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From YouTube: CCSD Board of Trustees Committee of the Whole & Special-Called Meeting | February 21, 2023
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A
We
will
call
to
order
the
special
called
meeting
for
the
Board
of
Trustees
today,
February
21st,
2023
I
will
alert
you
to
the
fact
that
there
was
an
unfortunate
switch
in
typing
in
when
a
is
the
adoption
of
the
agenda.
It
should
be
the
call
to
order
we
will.
We
are
called
to
order
so
that
now
our
first
order
of
business
is
adoption
of
the
agenda.
C
Point
of
order
could
we
have
discussion?
Yes,
yeah.
So
from
the
last
meeting
we
had
the
last
meeting
for
a
special
call
for
February
13th
Ed
was
elected
chair,
that's
not
taken
out
because
of
what
the
for
your
violation.
C
C
Can
we
look
at
the
the
meeting
minutes
from
September
12th
of
last
year.
F
C
Yes,
I'm
waiting
for
the
minutes
for
September
12th
I
want
to
record
a
recall
that
information
from
September
12
2022..
We
had
a
foia
violation
back
in
July
and
then
September
12th
meeting.
We
actually
had
something
that
came
back.
That
said
that
we
need
to
just
vote
on
the
things
that
were
messed
up
with
the
foia
violation.
So
I
want
to
recall
those
minutes,
so
we
can
have
our
briefing
for
how
we
should
move
forward
right
now.
G
And
Miss
bikini,
while
we're
waiting
for
that
can
I
add
a
clarification
on
his
for
you
related
to
this
issue.
I.
Don't
personally
recall
that
we
came
to
a
conclusion
that
we
were
going
to
redo
the
entire
meeting,
but
that
precedent
and
only
redo
the
issue
that
had
been
in
violation
of
foia,
and
so
that
would
not
cause
us
to
revoke
for
a
chair.
Just
Vice,
chair,
just
suspension
of
policy
or
vote
for
vice
chair,
correct.
J
Mr
Kennedy
in
your
inbox
as
well.
A
J
K
C
F
C
With
the
president
of
the
board,
as
we
could
see
from
6A,
going
down
to
seven
to
seven
a
seven
b,
seven
C
I
believe
we
only
acted
on
the
parts
that
was
messed
up
by
the
foyer.
We
did
not
revoke
on
the
redo
entire
me
and
act
like
the
meeting
didn't
happen.
So
we
did
take
action
after
September,
after
February
13th
meeting,
which
we
elected
Ed
Kelly
s
chair,
and
we
don't
need
to
redo
that
part.
C
We
actually
only
need
to
redo
the
part
of
the
foia
violation
that
will
be
the
adding
the
suspension
out
of
rules
to
the
agenda.
L
Believe,
well,
no
Mr
Kelly,
it
was
I
spoke
with
Miss,
payler
and,
and
we
determined
that
the
cleanest
way
to
do
this
was
to
re-vote
on
all
of
the
items,
because
the
agenda
was
there.
It
was
a
little
different
of
a
scenario
than
what
happened
back
in
July
being
being
that
we
had
two
different
versions
of
the
agenda
posted
inadvertently.
L
We
had
one
at
the
bulletin
board
and
one
online
and
and
one
that
we
were
working
from,
which
is
a
little
different
than
what
happened
back
in
July,
where
an
item
was
added
to
the
board
of
agenda
the
Board
of
Trustees
agenda
after
a
cal
meeting
on
the
same
day,
so
I
would
actually
say
those
are
not
the
same
so
scenario.
But
if
sorry
go.
A
G
Exactly
correct,
it
was
identical
because
the
issue
is
adding
something
to
the
agenda
post
the
agenda,
setting
meeting,
which
is
the
same
if
they
were
different
items,
but
either
way
the
suspension
of
policy
was
the
only
thing
added
post
agenda
setting
meeting.
We
always
knew
that
we
were
going
to
vote
on
the
chair.
That
was
on
every
agenda,
the
one
posted
in
the
hallway,
the
one
online
and
the
one
that
we
had
available
in
board
docs.
So.
L
G
It's
a
24-hour
problem
or
a
proper
noticing
problem.
They're
really
the
same.
It
is
just
that
the
public
did
not
get
the
opportunity
to
review
the
agenda
in
the
in
the
in
the
time
frame
set
by
policy,
whether
it's
24
hours
or
it's
just
the
issue
that
the
agenda
wasn't
posted
in
all
the
same
places
or
posted
the
same
in
each
place.
So.
M
N
C
Can
post
a
foia
violation
to
later,
but
whether
we're
going
to
actually
elect
a
vice
chair?
Because
that's
the
only
thing
that's
left
from
the
for
evaluation.
L
So
it
it
was,
it
was.
This
topic
has
been
debated
and
not
or
discussed
at
nauseum
between
the
district
between
Miss
McKinney
and
myself,
Mr,
Kennedy,
Anita
and
and
Alice
and
I.
You
know
Pam
and
I
are
in
complete
agreement
that.
F
L
I,
it's
not
a
matter
of
resigning.
It's
a
matter
of
the
fact
that
it
would
seem
that
the
the
previous
meeting
being
improper,
the
cleanest
way
to
clean
that
up,
would
be
to
do
it
properly.
In
public
view.
There.
C
Was
a
piece
of
the
meeting
that
was
improper
right,
the
foia
violation
of
which
was
adding
something
after
the
period,
however,
we
did
take
a
vote
now.
That
was
such
a
dangerous
precedent
if
we
would
have
sit
up
here
and
add
things
on
and
if
we
didn't,
if
we
did
not
like
the
vote,
we
come
back
and
say
we're
going
to
just
go
ahead
and
redo.
It.
G
Additionally,
it
could
be
illegal,
I
think
if
we
don't
get
the
proper
opinion
on
the
situation,
because
you
can't
undo
a
board
action
just
because
you
think
it
goes
one
way
or
other.
We
need
to
be
very
sure
how
we
should
proceed
and
it's
not
about
whether
two
people
agree.
Actually
three
of
us
agree
that
it's
improper.
So
what
do
we
do
with
that?
We
need
to
have
the
right
legal
weigh-in
on
this.
F
D
F
E
F
D
G
The
before
we
move
forward
because
you're
just
in
the
spirit
of
moving
on
I
get
it,
but
we
do
need
to
note
that
and
it's
gone
now
the
way
that
we
move
forward
the
last
time
the
exact
issue
occurred
is
entirely
different
than
the
way
we're
moving
forward
now,
I
understand
it's
a
legal
opinion
and
I'm
fine
with
that,
but
for
the
record,
it's
entirely
different,
eight
or
nine
months
later,
that's
highly
irregular.
G
L
Sorry,
the
motion
was
made
to
adopt
the
agenda
right.
It
was
made
by
Keith
to
adopt
the
agenda
and
seconded
by
Leah.
C
E
A
A
Then
the
floor
is
closed.
We
will
have
the
first
nominees
elect
on
vote
for
board
chair
Pam
McKinney
nominated
by
Ed
Kelly.
There
is
no
second
needed
for
a
nomination.
A
A
A
K
A
Have
to
show
that
okay,
then
we
will
proceed
to
the
next
item
of
business.
The
election
of
the
board
Vice
chair
the
floor
is
open
for
nominations
like
to
nominate.
P
A
A
A
You
Darren
all
in
favor,
stand
and
we'll
change,
meeting
cats.
E
I
think
today
it
was
supposed
to
be
at
5
30.
Miss,
Trudy,
5,
15.,
okay,
foreign.
A
C
Hello,
okay,
so
as
far
as
the
discussion
as
far
as
other
business,
eight
a.
C
And
then
we
can
discussion
and
then
you
do
the
vote.
This
motion
second
discussion,
both
okay,
okay,
so
other
business
8A.
It
did
not
go
as
far
as
per
policy
bde
did
not
go
through
the
individual
board
member
and
then
the
liaison
for
that's
closely
related
to
that
category,
which
would
be
so
as
well
as
eight
and
nine
based
on
looking
at
paragraph
eight
and
nine
I
believe
we
should
go
ahead
and
get
that
move
to
the
SEC
committee
attending
the
approval
of
the
SEC
chair.
C
E
E
E
D
G
E
G
C
D
E
E
Q
So
my
understanding
is
that
this
item
should
have
come,
would
have
normally
come
through
the
SEC,
the
committee,
the
committee
chair,
Dr
Temple,
that's
the
head
of
that.
Q
That
committee
did
not
approve
this
coming
through
the
SEC
committee,
and
so
then
the
way
it
got
into
other
business
was
that
there's
a
requirement
to
have
a
number
of
board
members
to
elect
to
play
something
on
the
agenda,
and
so,
if
you
take
a
look
at
them,
The
Originators
here
under
eight
a
you,
see
four
board
members,
Miss
McKinney,
Mr,
Kelly,
Miss,
Bailey
and
Miss
Wally
that
placed
this
under
other
businesses.
The
can.
Q
Sec
liaison
did
not
want
to
place
it
on.
C
All
right,
can
you
direct
me
to
the
policy
bde
where
it
says
the
four
people
I
know
that's
under
beating
with
the
board
Board
of
Trustees,
but
actually
under
a
committee
as
a
whole.
G
A
Well,
I
actually
spoke
with
Dr
Temple
about
this
and
because
I
viewed
it
as
a
directive
to
the
superintendent,
which
is
the
one
employee
that
the
board
has
a
direct
relationship.
I
thought
it
appropriate
to
put
it
under
other
business,
since
it's
a
directive
to
Mr
Kennedy
and
to
his
staff.
Sure.
G
So
then,
may
I
ask
a
follow-up
question
so
in
the
original,
so
this
meeting
is
supposed
to
be
us
redoing
what
we
didn't
do
last
time
and
so
I
guess
it's
just
a
point
of
clarification.
This
agenda
has
actually
changed
because
on
the
February
13th
agenda
there
was
only
one
originator,
and
so
now
we've
got
the
additional
four,
but
that
would
not
have
happened
under
normal
Circumstances.
Had
we
not
had
the
foia
issue.
F
F
R
E
Can
we
in
discussion
now
and
go
to
the
vote
for
the
motion?
That's
on
the
floor.
S
The
adoption
of
the
agenda
excuse
me,
I,
wanted
to
say
something
all
right.
I
want
to
speak
out
as
the
liaison
for
strategic
education,
because
the
item
that
is
under
other
business,
which
is
about
the
El
curriculum
being
operated
here
in
CCSD,
is
definitely
a
strategic
education
issue.
It
is
not
an
other
business
issue
and
I
objected
the
last
time
for
the
February
13th
agenda,
because
the
item
was
in
the
wrong
place
and
it
was
not
presented
in
a
written
form
and
I
objected
to
it
being
in
that
position.
S
C
Votes
well,
be
that
oh
real,
quick,
Mr
Grabowski!
Can
we
what
do
entertain
a
friendly
amendment
to
your
emotion.
B
E
E
E
E
E
E
The
next
item
is
the
appointment
and
approval
of
the
agenda
Liaisons
for
policy
and
strategic
Ed.
My
policy
liaison
I,
appoint
Ed
Kelly
and
for
strategic
Ed
I,
appoint
Carlotta
Bailey
because
of
her
current.
E
She
has
worked
in
the
classroom
for
16
years
and
resigned
her
position
just
recently
when
upon
getting
elected
to
this,
she
works
with
our
Head
Start
program
and
I
feel
she
has
also
a
working
knowledge
of
the
El
curriculum
experience
with
it
coming
from
the
school
that
she
worked
in
and
I
feel
that
she
is
the
better
fit
for
this
position.
E
E
Do
we
need
a
second
on
those
I,
don't
think
so
we
we
just
the
board,
will
vote
to
approve
those
two.
O
K
E
Moving
on
to
the
next
item,
it's
public
comments
item
a
public
comments
in
person.
According
to
the
public
comment,
policy
I
did
not
receive
a.
T
D
J
Are
additional
registers
to
sign
in
and
Miss
Danny
has
those
and
she's
gonna
assume.
E
U
First
off
for
the
online
comments
we
had
so
many.
The
summary
for
that
is
El
comments,
45
prayer
at
meetings,
one
for
a
total
of
46
comments
and
please
come
forward
to
the
mic.
You.
E
Have
perhaps
call
three
names
at
one
time
and
they
can
that
way
we
can
keep
it
going.
We
have
one
minute
they
have
one
minute
because
we're
doing
30
right,
okay,.
U
And
you
have
one
minute
to
make
your
statements:
I
call
forth:
Brittany
Wilkerson,
Melissa,
Brubaker
and
Desiree
Harden.
V
Foreign
Wilkerson
and
I
teach
second
grade
at
Henley
Park.
It
is
my
induction
year
and
like
many
things
this
year,
El
was
overwhelming
at
first,
despite
this,
I
appreciated
the
scripted
nature
of
the
curriculum
allowed
me
to
focus
on
the
actual
teaching,
rather
than
figuring
out
what
to
teach
moving
into
the
second
half
of
the
year.
I
now
appreciate
the
script
is
more
of
an
outline
to
guide
and
Pace
my
teaching
with
room
to
make
it
my
own
to
meet
the
needs
of
my
students
in
module.
V
One
second
graders
read
about
schools
around
the
world,
including
doorstep
schools
on
buses
in
India,
both
schools
in
Bangladesh
and
others.
We
discussed
the
challenges
these
students
face,
as
well
as
found
similarities
and
differences
between
these
schools
and
our
own.
Thus
expanding
students,
worldview
and
increasing
their
understanding
of
diverse
cultures
and
perspectives
entertaining
a
political
agenda
that
seeks
to
censor
our
students,
exposure
to
culturally
relevant
literature
and
diminishes
their
opportunity
to
become
Global
thinkers
does
a
disservice
to
our
students
and
their
Futures.
V
R
I'm
back
and
I
will
keep
coming
back
as
long
as
it
takes
to
ensure
our
board
makes
the
right
decision
to
preserve
El.
You
continue
to
hear
from
a
broad
cross
section
of
CCSD
principals,
teachers
and
coaches,
who
believe
in
El
and
see
the
transformation
occur
each
day.
You
have
an
important
decision
to
make.
Do
you
support
the
majority
of
CCSD
staff,
or
do
you
Pander
to
special
interest
groups?
R
I
become
proficient
at
school
turnaround
work,
and
it
is
my
passion
help
me
to
know
that
CCSD
is
where
I
should
continue
to
use
those
skills.
The
district
I
want
to
work
for
never
would
deny
history
or
deny
our
children
the
right
to
learn
about
it.
Up
to
this
point,
I
felt
that
the
board
and
District
team
were
working
together
to
do
just
this.
W
Good
evening
my
name
is
Desiree
Harden
from
Hunley
Park
Elementary
School
students
are
the
heart
of
our
work.
This
is
the
motto
proudly
touted
by
CCSD.
Yet
for
decades
we
have
failed
our
students
of
color.
We
stand
now
in
a
position
to
honor
and
respect
all
of
our
students.
Have
you
seen
the
smiles,
tears
and
Triumph
on
our
students
faces
as
they
surpass
even
their
own
expectations?
Have
you
seen
the
burst
of
confidence
in
our
lowest
performing
students,
as
they
realize
that
they
too
can
be
creators,
researchers
and
writers?
W
For
the
first
time
all
of
our
students
see
themselves
represented
in
their
curriculum.
For
the
first
time,
our
black
and
brown
students
are
growing
at
the
same
rate
as
their
white
peers.
If
you
choose
to
revoke
this
curriculum,
remove
diverse
representation,
then
you
choose
to
honor
some,
not
all
at
which
point
you
may
as
well
change
our
motto
to
some
students
or
the
heart
of
our
work.
X
W
U
Next
up
is
Miss
Vanessa,
odlin,
katachi,
Gathers
and
Cameron
Easley.
Y
North
Charleston
Elementary
is
not
a
failing
school
I
truly
believe
that,
due
to
this
is
due
to
our
curriculum,
our
students
are
thriving,
they're
growing
and
not
only
on
standardized
tests,
but
what
they're
doing
in
the
classroom?
I
have
never.
In
my
career
and
I've
been
there
for
11
years
seen
our
students
do
what
they
do
now.
Y
If
we
want
kids
to
be
College
and
Career
ready.
Isn't
that
what
we
want?
Isn't
that
what
the
board
the
district?
We
want,
our
kids
to
be
College
and
Career,
ready
and
I
believe
if
we
followed
the
district's
motto
that
children
of
the
heart
of
the
work
our
work,
we
must
think
about
it
and
follow
the
data
and
see
that
our
children
are
growing.
Our
students
deserve
this
curriculum.
They
deserve
to
see
themselves
in
what
we
do
every
day.
Thank
you.
Z
Ccsd's
mission
is
to
educate
and
support
every
child
in
achieving
College
admission,
a
career
in
citizenship,
Readiness
I've
been
tasked
to
make
sure
every
child
is
prepared
for
their
future.
If
you
ask
colleges
and
companies
what
skills
they
seek
in
an
applicant
or
employee
or
ask
parents
what
they
desire
for
their
children,
they
will
likely
identify
the
abilities
to
think
critically
and
globally.
Problem
solve
collaborate
with
others,
demonstrate
professionalism
effectively
and
be
a
leader
I'm
sure.
Z
If
you
surveyed
those
135
teachers
mentioned
at
the
last
board
meeting,
who
represent
only
seven
percent
of
our
teaching
Force,
we
have
roughly
1900
teachers
in
K-8.
They
will
likely
share
similar
skills.
It
is
not
surprising
that
the
El
lessons
address
those
skills
which
are
also
reinforced
the
literature
and
discussion
among
our
students.
This
is
a
well-designed
curriculum
with
proven
results
as
an
educator
with
over
20
years
of
experience.
I
cannot
recall
a
time
when
I
had
to
convince
people
to
keep
a
great
curriculum
out
of
schools.
Z
AA
Let
me
I
hope
you
had
a
good
day
so
far,
I'm
family,
easy
not
from
the
school
Holiday
Park
Elementary
I'm,
going
to
read
it
I'm
going
to
be
reading
everybody,
the
essay
that
I
wrote
using
the
El
curriculum.
So
we
can't
keep
it
if
EO
wasn't
here.
I
wouldn't
know
how
to
write
this
essay.
That
I
wrote
on
page
154
of
Esperanza
Rising.
It
said
Mama
arms
I
was
burning,
her
she's
for
fresh
bread
and
she
doesn't
wake
anymore.
AA
Esperanza
is
worried
about
Mama
because
she
keeps
saying
that
she
is
fine,
but
Esperanza
doesn't
believe
her.
She
took
Mama
to
the
hospital
and
she
had
a
fever
from
the
dust
storm.
So
now
she
has
to
stay
home
with
her
with
Esperanza
mama,
felt,
scared
and
found,
because
that,
because
that
she
thought
she
was
going
to
get
better,
but
she
got
worse
and
worse
on
page
154
through
155
of
Esperanza
Rising,
it
says
I'm
going
to
lay
down
onto
the
super
ready
because
I
have
a
headache.
Thank
you
for
letting
me
read
this
to
you.
AB
All
right
good
evening,
my
name
is
Sarah
Burris
and
I'm,
a
first
grade
teacher
at
EB
Ellington,
as
well
as
a
parent
of
three
children
in
CCSD
I'm,
here
in
support
of
teachers
having
the
option
to
utilize
the
El
curriculum
in
their
classrooms
since
implementing
the
El
curriculum.
This
year,
the
number
of
students
considered
high
risk
in
my
class
has
decreased
from
60
percent
to
13
percent.
AB
In
my
13
years,
I
have
never
seen
growth
like
this.
My
students
are
thriving,
they
are
writing
poetry
in
first
grade.
They
are
experiencing
books
that
incorporate
all
ways
of
life.
They
are
learning
good
habits
of
character
such
as
initiative,
perseverance
and
collaboration,
and
they
are
given
access
to
decodable
books
to
help
them
practice.
Phonic
skills
El
is
helping
our
students
to
reach
their
goals,
and
teachers
should
have
the
option
to
utilize
it
if
they
choose
to
do
so.
Please
do
not
take
this
opportunity
to
learn
and
be
successful
from
our
students.
