and
they
had
recommended
that
we
look
at
a
staggered
belt
time
between
the
two
elementary
schools,
so
they,
if
they
were
driving
their
children,
could
get
from
one
school
to
the
one
school
to
the
other,
and
we
believe
that's
very
much.
We
are
able
to
accommodate
that
and
we
haven't
come
up
with
specific
belt
times
yet,
but
that
is
something
that
that
can
can
easily
be
done
along
with
that.
O
There
were
some
comments
about
about
transportation
and
additional
buses
that
would
be
required
with
this
concept.
O
The
initial
review
from
mr
lynch
and
transportation
has
indicated
that
he
would
only
need
two
additional
buses
that
would
vary
depending
upon
if
we've
got
state
approval,
but
state
approval
it's
about
53
000
a
year,
because
it
is
a
zoned
requirement,
the
higher
costs,
if
we
go
with
first
students
straight
up
and
that's
80
000
a
year,
but
that
does
not
include
if
you
saw
that
last
that
one
slide
with
the
map
that
showed
how
many
dots
live
near.
O
That
new
school,
we
believe
that
there'll
be
a
lot
more
kids
that
will
be
walking
and
biking
to
school,
that
than
do
now,
and
so
we
might
actually
see
a
savings
in
the
end,
all
right
with
that.
I'm
going
to
have
jasmine
chime
in
she's
going
to
talk
about
the
movement
toward
the
construction
project
itself.
P
Good
afternoon
board,
chair
and
committee
of
the
whole
members,
so
we
have
a
beautiful
two-story,
brick
building
that
will
be
able
to
accommodate
700
students
with
a
900
core
and
what
that
means
is
come
day.
One
of
august
of
2024,
the
building
itself
will
be
able
to
handle
700
students.
However
big
big
box
spaces
such
as
the
cafeteria,
the
media
center,
the
library
will
already
be
built
day
one
to
accommodate
900
900
students.
What
we
would
do
is
leave
a
space,
a
vacant
space
on
the
property
to
accommodate
that
200
student
increase.
P
If
it
sees
a
need
for
the
school
to
do
so
thus
far,
we
have
hired
an
architect,
firm,
quack
and
bush
architects,
as
well
as
clancy
and
wells
team.
We
have
also
hired
a
general
contractor
thompson,
turner
construction
and
we
also
they
have
also
partnered
up
with
a
minority
firm,
called
construction
dynamics
group
that
will
be
working
on
the
project.
P
The
total
budget,
as
you
can
see,
is
41
million
dollars.
Back
in
march,
the
board
approved
of
an
inflation
increase,
increasing
from
34
million
dollars
up
to
the
41,
and
at
that
time
we
did
several
projects
due
to
the
inflation
and
how
the
market
is
trending
right
now,
so
the
project
plans
to
get
started
in
march
of
2023
with
a
completion
of
august
of
2024..
P
P
So,
as
you
travel
south
within
the
property,
you'll
also
see
a
parent
loop
as
well
as
a
bus,
loop
and
the
south
carolina
department
of
education
office
of
school
facilities
require
all
schools
to
have
independent
parent
and
bus
loop.
The
school
itself
will
follow
the
same
trend
as
any
other
school
where
you
have
your
main
corridor
area
that
houses
all
your
operational
facilities,
such
as
the
admin
area,
media
center
library.
O
So
the
last
slide
I
wanted
to
point
out.
We've
been
waiting
for
the
traffic
study.
We
have
the
preliminary
results
in
we're
expecting
the
final
report
at
the
end
of
this
summer.
When
we
get
the
final
report,
we
do
not
expect
the
recommendations
to
change
recommendations
to
change.
I've
listed
there,
the
the
peak
hours
on
river
road,
that
is,
that
doesn't
include
the
that's
peak
exit
hour,
not
the
amr,
so
the
amr,
the
car,
the
number
of
cars
would
actually
be
higher
than
what
I've
shown
here.
O
O
So
we
do
not
believe
this
to
be
an
issue
the
city
has.
There
was
the
initial
re:
they
have
the
initial
results,
as
well
as
our
entire
staff.
As
I
mentioned,
the
recommendations
jasmine
talked
about
the
roundabout
that
would
be
needed
on
river
road.
We
would
also
have
to
add
turn
lanes
at
the
intersection
of
river
road
and
brownswood
the
map
to
the
left
just
points
out
there.
There
are
three
different
means
to
get
into
the
site.
O
A
lot
of
individuals
thought
that
you've
got
to
enter
the
school
through
river
road,
but
there
are
two
neighborhoods
that
were
developed
to
connect
into
this
site,
and
so
there
are
two
roads
from
the
neighborhood
to
the
south,
the
schweigert
landing
area.
So
there
are
actually
three
means
of
getting
into
the
school
site
and
out
of
this
out
of
the
school
site.
O
So
that's
where
we
stand
right
now
as
soon
as
we
have
the
final
results
of
this
study,
we'll
post
it
on
our
website
for
everybody
to
see
the
last
slide,
we've
got
three
recommendations
for
the
board
today.
The
first
is
to
confirm
that
swigert's
landing
will
be
used
as
a
as
the
site
for
the
new
d9
elementary
school.
O
The
second
is
for
the
configuration
a
single
attendant
zone,
putting
head
start
through
grade
one
at
angel
oak
in
grades,
two
through
five
at
the
new
school,
and
that
would
begin
in
the
fall
of
2024
for
school
year,
2425
and
finally
direct
us
to
evaluate
the
use
of
mount
zion
as
a
family
engagement
center.
E
O
O
A
E
So
that
kind
of
mirrors
my
questions,
do
we
have
any
other
constituent
district
in
charleston
county
where
the
nearest
elementary
grade
level
school
will
be
13
miles
from
someone's
home?
Or
is
this
something
that
is
in
fact
different
than
the
rest
of
ccsd?
E
O
D
E
O
You
look
at
when
you
look
at
mount
pleasant.
I
suspect
that
we've
got
very
short
distances
and
a
lot
more
time
right.
You
know
when
we
looked
at
the
high
schools
transporting
students
from
sullivan's
island
to
wando,
it's
a
pretty
good
distance
from
from
a
time
perspective,
so
we
could
certainly
take
a
closer
look
at
that,
but
I
have
not
I've
not
done
that
school
by
school.
E
I
would
like
just
some
thumbnail
sketch,
because,
while
we
can't
control
the
traffic
that
takes
the
time
for
stoplights,
we
can
control
the
distance
between
someone's
home
and
their
school,
so
that
is
sort
of
within
our
control.
The
second
question
would
be
related
to
buses.
Do
we
have
a
system
that
will
keep
all
those
buses
necessary
for
those
kids
on
john's
island?
E
O
Yes,
ma'am
and
in
fact,
nearly
all
and
the
only
reason
we
I
would
not
say
all
because
there
might
actually
be
a
better
opportunity
because
of
where
the
drivers
are
located
to
bring
a
bus
onto
john's
island
because
it
also
a
matter
of
getting
the
drivers
to
the
to
the
site
as
well.
But
I
would
say
nearly
all
of
the
driver.
All
of
the
buses
for
john's
island
are
on
john's
island
now
and
remain
on
johnson.
Even.
O
E
And
then
the
last
thing
is
I.
I
think
it
would
be
interesting
to
see
how
hot
gap
is
going
to
play
into
this
in
terms
of
the
fact
that
there
are
constituent
magnets
serving
two
constituent
districts
and
will
that
space
continue,
I
mean.
Surely
the
theory
is
the
kids
in
this
district
go?
You
know
zero
to
high
school
in
the
same
area,
and
I
don't
know
how
that's
going
to
plan
with
hot
gap.
E
E
E
Well,
I
I
guess
I
wanted
to
hear
from
reverend
mack
and
dr
frazier
about
the
this
configuration.
It
seems
like
a
really
large
school
for
an
elementary
school
and
it
seems
I'm
just
concerned
about
the
distances.
So
I'd
like
to
hear
from
mel,
because
you
are
more
intimately
involved
there.
A
So
there
have
been
a
number
of
meetings
as
far
as
the
concept
of
this
new
school
and
the
proposal
dealing
with
parents
and
the
communities.
A
So
we've
looked
at
different
options
of
trying
to
come
up
with
the
best
location
and
and
dealing
with
different
landowners
and
available
property.
It
was
there,
so
there
was
some
consideration
at
some
point,
even
trying
to
build
the
school
owned
existing
property
there,
but
that
did
not
work
out.
A
The
major
thing
that
came
up,
I
believe,
was
the
traffic
component
of
it,
and
that
has
been
done
with
extensive
work
as
to
how
do
we
make
sure
that
traffic
is
not
an
issue
with
the
location
of
the
new
school
and
that
study
has
been
done.
The
roundabouts
have
been
put
in
place
to
try
to
offset
that,
and
also
there
have
been
efforts
in
conversation
working
also
with
the
task
force
out
there
on
the
island,
as
well.
A
With
this
concept
and
looking
at
the
building
of
this
new
school
so
and
I
attended
all
the
meetings
there
and
it
felt
really
good
that
the
community
feels
good
about
this
new
school
and
the
concept
moving
forward.
So
I
have
no
concerns
there.
Unless
dr
fraser
has
something
else
to
add.
R
That's
now
dealing
with
the
mass
of
people
that
are
now
moving
on
to
the
island.
So
I
just
want
to
thank
you
all
that
you
have
done
a
very
good
job
of
engaging
this
community
they're
ready
for
this
school.
