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From YouTube: CCSD Board of Trustees Regular Meeting | June 26, 2023
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B
B
C
A
B
And
the
motion
passes
eight
yays
now
that
we
have
called
the
meeting
to
order
and
we
have
adopted
the
agenda.
I
want
to
take
just
a
minute.
Yes
for
an
item
that
is
not
on
the
agenda,
but
I
think
I
will
be
forgiven.
B
B
Now
is
there
a
motion
to
approve
the
minutes
of
the
Board
of
Trustees
meeting
for
May
the
22nd
2023.
I
moved
moved
by
Ms
Whatley.
Is
there
a
second
second
son
is
Roberson
foreign.
B
B
Two
two
of
them
were
not
had
more
than
one
item,
so
I
didn't
include
all
of
them
in
that
so
move.
Thank
you.
Ms
Roberson
is
there
a
second
second
to.
B
F
B
B
B
A
B
Thank
you
a
reminder
to
our
participants
for
the
public
comment
period.
Do
we
have
our
two-minute
timing
box
handy.
B
We
I
know
it's
on
the
screen,
but
when
we
come
back
into
Open
Session,
if
we
could
have
it
for
our
our
Board
of
Trustees,
so
that
everyone
goes
by
their
time
frame
as
well
for
public
comments,
I
will
remind
you
that
no
speaker
may
use
the
public
comments
session
for
personal
or
derogatory
come
in
of
any
individual
to
discuss,
Personnel
matters
or
to
discuss
matters.
Otherwise,
private
or
confidential
speakers
are
to
discuss
issues,
not
individuals.
G
Good
evening,
everyone
I'm
I'm,
going
to
call
forth
the
first
five
speakers.
Please
come
up
to
the
podium
and
please
State
your
first
and
last
name:
Erica
great
Simmons,
Valerie,
Gilyard,
Anthony,
Monisha,
Matthews,
Clinton,
McPherson
and
Patrick
Martin.
H
I
I
Everybody,
my
name
is
Patrick
Martin
nice
to
see
you
all
again:
I'm
a
CCSC
parent
and
teacher
and
frequent
attender
of
school
board
meetings.
As
the
teacher
of
writing,
I
can
tell
you
I
love
a
good
process.
The
writing
process
is
fertile
ground
for
planning,
drafting,
revising
and,
ultimately
publishing.
I
It's
been
an
honor
to
see
the
planning
stages
of
this
year.
Next
year's
budget
unfurl
with
the
renewed
interest
in
teacher
compensation
and
retention
and
attraction
I
applaud
you
all
I,
really
appreciate
you
hearing
the
input
of
the
teacher
compensation
task
force.
It
means
a
great
deal
to
teachers
and
Community
stakeholders
with
its
many
voices
representing
a
range
of
stakeholders
in
Charleston,
I'm
hopeful
tonight
that
we'll
see
one
last
revision
before
this
budget
is
published.
I
We
hope
that
the
board
might
see
that
it's
prudent
to
go
even
further
than
the
five
thousand
dollar
bonus.
Advocates
have
listened
to.
Different
scenarios
have
been
proposed
and
revised
and
amended
and
we're
here
today
to
thank
you.
We
appreciate
your
work
and
we
hope
to
finish
strong
and
we
would
hope
that
we
as
teachers
can
encourage
you
to
be
bold.
I
I
would
like
to
encourage
you
to
do
more
than
what's
been
asked
if
there
is
money
in
the
sr3
funds
for
Teacher
retention
Improvement
to
finance
a
seven
thousand
dollar
bonus,
please
consider
going
above
and
beyond,
for
the
teachers
who
go
above
and
beyond
for
our
young
people
every
day
this
fall
after
the
budget
is
published,
finalized
and
the
link
is
dry.
I
would
like
to
invite
you
all
to
visit
my
English
class.
I
G
J
We
all
agree
that
teachers
need
to
be
paid
more,
but
isn't
the
best
interests
of
our
students
to
have
teachers
that
are
paid
at
a
professional
wage
for
the
challenging
and
complex
complex
tasks
that
we
do
daily
I'm
here,
for
a
few
reasons,
I'm
here
to
thank
the
board
for
showing
their
support
by
increasing
all
teacher
salaries
by
five
thousand
dollars.
That
means
a
lot
to
us,
I'm
here,
to
speak
for
the
CCSD
teachers
in
support
of
the
five
thousand
dollar
one-time
bonus
using
the
Esser
funds.
J
J
The
five
thousand,
the
five
thousand
dollar
bonus
would
be
a
step
in
the
direction
of
paying
teachers
for
expertise.
Our
experience
and
our
time
the
five
thousand
dollar
bonus
would
be
greatly
appreciated.
Now,
let's
talk
realistically
for
a
moment,
the
five
thousand
dollars
will
be
taxed
at
thirty
percent.
Being
that
the
teachers
will
not
see
five
thousand
dollars
now.
J
I
know
there
were
a
variety
of
options
and
I'm
asking
if
the
seven
thousand
dollar
bonus
is
approved,
it's
also
taxed
at
thirty
percent,
but
it
means
teachers
will
see
closer
to
five
thousand
dollars
in
their
pocketbook.
I
asked
the
board
to
consider
the
seven
thousand
dollar
bonus
if
that's
not
feasible,
due
to
a
lack
of
funds.
J
I
do
understand,
lastly,
I'm
here
to
urge
the
board
to
continue
an
ongoing
discussion
with
the
task
force
and
come
up
with
a
plan
to
further
increase
teacher
salaries
in
the
next
two
to
three
years
and
publish
it
as
soon
as
possible
as
I
know
that
will
influence
teachers,
decisions
to
come
and
stay
in
CCSD
I'm
hopeful
you'll
pass
this
substantial
bonus
for
the
teacher's
snipe.
Thank
you.
Thank.
K
K
Just
as
the
teacher
who
just
spoke
said,
five
thousand
dollars
is
awesome,
but
if
I'm
being
real
with
you,
that's
not
enough
to
make
me
come
back
as
a
teacher
as
an
educator
for
this
District,
because
I
still
would
not
be
able
to
pay
my
bills.
So
when
you
go
to
make
your
vote
tonight,
there
I
I
feel
very
confident
that
each
and
every
one
of
you
will
vote
Yes
for
the
bonus,
because
there's
literally
no
reason
not
to
the
SR
funding
is
there
and
if
we
don't
use
it,
we
will
lose
it.
K
But
I
do
ask
just
like
she
said
it's
going
to
get
taxed
at
30
percent,
so
reach
into
the
pockets
and
give
these
teachers
every
single
penny
that
you
possibly
can
I
also
want
to
advocate
for
our
paraprofessionals
when
I
was
in
the
classroom.
I
had
a
teaching
assistant
and
we
talked
very
open
and
honestly
about
finances
and
our
teacher
assistants,
our
office,
women
and
men.
K
It's
sinful
what
we're
paying
them
like,
it's
so
simple,
and
if,
if
it
is
possible,
I,
don't
I,
don't
know,
I
haven't
looked
at
the
finances,
but
if
it
is
possible
to
also
give
them
a
bonus
with
this
money,
I
think
that
it
is
the
absolute
least
that
we
can
do
for
them.
Thank
you.
L
What
we
heard
was
practical,
thoughtful
and
thought
provoking.
We
have
the
summarize
results
that
we
will
share
in
writing
and
we
would
like
to
share
these
directives
from
the
community
meeting
in
a
presentation
to
school
boards
and
superintendents
in
the
Tri-County
area.
We
appreciate
the
opportunity
to
present
what
we
heard
to
the
bull
board
in
the
future
meeting.
Thank
you.
M
Anthony
G
Bryan
president
Brian
Group
Inc,
since
1993.
I
made
I
was
the
only
person
to
make
public
comment
at
Charleston
County's
budget,
the
only
African-American
to
make
public
comment.
Union,
payer
development
in
terms
of
Tiff
districts
that
we're
going
to
be
doing
these
Tiff
districts
take
away
from
the
budgetary
process.
M
These
Tiff
Justice
have
been
really
really
harmful
to
education
in
South
Carolina.
Secondly,
many
African
Americans
are
living
under
the
poverty
line.
Therefore,
basic
needs
are
not
even
being
met
and
therefore
that's
a
real,
serious
problem.
We
made
up
a
great
majority
of
this
state
at
one
time.
Read
the
black
majority
by
Peter
wood,
but
I,
normally
don't
come
to
school
board
means
I,
feel
that
school
boards
are
not
for
a
political
exercise.
M
I
think
identify
the
positive
practice
of
issue,
disparity
issues,
issues
for
us
causation
and
other
issues
that
are
really
really
important
to
me,
and
particularly
as
a
black
man
and
I.
Make
no
apology
for
that
before
you,
because
African-American
males
are
concentrated
in
a
large
numbers.
We
want
the
Department
of
Justice
notice
about
the
personal
respiratory
information
to
be
posted
for
our
young
people.
Criminal
street
gangs
accessory
conspiracy
laws
Firearms.
All
this
must
be
on
the
table
for
notice
of
their
parents
in
terms
of
the
consequence
of
their
behavior.
M
That's
why
I'm
here
tonight
we
need
appropriate
and
effective
notice
for
young
brothers.
That's
why?
Who
I
am
that's
what
I
represent?
That's
what
I
stand
for
black
men
and
black
manhood
and
I'm
concerned
about
them
occupying
prison
cells
and
the
causation
of
prison
cells
may
be
here.
Educational
system
that
may
have
failed
African-American.
Not
me,
I
had
great
parents,
not
me
not
many
of
my
friends,
others
that
did
not
have
depends.
Parents
I
had
growing
up
so
I
leave.
People
with
that.
Take
this
work
seriously
be
serious
about
your
work.
These
people
need
you.
N
Hi
I'm,
Karen,
Novak,
Flores
and
I
have
two
things
to
speak
about.
First
is
I'm,
not
sure
why,
and
maybe
y'all
could
tell
me
your
answer
and
y'all
notes
later
I
don't
know,
Mr
Kennedy
want
to
continue
being
a
superintendent
or
whatever,
but
my
question
is:
why
are
we
bringing
something
in
all
the
way
from
Wisconsin
all
those
thousands
of
dollars
when
all
that
money
could
be
put
to
the
teachers
and
find
somebody
local,
be
our
superintendent?
That's
my
first
question.
N
My
second
one
is
why,
during
off
meetings
and
I
go
to,
basically
all
of
them
and
I
see
a
lot
of
y'all
on
your
cell
phones
during
the
meeting.
Why
would
y'all
be
on
your
cell
phones
during
a
meeting
while
we're
asking
questions
and
all
it
was
brought
to
my
attention
by
someone
that
y'all
are
actually
speaking
to
people
who
have
nothing
to
do
with
our
Charleston
County
District
they're,
talking
from
other
people
from
even
other
states
that
are
telling
y'all
what
to
do
with
our
schools?
