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From YouTube: CCSD Board of Trustees Committee of the Whole & Special-Called Meeting | October 10, 2022
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B
C
Okay,
second
Miss
Waters
made
the
motion
and
the
murder
at.
C
Okay
motion
passes
the
next
item
on.
B
A
Up
and
we
are
going
to
start
with
district
one
Reverend
E.J
Milligan,.
C
D
F
Our
concerns
for
this
year,
as
you
noted,
as
can
be
noted
actually
from
the
reports
that
we
made
on
last
year.
We
felt
that
there
was
a
lack
of
communication
and
decision
making
and
the
education
of
our
children
and
the
concerns
of
our
constituents,
and
we
are
still
in
that
same
position
this
year,
as
we
make.
F
Our
report
is
that
there
is
a
lack
of
communication
with
district
one
constituent,
School
Board,
as
we
try
to
communicate
with
Charleston
County
School
Board
of
Trustees,
and
we
we
feel
that
we
have
an
integral
role
and
the
decisions
for
our
children
and
for
our
staff
and
for
the
community
that
we
serve.
We
have
been
elected
to
serve
them
and
would
like
to
be
able
to
answer
questions
when
they
are
asked
of
us.
F
A
case
in
point
is
the
sale
of
Lincoln
high
school
vocational
education
building
the
property
that
is
across
the
street
from
the
former
Lincoln
High
School,
the
building
was
sold
with
absolutely
no
communication
with
the
School
Board
one.
There
are
several
other
concerns
that
we
have
that
can
be
mentioned
at
this
point,
however,
we
are
just
hoping
and
praying
that
we
will
have
better
communication
with
CCSD,
as
we
continue
to
work
together
for
the
betterment
of
our
community
and
for
our
schools
and
for
our
children.
F
We
do
realize
that
there's
a
lot
of
animosity
between
the
students
from
district,
one
that
are
attending
the
schools
at
attending
school
at
Wando,
the
children
from
district
one
are
called
students
from
the
country
and
they
may
be
from
the
country,
but
and
that's
okay,
okay,
I'm
from
the
country,
amen
and
so
I
I,
don't
believe
that
I
have
any
reason
why
anyone
should
actually
refer
to
any
of
our
students
in
this
manner.
F
There
are
fights
and
altercations
that
are
are
going
on
on
a
regular
basis,
and
we
have
had
meetings
to
discuss
this
situation
and
we
are
looking
for
and
hoping
that
we
are
able
to
curtail
the
disciplinary
problems
that
are
truly
existing
with
our
students
from
day
one
at
Wando,
High
School.
F
We
have
some
updates
on
the
new
school.
We
are
excited
for
the
updates
for
the
new
school
that
is
is
proposed
to
be
built
in
Anda
and
mclennanville
on
Highway
17.,
the
community
meetings
have
been
had.
The
community
is
ready
for
the
building
of
this
new
school
and
we
are
excited
and
and
look
forward
to
the
continued
progress
in
this
particular
area.
F
The
proposed
new
school
is
proposed
to
be
a
partial
magnet
school
and
D1
students
will
have
the
opportunity
and
option
to
attend
that
school
as
it
is
built
for
that
for
our
community.
Other
students
from
across
the
district
will
also
have
an
opportunity
to
attend
the
school
and
allendar.
We
are
excited
about
that.
F
Santi
Saint,
James,
Santi,
Elementary
and
Middle
School
we'd
like
to
report
that
Saint
James
Santee
continue
to
have
a
monthly
food
distribution
from
art
for
the
and
on
McClellanville
Community.
This
takes
place
on
the
second
Wednesday
of
each
month.
There
was
a
grant
from
the
van
Roblox
program,
robotics
program
that
was
introduced
to
St
James
Elementary,
Middle
School,
and
at
this
time
the
the
robots
are
used
for
enhancing
the
education
of
our
children
and
focusing
on
those
children
that
have
learning
disabilities.
F
The
program
has
had
to
be
postponed
due
to
the
arrival
of
hurricane
Ian.
However,
they're
waiting
to
reschedule
that
program,
our
Early
Head
Start
program
is
successfully
completed
his
first
year
on
the
new
Grant
cycle.
The
focus
has
been
on
the
curriculum
implementation,
implementation
of
supporting
the
Head
Start
teachers
and
obtaining
teacher
certification.
We
are
grateful
for
what
is
happening
with
our
Early
Head
Start.
We
have
11
Head
Start
students,
23
Early
Head,
Start
students
and
St
James
Elementary
of
St
James
Early,
Head
Start
is
fully
staffed
at
this
time.
H
Good
evening,
as
we
continue
with
your
report,
one
of
those
strictly
to
the
rest
of
my
time
or
our
time
to
our
strategic
recommendations-
and
our
main
point
is
the
new
school
in
district.
One
or
district
one
in
the
district.
Two
boards
will
have
to
work
together
to
establish
attendance
zones
necessary
to
populate
the
new
school.
Your
joint
effort
would
not
only
Aid
with
the
creating
attendance
Zone,
but
also
provide
an
opportunity
to
gain
input
for
curriculum
development
and
education
theme
of
the
students
to
school.
H
As
she
said,
all
students
will
have
an
opportunity
to
go,
but
with
the
proposed
partial
magnet
that
will
also
help
us
to
populate
the
school,
because
that
is
the
main
concern
right
now
and
just
putting
it
on
the
lapse
of
the
district,
one
in
District
2
board
to
come
up
with
the
tendency
Zone
that
is
going
to
be
a
high
heel
decline,
but
with
the
Advent
of
just
bringing
in
the
posture,
mag
and
open
it
up
to
students
from
across
the
county,
I
think
that
would
Aid
in
populate
in
school.
H
The
other
area
that
we're
mostly
concerned
with
is
also
a
closing
their
achievement
gap
for
all
students.
This
has
been.
H
That's
always
been
the
issue,
but
up
until
now,
we
hadn't
nailed
anything
down,
it's
tangible,
where
we
can
correct
the
problem.
We
can
talk
about
it,
but
we
need
to
come
up
with
some
facts
as
to
how
we're
going
to
do
this.
The
issue
was
not
only
prevalented
in
schools
labeled
as
low
performing,
but
also
in
schools,
with
much
higher
test
scores.
H
The
achievement
gap
of
my
minority
students
across
the
district
has
been
a
top
priority.
Black
students
rank
highs
and
almost
all
the
categories
we
just
had
a
meeting
with
the
combined
constituents
group
Awards
members
and
the
question
was
often
asked,
what's
being
done
to
close
the
achievement.
Gap,
the
answers
varies
with
each
superintendent
oftentimes.
The
issue
was
the
same
as
beginning
of
their
tenure
as
it
was
at
the
end
when
they
left
Charleston
County
School
District.
H
H
But
one
good
point
in
that
statistic
has
showed
us
that
during
the
2012-2013
school
years,
School
proficiency
and
rating
and
math
peaked
and
all
ethnic
groups,
so
we
recommend
that
the
district
consider
reviewing
the
data
and
also
consider
replicating
me
because
something
was
done
during
those
years
that
caused
all
boats
to
rise
on
that
tide.
So
whatever
was
done
in
that
year
is
we
need
to
take
a
close
look
and
see
if
we
can
go
back
to
that,
because
something
was
done
and
it
was
very
productive.
H
I
A
C
Under
the
student
transfers
and
attendance
Zone
concerns,
there
was
a
there's,
a
total
live-in
and
attend
in,
and
it
said
16
but
I
think
that's
supposed
to
be
160..
So
I
just
wanted
to
make
sure
board
knew
that
that
that
that
that
was
160.
A
B
B
Okay,
and
so
in
order
to
fund
it,
we
would
have
to
look
at
postponing
a
different
project.
Is
that
correct.
C
B
C
Is
D2
Pamela,
Joan,
Goldman
who's,
the
board
chair.
K
Good
afternoon
I'm
going
to
start
off
my
end
of
year,
Report
with
a
story.
Last
Monday
we
had
four
tough
discipline
cases.
Really
every
discipline
case
is
tough.
The
next
day
we
received
a
note
from
one
of
the
administrators
Miss
Christy
Williams
at
Wando,
and
she
wrote
this
as
I
was
driving
home
yesterday
afternoon
after
our
board
meeting
I
couldn't
help
stop
but
think
I
couldn't
help
stop,
but
thinking
how
difficult
your
job
as
board
members
is.
K
Not
only
do
you
have
to
make
extremely
difficult
decisions,
but
you
take
time
away
from
your
families
to
spend
your
evenings
helping
these
kids
in
our
schools.
All
I
wanted
to
do
was
come
back,
bring
cookies
or
something
just
to
say.
Thank
you.
Thank
you
for
listening.
Thank
you
for
your
patience.
Thank
you
for
your
time
and
thank
you
for
making
a
difference.
K
So
I
first
want
to
just
take
a
moment
to
acknowledge
all
of
the
constituent
board
members.
Mine
is
all
mine
as
well
as
those
represented
by
the
chairs
here
today
for
the
sacrifice
of
time
and
energy
and
willingness
to
serve
their
constituents.
There
is
nothing
more
rewarding
and
at
times
more
frustrating
than
serving
on
a
constituent
board.
K
Second
I
would
like
to
thank
both
Miss
Champagne
For
Always,
finding
answers
to
every
question
and
keeping
us
in
line
and
for
Miss
Stephanie
Skinner,
for
whom
we
would
be
lost
and,
of
course,
Terry
Nichols.
Our
newly
acquired
liaison
board
member
who
is
wonderful
and
wise,
and
we
love
her
I
wish.
I
could
say
we
share
any
sort
of
synergy
with
the
current
County
board,
but
as
I
look
over
the
end
of
your
report,
that
sadly
looks
very
similar
to
the
one
we
submitted
last
year.
K
It's
hard
to
say:
if
anyone
actually
read
it,
let's
start
with
transfers,
365
of
them
an
outdated
jfabc
transfer
policy.
Schools
that
are
at
or
over
capacity
should
not
be
open
to
transfers
period.
It's
a
waste
of
administrative
time,
board,
time
and
frankly,
a
disservice
to
the
parents
who
think
they
have
a
chance
to
get
their
students
in.
We
are
hopeful
that
the
next
board
will
take
this
very
serious
issue
in
D2
to
Heart,
along
with
a
much
thought
out,
suggestions
on
how
to
streamline
and
clean
up
that
transfer
policy.
K
Another
issue
with
transfers
is
the
overturn
of
Appeals.
We
had
two
transfers
overturned
just
last
week,
one
to
Cario
from
St
James
Santee.
We
are
desperately
trying
to
keep
kids
at
St
James
Santee,
especially
with
a
new
new
middle
and
high
school
on
the
horizon.
But
apparently
that
is
not
a
shared
interest.
Everyone
seated
here
with
me,
will
tell
you
that
transfer
requests
are
not
taken
lightly
with
350
of
them.
The
D2
board
spends
a
considerable
amount
of
time
and
energy
going
through
each
one.
It's
often
more
than
just
does
this
meet
criteria.
K
We
get
students
who
apply
to
multiple
four
or
five
schools
in
our
district.
We
only
approve
one,
but
sometimes
it's
not
the
one
they
want,
but
you
don't
know
that
the
bottom
line
is
when
it
comes
to
transfer
appeals.
It
would
make
a
whole
lot
of
sense,
for
the
constituent
board
to
Simply
include
a
simple
one-line
reason
behind
that
decision.
K
K
It
has
also
created
another
huge
issue
in
our
community
unverified
residency.
We
urge
the
district
to
immediately
hire
an
address
auditor,
much
like
they
did
abused
when
it
first
opened
to
get
these
numbers
under
control.
Otherwise,
no
amount
of
rezonings
will
stop
over
capacity
numbers
at
Lucy,
Beckham,
high
school
or
Carolina
Park
Elementary
School.
For
that
matter,
it
is
imperative
that
board
members
take
the
time
to
understand
the
needs
of
each
of
the
district
districts
they
represent
as
more
older
homes
in
Mount
Pleasant
are
purchased
and
renovated,
often
to
the
tune
of
twice
their
size.
K
K
You
cannot
take
this
or
teacher
retention
for
granted
when
it
comes
to
rezonings.
We
get
our
fair
share.
In
fact,
we
spent
the
last
six
months
chasing
our
tails
on
a
rezoning
at
Carolina
Park,
when
we
were
asked
very
specifically
in
writing
several
times
from
the
planning
department
to
rezone
200
kids.
K
K
Imagine
our
surprise
when
a
community
at
when,
at
a
community
input
meeting
for
the
Carolina
Park
Elementary
School
rezoning,
a
current
County
Board
member
stood
up,
asked
a
child
for
a
sign
and
stood
in
solidarity
against
one
of
the
maps
we
had
been
given
by
the
district
to
consider.
Imagine
months
of
Fielding
calls
from
Angry
constituents
and
emails
petitions
from
thousands
of
neighbors
only
to
have
a
County
Board
member
undermine
our
rezoning.
If
that
sounds
crazy
well,
it
is.
K
Lastly,
no
reasoning
resulting
should
ever
take
place
without
a
constituent
board
member
being
involved
in
the
map
process
and
without
the
board
getting
direct
input
from
the
principle
of
the
affected
school.
They
are
the
ones
who
best
know
the
building
capacity,
not
us.
This
is
why
our
constituents
get
upset
at
the
rezoning
system.
Even
we
have
a
hard
time
understanding
the
transparency.
K
Lastly,
discipline
I
want
to
take
a
second
to
thank
Dr
Coakley
for
her
grace
and
guidance.
In
our
cases
we
have
several
suggestions.
We
will
also
share
with
her
and
her
amazing
Department
of
school
service
reps,
who
are
truly
Saints
in
our
eyes.
Their
dedication
to
our
children
on
an
individual
basis
is
truly
astounding.
We
are
excited
about
the
addition
of
climate
coaches
in
our
schools
and
look
forward
to
more
options
for
our
students
to
tackle
mental
health
issues.
K
We
recommend
every
school
offer
parent
workshops
on
tough
conversations,
Miss
Linda,
Allen's,
fantastic
program,
potentially
in
tandem
with
PTA
and
sic
at
each
school
to
cover
social
media,
bullying,
drugs
and
alcohol
and
depression.
We
also
recommend
a
social
media
workshop,
starting
in
fifth
grade
is
shown
each
year
during
homeroom.
K
Preventative
measures
can
lead
to
safer
schools
and
less
disciplined
cases.
I
think
I
speak
for
all
constituent
board
members.
When
I
say
District
discipline
cases
are
the
hardest
part
of
our
jobs.
We
weigh
So
Many
Factors.
During
these
decisions
we
shed
tears.
We
hug
families.
We
appreciate
administrators.
As
with
the
transfer
appeal
cases,
a
simple
line,
devoid
of
emotion
from
the
constituent
board
might
give
you
pause
to
think
differently
about
the
case
informed
by
factors
we
considered,
uniquely
because
of
the
school
in
the
situation.
K
I
have
been
honored
to
serve
on
this
board
for
the
past
four
years.
We're
a
small
board.
We
desperately
need
to
be
expanded
to
seven.
We
have
board
members
who
routinely
get
babysitters
in
order
to
attend
meetings
or
Miss
sporting
events
that
kids
are
participating
in
we're
not
complaining
about
it.
It's
part
of
what
we
willing
willingly
signed
up
for
it's
just
frustrating
when
you
don't
have
the
support
of
a
County,
Board
I've
said
this
many
times
in
my
tenure
on
this
board.
K
We
are
your
boots
on
the
ground,
and
yet
you
simply
refuse
to
include
us
in
board
business
in
Mount,
Pleasant,
Community
meetings
or
when
you
meet
with
local
Mount
Pleasant
government
officials
about
D2
schools.
All
I
can
say
is
I'm
hopeful.
The
new
board
will
put
aside
special
interest
agendas
like
Coalition
for
kids,
rushing
through
governance
plans
and
instead
work
with
the
constituent
boards
for
the
good
of
all
schools.
Thank
you.
L
Hi
Ella,
that's
going
to
be
a
tough
act
to
follow.
I
could
almost
just
say
what
she
said.
I
do
want
to
thank
Miss,
Toshiba
champagne,
who
is
awesome
and
always
helpful.
She
really
is
a
rock
star
and
I
also
want
to
thank
Bob
Olson,
who
sits
in
on
our
meetings
and
answers.
Lots
of
my
ridiculous
questions.
L
The
staff
has
been
super
helpful.
What
hasn't
been
super
helpful,
unfortunately,
is
the
Consolidated
board
and
I
got
to
be
honest
with
you.
This
feels
a
little
futile
since
I
recognize
that
many
of
you
won't
be
sitting
here
in
another
few
months.
L
Like
my
predecessor,
my
report
is
very
similar
to
the
report
I
submitted
last
year,
because
a
lot
of
these
things
were
not
acknowledged
or
act
upon.
However,
I
do
want
to
start
off
with
the
things
that
we're
doing
right.
L
I
did
make
a
commitment,
last
in
my
last
annual
report,
to
work
harder
at
mimicking
the
language
of
the
Consolidated
board,
so
that
you
all
would
see
less
appeals
from
our
student
transfer
requests
that
actually
worked
in
2021
25
of
the
D3
board.
Decisions
were
repealed
and
in
2022
only
17
were
appealed.
L
10
of
those
appeals
were
overturned.
We
work
really
hard
to
keep
our
schools
balanced
and
under
capacity
Unfortunately.
They
are
all
over
capacity.
I
know
you're
hearing
that
from
everybody,
but
we
have
new
schools
on
James
Island
and
they
are
already
full.
In
fact,
this
year,
I
got
a
phone
call
from
one
of
the
assistant
principal
tools,
saying
please
do
not
let
any
more
students
into
our
school.
L
L
You
ask
anybody
on
James
Island,
the
mayor,
Realtors
residents.
The
numbers
are
continuing
to
go
up.
We
do
not
realistically
anticipate
that
the
number
of
families
moving
to
our
area
is
going
to
decrease
in
the
next
five
years,
and
yet
that
is
what
the
county
school
district
is
predicting
for
us.
That
creates
a
significant
challenge
for
us
and
one
that
we're
not
equipped
to
handle.
L
District
three
talked
about
rezoning
because
we
thought
maybe
we
could
alleviate
some
of
the
problems,
but
then
we
realized
very
quickly
that
it
just
pushes
it
around
to
other
schools
we're
a
small
District.
We
only
have
four
elementary
schools
they're
awful.
We
can't
accommodate
anymore.
So
the
question
is:
how
do
you
fix
this
problem?
Well,
we
are
hoping
with
fingers
crossed
that
the
new
Early
Learning
Center
is
going
to
alleviate
some
of
the
overcrowding
issues
that
we
see
in
our
elementary
schools.
L
I've
asked
now
for
a
year
for
some
information
on
that
Early
Learning
Center
we've
been
told
that
Community
meetings
would
have
started
last
year.
They
have
not.
We
have
had
no
Community
meetings.
We've
had
very
little
information
about
it,
so
I
I
tend
to
be
cautiously
optimistic
that
that
Early,
Learning
Center
really
is
going
to
solve
some
of
our
overcrowding
problems.
L
The
other
big
thing
on
on
our
table,
of
course,
is
student
discipline
and,
to
be
totally
honest,
I
didn't
change
any
of
the
language
from
my
report
from
last
time,
because
these
problems
continue.
We
are
seeing
crazy
discipline
cases
that
that
leave
us
speechless
to
be
honest.
Girls,
fighting
girls
violently
in
our
schools,
I
I,
have
no
words
for
this.
L
What's
almost
more
upsetting
is
seeing
these
students
parents
in
these
meetings
right
that
are
at
the
end
of
their
ropes,
they
don't
know
what
to
do.
We've
taken
away,
the
cell
phone
we've
talked
to
the
teachers,
we
don't
know
what
to
do.
We
need
more
resources
in
the
schools
to
deal
with
behavioral
issues.
I
recognize
that
y'all
are
going
to
invest
in
some
mental
health
and
some
counselors
in
every
school,
and
that's
great.
We
need
more
and
we
need
it
faster.
L
It
is
not
okay
for
these
kids
to
be
coordinating
their
schedules,
so
they
can
meet
at
112
in
the
bathroom
for
a
fight.
It
is
not
okay
and
it's
happening
younger
and
younger
and
younger.
We
have
one
Middle
School
on
James
Island.
They
have
violence
issues
and
those
things
those
issues
are
actually
exceeded
in
elementary
school
right.
There's.
Fourth,
graders
that
don't
know
how
to
regulate
their
emotions
and
don't
know
how
to
work
in
a
group
they
have
no,
they
have
no
resource
for
conflict
resolution.
We
need
to
look
at
this.
Earlier
sooner.
L
We
need
to
intervene
with
with
practical
Solutions
before
these
kids
get
to
middle
school
and
then
God
forbid,
High
School,
where
kids
are
actually
getting
hurt.
It's
just
not
okay
for
us
I
said
last
year.
We
would
very
very
much
like
to
see
restorative
justice
practices
in
all
of
our
schools
in
all
of
our
schools,
not
just
for
the
older
kids,
particularly
for
the
younger
kids
right.
They
need
to
be
able
to.
They
need
to
learn
how
to
how
to
resolve
conflicts
amongst
their
peers,
that
that's
the
skill
that
they
just
don't
have.
L
The
other
couple
of
strategic
recommendations
that
came
from
my
board
is
the
need
to
retain
the
interventionists
that
have
been
hired
during
the
use
of
Esther
funding.