I
think
this
board
is
is
going
to
be
proud
of
the
work
that
you
have
done
and
let's
move
forward.
Let's
start
focusing
on
student
achievement.
R
Parents
are
willing
to
work
with
the
distances
they
just
don't
mind,
and
I
just
want
to
thank
this
board
for
being
supportive
of
our
effort
to
support
the
work
that
you
all
have
done.
E
Q
To
utilize,
swaggart's
landing
as
the
site
of
the
new
d9
elementary
school
implement
a
single
attendance
zone
for
d9
with
a
head
start
through
grade
one
at
angel
oak
and
grades.
Two
two:
two:
three:
five
at
the
new
school
starting
in
school
year,
2024
2025
and
evaluate
the
use
of
mount
zion
as
a
family
engagement
center.
E
E
Amendment
so
I
would
question
because
I
think
it's
a
great
idea,
except
I
don't
know
what
the
idea
is,
I'm
sure
there
are
some
plans
around
it.
I
think
the
board
deserves
to
see
that
kind
of
concept
and
what
it
would
look
like
before.
We're
asked
to
pre-vote
on
an
approval
of
something
is
that
in
existence.
A
D
E
You
see
I'm
not
asking
about
the
timeline
or
the
creating
of
the
plans.
I
think
that's
great.
I
think
it's
something
that
doesn't
exist
anywhere
in
ccsd,
so
it
will
probably
be
the
the
guiding
star
of
how
they
are
duplicated
and
how
do
we
know
what
that
looks
like,
or
how
do
we
have
any
knowledge
of
that
before
it
opens
its
front
doors?
You
see
what
I'm
saying
does.
E
E
A
You
understand
something:
okay,
so
no
so
again,
this
does
not
delay
the
process.
Okay,
we
have
something
that
we
can
replicate
from
mary
ford.
We
also
have
plan
with
the
lats
in
the
new
latin
elementary
school.
That's
going
to
be
built,
it's
going
to
include
a
family
engagement
center
there,
as
well
as
that
process
began
to
move
forward.
A
E
E
Enough,
all
I'm
wanting
to
make
sure
is
that
the
board
has,
and
it
won't
be
us
clearly,
it's
2024
coming
on
that
the
board
has
some
idea
what
it
looks
like
before
it
opens
its
doors
and
then
we're
not
pointing
back
to
a
2022
vote
that
says.
Well,
you
said
so
right.
You
know
I'm
just
asking
for
that
kind
of
knowledge
ahead
of
time
for
the
board
coming
forward.
O
So
I
I
would
think
and
I'll
turn
to
my
my
academic
colleagues,
if
I'm
a
little
off
base
or
mr
kennedy,
but
I
would,
I
would
think
that
we
would
engage
with
the
community
to
determine
what
they
need.
What
might
not
be
exactly
the
same
as
mary
ford,
we
would
want
to
find
things
that
they
need
to
support
the
kids
in
school,
so
we
first
have
to
identify.
What's
going
to
be
in
the
box.
The
second
thing
is
because
the
resources
for
mount
zion
would
go
to
the
new
school.
O
A
D
Q
D
S
I
am,
unfortunately
under
the
weather.
So
I'm
going
to
pass
the
slides
that
I
was
going
to
do
to
miss
megan
boccino,
so
she
will
be
presenting
the
slides
that
I
was
going
to
do
and
with
her
today
will
be
franz
steely,
who
is
our
director
of
school,
counseling
and
marcus
johnson?
Who
is
the
new
mental
health
and
wellness
systems
coordinator
and
then
I'll
come
back
at
the
end
just
to
talk
through
the
budget.
So
thank
you
for
having
us
today
and
I
defer
to
to
those
in
the
room.
F
All
right
well
good
afternoon,
board
chair
dr
rev
mack
superintendent
kennedy
vice
chair
waters,
board
members
and
ccsd
leadership.
The
ccsd
mental
health
and
wellness
team
is
excited
to
share
the
work
we
are
leading
to
support
pillar
three
of
the
esser
priorities.
Those
wrap
around
services
and
specifically
highlighting
the
mental
health
and
wellness
supports.
F
So
we
are
the
next
slide
excited
to
have
a
cross-collaborative
team,
that's
actually
across
departments
and
learning
services,
so
either
here
today
in
the
room
or
not
here
with
us,
but
lisa
allison
from
intervention
and
psych
services,
the
department
of
exceptional
children,
cherie,
bell
or
designee
represents
on
the
team
ron,
stilley
and
eli
hudson
with
school,
counseling
holly
cut
from
our
curriculum
and
instruction
team
and
then
some
representatives
from
our
department
of
alternative
programs
and
services,
myself,
jennifer
coker
in
addition
to
tasha
joyner,
marcus,
johnson
and
jana
cummingham.
F
So
again,
fran
stilley
and
marcus
johnson
are
with
us
here
today
and
we're
really
excited
our
newest
member,
marcus
johnson
as
the
new
mental
health
and
wellness
wellness
systems
coordinator,
which
was
a
position
that
was
actually
able
to
be
funded
through
the
esser
grants,
and
so
he
started
in
the
spring
and
were
and
was
previously
served
as
the
school
social
worker
at
liberty
hill
academy.
He
is
one
of
so,
and
one
of
his
other
roles
is
supervising
our
district
social
work
team
as
a
licensed
social
worker
himself.
F
F
We
also
are
able
to
collaborate
and
communicate
across
those
various
departments
to
ensure
the
alignment
of
the
supports
and
services
for
various
initiatives
and
our
direct
student
and
adult
supports,
and
then
we've
been
working
to
review
any
school-based
supports
and
fill
in
those
gaps
as
needed,
and
on
this
next
slide,
you
can
kind
of
see
where
we
use
our
tiered
supports
continuum,
but
really
that
supporting
that
mental
health
and
wellness
we
know,
must
be
supported
through
this
tiered
approach
and
layered
in
order
to
impact
all
students.
F
So
we're
given
a
brief
update
on
the
our
progress
to
date
across
all
three
tiers
tier
one
kind
of
represented
in
the
green.
There
is
what
we
do
for
all
students.
Some
of
the
highlights.
I
won't
speak
to
all
of
them.
You
can
see
on
the
slide,
but
do
include
student
and
staff
calming
rooms.
The
restorative
practice
work,
the
social,
emotional
learning
curriculum
cd
through
eighth
grade.
F
We
have
second
step,
and
the
new
this
year
is
a
pilot
for
our
high
schools,
using
rethink
ed
and
the
musc
boeing
and
wellness
initiative,
and
addition,
some
other
pieces
for
all
students
and
then
typically,
that's
going
to
respond.
80
to
85
of
our
students
are
going
to
respond
to
those
tier
one
needs,
and
then
we
call
that
that
layering.
If
we
need
to
move
to
that
tier
two,
where
we
provide
those
interventions
and
prevention
strategies
that
are
put
in
place
to
support
some
students,
usually
focus.
F
We
look
around
10
to
15
percent
of
our
student
population
that
receive
this
additional
support
through
that
tier
two
and
then
that
tier
three
is
our
most
intensive
and
individualized
interventions
offered
and
is
generally
only
needed
for
about
three
to
five
percent
of
our
students,
which,
in
in
charleston
county,
is
approximately
2500
students.
So
again
we
call
that
that
layer,
because,
if
you're
needing
those
individualized
more
intensive,
supports
you're
still
going
to
have
access
to
that
tier
one.
All
right
pass
it
over
to
prom.
T
Afternoon
so
listed
here
are
the
staff
that
specifically
support
our
students,
mental
health
and
wellness.
We
also
outline
the
additional
staff
that
have
been
added
since
last
year
to
further
support
the
needs
of
our
students
and
our
families.
T
We
have
maintained
or
increased
positions
in
each
of
these
areas,
and
two
areas
to
highlight
are
the
increase
of
social
workers
from
15
to
27
and
then
also
the
creation
of
our
mental
health
and
wellness
coaches.
We
have
seven
that
we've
recommended
so
far
for
those
positions
and
then
we're
have
another
round
of
interviews.
Next
week,
coaches
will
be
assigned
out
to
schools
based
on
need,
and
some
of
their
roles
include
supporting
calming
rooms,
facilitating
small
groups
and
supporting
restorative
practices.
T
T
during
the
2001
2002
school
year.
Ccsd
mental
health
awareness
and
wellness
tier
2
and
tier
3
initiatives
supported
2
800
students,
and
this
number
aligns
with
the
recommendation
of
the
tiered
systems
of
support
that
miss
volcano
just
referenced
earlier,
and
this
shows
more
than
a
300
percent
increase
from
2016-17
and
then
on.
The
next
slide.
These
these
are
a
breakdown
of
the
additional
tier
2
and
tier
3
supports
noted
in
the
previous
slides.
T
This
shows
an
increase
over
time
with
our
services
with
the
department
of
mental
health,
musc
tops
program,
the
ccsd
clinical
counselors
and
then
support
through
the
project
prevent
grant
grants
supports
through
communities
in
schools
has
remained
fairly
steady
over
time
and
then
you
can
see
a
significant
increase
with
the
initiatives
that
we
started
last
year
with
our
contracted
counselors,
who
served
515
students
and
then
our
art
therapy,
which
is
in
place
in
five
of
our
schools
and
obviously
those
services
will
continue
for
this
school
year
and
we
will
continue
to
track
that
data
to
see
which
students
are
impacted.