N
O
William
Hamilton
I
would
just
like
to
commend
the
board
for
completing
a
search
for
the
superintendent
whom
I
have
the
opportunity
to
meet
during
his
visit.
I
think
it's
extremely
important
for
Charleston
County
to
understand
that
the
reality
we
now
exist
in
is
very
different
from
the
reality
of
20
or
40
years
ago.
We
are
an
intensely
competitive
world
now
and
turning
our
school
district
into
an
arena
of
unending
controversy
and
instability
and
acrimony
has
an
extremely
high
price.
O
We
are
competing
against
other
cities
for
economic
development,
but
much
more
importantly,
for
talent,
for
smart
people
to
run
hotels,
businesses
to
build
airplanes,
to
talk
to
tourists.
These
are
huge
operations.
They
require
creative,
intelligent,
adaptable
people,
they
are
irreplaceable
and
the
people
that
look
for
those
people
and
recruit
those
people
and
those
people
themselves
know
to
Google
this
and
Google
that
they're
not
going
to
walk
into
Charleston.
O
Assuming
everything
is
okay,
it's
important
that
we
support
our
new
superintendent
that
the
community
moved
together
as
United
as
it
possibly
can,
so
that
we
can
recruit
and
retain
the
talent
and
investment
it
takes
to
compete
in
a
world
that
is
going
to
get
faster
and
more
expensive.
Thank
you.
Thank.
P
Hi
hi
I'm,
Carol
daughter,
I,
appreciate
the
time
and
I
just
have
a
quick
request
for
the
board
out
of
consideration
to
the
public,
the
people
that
care
to
come
to
these
board
meetings,
I'd
like
the
School
Board
to
finally
consider
having
their
executive
sessions
either
before
or
after
instead
of
during
the
school
board
meeting
it
make
it
a
lot
easier
on
a
lot
of
us.
Thank
you.
Thank.
G
You
Mel
and
for
our
online
comments
we
had
23
teacher
on
compensation
comments,
one
El
curriculum
and
teacher
compensation.
One
superintendent
comment:
two
Tri-County
Community
Education
recommendations
and
21
teacher
bonuses
for
a
total
of
48
online
comments
that
are
online
that
you
can
review.
Thank
you.
B
H
B
Is
there
a
motion
for
six,
a
B
and
D
if
space
is
available
for
the
transfer
for
23
24
school
year
and
tuition
to
be
paid
by
the
parent,
so
move
move
by
Miss
Roberson,
a
second
second
by
Ms
Watley.
B
And
the
motion
passes:
is
there
a
motion
for
item
six
C
for
the
student
transfer
for
the
23-24
school
year
with
Trends?
If
there's
space
available
transportation
and
tuition
provided
by
the
parent,
is
there
a
motion
so
move
move
by
Ms
Roberson?
Is
there.
A
P
B
And
the
motion
passes
six
I.
Is
there
a
motion
to
direct
the
district's
staff
to
work
with
an
outside
firm
on
the
market
analysis
for
Tiff
on
Laurel
Island
pursuant
to
policy
d
e.
B
B
Q
H
B
A
B
B
A
A
B
D
R
B
Agenda
item
p:
is
there
a
motion
to
approve
moving
forward
with
resolution
to
title
and
initiation
of
litigation
if
necessary
with
regard
to
the
Riverland
terrorist.
S
Thank
you
very
much,
Mr
Kenny,
so
at
the
last
appointment
I
believe,
is
the
committee
of
the
whole.
We
gave
a
brief
update
on
the
reading,
the
attainments
that
we
had
done.
We
had
recognized
during
the
his
current
school
year
that
just
ended
so
tonight
we're
going
to
give
a
brief
update,
looking
at
math
alzberg
and
as
well
as
Early,
Childhood
learning
so
I'm
going
to
turn
it
over
to
Michelle
Simmons,
the
chief
academic
conferences.
Thank
you.
Ma'am.
U
So
good
afternoon,
and
thank
you
for
providing
time
today
for
us
to
review
the
June
monitoring
report
focused
on
early
literacy,
algebra
readiness
and
math
proficiency
and
growth
make.
These
is
an
assessment
that
we
use
in
our
Pre-K
programs
to
provide
information
on
the
Knowledge
and
Skills
necessary
to
move
our
students
toward
kindergarten
Readiness.
We
also
use
this
assessment
to
show
overall
how
our
Pre-K
students
are
progressing
in
early
literacy,
while
CCSD
serve
fewer
students
in
2021
and
2122
due
to
covet
capacity.
U
U
Strategies
used
this
year
that
we
believe
are
making
a
difference
for
our
students
include
expanding
our
access
to
4K,
Child
Development
programs
and
ensuring
consistent
Core
Curriculum,
with
a
targeted
focus
on
hegarty
phonemic
awareness.
Additionally,
our
4K
and
Child
Development
teachers
and
support
staff
are
participating
in
letters,
training
and
ongoing
professional
development
and
job
embedded
coaching.
U
As
a
part
of
this
month's
monitoring
report,
we're
also
examining
8th
grade
algebra
readiness,
recently
nape
or
what
has
become
more
widely
known
as
our
nation's
report
card
release
date
on
math
progress
in
the
nation.
As
a
part
of
the
report,
nape
cited
drops
in
National
math
achievement
not
seen
in
over
50
years.
This
data
shows
South
Carolina
8th
grade
proficiency
at
approximately
22
percent.
U
But
when
we
look
at
our
own
District
data,
eighth
graders
did
not
see
the
same
drop
in
proficiency
and
are
projected
at
16
percentage
points
above
South
Carolina's
average
and,
while
we'd
like
to
see
even
more
or
a
higher
percentage
of
our
eighth
graders
projected
to
meet
proficiency.
We
do
know
that
more
of
our
students
are
entering
each
grade
level
in
Middle,
School
and
they're,
leaving
Middle
School
on
grade
level.
Both
indicating
progress.
U
And
to
illustrate
this
spring,
our
sixth
graders
projected
to
meet
or
exceed
proficiency
increase
by
2.9
percentage
points,
and
our
seventh
graders
increased
by
3.5
percentage
points.
These
increases
in
projected
proficiency
indicate
that
more
of
our
8th
graders
will
likely
be
on
track
for
algebra
in
the
upcoming
year
and
also
in
the
future.
T
You
thank
you
so
much
Miss
Roberts,
and
so
thank
you
Maggie
for
the
second
half
of
this
segment.
We
continue
to
highlight
our
mathematics
projections
in
terms
of
proficiency
and
growth,
based
on
both
I-Ready
and
math
assessments.
So
from
Fall
of
2022
to
this
current
spring
of
2023,
we
saw
an
overall
Improvement
of
three
percentage
points
in
the
Elementary
grades
to
us.
That
is
indicative
of
where
our
Scholars
are
expected
to
perform
on
the
summative
State
assessment,
SC
ready.
T
T
Next,
we
want
to
shift
to
our
Middle
grades,
where
we
see
more
students
coming
to
Middle
School
grade
level,
ready
and
more
Scholars
exiting
Middle
School
ready,
as
indicated
by
the
positive
numbers.
We
believe
this
is
a
proof
point
of
the
strategies,
programs
and
solid
teaching
practices
occurring
across
our
schools.
T
Here
we
show
by
student
groups,
mostly
favorable
increases
in
projected
proficiency,
with
the
exception
of
the
category
labeled.
Other
of
note,
this
is
not
a
typical
data
point
and
an
area
for
us
to
explore
students
who
are
characterized
by
this
other
category
are
Pacific
Islanders
students
of
more
than
one
race.
Just
for
your
information.
T
T
And
finally,
in
our
middle
schools,
you'll
notice
that
all
student
groups
saw
increases
in
students,
meeting
growth
goals
or
targets
from
Spring
to
Spring
in
mathematics
to
to
summarize,
in
essence,
the
segment
that
we're
sharing
tonight.
We
want
to
share
the
strategies
Maggie
that
we
believe
can
be
attributed
to
the
goals,
to
the
results
and
to
the
outcomes
like
with
reading
and
literacy.
T
We
also
believe
firmly
in
professional
development
for
our
teachers,
so
we
utilize
ogap
as
a
compliment
as
a
support
and
a
supplement
to
our
illustrative
math
and
Middle
grades
and
bridges
in
the
Elementary
grades,
as
well
as
for
the
last
several
years,
at
least
since
covid
we've
had
the
ability
to
implement
high
dosage
tutoring
to
support
and
enhance
scholar,
skill
set.
We
want
to
be
able
to
provide
the
skills
needed
for
every
respective
scholar.
We've
been
able
to
do
that
using
Esser
funding
and
high
dosage
tutoring,
and
so
that's
our
presentation
for
tonight.
T
The
final
slide
is
just
the
ability
for
the
board
members
to
ask
any
questions
you
might
have.
B
Thank
you,
Mr
Grabowski,
any
questions,
yeah
I.
V
I
was
struggling
with
this
and
trying
to
understand.
I
always
like
seeing
green,
green
looks
good,
but
I
understand
the
numbers
are
embargoes.
In
other
words,
we
can't
release
the
actual
numbers
as
to
the
specific
schools
or
anything
correct.
When
do
we
anticipate
receiving
those
numbers?
Yes,.
T
Sir,
so
we
have
them
for
district
use,
but
we're
not
able
to
release
them
to
the
board
or
the
public.
Yet
because
the
board
information
is
public
information,
so
we
expect
to
have
that
embargo
lifted
late,
September
or
early
October
when
the
state
report
cards
are
released.
So
that's
a
minute
for
us
to
wait,
but
we
are
excited
by
what
we
see.
V
And
everything-
and
you
know,
projected
growth,
and
it's
like
going
back
on
the
literacy.
You
know
we
say
growth
and
you
know
we
could
be
talking
some
schools
where
they're
grade
proficient,
which
is
that's
a
good
measurement.
But
then,
when
you
just
say,
we
have
growth
in
literacy.
You
could
have
fourth
graders
that
are
reading
on
a
second
grade
level
and
the
growth
that
we're
finding
out
on
the
test.
Scores
is
they're,
really
only
moving
up
10
towards
the
third
grade,
they're,
not
going
to
that.
V
V
We
want
our
kids
to
be
reading
and
doing
math
at
their
specific
grade
level,
but
I'm
always
concerned
when
I
see
growth
in
targeted
areas
that
we're
not
really
talking
about
that
that
we
like
a
school
in
Mount
Pleasant
could
be
at
90
percent
and
there's
flat
growth,
because
you
know
they
only
need
10
percent
and
those
10
percent
could
be
special
needs.
Students
and
they're
never
going
to
receive
that
any
growth
but
they're
flat
to,
whereas
you
may
have
a
school
somewhere
else
that
will
have
some
growth
but
they're
not
a
great
proficiency.
