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A
Okay,
at
this
time,
we'll
be
taking
the
emotion
to
adopt
the
agenda.
A
Okay
and
so
we're
gonna
open
up
at
this
point
to
public
comments.
According
to
the
public
comment
policy,
there
are
three
individuals
that
have
signed
up
to
make
a
comment
in
person.
The
first
one
I'll
call
up
Erica
great
Simmons.
C
B
A
Sorry
this
is
our
first
time
so
I've
made
a
mistake.
I
have
to
have
a
second
on
the
on
the
motion
for
the
agenda.
Okay,.
C
A
C
A
C
No
problem,
my
name
is
Tamara
Cole
and,
as
I
stated
before,
I
wear
a
multitude
of
hats,
but
today
the
hat
that
I
wear
is
that
of
a
former
English
teacher
and
also
an
advocate
of
parents,
but
most
of
all,
an
advocate
of
students.
It
has
come
to
my
attention
most
recently
that
when
some
of
our
students
are
expelled
from
school,
they
are
left
without
the
option
to
attend
other
institutions
of
learning.
C
A
So
miss
Tamara
right,
yes,
does
that
mean
Erica
great
Simmons
is
not
coming
forward
she's
here
she.
C
F
Good
afternoon
kind
of
sick,
my
name
is
Erica
great
and
I'm
in
here
on
behalf
of
expulsion.
I,
truly
believe
that
children,
that
are
being
that's
going
to
be
expelled,
have
a
higher
rate
of
actually
having
criminal
I'm
kind
of
nervous
having
criminal
records
in
the
future.
F
Research
showed
that
when
children
are
suspended
or
expelled
from
school,
it's
a
negative
outcome
later
in
life,
and
these
negative
outcomes
include
lower
educational
achievements,
lower
graduation
rates,
lower
College
enrollments
and
higher
involvement
in
juvenile
and
adult
criminal
justice
systems,
as
a
master's
prepared,
registered
nurse
I
see
this
every
day
when
I'm
working
with
my
nursing
students
and
so
I,
truly
believe
making
sure
that
these
children
are
able
to
stay
in
school
to
provide
a
better
education,
for
them
will
be
a
win
not
only
for
the
teachers
but
also
to
let
the
students
know
that
they
are
being
valued
and,
most
importantly,
being
heard.
H
All
my
name
is
Bobby
Grant
and
I'm
here
on
behalf
of
the
children
who
are
up
for
expulsion,
and
my
perspective
is
if
we're
going
to
say
that
children
are
our
future
and
if
we
put
weight
on
education
and
if
we
expel
them
from
school,
then
how
can
they
be
our
future?
What
future
what
they
contribute
to
without
an
education
and
I'm
also
here
to
support
the
idea
that
yes,
Society,
has
presented
a
lot
of
issues
for
our
children,
and
if
we
are
not
solution
oriented,
then
what
are
we?
H
So
we
say
they
are
our
future.
Then
how
are
we
helping
them
to
be
better
than
where
we
came
from
or
where
things
appear
to
be
headed,
so
solution
oriented
is
expulsion
and
a
solution
to
a
child
who
wants
and
desire
education,
or
is
that
a
solution
for
the
adults
in
the
classroom
or
the
administrator
to
get
that
child
off
of
their
campus?
H
A
You
ladies
I,
want
to
thank
you
for
your
input
and
I
may
be
going
rogue
here,
but
I
I
also
share
your
concerns
and
have
been
in
communication
with
some
of
the
city
officials
in
North,
Charleston,
there's
a
opportunity,
school
John
de
la
Howe
in
McCormick,
South,
Carolina
and
maybe
speaking
out
of
turn.
But
I
am
looking
at
what
possibilities
and
opportunities.
A
We
would
have
to
create
a
facility
like
that
here
where
they
can
get
comprehensive
help
that
they
need
to
break
out
of
the
patterns
that
they've
gotten
themselves
into
with
many
of
them
have
led
to
them
facing
expulsions.
So
my
heart
is
with
you
and
I
definitely
hear
you
I
share
your
concern
just
know
that
we
are
working
behind
the
scenes
to
to
help
you
with
this
judge
Seymour.
Is
it
typically
prudent
to
ask
the
other
board
members
if
they
want
to
weigh
in.
A
Okay,
Miss
Cynthia,
you
wanted
to
say
one
more
thing.
H
A
Ma'am
I've
actually
been
in
communication
with
Mr
Grabowski
about
that
very
thing,
and
he
has
a
lot
more
resources
concerning
the
subject.
Just
know
that
we
are
behind
the
scenes
trying
to
work
out
a
solution
for
you.
Okay,
thank
you.
Would
any
other
board
members
like
to
weigh
in
on
these
comments.
Thank.
I
A
I'm
sorry
we're
referring
them
to
the
regular
board
meeting,
for,
let
me
I'm
glad
you
pointed
it
out.
Mr
Kennedy
the
online
comments
that
have
come
in.
We
we've
got
you
we're
gonna
just
address
all
of
those
during
the
regular
board
member.
That
gives
people
a
little
bit
more
time
to
weigh
in
online
and
then
we'll
address
them
all
at
one
time.
A
Okay,
so
miss
Kimberly,
Foxworthy
she's,
the
executive
director
of
Early
Childhood
School
Readiness,
her
background
she's,
going
to
provide
an
overview
of
the
November
30th
Early
Childhood
symposium
good
to.
J
See
you
again
good
to
see
you
thank
you.
Miss
Watley
board,
chair
McKinney,
Vice,
chair
Bailey,
members
of
the
Board
of
Trustees
superintendent,
Kennedy
and
guests.
My
name
is
Kim
Foxworth
I'm
excited
to
share
the
highlights
and
summary
of
The
Early
learning
kindergarten
Readiness
Symposium
that
we
held
on
September
November
30th
at
the
Gaillard
Center.
J
The
purpose
of
the
Symposium
was
the
theme
of
the
Symposium
was
strengthening
the
foundation
for
Student
Success,
and
it
really
is
going
to
take
a
village
our
whole
Community,
to
ensure
that
all
students
are
ready
for
kindergarten
because
we're
in
All
in
This
Together.
It
is
going
to
take
stakeholders
all
the
stakeholders.
You
see
on
this
slide
to
make
sure
students
are
ready
for
kindergarten
and
therefore
the
participants
attendees
of
the
Symposium
were
those
who
were
on
the
slide.
J
We
had
members
of
the
school
board
I'm
going
to
talk
about
that
in
a
minute.
Our
constituent
boards
were
represented.
We
had
non-profits,
we
had
child
care
providers,
Child
Care
directors
and
many
others
college
and
universities,
and
it
was
an
exciting
event
to
see
people
from
different
stakeholders
groups
around
the
table
to
talk
about
kindergarten,
readiness,
foreign
to
every
session.
Everything
in
the
Symposium
was
tied
to
one
of
these
three
objectives.
The
first
objective
we
wanted
to
cover
was
to
grow
a
collaborative
Network.
J
Parents
have
a
choice
in
what's
most
appropriate,
Early
Learning
environment
for
their
child,
and
so
that
is
why
it
was
really
important
to
bring
child
care
providers
from
the
private
sector,
our
Public
School
sectors,
others
around
the
table,
so
we're
not
the
only
providers
of
Early
Childhood
in
our
community.
So
it's
important
that
we're
all
together.
J
Learning
standards
are
tools
from
our
state
that
help
us
Define
kindergarten
Readiness,
and
we
just
had
conversations
we
had
representatives
from
the
state
who
talked
about
these
tools
to
make
sure
that
not
only
is
our
school
district
using
it,
but
anybody
who
serves
four-year-olds
are
using
those
tools
and
then
the
third
objective
is
to
acknowledge
that
as
a
community,
we
need
to
remove
any
barrier
that
prevents
any
child
from
being
ready
for
kindergarten,
and
so
we
we
want
all
children
to
have
access
to
high
quality,
Early
Learning
opportunities
we
want
to.
J
We've
talked
about
removing
barriers
to
costs.
If.
The
child
has
a
disability
that
we
talked
about
the
child
care
desert
that
we
have
in
our
community
socioeconomic
racial
ethnic.
So
we
just
covered
that.
So
those
are
the
symposing
objectives.
That
I
think
we
did
pretty
well
covering
foreign
s
about
the
Symposium
we
had
over
100
participants.
We
purposely
kept
it
small
because
we
wanted
to
have
an
intimate
conversation
with
our
stakeholders.
We
had
a
diverse
group
of
attendees
and
presenters.
Thank
you,
Dr
Temple,
for
your
present
for
attending.