U
Good
afternoon
here
we're
highlighting
some
additional
supports.
Currently
we
have
student
calming
rooms
and
calming
kits
and
they're,
acting
as
a
tier
one
support
for
all
of
our
students.
We
have
36
schools
with
calming
kids
in
every
classroom
and
21
schools
have
student
calming
rooms
and
we
are
continuing
to
order
calming
kits
and
additional
supports
in
continuing
to
build
the
beauty
and
calmness
of
our
comic
rooms.
Some
of
our
tier
two
supports
include
communities
and
schools.
U
U
Of
course,
our
long-standing
partnership
with
the
department
of
mental
health,
which
serves
over
1200
students
across
our
schools.
Each
year,
we've
also
added
contracted
counselors
using
the
escrow
funding
and
we've
entered
into
a
partnership
with
the
boeing
grant.
Additional
pending
contracts
would
be
our
rhythm
platforms
where
students
are
able
to
do
a
daily
virtual
check-in.
Schools
can
track
the
responses
and
provide
short
videos
that
provide
strategies
based
on
responses.
U
Four
schools,
the
four
schools
that
will
be
piloting
this
program
is
creative
arts,
liberty,
hill
and
pepper
hill,
also
we're
working
on
a
contract
with
mind
space
next
slide.
Please.
U
While
we
have
the
approval
to
hire
additional
mental
health
professionals,
it
has
totally
presented
a
challenge,
as
there
is
somewhat
of
a
shortage
in
our
state,
but
because
all
of
our
school
staff
members
are
providing
some
form
of
mental
health
support
to
our
students.
We
decided
to
create
pathways
to
continue
to
increase
our
capacity
to
provide
continued
socially
emotional
support
for
our
students
and
families.
This
project
will
include
a
menu
of
certification
options,
options
and
tuition
assistance
again
aimed
at
building
the
capac.
Our
capacity
to
wrap
supports
at
level.
U
Two
excuse
me
tier
one
enter
two
pathways
include
school
search,
school,
social
work,
certification,
a
certified
addiction,
specialist,
independent
clinical
licensure
for
social
work,
licensed
professional
counselors,
music
therapy
certification
trauma,
informed
educator,
certification
and
applied
behavior
analysis
next
slide,
please.
U
In
addition,
as
I
mentioned
before,
we're
working
on
getting
trauma-informed
educator
training,
we
are
growing
our
employee
assistance
program,
a
resiliency
training,
increasing
adult
calming
rooms,
adult
seo
professional
learning
and
the
excuse
me
panorama
data
protocol,
elevating
staff
voice
and
school-based
mental
health
initiatives.
S
So
we
broke
down
the
three
phases
of
esser
here
and
there
were
no
s
or
one
funds
allocated
to
wrap
around
services
and
mental
health
and
wellness
in
sr2.
The
budget
was
one
point,
a
little
over
1.2
million
on
the
chart
that
you
have.
You
have
a
board
and
ratios
you
have
a
detailed
chart
and
the
chart
and
the
presentation
is,
is
just
a
high
level
overview
of
of
the
information.
S
We
have
a
remaining
balance
in
s
or
2
of
865
407
as
of
august
31st,
over
160
000
of
that
is
attached
to
salaries
of
school
psychologists
and
social
workers.
97
000
is
attached
to
contracted
service
counselors
that
we
mentioned
that
are
seeing
students
across
the
district
just
a
little
less
than
six
thousand
dollars
in
stipends
from
summer
work
which
are
still
being
processed,
so
that
will
probably
be
gone
soon
and
then
there's
six
hundred
thousand
dollars.
S
It's
allocated
for
our
acceleration
schools
for
some
restorative
curriculum
and
practice
work
out
of
sr2
and
then
out
of
sr3,
which
is
our
our
largest
piece
of
funding
of
the
money
remaining
of
the
13
million
of
the
sorry.
S
It
also
has
about
a
million
dollars
for
that
certification
pathway
program
and
then,
finally,
we
have
1.6
million
dollars
for
restorative
practices,
calming
kits
and
calming
rooms
which
are
all
in
the
process.
We
have
many
contracts
in
place
that
just
have
not
become
expenditures
at
this
time.
So
that's
an
update
on
the
the
work
and
the
budget,
and
we
are
open
to
any
questions
that
you
may
have
at
this
time.
G
Have
a
question
just
just
this
is
so
phenomenal,
I'm
so
happy
that
y'all
have
been
able
to
put
all
this
in
place
and
in
in
the
midst
of
a
shortage
that
every
area
that
we
needed
to
hire
for
increase
is
just
phenomenal.
R
Dr
frazier,
yes,
thank
you
for
the
work
that
you
all
are
doing
over
the
years.
I've
seen
some
changes
in
the
district,
but
what
is
so
important
is
that
we
have
gone
from
two
social
workers.
I
just
can't
believe
that
you
all
were
able
to
do
that.
But
could
you
explain
to
us
what
is
a
calming
kit
and
what
does
a
calming
room?
Look
like
I've
been
hearing
that
word
thrown
around
and
I'm
an
old
social
worker
retired
from
the
profession.
R
F
So
the
common
kit
really
is,
when
you
think
about
our
classroom,
educators
and
teachers,
trying
to
just
put
those
tools
and
resources
all
in
one
place,
so
that
they're
they're
really
really
into
a
easily
used
box
and
they're
kind
of
put
into
their
classrooms
for
students
to
be
able
to
kind
of
practice
some
of
those
self-regulation
skills.
F
So
our
younger
students
might
be
using
those
in
a
reading
corner
or
an
area
just
to
kind
of
use,
a
timer
to
time
themselves
or
stress
fall
the
different
pieces
that
you
might
see,
but
it's
all
put
together,
well,
boxed
and
and
then
there's
also
some
training
and
components
that
go
along
that,
so
that
our
students
again
get
that
opportunity
to
kind
of
take
that
reset
time
or
that
break
within
their
classroom,
so
that
they're
not
being
removed
so
that
we're
moving
away
from
kind
of
those
exclusionary.
F
So
that
they're
able
to
continue
to
engage
in
academics.
And
then
the
calming
and
wellness
rooms
are
very
similar.
But
each
team
school
team
that
is
interested
and
has
the
space
has
been
able
to
design
those
themselves
and
they
got
to
determine.
Do
they
want
to
use
them?
Did
they
want
to
focus
on
students
or
staff?
And
again
we
had
some
different
ptas
around
the
district.
They
were
able
to
fund
some
of
those
wellness
rooms
in
the
past.
F
I
think
there
was
a
story
about
the
moultrie
middle
school,
but
this
kind
of
was
provide
that
equity
so
that
any
school
was
able
to
do
this
so
similar.
The
common
kits
and
tools
and
resources
are
in
there
and
west
ashley
high
just
did
a
tick,
tock
video
and
put
it
out
about
their
new
staff,
wellness
room
and
student
space
and
again
it's
students
self-select
they
go
for
a
brief
amount
of
time.
F
Kind
of
just
engage
take
a
break
if
they're
overwhelmed
from
academics
from
any
of
those
multitude
of
things
that
could
be
occurring
in
their
lives
and
then
there
is
a
safe
trusted
adult
and
if
they
needed
to
ask
for
a
referral
to
see
a
school,
counselor
social
worker
or
someone
additional
they're
able
to
do
that
as
well.
Okay,.
F
So
after
esther
we
do
have
some
plans.
One
of
those
is
really
just
building
that
capacity,
so
we're
hoping
that
our
school
teams
all
additionally
see
the
benefit
of
our
school
social
workers,
school
psychologists
and
others.
F
So
we'll
pull
from
a
various
funding
sources
or
other
at-risk
funds
or
gof
and
see
what
those
allocations
look
like
and
then
the
great
thing
about
those
calming
rooms
and
wellness
and
kits
is
that
once
in
them
actually
a
lot
of
our
second
step
curriculum
once
those
things
are
purchased,
which
is
that
that
they
will
be
sustainable
and
remain
in
the
schools
over
time.
So
we're
again
we're
really
looking
through.
S
And
I'll
add
to
that,
if
it's
okay,
dr
frazier,
it's
a
great
question.
Restorative
practices
has
previously
been
funded
in
title
ii.
We
did
move
it
into
esser,
so
there's
always
the
opportunity
for
us
to
go
back
into
title
two
with
the
restorative
practice
work.
But
again
the
bulk
of
the
training
will
be
done,
and
so
that's
the
largest
cost
of
that,
and
then
for
the
megan
mentioned.
S
The
certifications
are
very
important
and
so
we're
trying
to
spend
as
much
on
materials
as
possible
and
then
we'll
be
evaluating
the
contracted
counselors
that
we've
been
doing.
It's
actually
been
a
joy
to
see
the
people
from
the
community
volunteering,
not
volunteering,
but
coming
to
work
for
anywhere
from
four
to
forty
hours
a
week
as
temporary
employees
and
that's
definitely
a
sustainable
piece
of
the
work
that
we
could
do
in
the
future.
That
may
turn
out
to
be
more
cost
effective
than
some
of
the
other
things
that
we've
done.
E
Miss
coats,
oh
I'm
sorry.
I
hit
the
wrong
chair.
So
what
is
the
job
description
of
a
project
prevent
support,
coach.
S
So
you
do,
you
have.
F
Megan
that
for
a
year
mrs
coker
was
going
to
answer
to
that,
but
that's
actually
part
of
the
project
prevent
federal
grant.