V
V
V
T
Child
in
the
system
who
engages
with
the
assessments
they
start
with
a
Target,
every
individual
scholar
has
a
goal
to
meet
a
Target
to
meet.
What
we
provide
in
this
setting
are
our
overall
summative
on
average,
how
our
schools
and
Scholars
are
doing.
We
do
provide
at
the
board
level
a
more
detailed.
T
You
know,
analysis
of
school
by
school,
but
for
these
purposes
and
to
make
the
presentation
digestible,
if
you
will,
we
provide,
on
average
across
the
system
how
schools
are
faring
but
fair
enough.
We
always
will
provide
once
that
information
is
lifted
in
terms
of
the
Embargo.
We
provide
school
by
school
information
for
your
information,
Anita.
V
W
We
we
do
appreciate
that
Mr
garbowski,
these
these
sessions
are
really
intended
at
your
your
spot
on
there
is,
there
is
growth,
and
then
there
is
proficiency,
as
you
noted,
the
only
way
for
us
to
track.
However,
whether
students
are
are
going
to
get
there
is
through
these
growth
targets
and
measures
that
formatively
help
us
along
the
way
determine
what
is
working
in
classrooms.
W
These
are
the
sorts
of
targets
that
our
teachers
are
using
and
our
principals
are
using
to
determine
real
time
if
what
we're
doing
in
schools
is
working,
if
we
only
use,
for
example,
which
I
know
you're
not
in
implying
that
we
do,
if
we
only
use
those
summative
scores
at
the
end,
it's
it's
more
like
we
don't
have
the
opportunity
to
real
time,
try
to
diagnose
and
and
determine
how
students
are
doing
along
the
way
and
help
teachers
intervene
earlier.
You
mentioned
special
needs
students,
for
example.
W
Behind
reading
they
are
going
to
have
to
make
those
interim
they're
going
to
have
to
meet
those
interim
targets.
Our
goal
is
to
help
them
grow
at
least
a
year
and
a
half
to
two
years
in
the
short
period
of
time.
We
have
them
over
the
course
of
nine
months
so
that
they
get
closer
to
those
proficiency
marks,
because
if
we,
if
we
don't,
if
we
don't
figure
out
how
to
do
that
along
the
way,
we
worry
about
whether
they'll
get
on
grade
level.
Michelle.
V
And
I
think
you
bring
up
a
good
point.
You
know
special
needs,
you
know
we.
We
don't
hear
that
much
about
it.
Yet
we
know
that
they're
in
these
numbers,
somehow
so
I
really
think
it's
important
that
we
start
focusing
on
what
success
the
district's,
having
with
special
need
programs
and
replicating
that.
W
Yes,
sir,
we
we
we
look
at
our
special
needs
data
and
we
still
have
a
good
ways
to
go
with
special
needs
students.
We
have
a
disproportionality
rate
not
only
in
identification
of
students,
particularly
students
of
color
and
special
needs,
but
also
our
our
growth
and
our
proficiency
work
with
special
needs
students.
So
thank
you
for
acknowledging
that
Buffy.
U
The
only
thing
I
will
add
is
that
when
we
do
look
at
our
our
data
in
grade
placement
levels
and
increases
in
placement,
we
are
actually
seeing
some
positive
gains
from
fall
to
winter
to
spring.
So
that's
I
think
something
good
to
point
out
and
we
do
dig
down
into
that
data
with
our
instructional
Personnel
our
principles
and
really
have
some
discussions
about
what's
working
and
we
did
see
some
progress
in
the
special
attitude.
X
Miss
Waters.
Yes,
thank
you
for
the
report
and
congratulations
on
the
positive
signals.
I
am
wondering,
as
we
continue
to
look
at
these
monitoring
reports
when
we're
going
to
see
that
access
increasing
peace
show
up,
and
so
maybe
in
the
fall
when
we
do
get
our
next
step
of
the
monitoring
report.
I'd
love
to
see
how
much
Algebra
1
access
is
expanding
because
that's
sort
of
the
goal
line.
X
The
other
thing
is
I
mean
just
to
underscore
I
mean
that
nape
report
was
devastating
and
I
am
really
happy
to
see
how
much
farther
CCSD
is
above
and
I
was
really
particularly
happy
to
see
in
the
subgroups
that
there
was
also
movement,
because
the
first
thing
I
was
thinking
was
what
were
well.
Where
did
that
exist?
So
I
was
really
really
excited
to
see
that
the
subgroups
are
moving
as
well,
but
would
certainly
love
for
that
to
lead
to
access
since
Algebra
1
is
such
a
college.
You
know
Readiness
indicator.
Y
Y
Expect
to
have
a
speak,
but
what
we
have
done
is
we
pulled
together
a
task
force
to
kind
of
look
at.
You
know
that
access
to
other
one
and
what
that
takes
as
being
responsible
for
goal.
Two.
Of
course
we
know
that's
an
ambitious
and
Hefty
goal,
but
we're
we're
excited
about
the
fact
that
we
are
involving
teachers
in
this
process
and
and
some
of
the
core
things
that
we're
looking
at
is
number
one.
Y
Of
course
we
need
to
start
early,
because
you
know
that's
going
to
be
essential,
as
we
kind
of
look
to
have
more
kids
access
and
also
be
successful
in
algebra
one,
but
also
what
tools
are
we
using
to
professionally
develop
teachers?
One
of
the
key
things
that
we're
looking
at
is
the
POC
work
and
for
those
of
you
that
are
not
familiar
with
it.
Y
It's
just
that
work
that
we
kind
of
utilize
in
schools
to
not
just
assess
kids,
but
also
look
at
where
the
true
gaps
are,
and
we
realize
that,
with
our
middle
schoolers,
for
instance,
that
sometimes
when
we
go
back
to
reteach,
if
a
kid
hasn't
understood
a
standard,
we
kind
of
reteach
that
entire
standard
not
really
identifying
what
the
true
gaps
are
so
part
of
what
we're
planning
right
now
is
a
summer
Symposium
that
Miss
Huggins
is
in
a
team
is
leading
some
great
work
on,
but
as
a
part
of
that,
we're
looking
at
actually
training
developing
our
middle
and
elementary
school
teachers
on
that
process,
because
we
feel,
like
that's,
a
really
big,
huge
key
lever
and
really
helping
us
get
towards
that
goal
and
making
sure
that
we
have
more
kids
that
are
actually
prepared,
like
I,
said
for
algebra
one,
but
also
to
be
successful.
G
Are
from
looking
at
this
math
proficiency
projected
proficiency
for
student
group
writing
other,
and
you
mentioned
that
the
the
other
group
was
all
in
pacificas
and
what
else
next
race,
mixed
races?
Okay,
how
do
we
get
the
53.4
percent
out
of
the
negative
for
the
next
the
next
school
year?
Do
we
have
things
put
in
place
to
help
them,
as
well
as
our
other
groups
right.
T
Also
includes
our
Asian
Scholars,
so
over
the
course
of
several
years,
that
particular
student
group,
we
don't
typically
see
the
decline.
So
that's
why
I
alluded
to
the
fact
that
we
have
to
do
some
some
analysis,
some
interrogation
around,
why
that
happened
this
particular
year,
so
that
we
can
sure
off
the
practices
the
supports
to
make
sure
it
doesn't
happen
again.
W
Well,
and-
and
these
are
the
proficiency
rates
is
Bailey.
When
you
see
the
projected
proficiency
rates,
when
you
see
the
actual
proficiency,
I
think
you'll
see
those
numbers
in
the
positive.
If
what
we
have
currently
comes
true
I
know
it's
embargo
and
we
can't
say
a
lot
so
I
don't
want
to
confirm
100,
but
I'll
confirm
close
to
that.
T
So
what
happens
typically,
on
occasion,
this
is
our
interim
assessment
that
gauges
that
predicts
the
likelihood
of
how
well
Scholars
will
do
on
the
summative
assessment
and
oftentimes.
We
notice
they
outperform
these
assessments,
and
so
that's
what
Miss
Hawkins
is
alluding
to
that.
While
this
is
solid,
valid
data,
our
kids
tend
to
spike
a
bit
when
they
take
the
end-of-year
test.
R
I,
don't
have
any
I,
don't
have
any
questions,
but
I
I
would
like
to
take
the
opportunity
to
congratulate
The
District
staff,
but
especially
shout
out
to
the
teachers
for
all
the
hard
work
and
dedication
that
they've
put
in
especially
coming
out
of
covid
and
and
you're
hitting
a
wonderful
pace
and
things
are
trending
in
the
right
direction
and
not
to
mention
our
district
is
already
pretty
stellar.
So
I
just
wanted
to
say
congratulations
to
everybody
and
job
well
done.
Z
Excuse
me:
yeah
I
had
two
and
a
half
questions,
particularly
looking
at
slides,
9
and
13..
Where
are
we
now
compared
to
we
wear
pre-covered?
Are
we
too
far
down
or
were
we
still
about
the
same,
but
we're
still
at
Rosner.
T
U
She's
exactly
right,
we're
similar
to
where
we
were
prior
to
the
pandemic,
so
which
is
really
good
news.
We've
we've
certainly
gotten
back
to
to
where
we
were,
and
hopefully
we'll
exceed,
that
and
I
think
we
will,
when
we
see
other
data
Mr.
W
Calhoun,
what
what
Miss,
Simmons
and
and
Miss
Roberts
are
referring
to
is
we're
we're
back
where
we
were
pre-covered
and
proficiency.
But
excuse
me
in
projected
proficiency,
but
our
estimations,
which
is
celebratory
for
our
teachers.
As
you
said,
Ms
Watley
and
our
principals
is
that
our
proficiency
rates
and
in
both
math
and
reading,
exceed
our
pre-covered
rates,
which
is
really
again
a
testament
to
the
hard
work
of
folks
in
the
schools.
Z
O
Z
What
I'm
really
thinking
about
is
I
know
we
have
a
lot
of
programs
that
are
being
used
offered
at
Essa
funds
right
now.
We
already
start
looking
at
the
evaluations
on
what
things
we
can.
We
need
to
start
trying
to
move
over
to
the
general
operating
fund,
so
we
can
keep
these
numbers
going
in
the
direction
that
we
look
like.
T
We
have
we
have
and
so
you'll
notice.
At
the
end
of
every
segment,
we
highlight
the
premiere,
the
major
initiatives
and
strategies
we
believe
to
be
impactful
and
so
I
can't
say
we
can
subscribe
to
every
single
package
or
program
that
happened
during
Esser,
but
Mr
Kennedy
Miss
Carlin,
the
finance
team.
They
have
set
aside
a
pool
of
money
for
that
very
purpose
so
that
we
can
sustain
some
of
those
programs
that
have
proven
to
be
meaningful
and
impactful
Mr
Calhoun.
Z
Yeah
last
one:
what
do
you?
What
do
you
need
from
us
to
help
to
help
you
keep
doing
what
you're
doing
right
now,
besides
the
money.