J
We
offered
renewal
credit
not
only
for
our
CCSD
employees,
but
it
was
important
to
offer
renewal
credit
for
providers.
They
use
SC
Endeavors
to
get
their
credit,
and
so
that
was
enticing
to
them,
so
that
showed
that
we're
a
real
partner
by
offering
them
the
credit
that
they
need
for
their
jobs.
J
Some
of
the
Symposium
sessions
that
you
I
didn't
list
all
of
them.
I
have
we
have
extra
for
brochures
if
you
want
to
see
all
the
sessions,
but
the
Highlight
here
are
some
of
the
Symposium
sessions
that
we
had
and
out
of
all
of
them.
All
of
them
were
very
high
quality
and
got
positive
feedback,
but
I
would
say
that
the
preschool
bus
that
actually
came
from
Beaufort
County
was
that
was
one
of
the
highlights.
J
Definitely
the
panel
which
I'm
going
to
talk
about
in
the
next
slide
was
a
highlight
and
then
Dr
Reggie
Williams
from
SC
State,
who
did
talk
about
scaling
the
wall
and
addressing
the
top
10
barriers
to
addressing
Early
Childhood
kindergarten
Readiness.
He
was.
He
was
also
very
influential
and
he
had
a
great
message.
J
So
those
were
some
highlights
and
then
the
panel
discussion
that
was
probably
one
of
the
things
that
I
was
looking
most
forward
to
hearing
and
participating
in,
because
it's
very
rare
that
we
can
get
all
different
kinds
of
people
who
have
an
impact
on
Early
Childhood
in
the
same
room.
So
the
panel
was
facilitated
by
Dr,
Jackie
McLemore
and
it
was
a
cross-section
of
early
learning
stakeholders,
our
community.
We,
if
you
note
there,
we
had
a
child
care
director.
We
had
a
principal.
J
We
had
a
leader
of
a
non-profit
organization
that
has
worked
heavily
in
kindergarten
Readiness.
We
had
the
state
director
First
Steps
4K,
which
is
the
state's
4K
funding
for
in
child
care
center,
and
then
we
had
a
member
somebody
from
the
colleges,
universities.
It
was
a
excellent
discussion
and
they
talked
about
the
most
important
challenges
and
shared
ideas
about
how
to
shift
and
to
how
to
really
work
together
versus
having
silos
and
working
independently
or
how,
although
they're
we're
in
different
entities,
public
school,
private
child
care,
whatever
that
there's
opportunities
for
to
work
together.
J
And
then
I
just
wanted
to
share
a
couple,
quotes
we're
still
reviewing
the
feedback,
but
you
can
see
a
mention
of
the
preschool
school
bus.
Was
there
as
very
positive
and
just
overall
positive
and
I
just
wanted
to
see
if
Miss
Dr
Temple
did
you
want
to
say
a
few
words
about
your
time
in
the
your
participation
in
the
Symposium
I'd.
K
Be
glad
to
yes,
I
thoroughly
enjoyed
being
at
this
Symposium.
It
was
well
worth
the
time
and
it
was
obvious
that
so
much
effort
really
went
into
the
into
the
conference.
K
It
was
very
comprehensive
and
when
you
asked
when
I
was
asked,
if
I
would
want
to
say
anything,
I
reflected
on
this
we've
come
a
long
way
on
early
childhood
education
in
1978,
where
children
had
a
few
hours
in
in
our
kindergarten
programs
in
our
public
schools,
and
it
was
optional
and
students
weren't
taught
reading
awareness
until
first
grade.
We've
come
a
long
long
way.
Add
to
that
the
lack
of
child
care
facilities
for
parents
like
me,
who
could
teach
if
my
children
could
be
in
a
certified
daycare.
K
I,
was
impressed
with
the
speakers.
The
Mississippi
efforts
to
address
learning
were
really
important
and
I
I
hope
that
we
can
share
those
with
the
legislature,
legislators
from
our
community,
and
it
was
impressive
to
hear
about
more
about
the
Mary
Ford
Center,
where
children
were
not
in
a
separate
program
from
Head
Start,
but
rather
integrated
with
ccsd's
efforts.
The
number
of
attendees
was
impressive.
K
I
mean
people
were
very
enthusiastic
about
the
the
conference,
so
it
was
just
a
really
nice
combination
of
Advocates
and
potential
existing
Partnerships,
along
with
the
expertise
that
was
evidenced
from
CCSD.
The
most
concerning
is
still
that
we
have
42
percent
of
our
children
in
Charleston
are
in
an
early
childhood
desert
and
I
believe
that
the
research
is
showing
that
early
childhood
education
is
a
key
factor
here
if
we're
trying
to
achieve
the
the
goals
that
we've
set
forward
in
our
goals
and
guard
rails.
Thank
you
thank.
J
You
Dr
Temple,
and
that
was
pretty
astounding
to
me
when
Miss
Strickland
from
the
state
department
shared
that,
and
that
just
has
me
even
more
focused
to
make
sure
that
we
really
make
sure
our
programming
is
where
it
needs
to
be.
Thank
you
so
I'll
just
end
with
two
more
slides
around
our
next
steps.
So
our
next
steps
directly
from
the
Symposium,
are
in
January
we're
going
to
seek
input
from
the
Interfaith
Roundtable
on
possible
Partnerships
around
supporting
Early
Learning.
J
We
miss
Strickland
I
have
been
in
conversations
for
a
long
time,
but
we're
going
to
put
in
action
about
doing
some
joint
professional
development
in
the
spring,
with
the
first
steps
4K
teacher,
wouldn't
it
be
amazing
to
have
teachers
from
the
child
care
center,
some
of
our
teachers
and
even
kindergarten
teachers
around
the
table
to
have
conversations
about
what
Readiness
really
looks
like
we
had
the
opportunity
to
have
the
leaders
around,
but
now
it's
time
to
get
the
practitioners
around
the
table.
So
we're
really
excited
about
that.
J
Obviously,
we
had
a
lot
of
interest
in
the
preschool
bus,
so
we
can
research
some
opportunities
to
see
how
that
could
be
utilized
in
our
community,
like
Beaufort
County,
we're
very.
We
have
rural
or
very
long,
and
this
preschool
bus
goes
into
those
communities
and
does
outreach
and
basically
brings
a
classroom
to
them.
J
If
they're
not
able
to
come
to
us
and
so
I
think,
there's
opportunities
that
we
could
research
here
in
Charleston
County
and
then,
as
we
always
do,
we're
going
to
continue
our
Partnerships
with
local
child
care
providers
and
other
community
stakeholders
around
Early
Learning
and
then
just
a
reminder
about
where
we
are
in
our
district
with
expansion.
Is
that
in
January
we're
going
to
open
definitely
one
or
definitely
two
infant
toddler
classes
at
Minnie,
Hughes
one
will
open
pretty
early
in
January.
J
The
second
will
all
depends
on
when
the
construction
is
finished,
and
then
we
are
also
opening
at
least
one
4K
class
at
Laurel
Hill.
It
all
depends
how
many
families
on
the
waiting
list
from
District
2
are
still
interested
at
this
point.
It's
not
that
they're
not
interested
it's
just
if
you
have
your
child
already
in
a
place
that
you
feel
safe
you
at
this
point,
you
don't
don't
want
to
change
them.
So
it's
not
a
matter
of
the
want.
J
It's
just
a
matter
of
the
Comfort
level,
so
I
know
we
can
open
at
least
one
and
we'll
work
towards
two
and
then
we
are
going
to
be
submitting
a
budget
to
expand
Head
Start,
An,
Early,
Head
Start,
and
that
you'll
see
that
in
through
audit
and
Finance
in
January,
and
then
we're
going
to
continue
our
Partnerships
with
kaleidoscope.
J
We
know
that
these
are
working
families
and
we
need
to
make
sure
that
we
offer
after
school
care,
so
we're
going
to
continue
working
on
that
to
make
sure
that
all
working
with
the
Kaleidoscope
team
to
make
sure
all
sites
are
DSS
licensed.
So
they
can
serve
four-year-olds
in
the
afternoon
because
that's
what
our
families
need
and
then
the
last
is
you
know,
I,
don't
know
if
we
have
time
for
the
video
but
either
way
I
just
want
to
before
I
close
this.
J
You
know
I'm
the
one
who
tends
to
be
standing
up
here,
but
it
is
not
a
solo
effort.
I
want
to
thank
Mr,
Kennedy
and
Miss
Huggins
for
their
support
and
guidance.
I
want
to
thank
this
planning
team
for
attending
weekly
meetings.