That
was
the
five-year
plan,
and
so
there
there
are
two:
they
support
the
seven
schools.
F
Four
are,
those
are
elementary
and
three:
those
are
over
secondary
schools,
they
feed
into
north
charleston,
high
school,
and
so
a
lot
of
the
work
is
aligned
they're
supporting
that
tiered
framework,
but
they
are
doing
some
direct
student
work
at
tier
two
with
small
groups
and
tier
three
services
as
well,
and
then
a
lot
of
that
is
also
the
data
collection
that
we
know
comes
along
with
the
grant.
F
E
They're,
okay,
thank
you.
S
And
also
miss
coats,
I'm
sorry.
They
also
work
directly
with
the
parent
advocates
in
those
schools
to
to
provide
parent
classes
and
trainings
and
they've
worked
on
parenting
rooms
in
some
of
those
schools.
But
the
majority
of
their
work
really
is
student
group
focus,
so
they
do
with
with
the
school's
teams
work
with
small
groups
of
students,
some
schools,
multiple
groups
over
the
years.
E
Thank
you,
and
my
second
question
really
is-
is
just
a
great
praise
on
this
pathways
to
certification
concept.
Is
this
available
to
staff,
to
students
who
who
is
allowed
to
benefit
from
this
tuition
or
access
this
tuition,
assistance
and
certification
process.
U
E
Okay,
so
then
they
would
take
on
that
additional
role.
In
addition,
what
they're
currently
doing
or
the
plan
is,
if
these
folks
become
certified,
they
shift
over.
U
E
Sure
so
I
just
see
a
great
synergy
here
for
when
you
have
a
need-
and
you
have
a
school
district
with
a
with
a
great
set
of
career
technology
centers,
I
don't.
I
don't
know
that
we
shouldn't
explore
how
this
clearly
is
a
career
path
and
we
have
career
path
facilities.
If
we
don't
have
some
synergy
there
to
grow,
your
own
great
leaders
grow
their
own
and
offline.
I
would
ask
you
if
you
could.
E
There
are
some
other
entities
you
could
get
folks
from
to
do
some
of
these
specific
things.
Charleston
dorchester
mental
health
could
give
you
a
stash
of
people
that
are
ready
for
some
sort
of
formal
certification,
as
could
the
charleston
center.
So
there
are,
I
think
there
are
other
places
you
could
go
and
not
have
such
a
hard
time
finding
applicants
because
statewide
I
can
find
tons
of
folks
that
want
to
do
some
of
this
work
and
are
looking
for
certification
opportunities.
It's
just
a
case
of
putting
these
people
together.
Thank
you.
S
And
that's
a
good
idea
doctor
miss
coats.
We
we
actually
do
in
in
the
project
prevent
grant,
allow
mental
health
doctor
charleston
dorchester
mental
health
to
do
some
of
the
professional
development.
So
we
certainly
could
consider
that
with
these
funds
as
well,
we
have
that
existing
structure
within
that
grant.
So.
E
A
lot
of
people
served
by
those
entities
that
could
then
turn
around
and
become
professionals
in
that
industry,
and
that's
where
I
think
you
should,
I
think,
would
be
a
great
place
to
look.
Is
there
a
lot
of
people
served
with
the
programs
that
you're
trying
to
do
that
then
successfully
complete
those
programs
and
can
become
professionals
in
that
area?
And
so
we're
sitting
here
saying:
there's
a
shortage
and
I
would
say,
there's
a
whole
lot
of
people
out
there
that
you
could
potentially
utilize.
E
V
Did
thank
you
very
much
so
and
thank
you
to
miss
coker
and
the
team
for
such
an
excellent
presentation.
I
also
want
to
recognize
miss
coker.
Now
she
is
going
to
be
retiring
at
the
end
of
this
month.
We
will
have
a
more.
V
I
have
a
formal
recognition
at
the
26th
board
meeting,
but
just
want
to
recognize
the
work
that
she
has
done
back
in
things
late
spring,
maybe
early
spring,
I
was
in
columbia
at
the
superintendent's
round
table
which
is
superintendent
of
all
of
the
state
and
and
miss
spearman,
and
a
big
topic
was
mental
health
problems
across
the
state
in
k-12,
and
so
there's
a
task
force
state
statewide
working
on
that,
but
based
on
what
miss
coker
and
our
team
have
done
here
in
charleston
in
ccsd,
I
would
say
that
they
have
positioned
our
district
ahead
of
the
rest
of
the
state
in
addressing
this
tremendous
problem.
S
So
I'm
going
to
do
the
transition,
I
believe
from
here
and
so
there.
Well,
yes,
ma'am.
There
was
a
sorry
I'm
every
time
somebody
mentions
retirement,
I
cry
joy
and
sadness.
So
we
are
dr
shyvana
coakley
is
there
to
present
on
the
progressive
discipline
plan,
but
specifically
the
drug
and
alcohol
portion,
and
we
also
brought
code
of
conduct
booklets
for
everyone.
S
Miss
pacino
actually
led
the
code
of
conduct
development
this
year,
which
is
a
combination
of
resources,
and
so
we
wanted
to
make
sure
you
had
a
copy
of
those,
and
if
there
are
questions
around
the
code
of
conduct,
miss
paucino
again
is
there,
but
dr
coakley
will
be
presenting
on
the
adapt
pdp,
and
we
thank
her
and
her
team
for
all
the
work
on
this
this
summer
as
well.
W
So
the
next
slide,
as
stated,
gives
you
a
breakdown
of
what
our
alcohol
and
other
drugs
and
fractions
would
be.
That's
outlined
outlined
by
the
state
and
2019
2020
you'll,
remember
that
is
the
year
that
we
actually
went
out
in
march
on
covet,
and
so
I
provided
you
with
the
data
for
those
infractions
at
that
time.
In
2020
2021,
we
came
back
in
a
hybrid
season
for
charleston
county
school
district,
where
some
students
were
in
school
and
others
remained
at
home
on
virtual
learning.
W
When
we
compare
the
2019-20
data
to
2021-22,
you
will
see
that
the
numbers
tripled
in
most
of
those
cases.
The
good
news
is
that
our
recidivism
rate,
the
rate
of
students
who
actually
violated
that
infraction
more
than
once,
still
stayed
90
and
higher.
So
this
goes
back
to
that.
First
slide
that
talks
about
prevention,
capturing
it
and
accelerating
it,
and
we
look
at
what
do
we
do
for
students
who
need
remediation
academically?
W
If
you
go
to
the
next
slide,
we
talk
about
remediating
the
core.
We
also
have
to
discuss
that
we
have
students
who
are
socially
and
emotionally
dependent
on
substance
use,
they're
emotionally
dependent
on
it
socially,
depending
on
because
they
want
to
belong.
They
want
to
feel
better
about
themselves,
in
addition
to
fulfilling
a
need
to
cope
with
society
and
their
peers,
and
most
of
our
disciplinary
hearing.
When
we
hear
about
students
or
when
we
talk
with
the
students
about
what
is
going
on,
that
leads
them
to
the
use
of
alcohol
or
tobacco
or
drugs.
W
A
lot
of
it
does
deal
with
the
peer
pressure.
A
lot
of
it
deals
with
being
able
to
actually
focus
in
school
throughout
the
day
they
talk
about
the
use
of
it
in
society
and
believing
that
it
is
okay.
When
we
simply
know
it
is
not
okay,
so
in
the
same
way
that
we
re-teach
the
core
curriculum,
the
thought
was
for
us
to
re-teach
our
alcohol
and
other
drug
program
again
by
capturing
that
data
and
accelerating
the
prevention
and
intervention
supports
that
that
we
provide.
W
W
The
first
thing
we
did
was
to
remove
all
alcohol
and
drug
infractions
from
the
typical
ccsd
pdp,
and
we
placed
it
in
its
own
pdp
again,
so
we
can
look
at
the
wrap
around
services.
That's
needed,
in
addition
to
consequences
that
we
would
apply
to
students.
Feedback
on
the
proposed
draft
was
guided
by
administrators.
We
go
to.
The
next
slide,
was
guided
by
administrators,
who
were
mostly
impacted
by
the
use
of
the
possession
of
drugs,
as
well
as
a
few
other
schools
who
were
not
as
impacted.
W
So
we
collected
a
group
of
ideas
and
suggestions
from
a
large
amount
of
schools
across
our
district.
We
also
proposed
the
changes
to
the
pdp
planning
team
and
just
from
feedback
there.
I
want
to
go
ahead
and
openly
see
that
I
am
committed
to
ensuring
that
this
work
is
better
vetted
through
our
pdp
planning
team
by
re-establishing
a
pdp
steering
committee.
W
So
within
the
last
few
weeks,
meeting
with
cta
and
making
sure
that
we
got
feedback
from
them.
Some
facts
about
the
pdp,
the
adapt
pdp
we
go
to
next,
yes
and
fractions
relate
to
alcohol.
Tobacco
and
other
drugs
were
removed.
Again,
as
I
said,
from
the
standard
ccsd
pdp
to
create
the
adapt
pdp.
So
there
was
not
a
recreation
or
an
additional
pdp.
W
The
adaf
hearing
panel
includes
communities
and
schools,
mental
health,
wake
up
carolina.
In
addition,
editing
also
includes
a
self-assessment.