Right
I
recognize
that
schools
were
advised
not
to
use
Esser
funds
to
hire
staff.
L
I
recognize
that,
however,
in
asking
the
schools
to
bridge
the
learning
gaps,
the
way
they
do,
that
is
by
hiring
staff.
So
several
schools
hired
interventionists
brought
their
scores
up,
but
now
the
Esser
funding
will
dissipate
and
they
need
to
be
able
to
retain
those
staff.
People
I
think
the
Board
needs
to
help
us
come
up
with
a
way
to
retain
the
staff
we
have
and
double
down
on
teachers
and
teacher
training.
At
the
same
time,
significantly
I
would
like
to
see
the
district
fulfill
the
commitment
they
made
to
Murray
lasane
Montessori
School.
L
You
all
should
have
received
a
letter
from
myself
and
my
board
this
week
requesting
that
you
look
at
that
for
next
school
year.
This
will
allow
Murray
lasaine
to
control
their
attendance.
It
will
also
allow
them
to
actually
successfully
implement
the
Montessori
model
which
the
district
committed
to
at
that
school.
They
have
phased
out
the
traditional
classrooms
and
we're
told
that
once
those
traditional
classrooms
are
phased
out,
I
believe
it
was
a
span
of
seven
years
that
it
would
be
converted
to
full
magnet.
L
We
need
to
make
marilisan
a
full
magnet,
Montessori
School
and
then
again,
as
I
already
mentioned,
we
need
the
flexibility
to
turn
the
Early
Childhood
Learning
Center
into
something
that
we
can
actually
use
to
help
alleviate
the
overcrowding
problem.
I
know
we're
looking
at
Universal
Pre-K
and
we
want
that
Early
Learning
Center
to
serve
four-year-olds
and
kindergarten
I
think
we
need
to
look
at
possibly
serving
first
grade
as
well,
so
that
we
can
free
up
some
space
in
our
elementary
schools
for
all
of
our
students
and
I.
M
L
Do
not
have
the
capacity
numbers
in
my
report.
Y'all
I
didn't
give
you
any
information
that
you
don't
already
have,
but
yes,
I
believe
that
there's
limited
space
I
think
James
Island
Elementary
still
has
a
handful
of
seats,
but
the
rest
of
our
schools
are
at
capacity
or
over
okay.
A
L
I
think
the
goal
is
to
make
it
a
full
magnet
so
that
they
can
just
control
the
class
sizes
right
now.
They
still
are
required
to
take
kids
that
are
in
that
zone
and
that's
what's
skewing
the
numbers,
so
it
would
be
great
if
James
Island
students
were
a
priority,
but
certainly
if
there
are
seats
available,
you
know
we
would
welcome
anyone
from
from
the
district.
L
L
C
Okay,
all
right
that
that
we
definitely
need
to
work
on
that
good
Clarity.
What
what
is
the
magnet
status?
They're,
a
constituent,
magnet.
A
C
All
right
then
correct,
Dr,
French
and
then
Robert
Mack.
L
N
M
Just
to
follow
up
on
that
Jeff
is
there
any
plans
on
the
books
to
help
with
that
problem
with
the
overcrowding
that's
being
reported,
I
mean.
J
D
A
J
Our
building
capacity
based
on
21
or
22
students
per
classroom,
so
if
it
is
less
than
that
in
a
classroom,
capacity
could
be
higher.
If
it's
more
than
that
which
a
lot
of
schools
go
over
22
21
22,
it
could
be
less
than
that.
It
also
depends
upon
how
they
use
their
classrooms
for
those
specialty.
Those
specialty
courses
as
well.
G
A
All
right,
I,
don't
remember,
watches.
Thank
you.
Thank
you
very
much.
Next
is
district
four
Carla
Gadson.
G
O
O
O
So
right
now
we're
proposing
that
it'll
be
one
complete
cycle
for
the
transfer
request
application.
So
it
should
go
from
February
to
June
30th,
which
is
the
end
of
your
fiscal
year
and
then
after
June
30th
it'll
be
like
they
have
to
apply
for
hardship.
So
just
not
ending
it
one
minute,
one
month
or
two
months.
Whatever
your
cycle
is
and
then
restarting
so
parents.
You
know
life
goes
on
and
stuff
like
that,
and
people
forget
so
just
have
one
consistent
cycle
from
February
to
June
to
June
30th
as
far
as
accepting
transfer
requests.
O
Last
year
here
was
the
timeline
for
the
resulting
discussion.
June
7th
2021
the
board
had
a
rezoning
workshop.
O
Then
from
there
we
had
our
rezoning
meetings,
our
community
meetings,
which
was
September
23rd,
September,
28th
and
September
30th
come
October
19th
we
did
make
a
decision
and
a
motion
was
made
to
accept
option
two
for
District
4,
high
schools,
North
Charleston
and
RB
Stahl,
the
absolute
expand
the
attendance
zone
for
North
Charleston
high
school
and
resume
292
students
from
stall
to
North
Charleston.
The
motion
passed
four
to
one.
We
also
did
the
elementary
school
option
for
District
Four
elementary
school
for
lamb,
honey,
Park
and
Pepper
Hill.
O
The
option
would
rezone
71
students
for
Pepper
Hill
to
Hundley
Park
rezone
31
students
from
Pepper
Hill
to
lambs
and
rezone
107
students
from
Huntley
Park
to
Lambs.
This
motion
passed
again
four
to
one
also
within
the
motion
was
made
to
allow
Rising
seniors
at
stall
or
North
Charleston
to
remain
at
their
home
school.
That
motion
passed
five
to
zero.
O
Again,
the
motion
was
passed.
The
allowed
Rising
fifth
graders
to
remain
at
the
prospective
elementary
school
again
past
five
to
zero
November
2021
no
letter
was
sent
to
the
parents,
December
nothing
January,
2022,
nothing
was
sent
to
the
parents
in
regards
to
rezoning
February.
Nothing
then
comes
March
when
the
district
realized
that
there
was
an
air
with
the
what
we
discussed
as
far
as
what
the
board
voted
on
saying
that
North
Charleston
couldn't
house
those
292
students,
because
what
we
base
our
decision
on
is
what
they
produced
on
their
website.
O
In
that
report
come
April
26
22
we
had
a
meeting
with
Mr
perui
and
his
staff.
We
did
decide
to
stand
on
our
decision
that
we
made
back
on
October
2021
and
then
on
May
9,
2022
you'll
return,
our
decision.
So
where
are
we
now
stall
is
still
over
capacity
stalls.
Population
now
is
1952
School
capacities,
1400
North
Charleston
is
at
803.
O
So
where
are
we?
What
are
we
going
to
do
about
this?
Besides
putting
another
trailer
at
stall,
which
you
I
think
you've
already
done
that
or
in
the
process,
or
wait
for
the
trailers
to
come
in,
but
that
is
our
main
concern
because
of
safety
stall
is
still
on
the
list
without
a
date
of
when
you're
gonna
do
the
expansion.
So
that's
a
problem
too.
O
So
that
is
our
main
concern.
As
far
as
with
the
attendance
attendance
line
hearing,
we
do
appreciate
dap
for
well
now
DSS
for
adding
an
option.
As
far
as
with
the
excuse
me
just
blanked
out
with
the.
O
Adding
that
option
to
allow
them
to
do
community
service,
which
amendment
15
hours
so
I,
think
that
is
a
good
option
as
far
as
that
was
added
to
the
decisions
that
we
can
make
with
our
students,
because
I
know
with
D4,
we
do
not
want
to
put
our
students
out
of
schools.
We
want
other
options.
We
want
them
to
be
able
to
be
successful
along
with
be
productive
members
of
the
North
Charleston
community.
O
Our
second
recommendation
is
that
constitial
board
members
do
receive
a
raise
because
again,
this
fifteen
dollars
was
placed
in
1975
based
on
the
inflation
rate.
2022
is
83.72
cents.
So
that
concludes
my
report.
Any
questions.
J
Yes,
ma'am
I
did
not
in
I.
Didn't
did
not
mean
to
infer
my
first
comment
that
we
do
we
ignore
program
demand
capacity.
I
was
simply
addressing
the
comment
made
by
the
Constitution
award
chair
about
building
capacity.
That
I
disagree
with
her
building
capacity
assessment
that
that
was
the
point
there.
We
do
take
a
hard
look
at
program
capacity
to
see
how
school
is
being
used,
and
that
does
that
does
affect
things
and
that
did
affect
things
in
the
North
Charleston
decision.
J
So
the
way
the
way
ahead
on
on
this
one
is,
as
we've
got
the
numbers
in
place
now
for
this
year.
The
numbers
are
are
not
exactly
the
same
as
the
projected
enrollments
at
a
number
of
the
schools,
including
I,
want
to
go
back
to
Lucy
Becca,
but
much
under
the
projection
at
Lucy.
J
P
Yes,
I
think
Jeff.
This
is
going
to
also
be
a
question
for
you
and
following
up
about
the
style,
I
know,
we've
talked
about
this:
the
portable
facilities
at
stall
and
the
expansion.
Can
you
just
elaborate
a
little
bit
about
where
we
are
there.
J
So
the
the
module
unit
that
was
installed
at
Stahl
High
School
10
classrooms
is
complete
and
operational
so
that
that
that
unit
is
functional,
the
principal's
utilizing
it
to
its
fullest
extent.
The
Expansion
Project
was
voted
on
by
the
County
Board
as
a
Wave
3
project.
Right
now,
that's
not
slated
to
be
completed
until
December
of
2025
and
as
with
any
project
that
you
want
to
move
up
on
the
list.
J
Something
has
to
move
back
because
we
are
borrowing
money
until
the
sales
tax
money
all
comes
in,
and
so
it's
a
very
strict
process
in
which
the
projects
are
laid
out
to
meet
the
funds
that
are
available
so
I
know.
The
knee-jerk
reaction
is
make
the
project
go
faster.
Something
has
to
give
and
be
slid
to
the
right
and
I
believe.
J
We've
moved
that
one
up
to
the
front
of
the
Wave
3
projects
already
so
December
2025
as
it
stands
right
now
for
the
300
student
expansion
and
we'll
take
a
we'll,
be
taking
a
look
at
all
of
the
District
4
high
school
numbers,
as
they
now
have
come
in,
compare
the
building
capacity
with
how
the
schools
are
being
programmed.
Okay,.
P
Q
Yes,
my
question
is
related
to
the
cas
program
in
North
Charleston.
Could
you
tell
us
how
that
program
has
impacted
enrollment
in
the
district
and
I
mean
it's
a
beautiful
building?
Do
we
have
students
being
enrolled
in
the
programs?
Is
it
being
underutilized
and
just
a
little
bit
about
what's
going
on
there?
Well.
O
I
have
hearsay,
I'm
I'm
hearing
that
it's
not
being
used
like
how
it
should
be
I'm
hearing
that
it's
only
like
93
students
enrolled
and
the
way
they
do
their
classes.
I
think
they're
based
on
five
semesters,
so
I'm
not
really
an
expertise
on
CS,
but
from
my
understanding
that
it's
not
being
utilized
how
it
should
be
utilized.
O
Through
oh
yeah
that
went
perfectly,
it
was
more
of
the
administration
that
one
of
the
schools
I
don't
want
to.
That
was
pushing
back
so
and
then,
of
course,
he
or
she
had
their
community
members
pushing
on
us.
So
I
don't
yeah
too
much
care
for
that
type
of
behavior
and
I
think
more
highly
of
administration
that
they
would
not
put
our
constituent
board
in
that
type
of
situation.
A
hostile
situation,
so
we
need
to
be
adults.
O
Accept
decisions
also
I
meant
to
say
that
there
needs
to
be
as
far
as
a
policy
on
who
can
appeal
attendance
line
decision
and
six
months
coming
back
six
months
after
the
decision
has
been
made,
that's
unacceptable,
but
it
was
allowed.
But
it's
unacceptable.
G
A
Okay,
District
nine
Monica
Smith.
E
Good
afternoon
good
afternoon,
everyone
exactly
I
am
Monica
Smith,
the
chair.
We
have
Cheryl
Glover
who's,
the
vice
chair.
We
have
Renee
blodgen,
Pat
Klein
Reverend,
go
to
small
sport,
neon
green
and
Dr
Karen
Simmons,
so
I
just
want
us
to
turn
to
where
you
have.
The
student
transfer
concerns
enforcing
the
policy.
E
E
E
E
So
now
we've
gone
down
to
strategic
recommendations,
input
from
District,
9
board,
community
and
School
staff
concerning
the
future
of
Mount
Zion.
As
it
gets
converted
into
a
family
engagement.
Center
The
District
9
board
had
recommended
that
the
Mary
Ford
Early
Learning
Family
Center,
be
the
gold
standard
for
Mount
Zion
future
update
on
El
curriculum
at
all.
Three
elementary
schools
provide
the
staff.
E
E
R
M
Just
to
Mr
Kennedy
I've
heard
a
couple
of
times
from
just
from
the
reports.
That's
that
has
been
presented
about
training
with
the
constituent
board.
How
often
do
we
do
those
in
have
that
been
modified
to
include
some
of
the
concerns
that
they
are
presenting
here?
Thus,.
S
Far
yeah
we
do
have
schedules
for
for
constitutional
board
training
about,
especially
because
you
give
us
that
schedule.
Yes,.
I
D
R
The
constituent
board
members
are
trained
annually
and
the
areas
of
student
transfers,
parliamentary
procedures,
meeting
conduct,
of
course,
and
student
discipline.
In
previous
years.
We
have
tried
to
do
the
student
discipline
piece
twice.
R
We've
experienced
just
a
few
challenges
over
the
last
couple
of
years
because
of
the
pandemic,
but
we
have
been
working
with
staff
as
well
as
the
office
of
General
Consul
to
schedule
that
training
as
soon
as
possible
and
keeping
in
mind
that
there
will
be
some
new
members
on
the
board
following
the
November
election.
So
we're
definitely
looking
forward
to
training
following
the
election
is.
M
R
Sir
and
we've
worked
with
formerly
the
department
of
alternative
programs
on
scheduling
one-on-one
sessions
with
the
boards
individually,
so
they
get
training
as
a
whole
and
we've
also
scheduled
one-on-one
sessions,
where
we
do
kind
of
mock
scenarios
where
they're
allowed
to
address
and
discuss
concerns
that
may
be
specific
to
that
con,
that
particular
constituent
District
just
so
they
can
get
some
personal
support
in
addition
to
what's
provided
overall,
okay.
E
You
yes,
I,
have
one
more
comment
that
I
know.
We
are
really
concerned
we're
concerned
about
the
amount
sign
being
turned
into
a
family
engagement
Center.
We
really
really-
and
we
talk
with
different
parents
and
at
different
schools,
and
the
District
board
had
recommended
that
the
Mary
Ford
Early
Learning
and
Family
Center
be
the
gold
standard
for
the
Mount
Zion
future.
E
So,
instead
of
it
being
a
family
engagement,
we
wanted
it
to
be
set
up
like
the
Mary
Ford
for
the
early
early
learning
for
the
younger
children
because
of
the
traveling
that's
going
to
take
place
when
the
new
Mount
Zion
is
built.
We
have
kids
way
down
on
the
other
side
that
are
young
and
they
got
to
be
on
that
bus
by
themselves
to
travel
to
the
new
to
the
new
Mount
Zion,
so
that
we
are
really
concerned
about
that,
because
they're
so
young.
A
B
B
Next
is
district
10,
Joy
Brown.
T
Thank
you
all
board
for
the
opportunity
to
present
our
annual
reports,
special
thanks
to
miss
gold
and
Miss
champagne
for
all
the
work
they
do
for
us,
and
then
we
have
Miss
Simmons,
Mr,
Cobb,
Miss,
Pilkey
and
Miss
Rivers,
who
sit
in
with
us
for
a
lot
of
time.
They
spend
a
lot
of
time
with
us,
so
we
really
really
appreciate
everything
they
do
for
us.
T
Constituent
boards
are
elected
officials.
We
have
closed
relationships
with
our
administrators
teachers,
parents,
students,
one
of
my
favorite
things
that
we
got
to
do,
was
sit
in
to
see
West
Ashley
high
school
students
walk
across
the
stage.
That
is
something
I
will
always
treasure.
T
We
are
valuable
assets.
We
put
in
a
lot
of
work
and,
as
you
can
hear
by
my
fellow
for
my
fellow
constituent
board
members,
we
are
not
feeling
heard.
T
We
hope.
We
hope
that
you
will,
or
the
next
board
will
continue
communication
and
utilize.
T
All
of
our
hard
work
that
we've
got
elected
by
a
by
the
community
I
am
going
to
I'm
sorry
ahead
of
time,
Maggie
or
whoever's
doing
the
slides,
I'm
gonna
go
out
of
order,
but
I
do
want
to
start
usually
I
wouldn't
read
off
of
the
paper,
but
I
think
it's
really
important
for
you
to
know
just
how
much
work
we
do
all
right,
so
our
responsibilities
to
assign
students
to
non-magnet
local
schools
in
constituent
District,
subject
to
appeal
by
the
CCSD
Board
of
Trustees,
to
consider
and
determine
student
transfer
request
subject.
T
T
T
T
That
means
we
have
troubles
in
our
schools
and
instead
of
being
supported
by
the
board,
we
had
things
overturned
and
appealed
or
overturned.
Parents
have
the
right
to
appeal,
obviously,
but
we
had
them
overturned
without
regard
for
the
decisions
that
we
make
and
the
and
why
we
make
them
like
I
said
we
work
very
closely
with
the
schools,
and
so
we
do
have
a
a
different
understanding.
We
have
a
perspective
that
maybe
you
guys
don't
get
to
share
I'm
going
to
skip
over
to
the
Strategic
recommendations.
T
It
has
remained
a
top
priority
for
us
in
d10,
also
I,
think
across
the
other
constituent
districts,
and
we
would
like
to
make
sure
that
we
are
included
in
things
that
have
to
do
with
our
schools,
especially
if
it
has
to
do
with
potential
future
rezoning
or
something
like
that.
T
T
T
T
We
would
like
to
advocate
for
a
per
diem
increase
for
constituent
board
members.
Like
I
said
we
spend
several
hours
lots
of
late
nights
and
it's
it's
a
lot
of
work
and
I
would
never
trade
it
for
the
world.
It's
wonderful,
it's
wonderful
work,
but
it
is
really
really
difficult.
It
is
really
hard
and
we
put
a
lot
of
thought
and
effort
into
it.
T
T
If
you've
driven
by
West
Ashley,
you
see
there
are
no
Woods
anymore,
it's
going
to
be
a
huge
apartment
complex,
so
we
just
want
to
get
an
update
on
that.
If
we
can
to
make
sure
we
can
fit
everybody,
we
would
love
to
work
with
the
board
to
streamline
policy
jfabc.
T
We
believe
that
the
transfer
appeals
need
to
be
vetted
with
the
same
scrutiny
that
we
give.
So
we
here
now
I
understand.
There
are
data
points,
but
our
schools
are
more
than
data.
So
if
there
are
some
some
classrooms
that
just
simply
cannot
hold
21
or
22
students,
for
whatever
reason
that
is,
we
have
to
take
that
into
consideration.
So
if
schools
are
telling
us
that
they
have
a
wait
list,
they
have
a
wait
list.
T
So
we
take
that
into
consideration
when
we
make
these
appeal
when
we
make
the
student
transfer
plans
and
decisions,
and
so
we
need
you
to
hear
us
out,
we
need
you
to
be
able.
We
need
you
to
at
least
consider
that
there
might
be
a
reason
that
we
don't
allow
a
school,
a
student
or
we
don't
place
a
student,
because
really,
if
you're
placing
students
without
regard
for
our
decisions,
our
thought
out
decisions,
you're,
potentially
putting
schools
in
a
bad
spot,
and
it's
not
fair
to
other
parents.
T
Discipline
hearings,
discipline
concerns,
as
I
said,
we
had
110
hearings,
so
that's
not
including
all
of
the
ones
seen
by
dap,
and
that's
not
to
say
that
our
students
are
bad
students.
It
has
been
a
hard
year.
We
have
seen
that
firsthand
how
difficult
this
has
been
for
the
students.
That's
why
you
see
me
up
here
a
lot
talking
about
mental
and
behavioral
health
concerns,
because
I
am
here,
I
see
it.
We
are
on
the
ground
all
of
us,
so
we
just
want
to
make
sure
that
there's
some
consistencies.
T
Consistency
is
with
the
cases
being
presented,
consistency
with
packets
and
we
have
worked
with
our
principals
and
they
are
doing
better,
but
we
would
like
to
see
some
improvements
still
I
do
want
to
say
thank
you
to
DAP
and
all
the
DAP
representatives
for
all
the
hard
work
they
do,
and
we
would
like
to
see
yeah
more
engagement
from
the
schools
to
assess
the
academic,
mental
health
and
social
emotional
needs
of
our
students
and
again
we're
talking
about
Appeals
I,
wish
that
the
board
would
consider
why
we
make
decisions
that
we
make
I
think
that
it's
really
important.
T
C
Okay,
I
think
that
the
D,
because
we
are
running
ahead.
A
G
C
Comments
and
then
we'll
hopefully
by
the
time
we
do
that
that
our
two
other
representatives
from
D20
and
d23
will
be
here,
but
so
far
thanks.
A
So
much
everybody,
it's
been
really
helpful
and
all
right,
Miss
Waters
public
comment.
Yes,.