Thank
you.
X
Hello,
my
name
is
Henry
Clark
and
I'm.
Currently,
the
vice
president
of
the
student
council
at
Sullivan's,
Island
Elementary,
School
I,
want
to
talk
to
you
about
El
education
and
how
it
gives
value
to
my
voice.
I,
don't
think
I
had
this
voice
before
learning
about
poetry,
I
was
inspired
to
become
a
writer
after
reading
the
book
of
poems
love
that
dog
the
way
the
author
shared
moments
of
everyday
life,
with
carefully
crafted
language
and
imagery
was
exciting.
I
want
to
do
this
too.
X
This
year
we
have
read
Esperanza
Rising
I've
learned
about
empathy
and
courage
as
we
analyze
this
text
using
the
universal
Declaration
of
Human
Rights
issued
by
the
UN.
This
level
of
deep
thinking
taught
me
about
listening
to
others,
perspectives
and
povs.
We
are
now
wrapping
up
a
unit
about
the
rainforest
which
helps
me
look
at
the
world
around
me
and
see
value
in
it.
My
sister
is
a
second
grader.
She
learned
from
a
book
last
year
called
the
most
magnificent
thing
that
book
taught
her
perseverance
when
things
get
tough.
She
still
talks
about
it.
X
K
N
Good
evening,
James
Dallas
principal
at
EB,
Ellington,
Elementary,
School
I,
come
before
you
again
this
evening
to
urge
you
to
preserve
our
El
curriculum
after
last
Monday's
meeting
a
board
member
stated
on
Live
5
News
that
we're
at
odds
when
we
really
don't
need
to
be,
but
also
stated
that
we
don't
understand
where
others
are
coming
from.
That's
why
we
need
Yale
based
on
last
Monday's
meeting.
It
was
very
obvious
where
the
majority
of
the
speakers
were
coming
from,
of
the
approximately
60
individuals
who
spoke.
N
55
of
them
spoke
with
fervor
in
favor
of
a
curriculum
to
connect
with
all
children.
This
issue
before
is
just
not
about
the
facts.
It's
not
about
listening
to
the
perspective
of
others.
This
is
yet
another
clear
example
of
a
culture
war
that
is
designed
to
once
again
divide
us
and
engage
in
this
endless
debate
over
the
meaning
of
America
and
whose
story
matters.
It
is
about
an
intolerance
of
the
lived
experience
of
many
of
our
students
and
families.
N
Consider
the
word
woke
a
word
that
has
its
roots
in
Black
Culture,
yet
has
been
co-opted
as
a
symbol
by
those
who
wish
to
push
back
against
social
justice.
This
weaponization
of
words
has
become
the
talking
points
for
some
to
Rally
around
know
perpetuating
the
control
of
the
singular
narrative,
the
lives
of
all
children
matter,
I
implore
you
to
do
the
right
thing
and
employ,
and
and
preserve
El.
N
AD
Superintendent
board
members
good
evening:
I'm
Beth
Dillon,
Coffer
I'm,
the
interim
principal
at
James,
Simmons,
Montessori,
school
and
I've,
been
with
Charleston
County
for
19
years.
It
is
my
firm
belief
that
there
is
no
such
thing
as
my
child
or
your
child.
There
are
only
children
and
ultimately,
we
are
all
responsible
for
them.
You
are
in
a
somewhat
unique
situation
and
that
you
hold
a
little
bit
more
responsibility
for
the
education
of
our
CCSD
students.
AD
Since
I
spoke
to
you
last
week,
not
one
of
you
has
visited
my
school
our
school
or
observed
an
El
lesson
or
spoken
with
our
teachers
or
coaches
about
implementing
El
in
our
school
this
year
and
for
that
I'm
disappointed
in
my
almost
two
decades
in
public
education,
I've
never
seen
Educators
and
students
rally
behind
a
curriculum,
as
we've
seen
in
the
last
few
weeks
and
I
really
urge
you
to
listen
to
our
teachers,
heed
their
feedback
and
bravely
make
decisions
that
are
in
the
best
interest
of
all
of
our
children.
Thank
you.
AE
Good
evening
I'm
standing
in
for
Miss
Smalls
tonight,
my
name
is
Alicia
Tackett
and
I
am
the
literacy
coach
at
Stone
Oak
Park,
with
over
20
years
of
experience,
13
of
those
years
as
a
classroom,
teacher
I'm,
also
the
mother
of
two
students
in
CCSD,
the
classroom
teacher,
has
the
most
influential
role
in
a
school.
I
have
worked
with
teachers
for
the
past
year
and
a
half
to
support
them
in
implementing
the
El
curriculum.
AE
While
it
has
not
always
been
easy,
we
work
through
implementation
challenges
because
our
teachers
quickly
began
to
see
growth,
not
just
with
test
scores,
but
with
student
engagement
at
the
previous
board
meeting,
there
was
a
comment
implying
that
teachers
in
certain
schools
must
not
know
how
to
teach
without
a
curriculum.
The
teachers
I
know
are
all
intelligent
enough
to
realize
the
benefits
of
using
one
of
the
highest
rated
curriculum
in
the
country.
AE
The
suggestion
that
those
schools
need
the
curriculum
and
that
their
students
do
not
as
extremely
problematic
are
people
really
suggesting
that
black
and
brown
students
have
different
curricula
than
their
white
peers.
If
we
say
we
make
decisions,
decisions
on
what
is
best
for
our
students,
then
there
really
should
be
no
debate,
honor
the
hard
work
of
teachers
and
support
them
by
living
up
to
your
promise
of
consistency
in
the
district.
Otherwise
you
risk
teachers,
parents
and
students
losing
faith
in
you.
Thank
you.
AF
Good
evening,
I'm
Jennifer
Bermudez,
a
teacher
at
Mitchell,
Elementary
and
I,
am
back
again
to
request
that
you
keep
the
El
curriculum.
The
teachers
have
worked
so
hard
to
implement.
Last
meeting
numerous
Educators
students
and
parents
stood
before
you
and
gave
you
reason
after
reason,
as
to
why
we
should
continue
the
implementation
of
el.
If
you
decide
to
go
forward
with
getting
rid
of
this
curriculum,
you
are
showing
that
the
Viewpoint
of
Educators
students
and
parents
in
CCSD
does
not
matter,
and
that,
representing
all
students
in
a
curriculum
is
not
important.
AF
I
encourage
you
to
come
into
schools
and
see
the
amazing
work
students
are
doing
because
of
this
rigorous
curriculum.
According
to
ccsd's
Vision
2027.
You
want
all
students
reading
on
grade
level
by
fifth
grade.
How
will
we
achieve
this
goal
when
you
throw
out
a
curriculum
before
we
can
fully
see
the
empath,
listen
to
the
professionals
and
allow
El
to
continue
to
be
used
throughout
the
district?
Thank
you,
foreign.
AG
H
Z
AG
AH
Good
evening,
I
am
Sarah.
Thompson
and
I
have
been
a
teacher
in
CCSD,
since
1999.
Head,
Start
CD
does
not
teach
El
by
the
way
I
teach
at
Mitchell,
Elementary
and
acceleration
school
as
a
first
grade
teacher.
This
is
my
second
year
teaching
El
and
my
students
and
I
love
it.
This
is
a
research-based
curriculum
instead
of
some
random,
piecemeal
instruction
found
on
the
internet.
The
consistency
within
the
district,
using
this
curriculum
paid
off
when
a
student
from
North
Charleston
Elementary
School,
transferred
into
my
classroom
no
instructional
time
was
lost.
AH
I
need
to
review
this
policy.
It
seems
from
earlier
the
board
policy,
J
instructional
resources
and
material
States,
nor
May,
the
superintendent
permit
instructional
materials
which
do
not
reflect
the
multi-faceted
character
of
American
society
or
present
life
in
a
true
or
realistic
manner,
or
which
do
not
contain
the
contributions
of
minority
groups
to
the
development
of
the
United
States
materials
may
not
be
excluded
because
of
race,
nationality
or
political
or
religious
views
of
the
author
or
publisher.
Thank
you.
AC
Good
evening,
Mr
Wyman
could
not
make
it
this
evening,
so
I'm
going
to
speak
on
behalf
of
him.
My
colleagues
are
definitely
covering
most
of
it.
So
I
changed
what
I
wanted
to
say
tonight
when
you
complain
it
is
in
service
of
your
ego.
When
you
speak
up,
it
is
in
service
of
change.
Thank
you,
Waters
Roberson,
Temple
and
Calhoun.
Thank
you
for
speaking
up
and
Miss
Bailey.
Please
do
make
sure
the
board
knows
that
El
is
not
taught
in
Head
Start.
Thank
you.
Thank
you.
AI
My
name
is
Dr
Amber
signs
and
I'm
the
proud
principal
at
Mitchell,
Elementary
School,
as
an
educator
of
over
23
years.
I
have
taught
both
with
and
without
curriculum,
develop
curriculum
and
helped
ensure
the
Fidelity
of
curriculum
in
classrooms.
Mitchell
has
extremely
strong
and
talented
staff
of
teachers.
I
have
watched
my
Reading
Coach
and
teachers
pour
their
hearts
as
they've
learned
implemented
the
CL
curriculum
because
they
knew
it
would
help
ensure
all
the
standards
were
being
taught.
High
rigor
engaged
our
Scholars
and
also
meets
the
individual
needs,
as
needed.
AI
I
have
watched
our
Mitchell
Scholars
evolve
over
the
past
couple
of
years.
They're
reading,
high
quality
texts
engaging
in
powerful
conversations
writing
and
volumes
I've,
never
seen
in
my
career.
Most
importantly,
I've
watched
our
Scholars
find
their
voice,
just
as
you
saw
tonight
with
another
scholar,
also
using
El
curriculum
as
a
mom
of
two
boys
who
are
older
now,
I
would
have
loved
for
them
to
have
had
a
chance
to
have
this
curriculum
at
Mitchell
Armada,
whatever
it
takes
for
our
Scholars
I
hope
you
do
the
same.
Thank
you.
AJ
Hello,
I'm
Latrice,
Smalls
and
I'm
speaking
on
behalf
of
Kimberly
Richards
I'm
Latrice
Smalls,
the
assistant
principal
at
Sono,
Park
and
I
just
want
to
quote
a
quote
from
the
Atlantic
magazine.
It
says
anywhere
between
40
and
50
of
teachers
will
leave
the
classroom
within
the
first
five
years.
Turnover
and
teaching
is
about
four
percent
higher
than
any
other
profession.
We
know
the
feeling
when
it
comes
to
teacher
shortage
here
in
Charleston
County.
The
question
is
often
asked:
why
do
teachers
quit
what
has
caused
the
teacher
shortage?
AJ
Could
the
reason
be
rooted
in
lack
of
consistency,
constant
change,
with
the
curriculum
that
they
are
asked
to
teach?
The
Charleston
teacher
Alliance
recommendation
is
to
give
new
curricula
time
to
work
before
replacing
them
as
a
board.
I'm
asking
you
to
please
give
El
time
before
you
replace
it.
Thank
you.
AK
Good
evening,
Stephanie
Spann,
educator,
parent
or
you
have
a
choice.
You
have
a
choice
between
making
decisions
based
off
of
preference
or
making
decisions
based
off
of
data.
You
have
a
decision
to
make.
Will
you
make
decisions
that
will
help
all
students
grow,
or
will
you
allow
stagnation
to
exist
board
I
stand
here
in
support
of
el
curriculum
change
is
hard,
but
if
we
want
anything
to
grow,
we
must
change.
We
must
grow.
El
causes
Educators
to
stretch
their
craft.
AE
AL
Good
evening
school
board
members,
my
name
is
day
Dao
from
Holly
Park
Elementary
School
I
chose
to
share
my
poem
to
express
why
you
should
remove
the
El
curriculum
I
want
you
to
take
a
moment
to
think
about
time
when
you
had
someone
or
something
that
you
miss
and
you
express
your
emotions
by
writing.
El
helps
students
Express
themselves.
AL
Here's
my
poem,
my
sister
is
far
away
owner
above
that
it's
hard
for
me
to
stay
strong
I,
think
about
you
night
and
day
every
day
feels
so
great
I
always
thought
you
were
the
way
without
you
from
time
to
time.
I
feel
like
I,
don't
say
my
far
away:
sister
I
can't
register
I
was
inspired
to
write
this
poem
because
my
sister
go
to
Fayetteville
State
University.
Thank
you
for
your
time
have
a
good
evening,
foreign.
AM
Hello:
everyone,
I'm
gonna,
judge
this
real
quick
good
afternoon.
Everyone,
my
name,
is
speaking
on
behalf
of
Dr
Davis
Cummings,
our
wonderful
principal
at
Edith,
air
fires
and
Montessori
school
at
Firestone.
We
have
witnessed
a
high
level
of
Engagement
among
our
students
using
the
EO
curriculum.
Our
students
are
motivated
and
they're
excited
to
learn
during
the
ER
time.
We
now
have
third
graders,
who
are
experts
and
frogs.
We
now
have
fourth
graders,
who
are
poets.
We
have
fifth
graders
who
have
learned
how
to
give
peer
feedback
that
is
kind
and
positive
and
helpful.
AM
For
the
first
time
we
have
a
curriculum
in
which
the
students
are
excited
about
learning
and
our
teachers
are
excited
about
teaching.
We
have
seen
amazing
academic,
social
and
emotional
growth
among
our
students.
We
ask
that
the
EA
curriculum
stays
in
place
in
our
district
and
is
supported
by
the
ward
as
we
work
to
close
achievement.
Gap.
That
is
our
goal.
We
want
to
ensure
that
we
serve
all
students
with
high
quality
literacy
education,
and
we
think
that
EO
is
the
way
to
do
it.
Thank
you.
AN
Hi,
my
name
is
Ali
Debro
and
I
am
a
teacher
at
EB
Ellington
Elementary
School
I've
been
there
for
four
years,
I've
been
teaching
for
38.
I,
don't
quit.
Last
week,
four
of
my
fifth
graders
spoke
out
about
EO
they
and
invited
them
to
a
how
El
invited
them
to
a
a
special
program.
They
felt
connected
through
the
characters
of
culture.
They
spoke
about,
loving
to
read
and
they
enjoyed
a
story
about
Grit.
AN
Today,
I
invite
you
to
hear
about
my
students,
who
have
been
impacted
by
studying
informational
text
of
the
rainforest.
They
have
learned
to
decode
sensory
and
concrete
language
through
a
variety
of
texts
and
Infuse
their
figurative
language
into
their
own
personal
narratives.
The
El
program
and
writing
program
welcomes
all
levels
of
students
to
grow
and
learn.
I,
genuinely
think
that
this
program
has
impressed
me
with
rigor
rigor
that
all
my
children
can.
Oh
sorry,
they
all
have
a
voice.
AN
Oh
my
time,
okay,
I'm
gonna,
keep
going
through
this
scripted
program
for
teachers,
there's
room
for
all
students
to
use
their
voice
in
class,
as
well
as
reach
out
to
communities
about
their
concerns.
We
have
read
historical.
Thank
you.
Thank
you.
I
beg
you
to
come
into
my
class.
Listen
to
my
students,
read
with
them.
Sit
alongside
with
them,
be
part
of
our
program.
E
AN
AO
E
I'm
sorry
to
interrupt
you,
but
Ms
Dr
come
Deborah
Davis
Cummings
already
had
somebody
speak
on
her
behalf.
E
T
AB
T
My
name
is
Ethan
from
my
name
is
Ethan
from
Hunley
Park
Elementary,
School
I
wrote
this
poem
through
El,
education
and
I.
Hope
you
don't
take
it
away.
If
I
was
not
here,
I
wouldn't
have
even
have
written
this
poem,
and
then
that
turns
into
Dawn
by
eating
brushers.
When
the
Knight
turns
into
Dawn
lights.
Shadows
a
new
day
has
begun,
then
comes
Knight,
then
Dawn
India
again
a
new
day
has
begun.
Then
I
then
comes
down
and
the
day
has
truly
begun.
AP
Good
evening
my
name
is
Jubilee.
Leong
I
am
a
fourth
grade.
Advanced
studies,
teacher
from
EB
Ellington
as
I
engage
with
the
EO
curriculum
each
day,
I
think
of
three
words:
diversity,
equity
and
inclusion.
Diversity
means
cultivating
a
wide
representation
of
people,
idea,
processes
and
experiences.
Equity
recognizes
that
we
are
born
into
unequal
and
unjust
circumstances,
and
these
factors
should
not
predict
our
ability
to
fail
or
succeed.
Inclusion
means
creating
the
conditions
that
Foster
belonging
harnessing
what
makes
us
unique
to
strengthen
our
community
and
amplify
our
impact.
AP
If
we
take
this
curriculum
away,
I
question
what
is
really
important
to
our
school
board?
Will
you
give
in
and
change
plans
every
time
I
select
group
of
people
feel
offended,
or
will
you
fight
for
our
teachers
and
students
to
have
Equitable
education?
The
world
around
us
is
screaming
diversity,
equity
and
inclusion,
and
we
should
too.
AQ
Speaking
on
behalf
of
Judith
Condon
and
Angel
Oak
Elementary
School,
my
name
is
Tim
Heckel
I
teach
fifth
grade
at
Angel
Oak
and
when
El
was
introduced,
I
was
skeptical.
Gosh
I
thought
it
was
scripted.
It
was
going
to
take
away
my
creativity
as
a
teacher,
but
it
wasn't
long
that
my
skepticism
subsided
when
I
saw
that
it
wasn't
scripted.
AQ
It
was
a
Structure
from
which
to
work
and
it
was
a
Structure
from
which
to
build
in
creativity
and
building
Joy
from
the
students
and,
more
importantly,
my
skepticism
was
relieved
when
students,
let
me
know
it
was
effective.
When
my
Multicultural
students
wanted
to
read,
wanted
to
know
more
wanted
to
create
monologues,
they
crushed
them
by
the
way,
we're
comfortable
discussing
their
feelings
and
we're
able
to
what
quote
evidence
correctly.
That's
I
knew
it
was
effective.
AQ
AN
M
Good
evening,
I'm
Michaela,
black
and
I'm
speaking
on
behalf
of
push
Kristen,
Lewis
and
I'm
here
to
talk
about
how
the
yellow
curriculum
has
impacted
me
and
my
English
honors
class.
No
one
is
born
with
an
understanding
of
the
lives,
experiences
and
cultural
backgrounds
of
others.
These
Concepts
must
be
shared
in
order
to
be
learned.
Our
English
teacher
Miss
Taylor
facilitates
topics
like
these
in
our
classroom
through
introducing
captivating
stories
such
as
some
of
the
mariposas
and
the
omnivores
dilemma.
M
Ms
Taylor's
costume
is
a
healthy
environment
for
sharing
experiences,
opinions
and
ideas
without
being
belittled
or
dismissed
for
expressing
or
differing
or
contrary
perspectives,
you're,
not
just
a
number
in
her
classroom.
Each
student
has
his
or
her
own
voice
and
is
encouraged
to
use
it
from
a
fantasy
story,
tracing
back
to
the
roots
of
Mexican
folk
tales
to
behind
the
scenes,
insight
to
the
origins
of
our
food
and
beyond
our
classes.
Learning
corporate
has
been
quite
diverse
if
reading
material
that
Express's
history
and
truths
about
the
world
around
us
doesn't
make.
AR
Hello,
everyone
I'll
be
speaking
on
behalf
of
Miss
White
foreign
parent
of
a
fifth
grader
at
Hunley
Park
Elementary
School,
my
child.
My
son,
Cameron,
has
been
at
Harley's
since
CD
I
have
been
pleased
with
apparently
focused
on
improving
and
reading
and
math,
because
I
want
cam
to
grow
up
to
be
a
successful
adult.
AR
However,
I
was
sad
to
hear
that
a
small
group
of
people
are
criticized
in
the
book
selected
at
reading
at
Holy
Park
last
year,
when
Chinese
teacher
began
using
these
books,
I
noticed
that
what
cam
was
expected
to
learn
to
be
much
more
challenging
than
before
at
the
end
of
the
year,
cam
actually
ready
results
increased
from
his
third
grade
level
of
does
not
need
expectation
to
a
person
expectation
cam
began
reading
that
year
at
level,
one
but
below
his
own
and
I
ready
and
now
he's
on
grade
level.