We
had
internal
and
external
stakeholders
I
want
to
thank
volunteers
from
the
early
learning
department
and
other
CCSD
employees
who
helped
with
registration
and
session
sign
in
and
then
I
want
to
just
do
three
quick,
shout
outs
to
Maggie
Dangerfield,
Beth,
McGraw
and
Jeff
Beckwith.
J
L
So
this
woman
here
she
knew
then
that
addressing
the
needs
some
young
children
before
they
got
to
school,
wasn't
important.
So
this
is
a
class
of
kindergartens
of
trying
to
create
a
Kindergarten
class.
The
these
are
neighborhood
kids,
the
neighborhood,
where
I
grew
up
the
two
boys
up
front.
One
is
my
twin
brother
Ronald
another
one,
of
course,
is
it's
time.
J
We're
really
excited
to
bring
the
community
together
around
early
childhood
and
kindergarten
Readiness,
so
CCSD
is
hosting
its
first
Early
Childhood
kindergarten,
Readiness
Symposium,
the
five
years
of
life,
the
child's
90
of
the
child's
brain
is
developed,
and
so
so
much
input
and
experiences
shape
how
the
child
is
going
to
be
the
rest
of
their
life,
and
so
the
that
is
an
optimal
time
and
so
coming
together
with
our
community
stakeholders
to
make
sure
we're
providing
those
educational
experiences.
So
they're
ready
for
kindergarten
is
vital
when.
L
I
talked
with
principals
elementary
school
principals,
they
telling
me
say:
Don,
we
have
so
many
or
too
many
about
kindergarten,
children
coming
into
kindergarten,
not
ready
to
learn
how
to
read,
not
read
and
learn
how
to
do
math,
and
we
need
to
address
that
early
in
their
lives,
and
so
this
is
very
important
because
It
prepares
our
young
children
for
be
ready
when
they
get
into
kindergarten
ready
to
learn.
Dr.
J
Dent
is
the
state
to
director
of
Early
Childhood
for
the
state
of
Mississippi.
Mississippi
has
significant
gains
over
the
last
four
years
in
fourth
grade
reading.
They
have
shown
us
how
to
close
a
gap.
An
early
childhood
has
been
one
of
their
pivotal
strategies,
so
we
want
to
learn
from
them
about
how
they
have
used
Early
Childhood
to
close
the
gap
later
on,
and
they
one
of
the
things
I
know
that
they
do.
Is
they
involve
a
lot
of
stakeholders?
It's
not
just
the
school
system.
It's
not
just
providers.
J
M
Children
do
exist
before
they
turn
five
I'm
here
to
talk
about
the
Mississippi
Pre-K
Story,
how
we
started
a
few
years
ago,
almost
10
years
ago,
and
to
talk
about
some
of
the
successes
that
we've
had
and
how
we
got
to
where
we
are
today
and
where
we
have
to
go
forward
really
exciting
that
you
get
to
talk
to
people
that
are
interested
in
the
same
topic.
You're
interested
in
and
excited
about
the
same
topic,
and
so
I'm
really
glad
to
share
our
message
about
Mississippi.
J
N
It's
up
to
the
Early
Childhood
Symposium,
to
help
others
understand
the
importance
of
early
childhood
education.
The
bus
goes
out
into
the
communities,
it
goes
to
Neighborhood
churches,
grocery
store
parking
lots
and
it
allows
for
parents
and
children
to
come
on.
The
bus
receive
a
preschool
classroom
experience
all
while
we're
also
educating
their
parents
on
the
importance
of
early
childhood.
J
Education
Charleston
County
understands
that
we
are
not
the
Sole
Provider
of
Early
Childhood
Services
and
that
we
want
to
have
a
longer
arm
in
the
community
and
really
partner
with
our
our
providers.
They
may
come
from
us
in
the
public
preschool,
but
they
may
be
at
home
with
their
parents
or
they
may
be
at
a
private
provider
But.
Ultimately,
they
end
up
in
for
the
majority
of
children.
They
end
up
in
our
school
systems
and
we
want
to
make
sure
no
matter
where
they
come
from
they're
ready.
So.
L
A
Thank
you
for
sharing
with
us
you're
welcome.
So
do
we
have
any
comments
from
the
board
members?
Yes,.
G
Miss,
Foxworthy
being
that
I've
been
in
the
kindergarten
classroom
for
over
16
and
a
half
years
and
I
know
the
importance
of
early
childhood
and
development,
I
would
say
on
behalf
of
the
board.
We
thank
you
for
all
that
you
do
because
your
work
is
very
much
so
appreciated
in
the
families
in
our
com,
our
communities.
They
appreciate
you
so
much.
Thank
you.
Thank.
J
J
L
You
I
would
say
that
there
are
bus
down
in
Beaufort.
That's
been
there
for
quite
some
time.
I
think
it's
20
something
years.
I
spoke
with
the
superintendent,
though
I
think
it
was
last
week
up
in
the
stupendous
round
paper
about
the
bus
and
and
it
preceded
him.
So
it's
been
there
for
a
while,
but
we'll
find
out.
A
P
O
A
Is
we
have
three
information
only
items,
but
we
also
have
two
action
items
in
this
meeting.
R
S
R
O
O
Because
it
seems
like
what
we're
doing
is
we're
voting
on
to
bring
the
motion
the
emotions
forward
to
the
board
at
the
board
meeting.
So
why
would
we
I
mean
I,
I,
fully,
understand
and
I?
Think
Lee
I
think
it'd
be
good,
that
we
discuss
these
items
during
the
meeting
of
the
whole
because
it
always
seems
like
in
the
past.
O
Whenever
you
came
up
to
one
of
these
motions,
it
was
read,
stamped,
voted
and
on,
and
there
was
no
discussion
so
the
way
I
see
it
is
if,
as
I
understand
it,
that
we
do
have
the
opportunity
to
discuss
this
during
the
committee,
the
whole
and
I'm
just
asking.
If
the
other
board
members
would
like
to
do
that,
that's.
A
Because
we
have
staff
here
already
and
we
have
time
once
you
go
into
the
first
action
item
before
we
vote
on
it.
I
was
going
to
move
that
we
discussed
that
first
item
because
I
have
things
which
we've
already
talked
about,
that
I
want
to
bring
up,
especially
about
that
first
item
and
then
after
we
discuss
it,
I'll
move
for
the
vote
and
then
we'll
take
the
vote
and
then
we'll
go
to
the
second
item.
What.
P
D
Took
me
a
minute,
so
the
reason
that
we
have
Committee
of
the
whole
is
because
the
various
committees
do
work
in
the
off
time,
between
board
meetings
and
so
Committee
of
the
whole
is
actually
I'm.
Sorry,
my
daughter's
sick,
the
committee
of
the
whole
is
actually
an
opportunity
to
discuss
all
the
things,
because,
typically
the
meetings
will
not
happen
on
the
same
day.
Typically
they'd
be
two
weeks
apart.
So
it's
an
opportunity
to
have
discussion
about
what's
coming
out
of
the
Committees
and
Advance
those
items
to
the
regular
board
meeting.
D
Additionally,
if
we
vote
unanimously
on
anything
coming
out
of
the
committee
of
the
hall,
it
goes
to
the
consent
agenda
for
the
primary
board
meeting.
So
this
actually
is
the
place
of
discussion
where
the
regular
board
meeting
it
typically
is
just
a
vote
Yes
and
move
forward,
because
the
discussion
would
have
happened
in
the
committee
of
the
whole.
O
Thank
you,
that's
very
helpful
and
and
for
time's
sake
it
would
seem
like
the
information
side
of
it.
Any
of
the
could
be
presented
during
the
meeting
the
regular
board
meeting,
and
then
we
wouldn't
have
to
have
that
at
the
committee.
The
whole
sense
it's
just
information
and
not
actionable.
A
H
A
Okay,
so
I'm
going
to
open
that
up
for
discussion
at
this
time
before
we
move
to
vote
on
it
and
I'll
go
ahead
and
take
the
lead
on
that.
It's
my
understanding
that
when
the
Lincoln
High
School
was
taken
from
the
community
there,
the
community
was
passionately
opposed
to
that
happening.
A
For
I
mean
it's
a
an
asset,
a
Community
Asset,
that's
their
only
High
School.
It
has
historical
significance
and
other
areas
of
concern
to
that
Community
I'm,
one
that
I
am
always
going
to
be
in
favor
of
less
government
and
government
intrusion
into
your
lives,
so
I'm
naturally
going
to
side
with
the
community
on
something
like
this.
So
but
and-
and
that's
not
even
an
issue
at
this
point
of
whether
or
not
we
can
undo
that.