W
We
I'm
not
sure,
usually
that's
the
well.
We
we
can
tell
you
exactly
what
we
need.
One
is
the
support
to
continue
things
like
oh
Gap,
I
was
just
going
to
say
this
quickly.
Darren
I've
already
run
two
in-depth
analysis
on
the
impact
of
ogap,
which
is
a
program
to
which
Miss
Simmons
referred
a
few
slides
ago,
and
we
can
actually
with
Miss
Robert's
permission,
share
that
in
this
week's
board
brief.
W
So
you
can
look
at
how
we've
analyzed
the
impact
of
ogap
on
Student
Success
on
teacher
Effectiveness
Etc,
so
so
I'll
work
with
our
staff
to
provide
that
to
you
in
regards
to
the
sports.
We
need
moving
forward.
We're
constantly
assessing
that
with
with
the
team
here,
Saga
is
another
high
dosage
tutoring
service
that
has
been
used.
That
I
know
is
paid
for
out
of
Esser
funds
that
has
supported
our
high
school
work,
particularly
as
Mrs
Waters
mentioned,
with
algebra
one
Mr
Huggins
I'm.
W
Sorry
before
you
go
on,
please
tell
me
the
name
of
the
second
Saga
Saga
is
a
high
dosage
tutoring
program
that
we've
partnered
with
a
group
of
folks
to
to
pilot
in
three
of
our
schools,
so
that
we
could
measure
its
Effectiveness
before
trying
to
do
anything
broad
scale
and.
T
A
AA
F
Roberson
that
segue
with
me
into
my
question
I,
want
to
stay
with
strategies.
Okay,
so
you
talked
about
Saga
I
want
to
talk
about
the
flex
period.
Was
it
mandatory
for
all
schools
to
build
the
flex
period
in?
If
so,
what
was
the
increase
and
the
schools
that
did
not
build
a
flex
period?
In?
Did
you
see
a
difference
tonight.
T
Is
your
time
Dr
Williams,
so
Dr
Williams
leads
the
middle
school
learning
community
and
he
is
adamant
that
his
schools,
utilize
Flex
periods,
wisely
for
the
purpose
of
enrichment
intervention
and
supports
you.
Would
you
like
to
say
more
I.
Y
Can
say
a
little
bit
more,
so
our
flex
period
is
not
in
every
single
one
of
our
middle
schools.
One
of
the
biggest
things
were
the
flex
peers.
You
need
the
time
so
some
of
our
larger
middle
schools,
because
they
have
so
many
lunches
they
can't
accommodate
a
flex
period.
Y
Y
I
will
be
transparent
and
say
we're
really
trying
to
nail
down
what
it
is
that
we're
doing
in
the
flex
period
I
can
use
reading
for
an
example
in
some
of
my
schools,
we're
using
read
180
as
a
pilot,
because
of
course,
before
we
Implement
something
fully,
we
want
to
make
sure
we
have
some
strong
data
to
support
it.
Y
So
I
do
have
read
180
in
a
few
of
my
middle
schools
for
the
reading
pieces
for
math,
we
use
some
digital
content,
along
with
some
kind
of
a
small
group
teaching
and
the
lessons
we're
creating
ourselves.
As
far
as
that's
concerned,
but
we're
really
trying
to
nail
down
some
really
good
programs
that
we
can
utilize
during
that
period
because
it
needs
to
be
a
time
where
it's
not
just
finishing
up
homework
or
being
on
digital
digital
content,
the
entire
time,
but
also
some,
you
know,
direct
instruction
by
the
teacher.
Y
So
that's
part
of
what
we're
actually
doing
with
that
team.
That
I
spoke
about
earlier
that
we
put
together
as
a
matter
of
fact,
I
sent
an
email
to
Mr,
Costner
and
also
the
individual
in
our
district
Jennifer
Seals
who's
over
like
the
math
portion
of
intervention
and
we're
going
to
meet
actually
soon
this
week
to
discuss
what
we'll
be
doing
moving
forward
with
it.
Y
Moving
forward
in
Netflix
period
for
math,
we
feel,
like
we've,
got
some
strong
pieces
for
the
reading,
but
we're
really
trying
to
nail
down
some
things
for
the
math.
But
that's
in
a
nutshell.
What
the
flex
period
is
it's
about!
45,
minutes
of
time,
a
lot
of
schools
use
it
first
thing
in
the
morning:
some
people
do
it
like
right
after
lunch,
because
their
data
shows
that
that
works
best
for
them.
F
Okay,
great
right
and
made
him
share
just
one
last
thing:
thank
you
for
that
Dr
Williams!
This
is
an
aside.
I
love
this
information
I
look
forward
to
looking
at
the
real
data
in
September,
however
I
would
like
to-
and
maybe
it's
coming
this
summer,
but
we
just
finished
with
high
school
graduation.
F
Is
there
a
time
that
you
will
as
strategic
as
a
part
of
the
Strategic
education
portion
present
to
us,
the
College
and
Career
Readiness
part
of
it
I
would
love
to
find
about
our
graduation
rate,
and
the
data
relating
to
you
know
has
an
increase,
decreased
College
and
Career
readiness,
Mrs.
W
W
However,
after
the
Embargo
data
is
lifted,
we
may
be
able
to
work
with
some
of
you
privately
or
you
know
two
or
three
of
you
together
in
groups
to
give
you
a
preview
of
some
of
that
data
as
we
transition
our
new
superintendent,
and
so,
if
we're
able
to
do
that
in
a
way
that
Mrs
Roberts
will
not
give
me
a
large
citation
she's
staring
at
me,
so
I'm
going
to
start
talking
now,
but
yes
ma'am
that
again,
our
whole
goal
three
revolves
around
College
and
Career
Readiness
data
and
we've
seen
some
very
positive,
okay,
very,
very
positive
return
on
that.
A
D
Temple,
okay,
yeah
last
but
not
least,
first
of
all,
I
want
to
congratulate
the
staff
on
the
hard
work
they're
doing
and
the
coming
up
with
strategies
that
you
know
are
working
and
that
you're
monitoring
and
evaluating
and
knowing
you
know
what
is
effective.
So
you
know
what
to
continue
to
to
support
and,
secondly,
I
want
to
say
to
the
public.
Aren't
you
excited
about
the
conversation
we've
just
had
about
student
outcomes
and
the
education
that
our
students
are
getting?
D
We
have
had
a
very
rich
discussion
here
this
evening
with
the
board
and
I
want
to
use
that.
Thirdly,
to
remind
board
members
that,
a
few
months
ago,
we
put
together
a
survey
saying
that
we
were
going
to
ask
about
topics
that
are
of
interest
to
us.
I
heard
Mr
Grabowski,
saying
you'd
like
to
know
more
about
about
the
accelerated
schools.
Ms
Roberson
talked
about
knowing
more
about
our
career
and
Technology
programs,
so
we
have
a
lot
going
on
in
Charleston
that
we
need
to
know
more
about
and
that
we
can
celebrate.
B
Yeah
moving
on
to
the
facts
and
figures
that
support
that
hard
work,
we
will
go
to
agenda
item
eight.
Is
there
eight
a?
Is
there
a
motion
to
adopt
the
resolution
authorizing
the
issuance
of
installment
purchase
revenue
refunding
bonds
in
one
or
more
series
to
refund
all
or
portions
of
the
outstanding
callable
maturities
of
the
Charleston
educational
Excellence
financing
Corporation
installment
purchase
Revenue
refunding
bond
series,
2013
B
at
such
times
that
market
conditions
exist
to
provide
Net,
Present,
Value,
Debt,
Service
Savings
of
at
least
four
percent
Mr
Grabowski.
B
V
Z
No
I'll
just
say
as
Mr
Grabowski
said,
they've
covered
this
pretty
well,
and
this
is
only
for
the
best
for
the
district.
Z
B
B
Q
B
B
F
I
have
a
comment:
I
don't
know,
am
I
talking
to
Mr
Ferrari
yeah.
F
Well,
it's
just
a
comment
and
I
guess
it's
just
a
general
comment
when
I
read
the
reallocation
and
it
it's
for
the
future
new
Carolina
Park
Elementary.
F
So
it
seems
like
we
are
allocating
money
in
anticipation
and
I
would
just
like
to
make
a
comment
that
in
my
district
there
are
future
their
current
needs.
That
I
would
like
to
see
addressed
as
well
in
some
of
these
reallocations
and
I'm,
not
sure
if
you
did,
whoever
whomever
did
a
presentation
on
your
priorities
and
your
ways.
F
Maybe
that
needs
to
happen
to
this
board
right
here,
because
it's
very
difficult
for
me
to
continuously
approve
things
for
schools
that
they're
new
and
then
schools
in
my
district
they're
older,
and
we
need
gyms
and
other
things
things,
and
we
don't
have
it
so
I'm.
Just
wanting
to
make
sure
that
Equity
is
being
practiced.
AB
Thank
you
for
coming
on
that
Miss
Roberson.
It
certainly
is
I'd
appreciate
the
point.
The
phase
four
sales
tax
is
limited
to
those
projects
that
were
on
that
referendum
that
was
passed
back
in
2014
and
Carolina.
Park
is
over
capacity,
and
this
would
allow
us
to
expand
what's
there
without
adding
trailers.
So
that's
that's
why
this
project
was
picked.
D
AB
Ma'am
we
can
certainly
share.
We
share
the
capital
maintenance
list.
That
program
is
based
on
needs
of
each
individual
school,
no
matter
what
the
age
is,
and
it
shows
the
projects
that
are
lined
up
for
every
school
for
the
six
year
period
of
the
current
sales
tax
referendum.
I
can
again
re-share
that,
so
you
all
can
see
all
the
schools
in
your
districts
to
see
what
what
funds
are
going
in.
What
direction
and
maintain
that
equity
in
those
in
those
schools.
B
Q
B
B
Q
B
Q
B
X
Just
a
quick
question:
just
looking
at
the
schools
that
are
listed
here,
you
know
I,
don't
see
representation
from
you
know:
D4
schools,
non-magnet,
non-charter
schools
and
so
I'm.
Just
wondering
really
about
the
process.
I
mean
since
this
is
a
board
fund.
What
is
the
process
for
making
sure
that
students
are
getting
access
to
the
scholarship
funds.
AC
Hi
Miss
waters
on
March
17th,
the
Communications
office,
sent
via
the
principles,
packet
and
notification
to
all
principals
about
the
availability
of
Laura
Brown
funds.
Laura
Brown
funds
are
allocated
for
students
who
were
first
place,
recipients
in
their
local
or
Regional
competitions
and
who
will
then
move
on
to
National
competitions.
X
So
one
one
question
understanding
that
students
have
to
get
first
place
in
their
competitions.
Is
you
know
this
is
going
back
to
access
one
in
just
the
student
side,
but
then
also
even
the
side
of
supporting
principles.