Thank
you.
AR
AS
Good
evening
my
name
is
Monica
smells
I
am
the
principal
of
Chicora.
Elementary
I
will
begin
with.
What
is
your?
Why,
last
week,
you
heard
various
stakeholders
on
why
El
is
inclusive
for
all.
You
also
heard
from
the
naysayers,
who
don't
have
any
knowledge
about
El
and
have
not
given
curriculum
a
chance
to
succeed.
The
main
objective
today
is
our:
why
remember,
students
are
the
heart
of
our
work.
This
is
the
ultimate.
Why,
therefore,.
N
AS
Me
give
you
a
mini
lesson
as
to
why
El
is
truly
about
it's
about
connecting
backgrounds,
races
and
genders
to
Equitable
opportunities
that
lends
itself
to
unbiased
critical
thinking
and
Collective
skills.
Just
think
all
of
you
on
this
board
are
different
by
using
the
same
curriculum,
the
bylaws
of
CCSD.
AS
AT
Good
evening
my
name
is
Ryan
Stone
I'm,
a
lead
teacher
at
North,
Charleston,
Elementary,
I'm
speaking
on
behalf
of
Daniel
Olden,
as
part
of
the
foundational
commitment
set
up
by
this
board.
I
want
a
reference
policy,
Ace
cultural
competency.
This
policy
defines
cultural
competency
as
learning
new
patterns
of
behavior
and
effectively
applying
them
in
the
appropriate
settings.
AT
Not
only
does
the
El
curriculum
value
students
as
part
of
as
an
inclusive,
Learning
Community,
it
allows
them
to
bring
their
full
identities
to
school,
where
they
are
trusted
and
respected
to
be
their
best
selves,
the
embedded,
social,
emotional
learning
and
cross
discipline.
Sorry
rigor,
cross-discipline
approach
of
this
curriculum
aligns
directly
to
the
overall
vision
of
CCSD.
It
provides
Equitable
and
inclusive
learning
opportunities
for
all
students,
and
it
is
our
responsibility
as
Educators
to
prepare
our
students
to
compete
in
a
global
economy
is
informed
and
critical
thinkers.
AN
AU
AU
AU
The
students
that
I
teach
today
are
not
the
students
that
came
in
my
classroom
on
the
very
first
day
and
the
students
that
leave
my
classroom
and
wave
at
me
goodbye
because
they're
going
to
the
summer
vacation
are
not
the
students
that
I
will
be
teaching
today.
They're
holding
Fishbowl
discussions
they're
respecting
each
and
every
one's
personality
and
differences
and
opinions
they're
doing
table
talks,
they're
being
able
for
to
get
a
prompt
with
very
little
interjection
from
me
and
carry
it
and
be
successful.
We
celebrate
All
In
order
to
run.
AU
AU
E
Q
Q
So,
thank
you
very
much
Miss
Wally,
and
so
this
presentation
relates
to
the
three
board
goals
that
we
have.
This
presentation
talks
about
how
we,
as
a
system
monitor,
should
be
monitoring
those
goals.
So,
let's
go
to
the
next
slide,
please
the
first
two
slides
sort
of
like
leading
slides
that
we've
used
for
probably
a
year.
Q
The
first
one
here
when
we
said
began
to
talk
about
reading
the
winter
of
last
year
we
talked
about
approaching
reading
using
these
three
pillars:
one
rigorous
a
grade
level
instruction.
You
heard
some
about
some
of
that
tonight
with
the
El
curriculum,
we
talked
about
high
quality
teachers
and
leaders,
making
sure
that
we
recruit
and
retain
and
develop
our
staff,
our
teachers
and
our
administrators
you'll
hear
more
about
that
during
the
budget
cycle.
Q
That's
coming
up
when
we
talk
about
how
we
allocate
resources
to
support
the
the
retention
and
growth
of
our
teachers
and
then,
of
course,
the
wraparound
services.
This
is
something
that's
come
really
become
prominent
because
of
the
pandemic,
and
the
tremendous
needs
that
not
only
our
staff
have,
but
also
excuse
me.
Our
students
have
but
also
our
staff.
Q
Q
These
are
the
goals
I'm
not
going
to
get
into
the
details,
but
there
are
three
goals
and
I
would
I
would
contend
that
if
you
look
across
the
across
the
country-
and
you
have
districts
that
are
performing
not
performing
well
by
all
students,
the
UNC
goals
in
these
three
areas,
one
in
Reading
kids
need
to
be
able
to
read
two
map,
so
we
have
a
goal
with
algebra
and
then
the
third
one
College
and
Career
awareness
we
need
to
have
kids
after
they
spend
13
years
in
our
system
when
they
graduate
from
high
school.
Q
They
need
to
be
ready
for
Life
After,
High
School.
That's
what
these
three
goals
are
about
next
slide,
please
so
this
this
this
line
graph
here
is
one
of
my
two
favorite
graphs
that
I
have
that
I
present
I
present
this
a
lot,
not
just
in
in
board
meetings,
but
when
I'm
out
in
the
community
and
what
this
represents.
Q
So
I'm
gonna
spend
a
minute
here
because
it's
important
what
this
represents
by
racial
groups,
White
students
at
the
top,
the
red
line,
next
line,
the
Orange
Line
other,
then
at
the
bottom,
the
green
line,
Hispanic
students
and
the
blue
line
being
African-American
students.
It's
a
timeline
going
back
to
2006
on
the
on
the
left
hand,
side
and
going
up
to
last
spring
or
last
year.
Q
So,
on
the
left
hand
side
you
can
see
for
African-American
students
in
2006
we
had
16.9
I,
think
it
is
of
a
student's
African-American
students
that
we're
reading
on
grade
level.
According
to
the
data
that
we
have
here
now,
a
lot
of
people
know-
and
some
people
don't
know
that
this
is
my
second
time
in
the
district.
Q
So
my
first
time
in
the
district
was
from
2004
to
2007
and
came
back
here
in
January
of
2018,
which
is
a
little
over
five
years
ago,
and,
quite
frankly,
I
was
astounded
to
see
that
when
I
got
back
here
in
2018
that
on
the
right
hand,
side
of
this
graph.
Here
we
were
in
2020
2018
time
frame.
We
were
essentially
the
same
place.
We
were
when
I
left
here
in
2007.
Q
The
same
schools,
the
same
neighborhoods,
the
same
family,
different
Generations,
we're
continuing
to
do
the
same
thing
and
I
said
this
numerous
times
in
between
2018
and
up
until
this
time
period.
I've
done
a
lot
a
lot.
A
lot
of
research
on
on
this
data
I've
explored.
Why
it
is
that
between
2006
and
2012,
as
you
can
see
the
slope
of
these
lines,
we
were
making
progress
and
then
all
of
a
sudden
we
dropped
off
and
we
have
not
recovered.
Q
So
there
are
a
number
of
factors
for
that
that
progress-
that
is
one
of
those
factors,
was
a
common
curriculum
across
our
elementary
schools.
We
lost
that
around
the
time
period
when
the
when
this
data
started
started
dropping
off.
So
the
question
is,
is
why,
in
this
time
period
this
from
2006?
Until
now,
we
have
spent
as
a
as
a
system?
We
have
tremendous
numbers
of
programs
that
we
put
in
place
and
that
we've
tried.
We
spend
a
billion
dollars
a
year
across
all
of
our
funding
sources.
Q
A
billion
dollars
a
year
and
I
know
that,
because
I
just
bcfo
and
and
we've
had
some
incredible
leaders,
both
in
the
in
that
classrooms,
in
our
school
buildings
and
in
the
seat
here
and
we've
had
board
members
that
have
have
the
best
at
heart
for
for
kids,
yet
we
have
not
made
any
progress,
so
we
have
established
these
goals
to
turn
that
around
and
I
want
to
talk
about
a
monitoring
process
that
we
think
we've
been
staff.
Q
That's
the
last
component
of
what
we
need
to
do
in
terms
of
be
able
to
bring
structure
to
what
what
we
need
to
get
accomplished
next
slide.
Please
so
again,
three
goals:
goals
in
Reading,
algebra,
one
College
and
Career
Readiness
goals
and
reading,
because
only
23
percent
of
African-American
students
grades
three
through
three
through
eight
read
on
grade
level.
Q
The
numbers
are:
the
percentages
are
similar
only
slightly
better
for
Hispanic
students,
which
is
a
population
that
is
increasing
rapidly
in
algebra.
This
is
across
the
board
in
algebra.
We
have
far
too
many
students
of
any
racial
demographics
in
this
school
district
that
are
not
prepared
to
take
algebra,
one
which
I'm
told
by
that
by
the
academic
folks,
it's
a
gateway
to
high
school
and
into
college
and
into
success
in
life
and
then
College
and
Career
awareness.
Q
We
have
to
be
able
to
make
sure
that
alpha
kids
spend
13
years
here
that
it's
not
going
to
be
like
when
I
was
doing
it
11
graduation
ceremonies.
Last
June,
where
I
asked
myself
every
time
students
walked
across
the
stage
and
I
shook
their
hands,
or
these
kids
prepare
for
Life,
After,
High,
School
and
I
knew
in
many
cases
the
answer
was
yes
and
I
knew
in
many
cases.
Q
The
answer
was
no
the
reason
why
I
know
there's
no
in
so
many
cases,
because
again
with
African-American
kids,
based
on
the
state
indicators
of
College
and
Career
readiness,
six
out
of
ten
of
African-American
graduates
the
year
before
last
were
not
prepared
based
on
the
state
indicators.
So
the
goals
then
represent
the
vision
of
the
community,
the
vision
of
the
community
and
then,
in
addition
to
the
three
goals
we
have
five
guard
rails
and
I'm
not
going
to
go
through
all
the.
Let
me
go
through
the
details
of
any
of
them.
Q
His
goal
has
has
two
or
three
sub
goals:
interim
goals,
and
then
the
guard
rails,
the
same
thing
two
or
three
interims
a
guard
rails
represents.
So
the
the
goals
represent
the
vision
of
the
community.
The
guard
rails
represent
the
values
of
the
community.
Now
give
an
example
here,
guard
rail
one
says
the
superintendent
shall
not
allow
students
to
graduate
without
the
soft
skills
in
financial
literacy
proficiency
needed
for
post-secondary
success.
Q
So
when
we
went
out
to
the
community
last
year
to
develop
the
goals
we
got
from
the
business
community,
that
students
coming
out
out
of
our
system
going
into
the
workforce,
need
to
have
a
set
of
soft
skills
that
will
allow
them
to
be
effective
in
the
workforce.
Q
The
idea
of
financial
literacy
came
from
students.
Doing
that
same
process.
Students
told
us
that
they
wanted
to
be
prepared
when
they
graduated
to
be
able
to
be
financially
able
to
engage
with
with
their
with
their
finances.
So
again,
the
goals
represent
the
vision
and
the
guard
rails.
Q
The
values
next
slide,
please
actually
before,
let's
go
back
for
a
second
go
back
for
a
second,
so
I'm
gonna
go
back
to
the
goals
for
a
minute,
and
so
each
goal
each
guard
rail,
all
the
interim
stuff
associated
with
them
I
have
a
set
of
strategies
that
that
staff
has
been
working
for
I
think
spring
of
last
year.
Developing
these
strategies,
I'm
not
I'm,
not
going
to
go
through
the
strategies
here,
the
board
monitoring
process.
Q
This
is
the
place
to
review
those
strategies,
but
you've
heard
one
tonight,
you've
heard
the
El
curriculum
being
one
you've
heard
me
and
say:
I've
talked
about
early
childhood
education:
expansion
in
January
the
board
voted
to
to
fund
3.6
million
dollars
worth
of
training
for
our
kindergarten
through
third
grade
teachers
on
the
science
of
reading.
In
this
case,
letters
and
by
the
way,
that's
aligned
with
a
state
superintendent,
Ellen
Weavers,
one
of
our
top
three
priorities:
the
science
of
reading.
So
those
are
examples
of
some
of
the
strategies.
Q
Q
Q
We
have
a
set
of
strategies
to
work
towards
and
Meeting
those
goals,
so
the
the
monitoring
process
is
essentially
an
evaluation,
the
board's
evaluation
of
the
superintendent
and
the
superintendent
staff
as
to
whether
or
not
they're
making
progress
towards
those
goals.
So,
in
fact,
the
first
one
says
that
progress
monitoring
is
a
conversation
between
the
school
board
and
superintendent
to
provide
the
board
the
opportunity
to
evaluate
the
alignment
between
student
outcome
goals
and
the
students
the
school
district's
reality
that
reality
reality
being
the
current
student
performance
growth.
Q
So
you
see
this,
you
see
the
line
graph,
you
I,
and
you
know
what
the
what
the
what
the
goal
is.
You
know
there's
a
gap
between
the
goal
and
what
the
current
reality
is,
and
so
the
next
item
on
here
number
two.
While
student
outcome
goes
and
current
student
performance
may
not
match
perfectly
and
they
do
not
match
it's
very
imperfect.
Q
In
fact,
it
only
becomes
problematic
when
there's
no
evidence
of
student
growth
in
progress
now
later
this
evening,
there's
going
to
be
a
presentation
that
will
be
given
prom
I'll
talk
a
little
bit
about
it,
but
primarily
by
the
academic
folks
about
showing
that
we
are
making
progress,
and
so
you'll
see
some
of
that
progress
number
three,
and
even
if
students
are
not
yet
growing
and
making
progress,
that's
only
catastrophic
if
the
superintendent
does
not
have
sufficient
strategies
in
place
for
increasing
growth
and
helping
you
know
helping
make
the
progress,
and
so
we
don't
have
to
go
back
to
the
line
graph,
but
I
would
contend
that
for
a
number
of
years.
Q
It
has
been
catastrophic,
and
so
this
process,
then,
is
to
make
sure
that
we
identify
that
and
make
progress
to
eliminate
the
problem
and
number
four.
The
fundamental
concerns
of
monitoring
is
to
does
reality
match
match
the
vision.
Is
there
growth
towards
towards
division
their
strategies
in
place
to
make
sure
that
that
growth
occurs
next
slide,
please
so
so
the
next
three
or
four,
probably
three
slots
I'm
not
going
to
spend
it
three
slides
three
or
four
slots.
Q
I'm,
not
gonna,
spend
any
much
time
on
plus
we're
going
to
cover
some
of
this
in
the
a
later
presentation.
But
I
will
point
out
here.
If
the
margin
process,
we
will
staff
our
brain
to
the
board
specific
goals,
specific
interim
goals
and
show
you
exactly
what's
occurring.
This
example
here
shows
a
sub
goal
or
interim
gold
for
Literacy
for
the
reading
goal.
So
we
have
a
goal
of
of
kids
reading.
Q
That's
the
interim
goal
that
says
that
whatever
it
says
here
that
the
percentage
of
African-American
and
Hispanic
fifth
grade
students
reading
on
on
excuse
me
the
percentage
of
African-Americans
in
Hispanic
third
grade
students
meeting
a
certain
growth
measure
will
be
X
to
X.
The
growth
will
be
X
to
X,
and
so
what
this
graph
shows
here
on
the
left
hand
side
it
shows
for
our
racial
demographics,
from
the
fall
of
21
one
through
the
winter
of
2022,
the
percentage
of
kids
by
racial
group
that
were
meeting
their
growth
targets.
Q
So,
in
the
spring
kids
take
the
state
test,
State
assessments,
they
were
gonna.
You
know
they
will
get
their
results.
This.
These
interim
interim
steps
interim
test
gives
us
an
indication
of
whether
or
not
students
are
making
enough
growth
to
be
able
to
meet
the
Assessments
in
the
spring
that
the
state
gives.
Q
So,
on
the
left
hand,
side,
it
shows
some
Fallout
21
the
growth
from
then
to
the
winter
of
2022,
then,
on
the
right
hand,
side
it
shows
the
growth
from
this
past
file
22
to
this
past
January
winter
2023,
as
you
can
see
we're
making
more
growth
in
this
this
time
period
than
the
previous
time
period.
Now
that
the
rest
of
these
slides
here,
the
next
series
of
these
slides
get
some
caveats,
because
it's
two
different
measurements,
one
is
the
map,
the
measures
of
academic
progress
that
was
done
year
before
last
I.
Q
Guess
it
was
last
year
and
then
this
year
it's
the
new
assessment
that
we're
using
a
tool
which
is
already
but
again
it's
showing
tremendous
growth,
and
we
will
take
a
look
at
that
later
in
the
presentation.
So
mag.
Let's
go
to
the
slide
that
says
action
steps,
so
action
steps
is
just
describes.
What
I
talked
about
next
slide
next
slide
all
right,
so
you
will
not
be
able
to
read
this.
It's
not
important
for
what
I'm
going
to
say
here,
the
way
to
read
it.
Q
Q
And
it
tells
you
what
type
of
data
we're
going
to
bring
it's
going
to
indicate
whether
we're
on
track
and
then
talk
and
talk
about
the
specific
strategies
that
we're
using
and
there's
a
set
of,
guided
questions
that
we
will
provide
to
the
board
that
would
be
recommended
for
you
to
ask
so
that
we
can
make
sure
one
thing
that
we
will
ensure
is
that
we
will
pull
the
data
we're
going
to
be
moving
towards
we're
not
there.
Yet
moving
towards
two
weeks
before
the
board
meeting
each
board
meeting
before
we
do
a
monitoring.
Q
You
have
that
that
data
to
you
all
the
board,
you
have
an
opportunity
to
take
a
look
at
it.
Ask
questions
of
staff
again
assets
from
staff
before
we
come
into
the
meeting
for
the
monitoring
for
the
actual
monitoring.
Q
So
that's
the
monitoring
process
and
last
slide
is
actually
our
questions
and
again
it's
trying
to
close
the
last
piece
of
this
work
on
student
outcome
goals,
because
if
we
don't
monitor
what
we're
doing,
we
won't
know
whether
or
not
we
want
to
be
making
progress
and
whether
or
not
the
strategies
that
we
have
in
place
are
the
right
strategies.
The
last
slide
is
the
questions
live
foreign.
B
Yes,
Dr
Kenny
I
have
a
a
serious
question
for
you,
and
and
I
would
ask
any
further
presentations
when
you
present
them
that
you
really
when
you
start
talking
about
map
and
ispring,
ready
that
it
gets
really
confusing,
because
I
had
seen
earlier
versions
of
this
report
and
I
appreciate
how
you
put
it
because
in
the
earlier
versions,
when
you
put
map
scores
up
against
ispring,
they
made
no
sense
and
that's
a
violation
of
statistics.
101
to
compare
two
sets
of
scores
that
are
set
up
totally
different.
B
So
I
would
ask
that
in
the
future
that
when
we
do
presentations
like
that
that
we
don't
open
ourselves
up
for
misinterpretation
by
trying
to
say
ispring
scores
mean
anything
with
maps,
because
I
think
you
know
we're
in
the
unfortunate
position
right
now
that
we
have
changed
our
monitoring
score.
So
we
really
need
to
look
at
some
of
this.
We
need
time
I.
Q
Do
not
agree,
I
agree,
so
I
agree.
So
that's
that's
very
fair
and
so
the
intent
of
the
night
is
not
to
say
this
is
the
monitoring
that
we're
actually
doing
is
to
describe
the
process
and
give
an
example.
So
so,
but
yes,
fair
enough.
F
To
thank
Dr
Temple
was
removed
from
strategic
education
for
political
reasons,
but
I
just
want
to
thank
her
for
her
40
years
of
experience
and
putting
together
this
monitoring
review
calendar.
Thank
you
for
your
work.
Dr
Temple.
G
Mr
Kitty
I
do
have
a
quick
question
about
the
monitoring
process.
Is
the
district
still
working
with
the
Council
of
gray
City
Schools
on
this
type
of
stuff.
Q
So
yeah
staff
is
so
that's
a
good
point,
so
this
is
I'm
going
to
call
it
complex,
and
you
know
people
I'm
going
to
call
this
complex
work
and
and
because
of
the
complexity
we
need
to
understand.