P
Thank
you
Miss
Darby,
so
we
did
receive
online
and
in
person
sign
ups
for
today.
The
first
in-person
comment
is
actually
Joy.
Brown
I'm
gonna
come
back
up.
T
Good
afternoon
Jared
and
Mack
Vice,
chair,
Waters
and
board
long
time
no
see
I
am
here
in
a
different,
actually
I'm
gonna
officially
take
this
hat
off.
T
I
am
here
in
a
different
capacity,
not
as
a
constituent
board
member,
but
as
a
parent
and
advocate
I
want
to
thank
you
all
and
District
staff
for
all
the
hard
work
you
did
with
those
Community
meetings.
T
I
feel
like
it
was
a
short
time,
but
you
guys
pulled
it
together
and
there
was
a
lot
of
work
done.
There
was
a
lot
of
data
points
and
even
though
the
meetings
were
not
well
well
attended,
it's
still
a
good
start,
and
it
makes
me
really
hopeful
for
the
future,
knowing
that
we
can
have
these
kind
of
community
engagement
sessions
with
no
outside
interest.
We
can
do
this
within
the
district,
and
so
that's
really
really
exciting.
T
So,
even
though
I
will
say,
I
don't
exactly
agree
with
the
new
governance
initiative.
That's
happening.
I
do
hope
that
we
will
take
our
time.
I
know
that
there
is
a
time
crunch,
but
I
think
that,
with
most
of
you,
not
gonna
you're
not
going
to
be
here
soon.
I
mean
some
of
you
just
won't
be
here,
and
then
some
of
you
are
up
for
election
and
so
I
think
that
I
would
love
to
slow
things
down
a
little
bit
when
it
comes
to
the
superintendent
search.
T
I
feel
like
the
superintendent
search
was
put
on
the
back
burner
since
December
I
mean
it's
been
since
December
Mr
Kennedy
is
doing
a
good
job.
I've
heard
really
good
things.
I
feel
like
the
rush.
I
was
listening
to
a
board
governance
ad
hoc
meeting,
where
it
was
brought
up
to
talk
about
the
superintendent
search,
and
it
was
mentioned
by
Cindy
I-
believe
that
it
wasn't
the
appropriate
committee
that
you
needed
to
have
another
ad
hoc
committee.
T
P
You
next
is
Carol
Temple,
no
I'm,
Sorry
Miss
Temple
is
not
here.
I,
don't
see
her
okay.
U
Hey
everybody,
how
you
doing
my
name
is
John,
Davis
and
I
know.
All
of
you
have
heard
from
me
one
way
or
the
other
before
these
are
my
kids
they're
twins,
pretty
awesome,
kids
right
here,
we're
lucky.
They
were
roommates
right.
U
Wife
only
had
to
do
it
once
lucky
for
her
right
and
there
are
a
lot
of
shaky
voices
up
here
and
I'm
gonna
join
to
it,
but
so
in
2019
my
daughter
got
the
opportunity
to
do
the
abuse
thing
and
because
she's
a
twin
so
did
my
son
she
got
in.
He
did
not,
and
that
forced
me
this
guy
right
here
with
a
really
tough
decision,
which
was
to
split
my
twins
up
or
forfeit
this
tremendous
opportunity
for
my
daughter
and
I
thought
about
it.
A
lot
and
I
thought
well.
U
Man
first
grade
second
grade
third
grade.
Fourth,
we're
gonna
have
tons
of
opportunities
to
get
Caleb
in
and
so
I
made.
The
decision
I
was
like:
let's
go,
let's
do
it.
Let's
give
her
this
opportunity
and
almost
the
second
we
sent
that
paperwork
in
you
guys
changed
abuse
altogether.
U
I
have
I've
I,
have
gone
I've,
exhausted
everything,
every
emotion
that
I
have
in
my
body
to
find
out
what
the
right
thing
to
do
is
because
I
feel
guilty
for
this
decision,
because
it's
causing
real
Strife
to
my
kids
and
to
me
and
my
wife:
it's
not
easy
right,
but
the
only
thing
that
we've
been
told
is
that
it's
your
decision
and
that
you
are
the
authority
and
I
understand
why
abuse
needed
some
changes
and
I
support.
U
P
Thank
you,
Mr
Davis.
That
concludes
our
in-person
sign.
Ups.
The
comments
submitted
online
dealt
with
the
goals
and
guardrails
process
as
well
as
well.
They
were,
they
were
really
all
about
the
goals
on
the
guardrails.
A
Constituent
board
updates
our
next
one
is
District
20.
V
Thank
you,
superintendent,
Kennedy
and
school
board.
We're
happy
to
be
here
to
provide
you
with
our
recommendations
for
the
year
and
our
update
our
members
right
here:
Diana
Yarborough
she's,
not
here
Stefania
drosba,
I'm,
Downing
child.
We
have
Frank
Crosby
here:
Regina
Duggins,
Barbara,
Graham,
Holmes
and
Katie
Preston.
V
So
our
our
responsibilities,
similar
to
our
other
constituent
school
boards,
to
assign
students
to
non-magnant
local
schools
in
our
district
subject
to
appeal
to
consider
and
determine
student
transfer
requests
subject
to
appeal
to
hear
and
decide
student
discipline
appeals
subject
to
appeal
and
to
make
annual
recommendations
to
CCSD
Board
of
Trustees
relative
to
our
educational
Affairs.
In
our
district.
V
Attendant
Zone
concerns,
D20
does
not
have
the
high
school
student
numbers
to
support
an
equal
opportunity.
High
School
and
our
high
school
population
continues
to
decline,
even
if
all
of
our
high
school
students
all
of
the
ones
downtown
456
total
attended
the
same
downtown
school,
which
we
know
will
not
happen
because
we
have
many
magnet
options
in
place.
We
would
not
have
nearly
enough
students
to
support
a
competitive,
High
School,
on
par
with
schools
and
surrounding
areas.
V
Okay
in
terms
of
student
discipline
appeal
concerns
with
ads.
Every
year,
our
students
with
discipline
records
have
many
red
flags
prior
to
coming
before
our
board,
so
many
of
their
problems
could
be
addressed
earlier
with
adequate
Mental
Health
Resources,
including
counseling.
We
need
generous
funds
directed
to
professionals
who
can
offer
immediate
emotional,
social
and
academic
intervention
to
students
with
red
flags
for
depression,
aggression
and
learning
problems
we're
seeing
a
lot
of
all
of
these
things.
So
we
also
need
to
extend
plentiful
resources
to
Resource
challenge
families
who
are
striving
to
support
our
students.
V
Our
strategic
recommendations
are
as
follows:
devote
robust
social,
emotional
and
counseling
resources
to
D20
schools
and
communities,
support
our
families,
support
Burke,
High
School
as
a
full
magnet
program,
develop
an
early
learning
and
Family
Center
for
pre-k
students
and
families
in
District.
20.
V
And
finally,
unfortunately,
we
have
learned
that
our
communities
are
full
of
guns,
so
we
recommend
installing
walkthrough
metal
detectors
for
concealed
weapons,
the
kind
that
they
have
in
Spartanburg.
Where
you
just
walk
through.
You
don't
have
to
take
out
all
your
stuff,
like
you
do
at
the
airport
walk
through
and
they
recognize
guns.
Somebody
is
something's
going
to
go
terribly
wrong.
If
we
don't
do
this
now,
we
feel-
and
that's
it.
B
B
Please
stop
interrupting
me.
Excuse
me,
I
just
want
to
say
that
bypassing
the
constituent,
School
Board
transfer
policy
that
I
really
don't
see.
Why
you
think
that
your
students
should
be
able
to
do
that
and
that
students
who
live
in
D20
shouldn't
have
a
priority
to
attend.
Burke
High
School,
as
suggested
by
your
wanting
to
make
it
a
full
magnet.
V
I
respond
yeah,
so,
yes,
there
are
very
small
schools
in
other
areas
in
rural
areas.
This
is
downtown
Charleston
and,
what's
not
fair
is
that
students
do
not
have
similar
access
to
in
their
in
our
own
Zone
School
for
high
academics,
competitive,
you
know,
AP
classes.
We
have
a
school
where
not
one
child
has
passed
an
AP,
we
have
very
limited
Sports.
We
have
practically
no
Sports.
V
We
have
a
situation
where
we
can't
fix
this,
because
we
don't
have
the
student
numbers,
because
High
School
is
really
a
numbers
game.
You
have
to
have
the
numbers
to
be
able
to
provide.
You
know
all
of
the
kind
of
opportunities
that
kids
in
high
school
deserve.
They
deserve
to
go
in,
not
to
not
to
say
in
freshman
year.
I
want
this
kind
of
class.
V
They
go
to
high
school
to
experience
and
learn
what
they
want
to
do
and
they
need
to
have
a
lot
of
opportunities
and,
if
they're
kids,
who
are
happy
to
go
to
Burke,
we
can
have
priority.
That's
fine,
but
it
simply
is
not
Equitable
to
have
our
options
be
limited
to
such
a
small
school.
That's
and
that's
not
going
to
change.
We
need
to
have
the
same
kinds
of
opportunities
for
athletics,
for
extracurricular
and
for
academics
that
all
of
our
other
communities
around
us,
immediate
have
have
I
mean.
This
is
why.
V
This
is
it
I
hear
from
so
many
parents.
This
is
really
really
stressful
and
you
know
unfair
that
we
don't
have
the
same
kind
of
access
to
opportunities
that
our
neighborhood
schools
have
People
Are
People
families
that
are
happy
at
Burke,
High
School.
That's
great
I
see
a
place
for
Burke
High
School,
it's
just
a
very
small
school.
B
To
interrupt
her,
every
district
has
said,
concerns
that
they've
had
and
this
child
was
presenting.
The
concerns
that
they
have
for
district
20.
I
did
not
interrupt
her.
I
was
asking
a
question.
We
can
talk
about
this
later.
Also
driving
the
traffic
pattern
from
downtown
to
West
Ashley
High
School
is
a
lot.
C
V
Burke
is
currently
a
partial
magnet
so
that
part
of
the
school
can
continue
to
be
developed
and
it
can
continue
to
be
an
option
on
the
school
choice
you
know
suck
it
so
and
I
think
that
we
have
good
leadership
and
certainly
an
active
alumni
community
in
place
that
can
help
develop.
That
I
certainly
have
some
ideas,
but
you
know
that
I
think
that
that
is
kind
of
an
aside.
G
P
V
I
can't
speak
for
all
of
our
families,
but
I
I
know
that
we
have
been
involved
with
the
SIC
at
different
capacities.
We've
met
with
all
of
the
principals.
You
know
the
principal
D20
board
about
this
kind
of
I've
definitely
talked
to
some
other
leaders
about
this
idea
and
I.
V
Think
for
the
most
part,
people
are
very
passionate
about,
of
course,
keeping
Burke
as
an
option
and
and
having
Burke
grow
and
Thrive,
but
also
people
are
interested
in
providing
better
opportunities
for
downtown
students,
so
I
think
having
both
options
available-
and
you
know
to
support
both
options-
is
something
that
this
this
suggestion
accomplishes
does.
A
V
Q
I
just
want
to
make
a
comment
because
of
gentrification.
We
have
seen
birth
transition
from
a
huge
school
with
activities
football.
All
of
that.
Q
What
do
you
see
as
a
solution
to
a
problem
where,
where
all
of
most
of
the
black
families
have
been
pushed
out
of
the
area?
And
what
we
have
now
are
white
families
who
are
coming
in
to
Burke
and
saying
we
need,
we
need
to
circumvent
a
process,
and
are
you
including
the
fact
that
there
are
other
Avenues
of
dealing
with
the
issues
now
at
Burke,
because
we
have
the
friends
of
Burke
who's
saying
we
want
to
keep
her.
Q
V
V
That
is
very
complicated
issue
and
so
I've
been.
This
is
my
third
term,
so
I
don't
think
that
I
have
the
solution
to
this,
but
I
do
think
that
I
do
not
think
that
white
families
are
taking
over
Brooke
I.
Think
that,
first
of
all,
it's
mostly
it's.
V
But
I
think
everyone
in
the
community
wants
to
see
both
a
successful.
You
know
Burke
High,
School
and
also
many
people
want
to
have
other
options,
but
I'm
sorry,
I,
don't
have
a
better
answer.
That's
more
concrete
and
that's
easier.
X
X
The
century
District
Board
of
trustee
responsibilities
to
assign
students,
non-magnet
Louisville
schools
and
extended
District,
subject
to
appeal
and
CCSD
Board
of
Trustees
to
consider
determined
students,
transfer,
request,
subject
to
appeals
and
CCSD
Board
of
Trustees
three
to
here
to
decide
distance
students
just
discipline,
appeals
service
appeals
to
the
CCSD
Board
of
Trustees,
both
mcandle
recommendations
to
CCSD
Board
of
Trustees
relative
to
the
educational
Affair
of
its
District
students,
transfer,
Gene,
Evans
Elementary
School.
For
transfers.
X
We
look
at
the
current
Zoning
for
our
two
elementary
schools
near
the
school
has
reached
capacity
and
based
on
the
projection
of
the
2122
enrollment.
We
still,
we
will
still
have
room
to
rep,
to
accommodate
our
students
in
the
best
interests
as
the
communities
continue
to
grow.
We
would
like
to
revisit
the
concern
later.
Also,
let
us
continue
to
educate
our
parents
of
the
offering
of
the
offering
of
the
West
Ashley
center
for
advanced
studies
located
at
the
campus
of
West
Ashley
high
school.
X
During
the
2021
school
year,
we've
had
a
total
of
three
discipline
hearing
that
were
heard
by
District
23
Constitution
board.
We
have
also
noticed
a
great
decrease
in
the
number
of
discipline
hearing,
2019-2020
18
numbers
of
hearing
2020
2021
nine
numbers
of
hearing
2021-22
three
hearings,
strategic
recommendations.
M
Not
a
question
to
Reverend
Glover
but
help,
hopefully
to
help
address
some
concerns.
Mr
burrowi,
there's
a
opportunity
for
athletic
Improvement
for
d23.
Is
there
not?
Are
that
slated.
J
We
have
a
number
of
projects
slated
for
district
23
in
certain
order.
We
just
completed
the
scoreboard.
As
you
know,
our
next
big
project
will
be
the
bleacher
project
and
that's
upgrading
the
home
bleachers.
The
project
that
Mr
Glover
Reverend
Glover
is
referring
to.
We've
provided
pictures
from
that
site
over
the
course
of
the
last
full
year.
The
vegetation
has
cleared
behind
those
bleachers,
the
three
or
four
foot
behind
the
bleachers
to
the
fence
and
another
five
foot
on
the
other
side
of
the
fence
line.
Q
I
previously
served
on
the
constituent
board,
Reverend
Glover.
You
left
out
the
fact
that
you
all
feel
as
if
you
need
a
pay
increase
now.
I,
don't
see
that
one
on
here,
okay,
but
we'll
go
ahead
and
add
that
you
have
a
concern,
because
you
too,
you
do
work
hard
and
we
understand
that
I.
Don't
know
whether
this
board
has
the
the
all
members
have
the
knowledge
of
the
work.
That's
involved
in
the
constituent
board
level,
but
we
do
work
hard
and
we
thank
you
for
the
work
that
you
do.
Q
I
want
to
get
back
to
baptist
Hill,
because
this
is
something
that's
going
on
in
the
area,
and
the
fact
is
that
we
have
a
dual
educational
system.
In
d23
we
have
our
black
students
who
attend
Baptist
Hill,
and
then
we
have
our
white
students
who
attend
a
school.
That
was
predominantly
white
at
one
time,
but
now
it's
a
charter
school
and
what
we
want
to
do
and
I
know.
Miss
Huggins
has
a
plan
in
place
and
I
want
to.
Thank
you
for
that.
Q
I'd
also
like
to
say
something
about
the
d23
community.
Football
is
that
community
without
football,
I
think
that
many
of
our
students,
especially
our
black
male
students,
would
not
even
attend
school.
So
I'd
like
to
ask
this
board
that
we
take
a
look
at
maybe
setting
aside
expenditures
so
that
we
can
get
a
new
football
stadium.
Q
I
can't
attend
football
games
because
we're
still
dealing
with
cement
bleachers,
so
hopefully,
while
I'm
on
the
board
and
I
plan
to
be
here
another
two
to
six
years,
I'm
working
on
it
guys
I'm
having
my
72nd
birthday
tomorrow.
I
want
to
do
something
good
for
my
community
and
I.
Want
you
guys
to
get
behind
me
and
supporting
me
and
let's
make
Baptists
heal
one
of
our
number
one
schools.
We
have
been
neglected
over
the
years
and
it's
time
to
move
forward
to
make
this
a
good,
great
school
and
I.
X
X
I
would
just
like
to
say,
as
far
as
the
bleachers
were
concerned,
I
think
Mr
baroy
said:
there's
nothing
in
place
for
that.
That
is
a
great
concern
in
the
community.
I
go
back,
there
I
know
what's
happening
back
there,
if
you
think
that
if
you
would
rather
somebody
to
be
injured
or
be
bitten
by
a
sneak
or
something
and
that's
on
you,
I
brought
it
to
the
board.
This
is
like
my.
If
you
go
back
and
check
the
minutes,
it's
in
our
minutes.
X
X
X
I,
don't
hear
no
parent
coming
to
me
crying,
but
their
son
got
bit
by
a
snake
and
died.
That's
gonna
be
on
CCSD.
Not
me.
I
brought
it
to
you,
you
need
to
fix
it
if
y'all
could
spend
11
million
dollars
who
are
allocated
to
a
school
in
Mount
Pleasant,
but
then
y'all
could
come
in
and
put
another
bleacher
in
not
only
that
the
38,
because
I
said
Jason,
you
haven't
received
the
letter
yet,
but
I
brought
it
before.
In
a
meeting
on
several
occasions,
there's
30
Acres,
that's
adjacent
to
the
school.
That's
for
sale!
X
B
B
And
here
we
are
at
the
end
of
this
program,
hearing
a
consistent
theme
that
that's
not
happening
and
I
would
just
ask
that
we
take
a
serious
look
at
what
was
said
and
whether
it
worked
or
what
we
need
to
do.
But
I
know
that
we
did
really
well
doing
Montessori
throughout
the
district.
We
can
do
it
when
we
have
the
will
to
do
so,
but
I'm
hearing
a
theme
that
says
we
don't
have
Equitable
access
to
career
and
Technology
programs
and
I'm
balancing
that
against
a
multitude
of
presentations.
B
N
C
I'm
sure
we'll
follow
up
and
please
know.
B
C
Whatever
their
other,
day-to-day
responsibilities
are
so
thanks
to
all
of
the
staff
who?
Who
does
that?
Because
there's
multiple.
B
So
first
up
is
textbook
selection
early
fall
summer
electives.
The
report
is
in
but
miss
Huggins.
Yes,.
Z
Ma'am,
thank
you
Miss
herderick.
We
do
have
five
different
items
under
SEC
today.
The
first
is
the
textbook
selection.
We
have
I
think
gutter
dutter
Davis
here
we're
going
to
miss
Simmons,
we'll
we'll
take
care
of
that.
The
Early
Learning
expansion
and
Symposium
updates
I
will
be
Dr,
Anthony,
Dixon
and
Miss
Kim
Foxworth
are
here.
Miss
Simmons
will
lead
the
update
on
summer
enrichment
Camp.
Z
We're
excited
to
share
with
you
some
brief
data
points
on
what
our
summer
work
looked
like
with
children
and
the
gains
that
we
think
they
made
Ms
Simmons
would
then
talk
a
little
about
abuse,
enrollment
recommendations
and
Mr
Kennedy
will
lead
a
piece
on
the
board
goals
and
guard
rails.
So
thank
you.
Miss
herderick,
Miss,
Simmons,
textbook
selection
for.
AA
Sure
thank
you
Ms
Hedrick
and
Miss
Huggins
good
afternoon,
Magnus
Waters,
Ford
members,
superintendent,
Kennedy
and
our
viewing
public.
So
we
have
four
science
textbooks
and
one
physical
education
high
school
textbook
to
bring
forward
today,
typically
Dr
Jerome
Davis
brings
this
information
forward,
he's
a
little
under
the
weather.
So
you
have
me
instead
standing
in
his
stead,
but
he
is
on
on
Zoom
to
answer
any
questions.
You
may
have
technical
questions
that
I
may
not
be
able
to
answer
so
I.
AA
Ask
that
you
please
bear
with
me
as
I,
go
through
the
technical
aspects
of
the
background
information
in
accordance
with
state
law.
AA
The
South
Carolina
Board
of
Education
has
the
responsibility
and
duty
to
adopt
recommended
instructional
materials
used
for
instruction
in
the
public
schools
of
South
Carolina
schools
may
use
State
funding
to
select
items
for
the
from
the
state
board
adopted
list
in
South,
Carolina
instructional
materials
review
panels
made
up
of
Educators
and
members
of
the
public
appointed
by
the
State
Board
of
Education
are
responsible
for
reviewing
and
recommending
items
for
adoption
by
the
board.
Every
six
years.
AA
Schools
can
then
use
State
funding
to
select
instructional
resources
and
materials
from
the
state
board
adopted
list
for
instruction
a
CCSD
science
instructional
materials
committee
composed
of
representatives
from
each
High
School
review
the
recommended
text
through
a
digital
format
due
to
the
pandemic,
including
textbook
layouts
and
digital
programming
of
the
text.