If
you
are
a
principal
and
you
have
historically
not
had
any
students
go
forward
for
this,
you
know:
are
you
even
thinking
about
it
as
an
offering
to
your
to
your
school,
and
so
what
is
the
opportunity
to
make
sure
that
more
schools
are
being
able
to
take
advantage?
X
More
students
are
aware
and
oftentimes
in
schools
like
mine.
You
know
folks,
are
not
even
competing
in
these
spaces
because
of
the
lack
of
programming,
Etc
and
so
I
think,
there's
just
a
larger
concern
about
access
to
programming.
Access
to
you
know,
opportunities
for
students
to
expand
and
enrich
themselves
and
I
know.
I've
talked
with
Miss
Roberson
because
we
have
similar
situations
in
our
districts
and
so
don't
want
to
over
share,
but
I
know.
Miss
Roberson
has
some
similar
thoughts.
X
It's
a
it's
a
comment
and
a
question
that
I'm
guessing
you
don't
have
a
solution
for
today,
but
I
think
that
we
need
to
be
expanding
access
to
National,
Merit
opportunities
for
all
of
our
students
and
that
principals
need
to
be
aware
that
this
is
an
expectation
that
they
offer
to
students,
because
I
think
the
email
by
itself
is
insufficient
when
a
principal
has
just
historically
not
been
involved
in
this
type
of
program
and
for
students
there's
so
much
resourcing.
That
needs
to
occur
long
before
they
get
to
this
point.
Miss.
W
Waters,
if
you
don't
mind,
I,
don't
just
I,
don't
miss
Waters
you're
right.
We
need
to
do
better,
I'll
work
with
Dr
Swearingen,
Dr,
Williams,
Dr,
applesheimer
and
Ms
Haynes.
To
make
sure
we
Target
more
with
all
of
our
talk
more
to
all
of
our
principals
and
look
at
the
access
and
opportunity
in
our
in
our
schools.
Thank.
X
Just
one
other
thought
and
anytime,
there's
scholarship
funds,
or
you
know
free
money.
Students
in
my
district
need
that
kind
of
support.
You
know
absent
those
funds.
Families
may
not
be
able
to
afford
anything
like
this
and
so
I
just
think
it's
it's
just
such
a
missed
opportunity
for
our
students
to
wreck.
You
know
know
that
there
is
funds
available,
our
funds
available
for
them
to
go
farther
and
for
us
to
really
resource
ourselves
to
prepare
them
to
take
advantage.
B
F
Comments
yeah
so
diddle
everything
Ms
water
said,
but
in
addition
to
that,
it's
the
Laura
Brown
scholarship
capped
at
50,
000
and.
F
You
know,
there's
we
don't
have
an
option
to
increase
it,
because
it
looks
like
what
you
did
is
because
it
was
only
fifty
thousand.
You
went
back
and
you
subtracted
from
some
students
and
I
would
hate
that
know
that
we
have
other
resources
that
you
didn't
have
to
take
away
from
those
students
just
so
because
we
had
to
stay
within
that
50
000.
AC
V
D
D
The
fact
about
equity
and
opportunity
more
of
our
schools,
aware
of
this
opportunity,
but
I
think
also
I
knew
Laura
Brown
when
she
served
on
this
board,
and
that
was
a
long
time
ago.
So
fifty
thousand
dollars
went
pretty
far
then
doesn't
go
very
far
now.
D
So,
when
you
even
look
at
what
we
are
able
to
help,
the
students
with
right
now
is
not
even
probably
coming
close
to
what
it
costs,
and
so
that
might
also
be
a
factor
here
that
some
of
the
schools
aren't
applying,
because
they
know
even
the
amount
they're
going
to
get
is
not
going
to
be
able
to
cover
the
expenses
in
the
school.
If
they
don't
have
a
strong,
vibrant,
PTA
they're
not
going
to
be
able
to
support
it
so
I
think
as
a
board.
D
Z
The
only
thing
I
I
was
this
was
the
you
correct
me
if
I'm
wrong
is
Danny.
This
is
one
of
the
first
years
that
we
actually
maxed
out
in
a
few
years
correct.
Z
That's
covered
so
yeah.
We
absolutely
need
to
look
at
increasing
it
and
also
bringing
the
awareness
around.
You
know
how
we
can
get
more
of
our
schools
represented
Within
These
funds
like
we
talked
about
in
order
to
finance,
so
you
know
thank
you.
AC
R
Since
we're
on
the
subject
of
I
was
a
student
athlete,
so
that's
why
this
is
important
to
me
but
kind
of
listening
to
what
everyone
else
is
saying.
R
Yeah
I
feel
there's
probably
a
lot
of
unnoticed
Talent
at
some
of
these
schools
and
bringing
awareness
from
the
principles
perhaps
or
to
the
principles,
perhaps
that
this
is
available
or
these
children
could.
We
also
then
do
some
sort
of
physical,
because
I've
noticed,
even
with
these
students
that
come
before
us
there,
that
many
of
them
excel
in
PE.
So
is
there
a
way
that
we
can
even
recruit
from
within
our
district
and
then
promote
these
children,
giving
them
access
to
this
new
track
and
field?
S
Do
have
one
comment
so
that
so
the
the
the
issue
of
access
is
really
a
big
issue
in
CCSD
for
on
many
levels,
the
levels
that
Miss
Wars
and
Miss
Roberson
is
talking
about
just
for
for
the
fifty
thousand
dollars.
I
would
remind
the
board
that
if
you
don't
make
a
a
change
in
that
right
now,
the
spring
of
next
year
we'll
be
at
the
same
amount
as
we
are
this
year.
S
So
that's
one
small
step,
perhaps
in
terms
of
trying
to
recognize
that
that's
an
access
and
just
do
something
about
it
now
and
then
you
take
a
look
at
a
lot
of
a
small
small
schools
like
middle
schools,
where
they
don't
have
access
to
programming,
because
the
number
of
students
is
not
high
enough
to
drive
the
the
revenue
like
the
larger
schools.
So
those
are
examples
throughout
the
district
where
we
have
this
access
problem
and
that
excess
problem
is
going
to
stay
an
access
problem
until
we
access
solutions
to
it.
D
B
So
we
will,
but
if
you're
offering
an
amendment
we'll
vote
on
the
amendment
but
I
I
think
this
might
be
the
budget
issue.
Okay,
so
are
we
good
with
the
question
I
think
the
point
has
been
made.
It'll
probably
be
increased,
but
for
now
we'll
call
for
the
question
and
vote.
B
Q
B
V
I,
just
like
the
the
public
to
know
that
you
know,
Stephen
Duke
is
our
I.T
guy
and
so
he's
very
important
to
the
committee,
because,
as
part
of
the
charter
we
have
to
have
an
I.T
person
and
Miss
Velma
is
is
a
wonderful
person
with
extensive
procurement
experience.
So
she
is
once
again
to
get
those
two
and
the
best
news
is
through
the
hard
work
of
Miss
Roberson.
P
B
If
you're
kindly
repeat
the
items,
the
motion.
V
K
W
W
We
have
summer
training,
July
10th.
In
fact,
Saga
services
are
needed
to
get
that
high
dosage
tutoring
set
up
for
students
at
High,
West,
Ashley,
High,
School,
Burke,
install
and
then
I
tutor
is.
V
And
what
about
Saga
in
that
is
September,
tutoring,
class
and
and
the
reason
I
bring
it
up?
Is
we've
just
gone?
You
know
going
through
deeply
in
on
this.
There
really
has
been
no
justification
on
Saga
and
I
know.
It
was
the
first
time
you
mentioned
that
it
was
a
beta
test,
so
I'm
just
trying
to
figure
out
how
much
you
know
we've
been
paying
per
student.
We.
T
Z
B
V
Right
because
I
really
just
want
to
clarify
this
so
on,
because
a
lot
of
the
successor
three,
these
all
three
of
these
projects,
are
S3
funding
and
because
of
some
of
the
stuff
that
we're
doing
with
Sasa
3
and
because
we
have
a
new
superintendent
coming
in
I.
Just
think
it's
right
that
these
can
be
reviewed
by
the
new
superintendent
in
his
curriculum
team.
V
You
know
as
to
the
impact
data
can
be
shared
to
him
as
to
it,
because
it's
my
understanding,
The
Saga
program,
it's
extremely
expensive
and
it'd,
be
great
to
have
the
data
showing
that
it's
actually
worked,
because
this
is
the
first
time
I've
actually
heard
you
refer
now.
I,
don't
want
to
stop
anything
with
the
acceleration
schools.
So,
if
you're,
if
you're
telling
me
that
the
University
of
Virginia
line
item
for
293
is
directly
related
to
The
Accelerated
schools,
I
would
just
like
to
hear
what
that's
for.
W
Well,
you'd
ask
about
and
then
Saga
is
implemented
in
both
acceleration
high
school
and
and
Stahl
high
school
and
West
Ashley
High
School.
We've
done
it's
the
analysis
that
I
referred
to
I
think
with
Mr
Calhoun
at
the
last
cow
meeting.
We've
done
an
in-depth
program,
analysis
of
saga
and
its
work,
and
we
can
provide
that
when
we
provide
ogap
in
this
week's
board
brief
as
well.
If,
if
you'd
like,
but
we've,
we
did
that
program
analysis
internally,
because
we
like
to
assess
what
we're
using
before
we
enter
into
contracts
that
are
fairly
costly.
T
And
it
was
a
costly
venture.
Until
that
end,
we
adjusted
the
contract
to
almost
half.
In
addition
to
the
assessment
and
evaluation
office,
doing
an
assessment
on
Saga
Mathematica
completed
an
independent
analysis
as
well.
So
we
feel
confident
that
that
is
a
worthwhile
program
to
continue,
and
we
can
for
sure
tonight
send
you
some
more
supporting
data.
V
Because,
as
we
come
closer
to
the
end
of
Esser
and
the
use
of
Esser
funds,
when
we
have
you
know,
programs
like
this,
that
are
pretty
expensive
when
you
go
per
student
and
then
you
start
to
you
know
wonder
how
you
know
once
again:
finding
the
successes
and
what's
working
and
why
we're
not
doing
that
internally
versus
having
to
bring
in
an
outside
vendor
to
do
something
over
and
over
and
over
again
I.
Just
think
our
our
staffs.
Our
teachers
are
phenomenal
and
I.
V
W
W
F
W
Supports
Saga,
the
photaka
partnership
supports
the
Staffing
and
the
programming
in
our
schools,
in
addition
to
how
you
all
approve
our
schools
to
be
staffed
out
of
the
gos,
and
so
although
it
does
appear
to
be
a
high
line
item
once
you
add
additional
salaries
for
additional
folks
to
fund
out
of
the
gof,
it
actually
is,
is
probably
less
expensive.
When
you
look
at
the
programming
on
top
of
the
on
top
of
the
folks
Miss
Simmons.