All
of
us
need
to
understand-
and
you
know,
there's
there's
concerns
about
about
the
Council
of
great
City
Schools,
but
this
is
a
process
in
that
I
I
think
it's
useful
for
the
for
the
board,
all
the
board
members
to
understand
the
process.
S
In
the
course
of
the
district
working
on
its
goals
and
guards
rails,
I
know
many
of
us
in
this
room
and
on
this
board
spent
time
in
the
community
talking
with
others
about
what
are
what
are?
What
were
we
dreaming
for
our
students?
What
did
we
really
want
our
students
to
learn,
and
then
you
know
these
goals
were
formulated,
which
I
think
are
reasonable
goals
and
certainly
worthy
of
our
attention.
S
I
thought
that
the
greater
accounts
of
city
schools
did
a
really
good
job
of
helping
us
understand
and
work
through
a
process
I'm
just
wondering
if
now-
because
we
are
members
of
this
group,
if
they
couldn't
come
back
and
do
some
training
for
the
board
so
that
we,
you
know,
stay
on
track
with
the
goals
and
monitor
what's
happening,
foreign.
Q
S
B
S
Okay,
as
long
as
we,
you
know,
use
that
as
a
valuable
resource
to
help
us.
You
know
work
through,
because
this
is.
This
is
critical,
really
important
work,
and
this
is
this
is
what
I
think
we
need
to
be
doing
as
a
board
is
focusing
on
teaching
and
learning,
and
we
can't
do
that
unless
we're
really
monitoring
these
goals.
E
Duly
noted
superintendent,
do
you
have
any
further
business
under
your
report?
Well,.
Q
I
just
well
well,
I
just
want
to
react
to
the
last
two
comments.
So
so
so
we
did
Cover
the
council
Gray
State
schools
in
the
our
finance
committee
meeting
I
think
earlier
this
month,
I
explained
what
the
council
is.
You
know
what
they
do,
how
in
all
the
areas
that
they
support
school
districts
across
the
country
and
finance
and
operations
in
academics,
and
this
work
on
on
board
governance
so
and
how
much
we
pay?
Q
How
much
the
district
pays
for
that
service
that
we
pay
I,
think
it's
a
43
million
four
or
three
million
G's
four,
three
four
three
thousand
dollars
a
year
of
membership
fees
and
membership
and
then
for
the
work
that
they
and
that's
the
only
thing
we
pay,
except
for
the
board
goal
development
process
we
had
did
have
a
separate
contract
and
I,
don't
remember
how
much
that
was
twenty
thousand
dollars.
Yes,
twenty
thousand
dollars
I.
Q
So
so
the
the
the.
Q
And
then
the
work
on
the
on
the
on
these
goals
was
another
20
000
in
Miss
Williams
I'll
check
that
check
my
numbers
right
now,
so
so
totally
if
the
total
amount
would
have
exceeded
a
hundred
thousand
over
three
years
and
then
so
so
that
so
that's
that's
the
finance
piece,
but
then,
in
terms
of
whether
the
board
is
going
to
go
through
this
last
part
of
the
training
on
the
monitoring
that
it's
a
board
decision,
that's
as
opposed
to
I,
mean
I,
see
it
as
a
board
decision,
as
opposed
to
coming
from
a
recommendation
from
the
finance
people.
Q
E
Yeah
anything
else
to
add
no
matter
all
right.
Moving
right
along,
we
will
be
moving
to
the
Strategic
education
of
the
meeting
with
our
new
strategic
education
liaison,
which
I
have
the
utmost
faith
in,
which
is
why
I
appointed
her
and
considering
the
current
circumstances.
I
believe
she
is
the
best
one
to
speak
on
it
and,
with
that
said,
trustee
Bailey
I'm
going
to
turn
it
over
to
you.
U
Okay,
just
student
outcome,
strategic
education,
academic
calendar
for
20,
23
2024
school
year,.
AV
Greetings
trustees,
chair
McKinney,
Vice,
chair
Bailey
committee,
the
whole
chair,
Watley
and
superintendent
Kennedy
I'm
here
tonight
to
present
the
2023-2024
academic
calendar
stress,
A
and
B
before
we
do
that,
I'd
like
to
present
you
with
a
very
quick
crash
course
in
academic
scheduling,
so
we're
governed
by
section
59-1-425,
which
indicates
that
the
school
term
should
be
190
days
must
consist
of
a
minimum
of
180
days
of
instruction
and
cover
at
least
nine
calendar
months.
AV
The
opening
date
per
section
59-1-425
cannot
be
before
the
third
Monday
in
August
next
slide.
Please
state
requirements
indicate
that
the
three
days
must
be
used
for
collegial
professional
development
and
that
the
district
designates
annually
at
least
three
days
to
be
used
as
makeup
days.
So
that
means
the
makeup
days
do
have
to
be
reflected
in
the
academic
calendars.
AV
Additionally,
state
requirements
indicate
that
the
instructional
day
for
secondary
students
must
be
a
minimum
of
six
hours
a
day
or
if
it's
equivalent,
weekly,
excluding
lunch
the
school
day
for
elementary
school
students
must
be
at
least
six
hours
a
day
or
its
equivalent
weekly,
including
lunch
foreign
schools.
May
reduce
the
length
of
instructional
days
to
not
less
than
three
hours
for
not
more
than
three
days
each
year.
So
what
that
basically
means
we
can't
have
any
more
than
three
half
days
in
our
calendar.
AV
Early
release
days
are
governed
by
the
State
Department
of
Education.
Memo
trustees
you'll
find
that
Linked
In
this
in
this
presentation,
which
is
detached
in
board
docs
for
both
you
and
the
public.
AV
The
memo
indicates
that
there's
an
1800
minute
per
week
requirement
and
as
long
as
the
week
contains
the
equivalent
minute
minimum
instructional
minutes,
a
school
may
have
more
than
three
partial
days
and
a
partial
day
is
a
day
for
the
day
is
not
reduced
by
three
hours,
so
we
may
use
up
to
five
e-learning
days
for
incidents
that
are
unforeseen.
So
those
are
your
weather
incidents,
unforeseen
threats,
water
main
bursts.
AV
That
kind
of
that
kind
of
incident
and
e-learning
day
cannot
be
planned
on
the
calendar
and
it's
a
day
that
would
be
used
for
a
day
that
schools
would
have
otherwise
had
to
close
e-learning
days
are
designed
to
offer
more
flexibility,
to
avoid
the
loss
of
instruction
you'll
note
that
on
this
calendar
draft,
the
two
drafts
that
we're
submitting
e-learning
days
do
not
themselves
appear
on
the
calendar.
The
districts
are
encouraged
by
the
state
department
to
include
a
note
on
the
calendar
about
the
use
of
e-learning.
AV
There
are
some
Community
considerations,
so
that
was
just
State
requirements.
Community
considerations
that
we've
heard
at
good
time
and
time
again
in
our
Charleston
Community
are
that
teachers
would
like
planning
time
six
full
days.
Three
half
days
and
eight
early
release
dates
are
included
in
both
options.
A
and
B.
Teacher
planning
time
is
included
at
the
end
of
each
grading
period,
which
we
heard
overwhelmingly
was
a
request,
and
there
is
one
day
between
the
semester.
AV
One
and
semester,
two
semesters
you'll
note
that
that
is
a
mid-day
teacher
planning,
a
mid-week
teacher
planning
week
and
that
does
fall
on
a
Wednesday.
AV
Another
Community
consideration
is
that
overwhelmingly
in
an
internal
survey,
47.6
percent
of
respondents
requested
a
midweek
start
to
the
school
year.
Our
board
has
previously
requested
family
data
conferences,
be
included
this
year,
we're
going
to
use
election
day
to
do
that
and
that
we
have
evenly
distributed
instructional
terms
and
in
both
calendars
you'll
see
that
each
quarter
is
45
days.
AV
Long
taken
the
liberty
of
comparing
our
calendar
options
to
neighboring
districts,
you'll
see
that
CCSD
has
a
variation
of
spring
break
options
in
a
and
b,
and
that
can
be
compared
to
our
neighboring
District's
drafts.
It's
important
to
note
that
these
drafts
have
not
yet
been
approved
by
the
neighboring
districts.
AV
AV
Information
about
how
the
two
calendars
compare
to
one
another,
that's
the
end
of
my
presentation.
This
time,
I'll
take
questions.
F
I'm
stinny
go
back
to
slide.
11
teacher
planning
time
is
included
at
the
end
of
each
grading
period.
Does
this
meet
that
requirement?
I
know
that
there's
a
law
that
came
out
that
we
have
to
meet
at
planning
time
for
teachers
exclusive
of
anything
else.
It's
this
the
section
that
meets
that
requirement.
I
think
we
have
a
deadline
that
we
have
to
meet
for
the
state
as
well.
AW
So
I'll,
let
her
speak
to
that.
Yes,
thank
you,
Miss
Danny,
that
that
does
not
include
this
General
cap
calendar,
but
it
is
being
considered
in
collaboration
with
Miss
Taylor's
office
and
the
elementary
learning
community,
so
we
are
addressing
that
so
that
we
meet
that
deadline.
Thank.
F
S
Happens
so
we
need
to
make
a
motion
to
move
this
calendar.
U
You
need
to
make
a
motion
to
move
the
calendar
for
the
the
families
to
be
able
to
to
vote,
on
which
one
that
we
will
approve.
K
E
L
Just
to
before
we
we
vote,
I
I
did
want
to
reference
Miss
Huggins.
We
had
discussed
the
I
guess
proprietary
or
the
the
if
it
was
proper
for
the
committee
of
the
whole
to
take
action
to
approve
the
district
to
do
items.
I
had
raised
the
question
and
and
I
think
you
said
you
were
going
to
discuss
it
with
staff
and
get
back
to
us
on
that.
Yes,.
I
It's
not
appropriate
for
the
committee
to
take
action,
but
to
take
a
vote
on
whether
to
move
this
to
the
next
board.
Meeting
you're
right
to
take
action.
O
There
so
your
emotion,
you're
right,
Mr
Kelly,
would
would
be
to
make
a
motion
if
you
so
choose.
If
it's
the.
B
L
I
can't
amend
the
motion,
but
the
the
all
I
was
pointing
out
was
that
the
community
of
the
whole
doesn't
have
the
authority
to
direct
the
district.
To
do
anything.
So
it
would
be
improper
for
us
to
vote
to
ask
the
district
to
make
these
public
or
to
ask
the
district
to
do
anything
in
this
form.
So
I
would
suggest
Miss
Bailey.
If
you
accept
a
friendly
amendment.
L
L
L
K
L
L
B
I
L
S
L
D
J
AV
K
AV
So
having
it
moved
to
the
meeting
next
week
for
Action
would
be
in
line
with
last
year's
timeline.
I
haven't
looked
further
than
last
year,.
Q
And
I
think
even
if
we
had
had
the
committee
of
the
home
meeting
last
week,
the
timeline
would
have
been.
AC
K
C
It
yeah
Miss
Danny,
while
we're
waiting
for
the
amendment
to
be
written
up.
I
know
I
had
a
few
parents
come
to
me
asking
about
making
the
calendar
earlier
like
a
one
or
two
years
in
advance.
C
AV
F
Miss
Denny
I
do
have
one
other
question
when
you
reference
neighboring
communities,
is
it
just
Berkeley
and
Dorchester,
because
I
had
someone
in
Collington
County
who
wanted
to
mirror
their
calendar
with
our
spring
break.
AV
I
only
I
only
conferred
with
Berkeley
and
Dorchester.
C
L
K
C
F
F
While
we
wait,
I
would
just
like
to
use
the
point
of
privilege.
This
is
a
Board
of
Trustees
meeting
and
not
student
government
and
the
chairs
anecdotal
comments
are
not
necessary
and
I
just
want
to
go
on
record
by
saying
it
is
unnecessary
for
anecdotal
comments.
This
is
Board
of
Trustees.
AI
J
Think
we
can
move
on
to
the
next
item,
which
was
an
item
brought
forward
by
Dr
Temple
for
consideration.
Dr
Temple.
S
Yes,
this
was
an
item
I
brought
forward.
We
have
had
an
interest
in
many
issues
related
to
the
school
district,
and
the
thought
here
was
that,
if
each
board
member
would
identify
a
set
of
interest
that
we
could
then
schedule
a
time
to
have
a
presentation
about
that
particular
topic
and
begin
to
understand
a
little
bit
more
in
depth.
S
What's
happening,
I
like
to
use
the
excuse
or
use
the
example
that
I've
had
people
say
well
in
career
and
Technology,
we're
only
teaching
kids
to
work
in
fast
food.
Well,
that's
not
really
true.
We
have
some
tremendous
opportunities
and
programs
available
for
our
students
through
the
career
and
Technology
Centers,
so
I
think
it
would
be
great
for
us
to
have
presentations
like
that,
so
that
we
know
more
about
the
wonderful
things
that
are
going
on
in
our
school
district.
S
So
this
was
a
intentional
item
to
ask
board
members
to
list
items
that
they
were
interested
in
and
then
prioritize
it
so
that
we
could
then
discuss
those
topics
for
information
in
the
Strategic
education.
Part
of
our
agenda.
S
I
guess
we
need
to
move
Move
Motion
to
move
that
we
created
Google
survey
for
board
members
to
prioritize
topics
for
discussion
and
add
two
to
three
additional
topics
of
their
own
interest:
to
guide
the
educational
discussions
and
decisions
at
Committee
of
the
whole
meetings
and
or
at
a
board
retreat.
Second,.
C
E
Well,
we
don't
take
action
in
committee
as
a.
I
So
Madam
chair
call
me
out:
you
might
easily
amend
that
to
say.
I
moved
I
make
a
motion
to
move
that
the
board
considers
the
creation
of
a
Google
survey,
which
would
just
add
two
or
three
words,
but
would
allow
that
consideration
for
the
upcoming
trustees
meeting
next
week,
Dr
Temple
I.
G
Would
it
be
possible
because
generally
we've
actually
never
taken
action
in
a
cow?
It
always
happens
at
the
end
of
the
month,
and
it's
just
understood
that
every
action
that
comes
out
of
this
meeting
is
going
to
the
Pro
the
main
meeting,
and
that's
why
it
develops
a
consent
agenda.
So
could
we
just
put
a
few
precursor
words?
As
you
know,
we
don't
if
we
miss
them
today.
Fine,
but
moving
forward.
Just
have
those
three
little
preceding
words
so
that
we
don't
have
to
keep
going
through.
We.
F
And
I
would
just
ask
that
before
you
come
out
of
cabinet
that
these
things
are
reviewed
for
correctness.
C
U
U
Q
S
S
Are
you
ready
for
me
to
address
this
item?
Yes
daily?
Yes,
thank
you
all
right.
This
item
is
to
understand
student
testing.
We
are
using
a
lot
of
different
kinds
of
instruments
to
test
the
achievement
and
accomplishments
of
our
students
for
various
goals,
and
so
this,
the
intent
of
this
is
to
have
a
presentation
at
our
town
meeting
so
that
we
as
board
members,
do
understand
the
various
kinds
of
instruments
that
will
be
used
to
monitor
the
goals.
G
One
suggestion
could
we
have
maybe
some
workshops
outside
of
the
meetings
just
because
these
meetings
are
running
so
long.
Would
you
entertain,
even
even
for
the
you
know,
for
the
prior?
Maybe
if
we
could
have
some
of
these
presentations
in
our
Zoom
meetings
or
something
dispersed
so
that
we're
not
adding
so
much
to
it,
but
I
totally
support
hearing
it
just
don't
want
all
the
too
many
presentations
to
happen
on
board
meeting
days.
S
I
mean
I
think
that's
a
great
idea
for
the
board
to
have
opportunities
to
learn
more
about
what
is
happening
that
affects
the
teaching
and
learning
of
our
students.
So
yeah
I'm
definitely
open,
if
not
only
at
our
meetings,
but
also
in
workshops
that
we
can
find
mutually
agreeable
dates
to
attend.
So
all
right.
S
So
let
me
make
a
motion
to
move
this
item
forward
to
for
the
consent
agenda
for
the
227
board
meeting
and
include
that
we
could
have
these
presentations
both
at
the
count
and
or
the
cow
meeting
or
in
workshops.
L
At
the
risk
of
irritating
you
we're
carry
on
I'm,
not
gonna,
for
just
to
to
help
us
all
out.
The
wording
is
really
important
from
Robert's
Rules.
L
S
I
think
it's
good
and
if
we
can
come
up
with
the
the
proper
words
to
start
the
I,
the
recommended
action
I
think
that
would
be
really
helpful.
So.
Q
So
staff
will
work
on
that.
It's
just
just
for
a
historical
perspective,
so
in
in
the
proud
meetings
going
back
years
on
the
committee
of
the
whole
there's
a
motion,
the
board
votes
on
the
motion.
If
it's
unanimous,
then
it
goes
to
consent.
If
it's
not
unanimous,
it
goes
for
the
next
board
meeting
for
discussion,
and
so
but
we
will
modify
the
wording
to
say,
put
it
into
the
carried
over
to
the
to
the
upcoming
school
board
meeting.
S
U
U
J
Thank
you,
Miss
Bailey.
At
the
at
the
request
of
several
board
members,
we
have
Pamela
Jabar,
who
is
the
associate
principal
at
Wando,
High
School
who's
with
us
via
Zoom
this
evening,
to
share
with
you
progress
of
students
at
Wanda
who.
I
AX
AX
AX
AX
For
our
Lincoln
students,
we
had
approximately
180
students
and
in
that
slide
to
the
far
left
you
will
see
the
years
for
2012
13,
14,
15
and
16,
the
actual
number
of
exams
taken
and
their
percentage
of
passing
rates.
So
when
Lincoln
closed
in
2016,
there
were
only
four
AP
exams
taken
with
a
passing
rate
of
25
percent,
with
the
current
Wando
High
School
students
zoned
for
Irwindale
and
mclennanville.
AX
AG
AX
AX
AX
AX
C
And
Miss
July
Darren
Calhoun
here,
I
guess
one
of
my
biggest
questions
was
in
your
expertise.
Why
do
you
believe
that
there's
such
a
disparities
between
the
two
schools,
the
former
Lincoln
and
now,
what
the
students
being
zoned
over
at
Wando?
AX
Well,
there
are
more
they're
afforded
more
resources
at
Wando
at
this
time
and
then
you
will
also
there
and
and
when
with
me,
giving
the
percentages.
The
numbers
are
different
too.
The
numbers
of
students
was
much
lower
than
the
numbers
of
students
currently
attending
Wando,
because
I
stated
in
one
of
the
slides
the
average
students
was
like
180
students
for
for
Lincoln,
where
we
have
239
students
at
Wando
and
again
they
are
afforded
more
opportunities
at
Wando.
AX
We
have
several
interventions
during
the
school
day
for
students
who
may
need
additional
help
and
those
students
are
allowed
to
go
for
assistance
just
doing
the
school
day
doing
their
elective
class.
We
have.
Students
can
receive
help
through
our
National
Honor
Society,
and
then
this
year
we
have
extended
our
lunch
time
where
students
can
receive
additional
help
from
there
directly
from
their
teachers
during
the
lunch
time,
and
they
can
also
remain
after
school
or
come
in
before
school
and
get
additional
assistance.
AK
AH
L
Sorry
I
think
there
might
be
a
delay
I
wonder
if
you
wouldn't
mind
you
talked
about
the
average
scores
of
the
students
that
were
moved
for
rezoned
from
D1
to
to
Wando.
L
How
are
they
performing
in
in
relation
to
their
peers?
Obviously,
there's
an
increase
in
the
numbers.
I,
don't
have
a
point
of
reference
for
is
523
good,
better
than
the
national
average,
worse
than
national
average,
doing
better
or
worse
than
the
rest
of
the
Wando
students
who
were
zoned
for
Wando
originally
from
D2.
AX
They
are
doing
better
than
the
students
when
we
closed
in
2016
and
with
the
average
score
of
three
to
nine,
and
now
this,
let
me
point
of
reference.