So
when
a
student
is
found
in
violation
of
an
adapting
fraction
no
longer
do
we
have
to
wait
two
to
three
months
to
determine
what
that
student's
level
of
usage
is.
W
If
the
student
is
coherent
the
day
that
the
infraction
took
place,
they
are
self-administered
a
craft
screener
that
allows
us
to
really
identify
what
are
the
needs
and
support
the
other
positive
thing
about
the
craft
screeners
that
students
who
normally
come
before
a
hearing
would
be
given
that
craft
screener.
Now
we
can
implement
the
craft
screener
for
anyone
who
isn't
even
involved
in
the
hearing
process
as
of
yet
again
going
back
to
the
prevention
and
intervention
in
hopes
that
we
don't
have
a
student
come
before
us
for
a
hearing.
W
W
So
the
paraphernalia
is
a
device
or
an
object
and
the
absence
of
a
drug
or
a
tobacco
product.
So
you
will
see
that
new
coding,
there's
also
clarification
to
the
term
drug
usage.
Drug
usage
does
not
mean
that
students
are
using
drugs
on
campus.
It
means
that
a
student
has
actually
come
to
school,
either
high
or
have
used
it
off
campus
and
then
came
onto
a
school
campus.
W
So
with
me
today,
I
do
have
miss
talisha
drayton
as
she
will
stand.
She
is
our
senior
prevention
and
intervention
coordinator
in
the
department.
She
is
responsible
for
serving
on
four
outside
community
agency
task
forces
that
have
been
designed
throughout
the
state
for
alternative
to
detention
where
we
are
looking
for.
How
do
we
provide
again
before
we
place
our
students
onto
the
street
for
expulsion
or
alternative
program?
What
other
services
can
be
provided?
W
She's
also
responsible
for
mediating
a
lot
of
the
concerns
that
we
have
at
the
school
level
for
those
prevention
and
intervention
services
and
volunteering
students
who
have
actually
been
placed
on
probation
through
the
hearing
process
using
our
prevention
and
intervention
supports
my
other
staff.
Member
that
I
have
with
me
is
miss
linda
allen,
ballinger
miss
if
you'll
stand.
W
Ms
ballinger
serves
as
that
point
of
contact
for
us
and
making
sure
those
services
are
provided
to
our
families
outside
of
a
disciplinary
process.
So
again,
I
hope
that
you
guys
have
a
clear
understanding
of
the
adapt
process.
The
things
that
we
are
committed
to
moving
forward
is
just
continuing
to
monitor
that
data
and
making
adjustments
as
we
go
forth.
This
is
the
first
year
full
implementation
and
we
are
excited.
W
We
are
excited
about
the
work.
That's
before
us,
because
for
a
long
time,
we've
talked
about
always
being
that
parent
that
spanked,
the
student
after
the
the
infraction
has
been
committed,
but
this
year
we're
actually
putting
in
prevention
services
before
our
students
get
to
that
point
and
that's
what's
important.
W
We
are
committed
to
staying
true
to
the
pdp
steering
committee
really
reaching
out
to
cta.
I
have
had
great
conversations
with
jody
stalin
and
michelle
nichols
about
our
partnership
and
quarterly
meetings,
and
those
conversations
have
been
positive
and
really
led
to
some
really
great
great
problem
solving
along
the
way
and
we're
really
committed
to
working
with
our
families
and
community
at
large,
but
most
importantly,
really
building
the
connections
and
looking
for
resources
outside
of
ccsd,
because
when
we
talk
about
alcohol
and
drugs,
that's
separate
from
education
and
we
will
need
the
support.
E
W
Adapt
parent
panels
will
be
our
dap
hearing
process,
so
we
have
two
types
of
hearings
in
charleston
county,
the
deaf
hearing
level
and
the
constituent
board
level.
The
constituent
board
level
hearings
will
not
change
because,
as
you
know,
our
board
chairs
all
identify
which
infractions
will
come
before
a
constituent
board
level
and
what
would
be
a
diapering,
so
tobacco
distribution
and
drug
distribution.
They
would
not
go
before
that
pairing
panel.
W
E
Well,
the
constituent
boards
get
advice
from
experts
about
how
to
handle
the
these
kinds
of
infractions.
W
Absolutely
so
there
will
be
a
constituent
board
training
as
we
do
every
year,
but
when
we
come
up
with
our
constituent
board
actual
hearing
for
students
who
are
being
referred,
they're
receiving
the
options
for
students
this
year
ahead
of
time
versus
waiting
until
we
get
to
the
hearing
process.
So
all
of
those
disposition
options
are
being
given
to
our
board
members
ahead
of
time,
as
well
as
consultation.
R
Just
want
to
take
a
moment
to
talisha
and
linda,
please
stand
up
again.
You
know
these
young,
ladies,
have
been
in
the
trenches
for
years
working
to
prevent
our
children
from
being
placed
on
the
streets.
Yes-
and
I
just
want
to
thank
you
guys
for
hanging
in
there
because
they
were
at
daniel
jenkins
academy
and
now
you're
still
in
the
trances
working
to
make
sure
that
our
students
are
in
school
off
the
streets
and
I
don't
have
to
worry
when
I'm
away
from
home.
Thank
you
so
very
much
and
let's
just
give
them
a
hand.
Q
Right:
yeah,
okay,
next
up
3d,
miss
roberts,
miss
huggins
and
miss
simmons.
V
D
V
So
while
the
powerpoint
is
coming
up
so
last
tuesday
the
state
released
the
the
spring
test
results,
the
sc
ready
scores
for
reading
and
math,
as
well
as
the
sc
pass
for
science.
Typically,
when
those
scores
come
out,
you're
right,
the
chief
academic
officer,
simmons
and
and
buffett
roberts
miss
miss
roberts.
The
assessment
accountability
department
here
would
present
the
data
they
happen
to
be
out
of
town.
So
I
will
give
a
high
level
overview
of
what
the
data
indicate
and
then
we
at
some
future
date.
V
V
Okay,
so
the
first
slide
here
looks
at
the
english
language,
arts
or
our
reading
program,
sc
ready
in
the
top
line
there
in
the
in
the
in
the
box
with
numbers,
we
had
a
goal
of
50.6
percent
of
our
students.
Reading
on
grade
level,
53.2
met,
so
we
exceeded
the
goal
for
the
district
average.
I
will
say
only
goal
the
goal.
These
goals
were
set
under
the
existing
strategic
plan
that
was
created
several
years
ago,
probably
four
or
five
years
ago.
V
So
as
the
board
goes
out
and
create
new
set
of
goals,
we
will
have
new
measures
in
the
this
coming,
follow
and
down
at
the
bottom
of
that
block.
You
can
see
the
the
makeup
of
the
the
racial
results,
so
black
african
americans,
they
met
the
goal,
23.1
percent
reading
on
grade
level
and
the
other,
the
other
racial
groups
there.
Hispanic
and
the
multilingual
learners
did
not,
as
well
as
our
special
education
of
students.
V
This
slide
here
then
just
is
a
graphic
representation
of
the
district
average,
as
you
can
see
from
2018
until
2022
we
increased
4.6
points
which
is
5.9
points
above
the
state
average.
V
This
slide
takes
the
average
and
breaks
it
down
by
the
racial
groups.
You
see
here,
white
77.1
percent
met
the
targets
and
that's
I'm
comparing
those
now
between
the
2022
on
the
right
hand,
side
of
the
slide
graph
here
to
the
second
number
in
which
is
2019
time
frame
before
the
pandemic.
So
you
can
see
before
the
pandemic
for
white
kids.
They
were
at
75.1
and
now
they're,
77.1
percent.
V
Now,
for
the
other
category,
63
percent
met
their
targets
versus
65.8
before
the
pandemic
and
at
the
bottom
of
this
this
this
graph,
the
two
graph
lines
there
show
that
for
hispanic
kids
they're
at
29.6,
which
is
slightly
above
the
2019
numbers
and
when
african
african-americans
23.1
percent
met
the
targets
which
is
compared
compared
to
249,
and
I
will
say
that
these
are
these
numbers
are
being
presented
in
the
percentage
of
kids
who
met
targets
and-
and
you
all
heard
me
talk
about
the
percentage
of
kids,
especially
african-americans,
who
have
not
met
their
targets
so
prior
to
for
the
2021,
which
would
have
been
last.
V
You
know
not
this
past
school
year,
but
school
year
before
last,
the
percentage
of
african-american
kids
that
were
reading
below
grade
level
was
82,
and
so
now
that
number
has
improved
by
for
african
americans
by
the
numbers
that
you
see
here.
V
Key
opportunities
for
for
the
future.
This
slide
simply
shows
the
for
the
for
the
different
groups
here:
target
groups
here:
blacks,
hispanics,
et
cetera,
the
the
where
we
are
in
relationship
to
the
state.
So
we
for
these
groups
we
are
still
below
the
state
level.
So
that
means
we
have
a
significant
amount
of
work
to
do
at
the
bottom.
V
Here
shows
that
the
acceleration
schools
had
a
7.5
point
gain
overall,
however,
we're
still
that
only
21.3
percent,
that
meant
they're
they're
considered
ready,
and
so
therefore,
we
still
have
work
to
do,
because
the
21.3
is
compared
to
this,
the
district
average
of
53.2
and
going
to
mathematics.
V
The
mathematics
scores
pretty
much
mirror
the
scores
from
reading,
and
you
can
see
this
why
we
have
48.9
percent
of
our
students
met
their
targets
and
the
goal
was
48.5
and
then
there's
similar
type
of
outcomes
for
the
when
we
break
the
numbers
out
by
by
those
different
groups
at
the
bottom.