Individual
schools
held
open
houses
for
material
review
and
provided
electronic
access
for
community
members
to
offer
feedback.
AA
Additionally,
an
open
house
was
held
August
10th
through
20th
2022
for
Community
input.
The
lateness
of
this
particular
adoption
is
a
result
of
the
information
being
received
from
the
state
department
after
the
typical
adoption
process
enacted
by
school
districts
across
South
Carolina
when
anticipated
textbooks
are
on
the
horizon.
In
short,
the
list
of
recommended
textbooks
before
you
today
were
not
approved
during
the
typical
timeline
followed
by
the
State
Board
of
Education.
These
are
high
school
textbooks.
AA
They
do
not
require
purchase
of
science
kits
and
so
for
recommendation.
Today
we
have
an
astronomy,
textbook,
earth,
science,
Marine
Science
and
environmental
science,
and
so
our
recommendation
I
will
group
these
separately
with
the
physical
education.
It
is
a
recommendation
of
District
administration
that
you
approve
the
high
school
science
textbook
series
presented
for
adoption
and
in
your
portfolio
of
information.
G
B
AA
It
did
come
from
the
state
department.
School
had
already
started
by
the
time
we
received
the
information.
Hence
the
reason
we're
bringing
it
to
you
on
a
tardy
basis,
but
it
was
out
of
our
control
more
or
less
and.
B
So,
just
because
of
that
logistically
what
does
this
look
like
when
these
get
approved
on
October
24th?
Are
the
students
currently
using
this
material,
or
are
we
doing
a
shift
out
for
these
kids
at
that
time,
wondering
if
the
Board
needs
to
put
this
on
the
special
called
meeting
today,
I,
don't
know
how
you
morph
from
this
approval
into
the
2223
school
year.
AB
So,
currently,
the
the
students
are
currently
using
the
old
textbooks
right
now
and
at
the
end
of
the
semester
we
will.
As
soon
as
this
is
approved,
we
can
begin
ordering
the
textbooks
in
preparation
for
a
second
semester.
Yes,.
AC
Good
afternoon,
I'm
Christy,
James,
I'm,
The,
District
textbook
coordinator
I
also
work
with
libraries,
but
we
have
had
a
lot
of
out
of
order
adoptions
from
the
state.
You
probably
noticed.
We
had
multiple
approvals
for
you
this
spring
part
of
that
is
the
state
making
use
of
Esser
funding,
so
they
were
looking
to
try
to
make
the
best
use
of
that.
AC
So,
instead
of
the
typical
process
that
starts
in
late
fall
and
is
reviewed
in
the
spring,
we
were
getting
a
little
bit
here
a
little
bit
here
a
little
bit
here
and
that
has
resulted
in
books
being
selected
needing
to
be
reviewed
at
inopportune
times.
So
the
idea
is
that,
once
we
have
approval
from
the
board
officially
at
the
board
meeting
at
the
end
of
the
month,
these
will
be
available
we'll
put
in
that
information
to
the
state.
AC
So
the
state
knows
that
these
are
our
selections
and
schools
will
be
able
to
order
those
immediately
honestly
we'll
leave
it
up
to
probably
the
instructional
specialist
to
figure
out
what
will
make
the
most
sense
if
starting
to
use
those
materials
immediately
in
mid
November
makes
sense
or
if
it
will
make
more
sense,
to
wait
until
semester
two,
and
that
probably
depends
on
the
course
and
how
it's
offered
as
well.
But
the
the
instructional
Specialists
and
our
textbook
Department
are
doing
our
best
to
keep
up
with
whatever
the
state
is
providing
for
us.
AA
I
I
will
not
speak
to
the
background
information
for
physical
education
because
it
is
identical,
but
I
will
give
you
the
administrative
considerations.
G
A
E
AA
N
B
A
D
G
A
B
Motion
passes
next
up
item
for
B
the
Early
Learning
expansion.
This.
Z
Comes
to
you
as
information
we've
got
Miss
Kim
Fox
we're
here
to
go
through
a
few
slides
about
what
we
as
a
district,
are
attempting
to
do
to
expand
Early
Learning
opportunities
for
students
now
and
an
opportunity,
November
30th,
to
engage
in
an
early
learning
symposia.
Thank
you,
Miss
Foxworth,
for
your
leadership
on
this.
AE
We'll
turn
it
over
to
you.
Thank
you
very
much
good
afternoon
board,
chair
Mack,
Vice,
chair
Waters
and
the
borders
trustees,
as
Miss
Huggins,
said
I'm
briefly
here
to
talk
about
how
we're
expanding
this
current
school
year
as
well
as
the
expansion
I
mean.
Excuse
me
as
well
as
the
Symposium.
So
under
my
department
we
have
three
programs,
four
case:
Child
Development,
Head,
Start
and
Early
Head
Start,
so
I'll
briefly
touch
on
what
we're
doing
in
each
of
those
programs.
AE
So
4K
is
the
year
before
kindergarten
and
we
do
have
a
waiting
list
at
some
of
our
schools.
Our
Focus,
to
reduce
our
focus
is
across
the
district
to
offer
families
who
are
on
the
waiting
list,
an
opportunity
to
attend
Pre-K
at
a
school
near
them
or
maybe
on
their
way
to
work
or
near
another
family
member.
So
we
are
in
constant
conversation
with
every
single
family
on
the
waiting
list.
AE
If
they're
still
interested
in
attending
pre-k
this
year,
there's
two
schools
in
North
Charles
Charleston
that
have
a
waiting
list,
they're
the
only
schools
in
district
four
that
have
a
waiting
list
and
they
are
Latson
and
AC
Cochran.
AE
So
our
our
plan
initial
plan
is
to
open
is
to
utilize
Pepper
Hill,
Elementary
Pepper
Hill
is
under
enrolled
and
has
enough
students
enough
space
to
accommodate
the
students
from
Latson.
We
are
working
trying
to
be
creative
and
working
with
the
transportation
team
and
offer
a
bus
specifically
for
4K
students
to
go
to
Pepper
Hill.
We
are
also
offering
the
same
option
to
the
families
at
AC.
AE
Cochran
we've
had
quite
a
few,
take
us
up
on
it
and
we're
in
the
planning
phases
and
working
with
the
transportation
team
to
figure
out
what
is
safest
and
best
for
these
children
to
get
to
Pepper
Hill,
so
that
is
underway.
We
are
also
trying
to
open
up
planning
to
open
up
two
classrooms
in
District
Two.
We
have
a
hundred
over
a
hundred
kids
combined
on
the
waiting
list
in
District
Two.
AE
AE
all
right,
and
so
that's
for
our
plans
for
4K
for
3K
and
how,
under
my
department,
is
Head
Start.
Primarily
we
are
doing
the
same
thing.
We
are
offering
families
on
the
head
start
waiting
lists
spaces
that
become
available.
Remember
Head,
Start
is
our
head
start.
Funding
is
based
on
the
students
being
in
the
classroom,
so
we
always
are
trying
to
keep
those
classrooms
filled,
because
if
the
kids
aren't
there,
we
don't
get
the
funding,
and
so
we
keep
those
classrooms
filled.
AE
We
don't
have
very
many
spots,
and
so
one
thing
we're
looking
at
is
some
of
our
under
enrolled
schools
like
Ellington
under
enrolled
for
CD,
Ellington
and
Goodwin
we're
working
with
the
principals
and
teachers
to
make
those
three
four
combination:
schools.
So,
for
example,
Goodwin
had
eight
3K
Head
Start
students
on
their
wait
list,
instead
of
keeping
them
on
the
wait
list.
AE
Let's
bring
in
Goodwin
has
some
space
we're
bringing
them
in
with
the
support
of
the
principal
and
the
teachers,
we're
going
to
bring
them
in
next
week,
and
so
we'll
have
a
couple
of
those
classrooms
will
be
multi-aged,
so
we're
excited
to
be
able
to
utilize
and
bring
up
funding
and
bring
up
enrollment
with
our
classrooms,
and
then
the
last
one
is
Early.
Head
Start,
Early
Head
Start
is
our
infants
through
three-year-old
three
years
old.
We
have
over
500
children
on
the
waiting
list
and
that
we
only
can
serve
181.
AE
Once
again,
that
is,
funding
is
based
on
having
the
children
in
the
classrooms,
and
so
one
thing
we're
looking
at
is.
We
do
have
space
at
many
Hughes.
Minnie
Hughes
has
a
30
plus
ish
waiting
list
and
Early
Head
Start,
and
we
do
have
rooms
that
room
at
many
Hughes
to
add
open
another
classroom.
It
will
not
be
Early
Head
Start
because
they
have
met
their
funding.
Enrollment
it'll
be
infant
toddler
class,
looking
acting
and
looking
just
like
the
Early
Head
Start
classroom.
AE
So
we
have
plans
open
one
additional
infant
toddler
class
that
many
used
with
a
possible
second,
depending
on.
If
we
can
make
some
space
modifications,
we
only
seen
the
District
of
184
spots.
We
only
have
openings
at
Stahl
in
our
teen
parent
program
and
Saint
James
Santee,
so
we'll
continue
to
fill
those
spots.
AE
So
that's
all
I
have
for
expansion.
I'm
excited
about
the
opportunities
we're
able
to
provide
families
this
year.
The
last
thing
I
just
want
to
hit
on
is
a
exciting
opportunity
for
our
community,
which
is
an
early
learning
kindergarten,
Readiness
Symposium.
It's
going
to
be
November
30th,
where
we're
not
sure
yet,
but
we
will
know
soon
why?
Because,
as
you
know,
although
we
I'm
very
happy
and
I'm
so
excited
that
in
Charleston
County,
we
get
to
serve
many
kids,
not
all
of
our
kids
who
come
to
kindergarten
come
from
ccsd's
pre-k
program.
AE
They
come
from
family
home,
child
care
providers,
they
come
from
Child
Development
Centers,
they
come
from
homes,
and
so
we
want
to
make
sure
that
we
convene
all
to
Early
Childhood
stakeholders
in
our
com.
In
our
County
around
a
common
indicators
of
kindergarten
Readiness.
We
want
to
also
look
at
obstacles
to
determine
why
children
are
not
having
being
exposed
to
or
experiencing
these
Early
Learning
opportunities,
and
so
the
exciting
part
is.
AE
This
aligns
very
nicely
with
the
student
in
Student
Success
indicators
that
is
being
led
in
our
district,
because
we
want
to
make
sure
that
we
share
these
common
expectations
with
our
providers,
so
that
no
matter
where
they
come
from
our
program
or
Community
program
or
family
child
care
home,
that
all
children
enter
kindergarten,
ready,
and
so
the
last
slide
is
just
some
stakeholders
that
you
will
see
that
we've
been
engaged.
The
focus
is
we
want
to
bring
the
local
child
care
providers
to
the
table.
AE
We
want
to
really
show
that
we
are
partners
with
them
that
we're
all
doing
the
same
thing.
Obviously,
our
principals
and
teachers
on
the
district
level
there's
a
lot
of
support
agencies
from
ABC
Quality
to
ccrnr
in
the
state
that
all
work
to
support
Early
Childhood
in
our
community.
Of
course,
our
city
and
county
leaders,
Our
Community
Partners
that
support
children,
zero
to
five
we're
going
to
invite
babynet
and,
of
course,
our
child
find
who
we're
over
and
then
obviously
colleges
and
universities.
AE
Q
Thank
you,
Huggins
Miss
Foxworth,
you
all
are
doing
a
great
job
in
reaching
the
population
for
those
students,
especially
in
Head
Start.
It's
my
understanding
that
they're
25
on
the
waiting
list,
many
Hughes
and
we
can
only
accommodate
eight
of
those
children.
AE
We're
going
to
try
to
do
16.
one
thing
about
Head,
Start
and
Early
Head
Start.
It
is
critical
that
we
have
a
little
bit
of
a
waiting
list,
because
it's
the
only
way
we
can
continue.
Our
funding
is
if
we
have
students,
and
so
as
soon
as
somebody
comes
off,
we
we
place
them
in
so
we're
going
to
have
a
small
waiting
list
for
sure
we're
going
to
open
eight.
If
the
space
allows,
because
we
have
to
make
some
modifications
for
it
to
be
DSS
compliant,
then
we'll
open,
two
and
it'll
be
16..
Q
I
started
with
the
district
with
the
program.
It's
called
mother,
Reed
and
I've
discussed
this
with
the
superintendent
where
home
visitors
went
into
the
homes
and
worked
with
parents
of
these
children,
so
that
I'd
like
for
this
group,
to
take
a
look
at
that
program.
Q
It
has
been
very
successful
throughout
the
country
and
reaching
those
families.
It
was
certainly
a
good
program
for
Charleston
County
and
it
will
reach
those
children
who
are
still
on
the
waiting
list
and
then
you
can
just
move
them
on
to
your
regular
program.
I.
AE
Would
add
that
we
contract
with
first
steps
as
part
of
our
Early
Head
Start?
We
serve
24
families
through
the
home
visitation
program
across
the
district
foreign.
B
Oh
yes,
I
did
I
just
wanted
to
to
chat
it's
Mary
Ford
at
capacity
is
that.
AE
B
AE
AE
Yes,
okay,
only
for
4K
only
for
those
coming
from
Latson
to
we're
working
with
the
AC
Cochrane
families
and
the
transportation
to
figure
out.
What's
the
best
way
to
get
all
of
them
from
their
areas.
Is
it
home
from
the
school
and
safely
to
the
pepper
and
back
okay.
C
AE
AA
We
have
our
summer
enrichment,
Camp
team,
led
by
our
Associates
Dr
Jennifer
Swearingen
and
Dr
Joe
Williams.
They
will
share
all
of
the
highlights
from
the
Summer's
programming.
AF
Yes,
board
chair
Reverend,
Dr,
Mack,
board,
Vice,
chair
Miss,
Waters,
board
members
and
superintendent
Kennedy.
My
name
is
Jennifer
Swearingen
I'm,
the
interim
associate
superintendent
for
elementary
and
Dr
Joe
Williams.
Here
this
was
a
collaboration
between
elementary
and
middle.
We
served
K-8
students.
A
lot
of
people
involved
in
this
work.
I
would
be
remiss
if
I
could
spend
a
lot
of
time
listing
all
the
people
that
help
with
this
initiative,
but
learning
Services,
nutritional
Services,
Transportation,
expanded
learning,
really
work
with
us
on
the
enrichment
piece.
AF
So
we're
excited
to
share
some
information
with
you
today,
Vision
it's
important
when
you,
when
you
work
on
an
initiative,
that's
super
challenging
to
try
to
really
stay,
grounded
in
the
vision.
You've
got
a
lot
of
different
people
with
opinions
on
a
lot
of
different
opportunities.
When
you
plan
programs
like
this,
we
try
to
really
make
sure
that
we
stand.
We
say
connected
and
grounded
to
the
vision.
Our
vision
was
to
provide
academic
time,
but
also
we
wanted
the
children
to
have
a
good
time
as
well.
AF
We
wanted
them
to
have
some
enrichment
so
to
provide
an
academic
and
enriching
summer
opportunity
for
students,
in
partnership
with
enrichment
providers
to
increase
the
academic,
Readiness
and
minimize
summer
learning.
Loss
for
identified
students
through
high
quality
instruction,
intentional
attention
to
Social
and
emotional
learning
and
engaging
enrichment
opportunities.
AF
The
program
was
22
days.
We
got
out
of
school,
I
think
either
the
week
or
the
week
before
we
started,
but
we
had
to
have
some
teacher
training
day.
So
we
started
with
children
on
June
13th
the
year
before
the
program
was
17
days.
This
year
we
were
able
to
serve
our
students
for
22
days.
We
served
2766
students
in
grades
K-8
we
employed
476
Educators,
including
16,
site
coordinators.
AF
That's
a
that's,
a
pretty
massive
HR
effort
within
itself,
I
think
Colleen,
said
I
didn't
know.
We
were
running
a
district
within
a
district,
it
it's
an
in,
it's
quite
an
Endeavor,
and
we
were
certainly
appreciative
of
the
476
teachers
and
teacher
assistants
and
special
education,
Educators
and
all
of
our
partners
that
were
willing
to
work
our
summer
enrichment
camp
and
we
had
a
total
of
16
Elementary
and
Middle
School
State
sites.
The
previous
year
we
had
13.
this
year
we
did
16
based
on
need.
AF
Those
sites
were
in
the
fall
following
areas,
so
the
K-8
students
at
St,
James
Santee,
were
able
to
attend
at
St
James
Santee,
all
of
the
D2
elementary
students
attended
at
Jenny
Moore.
All
of
the
D2
middle
school
students
attended
at
Lang
we
combined
D3,
D9
and
D20.
All
of
the
elementary
schools
participated
in
the
program
at
James,
Island
Elementary,
the
D20
middle
school
students
participated
at
Simmons,
Pinckney
and
D3
and
D9
were
at
Camp
Road.
You
can
see.
We
had
four
Elementary
sites
for
D4.
We
had
three
Middle
School
sites
for
D4
d10.
AG
Hey
good
afternoon,
I'm
Susan
Rawlings
I
am
the
interim
director
of
core
literacy.
On
this
slide.
You
can
see
the
number
and
percentage
of
students
who
enrolled
in
summer
enrichment
Camp
by
grade
level,
students
were
invited
based
on
a
targeted
instructional
range
that
the
planning
team
thought
would
benefit
the
greatest
from
participation
next
slide.
AG
If
we
start
on
the
left
hand,
side
of
this
display
the
pie
chart
represents
the
percentage
of
students
who
attended
SEC
by
race
and
ethnicity.
You
can
see
that
51
58.1
percent
of
the
students
who
attended
were
black
23.6
were
Hispanic,
14.2
were
white
and
4.1
were
other.
The
top
chart
located
in
the
middle
shows
that
28.8
percent
of
students
served
in
summer
enrichment,
Camp
received
special
education
services.
AG
Next
Slide,
the
summer
enrichment
Camp
serves
students
for
22
days
from
June,
8th
until
July
22nd
for
students
we
had
teachers
were
a
little
bit
longer
on
either
side
I
mean
here.
You
can
see
the
average
number
of
student
days
attended
at
each
grade
level,
so
we
were
very
proud
of
our
enrollment
across
the
the
time
for
a
summer
program.
We
did
pretty
well.
Y
So
we
just
want
to
do
an
analysis.
I'm
not
Buffy,
Roberts,
I'm,
Emily
Woody,
but
Buffy
has
certainly
helped
us.
Looking
at
the
data
from
this
program,
the
research
is
actually
mixed
on
just
what
we
mean
by
summer
learning
loss
for
students
over
their
their
summer
breaks
and
I
mean
nationally
NWA
says
it
could
be
as
much
as
one
to
three
months
of
loss.
Y
Other
independent
studies
say
it
could
be
a
couple
of
weeks,
but
the
research
is
consistent
about
is
that
when
you
consider
all
children
very
few
of
them,
maybe
none
actually
make
gains
on
their
own
over
summer
break.
So
a
program
like
this
is
an
opportunity
for
students
who
are
behind
to
perhaps
help
close
the
achievement
Gap.
We
talk
about
the
achievement,
Gap
a
lot,
but
actually
how
we
will
close
it.
Y
Y
The
next
slide
you'll
see
again
that,
especially
for
special
education
and
multilingual
Learners,
you
could
see
that
there
were
gains
for
those
subgroups
too
and
again
22
days.
So
yes,
these
are
slight,
but
it
is
a
promising
practice
to
think
about
how
we
can
continue
to
improve
on
this
in
our
summer
programs
moving
forward.
AH
AH
So
thank
you
all
for
being
so
generous
and
saying
that
but
I'd
like
to
share
a
few
pieces
with
you
all
about
the
Middle
School
summer,
enrichment,
Camp,
more
specifically
the
engagement
lever
and
the
academic
level,
but
the
academic
level
we
actually
added,
read
180
this
summer,
in
addition
to
the
novel
set
that
we
already
were
using
and
for
math
we
added
Math
180
and
in
addition
to
the
math
curriculum
we
were
already
using.
AH
AH
Piece
we
wanted
to
stay
away
from
the
outside
entities
per
se
like
Parks
and
Recreation
are
epic
and
we
decided
to
lean
on
our
actual
teachers
to
come
up
with
some
really
Innovative
programs
and
what
you're
going
to
hear
from
Dr
canal
in
just
a
few,
as
we
really
heard
some
great
feedback
on
that.
AH
But
we
would
also
like
to
point
not
that
with
read
180,
they
do
have
some
academic
growth
data
in
the
form
of
lexiles
that
we
could
consider,
but
based
on
the
fact
that
Scholars
have
to
be
enrolled
for
are
a
part
of
that
program
for
a
minimum
of
30
days.
For
the
group,
it
wouldn't
have
been
valid
or
reliable
data,
but
you
do
have
a
few
pieces
on
your
slide
that
you
can
see
based
on
the
kids
that
we
were
able
to
consider.
We
saw
some
some
pretty
good
games.
AH
So
thank
you
all
for
giving
us
the
opportunity
to
do
the
camp
and
Scholars
did
benefit
from
it
like
miss
Emily,
what
he
said
and
I'm
going
to
turn
it
over
to
Lisa.
AI
Good
afternoon
board
and
I
always
love
going
after
Dr
Williams.
Thank
you
and,
of
course,
he
infused
that
energy
throughout
the
entire
Endeavor
of
the
planning
and
the
camp.