The
number
of
students
we
are
referring
to
in
2016
is
only
nine
students
and
out
of
those
nine
students,
their
average
math
scores
was
389..
AX
L
AX
L
Is
it
if
we
actually
have
better
student
outcomes
at
Wanda
than
we
did
at
Lincoln
or
if
we
have
and
I
don't
mean
intentionally,
but
if
we
have
muddied
the
kind
of
cooked
the
numbers
a
little
bit
with
the
bell
curve
here,
rather
than
rather
than
actually
improved
the
the
lot
of
the
students
who
are
making
the
Trek
down
to
Wando
and
I,
don't
I
don't
mean
to
insinuate
that
was
on
purpose
I'm,
just
as
Mr
Grabowski
talked
about
earlier.
You
know
statistics
when
you
compare
two
things
aren't
the
same.
I
If
I
may
energetic
Mrs
Jabar,
this
is
Anita
Mr
Kelly
I
appreciate
you
bringing
that
up.
Currently,
as
I've
heard,
Mrs
jubar
give
this
presentation
before
she
sometimes
starts
with
these.
Students
are
now
Wando
Warriors.
So
it's
hard
for
us,
you're,
you're,
you're,
you're
correct,
but
it's
hard
for
us
to
determine
which
of
the
256
students
done
for
this
analysis
would
have
attended
Lincoln
if
Lincoln
was
still
open.
I
L
If,
in
fact,
their
students
are
are
doing
better
than
they
hypothetically
might
be
at
one
at
Lincoln,
if
it
were
to
still
be
open,
or
if,
if
this
is
just
purely
a
numbers
matter,
would
it
be
possible
for
the
for
the
district
to
bring
forward
the
actual
numbers
instead
of
averages.
I
We
could
we
could
certainly
Mr
Kelly
and
I
appreciate
the
desire
to
clarify
so
that
you
can
be
responsive
to
constituents.
We
could
certainly
share
with
you
the
the
raw
data,
if
that's,
if
that's
desired,
but
inevitably
for
the
purpose
of
this
analysis,
we're
comparing
averages
to
averages,
so
we
were
comparing
Apples
to
Apples.
I
The
test
group,
though,
is,
is
a
bit
different,
because
we
we
don't
actually
know
of
the
256,
odd
students
or
for
the
purpose
of
this
study,
would
have
actually
attended
what
percentage
of
those
students
would
have
actually
attended
Lincoln
if
it
was
still
open.
So
we
could
provide
that
raw
data
in
so
much
as
we
still
have
data
from
2015-16.
I
I
U
E
Foreign,
my
my
computer
got
shut
down.
O
L
Thank
you,
so
jka
was
brought
to
the
to
me
as
the
policy
liaison
a
couple
of
weeks
ago.
It
well
actually
originally
probably
a
month
or
more
ago.
This
was
something
that
was
originally
taken
up
by
the
district
or
by
the
board.
L
I
couldn't
tell
you
when,
oh,
it
says
right
there,
October
of
2022.
So
it's
before
we
were
that
this
board,
with
the
exception
of
Miss
Waters,
was
was
here
and
essentially
it
is
amending
the
contact,
restraint
and
intentional
physical,
so
I'm,
sorry,
seclusion,
contact
and
intentional
physical
restraint.
L
L
The
first,
the
board
previous
to
us,
voted
and
approved
it,
and,
and
now
so
all
the
items
in
red
are
what
have
been
added
since
since
then,
and
the
only
only
change
that
I
made
or
asked
the
district
to
make
was
to
make
a
carve
out
for
medical
or
physical
threat.
So
I
didn't
want
a
policy
that
said,
you
know,
the
teacher
that
is
duly
certified
in
CPR
can't
give
a
kid
CPR
or
else
they're.
L
E
I
have
a
question
for
your
Mr
Kelly
and
Miss
payler
I
noticed
I
was
reading
through
that
policy
and
I
noticed
a
number
of
times.
The
word
imminent
was
stricken.
Can
you
speak
to
that
because
I
I
understand
legally
what
that
means,
especially
in
a
situation
where
use
of
force
is
what
we're
talking
about.
D
And
I
was
not
the
person
who
was
involved
with
Mr
Kelly
on
this
one
I
had
my
special
ed
while
you're
doing
it
but
imminent
I
think
is
a
stronger
word.
So
I
think
they
took
it
out
here,
because
if
the
student's
Behavior
poses
danger
of
physical
harm,
it
might
not
be
an
imminent
danger
but
they're
on
notice
that
it's.
D
AW
L
I
also
asked
because
I
didn't
understand
and
I,
perhaps
others
may
not
as
well.
The
the
seclusion
policy
does
not
take
away
from
the
principal's
ability
to
use
in
school
suspension
as
a
corrective
mechanism.
I
wanted
to
be
ensure
that
we
weren't
limiting
ways
that
principals
can
help
correct
behavior
before
it
becomes
a
bigger
problem,
so
that
that
was
intentionally
or
cautiously
warranted
to
allow
for
in
school
suspension
rooms
to
still
be
used
and.
E
I'm
glad
you
pointed
that
out,
because
that
was
the
other
thing
that
raised
a
flag
for
me
as
I.
Read
it
and
read
the
legal
definition,
as
was
defined
by
this
policy
of
what
seclusion
was
I,
would
not
be
in
favor
of
solitary
confinement
as
what
they
do
in
prison
for
a
child,
because
I
understand
the
psychological
implications
that
happen
when
you're
placed
in
Psychology
or
in
solitary
confinement.
E
E
K
E
E
All
right,
the
window
is
up,
please
check
and
see
if
your
vote
is
represented
correctly,
if
not
we'll
move
on
to
audit
and
finance,
where
I
will
turn
it
over
to
Mr
capowski.
Did
you
have
something,
sir?
No
okay,
Mr
Grabowski.
B
Great
I
wish
everybody
stuck
around
for
all
this
technology:
seating
information,
I'm
going
to
give
says
to
how
we're
going
to
pay
for
all
the
stuff
that
we're
discussing
right
now,
staff
has
done
a
wonderful
job
and
what
I'm
going
to
try
to
do
in
the
next
five
minutes.
I
hope
is
to
put
this
all
down
into
a
third
grade
level.
So
we
can
try
to
understand.
What's
going
to
be
happening
at
the
school
board,
meeting
I've
asked
the
staff
to
do
a
full
presentation
at
the
school
board
meeting.
B
But
what
I'm
going
to
try
to
do
is
give
you
some
of
the
things
that
the
committee
and
I
looked
at
when
staff
gave
us
the
presentation
of
things
that
you
should
be
thinking
about
and
trying
to
understand
and
reviewing
this,
so
that
when
we
have
questions
to
ask
before
we
take
any
actions
on
some
of
these
parts,
that
you're
well
informed.
B
First
of
all,
we're
going
to
be
making
some
very
serious
votes
on
some
big
numbers.
If
anybody
was
going
to
tell
me,
I
was
going
to
be
talking
about
numbers
of
600
million
dollars
and
a
billion
dollars
and
then
having
to
take
a
vote.
That's
obligating
us
to
paying
these
back.
It's
not
just
crazy,
but
we
have
two
bonds
it'll
be
coming
up.
One
is
the
20
23
Bond
anticipation
note,
which
has
to
be
issued
if
I'm
correct
on
March
1st.
So
it's
going
to
be.
B
B
Basically,
the
house
is
all
these
long-term
mortgages
that
have
been
entered
into
for
many
years
to
build
all
these
wonderful
schools
and
then
there's
this
operating
thing
so
that
we
can
go
eat.
And
then
we've
got
this
nice
little
line
of
credit
that
we
have
to
issue
because
it
all
depends
on
how
we
receive
our
money
and
I
think
there
is
a
real
misconception
by
a
lot
of
people
as
to
where
all
the
money
comes
from
to
pay
for
our
education.
B
On
on
the
short-term
anticipation.
Notes
that
we're
going
to
be
issuing
that's
to
cover
the
general
fund
shortfall
right
now
and
the
money
that
comes
in
is
from
your
car,
the
tax
on
your
cars,
your
boats,
your
planes,
business
taxes
on
second
homes
and
other
businesses,
and
it's
it's
not
your
personal
homes.
You've
got
an
exemption
on
that
and
you
can
correct
me
if
I'm
wrong
Sean
to
step
in
right
away.
P
Yes,
if
I'm
talking
too
quickly,
no
no
you're
doing
great
it's
it's
the
millage.
We
have
a
millage
that
is
for
Capital
I'm,
sorry
for
debt,
but.
P
P
Two
millages
that
the
the
school
district
receives
Revenue
based
on
the
operating
millage.
You
are
correct.
We
do
not
it's
not
for
owner
occupied
homes,
however,
we
do
have
a
Debt
Service
millage,
which
we
use
as
a
source
of
revenue
for.
B
These
types
of
deals
for
the
long
term
and
then
we
have
the
bond
anticipation,
notes
which
will
be
issued
in
about
May
and
that
funds
all
our
capital
projects
from
the
prior
years
and
to
make
payments
on
some
of
the
maturity
dates.
B
I'll
give
you
an
example
why,
when
we
have
to
start
thinking
about
this,
why
we
should
be
concerned
a
lot
of
building
went
on
as
a
result
of
a
short-term
collection
of
where
these
Bonds
were
funded
by
sales
tax
and
that
ends
in
2028.
B
H
Yes,
you're
correct
that
the
the
current
sales
tax
program
that
started
on
June
I
mean
January
1st
of
this
year.
It's
the
third
six
year,
sales
tax
program,
and
that
goes
through
2028
and
what
we
do
with
that
is.
The
voters
in
2020
approved
a
list
of
schools
to
be
funded
from
that
particular
sales
tax
and
over
the
course
of
the
next
six
years.
H
Those
schools
will
be
built
or
renovated,
or
whatever
type
work
is
being
done
on
them,
but
of
the
money
from
the
sales
tax
will
come
in
kind
of
more
or
less
relatively
level
over
the
next
six
years.
B
This
is
why
I
bring
it
up
to
my
fellow
board.
Members
and
I
really
want
you
to
think
about
that.
What
you
just
said,
the
consistency
of
the
sales
tax,
God
forbid.
We
have
a
recession
and
what
she
just
said
is
not
true.
It's
going
on
historical
data,
so
we're
basing
everything
right
now
on
historical
data
and
not
entering
into
any
recession.
So
when
we
look
at
further
purchases,
any
bond
payments,
any
bond
requests
that
they
may
be
asked.
You've
got
to
take
that
into
consideration.
P
Mr
kabowski
just
one
additional
thing
to
add.
So
when
we
do
these
Bond
compositions,
we
do
look
at
Future
projected
revenues.
We
look
at
incoming
revenues
projected
sales
tax,
so
we're
not
just
purely
relying
off
on
historical
data,
but
we
are
projecting
out.
P
Q
Yeah,
just
a
minute
Jay,
so
Melissa
kubrowski
is
correct.
This
is
very
complex.
We're
talking
about
hundreds
of
millions
of
dollars
in
debt
that
the
district
has
there's
a
strong
plan
on
how
we
manage
that.
So
what
we're
prepared
to
do
tonight,
since
the
board
has
to
vote
on
this
on
Monday
this
coming
Monday
and
the
Board
needs
to
understand.
So
we
are
prepared.
The
the
lady
that
was
speaking
just
a
minute
ago
to
the
left
of
Miss
Williams
is
Miss
Carol
Clark
she's
our
bond
attorney.
Q
She
understands
the
complexities
of
the
bonds
she's
prepared
to
make
a
presentation
in
conjunction
without
financial
advisors
pfm,
which
is
CA
Glover.
It's
on
the
line
so
that
you
can
understand
the
night
what
we,
what
you're
going
to
be
voting
on
on
Monday.
So
we
can
do
the
presentation
now,
if
that's
okay,
so
that
y'all
can
understand
and
then
and
then
on
Monday.
You
have
to
have
additional
questions
really.
B
And,
and
and
in
all
seriousness,
the
committee
was
it's
not
getting
in
their
way.
These
bonds
have
to
be
issued,
I
mean
that's
just
the
end
of
the
story
right.
What
I'm
trying
to
raise
right
now
is
I'm
trying
to
raise
the
concern
that
we
should
be
as
we
go
forward
and
we
start
thinking
about
expenditures.
We
start
thinking
not
so
much
about.
You
know
budgets,
but
it's
really
going
forward
because
I'm
gonna,
you
know,
according
to
staff
by
the
year.
If
we
are
successful,
we
don't
borrow
too
much
money
by
the
year
2032.
B
We
should
have
all
of
our
outstanding
debt
paid
off.
So
it's
a
pretty
amazing
thing,
but
that's
the
caveat
is
if
we
aren't
out
here,
building
a
lot
more
new
schools
and
the
other
caveat
you've
got
to
look
into
is
that
you
will
see
in
these
papers
and
mind
you.
This
is
just
one
meeting
of
documents
that
these
four
people
have
to
look
at
that
you
know
they
send
me
to
look
at
with
all
these
numbers.
B
There
are
things
that
are
being
adjusted
and
you
will
see
it
on
your
fixed
cost
report
that
comes
out.
They
have
itemized
a
lot
of
the
projects
that
are
going
to
need
more
money
or
are
on
budget.
So
just
because
we
have
borrowed
this
money,
we
aren't
on
budget
because
we
have
cost
escalations.
B
So
when
you
look
at
that
on
their
reports
laid
out,
you
will
be
seeing
approval
because
the
amounts
are
in
250,
000
or
more,
which
comes
into
our
purvey,
so
they're,
showing
you
the
line
item.
You
know
to
go
back,
look
at
the
report,
and
so
when
you
see
this
fixed
cost
report
every
month,
that's
where
these
numbers
are
coming
from
so
they've
already
looked
at
it
and
they've
done
a
very
good
job,
laying
it
out.
B
Another
key
thing
that
we
looked
at
at
the
fixed
cost
was
the
large
number
of
money
that
the
district
anticipates
spending
on
software,
because
it's
over
12
million
dollars.
What
we
have
to
realize
when
you
look
at
that
number,
that
one-third
of
that
amount
is
mandated
by
the
state
one
third
of
it
is
operational,
and
one
third
of
that
is
curriculum.
So
when
you
really
look
at
curriculum
amounts
of
money
and
the
size
of
our
district,
it's
really
not
that
much.
B
So
don't
think
that
all
of
that
software
is
something
that
is
going
straight
towards
education.
A
lot
of
it
goes
to
the
operation
and
a
lot
of
it's
mandated
by
state
Esser
funds
we
have
to.
This
is
going
to
drive
me
nuts
and
I'm
going
to
keep
going
back
and
back
and
back
for
that,
because
you
know
we
will
talk
about
this.
On
El
I
mean
El
was
funded
by
Esther
funds.
Great
idea,
you
do
it
an
Innovative
project.
You
know
that
it's
you
know.
B
You
need
a
couple
years
of
data
to
see
if
it
really
works.
That's
fine,
but
we're
going
to
have
some
interesting
discussions
when
we
talk
about
mandating
a
curriculum
that
doesn't
fall
under
the
guidelines
of
a
sustainable
idea,
because
somewhere
we're
going
to
have
to
come
up
with
money
to
continue
that
type
of
a
program
and
I'm
just
using
that
as
an
example,
because
the
original
you
know
idea
with
El
was
to
get
it
into
the
acceleration
schools,
you
know
get
it
as
you've
heard.
B
P
So
so
we
do
have
a
budget
line
item
four
curriculum
and
answer.
Esther
was:
is
a
one-time
source
of
fund.
P
So
the
district
created
a
sustainability
fund
using
fund
balance
to
absorb
the
men,
the
the
programs
that
we
are
going
to
keep
once
Esther
sun
sets.
These
are
conversations
that
we've
had
for
the
past
12
months,
see.
B
So
that's
a
great
answer,
so
that
shows
because
if
you
we
just
came
back
from
a
conference
with
all
my
colleagues
down
there
talking
to
fellow
board
members
and
one
of
the
biggest
issues
coming
out
was:
is
there
some
serious
changes
in
funding
that
we'll
be
receiving
so
I?
Want
you
to
think
about
this
as
we
go
forward,
I'll
give
you
an
example:
eia
as
I
understand
eia.
Now
we're
going
to
have
to
match
25
of
what
we
get.
So,
if
we're
collecting
35
million
dollars.
B
P
We
did
and
we
reviewed
that
the
district
reviewed
that
last
year
with
the
board
during
the
legislative
session
once
the
formula
changed
the
district
actually
fared
positively.
We
actually
got
more
State
allocation
with
the
new
funding
formula,
so
the
district
saw
positive
gains
in
revenues
based
on
the
new
funding
formula
and.
B
So
we
got
to
be
very,
very
careful
when
thinking
about
what
the
state's
going
to
be
giving
us,
because
the
legislators
and
we're
going
to
have
to
be
watching
this,
which
is
why
us
as
board
members
trustees,
have
to
be
on
our
legislatures
to
make
sure
that
this
staff
has
the
money
from
the
state
that
we're
entitled
to,
and
there
are
a
lot
of
factors
that
go
into
one
of
the
factors
that
they
eliminated.
Was
this
dual
enrollment,
the
state's
not
funding
it
anymore?
B
So
we've
got
to
look
at
all
these
factors
and
we'll
be
bringing
them
forth,
so
you
can
see
it,
and
this
is
going
to
be
something
that's
going
to
be.
This
is
why
the
budget
time
in
the
next
30
days,
60
days,
is
so
critical
that
you
know
we
all
understand
it
and
that
we
schedule
the
workshop
and
that
we
work
with
staff,
because
staff's
done
a
great
job
in
this
and
we've
got
to
continue.
But
you
just
can't
think
that
this
is
going
to
continue
and
I'll
give
you
the
letters.
B
The
letter
program
is
a
perfect
example
of
a
program
that
was
funded
with
us
or
funds,
and
the
sustainability
was
brought
about
because
teachers
we're
going
to
be
learning
this
process
and
they
were
going
to
be
training
extra
teachers.
So
there
really
wasn't
a
big
and
additional
extra
money.
That
would
be
need
to
continue
that
program
and
that's
why
it's
a
that
is
a
great
use
of
vesser
funds,
because
it
meets
all
of
the
requirements
and
I'm
glad
to
hear
about
the
reserve
for
programs
such
as
El.
P
Yes,
we
have
so
just
to
add
some
context.
The
district
was
well
aware
that
Esther
was
one-time
funding
just
like
race
to
the
top
of
any
large
significant
Federal
appropriation
that
comes
in
as
a
part
of
a
stimulus,
so
we've
had
sustainability
conversations
from
the
beginning.
We
are
very
aware
of
when
the
grants
are
sun
setting.
We
work
with
HR
to
make
sure
that
our
hiring
practice
aligned
with
the
parameters
of
the
grant
when
we
hire
people
on
the
grant
they're
keep
in
mind
as
sir.
We
didn't
hire
new
people.
P
We
offset
some
general
fund
costs
with
the
revenues
that
we
received,
and
so
there
will
be
some
positions
that
will
move
back
to
the
general
fund
at
the
sun
setting
investor,
but
these
are
conversations
that
we're
having
weekly,
if
not
daily,
in
my
department,
and
so
we
do
bring
that
information
forward
and
sustainability
is
at
the
top
of
the
list.
I,
don't
think
anybody
in
this
organization
talks
more
about
the
funding
Ester
Cliff
than
I.
B
And
and
that's
wonderful
news
to
hear
it's
a
great
plan,
but
when
you
talk
to
other
districts
they
will
tell
you
they
didn't
do
it,
because
one
thing
you
must
understand
with
an
FTE
when
you
fund
it,
you
have
an
FTE,
you
have
it's
not
like:
they
go
away:
it's
not
a
contract,
they
are
full-time
employee.
So
when
you
fund
them
with
temporary
funding
and
the
temporary
funding
goes
away,
then
it
has
to
be
absorbed
by
the
general
budget.
But
it's
good
that
HR
has
a
plan.
B
Q
If
I
I
want
to
I
want
to
just
State,
we
don't
just
feel
confident:
it's
not
it's,
not
it's
not
a
feeling.