R
W
We
don't
I,
think
Dr
Williams
mentioned
earlier
how
schools
are
scheduled
in
staff.
Just
does
not
allow
for
teachers
to
have
the
extra
time.
In
the
day
we
often
have
to
pay
teachers
extra
Duty
extra
pay
when
I
was
a
principal,
for
example,
when
I
did
what
Dr
Williams
referenced,
because
I
worked
alongside
of
him
in
the
Middle
School
Learning
Community
I
had
to
pay
teachers
extra
Duty
extra
pay
and
ask
them
to
give
up
their
planning
periods
in
order
to
do
some
of
the
high
dosage
tutoring
that
Saga
has
afforded
us.
B
T
So
I
believe
it
was
you
miss
McKinney,
who
posed
the
question
about
how
many
adults
are
supporting
the
effort
and
I
responded
between
the
three
campuses.
There
are
approximately
16
fellows,
meaning
support
right,
meaning
tutors
allocated
between
the
three
campuses,
as
well
as
each
campus
as
a
substitute
floater
in
the
event
that
one
of
the
tutors
is
absent,
the
services
are
discontinued,
they
can
continue
to
provide
services
on
a
daily
basis.
I
did
not
say:
I
did
not
provide
the
dollar
amount
attached
per
student.
T
B
T
Number
for
tutor,
I
I,
never
denied
that
it's
not
a
pricey
Venture
in
terms
of
the
high
dosage
tutoring
model.
It
is
price
wise.
The
contract
was
in
excess
of
2
million
previously
under
I
want
to
say
two
years
ago
when
we
started
Esther
and
so
that,
for
that
reason
we
did
the
program
impact,
but
Mr
garbowski
just
alluded
to
what's
happening
in
acceleration
schools.
T
We
have
data
that
supports
the
program
and
how
many
of
our
Scholars
at
Burke
High
School
one
of
our
schools,
who
we
have
to
make
an
impact
with
how
many
of
those
Scholars
who
participated
in
salga
passed
their
end,
of
course,
exam
and
so
I
think,
if
you're
not
prepared
tonight
to
move
forward
with
it.
We
do
have
the
data
to
support
the
price
tag.
I'm.
V
And
I
think
I
mean
in
in
talking
to
miss
Carlin
and
everyone
I
I
know
we
have
a
meeting
set
up
with
Dr
John
Cobb
to
go
over
all
of
the
Esser
impact
coming
up,
I
think
it's
what
July
and
I
think
that's
going
to
be
very
helpful.
I
mean
because
it's
been
something
that
you
know
we
we
should
have
done
a
long
time
ago.
V
I've
bought
myself
two
for
not
pushing
harder
on
that,
but
to
get
a
name
so
that
we
can
really
look
at
these
essers.
What
you
know
has
been
impactful
like
you're
saying
and
justifying
for
the
acceleration
schools
like
I
I,
agree,
I
mean
we
have
to
do
everything
we
can
to
get
these
kids
to
move
forward.
V
That's
why
I
would
love
to
hear
a
report
from
the
acceleration
schools,
because
I
I
hear
nothing
but
great
things,
so
I
think
we
need
to
keep
supporting
that
so,
but
at
the
same
time
you
know
it
would
be
helpful
to
see
the
data
tied
into
what
the
actual
programs
are
doing.
That's
been
my
problem
as
we
will
get
to
with
Esser
all
along.
V
We
see
the
money
going
out,
but
I
don't
see
any
you
know
data
or
showing
what
is
actually
occurring
and
I'm
really
happy
to
hear
that
it's
working
at
the
acceleration
schools.
So
what
you've.
V
And
I
can
also
get
the
point
with
the
virtual
schools.
I
mean
I,
don't
want
to
stop
that
program.
So
if
you
need
to
go
on
a
contract,
then
that
has
to
move
forward.
You
know
you're
right,
but
at
the
same
time
we
have
to
be
wary
as
we
go
forward
on
the
assert
funding.
You
know
the
we're
going
to
be
looking
to
find
money
into
the
budget
to
keep
certain
programs
that
are
working
like
the
virtual
programs.
H
A
B
C
Yeah
I
I
think
I
heard
Leah
saying
what
I
was
thinking,
which
is
that
if
we
are
going
to
spend
1.2
million
dollars
and
we
have
teachers
who
are
saying
that
they're
making
they're
having
trouble
making
rent
I
would
like
to
see
us
offering
overtime
to
our
in-house
staff
before
we
are
hiring
outside
vendors
and
paying
the
overhead
associated
with
contractors.
X
Miss
Waters,
so
so
I
have
several
comments.
X
Number
one
high
dosage
tutoring
is
proven
to
be
an
excellent
solution,
not
just
a
teacher
you
know
getting
paid
because
we
will
have
to
pay
them
too,
and
even
in
paying
those
teachers
their
job
is
to
develop
lesson
plans
to
follow
their
pacing
guide,
to
follow
the
curriculum
that
they
have
these.
These
tutoring
programs
are
specializing
in
what
they're
doing
and
using
strategies
and
techniques
that
are
different
than
what
is
in
the
classroom.
X
There's
a
high
dosage
tutoring
program
that
I'm
very
familiar
with
that,
even,
for
instance,
Paris
college
students
with
students
in
the
classroom,
and
they
tutor
them
in
groups
of
one
to
four
and
those
students
repeatedly
report
that
they
benefit
so
much
and
scores
show
that
they
benefit
so
much
from
those
those
teachers,
because
it's
putting
someone
new
someone
younger
someone,
you
know
who
can
sort
of
relate
to
them.
These
programs
have
a
lot
of
nuances
and
unique
attributes
that
you
don't
necessarily
get
from
a
classroom
and
our
teachers
are
already
overburdened.
X
I
needed
to
to
I
would
be
in
favor
well,
actually
going
back
to
UVA,
because
I
know
that's
on
this
list
of
things
to
take
out
as
well,
and
that's
ongoing
teacher
development,
and
particularly
in
schools
that
have
very
high
turnover
and
I
think
last
year,
Charleston
County's
teacher
retention
rate
or
attrition
rate
was
around
20,
and
so
we're
and
I
don't
know
what
it's
going
to
be
next
year,
certainly
hope
it's
a
lot
lower,
but
the
thought
being
particularly
in
schools
that
students
in
my
communities
attend
there
is
very
high
turnover
in
that
teacher
development
is
so
much
more
critical.
X
It's
in
motion
we're
fine
with
all
of
the
facility
stuff,
the
I.T
Stuff
Etc,
but
the
things
that
we're
talking
about
pulling
out
and
picking
apart
are
the
academic
pieces
and
I
don't
care
if
it
supports
300,
kids
or
not.
If
we've
got
an
opportunity
to
help
some
of
our
students
who
need
the
most
help,
we
should
be
willing
to
Resource
them
and
I,
don't
like
the
pitting
of
teachers
against
students
either,
because
we're
not
going
to
say
you
know.
X
If
we're
going
to
do
this
thing
for
our
kids,
we
should
be
allowing
our
teachers
to
do.
We
don't
need
to
give
more
for
our
teachers
to
do.
We
actually
need
to
lean
into
National
Best
Practices,
which
hot
which
high
dosage
tutoring
is
one
of
the
last
thing
that
I'll
say
is:
if
we're
going
to
think
about
cutting
things
and
assessing
programs,
let's
not
stop
something,
that's
already
in
motion,
but
set
a
plan
to
to
assess
it
in
the
next
year
and
figure
out
if
it
needs
to
carry
over
into
the
next
budget.
X
But
we
keep
hitting
these,
like.
You
know,
going
100
miles
an
hour
hitting
the
brakes
and
jerking
the
system
or
thinking
about
doing
that,
and
it's
just
not
appropriate
and
actually
I
said.
That
was
the
final
thing,
but
this
would
be
the
last
thing
I
promise.
All
of
this
is
coming
out
of
sr3,
and
we've
named
that,
if
we
don't
use
it,
we
will
lose
it.
That
doesn't
mean
we
just
fund
any
other
thing,
but
there's
data
to
support
this
stuff.
X
So
there's
just
not
a
reason
to
pick
it
apart
in
the
way
that
we're
doing.
If
we
want
to
think
later
on
about
whether
it
it's
just
too
costly
to
go
into
gof
I
completely
understand
and
support
the
opportunity
to
have
that
conversation.
But
this
is
money
that
we
will
lose.
Why
not
continue
programming
that
has
been
working
for
our
students
who
need
it?
The
most
Miss
Bailey.
G
I
just
want
to
say,
if
you're
not
faithful
with
the
little,
how
can
we
be
faithful
with
much
and
I?
Don't
have
a
problem
with
our
students
being
having
the
resources
that
they
need
to
succeed,
but
I
believe
that,
whatever
money
that
we
have,
we
need
to
be
very
careful
of
how
we're
spending
it
and
we
need
to
have
accountability
for
it.
G
Z
Yeah
wow
Ms
water
said
a
lot
of
things.
I
have
written
down
in
my
whole
page
here.
H
Z
We
talk
about
evaluating
things
that
we
go
have
coming
out
of
Essa
right
now.
The
things
the
four,
the
three
things
we
just
designated
to
pull
out
of
the
out
of
this.
This
contract
list
are
the
three
things
we
actually
have
evaluations
on.
Z
Those
are
the
three
other
things
we
can
actually
evaluate
and
see
how
things
are
moving
well,
we
just
got
that
big
report.
That
said,
some
of
these
things
are
what's
actually
helping
our
students
right
now
and
yet
we
are
picking
these
three
out.
Yes,
it
is
a
very
high
price
point.
Congratulations!
What
we
need
just
to
keep
publishing
our
students
move
forward
and
again
we
are,
we
have
a
new
superintendent
coming
in.
Z
Z
Let's
put
out:
let's
pull
that
out:
let's
not,
let's
not
set
him
up
for
failure
right
now
by
pulling
out
some
of
the
resources
that
are
actually
helping
us
do
well
right
now
we
need
to
keep
all
three
of
these
in
and
after
everyone
talk
Keith,
if
you
are
willing,
I
will
put
up
an
amendment
to
just
accept
everything
for
accept
everything.
That's
on
this
list
and
let's
just
keep
moving
forward
right
now,.
F
My
theme
for
tonight
is
District
eight
and
when
I
look
at
this
Saga,
if
it's
this
high
dose
tutoring
that's
being
beneficial
to
the
students,
I
don't
see
schools
in
my
district,
benefiting
from
it.
So
again,
I
will
continue
to
harp
on
Equity
when,
until
someone
hears
my
voice
up
here,
District
eight
Title
One
schools,
equity
and
my
next
comment
is
about
the
fixed
cost
ownership.
Fy24.
F
AA
AE
Please
hi
I'm
happy
to
clarify
that
in
February
of
each
year
we
bring
a
program
and
project
list
to
you
all,
along
with
the
band
Bond
anticipation
of
the
funding.