A
But
the
issue
is
about
the
funding,
so
there's
some
Mr
Kennedy,
if
you
would
I,
would
like
to
find
out
a
little
bit
of
information
about
this
issue
in
this
situation.
The
reasoning
given
to
that
Community
for
the
removal
of
this
High
School
from
the
community
and
then
to
bust
those
children
to
Wando
was
they
seem
to
be
struggling
with
their
academic
scores.
Even
though
they
were
in
a
a
smaller
classroom,
I
don't
know
that
the
problem
that
those
children
were
facing
was
actually
ever
addressed.
A
But
what
I
would
like
to
know
is:
was
that
decision
really
the
right
decision
and
do
we
have
the
documentation
and
the
scores,
and
and
all
of
that
to
substantiate
that
claim
and
I
understand
that
the
children
that
were
impacted
directly
by
this
decision
have
already
graduated
but
hopefully
graduated,
but
what
about
the
children
that
did
not
go
through
that
process
of
that
school
being
removed
from
them
and
are
now
at
Wando?
Do
we
know
how
those
children
are
doing?
L
So
we
did
look
at
this,
maybe
two
years
ago,
two
or
three
years
ago
and
you're
right,
the
students
that
were
that
were
initially
transferred
from
now
from
on
down
from
a
bill
down
to
one,
though,
have
graduated
so
they're
no
longer
in
the
system,
and
then
we
did
have
a
conversation,
I
think
it
was
with
one
of
the
APS
over
there.
L
But
Anita.
You
have
some
background
information
on.
T
That
I
can
thank
you,
Mr
Kennedy
and
thank
you
Miss
Watley,
for
bringing
that
up.
Pamela
Jabar,
the
former
principal
out
at
Lincoln,
is
now
an
associate
principal
at
Wando,
High
School,
and
she,
along
with
members
of
the
staff
Buffy
Roberts,
won
in
this
room.
We,
the
last
two
years,
we've
met
with
the
district
one
constituent
board,
Reverend
Carlton
and
team,
to
go
over
student
progress
that
exact
things
that
you're
asking
we've
looked
at
student
achievement,
SAT
and
ACT
scores.
T
We've
looked
at
AP
availability,
we've
looked
at
various
Scholastic
things
and
Dr
applesheimer
is
here
in
the
room.
She
was
part
of
the
presentation
as
well.
In
addition,
we've
looked
at
extracurriculars
to
what
access
students
have
that
are
being
bussed
from
district
one
up
to
Wando
after
the
closure
of
Lincoln.
So
we'd
be
happy
to
take
a
look
at
the
latest
cohort
of
students
that
are
zoned
from
district
one
or
zoned
in
district
one,
but
now
attend
one,
bring
a
brief
report
back
to
the
board
for
your
review,
perhaps
at
the
next
Committee
of
whole.
A
Ma'am
I
think
that
would
satisfy
my
my
need
to
know.
Okay.
U
Thank
you,
I
just
want
to
add
to
what
Miss
Wally
is
saying.
T
U
T
O
T
T
You
know
once
students
take
those
cycles
of
exams,
and
so
that's
typically
when
we
do
those,
but
we
can
bring
update
any
of
the
latest
information
we
have
which
will
be
minimal,
but
we
can
certainly
bring
that
to
the
board
at
the
next
meeting.
So.
O
V
You
just
are
a
little
bit
a
little
bit
of
context
on
that,
so
both
campuses
have
been
disposed
of
per
the
direction
of
the
last
board.
The
first
is
the
one
we're
looking
at
now
and
that's
this
vision
of
resources
for
selling
McClellanville
the
selling
or
the
donation
of
Lincoln
campus
has
also
been
made
by
the
board.
So
we
are
going
to
be
disposing
of
the
Lincoln
campus
as
well.
V
We
have
maintained
Lincoln
to
the
minimum
standards
because
we
want
to
ensure
that
for
the
most
as
best
as
possible,
our
resources
are
spent
on
our
active
schools
for
kids
that
are
in
school.
So
we
have
not
done
any
long-term
capital
maintenance
on
Lincoln
High
School.
Their
use
of
the
resources
from
the
sale
mcclanville
will
help
maintain
that
facility
in
a
condition
where
we
can
turn
it
over
next
year.
V
High
School
has
been
donated
to
the
Lincoln
Lincoln
Regional
Center,
it's
a
non-profit
organization.
They
have
a
lease
on
the
facility
right
now
that
was
recently
extended
by
the
board
until
next
year,
but.
V
V
A
A
Why
are
we
not
looking
at
maybe
allowing
that
Community
to
have
back
something
that's
so
important
to
them,
especially
depending
on
what
the
academic
achievement
is,
showing
the
excuse
to
move
them
out
of
there
under
the
guise
of
they
don't
have
the
resources,
but
let's,
let's
make
sure
that
we're
really
making
the
right
decision
for
that
community
and
not
just
something
that
the
district
wants.
V
V
Essentially,
that's
why
we
bought
land
down
Highway
17,
equal
distance
between
Wanda,
high
school
and
Lincoln
High
School,
in
the
hope
that
we
would
draw
more
students
from
the
south
to
create
a
situation
where
we
could
provide
the
educational
opportunities
for
an
ample
number
of
students
that
that
was
the
the
rationale.
V
V
Was
two
options?
One
is
to
rezone
students
from
District
Two
to
that
school,
and
the
other
option
would
be
to
look
at
creating
a
magnet
situation
where
students
would
volunt
students
and
families
would
want
their
kids
to
go.
They
would
want
to
go
there
because
of
the
programs
that
are
offered
in
a
magnet
opportunity.
L
I
I
think
Miss
Kelly
so
that
that
is
a
I
think.
There's
a
committee
that's
being
informed
to
explore
that
the
district
has
purchased
land
SDF
indicated
that's
between
R
and
R,
and
in
Mount
Pleasant,
with
the
intent
of
exploring
how
do
we
with
the
potentially
create
a
new
school
that
would
be
amenable
to
both
families
up
in
the
upper
part
of
17.,
McClellanville,
arendal
and
upper
part
of
Mount
Pleasant,
and
so
that
that
work
has
not
preceded
yet
is
in
the
planning.
L
S
In
you
fired
before
you
aimed,
we
purchased
land
before
we
know
if
we
needed.
L
L
Okay,
16.
and
then
and
then
at
some
point
at
some
point,
a
decision
was
made
to
go
into
this
Arrangement
by
the
board,
with
this
non-profit,
as
Jeff
has
indicated,
and
at
some
point
the
board
decided
to
purchase
land
in
McClellanville.
Excuse
me
the
land
up
up
17
with
the
potential
while
creating
a
new
school.
V
Into
the
point
of
contrast
to
answer
that
question,
the
only
authorization
at
this
point
has
been
the
design
contract
for
the
high
school
that
was
authorized
several
years
ago
in
the
phase
four
phase:
four
sales
tax
program.
So
there
is
design
money
that
has
been
allocated,
Advanced
design,
money
for
the
high
school
design.
U
I
think
that
we
all
agree
that
there's
a
lot
of
discussion
that
needs
to
happen,
but
can
we
so
that
in
the
essence
of
time
restate
the
requests
of
us
today
helpful.
A
V
D
D
It
seemed
the
right
thing
to
do
and
it
still
does
seem
the
right
thing
to
do
to
allow
some
Community
use
from
the
building,
and
so
the
gentleman
who's
leasing
it
is,
did
bring
a
plan.
He
brought
plans
and
he's
been
shopping.
D
You
know
to
the
point
that
some
of
you
all
have
made
since
you
believe
that
it
was
important
to
have
this
school
in
the
community,
because
we
couldn't
keep
that
school
open
or
the
board
at
that
time,
determined
they
couldn't
keep
that
school
open
based
on
the
numbers
of
enrollment,
it's
sort
of
coming
behind
it
and
doing
some
good
by
allowing
the
community
to
do
something
with
it.
On
the
back
end,
foreign.
K
I
P
K
O
V
We're
continuing
to
work
on
the
estimates
for
that
in
the
end
it's
310,
000
and
and
all
of
that
all
of
those
resources
would
be
used
between
a
water
well
and
HVAC,
I'm,
very
confident
that
we'll
need
all
of
that
money.
We've
not
put
any
resources
in
that
facility
for
the
long-term
capital
maintenance
perspective.
Since
it
was
closed,
that's
awesome
so
we're
selling
it
for
325.,
yes,
ma'am.
S
A
M
S
L
I
may
yeah,
so
if
we
were
to
take
a
look
at
the
the
agenda
for
the
committee
as
a
whole
Committee
of
home
for
this
item
for
art
and
finance
committee,
there
are
two
items
here:
this
one:
what
we're
talking
about
the
allocational
funds
and
then
the
approval
of
projects
greater
than
250
000.,
so
it's
listed
on
the
audience.