So
in
order
to
obtain
information
about
the
impact
of
Summer
enrichment
Camp
to
complement
the
student
achievement
data
that
we've
already
heard
about,
we
surveyed
our
staff,
our
families
and
our
students
at
the
end
of
the
camp.
So
you
can
see
here,
starting
with
our
Educators,
that
95
of
our
teachers
said
that
they
believed
that
students
positively
benefited
from
the
summer
enrichment
camp.
AI
We
also
saw
that
a
majority
of
our
staff
indicated
that
they
would
use
the
training
during
the
school
year,
which
is
really
important
about
building
capacity
for
gains
throughout
the
school
year
as
well.
If
we'll
go
to
the
next
slide,
we
will
see
from
our
families
that
you
can
see.
Almost
a
hundred
percent
of
our
families
indicated
that
they
were
satisfied
with
both
the
academics
and
the
engagement
activities,
so
math
reading
and
engagement,
and
we
did
highlight
a
few
comments
from
our
families
on
the
next
slide.
AI
When
we
go
to
the
next
slide,
we'll
see
responses
from
our
students.
We
also
had
very
positive
responses
from
our
students.
Almost
90
percent
reported
favorable
responses
when
asked.
If
their
teacher
was
helpful,
if
activities
were
fun
and
about
how
much
they
learned,
so
we
had
a
nice
positive
balance
between
relationships,
academics
and
fun.
I
will.
G
AC
AJ
Am
the
last
one
so
we're
almost
done
I
have
this
distinct
pleasure
of
working
with
middle
schools
during
this
process
and
we
got
to
work
collaboratively
with
the
dsln,
the
district
summer,
Learning
Network
and
they
came
and
did
focus
groups
with
our
middle
schoolers
in
the
summer
in
Richmond
Camp,
to
see
how
we
can
make
it
more
appealing
for
middle
schoolers
right
because
elementary
kids
don't
listen
to
their
parents
to
go
to
summer
school
or
summer
enrichment,
Camp
middle
schoolers.
AJ
They
may
push
back
a
little
bit
and
after
this
year,
with
some
of
the
things
we
put
in
place,
you
could
see
a
hundred
percent
of
the
middle
school
students
in
the
focus
group
felt
cared
for.
They
would
recommend
it
to
a
friend
90
and
that
they
could
be
their
self
at
the
SEC.
I
would
say
the
biggest
change
from
last
year
to
this
year
with
the
Middle
School
portion
of
it
is
that
enrichment
part.
We
did
not
bring
outside
entities
in
in
what
we
did
was
we
reached
out
to
teachers
across
the
district?
AJ
They
did
not
have
to
be
Middle
School
teachers
and
asked
hey.
What
do
you
have?
A
passion
for
what
do
you
like
to
do
so
out
at
St,
James
Santee?
We
had
a
teacher,
we
bought
crickets.
If
you
know
what
a
circuit
or
a
cricket
is
like
to
make
tumblers
and
t-shirts,
so
the
kids
got
to
learn
how
to
do
a
digital
art
and
design
at
Camp
Road.
We
had
a
teacher
that
said:
I
love
CrossFit
can
I
do
like
a
crossfit
inspired
activity
with
the
kids
at
another
school.
AJ
We
had
yoga
and
meditation,
which
I
did
not
think
would
be
a
big
hit
in
middle
school,
but
I
walked
in
those
classes
and
saw
the
kids
on
the
yoga
mats
and
learning
moves
with
their
shoes
off
and
they
were
having
a
blast.
In
addition,
they
really
loved,
read
180
the
Joe
bowler
curriculum
that
we
did
the
novel
studies
they
felt
connected
to
the
novels.
So
you
can
see
here
that
all
the
changes
we
made
this
year
in
Middle
School
really
made
a
big
impact
on
student
engagement
in
the
program
and
the
last
slide.
AJ
AJ
All
right:
well,
if
not,
you
can
watch
it
on
your
own.
It's
a
it's
an
awesome,
little
video
and
it
just
Recaps
everything
from
the
youngins
to
the
8th,
graders
and
all
the
fun
activities
that
we
did.
So.
Thank
you.
AA
Any
question
if
I
may
just
I,
don't
think
in
the
audience,
but
I
do
want
to
I
want
to
thank
John.
He
fortified
for
us
that
whole
extended
learning
experience
and
made
sure
enrichment
was
available
for
our
students
as
I
want
to
thank
John
and
the
team.
That's
a
mammoth
effort
that
they
participated
in.
Thank.
G
B
Is
that
French,
hey,
I'm,
not
sure
who
should
answer
this
and
it,
and
you
may
have
to
get
back
to
me
but
I'm,
curious
to
know
whether
students
who
participated
so
good
to
see
that
they
had
that
didn't.
Have
any
learning
loss,
I'm
curious
to
know
if
that
extended
into
the
school
year
were
their
student
outcomes
better
in
learning
over
the
school
year
and
I
think
it
also
speaks
to?
B
Should
we
should
we
maybe
pause
on
the
idea
you're
around
school,
which
some
people
have
gotten
kind
of
excited
about,
because
that
might
interfere
with
being
able
to
do
summer
enrichment
program
that
saw
that
works
to
help
kids
that
need
that
extra
support
and
I
did
I
do
think
we
have
to
be
cautious
in
if
we
ever
do
an
extended
year,
program
or
or
all
year
program.
B
AA
Duly
noted,
Dr
French,
so
the
data
that
Miss
Woody
alluded
to
was
from
our
fall
Administration,
and
so
that
speaks
to
where
they
were
right.
AA
AA
I
P
Waters,
yes,
just
had
a
question
about
who
gets
an
opportunity
to
go
because
I
I
know
the
first
year
and
I
think
in
the
second
year
it
was
opened
up
to
to
students
who
needed
enrichment.
P
Is
that
going
to
continue
just
given
how
successful
it
is
and
how
much
students
enjoy
it
and
I
think
it
was
Miss
Woody
or
somebody
who
mentioned
that
most
students
actually
lose
or
don't
gain
anything?
Is
there
going
to
be
a
potential
to
expand
the
program
since
it's
been
so
successful.
AA
So
we
didn't
necessarily
publicize
the
target
audience,
but
we
we
stuck
with
students
who
were
in
most
need
if
you
will
and
moving
forward.
We
are
to
be
honest
with
you
deliberating
and
meeting
to
talk
about
what
does
the
program
look
like
moving
forward
because
it
will
be
contingent
and
based
on?
What's
our
calendar
like,
and
so
the
honest
answer
is
we're
still
considering
what
next
year's
program
will
look
like,
but
definitely
taking
these
Lessons
Learned
with
us
to
to
make
it
even
more
robust,
more
meaningful
for
our
students
and
our
families.
AA
B
So
so,
while
you
were
doing
this
presentation,
I
was
looking
at
the
one
that
you
gave
us
in
the
spring
and
kind
of
comparing
the
two.
Do
you
ever
anticipate
getting
better
gains
because
you
lost
a
little
this
year
than
you
did
from
last
year
or
is
the
end
goal
just
this
to
maintain.
B
B
And
alluding
to
what
Miss
Waters
asked,
how
many
were
repeat:
attendees
or
who's
tracking
the
2758
from
last
year,
because
we
do
have
a
Year's
worth
of
data
to
see
if
they're
learning
continued
forward
I
think.
Ultimately,
we
want
the
Gap
closed
and
we
know
there's
2758
kids,
that
did
this
last
summer
that
you
could
have
been
looking
at
since
last
spring.
Were
they
the
same
kids
in
the
summer
program
or
who's
tracking
those
kids
to
see
that
their
growth
or
their
lack
of
falling
behind,
has
been
stymied
by
this.
I
AF
And
we
can
reflect
on
that
I
see
Bobby
Bobby
Buffy.
We
we
can
track
some
of
that
thing.
Some
of
those
data
points
one
thing
I
wanted
to
add.
You
know
we
put
a
lot
of
thought
into
what
summer
school
would
look
like
for
these
kids
too
right.
So
you
saw
the
slides
of
who's
participating
in
these
programs,
and
you
know
we
want
our
kids
to
have
pleasant
experiences.
So
it
was
that
constant
balance.
It
is
22
days,
and
so
we
had
to
remember
that
piece.
AF
So
you
know
typically,
the
academics
would
be
from
like
eight
to
you
know,
eight
to
twelve,
and
then
we
would
do
the
enrichment
in
in
the
afternoon.
So
we
tried
to
find
a
balance
of
letting
it
be
academically
robust
as
it
could
be,
but
at
the
same
time
bring
some
pleasure
into
it
too.
I
think
one
of
the
responses
we
got
from
the
students
was
that
they
wanted
field
trips,
which
were
in
a
great
City
to
do
field
trips.
AF
You
know
Susan
or
I,
think
Pauline
mentioned
we
did,
you
know,
participate
in
a
national
summer,
school
planning
team.
We
met
three
times
a
week.
This
was
not
done
without
a
lot
of
thought
and
a
lot
of
collaboration
and
networking
with
other
school
districts
in
our
country,
and
you
know
trying
to
you,
know,
I
wanted
to
give
them
a
field
trip
once
a
week,
but
then
that's
a
whole
day
by
the
time,
I
bust
them
and
travel
them,
and
these
are
our
most
students
that
needed
the
most
assistance.
AF
We
did
serve
special
education
students,
including
self-contained
students
that
requires
us
to
move
equipment.
You
know
it
was.
A
lot
of
thought
was
put
into
every
single
step
that
we
did.
I
agree
with
you
with
the
academic
tracking.
That's
something
I
can
connect
with.
We
can
look
at
our
cohort
from
the
previous
school
year.
Look
at
this
cohort
from
this
school
year
and
see
how
you
know
not
only
that
small
picture
but
I
understand
what
you're
saying
long
term
similar
to
the
CD
program.
Does
it
carry
out
with
them
throughout?
Thank.
AA
Ma'am
we
wanted
to
bring
forth
this
update
regarding
abuse,
Academy's
admission
criteria,
just
as
information
for
awareness
of
the
background
beginning
this
school
year,
our
2022-2023
school
year,
all
of
our
elementary
schools
transitioned
to
using
iready
as
its
formative
assessment.
We
also,
though,
have
a
small
segment
of
schools
continuing
to
use
both
map
and
I
ready,
as
was
the
case
with
meeting
eligibility
criteria
with
maps.
AA
Students
will
continue
to
be
required
to
meet
the
75th
percentile
in
both
reading
and
math
on
I-Ready
in
this
current
Year's
winter
Administration,
as
a
qualifier
for
admission
into
abuse
Academy.
But
in
consideration
for
this
transition
with
assessments
that
we're
experiencing
students
will
have
a
second
opportunity
when
I
ready
is
the
sole
singular,
only
test
that
they're
taking
at
their
school
to
qualify
as
a
part
of
the
choice
window.
AA
So
students
must
produce
a
minimum
score
at
the
50th
percentile
to
be
considered
for
this
second
layer
of
Eligibility
that
will
take
place.
We
typically
designate
two
Saturdays
during
the
choice
window
for
families
to
participate
in
testing.
Additionally,
for
those
applicants
who
have
neither
a
map
or
an
I-Ready
score,
we
will
allow
them
to
participate
in
these
additional
test
dates
as
well,
and
this
is
simply
for
your
information.
Okay,.
B
AA
B
B
N
M
There
were
some
concerns
earlier
about
the
the
twin
in
The
Sibling
policy.
Can
you
just
address
that
for
me,
please.
AA
But
typically
there
is
a
preference
in
in
board
docs
we
have
the
one
pager
that
speaks
to
the
criteria
and
typically,
when
both
twins
meet
the
qualifying
scores
or
eligibility,
then
they
are
given
consideration.
If
both
twins
don't
have
that
qualifying
score,
we
could
encounter
a
problem.
A
B
AA
We're
reviewing
it
and
particularly
highlighting
it
because
of
the
change
in
the
test.
So
for
the
last
several
years
we've
been
mapped
exclusively.
This
new
introduction
of
I
ready,
I
think
made
it
important
for
us
to
bring
this
forward
to
you
just
so,
you
are
aware,
and
the
public
at
large
is
as
well.
Okay.
S
Okay,
thank
you
Maggie,
so
the
board
has
adopted
a
set
of
goals:
a
set
of
guard
rails
based
on
the
community
engagement
that
you
all
have
done.
S
Over
the
last
few
weeks,
staff
met
last
week
over
a
number
of
our
days
coming
up
with
interim
guard
rails
interim
goals,
as
we
interpreted
with
your
you
know,
with
your
goals
and
guard
rails
to
be
so
this
this
afternoon,
I'll
present,
along
with
staff
the
where
we
are
with
creating
those
in
them
goals
and
interim
guard
rails
and
then
get
feedback
from
you
all
with
the
intent
of
making
adjustments
and
completing
the
work
this
week
and
making
adjustments
after
that
and
then
coming
back
to
to
the
board
on
October
the
24th.
S
Hopefully,
an
adoption
of
the
the
goals,
guardrails
and
interim
items
thereof
so
before
I
before
I
get
there
in
terms
of
the
the
goals
and
the
guard
rails,
I
want
to
reiterate,
which
I've
done
a
number
of
times
this
year.
S
The
reason
why
I
at
least
I
think
it's
important
to
pursue
this,
so
the
next
slide
here
I
showed
this
slide
I
think
last
month
it
shows
the
for
students
of
grades
two
through
eight
from
2006
to
2022
by
demographic
group,
racial
group,
the
the
which
is
where
we
are
with
the
own
grade
level
in
reading,
and
so
what
what
the
company's
goals
that
you'll
see
at
the
minute
focus
on
the
very
bottom
two
lines
here,
where
it
shows
that
for
African-Americans
and
the
blue
line
we
only
have
77
percent
of
our
kids.
S
S
Excuse
me:
the
blue
bars
show
their
number-
the
blue
bars
sorry,
so
the
the
number
of
students
tested
by
year
and
then
the
brown
bar
shows
the
percentage
of
kids
that
were
African-American
kids
in
grades
two
through
eight
that
were
on
a
great
level
next
slide.
S
So
so
it's
further
narrowing
this
down
to
just
fifth
grade
students:
fifth
grade
African-American
students,
during
that
same
time,
period
from
2006
to
2022.
We
had
only
on
that.
On
average,
82
percent
of
those
kids
were
reading
on
grade
level,
the
average
number
of
students
that
were
below
grade
level
during
that
time
period
by
a
year
of
1116
students.
So
what
that
means,
then,
is
that
we're
essentially
sending
82
percent
about
African-American
students
from
fifth
grade
into
secondary
schools,
not
ready
to
learn
at
the
secondary
level.
S
S
It's
it's
a
big
number
going
into
into
secondary
schools
and
the
way
that
plays
out
next
slide.
Please
this
this
table
here
shows
by
a
racial
group
the
College
and
Career
Readiness
of
our
students,
based
on
the
the
students
that
graduated
in
2021.
We
don't
have
this
data
from
the
state
yet
for
2022
and
so
down
at
the
bottom.
S
It
shows
that
for
the
2021
school
year
that
percentage
the
percentage
of
students
across
the
district
that
were
causing
career
ready,
based
on
the
state
indicators
in
this
table,
that
number
was
67.7
percent
of
our
kids.
That
graduated
and
I
think
a
number
of
you
all
have
heard
me
say
before
that
as
I
attended,
11,
graduation
ceremonies,
this
past
June
and
I
shook
the
hands
of
all
the
kids
come
across
stage.
S
The
question
I
asked
myself:
you
know
which
of
these
students
are
graduating,
ready
for
a
life
effectively
after
K-12,
and
so
you
take
a
look
at
the
African-American
students
at
shelves.
We
only
have
42
42
percent
that
were
deemed
College
and
Career
ready
in
June
of
2021,
based
on
the
state
indicators
and
then
for
Hispanic
students.
That
number
is
49.7
and
then
just
another.
S
My
last
graph
graph
here
graphic
rather
is
shows
that,
based
on
the
numbers
on
the
preceding
table,
you
take
42
percent
of
our
African-American
kids
that
would
deem
College
and
Career
ready.
So
that
means
that
the
inverse
of
that
58
of
were
not
causing
career
ready
and
so
the
the
graph,
the
graphic
the
graphic
at
the
top.
There
shows
that
we
have,
like
you,
know,
six
or
six.
Almost
six.
S
Six
of
our
students
are
out
of
every
10
that
are
not
causing
career,
ready
and
50
of
the
Hispanic
kids.
So
the
need
is
great
in
terms
of
the
work
that
we're
doing
around
these
goals,
and
so
the
first
goal
that
the
board
has
adopted
next
slide,
please
yeah!
So
looking
looking
at
where
the
need
is
greatest
and
the
need
is
great.
It's
based
on
the
data-
that's
just
presented
and
tons
of
other
data
in
the
district
that
we
need
to
really
focus
on
African-American
students
and
Hispanic
students.
S
So
the
goal
here
the
board
goal
is
the
percent
of
f
of
Black,
slash,
African-American
and
Hispanic
fifth
grade
students.
Reading
on
grade
level
will
increase
from
X
percentage.
Now
we
haven't
landed
on
those
percentages
yet
and
in
in
2022,
so
that
more
than
likely
be
more
than
likely,
it
will
be
on
SC,
ready
tests
that
were
taking
this
past
spring,
so
increased.
Some
X
percent
in
2022
to
Y
percent
in
2027,
and
so
staff
is
still
working
on
what
that
growth
would
look
like
you
know.
So
right
now
is
well.
S
The
African-American
kids
is
23
23.1
percent
and
for
Hispanic
students
is
29
point
something
percent,
29.3
percent,
that's
what
it
is
right
now,
and
so
what
the
intent
is
is
to
determine
what
the
growth
is
going
to
be
over.
S
This
next
intervene
in
five
years
and
the
these
are
ideas
that
staff
the
staff
has
come
up
with,
in
conjunction
with
the
the
the
the
the
Consultants
from
the
castle,
gray,
City,
Schools,
so
interim
goals,
the
percentage
of
African-American
and
Hispanic
third
grade
student
is
meeting
English
Language
Art
growth
targets
will
increase
from
X
percentage
percent
in
April
22,
where
those
those
actual
percentages
are
to
why
percent
in
April
of
25..
S
So
what
the
intent
here
is
is
that
for
the
interim
goals,
the
intent
is
to
have
for
the
most
part,
three-year
goals,
so
with
the
with
the
bullet
goals,
the
timeline's
five
years
with
the
interim
goals.
S
It's
the
timeline
is
three
years
so
that
we
can
make
adjustment
if
we
need
to
make
adjustments
because
of
the
strategies
that
we'll
put
into
place
that
we
have
some
strategies
that
may
not
be
working
we'll
have
enough
time
to
make
up
make
adjustments
so
three
year
goals
for
the
for
the
for
the
interim
and
for
the
first
one,
there's
based
on
I-Ready.
The
second
interim
goal:
the
percentage
of
African-American
Hispanic
kindergartners,
demonstrating
low
risk,
but
decreased
from
X
percent
in
April
22
to
100
in
April
2025.
S
But
this
low
risk
is
a
it's
an
indicator
that
shows
that
our
the
kids
coming
into
to
kindergarten
are
they
at
at
what
what's
their
the
risk
of
being
able
to
perform
it
at
at
grade
level
when
they
come
into
elementary
school?
And
then
the
last
one
here
for
for
goal,
one,
the
percentage
of
pre-K
four
students
who
score
in
tier
one,
and
so
with
this
one
I'm
going
to
turn
to
I
think
I'm
going
to
start
with
Miss
Simmons.
That
helped
me
explain
playing
this.
My.
AA
AA
AA
The
issue
we
are
still
considering
and
tossaling
with
regarding
my
ignizance,
it's
made
up
of
several
smaller
tests
want
on
alliteration
one
on
rhyming
one-on-one
to
one
correspondence,
and
so
we
are
discussing
with
our
executive
director
for
early
learning,
Kim
Foxworth.
What
to
perhaps
reading
subgroups
would
make
the
most
sense
in
terms
of
judging
and
assessing
Readiness
for
our
early
learning,
so
we're
still
unpacking
that
as
a
team,
but
we
feel
like
we
have
a
viable
measure
with
my
IDs
fast
and
then
Essie
ready.
S
So
there's
a
question
mark
on
this
goal
here:
go
to
algebra
ready
when
the
board
met
and
came
up
with
scholar
goes
in
math.
It
was
two
algebra
goes
one
on
ready.
That
means
meaning
that
for
students
in
the
sixth
and
seventh
grade
as
they
enter
into
enter
into
the
eighth
grade,
are
they
ready
to
be
able
to
take
algebra
one
and
then
the
second
goal
was
that
I'll
go
to
that
one
and
come
back?
The
second
goal
was
in
album.
S
One
was
achievement,
so
the
first
one
is
reading
is
that
we
have
students
that
are
ready
to
take
the
take
the
course
and
number
two
do
we
have
students
who
are
taking
the
course
how
they're
achieving,
and
so
when
we
work
through
this.
S
The
reason
why
the
question
mark
here
exists
is
because,
as
we
work
through
this
particular
goal
here,
we
believe
that
we
can
capture
both
in
a
single
goal
and
the
reason
why
we
believe
that
is
because,
in
the
in
in
the
using
the
denominator
of
all
students,
all
8th
grade
students,
not
just
the
ones
that
are
taking
the
test,
taking
the
course
algema
one
that
we
we
believe
we
can
capture
both
Readiness,
because
we
have
all
students
in
the
in
being
considered
in
the
metric
and
then
also
then,
at
the
same
time,
capture
the
achievement
of
the
students
that
actually
take
the
test
and
have
whatever
their
their
outcomes
happen
to
be
and
So.