So
there
there's
really
detailed
analysis.
That's
been
going
back,
15
years
or
more
since
we,
since
we
first
went
into
debt,
and
so
we
have
our
bond
attorneys.
That's
been
with
us
since
that
time
period,
pfm
Public
Finance,
Management
firm.
They
have
been
with
us
from
day
one
also,
so
it
is
really
detailed
in
terms
of
the
the
revenue
that's
coming
in
in
the
future.
Q
The
pfm
folks,
along
with
our
finance
people,
are
very,
very
conservative
on
their
projections
and
so
I
own
rejections
on
revenue,
and
so
so
conservative
that
over
the
years,
we've
actually
come
in
with
more
Revenue
than
what
was
budgeted,
even
even
during
the
pandemic
years.
So,
though,
so
there's
a
lot
of
detail.
Analysis
that
that
have
taken
place
continues
to
take
place
and
will
continue
to
take
place
in
the
future
and
it
unless
the
less
we
go
into
more
debt,
more
more
substantial
debt.
With
the
eight
percent
we
will
be
out
of
debt.
L
And
if
I
could
just
synthesize
what
I
think
I
hear
Mr
garbowski
saying
is
the
concern
is
and
I'd
like
to
hear
my
question
answered
if
I
may,
if,
if
projected
revenue
is
based
on
something
other
than
historical
data,
I'm
curious,
but
the
the
concern
seems
to
be
that
we're
about
to
undertake
this
massive
debt,
with
the
assumption
that
we're
not
a
feeling
educated,
guess,
Call
It
Whatever,
is
appropriate
that
we're
going
to
have
the
funds
to
pay
it
off.
So
I
think
the
question
is
appropriately
raised.
P
AY
AY
We
assume
a
very
conservative
I
think
one
and
a
half
percent
growth
rate
in
the
assessed
value
and
no
reassessments
and,
as
you
know,
there's
a
reassessment
every
five
years
and
I
think
you
know.
Charleston
has
historically
seen
much
more
substantial
growth
than
that
on
the
assessed
value.
So
we
do
think
that
it's
very
conservative
assumption
and
should
not
you
know,
prohibit
your
ability
to
pay
that
debt
off
in
the
appropriate
time
mentioned.
AY
As
for
sales,
tax
revenues,
I,
don't
think
it's
anybody's
industry,
anybody
that
sales
taxes
have
been
substantially
higher
the
last
couple
of
years
really
around
the
country
and
especially
in
Charleston
County
as
such.
In
our
model,
we
are
growing
off
of
a
baseline
before
the
substantial
growth
of
the
last
couple
of
years,
so
we're
starting
at
a
baseline
that
is
actually
below
where
current
projections
are
are
actually
current
collections
are
and
then
growing
at
a
much
lower
percentage,
two
percent.
AY
I
think
what
the
likely
scenario
is
is
that
collections
continue
to
come
in
at
a
nice
clip
and
we
actually
have
additional
Revenue
that
can
be
allocated
to
Future
projects,
but
that's
really
what
we
weigh
is
sort
of
making
sure
facilities
is
not
spending
money
too
quickly
and
obligating
too
many
projects,
but
also
trying
to
be
realistic
with
our
assumptions.
So
it
is
a
very
detailed
model
and
it
does
allow
us
to
do
stress
tests
and
I
do
think.
AY
We
are
very
conservative
in
our
assumptions
on
the
millage
Levy
for
Debt
Service,
as
well
as
the
sales
tax
projections.
We
withstood
the
covid-19
situation
within
our
model,
which
had
sales
tax
dramatically
affected
for
a
short
period
of
time,
and
then
there
was
a
nice
rebound.
So
we've
also
had
some
real
life
stress
tests
that
we've
withstood
and
had
excess
revenues
to
boot.
AY
That's
out
there
and
at
the
conclusion
of
the
presentation
we
do
have
some
information
about
the
rating
agencies
who
come
in
and
take
an
independent
look
at
the
District
Credit
and
have
substantially
you
know,
improved
your
credit
ratings
over
the
last
several
years
to
where
you're
one
of
the
highest
rated
school
districts
in
the
state
of
South
Carolina.
So
again
we
have
a
more
detailed
presentation.
B
And
I
would
like
to
recommend
just
for
the
convenience
of
time.
The
whole
purpose
of
this
I
think
the
presentations
are.
Are
wonderful?
I
just
wanted
to
get
everybody
to
start
thinking
about
this.
So
when
the
presentations
are
given
at
the
board
meeting
and
we're
asked
to
take
an
action
that
we
we
can
move
on,
I've
raised
all
the
concerns
in
trying
to
get
everybody
to
look
at.
B
I
mean
we're
not
going
to
have
the
whatever
gazillion
dollars
Jeff's
going
to
come
in
and
ask
us
for
to
build
our
next
school,
but
he's
doing
a
wonderful
job
in
prioritizing
and
keeping
the
expenses
and
the
plans
going
as
to
because
we
do
have
problems.
We
have
issues
in
North.
Charleston
got
a
lot
of
old
schools
that
need
a
lot
of
work.
You
know
it's
just
end
a
story,
but
they
are
doing.
We
were
very
confident
at
the
presentation.
I
just
wanted
to
raise
issues.
B
E
You
thank
you
Mr
robowski.
We
can
move
on
to
the
next
item,
which
is
going
to
be
other
business
and
I
believe
what
Mr
Kennedy
has
a
presentation.
P
B
We
really
had
no
concerns,
I
mean
everything
was
well
repent,
well
reported,
as
stated
so.
I
would
like
to
move
that
on
to
the
board.
You
know
for
consideration
and
an
approval
of
projects
over
250
000.
Once
again,
it
was
very,
very
clear
and
the
committee.
K
B
B
The
capital
programs,
23
28
long-term
debt
project
once
again
that
was
given
Just
for
information
purposes,
the
same
with
the
monthly
Capital
project
report,
which
is
information
purposes,
and
do
you
think
we
need
to
go
through
that
tonight
or
can
we
just
do
them
shortly
at
the
board?
We.
P
We're
not
behind
so
we're
actually
on
schedule
with
what
we've
we've
targeted
as
the
anticipated
Milestones.
This
is
just
an
abbreviated
calendar,
a
memo
in
the
memo
that
we
provided,
but
we
are
on
target
with
the.
B
P
Absolutely
the
revenues
are
coming
in
higher
than
what
we
have
budgeted
for
anticipated
due
to
the
performance
of
the
local
revenues,
the
expenditure
side
and
and
also
revenues
from
the
state,
the
expenditure
side.
It's
actually
anticipated
lower
because
of
our
vacancies
right
now,
so
we
are
faring
that
we
will
have
a
surplus
at
the
end
of
the
year
and
we'll
need
less
funding
from
fund
balance
as
found.
B
And
the
only
other
two
items
that
were
discussed-
one
was
the
Esser
funds
and
they're
going
to
provide
a
different
layout
to
explain
it
to
us
better
on
an
itemization.
We
had
a
short
talk
of
that,
so
I'll
wait
to
that
resolve.
We
did
talk
about
the
greater
city
council
contract
that
is
Dr
Kennedy's,
laid
it
out
very
well,
it's
a
membership
staff
uses
it
very
well.
They
explained
us
how
they
use
it
and
there's
an
awful
lot
of
data
there.
There
was
a
contract
at
one
time
with
the
board.
B
Q
B
A
hundred
thousand
dollars
in
almost
a
year
and
a
half
if
I
may
ask
and
and
I
have
one
more
question
on
that
contract.
I
still
haven't
gotten
the
answer
as
to
why
it
was
signed
after
we
were
all
elected.
AS
Q
The
board
had
with
the
council,
not
the
membership
fee,
that
I
pay
every
every
year
correct.
P
So
the
contract
with
the
board
was
only
twenty
thousand
dollars
in
totality
there
was
no
extension
or
modification
of
the
contract.
That
was
the
entire
contract
for
the
board
engagement
outside
of
that
we
have
the
standard
membership
fee
that
hovers
around
forty
thousand
dollars
a
year,
just
like
other
member
districts,
and
in
addition
to
that,
we've
had
conference
attendees
when
staff
goes
to
participate
in
different
conferences
at
the
council
host
and
and
that's
it.
B
And-
and
it
was
what
the
membership
seems
to
be
well
worth,
it
I
mean
the
services
that
they
use,
I
I,
think
as
if
we
discuss
it
at
board
a
little
more
as
to
what
the
board
may
need.
That's
a
different
story,
but
I
do
think.
The
staff
from
what
I
heard
was
from
everybody
was
finding
that
it
was
a
good
membership
to
have
so
it's
like
the
South
Carolina,
School,
Board,
Association
and
all
the
services
they
can
provide.
So.
Q
N
B
Q
Correct
as
I
briefed
the
art
and
finance
committee
earlier
this
month,
the
initial
concept
of
having
a
contract
with
the
Council
of
the
great
City
schools
for
the
board
to
do
the
board
student
outcome.
Q
Q
So
the
the
book,
the
board
at
the
time
elected
not
to
move
forward
with
that
work
and
they
didn't
move
forward
without
working
to
a
year
later
and
and
then
during
the
transition
for
the
administration.
That
was,
there
was
not
a
realization
that
the
original
contract
had
not
been
signed
and
then
once
once
the
council
said
it
was
time
to
pay
the
invoice
after
the
work
at
none.
Then
we
made
a
correction
on
that
yeah.
B
Q
F
I
I
do
have
a
question
Mr
kabrowski
I
did
have
an
opportunity
to
go
through
this
and
the
pages
that
you
recommended.
My
question
is
I'm,
guessing
that
this
is
everything
in
his
raw
form
broken
down.
How?
Where
could
I
find?
How
do
they,
where
Williams,
what
line
item
of
lost
lawsuits
factored
into
the
debt?
How
do
you
factor
lawsuits.
P
Lawsuits
aren't
a
part
of
the
debt
they
they're
budgeted
in
the
general
operating
fund,
but
we
do
not
have
a
line
item
in
debt
for
lawsuits.
P
Q
Just
to
say
expect
expectations.
My
understanding
in
Ms
Williams
can
correct
me,
but
the
con.
The
purpose
of
the
first
workshop
on
Monday,
is
to
give
the
new
board
an
overview
of
the
budgeting
process.
The
intent
is
not
to
get
on
Monday
into
the
details
of
the
budget.
Of
course
we're
not
at
that
point
in
the
in
our
in
in
the
finance
team,
in
the
analysis
trying
to
understand
Revenue,
but
expenses
are
for
next
year.
Q
So
it's
just
an
overview
of
the
budgeting
process
so
that
when
we
get
to
the
details,
you'll
have
that
background.
Correct.
E
And
foundational
knowledge:
when
will
that
will
that
be
recorded
so
that
we
can
watch
it
at
a
later
date
for
those
of
us
that
are
at
work.
P
Sure
it
can
be,
we've
never
discussed
it.
But
if
that's
the.
P
12
noon
is
slated
for
the
February
27th
date.
K
I
E
Q
This
presentation
is
going
to
be
done
primarily
by
the
academic
Department
I
think
led
by
Miss
Huggins
is
that
right
and
Miss
Simmons
I
do
have
maybe
two
or
three
slides
at
the
beginning.
If
we
bring
the
PowerPoint
up
and
since
I
talked
pretty
extensively
about
the
data
in
my
early
presentation,
I
won't
I.
Think
some
of
the
same
slides
in
here
so
I
won't
obviously
go
through
those
again.
So
the
next
slide,
please.
Q
So
the
next
slide,
please
I've
covered
that
I've
covered
that
no
hold
on
a
second
here.
So
this
slide
is
just
another
way
to
look
at
the
data
that
I
talk
about
with
readings
on
the
this
is
the
bar
graph
that
shows
actually
the
reading
Gap
so
on
the
on
the
Red.
Bar
shows
that
for
last
year
the
percentage
of
white
students
who
were
reading
on
grade
level
based
on
state
test
was
71
percent
to
the
right.
The
blue
bar
shows
that
African-American.
Q
That
number
was
23.1
percent
of
54
Gap
in
a
similar
type
gap
for
in
the
Middle
with
the
Hispanic
students.
So
so
that's
what
that's
the
that's
the
work
to
to
work
work
through
that
next
slide.
Please
that's!
That
just
shows
that
on
average
for
last,
for
going
back
to
2006
on
average,
we've
had
eight
eight
out
of
ten
about
African-American
students
in
fifth
grade
going
into
middle
schools
into
middle
schools.
The
secondary
schools
reading
below
grade
level
next
slide.
Please
so
you've
seen
this
slide.
Q
I,
don't
think
I
would
point
out
again
is
that,
on
the
left
hand,
side
from
2006
to
2012,
we
were
making
progress
in
the
next
slide
and
my
last
slide.
It
shows
that
the
yellow
bar
at
the
top
had
we
maintained
the
same
rate
of
growth
from
2012.
Until
now,
as
we
were
making
from
2006
to
2012
for
African-American
kids,
we
would
be
almost
at
the
goal
that
we
have
African-American
kids
now.
Instead,
the
Blue
Line
shows
what
the
actuals
were.
Q
So
that's
the
that's
the
Lost
opportunity
that
we're
trying
to
recapture
so
I
think
with
that
I'm
going
to
turn
it
over
to
miss
Huggins.
Thank.
I
E
I
I
would
like
to
ask
you
a
question
before
you
get
into
this,
while
I'm
looking
at
the
last
graph,
because
there
is
a
very
important
Trend
that
I
see
here,
beginning
in
2010
through
2012.
Actually
you
could
really
start
look
I,
guess
2009
so
from
2009
until
2012
correct
me
if
I'm
wrong,
but
that
was
superintendent
McGinley
that
was
serving
during
that
time
and
she
had
a
literacy
task
force
that
had
three
basic
objectives
in
that
task
force
and
then
wasn't
it
shortly
after
that
2014.
E
When
was
that
task
force,
dissolved,
I,
know,
superintendent,
McGinley
left
in
I.
Think
2014..
When
was
that
task
force
dissolved.
I
I
Dr
McGinley
put
in
place
a
literacy
division
which
Mr
Kennedy
has
similarly
done
and
part
of
the
work
that
she
tasked
that
division
with
was
elevating
the
achievement
of
all
students
and
closing
the
achievement
Gap
in
Nancy
mcginley's
tenure.
She
continued
what
Mr
Kennedy
referred
to
earlier,
that
which
was
started
by
superintendent
Maria
goodo
Johnson
prior
to
her,
which
was
the
coherent
curriculum
around
the
transition,
and
when
we
see
the
decline
of
student
achievement
was
when
the
state
changed
Direction
and
we
lost
the
coherent
curriculum.
I
The
literacy
department
at
the
time,
however,
recommended
various
interventions
as
a
way
to
support
students,
particularly
in
the
first
grade
first
grade
academy
and
primary
grades,
Academy
that
we,
where
we
saw
some
incremental
gains
of
students
after
the
dissolution
of
some
of
those
initiatives
and
the
absence
of
that
curriculum,
Ms,
Simmons
I
know
you
served
as
a
principal
during
that
time.
So
please
jump
in
and
correct
me
if
I'm
wrong.
E
So
I
have
three
breakdown.
The
first
intervention
was
to
strengthen
the
Core
curriculum.
The
state
department
had
a
textbook
and
adoption,
and
we
had
two
in.
E
Yes,
ma'am
and
then
the
second
was
intervention
in
first
grade
academy.
At.
E
Had
a
formula
that
used
General
funds
to
tutor
the
kids
to
get
to
those
kids
that
were
behind,
get
them
caught
up
and
ready
to
advance
identified,
research-based
interventions
that
work
according
to
National
research,
small
list
of
approved
and
and
teachers
trained
in
these
interventions,
and
then
the
third
prong
was
a
summer
program
for
students
that
needed
a
little
extra
help:
five
big
things:
they
they
taught
phonic
awareness,
Visual
and
auditory
recognition,
phonics
sounded
out
comprehension,
vocabulary
and
fluency.
E
J
I
You're
you're
right
I.
We
saw
significant
gains
of
student
achievement
when
we
had.
The
first
thing,
you
said
was
a
Core
Curriculum
when
we
had
targeted
interventions
and
we
continued
with
summer
summer
support
the
key
to
what
we're
going
to
talk
about
tonight
and
so
I
appreciate
you
asking
for
clarification
on
this
slide,
though,
is
developing
a
Core
Curriculum,
whereby
you
don't
have
to
intervene
your
way
out
for
Student
Success,
which
at
the
time
we
we
were
able
to
to
do
and
make
gains
with
students.
I
But
it's
when
we
saw
the
absence
of
that
and
going
back
to
what
Mr
grabrowski
talked
about
in
regards
to
financing
being
able
to
scale
programs
at
large.
We
were
not
able
to
do
that
with
some
of
the
programmatic
pieces
that
were
in
place
at
the
time
like
reading
recovery,
so
Miss
Simmons.
AW
You're
accurate,
in
addition
to
all
of
that
occurring,
we
also
had
changes
in
our
assessment
strategy,
and
so
inevitably,
when
there's
a
change
in
Core
Curriculum
a
change
in
your
assessment
strategy,
you
will
see
a
regression.
You
will
see
lagging
data
and
that's
a
part
of
our
presentation
tonight
on
our
attempts,
our
Attention
our
goals
in
terms
of
recovering
rebounding
and
recouping
the
learning
loss
that
we
experience,
particularly
during
covid,
but.
B
If,
as
I
look
at
this
one
slide,
that
shows
the
percentage
of
students
reading
on
grade
level,
I
look
at
21
to
2022
and
I
start
seeing
all
the
scores
are
going
up.
They
started
to
go
up,
so
you
know
and
I
look
at
your
presentation
and
I
look
at
your
data
you're
comparing
and
map
testing
with
other
data
next
side
by
side.
You
know
that
once
again,
that's
a
failure.
B
Statistics
101
as
you
go
further
in
and
start
looking
at
the
presentation
and
I
forewarned
I
gave
you
a
full
warning
on
that
that
if
you're
going
to
go
in
and
start
showing
me
numbers,
we
need
time.
We
really
need
time.
I
mean
I,
understand
what
you're
arguing
for
Yale,
but
showing
this
data
makes
no
sense.
AW
So
they
are,
if
we
have
the
opportunity
to
share
the
presentation,
there
is
a
qualifier
so
we're
at
a
baseline
year.
That's
just
where
we
are,
and
so
what
we
have
available
is
mapped
data
map
data
from
last
year
and
I
already
from
this
year.
But
if
I
get
a
chance
to
share,
there's
also
a
qualifying
slide
for
illustrative
purposes
that
shares
I,
ready
against
iready,
and
we
still
see
progress.
We
still
see
forward
movement
and
we
still
see
improvements,
and
so
it's
fair,
it's
I,
think
Mr
Kennedy.
AW
AW
Normed
they
both
measure
the
same
types
of
reading
skills
and
they
both
have
a
very
strong
link,
correlation
assumption
about
how
our
Scholars
will
do
at
the
end
of
the
year
in
the
state
assessment.
And
so
for
that
reason
we
wanted
to
be
able
to
present
you
with
the
data,
because.
B
You
know
I've
seen
numbers
that
have
come
out
showing
you
know
the
progress
of
the
district
and
it
shows
percentages
between
the
title
ones
and
the
acceleration
schools
and
the
acceleration
schools
are
definitely
doing
better
than
the
title.
One
schools
and
I
commend
that
program
for
showing
it.
But
you
know
when
you
start
to
show
percentages
like
four
or
five
percent.
You
know
of
an
increase
when
you're
reading,
when
our
students
are
reading
at
15
at
grade
level.
B
It's
pretty
easy
to
come
up
a
couple
percentages
when
we
compare
that
to
this
District
average,
and
you
start
talking
about
85
percent
up
to
90.,
it's
pretty
tough
to
go
up
to
that.
So
when
we
start
talking
about
all
these
different
things
and
what
these
curriculums
are
all
doing
and
what
they're
are
doing,
we
don't
have.
You
know
this
presentation
as
I
look
at.
It
is
a
snapshot
of
today,
but
you
need
time
and
you
need
data
and
consistent
Data
before
we
start
saying.