Excuse
me
yeah,
listed
on
the
committee
on
the
whole
as
an
information
item.
L
So
again,
if
we
just
understand,
let's
just
take
a
look
at
the
agenda,
make
sure
that
we're
okay,
because
we're
not
we
don't
get
it
right.
Then,
when
we
do
the
the
motion,
it's
going
to
be
a
problem
if
they're
correct
yeah.
L
So
if
you
take
a
look
at
item
4A,
it
says
information
and
it's
in
the
background
it
says
the
following
items
were
reviewed
at
the
December
audience
finance
committee
meeting
and
will
be
submitted
to
the
board
at
the
December
meeting,
the
December
board
meeting,
and
so
it
lists
those
two
items.
So
it's
according
to
the
agenda.
A
Meeting
according
to
the
agenda
I'm,
looking
at
the
action,
Sciences
district,
one
allocation
of
funds,
which
I
think
we're
pretty
much
done
discussing,
was
going
to
bring
up
for
a
vote.
L
O
L
Any
accident
item
coming
out
of
the
our
finance
committee
that
get
placed
on
Committee
of
the
whole
automatically
go
over
to
the
regular
board
meeting
automatically,
and
so
that's
why
and
when
it
says
type
of
type
of
action.
Here
it
says
information
on
the
type.
If
you
could
vote
on
it,
it
would
say
action.
A
L
Q
D
D
It
then
gets
voted
on
again
in
the
form
in
the
business
meeting
if
it
did
not
get
unanimous
consent
and
so
I'm,
just
which
is
all
also
why
we
desperately
need
to
have
a
parliamentarian
here,
but
we
we
have
always
voted
on
whatever
was
for
action
and
we
don't
decide
whether
or
not
we
do
or
don't.
We
can
choose
to
withdraw.
L
That
so
so
any
item,
that's
not
audit
and
finance
committee
and
I
am
that's
not
auditing
finance
committee.
That's
an
action
item.
L
O
I
think,
if
you
look
at
the
background,
it
clearly
says
the
following
items
were
reviewed
at
the
December
audit
and
finance
committee
meeting
and
will
be
submitted
to
the
board
at
the
December
meeting.
So
this
is
really
just
for
information
and
for
discussion.
We
just
have
this
Witching
Hour,
in
which
we
have
two
meetings
that
follow
each
other,
so,
theoretically
we
would
be
able
in
the
future.
O
We
would
have
a
week
or
two
to
discuss
this
amongst
ourselves
to
see
if
there
were
any
problems
perceived
and
then,
if
we
needed
to,
we
could
change
some
of
these
motions
before
we
had
the
board
motion.
That's
why
you
would
have
had
the
time,
but
this
is
one
of
those
witching
hours
where,
as
we
go
from
here
to
there
to
here,
which
I
think
is
good
to
have
the
discussion
and
then
when
we
go
into
the
regular
board
meeting,
make
you
know,
make
the
vote
based
upon
the
discussion
that
we
just
had.
O
S
L
I
I
think
I
think
that's
part
of
the
policy
that
relates
to
to
the
committee
of
the
whole
and
and
board
meetings
without
the
without
correct
Auto.
C
S
Okay
and
then
the
second
piece
is
to
to
the
judge
Seymour.
Is
it
improper
for
us
to
have
an
item
listed
on
our
agenda?
That's
titled
action
item
that
we
take
no
action
on.
W
The
way
I'm
reviewing
this
agenda.
This
particular
item
is
for
information.
The
information
the
action
is
in
relation
to
the
background
that
action
would
be
taken
that
the
audit
and
finance
committee
reviewed
it
and
their
action
was
to
bring
it
to
the
full
board
meeting
and
that's
what
the
action
means.
It's
a
it's
a
colon
and
said
this
is
what
the
committee
did.
They
are
going
to
bring
it
to
the
board
so,
for
purposes
of
this
meeting
is
for
information.
S
W
W
W
O
I
think
we
should
move
forward
on
to
the
second
actionable
item
for
information
purposes
and
discussion,
and
that
is
in
the
and
I
thought
it
was
well
put
in
the
spirit
of
transparency.
You
we
were
all
provided
a
list
of
all
expenditures
over
250
000
that
were
going
to
be
made
and
staff
presented
and
defended
each
position
to
the
committee.
O
R
Thank
you,
Mr
robotsky,
so
the
the
board
approval
for
procurement
items
over
250
000
is
to
provide
transparency
as
well
as
to
engage
in
any
questions
you
all
may
have
about
the
items
or
the
procurement
process.
These
are
contracts
that
are
Tethered
to
bodies
of
work
that
have
already
been
approved
and
budgeted
in
the
fiscal
year.
So
this
is
just
bringing
a
level
of
transparency
down
a
little
more
granular
to
the
actual
contracts,
foreign.
O
It's
an
extensive
list.
It
was
an
extensive
education
into
how
Capital
programs
work
and
how
the
sales
tax
phases
are
used
to
pay
for
each
item.
The
good
news
was
that
they
were
all
at
budget
or
under
budget.
There
was
nothing
that
would
increase
any
expenditures
or
increases
to
the
budget,
which
seems
pretty
impressive.
When
you
look
at
some
of
these,
a
lot
of
the
expenses
were
for
management
project
management.
You
know
they
were
just
you
know,
paying
off
our
final
payments
on
certain
contracts.
O
You
know
there
was
one
change
order
which
you
would
have
expected
would
have
affected
the
budget,
but
apparently
it
was
covered
within
the
budget
review.
So
that's
the
good
work
by
the
staff.
O
Then
you
look
down
phase
three
of
the
Wando
High
School
roof
I
mean
that's
just
a
payment
under
the
contract.
So
once
again,
most
of
these
were
all
of
them
were
approved
by
prior
boards
covered
under
budgets,
and
you
know,
through
the
spirit
of
transparency,
they
are
producing
the
expenses
over
250
000,
which
is
a
requirement.
A
O
And
once
again,
since
they're
for
information
purposes,
I
think
this
would
be
fine
for
the
board
meeting.
As
long
as
we
can
ask
questions
or
you
can
ask
questions
because
definitely
on
the
45
day
count
at
the
committee
meeting,
there
were
an
awful
lot
of
questions
about
how
that
report
was
produced
and
then
the
staff
can
give
a
wonderful
outlay
of
how
we're
doing
as
a
monthly
financial
report.
O
But
I
do
think
there
will
be
some
questions
when
the
information
is
given
on
the
40-day
report.
I
I
Q
Q
Cast
your
vote
and
as
soon
as
the
cast
is
on
the
screen,
please
confirm
your
vote.
Foreign.
Q
Q
A
I
actually
have
it
would
like
to
bring
up
a
discussion
on
one
of
the
items
in
the
minutes.
If.
A
A
I
thought
I
had
it
in
my
paperwork.
It
is
not
the
special
called
meeting.
It
is
on
the
meeting
that
we
were
not
in
attendance
for.
A
There
were
two
actions
taken
action,
a
and
then
action
b
and
under
B.
There
are
two
items,
one
and
item
two,
if
or
nothing
else,
I
want.
A
This
discussion
on
the
record
publicly
about
foreign
B
is
school
security
part
one
motion
to
approve
number
one:
Engage
The
Services
of
a
private
security
company
to
assign
armed
security
officers
at
schools,
currently
lacking
a
full-time
school
resource
officer,
SRO
due
to
law
enforcement,
Staffing
constraints
and
then
item
two
approve:
the
allocation
of
1.2
million
dollars
in
fund
balance
for
the
purchase
of
weapons
detectors
for
all
high
schools
and
programs.
Q
A
Would
like
those
two
items
addressed
and
pushing
them
over
to
January
is
fine.
Okay,
as
long
as
we
address
them.
Q
Q
Passes
item
two:
do
I
hear
a
motion
to
convene
executive
session
to
consider
items
covered
by
attorney
client
privileged
I
make
a
motion.
A
I
O
I
Q
Of
Allegiance,
oh
so
sorry
we!
Yes,
we
need
to
do
that
if
you'll
stand
and
join
us
for
a
moment
of
silence
and
then
Mr
Grabowski
will
lead
us
in
the
Pledge
of
Allegiance.
O
P
Q
U
Q
D
It
didn't
populate
for
me,
I
vote,
Yes.
G
Anyone
making
an
in-person
public
comment
can
approach
the
podium
as
I
call
your
name.
First
up,
we
have
Sean
Smalls.