S
Based
on
that,
the
proposal
from
staff
to
the
board
is
that
we
consider
you
always
consider
just
one
algebra
a
goal
using
these
potential
interim
goals.
So
so
the
potential
integrals
are
the
percentage
of
sixth
grade
students,
demonstrating
as
one
Readiness
will
increase
from
X
percent
in
September
2022
to
Y
percent
in
January.
This
coming
January
2023
and
then
on
to
Z
percent
in
April
of
2025
keeping
it
and
keeping
with
the
three-year
commitment
for
gold.
S
Spin
on
goals,
the
second
one,
the
percentage
of
seventh
grade
students
going
to
see
Ohio
on
the
housing,
one
Benchmark
will
increase
over
the
same
time
period
as
shown
here
and
then
the
third
one,
the
percentage
of
eighth
grade
students
is
doing
a
c
or
higher
on
the
algebra
one
Benchmark
used
in
the
same
time
period
so
again
when
we,
when
we
weigh
it
in
on
the
algebra
goals,
goal
one
here.
S
We
did
come
up
with
these
intimate
percentages
of
interim
goals
rather,
but
we
we
believe
that
we
can
effectively
capture
both
in
this
one
when,
when
I
go
when
the
gold
and
then
the
last
goal,
College
and
Career
ready,
we
spent
a
lot
of
time
on
far
I
think
it
was
Friday
afternoon.
The
percent
of
so
the
golden
percent
of
students
in
the
percent.
S
The
percent
of
students
are
who
are
College
and
Career
Advantage
will
increase
from
67.7
percent,
was
it
was
in
2021,
we'll
get
that
update
and
when
the
state
releases
the
2022
numbers
to
a
6.2
percent
in
the
spring.
You
know
whatever
that
month
is
in
2027,
as
measured
by
those
indicators
on
the
scosman
career.
Readiness
indicators
that
are
showing
the
table
a
few
minutes
ago,
it's
still
under
construction,
because
we
we
spent
a
lot
of
time
trying
to
figure
out
what
these
inner
measures
would
be.
S
We
don't
have
those
yet
we
have
another
series
of
meetings
scheduled
to
get
this
week
again
and
tomorrow,
so
we
will
have
those
shortly.
So
that's
it
on
the
goals.
Next,
I'll
take
a
look
at
the
guard
rails.
Actually,
why
don't
I
just
pause
here
before
I
get
into
the
to
the
guard
rails
and
see
what
questions
you
might
have
on
the
go
on
the
goals.
A
B
I
guess
I
have
a
couple
questions.
First
of
all,
I
was
just
a
little
confused
that
we
that
you're
not
looking
at
annual
interim
goals
I
think
it
would
be
nice
to
be
able
to
you
know,
Mark
our
progress
on
an
annual
basis
and
I'm
also
concerned
that
you're
looking
at
growth
targets
for
those
interim
goals,
as
opposed
to
what
students
know.
So
growth
doesn't
tell
us
where
they
are
on
standards,
for
instance,
so
I
guess
I'll
just
see
if.
S
S
Yeah,
certainly
so
let
me
let
me
address
the
first
one
first,
so
we
actually
will
be
capturing
this
data
annually,
and
so,
if
you
take
a
look,
for
instance
at
on.
D
S
Can
you
bring
me
I'll,
pull
it
back
up,
go
to
gold,
one
literacy.
S
So
so
so
the
the
the
different
points
when
we
would
measure
are
not
shown
in
this
in
the
in
the
in
the
interim
goal,
but
the
I-Ready,
wherever
the
possessing
will
use
map
as
an
example,
but
certainly
we
plan
on
using
that
already
that's
given
more
than
once
a
year
and
so
I
think
it's
given
what
three
times
a
year,
and
so
we
would
monitor
this
on
a
every
time
the
assessment
is
given,
and
so
it
would
not
be
just
once
over.
A
B
B
K
B
S
What
we
tried
to
avoid
was
to
use
the
the
end
goal
in
this
case,
SC
ready
as
the
as
the
interim
interim
assessment.
What
we
find.
That's
that's
one
of
the
reasons
why
we've
been
struggling
on
Friday.
We
struggled
on
Friday
with
the
cause
of
career
awareness,
because
we
want
to
use
predictive
indicators
other
than
just
the
the
the
the
ultimate
Target
we
will
need
to
have.
What
what's
what's
going
to
indicate
to
the
district,
whether
or
not
we
are
on
track
or
not
on
track
and
meeting
these
ultimate
targets.
Z
Mr
Kennedy
did
I
interject
one
quick
piece
here:
Dr
French,
your
questions
are
really
spot
on.
We
were
really
hard
with
Sandy
and
Kim
from
the
council
and
had
some
of
the
same
questions
you
did.
Z
Z
Come
to
you
and
use
these
measures,
like
Mr
Kennedy,
indicated
to
show
how
we're
working
towards
those
annual
targets
formatively
and
then,
at
the
end
of
the
year,
look
at
those
quantitative
measures
being
SC
ready,
because
if,
if,
if
we
don't,
we
don't
have
an
opportunity
to
make
those
live,
changes
along
the
way
to
adjust
instruction
and
determine
what
we
need
to
do
to
better
meet
the
needs
of
students.
Does
that?
Does
that
make
sense
in
in
part
of
that
with
the
annual
Target
piece?
And
we
asked
Cindy
to
join
us
here
today?
B
B
I'm
I'm
a
little
concerned
that
you
don't
have
any
of
the
percentages
filled
in
for
the
the
big
goals.
Yet
I
was
hoping
that
we
would
be
able
to
see
at
this
point
where
we
are
on
our
Baseline
percentages
for
all
of
the,
as
well
as
probable
targets
that
you
might
have
to
squeak.
But
I
thought
you
would
have
this
ready
for
us.
Are
you
all
going
to
need
more
time?
I.
S
I,
don't
think
we're
going
to
need
any
more
time
right,
so
we
we
actually
have
some
targets
there.
We
just
haven't
really.
We
spent
most
our
time
see
not
much
of
our
time
100
of
my
time
on
this
last
week
on
the
interim
measures,
okay,
and
so
we
will
come
back
later
this
week
and
plug
in
the
the
percentages
at
the
top
level.
We.
I
B
P
Actually,
my
question
was
around
why
we
didn't
state
it
annually
just
to
make
sure
that
it's
clear
where
we
should
get
to
from
the
beginning
of
year,
if
as
long
as
there's
going
to
be
but
I'm
wondering
if
we
can
State
those
targets
underneath
just
so
that
the
community
can
see
inside
of
three
years
what
we're
doing
annually.
P
But
all
of
that
makes
sense.
So
you
don't
have
to
restate
it.
A
B
Pizza
that
will
happen
is
that
there
will
be
annual
targets
for
both
the
overall
goal,
as
well
as
the
interim
goals
and
those
those
will
be
established
as
those
Baseline
and
Target
percentages
are
are
set.
So.
B
B
To
reach
that
reach
those
measures,
but
those
are
all
what
all
be
set
for
each
of
these
and
then
be
also
public
facing
with
your
monitoring
process
and
and
all
of
that.
P
Awesome,
thank
you.
Thank
you
next
question
and
then
the
other
one
is
I
know
you
all
have
had
further
conversation
than
we
had
in
our
meeting
and
I
know.
There
was
always
this
idea
of
combining
the
two
algebra
balls
and
everything
you
shared
makes
sense.
My
question,
though,
is:
is
there
anything
that
came
up
in
you?
All's
talks
about.
You
know
if
there's
a
potential
for
something
to
be
missed,
if
we
can,
if
we
collapse
them
versus
having
a
specific
eye
to
both
pieces.
AA
Foreign,
we
thought
we
would
sure
up
everything
missed
in
the
guard
rails
and
then
the
interim
goals,
and
so
that's
the
intention
to
make
sure
we're
attending
to
both
our
students
ready
to
engage
with
algebra
one
and
then
once
they're
in
we're
putting
Provisions
in
place
to
make
sure
they're
successful.
Miss
Huggins
would
you
add
anything
different,
not.
Z
A
thing
that's
spot
on
that
spot
on
Miss
Simmons,
you'll
notice,
Miss
Waters.
Again,
thanks
for
that
thoughtful
question
that
we
tried
to
identify
an
interim
goal
at
the
sixth,
seventh
and
eighth
grade
level,
to
hold
our
middle
schools,
principals
and
teachers
to
let
that
be
on
the
Forefront
of
their
thoughts
and
considerations,
time,
students
get
into
middle
school,
so
I'll
miss
him
as
I.
Think
you
summarize
that
perfectly,
but
it
was
important
to
us.
That's
why
we
started
to
start
in
full
transparency.
P
When
we,
because
it
seems
like
we're,
gonna,
have
to
have
another
session
when
we
have
that
it
would
be
helpful
if
y'all
would
bring
us
into
the
deeper
conversation
about
just
how
we
make
sure
that
we're
thoroughly
I
mean
I,
hear
all
that.
But
I
would
also
love
to
know
the
context.
Just
how
the
conversation
went.
B
Whether
it's
one
or
two
I'm
really
pleased
to
see
these
algebra
goals
embedded,
particularly
because
we're
a
district
that
has
schools
that
require
that
in
order
to
access
some
of
our
Elite
programs,
but
are
we
are,
do
we
universally
offer
it,
and
are
we
universally
prepared
to
accept
these
students?
I?
Don't
want
students
showing
up
in
a
school
with
a
put
together,
rushed
algebra
program
or
wasn't
in
this
I
want
to
make
sure
that
wherever
they
land,
if
they
have
the
potential,
we
have
a
robust
teaching
team
ready
to
receive
them.
Z
Well
and
when
we
pop
the
numbers
in
there,
it
will
like
maybe
yesterday
morning,
Miss
coats,
Dr
Joe
Williams
has
done
a
lot
of
work
around
rigorous
opportunities
for
middle
schools
over
the
course
of
the
last
few
years,
and
so
I'm
hopeful
that
he
can.
Oh,
he
wouldn't
mind
responding
to
that
Dr
Williams.
Thank
you.
AH
So
right
now
what
we
have
in
our
middle
schools
is
some
years
ago,
when
we
spoke
about
the
mission
critical
efforts,
we
talked
about
the
Equitable
honors
right,
so
we
started
with
the
algebra
one
in
seventh
grade,
and
then
we
looked
at
the
English
one
in
eighth
grade.
Science
and
social
studies
was
concerned,
but
we
just
said
that
was
something
that
had
to
be
done
immediately.
So
basically,
where
we
are
is,
as
we
see
the
numbers
increase,
because
that's
what
we
want
to
see.
AH
Our
allocations
are
prescribed
based
on
the
needs
of
a
school.
So
if
we
start
to
see
an
increase
as
far
as
kids
needing
algebra,
when
we
start
to
seeing
increase
I'd
say
if
then,
we
will
make
sure
that
the
Staffing
supports
that
and
the
fact
that,
instead
of
needing
General
at
general
education,
Math
teachers
we'll
need
more
algebra
one
teachers.
If
that
makes
sense
to
you,
it.
O
B
Would
expect
us
to
have
been
into
this,
but
I
don't
know
if
this
shouldn't
be
a
front
loaded
decision
to
get
those
teachers
in
in
anticipation
of
the
influx
as
opposed
to
waiting
and
I.
Don't
know
how
that
looks
in
terms
of
funding
or
in
terms
of
Staffing,
but
if
this
is
going
to
really
finally
happen
in
CCSD
I,
don't
want
it
to
be
a
responsive
measure
that.
AH
Makes
total
sense
and
I
think
that's
going
to
be
a
collaborative
effort,
of
course,
with
human
resources.
As
we
know,
we
we
currently
have
a
shortage
of
teachers
in
general,
but
if
we
know
we're
going
to
be
working
on
our
focusing
on
that
area
about
increasing
that
access
for
algebra
one,
that's
a
conversation,
we
need
to
have.
AH
S
But
if
I
may
just
saw
that
club
that
relates
for
me
to
the
the
idea
of
what
the
goals
should
be
on
an
annual
basis,
so
in
establishing
all
of
the
goals,
the
interim
goals
we
have
to
take,
we
have
to
pay
attention
to
what
are
the
strategies
and
when
they
get
and
put
it
put
in
place.
S
So,
for
instance,
Miss
Foxworth
talked
about
the
the
early
learnings
in
the
access,
and
so
we
have
a
major
effort
here,
because
principals,
Elementary
School
principal,
is
saying
that
can
too
many
kindergarten
kids
are
coming
into
this
schools
reading
not
not
prepared,
not
prepared,
and
so
we
have
to
take
some
time
to
get
that
set
up
and
that's
being
set
up.
So
when
we
set
the
goal,
then,
instead
of
again
dividing
about
five
and
then
it's
equal,
it
has
to
be
phased
out
same
thing
once
in
the
elementary
school
with
reading.
S
So
we
know
that
our
schools
of
Education
in
the
colleges
and
universities
are
not
teaching
our
teachers
how
to
teach
reading.
So
we
have
a
major
initiative
to
address
that,
but
it's
going
to
take
time
for
us
a
couple
years
to
get
all
our
teachers
trained
in
that
and
the
same
thing
with
access
to
advanced,
math
or
algebra
one.
We.
Yes,
we
fact.
If
we
had
more
and
more
kids
right
now
today
that
were
ready
to
go
into
album
one,
we
would
not
be
able
to
enroll.
S
Right
but
we'll
we
are
addressing
that,
but
so
it
takes
time
to
be
able
to
parse
those
those
annual
goals
out
to
reflect
the
the
strategies
that
we
that
we're
planning
on
that.
We
all
put
into
place.
B
One
last
small
question
and
it's
it's
minor
because
I'm
not
going
to
get
into
your
percentages
from
and
two
that's
that's
work
that
you
guys
are
doing
in
some
deep
diving,
but
I
would
like
to
see
a
justification
for
the
graduation
rate.
Why?
What
the
other
14
point
or
13.8
students
are
doing?
Is
that
mean
we
have
13.8
IEPs?
Do
we
have
13.8?
You
know.
B
Why
are
we
choosing
the
13.8
percentage
of
students
not
ready
to
graduate
and
I
want
to
see
that
that's
embedded
in
something
because
the
graduation
cohort
rate
for
career
and
credit
I'm
talking
about
career
and
credit,
I'm,
College
and
Career
ready,
but
I
want
to
see
that
embedded
into
a
number
that
just
doesn't
assume
we
can't
hit
all
100.,
who
are
these
13.8
percent
of
students
and.
P
B
AB
Z
B
No
there's
a
percentage
of
students
who
are
not
going
to
receive
a
diploma
inside
CCSD.
We
know
that
because
of
the
special
ed
programs,
that's
what
I'm
saying
when
I
want
this
number
qualified,
not
just
some
random
we're
going
to
get
to
86.2,
but
what's
the
percentage
of
those
special
needs?
Students
who
are
not
on
a.
S
Here
yeah,
let
me
ask
Miss
Buffy
Roberts
to
come
up
and
just
talk
a
little
bit
about
how
those
numbers
are
driving
and
then
we
can
see
where
we
go
from.
There
can.
B
B
AC
W
There's
that
is
an
alignment,
though,
with
what
you're
seeing
here,
because
the
idea
would
be
that
for
CCSD.
If
you
graduate
from
from
Charleston
County
School
District
with
a
diploma,
then
you
should
be
College
and
Career
ready,
and
that
is
how
that
goal
was
aligned
or
derived
one
of
the
things
to
to
remember
that-
and
this
is
kind
of
new
from
maybe
2017
or
so
for
the
career
Readiness
indicator,
the
South
Carolina
employability.
Credential
does
count
towards
that.
W
So
that's
a
way
that
we're
making
sure
that
we're
inclusive
of
our
special
education
population
so.
Q
Just
want
to
make
a
comment
about
what
I'm,
seeing
here
and
I'm
so
elated,
to
see
this
board
really
really
energized
about
where
we're
going
with
student
achievement.
I
can
remember
two
years
ago
that
this
was
not
a
part
of
the
conversation
and
no
one
wanted
to
hear
it.
Q
So
thank
you
board,
members
for
being
energized
for
realizing
that
this
is
important
that
we
have
allowed
the
system
to
lag
for
years
without
this
board
actively
engaged
engaging
in
the
topic
of
student
achievement
and
with
that
being
said,
I
should
hope
that
we
will
continue
to
make
sure
that,
with
the
election
coming
up,
that
we
do
not
let
people
come
into
this
system
and
derail
all
of
the
efforts
that
this
staff
has
put
into
making
sure
that
we
are
targeting
what
we
are
here
for,
and
that
is
educating
our
kids
and
making
them
ready
for
careers
and
for
college.
Q
Thank
you
board
members.
Thank
you.
Staff,
member
and
I.
Just
I
just
want
to
commend
you
all
for
the
information
and
and
and
all
of
the
work
that
you're
putting
into
this,
and
thank
you
board
members
for
being
engaged
and
wanting
to
ask
questions
and
being
engaged
about
this.
Thank
you,
ma'am.
That's
all
I
wanted
to
say
you
should
be
commended
that
we're
going
to
be
working
together
to
make
sure
that
we're
doing
what's
right
for
all
kids.
C
S
Very
much
Gabriel,
so
we
have
Bob
rails
with
and
some
other
we
have
proposed
in
them
guard
rest.
So
the
first
one
is
the
superintendent
shall
not
allows
students
to
graduate
without
the
soft
skills
needed
for
post
secondary
success.
S
So
the
idea
here
is
the
percentage
of
students
who
successfully
earn
Microbus.
First
excuse
me:
microburst
certification
will
increase
from
X
percent
to
Y
percent,
and
so
the
microburst
is
an
assessment.
It's
actually
a
course.
S
That's
given
I,
don't
I,
don't
recall
how
many
of
our
students,
but
mostly
the
CTE
students,
they're
I,
think
10
indicators
indicating
that
if
a
student,
it
achieves
the
positive
positive
score
on
those
10
indicators
and
that
that
student,
that
that
person
is
ready
to
to
to
be
appropriately
employed
with
using
the
soft
skills
needed
to
do
that.
S
S
Class
all
right,
and
so
we're
looking
at
something
Sim,
how
we
might
roll
out
some
assembly
here
so
that
we
make
sure
that
100
of
our
kids
are
have
to
solve
skills.
Now
also,
the
board
talked
about
within
the
soft
skills
that
that
the
community
had
expressed
strong
desires
to
have
fun,
have
students
financially
literate
when
they
graduate
so
in
this
orange
block.
Here
we
talked
about
whether
or
not
financial
literacy
is
a
soft
skill
versus
a
a
non-self
skill.
D
S
And
if
it's
so,
we
we
we
believe
it
not
to
be
a
soft
skill.
Certainly
it's
not
assessed
in
the
microburst
certification.
S
However,
we
we
feel
strongly
also
that
we
need
to
have
our
students
we
need
to
one.
We
need
to
honor
what
this,
what
the
community
says
that
we
need
to
have
financial
literacy
for
our
students,
and
we
feel
strongly
that
we
need
to
do
that,
and
so
we
have
other
means
to
do
it
other
than
within
this
particular
guard
rail
unless
the
board
desires
to
change
the
guard,
rail
from
soft
skills
to
soft
skills
and
financial
literacy.
This.
Z
I
think
I
think
it's
important
here:
Mr
Kennedy,
if
I
may,
to
note
that
the
state
is
moving
toward
a
requirement,
yes
for
all
students,
yes,
so
for
implementation
by
2027
I
believe
is
the
year,
and
we
do
have
pieces
of
this
already
in
some
of
our
high
schools.
We
that
we
have
finance
courses
and
then
out
at
Lucy
Beckham.
They
started
with
a
a
personal
finance
course
for
all
students
required,
but
we
do
value
it
very
very
much.
P
I'm
just
wondering
if
the
financial
literacy
piece
couldn't
go
for
college
or
career
ready
like
couldn't
be,
couldn't
be
achieved
in
that.
Like
I,
said
in
that,
whether
it's
an
interim
goal
or
whether
it's
just
like
a
like
just
to
make
sure
you
say,
attuned
to
the
financial
literacy
piece
as
an
indication
that
a
student
is
college
or
career
ready,
because
just
so
that
we
wouldn't
have
to
lose
it,
it
seems
like
it
could
fit
there.
So.
S
So
so
Perhaps
Perhaps
I
I,
so
my
understanding,
the
sentence
on
the.
S
With
calculation
schools,
that's
my
understanding
that
a
goal
has
to
be
what
a
student
even
knows
are
available
to
do
and
whereas
the
guard
rail
can
be,
it
could
be
that
or
it
could
be.
You
know
whether
adults
do,
and
so
so
we
haven't
discussed.
We
haven't
the
staff,
we
have
not
discussed
a
a
a
metric,
a
set
of
measures
for
the
college,
I
mean
for
the
financial
literacy,
but
we
will
do
that.
A
A
G
B
97
I
think
it's
a
mandatory
course.
So
there's
going
to
be
100
participation,
so
that's
not
a
goal
because
it's
going
to
be
mandatory
participation,
you
could
have
a
achievement
goal
right,
but
what
you
know
the
profile
of
the
South
Carolina
graduate?
What
are
they
using?
Is
there
any
tangible
parameters
around
measuring
those
things
because
you're
using
the
same
words
but
you're
using
different
measurements?
Do
they
not
the
state's
not
putting
out
anything
that
they're
quantifying
that
with,
but.