What's
working
and
what's
not
working.
I
So
again,
we
appreciate
the
opportunity
to
be
out
here
to
share
with
you
information
about
El
and
we
want
to
be
really
transparent,
that
we're
going
to
talk
very
quickly
but
thoroughly
so
that
you
can
understand
how
we
got
where
we
are
we're
going
to
talk
to
you
about
some
of
the
challenges
we've
had
with
El.
I
Our
goal
tonight
is
not
to
to
for
this
to
be
a
dog
and
pony
show,
but
to
tell
you
very
transparently
what
some
of
the
challenges
have
been
from
parents
and
from
students
and
to
review
some
data
with
you
that
we've
been
able
to
collect
over
time,
some
of
which
is
Miss,
Simmons,
shared
Apples
to
Apples
and
some
of
which
utilize
two
different
tests,
which
have
very
similar
properties.
And
at
the
end
of
that,
we
want
to
be
able
to
answer
any
questions.
I
You
might
have
about
any
unintended
consequences
of
related
action
on
your
part.
So
next
slide
Maggie.
Thank
you
for,
for
bearing
with
me
I
as
I
I
walk
down
memory
lane
here
back
to
2012
and
superintendent.
Yelling
was
in
place
during
this
time,
but
it's
important
for
you
as
board
members
to
know
that
this
is
the
last
time
the
state
of
South
Carolina
adopted
an
Ela
textbook
Series,
so
it
that's
been
over
10
years
ago.
I
For
the
first
time
we
gained
district-wide
accreditation
at
the
time
by
Advanced
Ed,
now
known
as
cognia.
Some
of
the
findings
were
glaring.
It
can
get
a
complete
transparency
under
Dr
post
awaits
leadership
here
with
Advanced
Ed
you'll,
see
here
in
red.
We
were
cited
for
our
work
in
teaching
and
learning
Learners
number
two
one
have
Equitable
opportunities
to
develop
skills
and
achieve
the
content
and
learning
priorities.
0.25
Educators
Implement
a
curriculum
based
on
high
expectations
that
prepares
learners
for
next
levels
and
item
two
six.
I
The
system
implements
a
process
to
ensure
the
curriculum
is
clearly
aligned
to
standards.
If
Maggie
goes
back
to
that
prior
slide
very
quickly
in
2012
is
when
Miss
Watley
referred
earlier.
We
did
adopt
Literacy,
By,
Design
and
Journeys,
which
I
know
Miss
Simmons
implemented
as
a
principal
when
she
was
at
Stone
Oak
Park
again,
we
saw
gains
with
students,
but
there
were
challenges
because
we
were
attempting
to
implement
two
different
curricula
and
we
have
members
of
our
curriculum
team
here
who
could
attest
to
some
of
the
challenges
there
Maggie.
I
I
We
convened
a
task
force
to
come
together
to
make
recommendations
about
what
we
as
a
system,
need
to
do,
based
on
a
the
lack
of
the
state
to
adopt
textbooks
uniformly,
to
support
teaching
and
learning,
be
lack
of
student
achievement
and
three
Advanced
ad
feedback
about
our
system,
whereby
we
ran
the
risk
of
failing
accreditation
when
we
were
up
for
Renewal
and
so
Maggie.
As
a
result.
The
next
slide
here
at
Ela
task
force
was
convened
that
represented
school-based
folk
with
instructional
coaches.
I
You'll,
see
there
Carol
cook,
for
example,
on
the
left
I
think
was
a
school-based
coach
at
the
time.
Maybe
at
Carolina
park
over
in
Mount,
Pleasant
and
you'll
see
principals,
some
of
whom
you
saw
speak
tonight
like
Melissa
Brubaker
there,
the
principal
of
North
Charleston
Elementary.
We
had
various
again
instructional
coaches
serving
on
that
team
to
represent
school-based
thinking
and
and
thoughts
and
then
principles,
most
of
whom
were
very
veteran,
like
Dottie
Brown
there,
the
principal
at
manager,
so
that
task
force
was
convened.
I
It
met
for
five
months,
two
to
three
hours
a
week
to
come
together
and
make
recommendations
about
how
to
proceed
with
our
work.
Around
literacy
Maggie
next
slide,
please
ma'am
as
part
of
that
five
five
months
of
work,
that
team
looked
at
a
plethora
of
curricula
and
Emily
Woody
who's.
Here
today
in
in
the
in
the
room,
LED
that
work
very
heroically,
the
team
dwindled
down
the
curricula
choices
to
the
four
you'll
see
you're
represented
on
the
screen.
I
I
won't
read
for
you
line
by
line
due
to
the
lateness
of
the
hour,
but
there
were
four
areas
that
Miss
Simmons
do
jump
in
here
if
I
miss
something
El
was
reviewed,
but
in
addition
to
ckla
open
court,
which
the
district
had
represented
in
some
places
and
wit
and
wisdom,
which
is
the
curriculants
currently
used
over
at
Meeting
Street
you'll,
see
over
to
the
right
some
of
the
concerns
and
the
factors
that
played
into
the
district
decision
to
move
forward
at
the
time
with
El
ckla.
I
First
of
all
did
not
have
a
middle
school
curriculum
for
grades
six
through
eight.
So
when
we
think
in
K-12
about
the
importance
of
student
progression,
we
have
to
think
about
vertical
articulation
and
what
exists
for
elementary
and
middle
school
teachers
to
be
able
to
collaborate
to
support
student
learning,
particularly
in
high
need
schools
and
where
students
don't
look
the
same.
I
Another
concern
for
ckla
was
really
the
lack
of
diverse
and
authentic
text
and
when
I
say
authentic
text,
what
I
mean
by
that
as
recovering
English
teacher
is
the
text
for
student
consumption
were
all
written
by
the
publisher,
which
greatly
differs
from
what
you'll
see
on
the
next
bullet
El,
which
is
an
open
source
curriculum?
What
we
mean
by
that
and
in
the
educational
world
is
that
you
can
go
to
El's
website
now
and
I.
I
Think
many
of
you've
probably
been
there
as
have
lots
of
our
parents,
and
you
can
you
can
retrieve
the
resources
that
are
available
and
the
curricula
the
challenge
with
El
is
it's
an
extremely
heavy
lift
for
people
for
adults,
for
educators,
training
is
critical
to
success,
and
so
in
the
pilot
phase
of
this
Jackie
Haynes
exceptional
leader
here,
who
leads
our
acceleration
schools
made
a
priority
to
ensure
that
she
had
supports
through
leading
Educators
again
I
want
to
be
very
transparent
that
we
contract
with
a
third
party
Who
provided
professional
development
support
in
our
acceleration
schools,
because
they'll
live
for
teachers,
from
whom
some
of
you
have
heard
we've
heard
is,
is
extremely
heavy
third
open
court
again
in
the
interest
of
time.
I
No,
no,
a
six
or
eight
curriculum.
It
was
not
highly
rated.
In
regards
to
Ed
reports.
There
was
a
challenge
with
assessments
and
last
there
went
in
wisdom
again
we're
proud
of
our
partners
who
use
a
standard
curriculum
but
they're
from
our
perspective,
books
were
somewhat
dated.
There
was
not
a
strong
phonics
program
embedded
which
we
believe
to
be
critical
in
getting
teacher
feedback
to
success
of
this
program.
I
So
inevitably
the
team
selected
to
move
forward
with
El,
knowing
that
the
professional
development
was
going
to
be
heavy,
it
was
going
to
be
a
challenge
and
that
there
was
going
to
be
a
lot
of
change
for
teachers
so
Maggie.
If
we
go
to
the
next
slide,
you'll
see
here
that
the
task
force
in
2021
ended
up
recommending
El
and
at
the
time
Mrs
Haynes
was
working
with
her
schools,
her
acceleration
schools
to
implement
that
standard
core
across
the
system.
I
It
was
right
after
that
that
South
Carolina
then
approved
El
as
one
of
the
five
choices
for
its
primary
its
priority.
Palmetto
excuse
me:
Palmetto
literacy,
schools,
some
of
the
priority
schools
that
are
identified
for
consistently
poor
perform
poor
performance
in
regards
to
literacy
and
Maggie.
I
If
you
throw
that
next
slide
up,
there
you'll
see
the
provisos
that
govern
the
Palmetto
literacy
project,
schools
and
it'll
explain
here
for
you
the
definition
of
a
PLP
school,
which
is
one
where
a
third
or
more
of
third
grade
students
and
for
your
knowledge,
that's
where
we
start
to
summatively
assess
our
students
with
SC
ready
are
again
scoring,
do
not
meet
and
do
not
meet
as
our
lowest
level.
I
I
and
so
the
work
that
Mrs
Woody
LED
and
her
team.
Some
of
the
school-based
folks
and
principals
LED
informed
making
a
consistent
Choice
rather
than
a
district
or
a
size,
implementing
a
variety
of
curricula
across
across
the
system
which
would
be
frustrating
and
challenging
in
and
of
itself.
Maggie
next
slide.
Please
to
give
you
a
snapshot
here.
So
you
understand
the
timeline.
That
seems
like
a
really
long
time.
I
Eight
acceleration
schools
piloted
the
modules
beginning
last
school
year,
August
of
2021
and
then
in
January,
schools
were
given
the
opportunity
to
10
additional
schools,
piloted
some
of
the
modules.
So
over
the
course
of
that
year,
from
August
of
2021
to
June
of
2020
to
18
of
our
schools
were
involved
in
a
pilot.
I
Then
last
spring,
as
we
began
to
plan
for
implementation
for
the
coming
year,
all
schools
were
given
and
when
we
referenced
earlier,
the
need
for
that
vertical
articulation,
both
elementary
and
middle,
were
given
the
opportunity
to
implement
El
for
this
school
year.
It's
important
to
know
that
33
schools
then
signed
on
and
the
district
did
not
anticipate
that
sort
of
response
and
beginning
in
August
of
2022
52
out
of
61
of
our
K-8.
I
I
But
those
kind
of
challenges
have
been
rectified
as
we've
added
modules
and
provided
additional
support
currently
of
our
elementary
schools.
There
are
only
six
and
I
think
Miss
Simmons
will
also
review.
This
three
are
Montessori
schools,
Marie
lesane
Hersey
and
our
Montessori
Community
over
in
West
Ashley.
One
is
Orange,
Grove,
Charter
and
then
miminger
is
using
open
court
next
door
in
Ashley,
River,
creative
arts
and
so
I
want
to.
AW
We
also
convene
bi-monthly
teacher
focus
groups,
because
we
do
want
to
hear
the
honest,
the
real
experience
of
the
folks
on
the
ground
implementing
the
program
and
then
finally,
we
convene
quarterly
leadership
meetings.
That's
our
opportunity
to
analyze
the
data
to
really
drill
down
on
what's
working
well
and
where
our
opportunities
for
growing.
Where
are
those
opportunities?
AW
Next,
we
believe,
like
you,
that
it's
important
to
synthesize
the
information
we're
receiving
in
the
form
of
feedback,
as
with
any
new
rollout
I've,
never
met
a
curricular
rollout
that
hasn't
been
challenging,
and
so
El
has
not
been
any
different,
and
so
you
have
legitimately
received
feedback
and
concerns
as
we
have,
and
so
we
try
to
capture
an
Essence,
the
feedback
that
we've
received
from
a
segment
of
our
larger
community
and
from
some
of
our
staffs.
AW
In
essence,
we've
heard
themes
around
the
content
being
too
diverse,
or
the
idea
that
we
may
be
trying
to
indoctrinate
students
with
certain
ideals
or
ideas
and
our
position.
Our
response
to
that
is
the
curriculum,
the
content,
the
material
is
diverse,
we're
trying
to
mimic
we're
trying
to
provide
Scholars
with
opportunities,
as
we
have
in
our
schools,
as
we
have
in
our
community
and
what
they
will
encounter
in
the
world.
So,
yes,
the
the
material
is
diverse
in
that
regard.
AW
Regarding
the
idea
that
we
may
be
trying
to
tell
students
how
to
think
we
maintain
that
the
curriculum
is
built
to
sharpen
students
thinking
skills,
we
do
not
attempt
to
teach
them.
What
to
think
like
how
to
think
critically
how
to
ask
questions,
how
to
reasonably
disagree
with
their
peers
and
and
that's
what
we
believe
we
have
with
El.
Some
of
the
teacher
concerns
that
we
have
received
center
around
the
idea
that
the
curriculum
is
scripted
or
that
they
may
encounter
problems
with
unpacking
the
curriculum,
because
it
is
heavy.
AW
It
is
a
heavy
lift
or
that
perhaps
you've
heard
that
there's
not
enough
writing
embedded
in
the
curriculum
and
our
response.
Our
position
to
that
is
that
we
have
encouraged
teachers
to
teach
with
integrity
versus
the
term
Fidelity
that
you
may
hear.
So
we
want
them
to
make
informed
decisions
about
adaptations
about
revising
about
adding
to
the
curriculum.
Of
course,
we
do
not
want
the
curriculum
diluted
as
such,
that
it's
unfamiliar,
but
they
do
have
the
ability
to
make
sound
decisions
about
the
curriculum
regarding
the
lack
of
planning
time,
with
the
heavy
lift.
AW
Our
principles
in
concert
with
our
district
leaders
are
working
on
a
plan
to
ensure
that
we
increase
the
amount
of
training
and
professional
development
opportunities
embedded
in
the
school
day.
So
that's
in
progress
and,
regarding
writing
the
skills
block
of
el
is
full
of
opportunities
to
write
and
to
engage
with
text
dependent
analysis.
That's
a
term!
AW
And
so
Mr
garbowski
opened
the
door
earlier
when
he
mentioned
the
cost
to
date
of
el,
and
so,
while
we've
encumbered
approximately
10
million
dollars
for
instructional
materials
such
as
El.
At
this
point,
as
you
can
see,
noted
on
this
slide,
we
have
a
procured
in
the
amount
of
six
million
dollars,
but
the
curriculum
in
large
part
because
many
of
our
schools
are
implementing
is
paid
for
our
duty
and
our
responsibilities.
Moving
forward
would
be
for
our
consumables,
those
things
that
we
have
to
replenish
year
after
year.
AW
Mr,
Grabowski
and
Mr
Kennedy
also
opened
the
door
on
this
conversation
around
the
data
and
so
I
intended
anyway,
because
I
expected
to
be
conversation
about
how
are
you
measuring
two
different
assessments
and
displaying
this
information
to
us
as
valid
credible,
reliable
information?
So
the
truth
is
based
on
teacher
and
printable
input.
We
made
a
shift
on
our
interim
assessment
for
the
district
for
many
years.
AW
We've
utilized
map
measures
of
academic
progress
and
based
on
the
input
and
the
feedback
from
our
stakeholders
at
the
schoolhouse
I
ready
proved
to
be
more
user
friendly
for
the
practitioner.
We
receive
more
real-time
information
on
how
to
inform
our
instructional
choices
in
the
classroom
with
iready,
and
so
what
you
have
here.
AW
What
we
present
here,
as
reported
on
these
slides,
are
the
percentage
of
students
meeting
their
mid-year,
targeted
growth
for
grades,
one
through
five,
and
we
start
with
the
acceleration
schools,
because
the
acceleration
schools
have
been
implementing
the
program
the
longest
and
what
we
see
here
is,
while
this
is
map
compared
to
I-Ready,
that
there
is
a
sizable,
substantial,
significant
impact
on
how
our
Scholars
are
faring.
This
Academic,
Year
and
so
I
will
take
the
opportunity
to
qualify
again
what
I,
ready
and
map
have
in
common.
AW
The
oranges
I
wanted
for
illustrative
purposes
to
share
this
next
slide,
which
shows
for
our
schools
again.
These
are
our
acceleration
schools
who
utilized
I
ready
last
year
as
an
Adaptive
digital
content.
So
it
wasn't
our
interim
assessment,
but
it
was
a
a
tool
that
is
used
daily
for
our
Scholars
last
year
and
this
year's
use
of
I
ready
as
an
interim
assessment.
AW
The
next
slide
highlights
the
10
schools
that
started
mid-year.
Last
year,
those
schools
opted
in
the
middle
of
the
Year
some
grade
levels
in
some
schools,
the
full
complemented
others.
These
schools
are
demonstrating
10.9
percentage
points
increase
from
last
year
to
this
year
on
their
winter
assessment,
and
then
here
are
the
balance
of
schools
that
began
El
in
August
of
2022..
AW
Again,
we
are
seeing
positive
favorable
indications
that
we're
on
the
right
track,
not
not
that
this
is
a
three-year
Trend
data
right
that
you
alluded
to
Mr
Grabowski,
but
we
believe,
if
we
stuck
with
the
program,
that's
exactly
what
we
would
be
able
to
prove
and
validate
in
terms
of
the
impact
that
a
guaranteed
core,
viable
and
comprehensive
curriculum
will
afford
our
Scholars
and
finally,
I
think
this
is
one
of
the
last
data
slides
we
profile.
AW
We
highlight
and
feature
our
Middle
School
grades
that
just
began
the
program
in
August
of
2022
and
while
growth
here
isn't
as
formidable
or
strong
as
we've
seen
in
the
elementary
schools
we
are
studying
and
considering.
If
the
absence
of
the
skills
block,
that's
where
we
have
word
work
and
vocabulary
work,
that's
absent
for
the
Middle
School
component
we
are
studying
and
considering,
if
that
component,
in
particular,
is
impacting
the
moderate,
minimal.
I
should
say
growth
that
we
are
seeing,
but
still
trending
in
a
positive
direction.
Nonetheless,.
I
I
know
that
when
you,
when
we
look
at
National
map
data,
typically,
you
see
a
student
regression
from
fall
to
winter.
That
is
more
of
a
pattern
of
student
test
testing
data
than
significant
gains
in
the
in
the
winter,
the
winter
testing
window.
So,
while
Mr
kabrowski
to
your
point,
a
1.1
percent
increase
might
not
be
statistically
significant.
I
AW
Thank
you
for
that.
So
our
our
data
analysts,
our
Guru
for
all
things.
Data
is
behind
us,
and
so
she
can
speak
more
to
the
metrics
and
the
analysis
and
what
the
implications
are
for
having
two
assessments
to
gauge
against.
We
just
happen
to
be.
We
just
happen
to
be
in
a
baseline
year,
but
thank
you
for
that
add-on,
Miss,
Huggins,
Maggie
and
so
I
want
to
wrap
this
segment
up
by
highlighting
some
of
the
progress
that
we
really
are
proud
of,
particularly
for
some
of
our
acceleration
schools.
AW
So,
very
recently,
last
week
the
State
Department
of
Education
released
the
school
Improvement
designations
across
the
state
of
South
Carolina
and
of
the
four
schools
to
exit
the
comprehensive
support
and
Improvement
status.
That's
the
more
dire
of
the
designations,
which
indicates
the
schools
are
performing
among
the
lowest
five
percent
across
the
state
of
South
Carolina,
our
schools.
We
had
two
participating
schools
from
acceleration
schools
to
come
off
of
that
list
and
that's
a
huge
deal
for
them.
AW
And
then
again
from
the
priority
schools
list,
those
schools
performing
in
the
lowest
10
percent
across
the
state
of
South
Carolina.
Three
schools
came
off
of
the
list,
and
so
progress
is
being
made.
I
think
that's
undeniable.
When
we
can
see
schools
coming
off
of
State
designation
lists,
and
so
we
just
wanted
to
share
that
bit
of
information
with
you.
AW
AW
Next
steps,
from
our
point
of
view
at
the
district
office
level,
we
believe
our
charge
is
to
continue
to
provide
job
embedded
professional
development
for
El
to
make
sure
that
we
are
progress,
monitoring
adequately
to
ensure
that
we
are
on
the
right
track.
Mr
Kennedy
alluded
to
that
earlier.
AW
I
should
characterize
it
as
with
El
and
so
I'm
not
going
to
go
Bullet
by
Bullet,
but
I
will
rest
on
bullet
two
for
a
second,
because
I
do
believe.
I
was
here
in
2018
when
we
went
through
advanced
Ed
and
the
accreditation
process.