V
A
similar
graph
that
I
showed
for
the
reading
48.9
on
the
average
of
our
kids
across
the
district
met
their
mathematic,
the
mathematic,
not
the
targets,
but
they
actually
only
on
the
grade
level
versus
47.4
before
the
pandemic.
V
If
not
shown
on
this
graph,
when
I
mentioned
a
few
minutes
ago
at
the
beginning
now
with
we
would
have
to
come
back
with
with
some
significant,
more
detail,
I
want.
I
want
to
point
something
down
here.
I
I
don't
have
the
graph
in
front
of
me,
but
I
looked
at
some
data
earlier
today.
V
V
Yes,
so
in
I
think
it
was
2005
or
2006.
V
The
number
of
african-americans
who
had
were
on
grade
level
for
mathematics
was
16.8,
which
is
17,
we
climbed
to
26.6,
which
was
27
in
around
2011
20,
2012
time
frame,
and
so
now
we
have
dropped
back
down
to
where
we
were
in
2005
2006
time
frame.
So
although
we
had
growth
from
2021
to
2022,
we
have
a
submit.
The
data
we
look
at
over
time
indicates
that
we
have
significant
amount
of
work
left
to
do
next
slide.
Please.
V
This
key
opportunities
for
mathematics
is
very
similar
to
to
the
key
opportunities
for
reading.
Most
of
our
groups
are
below
state.
V
The
state
average
we're
above
state
average
on
average,
but
our
when
we
disaggregate
the
data
you
can
see
that
we
are
below
and
then
at
the
bottom
acceleration
schools,
7.4
percentage,
point
increase
over
the
2021
numbers,
which
was
significant,
but
we
still
have
a
ways
to
go
with
with
with
that
group
of
schools.
V
So
the
next
steps
with
ela
and
math.
There
are
a
number
of
things
on
this
slide
and
I'll.
Let
the
academic
folks
get
into
this
later,
but
you
heard
the
teachers
and
coaches
talk
about
the
el
program
earlier
today,
and
one
of
the
points
was
made
about-
and
this
is
one
of
the
things
that
carolyn
belcher
pushed
extremely
hard-
that
we
need
to
have
on
grade
level
instruction
in
our
core
courses.
And
so
we
will
continue
to
do
that.
The
next!
The
second
bullet
here
onboarding
the
ongoing
professional
development.
V
So
we,
the
er
curriculum,
has
proven
to
be
effective
and
it's
been
effective
with
only
a
partial
rollout
in
the
last
school
year,
and
so
this
coming
school
year
well
the
school
year
that
we're
in
we're
going
to
complete
that
that
rollout-
and
that
includes
all
of
the
modules
and
using
the
skills
block.
So
a
partial
rollout
last
year
in
our
schools-
and
we
had
positive
outcomes
and
there's
excitement
in
the
schools
about
what
it
might
look
like
when
we
were
able
to
when
we're
able
to
roll
out
the
complete
el
package.
V
The
next
two
blocks
here,
so
letters
training.
You
know
it's
like
the
science.
How
do
you?
How
does
how
do
adults
teach
kids?
V
How
to
read-
and
we
have
a
significant
problem
in
in
the
district
and
that-
and
this
is
statewide,
whereas
our
schools
of
education,
colleges
and
universities
do
not
teach
our
students
that
are
learning
how
to
teach
do
not
teach
them
how
to
teach
kids
how
to
read,
and
it's
a
big
problem
when
we
spoke
with
the
state
of
mississippi
this,
the
secretary
of
education
there,
one
of
the
success
factors
that
one
of
the
factors
that
led
to
the
success
of
increasing
reading
across
the
the
state
of
mississippi
was
teaching
their
teachers
across
the
state,
how
to
teach
kids
how
to
read
using
this
letters,
training,
and
so
we
have
an
initiative
that
we're
exploring
to
actually
expand
the
letters
training
for
all
pre-k
through
third
grade
teachers
and
looking
at
using
some
of
the
escrow
dollars
to
compensate
teachers
to
be
able
to
partake
in
that
that
training.
V
The
other
thing
that
principals
are
telling
me
on
the
next
bullet
expansion
of
early
childhood
classrooms
that
we
have
kids
coming
into
kindergarten.
They
are
not
they.
They
are
not
prepared
to
take
on
the
rigor
of
the
of
the
instruction
and
that
if
we
are
actually
going
to
make
some
significant
progress,
we
need
to
tackle
this
earlier
than
than
when
kids
are
coming
in
before
they
get
to
kindergarten
in
early
early
childhood,
and
so
one
of
the
problems
in
certain
parts
of
the
county
is
that
we
don't
have
enough
space.
V
They
don't
have
enough
classrooms
and
so
again
that's
a
task
force.
That's
been
created
to
tackle
that
and
say
yes
today
we
don't
have
enough
classrooms,
but
how
can
we
have
enough
classrooms?
Maybe
next
month,
as
opposed
to
you
know,
five
years
from
now
the
other
things
here:
a
consistent
model
planning
for
so
plc,
professional
learning,
communities
right
now
across
the
district
you're
going
to
schools.
V
There's
a
lot
of
schools
have
their
own
design
on
professional
learning
communities,
but
there's
a
there's.
There's
a
process.
There's
processes
in
place
that
that's
that's
professional.
That's
been
designed
as
we're
looking
at
trying
to
have
some
standardization
around
that
unit
assessment.
So
this
is
simply
doing
our
assessments
during
the
during
the
school
year
to
make
sure
that
teachers
and
administrators
know
where
kids
are
the
walk-through
tool.
V
That's
being
designed,
we
have
a
team
working
on
that,
so
that,
when
administrators
from
central
office
and
school
base
go
into
our
classrooms
trying
to
determine
the
effectiveness
of
our
teachers
as
they
work
with
our
kids,
we
have
some
consistency.
Consistency
on
what
that
we're
using
the
same
tool
so
that
we
come
back
and
and
talk
about
the
pros
and
cons,
increase
the
visibility,
invis,
increased
visibility
and
progress
monitoring
the
subgroups.
V
So
that's
simply
saying
that
all
the
data
that
I
looked
at
a
few
minutes
ago
around
the
suburbs
african-americans
hispanics,
especially
it-
and
we
saw
especially-
and
I
think
that
10
of
our
kids
on
grade
level
so
actually
paying
attention
to
that
data
at
the
sub
subgroup
level,
so
that
we
can
come
up
with
the
right
interventions
and
then
lastly,
co-teaching
model
expansion
of
that
for
special
education
students
and
where
we
have
two
teachers
in
the
classroom
and
paying
attention
to
the
needs
of
our
special
education
students.
V
Yes,
the
science
won't
get
into
all
the
numbers,
but
you
can
see
them
on
the
slide
here.
The
pattern
mirrors
again
the
the
reading
and
in
math.
V
Next
slide,
please
similar
line
graph
4.1
increase
next
slide.
Please
again,
when
you
disaggregate
the
number
of
these
numbers,
you
see
the
huge
the
huge
gap
that
gaps
that
exist.
D
V
A
long
ways
to
go
acceleration
schools
again
7.4
significant
gains
there,
and
then
we
have
a
ways
to
go
with
them
to
get
up
to
the
this
district
average
and
then
the
next
steps
in
science
update
science,
kids,
professional
development,
increased
visibility
again
on
the
monitor
and
sub-group
data
and
the
co-teaching
model
for
special
education.
So
again
that
was
a
high
level
overview.
When
the
academic
folks
come
back
to
town,
we
get
into
a
lot
more
details,
but
until
then
what
questions
do
you
have.
Q
G
Miss
waters
just
a
comment.
I
just
wanted
to
recognize:
miss
haines
and
her
team
with
the
acceleration
schools,
all
the
acceleration
schools,
principals
and
students.
Who
did
this
work
to
get
those
gains.
I
mean
I
feel
like
every
time
we
look
at
data.
G
It's
like
it's
hard
to
sort
of
sit
where
you
need
to
sit
in
it
right
because
there's
so
much
work
that
needs
to
be
done,
and
so
it
could
be
daunting
or
sad.
But
then,
when
you
see
leading
these
results
that
7.5
7.4
improvements,
it's
just
phenomenal,
and
so
I'm
sure
that
everybody
has
told
you
you
did
the
thing,
but
you
did
the
thing
miss
haynes
and
I
you
and
the
principals.
I
just
appreciate
y'all.
E
Mr
kennedy,
thank
you
so
much
and
I
agree
these
are
very
digestible.
I
have
a
question
about
where
we
aren't
meeting
the
needs.
Do
you
have
specific
adjustments
that
you
think
need
to
be
made
in
special,
ed
or
and
for
our
hispanic
and
multilingual
user
learners.
V
Well,
so
now
that
we
have
the
data
and
as
I
indicated
a
few
minutes
ago,
we'll
start,
I
started
just
taking
a
look
at
some
of
some
additional
detailed
data
and
so
there's
a
lot
of
details
that
we
have
to
take
a
look
at.
We
need.
We
have
data
by
schools,
racial
groups
in
schools,
and
so
the
academic
folks
are
working
on
that
and
so
at
some
point
in
the
fall,
we
will
have
more
details
on
how
we
would
approach
it.