B
S
Z
What
keys
is
included
in
that
Matrix
Miss
bonkos?
We,
we
just
went
back
and
forth
about
trying
to
figure
out
how
best
to
capture
what
the
board
intends
to
measure
and
make
sure
students
graduate
with
which
they
graduate,
which
are
those
soft
skills,
and
we
think
microburst
might
be
it
and
we're
again
trying
to
collaborate
with
neighboring
districts
to
see
how
that
looks.
Z
What
it
could
look
like
here
and
Dr
applesheimer
and
Mr
Rich
Gordon
are
going
to
talk
to
principals,
the
folks
doing
the
work
to
figure
out
their
recommendations
and
thoughts
and
how
quickly
we
can
get
this
moving.
If
this
is
the
the
desire
of
the
board
fact
of.
S
Right
next
slide:
please
social,
emotional
learning,
the
superintendents
you'll
not
allow
students
to
go
without
social,
emotional
learning,
and
so
with
the
mtss
and
the
Sam
Slash
TFI
Fidelity
2
here
I
think
is
it
you
I
know,
I
think
it's
Lisa
Miss
Lisa
Allison.
Perhaps
you
can
come
up
and
publish
through
that.
So.
Z
Lisa
can
talk
a
little
bit
more
about
SEL,
but
we
believe
that
social,
emotional
learning
and
it
is
best
captured
through
the
mtss
system
and
we're
excited
that
we
might
have
a
tool
again.
It
will
take
some
tweaking
of
that
tool.
The
TFI
and
she
can
tell
you
what
that
is
over
time
to
capture
that
and
how
our
mtss
teams
are
working
to
better
support
students.
Elisa.
Thank
you
for
for
sharing
some
expertise.
AI
Here,
thank
you,
and
we
appreciate
this
opportunity
to
refine
some
instruments
that
we've
had
in
the
district
to
measure
not
only
the
mtss
framework
and
how
that's
working
in
our
schools
and
across
the
district,
but
then
also
specifically
around
the
area
of
social
emotional
learning.
That,
of
course,
is
attached
to
Wellness
mental
health
supports
restorative
practice.
All
of
that's
included
within
this
bucket
here
and
so
refining
those
tools,
the
tiered
Fidelity
inventory,
is
a
walk
through.
So
this
does
include
not
only
self-assessment
of
team
members
at
the
table.
How
are
we
doing?
AI
It
yes
ma'am,
so
the
Sam
is
it's
a
self-assessment
tool
for
mtss,
so
it's
a
self-assessment
of
mtss.
Up
to
this
point,
it
has
been
a
self-assessment
facilitated
by
our
climate
coaches
But.
Ultimately,
it's
for
the
team
to
really
do
some
deep
digging
into
their
data
and
conversations
around
the
table
about
their
framework
to
support
students.
So
the
tiered
Fidelity
in
inventory
is
more
about
those
practices.
AI
Those
positive
behavior
interventions
across
the
school
expectations
and
adult
behaviors
to
encourage
social,
emotional
learning
for
our
students,
and
so
what
we're
looking
to
do
is
combine
those
two
so
we'll
keep
some
self-assessment
components
because
that's
important
for
reflection,
but
we
also
want
the
opportunity
to
collaborate
around
those
goals
that
each
school
has
and
do
some
walk-throughs
and
achieves
consensus
through
District
staff
that
we
are
indeed
seeing
those
artifacts
that
support
a
school's
own
goals.
Does
that
help.
B
B
S
Know
so
so
Dr
French.
This
is
all
about
expected
implementation
of
what
already
exists
in
the
district.
So
mtss
has
existed
here
for
a
while.
These
tools
have
existed
for
a
while,
and
so
we
spent
time
over
two
days
last
week
going
through
this
about.
How
do
we
make
sure
that
we
refine
what
these
tools,
how
we
approach
using
these
tools
throughout
the
district?
So
we
can
make
sure
that
the
implementation
is
effective
on
with
Fidelity,
okay.
Z
This
is
really
exciting
if
we
can
accomplish
what's
here
around
mtss,
Dr,
Williams
and
I
said
fortunate
to
work
with
him
for
several
years
that
if
we
could
really
get
mtss
teams
functioning
at
a
high
level,
it
would
take
care
of
a
lot
of
the
inequities
we
have
in
our
schools
and
it
would
better
serve
the
social,
emotional
and
the
wellness
pieces
of
what
our
kids
struggle
to
do,
and
so
last
week,
when
we
came
up
with
this
idea,
it
was
like
an
a
moment
of
utter
excitement
from
those
on
the
call,
because
if
we
can
figure
out
a
way
to
support
schools
and
principals
that
have
not
had
the
bandwidth
and
the
capacity
to
do
this
in
the
past,
it
will
be
really
revolutionary
for
the
system
and
I
I.
Z
N
N
S
S
S
We
have
a
question
here:
how
would
the
superintendent
to
find
major
initiatives
and
we
explored
the
idea,
perhaps
an
initiative
that
impacts
the
entire
school
system,
but
but
certainly
we
haven't
landed
on
what
what
a
major
initiative
is
thoughts
about
developing
a
framework,
so
this
is
still
under
construction,
but
we
think
that
there's
a
there's
a
can
you
go
to
the
next
slide
please.
S
So
this
Matrix
here
is
based
on
is
a
DOT
adapted
from
the
International
Association
for
public
participation,
which
is
a
which
is
it's
been
around
for
quite
some
time
on
how
you
engage
on
public
participation
and
it's
around
four
different
Dimensions,
as
you
can
see
at
the
top
here
in
form,
consult,
involve
elaborate
and
Empower
and
then
each
of
those
dimensions
then
there's
it
talks
about
what
does
that
mean
for
a
stakeholder
group?
S
What
does
informed
mean?
What
does
consult
mean
all
all
the
way
over
to
empower
and
to
which
means
to
place
found
decision
in
the
make
in
the
hands
of
the
stakeholders?
For
example,
the
board,
as
the
school
board
would
be
a
found
decision
maker
in
a
lot
of
things
that
we
do
and
then
at
the
bottom
here
it
says
what
what
do
we
promise
to
give
to
the
stakeholders
in
each
of
these
groups?
S
We
will
keep
you
informed
if
it's
informed,
and
then
you
see
going
along
the
continent
Continuum
the
year,
the
more
further
to
the
right,
the
more
that
we
have
involvement
by
the
by
the
stakeholder
group
and
then
not
shown
here
below
this
it
identifies
by
by
Dimension
here
who
are
the
stakeholders
in
each
of
these
Dimensions?
So
there
would
be
a
follow-on
slide
right
behind
this
that
underneath
it,
that
would
say
these
are
the
stakeholders
that
we're
going
to
inform
these.
S
Are
the
stakeholders
that
we're
going
to
consult
with
these
are
the
stakeholders
that
we
would
involve
ones
that
we
collaborate
with
and
these
one
that
we
would
Empower.
So
we
would
identify
specifically
by
stakeholder
group
where
they
fall
in
this
in
this
content
Continuum
and
then
make
sure
that
we
we
engage
appropriately
and
then
going
back
to
the
previous
slide.
S
So
we're
still
working
on
that
under
construction
and
then
the
last
bullet
point
at
the
bottom
said:
developed
a
separate
interim
guard
rail
around
student
agency.
So
so
we
haven't
weighing
it.
We
haven't
figured
out
how
to
do
that.
Do
that
yet,
but
we
clearly
we
are
going
to
come
up
with
a
strategy,
a
structure
and
a
set
of
measures
on
how
do
we
actually
get
student
voice?
A
student
agency
in
our
district
next
two
slots,
guardrail,
fourth
treatment
expectation
of
students.
S
The
superintendent
shall
not
allow
disparate
treatment
of
our
lower
expectations
for
any
students.
So
let's
go
around
construction,
so
we
we
don't.
We
have
a
lot
of
work
to
do
on
that.
So
we'll
start
that
work
tomorrow
on
those
Inner
Mountain
guard
rails
and
then
the
last
one,
the
superintendent
show
not
allowed
negative
or
unsupported
staff
culture.
Again
we
have
work
to
do
on
that
and
then
the
next
steps.
S
Then
we
have
about
six
additional
schedule
this
week,
that
that's
that
we've
been
the
staff
in
the
Council
Grove
City
Schools,
to
finish
this
work
on
the
guard
rails
and
the
and
the
goals,
and
then
we
will
submit
an
update
draft
to
the
school
board
for
feedback.
If
we
need
to
have
you
know
the
board
designers
that
doesn't
need
to
have
a
meeting
in
between
now
and
October
24th
to
review
those
that
we
certainly
will
accommodate
that
leading
towards
a
vote
on
October
24th.
S
So
with
that,
what
final
questions
do
you
have.
P
P
This
is
not
quick
work,
this
one's
not
really
easy
work
and
then
just
to
like
anybody,
who's
viewing
or
watches
the
recording
I'm,
just
really
hoping
that
folks
in
the
community
see
themselves
in
this
work,
because
we
took
all
the
feedback
into
consideration
and
tried
to
make
it
representative
of
what
people
really
want
to
be
true
for
their
children.
So
I'm
really
excited
about
this,
especially
just
an
introduction
of
so
many
new
tools
that
we
never
talk
about
at
this
table
that
we
should
be
thinking
about
when
it
comes
to
kids.
B
French
I
guess
I
had
a
little
feedback
about
the
stakeholder
engagement,
where
you
say
a
major
initiative
might
be
some
I'm
also
here
from
the
community
that
if
something
has
a
huge
impact
on
their
school,
like
a
operational
structure,
change
or
you
know
those
that
level
I-
think
that's
something
where
the
stakeholders
for
the
school,
the
parents,
the
teachers,
the
the
kids.
They
need
to
be
involved.
S
I
understand
we're
going
back,
I
do
understand,
but
and
going
back
to
the
guardrail
3.
So
it's
not
up
with
I'll
read
it.
The
superintendent
shall
not
present
major
initiatives
to
the
board
without
engaging.
You
know
whomever
so
amazing
initiative.
So
I
don't
know
if
it's,
if
you
know
I
I
and
my
staff
should
identify
what
those
major
initiatives
are
or
should
you
should
the
board
weigh
in
a
little
bit
more
of
what
those
with
those.
B
B
S
B
P
A
G
B
Happens
if
he
doesn't
bring
something
you
you
know
or
I
guess.
The
question
is
if
he
doesn't
bring
a
gold
percentage
in
here
that
we
agree
with
where's
your
where's,
your
capacity
for
changing
that
prior
to
the
24th
and
we're
going
to
have
to
tweak
it
over
the
next.
So
the
right,
so
the
board,
probably
I,
don't
know
that
we
want
to
vote
to
approve
this
until
we
see
the
percentages.
AI
B
This
is
yeah.
What's
the
other
date
motion
to
approve
the
proposed
goals
and
guardrails
that
the
board
will
be
responsible
for
tweaking,
the
superintendent
will
confirm
the
target
dates:
Target
metrics
tools
for
measurement
interim
goals,
interim
guardrails
to
be
presented
for
final
approval
on
October
24th.
B
C
B
Was
wondering
if
there's
a
way
to
do
it,
an
alternative?
Okay?
Well,
we've
got
a
motion
on
the
floor.
What
is
your
friendly
Amendment?
Well,
it
would
actually
be
restating
it
so
I
I
would
just
my
my
thought
was
to
say
we
moved
to
return
the
the
interim
goals
and
guard
rails
back
to
the
superintendent
for
further
further
development
and
that
the
board
or
the
ad
hoc
committee
would
work
on
tweaking
the
the
goals
with
the
percentages
isn't.
B
N
A
B
A
We
are
going
to
work
on
it
before
today,
or
of
course,
I
mean
I.
Don't
know
that
we
can
nail
that
down.
I
think
we
can
have
staff
to
nail
that
down
tomorrow,
okay,
but
as
everybody
just
hold
tight
for
a
second
while
Julie
gets
that
in
that
motion
in
the
system,
Lauren
made
the
motion
and
we
were
born
and
seconded.
G
I
I
A
D
I
AK
A
AK
A
Got
we're
ready,
okay,
okay,
all
right
guys!
Lauren!
Can
you
clarify
like
when
we
have
a
special
called
meeting
I
put
those
dates
in
there
okay,
but
is
the
board
working
on?
Are
we
voting
at
that
special
called
meeting
to
make
any
changes,
or
is
the
staff
bringing
us
changes
or
are
we
bringing
them.
AD
Kate
this
is
Joyce
I'm,
sorry,
but
I
could
not
hear
the
motion.
You.
G
B
AD
Still
not
hearing,
maybe
it's
me
she's.
B
Go
ahead:
okay,
Joyce!
So
the
motion
is
to
approve
proposed
goals
and
guardrails
that
the
board
will
be
responsible
for
tweaking.
During
a
special
cardboard
meeting,
the
superintendent
will
confirm
the
target
dates:
Target
metrics
tools
for
measurement
interim
goals
and
interim
guard
Girls
by
October
18th
to
be
presented
for
final
approval
on
October
24
2022.
T
A
Okay,
any
other
questions
all
right.
Okay,
please
vote.
G
G
N
B
Next
is
audit
and
finance
committee
Ms
Green.
Do
you
want
to
talk.
AD
Miss
Williams
probably
can
I'm
sorry
about
my
situation,
but
I'm
kind
of
back
and
forth.
We
have
quite
a
few
agenda
items
as
you
can
see
quite
a
few
action
items
and
as
I
always
say,
if,
after
your
review,
you
have
questions,
you
can
contact
me
or
contact
Miss
Williams
and
if
Shawna
is
there
and
have
any
additional
comments,
please
you
feel
free
Shauna
to
make
them.
C
AK
You
Miss
Darby
good
evening
board
and
excuse
me
good
evening
board
and
thank
you
for
this
opportunity
to
present
under
audit
and
finance.
We
have
quite
a
few
items
to
review.
The
action
items
include
several
budget
reallocations
in
the
capital
program
and
one
for
a
budget,
a
reallocation
related
to
long-term
debt.
The
others
are
related
to
the
sales
tax
programs.
AK
If
you'd
like
me
to
dive
into
them,
there's
about
seven
of
them,
I
think
on
here.
Just.
AK
AK
The
other
item
that
we
have
under
action
is
the
citizens
oversight
steering
committee.
I
can
defer
to
Jeff
for
this
particular
one.
C
AK
AK
The
next
item
is
the
audit
and
finance
committee
membership
renewal.
We
have
a
rental
for
Mr
Kent
Griffin
on
the
audit
and
finance
committee.
His
his
membership
expired
in
November
where
he
agreed
to
stay
on
the
committee
for
another
two
years
and
we
renewed
that
so
we're
moving
that
forward.
AK
The
next
item
is
fund
balance
commitment
at
the
end
of
fiscal
22,
we're
projecting
that
we're
going
to
have
a
10
million
dollar
Surplus
to
put
back
into
fund
balance,
we're
earmarking
we're
requesting
that
we
earmark
those
funds
for
Esther
stabilization,
the
Esther
funds
sunset
in
2024,
Esther
3.,
and
so
this
would
be
a
pool
of
money
set
aside
and
committed
by
the
board
to
stabilize
the
prioritize
and
approved
and
agreed
upon
Esther
initiatives
once
that
funding
dissolves.
I
Ma'am
I
just
want
to
make
who's
Williams.
Q
Ms
Williams
took
her
time
for
my
business
schedule
to
go
over
a
few
facts
with
me
last
week
and
I.
Thank
you
for
that,
because
I
wanted
to
get
an
understanding
with
the
essence
of
funding.
Q
It's
my
understanding
that
you
all
had
a
meeting
with
the
principals
to
explain
the
process
and
now
I'm
hearing
that
some
of
the
principles
are
still
somewhat
concerned
about
what
their
responsibilities
are
and
how
do
they
go
about
recognizing
and
getting
Community
organizations
involved
in
the
expenditure
of
those
funds?
Will
there
be
an
upcoming
meeting
with
those
principals
to
further
explain
the
the
process
Ms
Williams.
AK
AK
We
I
would
encourage
them
to
reach
out
to
my
office
directly
and
they
can
actually
email
me
if
they
have
questions
or
how
to,
and
we
can
walk
them
through
it.
As
of
right
now,
I
don't
have
an
isolated
time
period
plan
to
re-engage
principals,
but
be
more
than
happy
to
walk
any
of
them
through
it.
Okay,
thank
you.
Thank
you.
Ma'am.
AK
AD
Shawna,
you
might
want
to
mention
the
disparity
study,
because
that
will
come
to
them
not
for
approval
or
anything,
but
we
will
have
a
report
on
that
at
the
meeting.
Yes,.
AK
Ma'am,
thank
you.
Miss
green
under
information
items
move
into
that
section.
We
have
the
disparity
study
update
so
where
we
are.
If
the
board
recalls
in
2020,
the
district
was
commissioned
with
evaluating
its
minority
business
program
and
its
procurements,
the
district
procured
a
firm,
your
competitive
bid
process
called
Miller.
Three
Miller
three
has
been
engaging
in
this
disparity
study
for
the
better
part
of
the
year.
It's
a
very
comprehensive
study.
AK
They
looked
at
the
analytical
data,
the
financial
data
they've,
hosted
surveys
and
Community
forms
meetings,
Etc
to
gather
a
well-rounded
data
points
for
qualitative
and
quantitative
and
the
preliminary
report
that
is
also
attached
for
your
review
and
board
docs
came
out.
The
study
is
not
fully
concluded
yet,
and
it
won't
be
until
the
end
of
this
month.
But
in
that
preliminary
report
there
were
some
disparities
identified
by
subgroups,
either
race
and
or
gender,
and
in
that
same
report,
there's
some
findings
and
recommendations
for
next
steps.
AK
Once
the
report
concludes-
and
we
have
the
final
reports
at
the
end
of
the
month,
the
staff
will
review
internally
and
with
the
superintendent
the
corrective
action
plans.
Well,
the
the
recommendations
and
identify
corrective
action
plans
to
address
any
findings
and
you'll
have
that
information
coming
forward
at
the
end
of
the
month
to
you.
AK
So
the
only
other
two
information
items
is
the
FY
22
small
women-owned
minority
business
Enterprise
goals,
our
goal
of
20
we
exceeded
by
13,
so
we
ended
the
year
with
33
participation
and
minority
business,
and
the
last
item
for
information
is
just
a
monthly
capital
projects
report.
It's
our
standard
report
that
we
push
forward
monthly,
just
a
snapshot
of
the
activity
for
our
capital
projects
and
our
program
and
where
we
are
financially.
C
Agenda
is
school
security
update
if.
S
I
may
just
quickly
I'm,
sorry,
so
normally.
S
So
this
the
the
school
security
update
is
listed
under
our
finance
committee,
it
should
have
been
listed.
I
should
have
listed
this
on
the
other
business,
so
I
just
want
to
be
clear,
we'll
do
the
update,
but
this
this
this
presentation
did
not
go
through
the
audience
finance
committee,
not
sure
they
have
gone
through
the
finance
committee.
J
Thank
you
so
I'm
going
to
go
ahead
and
have
Mr
reinbach
come
to
the
podium,
but
I'll
open
with
the
fact
that
this
briefing
is
new
to
you
all.
So
we
are
not
expecting
a
vote
by
board
members
here
at
this.
At
this
presentation
we
want
to
give
you
the
opportunity
to
absorb
the
information
and
come
we'll
come
back
to
you
on
the
24th
of
October.
If
it
needs
a
second
vote,
we
can
move
that
into
the
first
part
of
November.
J
So
we
want
to
again
give
you
the
opportunity
to
to
see
what
we've
compiled
the
public
input
just
completed
last
week.
So
this
this
is
information
that
Mr
reinbach's
Been
gathering
for
the
last
month,
and
we
were
just
able
to
pull
together
this
presentation
with
the
last
bit
of
input
that
he
gathered
the
middle
part
of
last
week.
So
with
that
I'm
going
to
turn
it
over
to
Mr
reinbach.
AL
Thanks,
sir
good
afternoon,
thanks
for
having
me
back
here
to
continue
the
discussion,
we
had
back
in
August
about
ways
to
potentially
enhance
the
school
security
program
in
Charleston,
County
and
so
on.
The
next
slide
I'll
be
kind
of
a
recap
of
the
programs
that
we
we
discussed
then
over
the
next
90
minutes,
I
hope
to
go
through
these
again.
AL
Actually
90
I'm
gonna.
Give
you
a
90
second
recap
about
that.
Just
to
just
remind
you
of
any
of
the
mayor
slipped
your
mind.
So
we
talked
about
enhancements
to
libraries
and
adding
electronic
locks
to
library
doors.
We
talked
about
BDA
systems
which
allow
for
police
fire
and
EMS
radios
to
work
properly.
Inside
of
our
buildings,
we
talked
about
transitioning
locks
on
classroom
doors
to
Locks
called
storeroom
function.
AL
Locks
which
are
locks
that
cannot
be
physically
unlocked,
so
make
sure
that
our
classrooms
stay
locked
at
all
times:
full-time
weapon
screening
at
high
schools
using
weapon
detectors,
electronic
Access
Control
improvements,
which
primarily
involve
the
installation
of
door
position
switches
on
exterior
doors
so
that
we
know
if
they're,
propped
open
or
not
installing
high
definition,
bus
cameras.