AE
AE
B
D
I
wish
I
had
known
these
items
were
going
to
be
pulled
before,
but
I
think
the
items
are
significant
in
that
they,
the
Esser
funds,
were
designed
to
help
Innovation
and
help
low-performing
students
and
recover
from
covid.
So
the
three
items
identified
pulling
those
takes
away.
The
purpose
that
Esser
was
for
so
I
believe
that
we
need
to
keep
those
programs
in
place
for
all
the
reasons.
D
Miss
Waters
identified
really
good
points
about
the
programs
I've
heard
from
staff
that
you
have
the
data
I,
believe
you
and
so
I,
just
don't
see,
pulling
items
that
have
been
important
for
Innovation
and
that
are
important
now
for
staff
to
get
those
in
place.
This
July
17th
is
what
a
month
before
school
starts.
We
need.
We
need
to
know
that
these
were
in
the
plan
and
we
need
to
support
the
plan
moving
forward.
A
D
S
Do
have
a
comment.
Thank
you
very
much
so
so
the
the
academic
team
presented
data
to
you
all
denied
into
the
public,
showing
that
we
have
make
made
progress
for
all
racial
groups.
S
I
have
not
dug
into
the
data
as
they
have,
but
they
have
indicated
to
me
as
they
indicate
to
you
all
tonight
that
both
in
in
the
last
time
we
met
two
weeks
ago
that
in
reading
and
math
that
the
results
that
we're
seeing
now
will
exceed
the
the
pre-pandemic
numbers-
and
this
is
this-
is
not
growth.
This
is
proficiency,
so
I
have
not
dug
into
that
data,
but
what
I
have
done?
S
I
have
dug
into
Data
that
preceded
that
and
I've
gone
very
deep
in
that
data,
and
so,
if
what
they're
telling
us
tonight
about
what
they
are
seeing,
that
means
then,
based
on
what
my
analysis
that
I've
done
over
the
last
few
years
is
that
for
SC
ready.
If
what
they're
saying
holds
this
would
be
the
highest
SC
ready
scores,
since
the
SC
ready
was
implemented
in
2016
for
all
racial
groups
and
then
the
second
point
and
last
point
that
I
would
make.
Is
that
I've
seen
this
before
in
this
District?
S
In
the
data
analysis,
I've
done
so
between
2006
and
2013,
we
were
making
progress,
steady
progress
for
all
racial
groups
and
then
I
took
a
look
at
what
those
actions
initiatives,
programs
that
were
in
place
when
we're
making
that
progress,
those
programs
and
the
initiatives,
many
of
those
who
were
dismantled,
taken
away
discarded
right
after
2013
and
scores,
students
begin
to
decline
and
I
have
been
declining
to
until
recently.
S
So
what
my
fear
is
is
that
if
we
take
away
the
programs
that
have
proven
to
be
effective
in
improving
student
outcomes
for
white
kids,
for
African-American
kids
for
Hispanic
kids
for
all
kids
in
this
District,
then
we're
gonna
have
a
repeat
of
what
happened
after
2013
for
all
kids
for
their
academic
achievement
to
to
go
down,
and
once
that
happens,
it's
a
struggle.
It's
a
multi-year
struggle
to
recapture
that.
H
Z
First,
but
go
ahead:
I
have
a
question
but
go
ahead.
First,
it.
V
So,
as
I
understand
it,
the
item,
four
just
for
clarification,
is
for
leadership
development
support
for
the
existing
acceleration
schools.
So
that's
ongoing
right
now
during
the
summer,
and
so
this
would
be
just
continuing
this
program
on
and
funding
it
up
and
keeping
it
going.
W
V
And
I
see
Mr
brigman's
left,
but
I
think
he
already
answered
the
question
on
the
the
virtual
school.
So
we
don't
have
to
go
there
so
really
Darren
before
you
and
you
can
ask
your
questions,
but
I
really
think
to
miss
Robertson's
point
and
and
it's
not
removing
it,
it's
deferring
it
so
if
the
Saga
could
be
just
deferred.
So
we
could
just
talk
a
little
more
about
it.
V
Talk
more
about
the
equity
and
the
use
of
this
program,
the
success
of
the
program
to
see
if
it
can
be
stretched
out
spread
out
what
I
would
would
be
in
favor
of
is
just
having
that
one
deferred,
because
I
don't
want
to
stop
any
of
the
acceleration.
You
know
programs
and
it
sounds
like
the
virtual
one
is
very
important,
but
I
just
think
there
needs
to
be
a
little
more
discussion
on
the
Saga.
That's
all.
Z
Z
Well,
number:
four:
if
we
don't
enter
into
it
now,
then
we
would
end
up
losing
the
contract
and
would
not
be
able
to
get
be
able
to
get
them
back
on
board,
am
I
correct
with
them
as.
Z
We
don't
move
on
this
now
and
particularly
if
we
don't
have
those
teachers
using
going
to
that
July
10th
training.
We
were
gonna,
we're
gonna
end
up
losing
that
contract
and
they
won't.
We
won't
be
able
to
jump
back
onto
it
at
a
later
point,
so
meaning
we
would
have
to
go
and
file
another
amendment.
If
we,
if
we
defer
this
right
now,
we
would
not
be
able
to
come
jump
into
the
University
of
Virginia
after
July
temple
on
July
17th.
W
Thank
you,
Mr
Calhoun
I
apologize,
so
we
we
we
might
miss
out
on
that
that
training
opportunity
we
could.
We
could
go
ahead
with
the
other
services
outlined
in
that
contract.
We
we
truncated
that
contract,
so
that
we
would
have
time
to
onboard
Dr
Galion
to
get
him
acquainted
with
the
work
with
UVA
and
to
to
utilize
that
contract
from
now
until
December,
so
that
if
he
wanted
to
continue
that
work
post
December,
he
could
make
that
decision
alongside
our
team,
so
that
original
contract
was
truncated,
Mr
Calhoun.
W
You
might
remember
that
the
first
contract
was
more
expensive
than
what's
on
the
current.
The
current
list.
Z
Or
what
I
don't
want
to
happen
is
if
we
start
pulling
these
extra
things
out
and
we're
not
able
to
secure
them
later
on,
because
we
deferred
it
and
we
have
to
file
another
amendment.
On
top
of
the
amendment
we
already
have
to
file
for
the
for
the
teacher
bonuses,
that's
going
to
delay
those
bonuses
even
longer
because
we
got
two
different
amendments
going
through.
At
the
same
time,.
W
Sure,
and,
and
and
I
understand,
that
from
my
for
my
world
with
amendments
I
understand
that
completely
to
appreciate
that
if
I
may,
just
with
the
Saga
Dr
Davis
just
shared
with
me,
this
slide
that
at
West
Ashley
High
School,
the
pass
rate
on
eocs
from
2122
went
from
50
to
65
percent
and
see
your
better
went
from
22
to
40
percent
and
at
RB
Stahl
from
48
in
2021
to
64
in
2022
and
C
or
better
from
14
to
38
in
2022
and
again
miss
Robertson
at
your
point
is
very
well
taken
that
you
know
neither
Baptist
Hill
nor
St
John's
is
there.
W
It
is
a
costly
program,
and
so
we
do
try
to
start
programs
like
this
small.
So
we
can
evaluate
their
effectiveness
to
determine
whether
they're
noteworthy-
and
this
is
the
SEC.
This
was
completed
the
second
year
of
saga
in
our
school,
but
I
do
appreciate
that
Miss
Robertson.
We
have
it
for
advisement.
So.
V
T
A
W
F
Just
need
to
do
we're
concerned
with
the
price
point
in
defense
of
my
schools,
the
opting
in
and
them
not
opting
in.
We
are
all
aware
that
both
of
my
high
schools
have
had
transitioned
with
their
principals
year
after
year,
fair.
T
B
H
Z
Can
I
make
a
friendly
amendment
to
towards
Mr
cabalski
to
accept
the
entire
package.
B
Z
X
Waters
just
a
question
about
the
Saga
piece
and
the
potential
to
expand.
If
we,
if
we
approve
this
today,
it's
just
for
these
schools
because
that's
the
quoted
price,
what
would
be
the
opportunity
to
bring
in
more
schools
if
they're
like?
Would
there
be
an
opportunity
Beyond?
This
point.
T
We'd
have
to
work
with
the
provider
to
ascertain
whether
or
not
they
have
the
Staffing
to
support
us.
If
we
wanted
to
expand,
we
try
not
to
we
try
to
work
in
partnership
with
schools
to
make
sure
that
whatever
we're
providing
whatever
we're
offering,
they
have
the
capacity
and
the
ability
to
support
it.
We
want
to
do
things
and
do
it
well,
and
so
these
three
schools
chose
to
participate.
They
have
found
some
success.
We
knew
it
was
a
pricey
package
and
that's
why
we
took
a
hard
look
at
it.
T
That's
why
we
in
some
parts
reduce
the
the
program
but
we're
open
to
expanding,
where
it
makes
sense
for
our
schools,
and
so
the
answer
is
yes,
we
can
work
with
the
vendor
to
see
if
they
can
I
can't
give
a
hard
yes
or
no
tonight.
Without
going
back
to
the
team
and
saying
okay,
there
may
be
some
schools.
I
haven't
talked
to
those
principals,
yet
that
may
be
interested
Ms.
R
Simmons
I
have
a
question
so
you've
only
selected
a
a
few
schools
and
you're
talking
about
expanding
so
has
been
paid
so
far
has
just
been
for
those
few
schools.
So
what
is
the
plan
going
forward
if
you
expand
this
program
and
what
price
tag
are
we
talking
about
to
be.
T
R
T
Understand
that
Esther
is
Sensei,
so
that
was
another
reason
to
reduce
the
package
understanding
that
a
year
from
now,
we
are
on
our
way
out
in
terms
of
how
we
sustain
some
of
our
programmings
I'm,
responding
to
the
board
asking
about
expansion,
so
that
wasn't
our
original
intent
walking
in
to
the
meeting
tonight,
but
hearing
the
concerns.
The
valid
concerns,
I'm
open
to
exploring
and
figuring
out
our
path
forward.
H
B
H
S
So
there
there
has
been
no
work
on
adolescence
when
it's
a
19.3
million
dollars.
I
believe
it
is
to
do
the
five
thousand
dollar
bonus,
so
I
think
in
the
motion,
or
at
least
in
the
background
that
listed
several
different
options
of
five
thousand
two
thousand
one
thousand,
maybe
even
seven
thousand
so
first
of
all,
staff
did
not
have
a
number
to
work
with
of
that
range
of
numbers
and
number
two
again,
the
the
five
thousand
is
19.3
all
of
the
dollars.
S
All
of
the
after
three
dollars
are
already
for,
for
expenditures
has
been
approved
by
by
the
state
department.