F
G
Not
here,
okay,
next
person
up
is
natrese
Hendricks.
X
X
507.79
of
this
amount
we
paid
salaries,
rent
and
all
operating
expenses,
our
rental
utilities
total
96
000
per
year,
and
it
has
proven
to
be
increasingly
difficult
to
operate
the
additional
services
that
we
would
like
to
offer.
Our
students,
however,
with
scant
resources,
Greg
Mathis,
Charter
High
School,
has
nevertheless
made
remarkable
progress
in
serving
our
most
vulnerable
students.
Over
the
past
seven
years,
we
have
improved
the
financial
management
of
our
school
and
increased
student
achievement
on
average.
Q
G
Thank
you.
Ma'am
next
is
gay
Tran
Young.
Y
I'm
teacher
young
I'm
at
Great,
Mets,
Charter,
High,
School
and
I
just
wanted
to
ask
if
you
possibly
can
help
these
at-risk
students
with
a
bag
of
space
and
I
know
y'all
have
a
budget,
but
please
see
if
y'all
can
possibly
help
these
students
and
I
am
one
of
those
students
that
had
a
second
chance.
So
I
know
what
it's
like
to
have
people
believe
in
you
and
help
you
and
with
education
we
at
risk
students.
We
need
that.
G
G
Jacobs
here,
okay,
next
we'll
go
to
online
comments
that
have
been
written
and
I
just
want
to
read
a
few,
because
I
believe
that
everybody's
voice
is
important
and
they
need
to
be
heard.
We
have
one
from
Miss,
Carol
Temple
says
Dear
board
members
I
am
surprised
about
the
two
algebra
goals.
The
reason
is
that
I
know
from
personal
and
professional
experience
that
some
students
are
not
ready
for
eligible
one
in
Middle
School.
Okay,
some
point,
my
son
is
an
engineer
and
is
brilliant
in
math
he
was
not
ready
for
algebra
in
eighth
grade.
G
However,
in
ninth
grade
he
took
both
algebra
and
geometry
and
went
on
to
take
all
of
the
upper
level
math
courses
offered
in
high
school
and
college
there.
There
is
some
things
to
be
said
about
kids
being
developmentally
ready
for
math
concepts,
I'm
questioning
having
two
goals
so
focused
on
algebra
one.
What
about
addressing
math
literacy
expectations,
accomplishments
by
eighth
grade
algebra
one
could
be
sub
goals.
Your
thoughts
and
rationale
regards
Dr,
Carol
Temple
and
the
next
one
is
from
Joanne
Joan
chard.
G
It
says
South
Carolina,
School
Districts
are
not
doing
well
at
all
her
Post
and
Courier
Sarah
Gregory,
the
majority
of
the
three
billion
Federal
pandemic
relief
money
must
be
spent
in
or
on
poor
Black
and
Hispanic
students.
Their
first
mistake
was
not
following
Federal
government's
stipulation,
since
they
spent
barely
one
percent
of
pandemic
money
on
disadvantaged
students.
Their
second
mistake
was
not
following
Beaufort
District's
model
of
intentionally
targeting
student
programs
using
data,
verifying
programs
for
reaching
needle
native
media
students.
G
The
fact
that
blacks
overwhelmingly
had
a
chosen
virtual
computer
instruction
may
have
hindered
Black's
achievements
with
whites,
overwhelmingly,
choosing
effective
in-class
instruction,
Beaufort
focused
on
past
virtual
Learners,
doubling
off-site
after-school
programs,
partnering
with
churches,
non-profit
groups
and
hiring
qualified
coordinators
S3
requires
District,
spend
20
percent.
Limiting
students,
coveted
learning
losses,
just
15
percent
of
yes
or
funds
has
been
touched,
leaving
1.9
billion
from
that
pot
alone.
Despite
that,
in
only
two
years,
South
Carolina's
remaining
2.5
billion
disappears.
G
Their
third
mistake
was
never
putting
2021
plans
into
operations,
as
suggested
by
the
trivial
15
of
sr3
learning
loss.
Money
spent
districts
are
now
evaluating
their
programs
and
purposes
of
elimination
and
expansion.
Revisions
are
due
December
2022,
but
some
districts
never
activated
2021
paper
plans.
Their
fourth
mistake
is
not
having
uniform
accounting
rules,
so
overlapping
vague
category
descriptions
may
take
make
tracking
impossible
in
deciding
programs
to
success.
Where
is
our
South
Carolina
educational
leadership
in
our
cover
learning
loss
programs?
G
The
third
is
Detra
Young
High
CCSD
Board
of
Trustees
I,
am
running
to
ask
if
you
can
find
it
in
your
heart
and
budget
to
please
give
our
at-risk
students
at
Greg,
Mathis,
Charter,
High
School,
a
building
that
we
can
use
to
better
educate
support
and
support
our
students.
These
students
have
come
a
long
way
with
their
education
as
well
as
their
personal
lives,
the
Ingenuity
interventionist
behaviorist
after
school.
G
Thank
you,
Nancy
Lewis
congrats
to
all
the
new
board
members
I'm
hoping
you
can
make
some
changes
in
CCSD,
I
have
a
seventh
grader
at
mootry
and
I
was
helping
her
with
her
social
studies.
She
had
to
watch
a
video
from
Flocabulary
and
it
emphasized
whites
being
racist.
All
throughout
history
I
think
it's
a
bad
idea
to
make
General
generalizations
about
any
race.
The
lesson
was
an
imperialism,
but
did
not
seem
to
teach
the
facts.
I'm
aware
that
there
are
other
sites,
CCSD
uses
that
slip
and
critical
race
Theory.
G
It
doesn't
jump
out
a
first,
but
if
it's
there
their
books
in
elementary
schools,
sexualizing
children
and
teaching
them
about
being
activists,
I
hope
this
board
will
look
into
this
and
I
hope.
Schools
will
return
to
teaching
critical
thinking,
skills
and
emphasizing
academics.
I
know
you
are
just
having
your
first
meeting.
I
just
want
this
subject
to
be
on
your
radar.
Flocabulary
has
no
place
in
our
schools.
Thank
you
for
all.
You
do
and
we
have
Catherine.
Jenkins
greetings:
CCSD
Board
of
Trustees
I'm
Miss
Jenkins
from
Greg
Mathis,
Charter
School.
G
Allow
the
school
space
for
programs
such
as
ROTC,
mentorship
and
apprenticeship
room
to
provide
for
vocational
training
programs
allow
us
to
have
an
indoor
gymnasium
and
an
inappropriate
Stadium
equipping
playing
field
to
allow
students
to
have
ample
opportunities
for
Vital
physical
activities
and
various
sports
activities.
Thank
you
for
your
consideration
regarding
this
request
and
Jacqueline
Stewarts
good
morning.
Oh
good,
good
evening,
I'm
writing
to
share
my
view
in
support
of
creating
finding
a
school
building
for
Greg
Mathis
Charter
High
School
I
presently
serve
as
the
instructional
coach
at
Greg
Mathis
Charter
High
School.
G
As
an
educator
of
35
years,
I
have
witnessed
firsthand
the
importance
of
a
child's
School
experience,
having
served
as
a
high
school
teacher
for
17
years,
principal
assistant,
superintendent
and
ultimately
refer
retiring
as
superintendent.
Educating
the
whole
child
is
the
key
to
sending
our
students
into
the
world
with
skills
they
need
to
succeed.
G
The
high
school
experience
is
one
that
is
forever
in
our
memories.
For
some,
it
was
a
time
of
pure
excitement
as
clubs,
teams,
performances
and
events
shaped.
The
way
in
which
we
review
reviewed
the
future.
For
others,
it
was
a
time
to
find
one's
voice,
one's
Direction
one's
purpose,
while
ironing
out
one's
insecurities,
regardless
of
one's
High,
School
situation,
every
child
is
deserving
of
the
same
opportunity
to
set
their
Futures
in
motion
for
most
that
opportunity
requires
a
good
deal
of
support
which
we
know
comes
in
various
forms.
G
We
as
educators
are
keenly
aware
that
all
students
come
to
us
with
different
skills
and
different
needs.
We
are
changed
with
providing
a
well-rounded
education,
which
includes
so
much
more
than
academics
at
minimum.
All
students
should
be
provided
a
facility
to
accommodate
that
High
School
Journey,
which
is
ever
so
important
in
shaping
their
future
larger
classrooms,
lead
to
more
effective
instructions.
More
more
teachers
mean
more
academic
choices
to
create
a
well-rounded
character
teams,
Foster
a
sense
of
camaraderies
for
honoring
those
soft
skills
so
necessary.