AL
We
can
view
remotely
ballistic
rated
doors
on
classrooms
to
better
fortify
those
spaces
during
a
lockdown
and
then
emergency
notification,
Panic
system
to
better
communicate
during
an
emergency
and
more
quickly
notify
those
who
need
to
be
notified
during
a
crisis
below
that
we've
called
out
school
security,
Staffing
and
threat
assessment
support,
because
those
are
largely
gof
expenses,
whereas
those
up
top
are
are
more
seen
as
capital
expenses.
AL
So
in
August
you
asked
for
us
to
come
back
with
a
prioritized
list
of
enhancements,
so
we
engaged
on
a
an
engagement
tour
to
to
speak
with
school
resource
officers,
assistant
principals,
principals
teachers
of
the
year
and
also
parent
chairs
of
sics
to
get
a
cross-section
of
feedback
to
help
us
rank
these.
AL
We
got
210
total
responses
from
those
groups,
so
drumroll
please
here
is
the
ranking,
as
averaged
out
by
the
feedback
we
received
from
those
various
groups,
so
storing
function,
locks
came
out
as
number
one
as
a
way
to
better
ensure
that
our
classrooms
remain
locked
at
all
times.
Now
is
actually
the
number
one
choice
by
the
sros
assistant
principals
and
the
principals
and
those
individual
groups
Then
followed
by
the
bdas
and
the
university
notification
and
panic
system
there.
AL
You
can
see
the
rest
ranked
there,
it's
not
to
say
the
feedback
didn't
suggest
that
those
are
also
important
topics,
but
of
course,
we
always
need
to
prioritize
and
determine
which
ones
may
be
most
important
to
to
take
action
on.
First,
when
you
look
at
the
gof
potential
enhancements,
we
basically
asked
respondents
to
to
respond
in
one
of
three
ways
when
looking
at
each
of
them,
one
is
I
strongly
support
the
initiative.
AL
One
is
I,
have
no
strong
feelings
for
or
against
this
initiative
or
I
do
not
support
this
initiative,
and
we
look
at
the
threat
assessment
support
support
team.
We
saw
respondents,
give
a
57
favorability
response
with
38
with
no
opinion
and
five
percent
against
and
then
and
school
security
Staffing.
We
saw
83
percent
strongly
support
this
initiative
with
15
percent,
giving
a
neutral
opinion
with
two
percent,
not
supporting
it.
AL
So
based
on
the
feedback-
and
here
are
all
of
the
potential
enhancements
again
shown.
In
summary,
we'd
like
to
make
three
recommendations
to
the
board
for
consideration.
AL
The
first
recommendation
would
be
to
authorize
the
district
to
engage
the
services
of
a
private
security
company
to
assigned
armed
security
officers
and
schools
currently
lacking
a
full-time
school
resource
officer
because
of
law
enforcement
Staffing
constraints,
we
would
work
with
our
law
enforcement
Partners
to
prioritize
which
of
these
schools
should
be
addressed
first,
because
we
would
have
to
then
go
through
the
process
with
a
contractor
to
hire
these
individuals,
which
would
certainly
take
times.
AL
We
would
need
to
phase
that
in
beginning
this
fiscal
year
we
would
use
a
current
SRO
funding
that
is
assigned
to
vacant
SRO
positions.
Recommendation
number
two
would
call
for
the
approval
of
eight
hundred
thousand
dollars
in
the
FY
24
FCO
budget
for
the
installation
of
storeroom
function,
locks
on
classroom
doors.
This
would
afford
US
the
opportunity
to
begin
the
process
of
installing
those
locks
on
every
classroom
in
the
district
that
would
allow
us
to
buy
code.
We
anticipate
that
total
cost
to
be
around
6.37
million
dollars.
AL
So
this
would
start
us
down
that
path
and
and
hopefully
get
us
there
in
about
eight
years
and
then
the
final
recommendation
would
be
to
allocate
600
000
in
the
fy24
FCO
program
for
the
installation
of
bdas
we
currently
starting
this
year.
We
began
allocating
300
000
for
this
program,
so
it
would
double
that
allocation
to
hopefully
get
a
BDA
and
the
50
schools
who
need
it
within
around
four
years.
J
If
I
can
just
piggyback
on
the
three
recommendations,
so
for
recommendation
number
one,
we
would
have
to
come
back
to
the
board
in
the
budget
cycle
for
fy24,
for
General
operating
fund
budget
to
pay
for
24
and
Beyond
and
item
number.
Two
I
would
like
to
point
out
that
store
room
function.
Locks
are
currently
part
of
the
new
construction
program,
so,
as
new
schools
are
being
built,
we
are
incorporating
these
locks
into
into
those
schools
as
well
as
Mr,
hamer's,
Door
and
Hardware
replacement
project
under
Capital
maintenance.
J
So
we
do
three
or
four
schools
a
year
under
that
program.
We
would
also
knock
a
bunch
of
these
schools
out
along
within
that
program,
for
no
additional
cost
and
then
item
number
three
Mr
reinbach
mentioned.
We
already
have
a
budget
of
three
hundred
thousand
that
doesn't
include
again
in
new
construction
when
we
build
new
schools,
we're
incorporating
that
into
the
into
the
new
school,
so
it
wouldn't
be
replacing
every
one
of
these,
as
I
mentioned,
and
before
we're
not
looking
for
a
vote
here.
J
We
just
want
you
to
absorb
the
information.
I
would
point
it
out
that
recommendations.
Two
and
three
would
not
have
to
be
voted
upon
by
you
all.
We
could
take
that
to
the
board
when
we
bring
fixed
cost
of
ownership
in
February,
but
it
sure
would
be
nice
to
have
these
items
approved
so
that
we
can
just
work
those
into
the
budget
that
gets
proposed
in
February,
rather
than
briefing
these
separate,
separate
items
in
that
time
frame.
A
B
I
am
making
a
motion
to
move
this
action
item
to
October
24th
for
consideration
and
but
I
do
also
have
a
question.
Okay,.
A
So
we
have
questions,
we
have
a
motion.
Do
we
have
a
second
second
question
all
right,
so
this
Waters
had
her
hands
up
for
yeah.
P
Just
a
question
around
was
the
impetus
for
the
these
items,
because
I
know
you
mentioned,
you
know
it'd
be
great
to
have
as
much
Security
in
all
the
things
that
we
can
is
the
emphasis
just
based
on
what
we
have
funding
to
do,
or
is
there
funding
to
perhaps
do
more
of
what's
on
the
list.
AL
P
S
P
P
Because
I
guess
we're
looking
at
limited
constraints,
but
I
thought
that
in
the
initial
a
conversation
we
were
talking
about
potentially
Esser
funds
that
maybe
hadn't
been
used.
I,
don't
really
know
where
you
know
I'm
just
wondering
if
there's
an
opportunity
and
the
biggest
the
biggest
motivation
for
me
is
just
if
we
can
there's
not
going
to
be
one
Fail-Safe
situation
we
talked
about
this
before,
but
if
we
can
kind
of
put
together
many
safe
nets
for
students,
I'm
just
wondering
if
there's
an
opportunity
to
do
that.
S
Yeah
so
two
points
on
that,
so
Miss
Williams
she
and
her
team
are
pulling
together
where
we
are
with
the
Essa
dollars.
I
think
I
think
she
and
I
have
a
meeting
later
this
week
to
get
an
update
on
with
a
potential
amendment
I
think
it's
November
the
15th
to
the
state.
So
so
we
so
potentially
yes,
potentially
yes
and
then
the
other
potential
is.
S
Debt,
so
I
hesitate
because
reason
why
I
hesitated
on
that
making
that
statement,
because
the
board
had
committed
to
been
having
the
debt
retired
by
I
think
it's
2032.
So
if
we
were
to
explore
that
and
and
proceed,
then
that
means
that
23rd
to
that
timeline
would
move
out
to
the
right.
AK
You
Mr
Abby,
just
one
thing
about
the
funding
Miss
Waters
is
it
can
be
Esther
as
long
as
it's
within
the
15
categories,
so
we
just
have
to
evaluate
Microsoft.
AK
A
B
AK
Q
AL
Yeah
so
so
we
did
invite
the
teachers
of
the
Year
we're
looking
for
the
best
groups
that
were
established
to
be
able
to
to
tap
into,
and
so
the
teacher
of
the
year
group
was
decided
to
be
a
good
group.
That's
engaged
individuals
who
are
already
there
for
us
to
reach
into
so.
AL
We
invited
the
teachers
of
the
year
to
to
provide
input
for
us
same
with
parents
being
able
to
go
to
the
parents
who
are
involved
as
a
school
Improvement
Council
chairs,
to
invite
them
to
the
table
as
well.
A
Q
There
a
plan
in
place
to
maybe
how
many
teachers
teachers
of
the
years,
how
many
teachers
I
mean
okay.
G
AL
Not
not
in
this
round
no
ma'am.
Okay,
what
is
those
groups?
We
can
certainly
do
that
if,
if
that's
the
desire
of
the
board,
okay.
Q
Based
on
what
we
feel
you
know,
it's
a
new
one
and
I
just
think
that
to
be
more
transparent,
that
we
might
want
to
look
at
engaging
some
sort
of
community
input.
We've.
AL
I
think
our
Hope
Was
That,
by
engaging
with
the
the
parent
sic
members
that
they
would
have
a
a
good
good
pulse
on
on
the
other
parents.
They
were
engaged
with
at
the
school's.
In
addition
with
the
principals
and
the
the
teachers
of
the
year
as
well
speaking
with
their
peers,
we
did.
We
did
get
in
one.
Two
teacher
near
particular
brought
forward
some
feedback
that
she
had
received
from
her
peers
prior
to
the
meeting.
Q
And
my
my
next
question
is:
there
was
some
talk
about
a
system
and
I.
We
had
some
some
folk
to
come
in
and
show
us
some
doors
and
is
that
something
that
we
plan
to
implement
with
the
locks
and
so
forth
or
how
is
that
going
to
work
all.
AL
In
yeah,
the
the
ballistic
rated
doors
was
was
a
part
of
the
the
demonstration
that
was
brought
here
and
that
ranked
number
eight
on
the
prioritization
list.
But.
Q
AL
AL
B
For
recommendation
number
one,
how
are
we
going
to
make
sure
that
these
private
security
employees
are
trained
to
work
with
students
and
in
schools
and,
second,
who
would
they
actually
report
to
if
a
situation
arose,
their
private
company,
this
District
or
the
local
police
Department.
AL
AL
So
we
currently
have
a
relationship
with
a
private
security
company
under
a
district
contract,
and
so
while
they
are
employees
of
that
private
security
company,
in
essence,
they
they
work
on
site
for
us
every
day,
and
so
we
would
Envision
there
to
be
a
similar,
a
similar
model
with
these
individuals
in
the
schools,
where
we
would
have
some
level
of
oversight,
but
then
rely
heavily
upon
principal
and
School
staff
input
similar
to
our
current
SRO
program.
AL
So,
even
though
our
sros,
for
example,
are
employees
of
their
local,
local
municipalities
or
County,
the
principals
and
schools
provide
evaluations
and
feedback
of
those
individuals
that
we're
there
to
receive
and
help
with
any
issues
that
arise
to
to
the
question
about
training
when
we
established
the
qualification
for
this
particular
position
with
the
company.
The
first
labor
pool
we
want
to
draw
from
would
be
previous
Law
Enforcement
Officers.
Those
who
have
retired,
perhaps
from
other
parts
of
the
country
and
relocated
here
for
retirement.
AL
A
retired
police
officer
is
still
very
young
and
still
has
a
lot
to
contribute,
or
even
a
a
former
police
officer
who
would
just
enjoy
working
in
a
school
full-time
and
would
enjoy
the
schedule
that
it
would
provide.
And
so
looking
at
folks,
who
have
received
Advanced
Training
in
a
prior
profession
would
be
the
first
labor
pool
that
we
would
try
to
tap
into.
B
AL
So
we
would,
as
far
as
the
the
job
of
the
armed
security
officer
would
be
incident
stabilization.
So
if
they
encounter
a
threat,
if
they
encounter
a
trespasser,
they
would
be
there
to
try
to
defuse
the
situation
and
get
police
responding
as
quickly
as
possible.
Once
the
police
arrive,
then
they
have
assumed
control
of
that
situation,
and
so,
if
you
think
about
it,
when,
in
all
these
schools,
we're
talking
about
a
police
officer,
is
not
there
full
time
now
and
so
that
job
today
falls
to
the
principle
or
the
assistant
principal.
M
D,
oh
yes,
thank
you.
Thank
you
for
the
report.
I
guess
part
of
my
question.
You've
already
been
answered
with
in
reference
to
the
Essa
remaining
dollars
and
the
categories
of
what's
listed
and
what
can
be
used
in
that
capacity.
I
think
it'll
be
important
for
us
to
know
exactly
what's
remaining
as
far
as
Essa
dollars
are
concerned,
and
also
to
go
beyond
these
recommendations
that
that's
listed
here.
I
think
security
measure
is
a
top
priority
for
all
right
and
particularly
for
the
district
as
a
whole.
M
So
these
the
three
recommendations
I
do
see
them,
but,
however,
I
like
to
go
like
to
see
us
go
beyond
those,
but
depending
upon
how
much
we
can
go
beyond
those
based
on
where
we
are
with
answer
funding
one-time
use
that
we
can
use,
because
it'll
be
money
that
we
won't
get
again.
M
However,
but
we
do
want
to
be
able
to
be
able
to
expand
those
in
areas
that
that
will
require
us
not
on
a
high
end
of
recurring
causes,
but
but
being
able
to
to
do
some
some
real
enhancement
within
our
schools
and
then
to
be
able
to
build
in
moving
forward
when
we're
building
new
schools
right.
How
do
we
put
these
full
security
measures
into
our
schools?
So
so,
if
we
can
get
that
that'll
be
very,
very
helpful.
S
Again,
we
could
also
rub
a
Mac.
Take
a
look
at
the
the
eight
percent
money,
because
when
we,
when
we
built
the
the
debt
schedule
retirement
there
was.
S
This
was
way
before
I
mean
way
before
all
this
all
of
the
issues
that
across
across
the
country,
and
so
so
I
think
we
need
to
take
a
look
at
problems
with
both
the
eight
percent
as
well
as
Essa,
and
we
also
have
to
think
pay
attention
to
the
fact
that
some
of
the
some
of
the
admissions
that
we
put
in
place
to
address
student
outcomes
will
be
funded
through
the
essence
where
it
could
not
be
funded
through
the
eight
percent
debt
yeah.
B
I
think
we
need
to
kind
of
give
these
guys
some
marching
orders
because
we're
all
asking
him
about
this
report,
which
is
exactly
what
he
asked
us
to
give
and
I.
Think
if
I
hear
you
correctly,
you
want
them
to
take
the
remaining
eight
percent
and
see
what
the
available
funds
are
and
superimpose
them
on
these
recommendations.
Or
do
you
just
want
them
to
give
us
the
available
funds
and
let
us
kind
of
give
them
an
idea
of
what
we
want
them
to
buy
with
it.
B
So
really
what
you're
just
asking
for
is
an
update
on
how
much
eight
percent
is
remaining
after
the
the
eight
percent
I
said,
eight
percent,
because
I
meant
eight
percent,
because
that
is
money
that
can
be
drawn
on.
If
we're
willing
to
forego
the
debt
and
doesn't
and
doesn't
have
the
same
restraints
as
Esther,
it
could
be
all
sources.
Do
you
want
all
sources.
P
B
M
M
Back,
okay,
so
yeah,
so
so,
just
in
line
with
the
conversation,
though
you
know
always
the
answer
money
is:
is
that
one-time
money
right.
M
Answer
money
is
that
one-time
money
right
that
we
won't
get
again
from
the
federal
government
right
so
that
I'm
talking
about
before
we
tapping
into
the
eight
percent
right
tapping
into
if
the
availability
in
the
Esser
money
first
yeah
before
moving
so
so
I
just
want
to
make
make
clear
of
what
I'm
indicating
here.
A
B
B
B
A
question
so
this
does
kind
of
tie
to
this.
So
let's
get
real
specific,
because
I
I
think
we're
kind
of
dancing
here.
Sros
can
engage
with
students,
our
private
security
firms,
SRO
certified
yes
or
no.
No.
AL
B
Gotcha
I
think
that
clears
that
piece
up.
The
second
question
is
you're
asking
for
an
FCO
allocation
that
doesn't
fund
until
July
1st
of
next
year.
If
we
approve
this,
can
you
do
a
draw
down
from
another
source
and
pay
back
like
we
do
when
we
early
out
projects,
or
are
you
literally
saying
that
if
we
approve
this,
you
will
start
buying
these
locks
on
July,
1st
2023.
B
B
S
So
I
hear
you
I,
hear
everybody
and
and
and
there's
there's
some
real
financial
analysis
about
to
be
done,
so
so
we
so
so
the
board
approved
I
can't
remember.
The
dollar
amount
60
million
dollars
worth
of
bonds
just
recently
right
and
so
had
we
had.
We
been
positioned
to
to
think
about
doing
this
Advanced
funding.
We
would
have
included
that
potentially
in
the
in
the
bonds
that
that
we've
already
got
the
rating
from
the
rating
agencies,
so
it's
too
too
late
to
do
that.
So
we
need
to
make
sure
Finance.
B
B
B
AL
So
when
we
look
at
the
rankings
of
the
the
Capital
Improvements,
we
basically
took
the
top
two
that
averaged
out
from
the
the
input
we
received
from
the
stakeholder
groups,
and
that
was
largely
based
on
the
available
funds
that
we
thought
would
be
available
in
FCO.
When
you
look
at
the
general
operating
fund,
expense
for
the
security
Staffing.
That
one
was
was
ranked
the
highest,
and
that
is
the
one
that
frankly
we're
hearing
the
most
frequently
from
schools
and
their
administrators
who
don't
have
sros
they're
asking
for
help.
AL
They're
saying
we
need
somebody
here
to
help
us
with
these
school
security
matters,
and
so
we
felt
that
was
important
to
prioritize.
Q
And
this
is
just
a
quick
question:
I've
heard
of
some
type
of
surveillance
that
as
soon
as
you
walk
on
to
the
campus
of
a
school,
it
alerts
folk
to
the
fact
that
you
have
an
intruder.
Is
that
something
that's
available
out
there
I
know
that
other
school
districts
may
have
that
system.
There's.
AL
Some
new
artificial
intelligence
systems
that
have
come
on
the
market
recently
that
can
can
do
things
like
facial
recognition.
They
can
do
weapons
recognition
where,
if
it'll
see,
if
you
have
a
weapon
in
your
hand,
those
sorts
of
things
they
are
to
say
they're
expensive,
would
likely
be
an
understatement
for
the
number
of
cameras
that
we
have
and
then
there's
also
the
the
possibility
of
false
alerts.
So
you
have
to
be
concerned
about
with
with
creating
complacency
and
the
alarms.
So,
but
but
there
are
new
technologies
coming
out
of
that
area.
Mr.
A
AL
So
they
would
be
in
the
schools
in
the
city
of
North
Charleston
and
the
City
of
Charleston.
A
C
She
she
may
not
be
able
to
answer
she's
kind
of
doing
a
couple
things
at
one
time.
A
G
A
So
the
motion
passes
Mr
Kennedy.
A
B
So
their
policy
jka
is
being
updated
and
the
including
the
title,
a
policy.
The
new
title
is
restraint,
seclusion
and
intentional
physical
contact
and
just
to
highlight
a
couple
of
things.
The
district
does
not
condone
corporal
punishment
at
all
correct,
and
then
we
also
this
clarifies
that
we
do
not
condone
using
seclusion
techniques
in
a
in
a
room
secluding
a
student
in
a
room
by
themselves.
B
B
I
move
to
approve
the
attached
changes
to
policy
jka
for
the
first
to
oh,
let
me
start
over
because
it
says
for
first
reading.
Is
that
how
we
do
it?
That's
right,
okay,
motion
to
approve
the
tax
changes
to
policy
jka
for
first
reading.
Okay,.
A
D
C
It
is,
then,
that
motion
passes.
Okay,
I
totally
have
not
paid
attention
to
agenda
items,
moving
to
potential
consent.
I
B
A
A
M
M
Town
called
the
October
10th
2022
Board
of
trustee
special
call
meeting
to
order
entertain
a
motion
for
adoption
of
the
agenda,
probably
moved
by
Ms
Darby
second,
by
Miss
Coates.
Are
there
any
questions.
M
AD
I
I
AD
Vote
Yes
as
well.
Miss
Matt,
since
you
didn't
call
on
me.
M
A
M
Move
by
Miss
heteric
second
by
Ms,
Darby,
all
the
flavor
right
now
by
saying
aye.
Thank
you
so
kindly
we're
going
to
remain
the
board
is
going
to
remain
in
here.
Just
been
got
the
business.
We
ask
that
you
please
get
yourself
if
you're,
not
on
your
executive
session
item
for
discussion.
Sorry.
M
I
O
M
Okay,
that
motion
carries
please
make
sure
that
the
vote
reflects
your
intended
vote
item
five
b,
I've.
A
D
M
M
A
M
B
M
All
right,
please,
review
the
votes,
make
sure
it's
your
intended
vote
all
right
item,
6A
I,.
B
I'm
just
surprised
that
the
the
bus
contracts
are
coming
to
us
at
this
point
in
the
year,
because
I
thought
that
was
part
of
the
I
think
these
are
contracts.
I
H
B
R
B
D
M
Right,
please
make
sure
that
you
know
voters
reflect
it,
entertain
a
motion
by
German
I.