So
that
means
that
when
we
would
have
to
do
an
analysis
and
see
where
we
would
reallocate
19.3
million
dollars,
so
that's
going
to
have
a
significant
impact
at
the
school
level.
A
lot
of
those
dollars
are
are
in
FTE
that
schools
have
backfield
for
the
for
the
learning
loss,
and
so
so
that
has
to
be
determined,
and
that
is
not
an
easy
task
to
say.
S
S
There's
the
process
associated
with
the
amendment,
so
the
state
department
Department
every
summer
shuts
down
the
amendment
window
for
federal
grants
we're
in
that
shutdown
period
now,
because
all
the
federal
grants
have
to
be
closed
out
during
the
summer
and
that
that
deadline
for
that
closeout
and
submitting
those
reports
to
the
status
August,
the
15th
and
so
the
window
for
amendments
will
not
be
open
reopened
by
the
state
until
after
that
date,
and
so
is
whatever
we
do
with
the
acid
dollars.
S
That's
not
right
now
in
the
in
the
approved
plan
by
the
state,
without
the
wait
until
until
at
least
after
August
15th
August.
F
S
S
V
S
Yeah,
August
15.;
okay,
that's
a
standing
date
every
year,
so.
F
You
and
he
answered
my
second
question:
how
would
it
affect
schools,
so
you
you
said
that
so.
My
third
question
is
when
you're
looking,
instead
of
looking
at
the
whole
line
item,
do
you
have
funds
that
you
allocated
money
to
towards
a
project?
That's
not
been
used.
S
Well,
certainly,
you
have
opportunities
when
you
talk
about
this,
this
type
of
volume
of
money
to
be
able
to
look
at
different
line
items,
but
then
to
be
able
to
do
that
in
and
extract
19.3
million
dollars.
The
opportunities
are
very
small
to
be
able
to
get
enough
dollars
from
a
line
item
line.
I
am
lying
I'm
without
looking
at
big
swats
of
of
expenditures.
Okay,.
F
And
my
final
question:
if
line
item
10
summer
and
after
school
learning,
that's
right:
16.2
million!
How
many
do
you
know
how
many
students
see
having
summer
school
this
year
and
the
cost
of
summer
school.
T
Mr
Roberson,
we
have
Summer
Camps
summer
enrichment
camps
operating
for
our
read
to
succeed,
Scholars
those
are
students
who,
by
State
Statute
third
graders,
who
are
at
risk
of
being
retained.
So
we
have
summer
camps
running
for
all
of
those
Scholars
and
we
have
a
middle
school
program
running
as
well.
F
T
D
S
Well,
I
mean
I,
I
mean
that's,
there's
some
money
in
every
category,
all
15
categories.
So
the
question
is
you
know
how
how
do
we,
how
do
we
analyze
each
of
the
each
of
the
categories?
This
is
what
we
would
do.
We
have
to
analyze
each
other
categories,
see
what
the
the
least
negative
impact
would
be
to
schools
and
then
how?
How
then
do
we
mitigate
those
impacts?
Those
negative
impacts?
S
F
I
mean
that's
summer
school.
So
that's
why
I'm
asking?
What
did
you
use
last
year?
What
are
you
using
this
year
and
any
projections
for
next
summer
because
that's
16.
AA
S
But
I
would
also
be
mindful
I
think
it's
something
that
Dr
Temple
said
that
the
answer
of
dollars
were.
S
There
were
three
three
main
reasons
why
federal
government
allocate
those
dollars
and
one
of
those
was
with
learning
loss,
and
so
we,
you
know,
we
we've
had
tremendous
learning
losses
in
this
District
as
all
when
we
across
the
country
and
I
think
it's
been
demonstrated
that
we
have
used
out
those
dollars
effectively
to
be
able
to
to
turn
that
loss
around
and
so
I
want
to
make
sure
that
as
we
as
we
talk
about
reallocating
the
acid
dollars
for
any
reason
that
we
pay
attention
to
what
that
was
worked
and
because
again
and
others
I
mean
one
once
the
trajectory
starts
going
down
it
is.
Z
Yeah
I
really
wanted
to
say,
I
think
this
conversation
that
we're
having
now
will
be
better
served
after
we
have
the
next
audit
and
finance
meeting
when
we
when
we
can
actually
see
the
dashboard
that
they've
been
working
on,
and
then
that
way,
we
can
really
look
at
our.
What
different
programs
are
where
and
then
also
what
evaluations
I've
been
doing
done
done
where
and
then
that,
then
we
can
start
pulling
out
our
the
different
things
that
we
need
to
to
start
trying
to
find
that
20
million
dollars
I.
Think
I.
Z
I
really
think
this
conversation
is
a
little
preliminary
without
having
that
full
dashboard
and
only
having
this
toothpaste.
This
two-page
summary
that
we
have
well
there's
one
page
summary
that
we
have.
Z
I
absolutely
Miss,
Robertson
I
just
do
I
do
feel
as
if
on
on
July
6,
we
will
have
more
opportunity
to
dig
into
the
budget
or
the
Esser
budget
after
we
have
that
dashboard
and
then
find
that
20
million
dollars,
be
it
whether
out
of
10
or
even
a
couple
of
these
other
lines
that
I'm
looking
at
but
I,
think
we
I
know
we
can
find
the
20
million
dollars
on
this
thing.
I
hope
we
can
find
out
20
million
dollars
on
this
thing.
Z
We
just
really
need
to
be
able
to
dig
down
into
it
and
say
which
line?
Are
we
going
to
pull
it
from
and
I
think
with
that
dashboard
that
we
will
get
on
July,
6.,
correct.
AA
R
Ms
Watley
am
I.
Miss
Carlin
am
I
correct
in
understanding
the
motion
on
the
floor
to
approve
the
reallocation
of
the
sr3
funds
to
pay
the
teachers,
the
one-time
five
thousand
dollar
bonus.
This
empowers
you
to
get
the
ball
rolling
for
the
amendment
that
we
may
need
from
the
state,
etc,
etc.
Et
cetera
of
the
concerns
Etc
et
cetera.
So
that's
right.
This
gets
that
ball
rolling.
AA
V
V
AD
We
will
can
I
comment
on,
certainly
when
we,
the
board,
originally
discussed
this
I
think
back
in
May.
The
five
thousand
dollar
bonus
at
that
time.
I
think
there
was
conversations
about
how
we
would
move
the
teacher
salary
schedule
forward
in
general.
So
what
I
wanted
to
recommend
I
I
see
for
this
emotion,
of
course,
is
for
teachers,
media
and
guidance,
but
I
would
recommend
that
we
include
everyone,
that's
paid
on
the
teacher
salary
schedule,
and
that
is
the
19
million
dollars
my
office
provided
to
Mrs
Carlin
covers
all
of
those
individuals.
R
D
R
R
A
B
R
Motion,
okay,
so
the
motion
is
amended
would
read
motion
to
approve
the
reallocation
of
sr3
funds
to
pay
the
one-time,
5
000
bonus
to
certified
classroom
teachers
to
include
media
guidance
and
everyone.
That's
on
the
teacher
pay
scale.
AD
AD
A
D
R
Thank
you
for
the
pointing
that
out
and
for
Patiently
Waiting
this
whole
time.
All.
D
Yeah
I
just
wanted
to
clarify.
So
what
is
our
plan
now
for
re
for
analyzing
the
sr3
funds
and
coming
up
with
the
places
and
and
to
find
places
where
we
can
cut?
What
is
our
timeline
to
do
that
and
who's
going
to
be
involved.
V
V
We
can
start
this
looking
as
what
has
been
impactful,
because
we
have
had
the
ability
to
stop
certain
programs,
so
we
felt
that
there
was
no
impact,
so
I
think
that
review
with
a
couple
board
members
will
have
something
to
come
back
with
when
you
start
this
process.
But
right
now
all
we're
doing
is
voting
is
on
an
amount
and
to
get
this
thing
rolling.
B
B
B
We're
on
to
item
J
information
for
capital
projects
report.
Are
there
any
questions
for
Miss
Costello.
R
Yes,
ma'am
I'd
like
to
start
this
off
Miss
Carlin
for
our
conversation
earlier
is
it
I
would
like
to
direct
you
and
miss
Ann
and
your
team
to
analyze
the
eia
and
other
available
funds
to
see
what
can
be
eliminated
and
to
open
up
those
revenue
streams
toward
the
teacher
pay
increase
and,
if
possible,
if
your
analysis
can
show
that
we
won't
have
to
then
raise
the
Mills
to
8.3.
Perhaps
we
can
do
a
lower
percentage.
AA
Yes,
ma'am
I
will
meet
with
my
staff
tomorrow
and
take
a
look
at
eia
funds,
as
well
as
special
Revenue
funds
to
see.
If
there's
anything,
we
can
possibly
move
from
gof
into
those
funds
to
try
to
relieve
some
some
gof
funding
and
fund
balance
or
whatever
I'm,
not
sure
we
can,
but
we
will
definitely
take
a
look
at
it
and
see
what
we
can
do
and
respond
back
to
the
board.
Thank
you.
So
much.
B
S
So
so
in
in
that
type
of
analysis
and
in
modification
in
the
in
the
proposed
millage,
it
really
should
go
through
the
RN
finance
committee
so
which
meets
next
Thursday,
I.
Think
I,
don't
know
if
you
you,
your
staff
has
the
the
time
to
get
the
analysis
done
between
now
and
then
perhaps
you
do
I
don't
know,
but
but
instead
of
coming
directly
to
the
board.
That
type
of
analysis
needs
to
go
to
the
committee
for
a
recommendation
to
the
board.
Yes,.
AA
X
X
S
Yeah
so
I
mean
so
I
mean
the
state
has
some
some
pretty
and
intricate
fund
informants
around
the
eia
funding.
And
so
we
need
to
understand
what
you
know
what
the
long-term
impacts
might
be,
and
we
we
may
not
know
because
you
know
the
fact,
the
fact
you
just
brought
up
that
those
changes
every
year
by
the
same.
V
Yeah
I
I
just
have
one
clarification,
scarlin
I
know:
we've
been
going
back
and
forth
to
this.
I
just
want
to
make
sure
because
I
know
we've
had
a
lot
of
discussions
on
what
we
were
going
to
prepare
for
the
next
audit
and
finance
committee,
but
it
really.
It
goes
back
to
the
point
that
in
this
revised
budget
that
we're
going
to
be
coming
up
with
well
for
the
second
reading
that
the
Esser
funds
are
going
to
be
clearly
put
in
and
reported
just
like.
We
report
the
special
funds.
H
V
V
B
Then
for
closing
items,
the
upcoming
meetings,
Committee
of
the
whole
and
the
board
meeting
will
both
be
held
on
July
17th.
Then
on
August
14th
we
will
have
Committee
of
the
hold
on
August
28th
the
board
meeting.
Is
there
a
motion
to
adjourn
the
meeting?
I
do.