R
Dr
frazier,
I'm
excited,
I
am
so
excited
that
we
are
now
getting
back
to
the
basics
of
teaching
our
kids
on
how
to
read
in
a
day
in
time
that
our
kids
are
being
taught
by
tick-tock
and
everything
else
out
there
going
on.
I
asked
a
student
just
friday.
Let
me
see
some
of
your
work.
R
They
just
don't
know
anything
about
cursive
writing
back
in
the
day
it
was
conjugating
a
verb,
so
we
do
have
some
work
ahead
of
us,
but
to
see
this
commitment
coming
from
this
administration,
I
just
want
to
say
I'm
very
proud
that
we
have
gotten
back
to
that.
I
can
remember
back
when
a
whole
department
was
just
torn
apart
and
we
just
got
away
from
working
on
skills,
the
basic
skills
of
reading-
and
we
all
know
if
you
can
read
there-
are
all
kinds
of
obstacles
that
you
can
overcome.
R
X
So
good
afternoon,
thank
you
school
board,
chair
reverend
mack
vice
chair,
miss
waters,
members
of
the
board
and
superintendent
kennedy.
We
are
so
excited
today
to
have
this
opportunity
to
share
a
compensation
initiative
designed
to
attract,
retain
and
incentivize
teachers
to
work
with
our
students
needing
the
most
support,
and
thank
you
miss
waters
for
that
acknowledgement.
X
The
principals
and
teachers
are
working
extremely
hard
and
yes,
dr
frazier,
this
administration
is
committed
to
the
work
that
we
are
doing.
So
thank
you
to
mr
kennedy
and
all
of
the
staff.
So
first,
this
initiative
could
not
have
been
possible
without
the
support
of
bill
brigman
chief
of
human
resources.
Thank
you
very
much,
as
well
as
his
department,
kathleen
maglin
and
tanya
mcintyre,
who
used
to
work
in
acceleration
schools.
But
then
all
this
happened
when
she
moved
to
hr.
X
So
this
is
great
also
the
partnership
with
meeting
street
schools
they're
here
today,
marcus
backman,
the
chief
financial
officer,
if
he
could
stand
and
then
jen
jordan,
the
community
director
communications
director
of
meeting
street
schools.
So
if
we
look
at
the
first
slide
as
you're
aware,
there
are
levers
to
school
turnaround.
X
And
they
include
definitely
the
leadership,
but
we
want
to
focus
today
on
talent
management.
Once
we
get
the
teachers,
how
do
we
attract
them
to
our
schools?
How
do
we
retain
them,
and
we
talked
about
mr
kennedy
talked
about
the
professional
development
that
takes
place
the
plcs,
the
collaboration
around
student
work
that
happens
in
talent,
management
and
you've
heard
some
of
the
other
teachers
talk
about
the
instructional
practice,
the
plcs
and
curriculum,
and,
I
think,
they're,
getting
the
presentation
up
now.
X
X
Okay,
there
we
are
so.
The
second
slide,
I
believe,
are
the
levers
of
school
turn
around
and
you've
seen
this
many
times,
because
we
have
to
have
all
of
these
components
to
work
with
our
schools
and
make
sure
that
they
are
moving
forward.
So
we're
talking
about
talent
management.
Today,
the
plan
that
we
have
was
workshopped
with
teachers
with
administrators
principals
with
the
district
staff
in
order
for
us
to
move
forward.
X
So
as
we
go
to
the
next
slide,
you
will
see
there
are
four
components,
one
being
the
base
salary
that
all
teachers
receive
and
then
the
attraction
retention
and
attendance
awards,
which
is
funded
by
sr
funds
and
then
the
school-wide
improvement
award
funded
by
esser
and
then
the
educator
performance
awards,
which
will
be
funded
by
our
partnership
with
meeting
street.
And
it
is
a
pilot
program
for
one
year
with
seven
acceleration.
Schools
grades
one
through
five.
X
So
as
we
look
at
the
attraction,
retention
and
attendance
awards,
it's
exciting
on
the
next
slide.
So
the
retention
award
is
for
teachers
that
remain
in
acceleration
schools.
They
will
receive
three
thousand
dollars
and
for
classified
employees.
Fifteen
hundred
dollars,
if
you
interview
and
obtain
a
position
in
an
acceleration
school,
a
teacher,
you
receive
a
signing
bonus
for
twenty
five
hundred
dollars
for
teachers.
X
Then
there's
an
attendance
award
several
often
you
will
find
in
schools
that
are
high
needs.
Schools.
Attendance
is
an
issue
with
teachers,
so
we're
offering
an
attendance
award.
If
a
teacher
comes
to
school
every
day
for
45
days,
they
we
can
receive
500
per
nine
weeks
and
a
classified
employee
will
receive
two
hundred
and
fifty
dollars
every
nine
weeks.
And
then,
if
you
refer
someone
to
work
in
an
acceleration
school,
you
will
receive
a
five
hundred
dollar
bonus
and
that's
for
our
teachers
on
the
next
slide.
X
X
X
Or
more
than
the
expected
historical
average
she
could
earn
up
to,
she
could
earn
seven
thousand
five
hundred
dollars
if
miss
miss
class.
She
moves
the
bottom
quartile
and
you
have
an
example
there
of
one
student
moving
from
quarter
four
from
a
quartile
four,
then
another
student
from
quartile
three,
the
total
amount
she
could
earn
would
be
two
thousand
two
hundred
and
fifty
dollars.
X
X
If
we
have
28
teachers
that
earned
a
total
of
the
amount
that
is
there
and
making
that
average
ten
thousand
dollars.
Plus
you
take
that
average
and
multiply
it
by
two
and
the
principal
maximum
award
could
be
twenty
thousand
dollars
for
what
the
work
that
they
have
done
with
the
improvement
of
their
students
and
on
the
next
slide,
it
is
determined
by
the
number
of
subjects
over
1.2
in
each
of
the
grade
levels.
X
So
now
we
have
an
educator
with
us,
our
principal
dr
katisha
gethers,
who
would
like
to
speak
and
hear
a
couple
of
voices,
and
we
also
have
marcus
backman.
Who
would
like
to
say
thank
you
for
this
opportunity
and
there
was
phenomenal
growth
at
dr
gather
school
this
year
and
wanted
to
say
with
her
minority
students,
they
outscored
the
black
students,
outscored
all
demographic
groups
in
her
school.
Y
I
may
be
a
little
emotional
after
that,
but
good
afternoon,
I'm
board
chair
dr
reverend
mack
vice
chair
waters,
all
board
members
and
superintendent
kennedy
and
those
who
are
streaming.
This
meeting,
I
had
the
privilege
of
speaking
with
a
few
of
the
board
members
about
some
time
ago
about
this
excellence
in
teaching
award
and,
as
I
shared
with
those
board
members,
teachers
enter
this
profession
knowing
their.
Why
and
they
have
identified
their
passion
early
on.
They
want
to
educate
students
to
make
a
difference
in
the
lives
of
children
to
teach
at
hundley.
Y
You
need
not
only
believe
in
your
own
why,
but
you
also
need
to
have
a
strong
desire
to
teach
at
a
place
like
hundley.
We
are
a
title,
one
school,
an
acceleration
school
and
we
serve
students
who
come
from
under-resourced
communities.
Our
students
come
to
us
at
an
educational
disadvantage
and
require
our
teachers
to
close
the
gap.
Y
Today
I
represent
those
teachers
who
last
year
showed
an
improvement.
Dr
french.
She
said
how
does
this
translate
to
sc,
ready,
10.1
percentage
points,
increase
and
sc
ready
and
reading
a
16.2
percent
increase
in
sc
ready
on
math?
I
stand
before
you
representing
those
teachers
who
spent
every
wednesday
collaborating
with
each
other
to
internalize
lessons
and
plan
for
instruction
these
teachers
analyze
data
to
change
their
instructional
practices,
and
they
work
tirelessly
to
close
the
disparity
achievement
gap.
They
deserve
this
award.
Y
All
teachers
work
hard,
and
I'm
not
here
trying
to
minimize
that
hard
work,
I'm
bringing
attention
to
the
work
that
is
required
of
the
teachers
at
an
acceleration
school
at
a
school
that
has
been
historically
low,
performing
in
a
school
whose
students
have
a
high
poverty
rate.
These
factors
bring
a
set
of
challenges
that
require
much
from
our
teachers
when
our
teachers
heard
that
they
have
the
potential
to
require
to
obtain
a
performance-based
incentive,
they
were
thrilled
as
a
principal.
Y
This
means
that
teachers
are
getting
paid
for
their
hard
work,
which
happens
to
translate
to
an
increase
in
reading
and
math
proficiency
as
a
principal
allows
me
to
attract
and
attain
top
talent,
and
they
deserve
to
be
celebrated
our
teachers
and
for
the
hard
work
they're
doing
to
celebrate
our
students
learning.
I
want
to
thank
all
of
you
for
allowing
me
to
speak
with
you
today
and
represent
my
teacher
sentiments
and
those
of
all
acceleration
schools
elementary
principles.
Thank
you.
Z
Good
afternoon
board
members,
I
just
wanted
to
say
thank
you
for
this
opportunity
to
work
with
the
celebration
of
schools
on
this
pilot
program.
I'm
truly
excited
to
get
this
program
on
the
way
to
truly
recognize
the
teachers
and
all
their
hard
works.
Thank.