G
G
They
are
no
less
a
deserving
of
a
building
where
they
may
learn
a
trade
join
a
team
take
a
science
class
where
there
is
a
true
lab
experience,
benefit
from
physical
education
eat
in
a
dis,
designated
lunchroom
and
attend
assemblies
and
pep
rallies
to
name
just
a
few
of
the
true
High
School
experiences
are
gmchs.
Students
should.
G
Is
Narda
Young,
and
this
is
quick
having
a
member
having
been
a
member
of
the
Greg
Mathis
Charter
High
School
family.
For
the
past
six
years,
I've
experienced
firsthand
the
far-reaching
impacts
of
having
such
a
limited
space.
G
Additional
space
would
also
enable
us
to
have
an
indoor
gymnasium
in
an
appropriate
Stadium
equipped
playing
field
which
would
allow
students
to
have
adequate
opportunities
for
Vital
physical
activities.
Let
us
not
further
manage
our
students
here
at
the
Greg
Mathis
Charters
High
School,
by
continuing
to
box
Us
in
and
restricting
our
growth.
Please
provide
us
with
the
space
we
need,
thanks
in
advance
and
I'm.
G
Q
R
Thank
you,
madam
chair
I'll,
defer
to
Mr
burrowi
and
Ms
Barnett
for
this
particular
item.
Z
Hi
good
evening
board
chairman
McKinney
and
board
members
of
Trustees.
My
name
is
Angela
Barnett
I'm,
director
of
planning
and
real
estate,
so
I'm
going
to
briefly
touch
on
this
item.
There
was
a
lot
of
discussion
in
the
committee
of
the
whole
meeting,
so
I'm
just
going
to
really
briefly
touch
on
this.
The
board,
of
course,
approved
the
sale
of
McClellanville
middle
in
October
of
2022..
We
are
set
to
close
on
the
property,
of
course,
December
or
14th
this
week.
Z
V
Can
I
just
add
a
couple
of
things
to
the
earlier
discussion?
Contractual
matters,
the
entire
contractual
matter
for
this
was
held
in
an
executive
session
when
the
board
voted
to
dispose
of
this
property.
So
we
are
not
able,
in
keeping
with
our
legal
requirements,
to
talk
about
details
related
to
the
offers
made
on
this
property,
but
I
will
say
that
it
was
on
MLS
since
October
at
last
year
and
continues
to
be
on
MLS
just
as
an
indication
of
the
interest
in
that
in
that
property.
V
The
second
point
is
that
at
McClellanville
middle
campus,
we're
expending
approximately
ninety
thousand
dollars
a
year
every
year
that
we
have
that
property
and
it's
not
used
as
a
school
at
this
point,
so
that
will
result
in
a
savings
to
the
district.
Once
we
sell
this
property.
P
O
I'd
I'd
like
to
make
a
motion
Madam
chairman,
to
allocate
the
proceeds
from
the
sale
of
the
former
McClellanville
Middle
School
to
the
facility
management
for
the
former
Lincoln
High
School.
A
Have
our
good
questions?
I
just
have
a
quick
question
when
the
sale
of
McClellanville
Middle
School
was
and
I'm
not
going
to
get
into
the
details
of
the
contract,
but
when
the
sale
was
agreed
upon
in
the
con.
What
year
did
you
determine
the
sale
price.
V
I
R
You,
madam
chair,
the
list
before
you
is
a
list
of
seven
items
that
we
put
forward
on
the
procurement
worksheet
of
of
contracts
and
procurements
greater
than
250
000..
R
The
projects
listed
here
are
largely
facilities,
management
and
capital
projects,
as
well
as
some
facilities,
mate
facilities,
maintenance,
the
item,
the
the
worksheet
before
you
list
the
vendor
names.
A
brief
detail
of
what
the
particular
item
is
the
amount
and
then
what
our
solicitation
or
our
procurement
process
was
for
each
individual
item
and
I'll
answer.
Whatever
questions
you
have.
I
Q
R
Okay,
thank
you
yes
ma'am.
So
this
is
a
a
excuse
me.
This
is
a
report
reflecting
the
45-day
average
daily
membership,
which
is
different
than
enrollment,
so
miss
Melanie
will
dive
into
the
details
of
the
45-day
membership
average
daily
membership
and
I'll
defer
to
miss
Angela
Barnett,
to
discuss
enrollment,
to
try
to
distinguish
the
two
and
for
the
purposes
of
discussion
for
today,
Miss
Melanie.
E
Good
evening,
the
report
that
you
have
in
front
of
you
is
this
is
a
direct
representation.
Are
you
able
to
hear
me?
Okay,
yes,
okay,
thank
you
is
a
direct
representation
of
these.
What
is
shown
on
the
state
department
of
education's
website
as
our
45
ADM,
we
provide
a
comparison
of
the
past
five
years
in
addition
to
a
comparison
to
Prior
year
135.,
so
you
can
see
that
in
total,
our
student
account
or
the
ADM
count
increased
by
48.
E
The
two
significant
changes
on
this
are
the
categorization
of
students
between
high
school
and
Vocational,
which
is
showing
that
our
students
are
heading
towards
their
college,
career
Readiness
and
by
being
in
the
programs,
and
that
funding
gets
the
1.2
waiting
per
student
versus
the
1.0,
which
is
paid
for
all
of
our
traditional
kindergarten,
Primary
Elementary
and
high
school
students.
E
The
other
significant
change
is
the
growth
in
our
three
and
four-year-old
programs,
which
you
heard
descriptions
earlier
from
Kim
Foxworth,
and
that
represents
the
return
to
a
normal
class
size
which
they
have
not
been
able
to
do
until
this
year.
So
and
they're
going
to
continue
adding
programs
so
that
will
continue
to
grow.
R
Thank
you,
Miss
Melanie
I'd
also
like
to
add
that
one
would
we
use
this
report
for
in
the
district,
the
state
uses
the
average
daily
membership
to
assign
weights
and
that's
how
our
funding
is
derived.
This
is
different
from
enrollment
one
category
that
the
state
did
not
fund
this
year
was
dual
enrollment,
largely
because
our
base
allocation
changed.
The
state
legislation
changed
on
how
we
receive
funds
from
the
state
Miss
Barnett.
Would
you
like
to
cover
enrollment.
Z
I'm
gonna,
just
very
briefly,
touch
on
enrollment,
because
I
literally
could
spend
an
hour
with
you
going
through
each
district
to
kind
of
give
you
a
brief
snapshot.
So
when
you
get
ready
for
that,
you,
let
me
know
mainly
what
I'm
going
to
go
over
is
just
in
very
brief
about
how
we
look
at
enrollment
projections.
So
every
year
we
look
at
enrollment
projections
and
what
we're
mainly
doing
is
looking
at
the
survival
cohort
methodology
which
looks
at
the
grade
progression
and
assigns
a
ratio
and
it's
based
off
of
historical
enrollment.
Z
the
day.
45
data
is
also
used
in
a
unique
way
that
we
are
able
to
take
that
day,
45
data
and
we
geocode
every
student.
That's
in
our
district
that
lets
us
know
where
they
are.
That
then
generates
another
piece
of
data
that
we
use
in
enrollment
projections
and
that's
our
live
and
attend
analysis
that
live
and
attendant
analysis
really
lets
us
see
who's
attending
our
school.
Who
is
leaving
a
certain
attendance
Zone
and
may
be
attending
another
school
and
who's
coming
from
a
different
attendance
Zone
and
attending
that
school?
Z
So,
as
you
get
into
your
roles,
you'll
get
that
document
and
we
usually
give
a
brief
snapshot
of
that
document.
Also
you'll
receive
that
we
have.
Those
documents
are
posted
on
a
yearly
basis,
going
all
the
way
back
to
2017..
So
there's
a
lot
of
information
there,
but
we
also
utilize
that
some
of
the
other
things
we
look
at
every
quarter.
Z
We
meet
with
the
local
municipalities
to
gather
what
is
being
built
in
the
areas
we're
looking
at
plan
developments
and
we're
also
looking
at
future
projections
from
that
that
actually
gives
us
a
student
yield
count
that
we're
able
to
actually
look
at
the
growth
of
how
many
of
those
units
are
being
built
and
apply
that
every
year,
that's
just
another
piece
of
information.
We
use
one
of
the
things
that
I
hear.
Z
We
also
have
different
demographic
pockets
and
that's
why
you
know
it
could
be
a
whole
conversation
that,
even
though
we
have
lots
of
schools
and
we're
seeing
lots
of
growth
they're
just
not
attending
our
schools,
I
like
to
say
that
D20
is
a
good
representation
of
that.