E
So
this
is
so
we
haven't
actually
rounded
a
year
correct
and
do
we
know
the
turnover
from
an
acceleration
skills
from
last
year
this
year
the
retention
rate
of
teachers
and
do
you
have
a
goal
that
you
think
you're
going
to
meet
with
this,
because
I
mean
this
is
truly
exciting.
X
It
is
very
exciting
we
do
not
have
that
retention
information,
yet
we
are
waiting
for
it
because
at
the
last
meeting
that
was
a
concern.
How
many
teachers
have
we
retained
this
this
year
from
the
previous
year,
so
we're
still
waiting
for
that
information,
but
that
will
be
data
that
we
will
keep
to
see
if
this
program
works
and
once
esser
funds
are
gone,
maybe
it
can
continue.
E
E
AA
Thank
you,
dr
french.
We
are
doing
just
that.
We
appreciate
your
feedback
about
the
data
that
exists
around
teacher
incentive,
pay
and
we're
looking
closely
at
the
results
from
meeting
street
and
we're
working
with
buffy
roberts
and
our
assessment
team,
ms
haynes,
and
all
of
the
principals
that
are
associated
with
this,
to
ensure
that
measurable,
that
goals
are
measurable
and
smart
and
they're
linked
to
student
achievement
and
to
retention.
So
we
are
certainly-
and
we
have
you
on
our
list
to
help
provide
some
feedback
once
ms
roberts
returns
this
week.
AA
D
V
This
is
a
power
program,
so
we
will
look
at
it
next
year.
E
A
Thank
you,
mr
eric
item
4a
ms
greene.
AB
B
Q
Q
Ms
denny
and
her
team
are
working
on
a
marketing
strategy
and
advertising
strategy.
One
thing
that
I
want
to
note:
we
are
having
specific
meetings
across
the
district,
we're
having
some
at
burke
high
school
north
charleston,
high
school
lucy
beckham,
just
because
it's
not
in
your
district
doesn't
mean
you
cannot
come
to
all
of
these
meetings.
So
again,
this
list
will
be
public,
we're
working
along
the
timeline
that
the
board
approved
and
are
excited
to
garner
community
feedback.
G
Just
given
the
public
comment,
concern
is
one
of
the
reasons
just
to
level
set
that
we
are
trying
to
do.
This
expeditiously
is
because
we
feel
that
it's
it's
incredibly
important,
that
we
have
strong
data-driven
community-informed
goals
out
in
front
of
this
district
as
a
guiding
light
and
the
sooner
we
get
that
in
place.
The
sooner
we
can
start
to
evaluate
progress
to
that,
and
so
we're
doing
this
work
quickly
because
we
needed
this
yesterday
and
dr
french.
I
don't
know
if
you
have
anything
to
add
to
that.
E
Yeah,
I
agree
that
our
students
need
this
this
and
we
are
doing
our
best
to
do
it
with
good
diligence.
We
have
put
a
lot
of
work
in
and
we
and
our
trainers
are
helping
us.
I
guess
at
this
point
I
just
want
to
encourage
everybody
on
the
board
to
sign
up
for
session,
because
we
need
everybody
to
be
there
and
be
listening.
E
G
Yes,
so
some
of
you
may
have
seen
email
go
back
and
forth.
We
had
a
deliverable
in
the
timeline
of
september,
moving
forward
with
superintendent
search,
identifying
the
firms.
We
talked
with
the
council
of
great
city
schools
to
kind
of
get
clear
on
how
we
should
best
move
forward,
and
we
realized
that
according
to
and
there's
a
document
attached
in
board
docs
according
to
the
way
that
they
advise
moving
forward.
Is
that
ahead
of
selecting
a
firm?
G
You
actually
identified
the
timeline
with
the
board
so
that
once
seated,
the
firm
isn't
sort
of
guiding
the
effort,
but
that
the
board
has
already
established,
for
instance,
how
long
the
search
process
will
take.
Who
will
give
input
to
building
the
candidate
profile,
etc.
G
G
But
at
this
point
this
is
just
for
information
that
we
intend,
as
the
ad
hoc
committee,
to
go
ahead
and
start
outlining
that
timeline
to
bring
back
to
the
board
in
october,
as
well
as
in
the
summer,
we
had
identified
or
narrowed
down
three
firms
that
we
wanted
to
go
back
and
look
at
also
asking
that
the
board
be
prepared
to
make
a
decision
about
one
of
the
firms
in
october
and
just
to
be
clear
on
why
it's
important
to
go
ahead
and
establish
the
timeline
as
well
as
identify
a
firm
is
because
the
hiring
season
for
superintendents
is
going
to
be
that
late
fall
early
winter
time
frame.
G
And
if
we
wait
and
and
put
it
on
the
next
board
to
do
all
of
the
work.
We
actually
may
miss
some
very
valuable
candidates
and
not
have
a
superintendent
in
seat
by
next
by
next
school
year.
So
this
is
just
information
that
we
will
come
back
to
you
after
engaging
council
of
great
city
schools
and
mr
music.
I
apologize.
G
We
hadn't
talked
about
this
yet,
but
they
asked
that
we
vet
everything
that
we
put
in
this
process
and
make
sure
we
do
everything,
that's
legally
required
and
so
we'd
be
inviting
you
to
a
meeting
along
with
kim
dr
french
lauren
myself
to
arc
out
that
timeline
and
bring
that
back
to
the
board.
So
just
a
note,
and
if
you
guys
have
any
questions
or
concerns.
A
Are
there
any
questions,
miss
colts.
E
G
Yes,
and
actually
yes,
so
I'm
not
asking
you
to
make
a
decision
in
october
for
something
you
won't
see,
what
we're
going
to
do
is
take
it
all
back
to
that
meeting
and
we'll
send
everything
out
at
once,
so
that
everything
kind
of
comes
out.
So
you
can
review
and
I'm
happy
to
send
it.
Well,
I
don't
have
it
joyce,
I
guess
that's
a
joke!
Yeah
someone
has
it,
but
I
ca.
I
off.
E
E
S
E
No
money
on
this
just
make
sure
you
remember
that.
Okay,
that's
true!
That's
true!
We
don't
want
everyone
to
pay
you,
but
I
do
have
another
question:
is
this
included
in
the
current
contract
because
our
contract
with
council
of
great
city
schools
does
not
include
superintendent
search
counseling?
Is
there
an
additional
charge
for
that.
AC
A
All
right,
miss
erickson,
number
one
item:
5c.
Is
there
any
items
moving
to
potential.
E
E
A
All
right
item
6a:
we
have
a
upcoming
meeting
september
26th,
it's
the
regular
board
meeting
october
10th.
It
will
be
the
committee
of
the
whole
next
committed
whole
meeting
and
the
24th
will
be
the
next
regular
board
meeting.
We
do
have
a
special
call
meeting
here
after
today.
E
Ma'am
make
just
to
clarify:
there's
been
some
concerns
about
the
special
called
meeting
and
I
am
probably
very
vocally
critical
about
the
need
for
consistent
special
called
meetings,
but
I
think,
what's
gotten
lost
in
this
conversation,
this
is
merely
re-voting
on
issues.
This
is
no
new
items
to
the
meetings,
so
it
really
is
sort
of
a
formality,
as
opposed
to
adding
something
to
a
special
called
meeting.
I
think
that
got
lost
in
some
of
the
public
conversations
well.
E
AC
A
So
a
special
call
meeting
is
just
to
address
the
items
from
that
was
done
in
a
regular
board
meeting
there
at
the
last
july
meeting
and
we're
having
that
done
today.
So
that
can
be
officially
done
and
properly
recorded,
entertain
a
motion
for
the.
E
A
F
A
D
A
A
Okay,
that
item
passes
well
now
in
convenient
executive
session.
Is
that
motion.
A
Second,
all
right
moved
by
miss
water
second,
by
miss
coates,
all
in
favor
and
by
saying
aye
aye
any
opposes
all
right.
We're
gonna
go
ahead
and
convene
into
the
conference
room
so
we'll
have
make
everyone
exit
out
and
come
back
in
same.
Z
A
Yes,
we
probably
have
to
call
her
by
phone,
miss
copeland.
We
probably
have
to
dial
in
by
phone
all
right
all
right
if
we
can
move
to
the
conference
room
and
we'll
be
back.
B
Z
A
Hey,
which
was
receipt
of
information,
no
action.
We
will
now
move
to
item
seven.
Eight
student
outcomes,
governance
framework-
this
this
is
items
from
seven,
a
b
c
and
d's
from
our
july
eighth
board.
Meeting
that
we'll
be
re-voting
upon
on
today.
So
item
7a
is
their
motion.
Q
A
C
D
G
A
E
U
E
Well,
we
we
actually,
but
did
we
not
validate
second
reading,
already
granted
we're
doing
it
out
of
order,
but
we've
already
made.
This
is
the
one
you
and
I
discussed
this
is
already
past.
Second
reading,
okay,
so
we
don't.
I
mean
we've
already
passed
second
readings.
I
don't
know
why
we
would
have
to
do
it
again,
we're
reaffirming
first
reading
with
no
yeah,
you
see
how
it's
out
of
order,
but
we
went
and
did
second
reading
on
this
in
a
board
meeting
already.
Okay.
So
yes,
so.
A
AC
D
E
G
A
D
G
G
A
All
right,
so
everyone
just
taken
up
well,
it's
been
moved
by
miss
waters
is
their
second.
Second,
second,
obviously
so
take
an
opportunity
to
review
the
motion
that
has
been
moved
and
seconded
before
casting
your
vote.