When
we
look
at
how
many
new
structures
are
going
up
at
apartment
complexes,
but
those
are
not
the
children
that
attend
our
schools,
so
we're
looking
at
all
of
the
different
factors
that
go
into
those
plan
developments
also
and
and
the
population
that
they're
engaged
to.
Z
We
also
look
at
school
programming
and
rezoning.
That's
one
of
those
things
that
we
look
at
things
like
academic
magnet
and
the
unique
programming
they
have.
We
look
at
other
schools
that
may
have
a
stems
program.
An
arts
program.
All
of
those
things
we
can
look
at
and
really
just
determine
if
there's
Trend
analysis
that
shows
that
more
students
are
attending
those
schools
and
then
we
ultimately
look
at
an
empirical
understanding
of
what
is
going
on
in
each
one
of
these
demographic
areas,
and
that
really
tells
us
a
lot.
Z
Ultimately,
we
do
like
I
said
we
do
enrollment
projections
once
a
year
and
I
I
like
to
say
that
we
then,
after
we
complete
that
process
the
following
month,
we
then
do
what's
what's
our
future
forecast,
then
we
look
at
all
of
that
information
and
we're
able
to
give
a
five-year
forecast.
We
used
to
look
at
forecast
all
the
way
to
10
years,
but,
as
we
can
all
see,
living
in
Charleston
County
things
are
changing
so
fast.
We
realize
that
that
data
once
we
looked
at
it,
it
kind
of
wasn't
giving
us
a
true
picture.
Z
Enrollment
projections
are
used
to
set
establish
our
gof
budgets
allocations.
We
look
at
it
for
building
capacity
which
drives
f,
m
and
capital
building
programs.
We
also
look
at
it,
for
it
sets
our
attendance
zones,
so
we
really
have
to
stay
on
top
of
what
we're,
what
we're
doing
with
this
data
and
how
we
are
utilizing
it
and
overall
we're
looking
at
it
in
great
detail.
Z
I
O
I
know
what
was
brought
up
in
committee.
One
of
the
concerns
was
that
the
way
this
report
was
drafted
now
that
we've
gone
to
single
District
representation,
it's
kind
of
hard
for
us
to
figure
out
what
districts
are
growing
and
what
good
districts
are
not
growing
and
I
know.
There
was
a
lot
of
concern
raised
by
the
committee
that
we're
not
capturing
all
the
students
that
may
have
been
lost
during
the
pandemic.
Have
you
been
taking
any
further
actions
in
looking
how
to
revise
this
report?
So
IT
addresses
that
issue.
P
C
L
Couple
couple
of
response
there
so
in
terms
of
the
students
that
may
have
been
lost
during
the
pandemic,
so
staff
has
been
been
tasked
to
review
that,
and
so
that's
that's.
That
will
happen.
The
report
itself,
the
ADM
report
went
with
that
that
Miss
Melanie
presented
that
that's
that's.
That
has
to
be
submitted
to
the
state
department
in
that
format
because
they
use
that
report
too,
for
the
state
funding
to
all
school
districts.
So
that's
consistent
throughout
all
school
districts
throughout
the
state.
L
But
then
to
your
point
about
the
new
lines.
With
with
four
board
members,
we
have
not
discussed
that
we
can
take
a
look
at
taking
a
look
at
identified,
Pacific
schools
and
Pacific
new
District
areas
and
see
how
we
might
we
might
report
that,
but
but
also
we
have
to
also
continue
with
the
with
the
traditional
constituent
district
one
to
410
Etc,
because
that
drives
a
lot
of
like
like
as
we
indicate
that
drives
a
lot
of
decisions.
So
we'll
look
at
it.
L
Q
We
will
move
on
then
to
the
next
item.
R
Thank
you,
madam
chair
I'm,
going
to
defer
to
miss
Joyce
Costello
to
review
our
monthly
capital
projects.
Report,
foreign.
B
That
program
is
actually
winding
down
the
expenditures
for
the
2017
through
2022
Capitol
Building
program
phase,
four
were
2.7
million
dollars,
the
expenditures
for
the
2023
through
2028
Capitol,
Building
program,
Phase,
5
or
4.4
million
dollars,
the
expenditures
for
the
2023
through
2028
Capitol
Building
program
phase.
Five
projects
funded
with
long-term
debt
were
zero.
B
Q
R
You,
madam
chair,
so
what
this
report
is:
it's
a
snapshot
of
our
revenue
and
expenditures
year
to
date
in
comparison
to
this
time
point
in
time
last
year.
So
as
of
right
now,
our
revenues
are
up
11
million
dollars,
largely
because
of
the
new
state
funding
formula
passed
this
past
legislative
session.
Our
local
tax
revenue
came
in
about
4.8
million
dollars
higher
as
well,
so
we're
faring
and
tracking
about
15
million
dollars
over
15.8
million
dollars
over
where
we
were
this
time
last
year
for
Revenue
for
our
expenses,
our
expenses
are
tracking.
R
As
far
as
the
FY
23
budget
is
concerned.
In
that
budget
we
built
in
salary
incentives
for
teachers
and
additional
compensation
incentives
as
well.
That
said,
we're
about
three
million
dollars
higher
in
our
salaries
this
year
versus
last
year,
which
is
and
and
benefits
which
is
driving
the
cost
difference
from
this
point
in
time
this
year
to
last
year.
R
Overall,
we
are
in
good
condition
as
a
district
financially
and
we'll
keep
tracking
this,
and
what
will
happen
at
the
turn
of
the
calendar
year
will
begin
to
project
out
where
we
see
ourselves
ending
for
this
actual
fiscal
year.
Regarding
our
budget
to
actuals
and
we'll
present
that
information,
then
what
questions
do
you
have?
Please.
O
The
committee
is
looking
forward
to
January
when
we
start
going
into
the
itemized
side
of
the
budget,
where
we
will
be
responsible
for
so.
A
lot
of
what
is
being
discussed
is
is
been
addressed
by
other
boards
and
what
I
can
say
is
they've
done
a
very
good
job
in
keeping
the
other
boards
on
track
with
what
they
approved.
So
I
hope
that
we
see
the
same
thing
in
the
upcoming
year.
Q
We
are
own
to
item
eight,
a
the
South
Carolina
School
Board
Association,
our
we
need
a
delegate
to
represent
our
entire
region
for
a
four-year
term.
On
that
point
and
I
am
moving
to
nominate
Darlene
dunmeyer
Roberson
for
that
position.
Q
Prior
to
our
meeting
just
so
you
know
the
entire
board
received
the
description
of
that
position
and
it
was
it's
well
known
and
that
she's
qualified
I.
S
Got
a
question:
I,
yes,
can't
question
I
can't
overstate
her
Darlene's
qualification,
most
certainly
Miss
dunmire.
Are
you
on
a
four-year
two-year
term
and
does
that
impact?
How
this
would
work.
Q
You'll
cast
your
vote
and
then
confirm
its
accuracy.
Q
We
are
now
on
to
the
next
item:
eight
B,
the
appointment
of
a
head
start
board,
light
liaison
and
I
move
that
we
appoint
Carlotta
Bailey
as
the
Head
Start
board
liaison.
We
received
those
qualifications
prior
to
the
meeting
as
well.
Q
U
Q
Thank
you.
Do
I,
hear
a
motion
to
reconvene.
Open
Session
I
make
a
motion
to
reconvene.
Second,
thank
you.
Voice
vote,
all
those
in
favor
any
opposed.
Thank
you
closing
items
item
11
on
IR
our
agenda.
Q
The
next
Committee
of
the
whole
meeting
is
January.
The
9th
2023
and
the
next
board
meeting
is
January
23rd
2023.
O
L
So
the
next
Finance
meeting
is
going
to
be
the
second
Tuesday
in
January,
second
Tuesday
yeah.
So
let
me
that's
gonna,
be
the
10th,
okay,
great
and,
and
so,
and
that
is
not
the
standard.
The
standard
is
the
first
Tuesday,
but
the
first
two
since
the
day
we
get
back
from.
O
That's
why
I
thought
there
was
some
confusion
going
on
with
a
lot
of
these
dates
because
of
January.
Thank
you
very
much
are.
K
We
had
some
discussion
about
timing
of
the
Committee
of
the
whole.
Is
this
an
appropriate
time
to
discuss
that.
Q
Q
All
right
so.
Q
So
without
a
second,
we
don't
have
a
motion,
but
we
I
can't
discuss
something:
that's
not
on
the
agenda.
Maybe
we
can
address
it
later
with
among
ourselves
and
with
staff
foreign.
S
Q
Thank
you.
Do
I.