I
do
believe
we're
at
risk
of
not
securing
securing
our
district
accreditation
next
year
without
having
that
guaranteed
and
viable
curriculum.
Our
high
schools,
in
particular.
So
when
we
receive
a
district
accreditation
that
outfits
that
supports
all
of
our
campuses,
high
schools
in
particular,
will
be
charged
with
individual
accreditation
process.
AW
If
we
don't
secure
our
district
accreditation
and
not
having
in
place
having
in
place
already
trained
everybody's
verse,
everybody
can
articulate
what
we
believe
about
literacy.
If
that's
not
in
place,
we
do
run
the
risk
of
losing
our
accreditation,
and
so
so
the
funding
we've
talked
about
retaining
the
folks
who
believe
so
passionately
about
this
work
in
this
curriculum.
AW
E
You
very
much
for
taking
the
time
to
put
this
together,
I'll
open
it
up
now
for
discussion
and
I
will
expect
order.
B
Have
one
question:
it's
a
big
question:
I
just
want
to
make
sure
it's
clear.
This
was
never
mandated,
so
everything
that
you're
telling
us
is
the
principles
got
together.
They
heard
what
they
saw.
They
saw
what
they
saw
and
they
requested
this
to
be
part,
so
the
teachers
at
these
schools
that
we
get
all
these
complaints
about
we're
part
of
a
team
that
a
principal
made
a
decision
to
use
this
curriculum,
fair.
AW
Fair
question,
and
so
we
started
with
the
acceleration
Schools
they're
they're,
under
a
clear
mandate
to
accelerate
growth
and
Improvement,
and
so
when
we
started
with
the
10
schools,
that
was
our
opportunity
to
learn
to
observe,
to
send
school
teams
to
where
the
pilot
was
occurring
so
that
they
could
get
information
directly,
there's
no
better
learning
opportunity
than
CNN
in
action,
and
so
that's
what
happened.
Mr
Grabowski,
the
10
schools
and
acceleration
Learning
Community.
They
began
the
pilot
in
August
of
2022
and
then
they
reported
back.
AW
We
went
and
saw
it
in
action
and
then
10
additional
schools.
Eight
eight
acceleration
schools,
pardon
me
and
then
10
additional
schools
decided
I
would
like
to
participate
as
well,
and
this
is
because
I
was
formerly
the
associate
superintendent
of
the
elementary
Learning
Community.
I
can
speak
emphatically
and
clearly
that
schools
opted
into
this
program.
We
didn't
force
our
course
or
have
to
direct
schools
to
sign
on
they
did
so
willingly
and
so
for
building
level
principles
and
leaders
to
select
to
opt
in
to
choose
to
participate.
AW
A
AW
A
couple
of
things
and
I'll,
let
you
but
so
teachers
aren't
expressly
recognized
on
this
list,
but
the
instructional
coaches,
the
principals
are
the
teacher
representatives
and
that's
a
fair,
that's
a
fair
stance
or
position
to
take,
and
so
that's
why
I
was
a
pilot
and
not
a
straight
mandatory
initiative.
We
figure.
If
we
pilot,
we
give
folks
the
opportunity
to
experience
the
curriculum
and
opt
into
it
regarding
parents,
so
there's
a
textbook
adoption
and
then
there's
a
curricular
adoption.
AW
Parents
do
not
participate
in
curricular
adoption,
usually
the
experts
in
the
field,
the
hooks
right
there.
They
select
the
curriculum
based
on
their
areas
of
expertise,
whereas
with
textbooks
we
do
have
participation
for
families
to
provide
Insight,
because
we
typically
would
have
the
materials
at
the
schoolhouse
for
them
to
observe
way
in
on
and
give
their
feedback
on
anything.
You
want
to
answer
that.
I
Miss
Simmons,
you
miss
him,
you,
you
did
very
very
well.
I'll
only
add
Mrs
McKinney
that,
like
Michelle,
said
in
full
transparency,
there
are
no
teacher
names
there.
There
are
no
parent
names
there
because
they
weren't
they
weren't
expressly
involved
on
the
task
force
again.
Our
job
is
to
be
very
honest
with
you,
but
like
Michelle
also
alluded,
this
wasn't
a
typical
textbook
adoption
process
and
I
want
to
honor
the
work
and
I
know.
I
You
joined
me
in
honoring
the
work
that
Emily
Woody
LED
Emily,
if
you'll
throw
your
hand
in
the
air
that
the
process
was
extensive
in
that
it
took
in
excess
of
right
out
five
months,
and
this
team
met
weekly
for
multiple
hours
and,
as
you
conceded,
a
thorough
review
of
the
curricular
options
that
were
there,
so
no
ma'am
I
think
we're
all
we
would
agree.
Michelle
and
I
would
agree
that
if
we
could
turn
back
the
clock
which
we
can't
and
we
could
go,
oh
do
it
over
I.
I
Think
most
Woody
would
agree
that,
including
a
teacher
representatives
and
or
parental
parent
Representatives,
particularly
teachers,
might
have
been
appropriate
at
this
level.
But
the
time
commitment
was
somewhat
obtrusive
and
and
hindered
that
somewhat
but
again,
Fair
Point
appreciate
you
making
it,
and
the
answer
is
you're
What
You
observe
is
is
the
case.
G
I
have
a
question
about
the
leading
Educators
training
that
acceleration
schools
received.
I
realized.
It
was
costly
and
I'm
wondering
if
that
was
the
one
reason
why
all
teachers
didn't,
because
I
have
heard
that
the
one
of
the
more
substantive
claims
is
about
the
fact
that
professional
development
has
been
difficult,
and
so
why
didn't?
We
go
with
the
same
model?
Fair.
AW
Enough
in
machines,
if
you
want
to
start
making
your
way
to
the
podium,
so
you
can
elaborate
on
my
response.
So
leading
Educators
supports
the
acceleration
schools,
but
with
much
more
than
just
El,
so
they
support
our
bridges
implementation.
They
support
our
work
with
professional
learning
communities.
So
it's
a
way
more
comprehensive
package
that
we've
procured
with
them
for
acceleration
purposes.
AZ
Correct
you
did
a
great
job,
so
leading
Educators
has
an
arc
of
learning
for
the
El
curriculum
and
they
also
support
it
in
math
their
training
on
professional
development.
They
come
to
our
district.
We
have
professional
development
days
that
are
designed
for
the
200
plus
teachers
all
in
one
day.
They
also
provide
that
support
in
walking
through
our
schools,
working
with
our
coaches
working
our
instructional
coaches
working
with
the
principals.
AZ
So
they
have
the
infrastructure
that
we
need
in
every
District
in
all
districts
to
assist
with
implementing
new
curriculum,
so
it
was
imperative
and
that
was
prior
to
Carolyn
Belcher
coming
and
she
made
the
decision
to
work
with
leading
Educators
to
help
implement
this
curriculum.
My
previous
experience
and
other
districts
has
been
the
same
when
you
have
new
curriculum.
You
get
outside
providers
to
help
you
with
the
implementation
of
that
and
leading
Educators
has
done
an
excellent
job
in
doing
so.
AZ
In
addition,
we
have
a
three-year
contract
with
them
and
we're
working
closely
with
Ms
Simmons
to
help
the
rest
of
the
district
or
others
to
pass
that
training
on
to
the
district
instructional
Specialists
under
the
direction
of
Mr
Davis
and
spread
the
work,
so
we're
getting
a
lot
from
them
with
this
three
years
of
the
contract.
So
we
can
spread
the
work,
so
it's
kind
of
like
training
the
trainer
and
that
is
going
to
help
our
district
as
a
whole.
Just.
AZ
P
Correct
not
entirely
so
professional
development
can
be
covered
under
Title
II,
which
is
an
alternate
funding
source,
which
is
a
stable
funding,
source
multi-air
funding
source
for
the
district.
Yes,
we
did
use
a
portion
of
Esser,
but
there's
also
title
two
funding
available
for
professional
development.
BA
To
address
your
question
as
to
why
we
need
to
use
leading
Educators
with
Hoops
moving
forward,
so
we
actually
got
teacher
input
prior
to
convening
the
task
force
and
they
had
two
main
points.
Number
one
find
something
comprehensive:
we're
we're
tired
of
piecing
and
partying
and
having
to
pull
so.
You
saw
when
witton
wisdom,
for
instance,
was
one
of
the
ones
it
doesn't
have
a
embedded
foundational
skills
curriculum.
So
Wilson
foundations
is
a
separate
product
that
is
partnered
with
that,
but
it
is
not
a
full
match.
BA
So
while
we
use
leading
Educators
in
the
acceleration
schools,
when
we
thought
about
the
scale
across
the
district,
we
were
honoring.
The
teacher
requests
number
one
find
something
comprehensive
and
number
two.
We
want
to
learn
directly
from
the
people
who
wrote
and
produced
this
curriculum,
and
so
that's
why
the
difference
between
the
two
wise,
not
everybody
using
lady
Educators,
it
was
to
honor
the
requests
of
the
practitioners
themselves.
I
In
complete
transparency,
the
the
transition
to
Leading
Educators
wasn't
always
easy
either.
It
was
a
bit
bumpy
for
teachers
who
were
being
asked
to
do
more
planning
and
more
time
and
so
embedded
in
the
acceleration
schools
model
with
Mrs.
Haynes
is
more
planning
time
for
teachers,
which
Mr
Kennedy
has
asked
us
to
examine
and
bring
forward
a
budget
item
for
consideration
to
Mrs
Williams
into
the
full
board
for
all
teachers,
not
only
in
our
acceleration
schools
but
K-12.
I
AW
And
one
final
point
on
that,
but
we
have
learned:
we've
learned
that
we
have
to
make
some
adjustments
and
so
Dr
Davis,
who
is
the
head
of
curriculum
instruction?
At
this
point?
He
and
I
are
meeting
with
the
folks
with
leading
Educators
to
figure
out
how
we
build
capacity,
because
at
some
point
we
have
to
back
out
of
the
vendor
support
right
and
enable
equip
our
leaders
with
the
ability
to
lead
the
work.
C
So,
thank
you,
quick
question.
Two
quick
questions
for
you.
I
just
want
to
reiterate
again.
Most
of
the
larger
costs
for
the
curriculum
have
already
been
uncovered.
Now
we're
just
looking
at
the
replenishing
of
the
things.
What
type
of
things
are
those
the
replenishing
things
and
how
much
without
so.
AW
Typically
workbooks
or
items
that
our
students
will
actually
write
in
and
now
no
longer,
it's
not
usable
after
a
given
school
year
because
they
have
already
consumed
it.
That's
why
we
call
it
consumables,
and
so
those
are
the
type
types
of
materials
that
we
have
to
replenish
year
after
year
for
the
life
for
really
the
life
of
the
adoption
or
the
life
of
the
implementation
right.
C
So
we're
not
even
really
looking
at
a
big
cost
issue
here,
but
as
far
as
the
how
many
years
would
a
career
in
your
professional
opinion,
how
many
years
would
you
need
for
this
test
out
a
curriculum
to
see
whether
it's
working
or
whether
we
should
take
pieces
of
it
out
or
just
grab
it
all
together?
The.
AW
Standard
in
terms
of
an
implementation
is
three
to
five
years:
that's
for
any
implementation
or
any
hired
person.
If
somebody
gets
a
new
job,
you
barely
want
to
give
them
three
to
five
years
to
prove
that
they're
effective
at
the
job
before
you
turn
a
corner,
but
that's
a
conversation
for
another
day.
Sorry.
F
Thank
you,
I
just
want
to
use
my
time
wisely
to
say
thank
you.
Having
sat
on
a
Sex
review
team
for
accreditations,
knowing
all
about
cognia
and
also
knowing
about
Advanced
Ed.
Thank
you
for
your
work.
This
is
a
lot.
Thank
you
for
explaining
the
difference
between
a
textbook
review
and
a
curricula
review.
I
think
that's
very
important
to
understand
that
there's
a
difference
with
different
groups
of
people.
F
Thank
you
for
this
presentation
and
helping
us
to
understand
why
this
is
so
necessary
because,
with
the
district,
its
largest
CCSD,
they
did
not
have
an
El
curriculum
and
to
put
one
in
place
and
to
dismantle
it
will
be
egregious
I
only
have
one
vote
and
I
will
use
it
wisely.
But
thank
you
for
your
work
that
you
have
put
because
I
I
see
you
and
just
know
that
I
will
use
my
vote
wisely
and
that's
all
I
could
do.
S
I
also
want
to
extend
my
gratitude
to
the
staff
for
the
work
the
curriculum
department
has
done
on
this,
having
been
involved
with
the
curriculum
on
development
for
the
district
for
20
years,
I
know
how
much
work
and
heart
has
been
put
into
this
plan
and
I
I'm,
totally
impressed
that
you
started
a
pilot
and
that
you
had
so
many
schools
interested
in
the
pilot
and
and
that
they
adopted
to
also
pursue
this
journey,
because
that
is
tremendous
amount
of
support.
S
It's
never
like
you
said
it's
never
going
to
be
100,
but
for
the
principals
to
go
forward
to
work
with
their
teachers
and
know
that
they
want
to
try
something
new.
Those
principles
wouldn't
have
accepted
that
challenge
without
knowing
they
had
the
teachers
behind
them.
So
this
is
tremendous
amount
of
of
work
and
I
think
that
the
curriculum
department
needs
to
be
allowed
to
continue
to
implement
on
this
looking
grade
by
grade
school
by
school
at
the
implementation.
S
Looking
at
the
professional
development,
you
have
received
tremendous
amount
of
teacher
input
by
testimony
and
by
written
comments.
You
know
where
the
you
know
where
the
weaknesses
are.
You
know
where
the
strengths
are
and
you
you
are
working
on
a
body
of
knowledge
with
all
of
that
input
to
move
forward
and
I
I
commend
you
on
the
work
you've
done.
L
Yeah
I,
in
contrast
to
a
lot
of
the
public
comments
that
we've
heard
of
last
couple
of
days,
we've
read
at
this
point:
hundreds
of
emails
from
teachers
and
parents
who
are
are
not
in
favor
of
this
and
I
I.
Take
I
want
to
be
dramatic
and
sick.
I,
say
I
on
on
slide.
19
you're
you're,
the
the
the
phrases
used
is
the
content
is
too
diverse
and
there's
not
enough
white
representation.
L
Are
you
familiar
with
the
term
of
a
straw,
man
argument
because
that's
what's
happening
here?
Nowhere
have
I
ever
read
or
heard
that
it's
too
white.
What
I
have
heard
is
that
this
curriculum
is
intertwined
with
ebramex
candy
type.
L
Concepts
I've
read
myself
the
educator
guide
that
explicitly
tells
a
teacher
to
ask
students
to
examine
whether
they
are
exposed
to
racism
or
exposed
to
sexism,
and
that
goes
into
Define
that
sexism
typically
comes
from
white
males,
I
I
I,
wonder
if,
if
there's
some
validity
to
both
sides
of
this
argument,
one
the
academic
value
of
what's
happening
and
two
that
perhaps
some
of
the
books
that
were
chosen
just
probably
shouldn't
be
in
a
third
grade
classroom.
L
So
my
question
to
you
would
be
this:
if
I
were
to
walk
into
a
an
average
elementary
school
around
this
District
without
a
principal
present,
are
you
confident
about
the
feedback?
I
would
get
from
a
teacher
about
how
good
this
is.
AW
Thank
you
for
the
question:
Mr
Kelly
and
so
the
slide
you
referenced
came
from
feedback.
We've
received
feedback
and
isolation
of
some
of
the
feedback
that
the
board
has
received,
but
to
respond
to
your
question
about
entering
any
given
classroom
and
what
we
might
see
I
feel
confident
if
the
instructor,
if
the
teacher
is
teaching
the
curriculum
as
laid
out
that
you
would
find
suitable,
appropriate
and
standards
align
content,
and
so
we
took
the
and
I
don't
want
to
take
credit.
AW
But
what
I
can
qualify
is
that
where
parents
have
brought
the
concerns
to
the
schoolhouse,
the
principals
have
been
able
to
work
in
partnership
with
the
families
to
receive
the
complaint
or
the
concern
and
help
them
see
in
the
curriculum
or
validate
it
in
a
way
where
we
make
a
different
decision
about
what
we
utilize
or
what
reference
do
we
do
we
place
in
front
of
Scholars
or
for
particularly
those
items
that
are
optional,
because
there's
a
lot
of
books
that
you've
heard
about
that
aren't
required
in
El
they
are
optional
and
so
our
principles,
one
of
which
spoke
last
week,
Miss
King
at
Sullivan's
Island,
took
the
time
to
hold
family
meetings.
AW
Zoom
meetings,
engagement
sessions
around
her
stakeholders
concerns,
and
this
year
we
haven't
heard
any
because
they
were
allowed
to
work
together.
Miss
Watley
referenced
that
last
week.
If
we
can
hear
both
sides
and
come
to
terms
come
to
agreement,
come
to
consensus,
maybe
even
I
think
the
fair
is
better
for
everybody.
You
want
to
add
on
I,
think
you've.
I
I
No
sir
I
can't
even
get
100
consensus
from
my
three
children
at
home
right,
so
so
a
hundred
percent
of
the
time.
No,
would
you
hear
more
consistently
in
our
acceleration
schools?
Yes,
sir,
and
our
schools
that
have
just
picked
up
implementation,
I,
think
Mr,
Davis
and
Mrs
Woody
and
Miss
Simmons
and
Dr
Swearingen,
who
I'm
not
sure
if
she's
still
with
us
would
say
in
the
are
you
here,
I
didn't
mean
to
call
you
out
that
way.
I
Sister
I
think
they
were
saying
the
schools
that
have
just
come
on
board
you
you
would
you
would
hear
more
mixed
feedback,
but
they
haven't
had
the
opportunity
yet
for
professional
development
for
experience
with
the
curriculum
as
schools
and
our
acceleration
Zone,
who
have
been
doing
this
now
for
almost
two
full
years.
So
again,
a
very
fair
question:
I'm,
sorry
that
we
did
I
did
a
poor
job
overviewing.
I
What
we
had
done
to
address
controversial
and
sensitive
topics
of
which
our
cabinets,
reviewed
and
I
think
you'll
get
really
consistent
feedback
in
a
majority
of
our
schools
and
our
other
schools
I
think,
as
they
become
more
and
more
closed
and
have
opportunities
for
more
professional
development,
we
can
emphatically
suggest,
as
Ms
Haynes,
could
that
the
consistent
the
the
feedback
would
be
more
consistent.
Michelle.
AW
Yeah,
it's
not
a
hundred,
it's
not
one
for
one,
that's
for
sure
in
terms
of
consensus
and
buy-in
and
over
time
I
remember,
maybe
my
last
year
as
a
principal
2018
we
rolled
out
Bridges
math
and
it
was
it
was
difficult.
It
was
challenging
and
we
heard
a
lot
of
similar,
not
not
exactly
the
same
as
this,
but
some
of
the
concerns
about
the
heavy
lift
and
the
unpacking
of
the
curriculum
and
so
again,
I've
never
met
a
new
curricular
process
that
hasn't
been
Rocky
or
challenging
or
difficult.
AW
But
we
own
that
this
is
a
challenge
for
some,
but
we
are
willing.
We
are
willing
to
work
with
our
school
teams
and
strengthen
our
our
coaching
core
so
that
we
can
adequately
respond
to
their
challenges
and
Empower
them
to
make
decisions.
That's
best
for
the
classroom.
If
you
encounter
a
text
that
you
believe
is
going
to
be
a
problem,
you
can
forego
that
text.
AW
You
can
select
a
different
text
but
again
that
as
well
takes
work
and
deliberation
and
articulation
White
widespread
way
on
our
part,
and
so
we
still
have
work
to
do.
AS
U
But
you
know:
I
have
a
hard
time
with
that,
because
I've
experienced
El
first
hand
and
I
can
tell
you
for
a
fact
that
it
is
not
appropriate
for
kindergarteners
and
for
the
record,
no
El
is
not
being
taught
to
Head
Start
or
CD
kids,
but
it
is
being
taught
to
kindergarten
and,
above
and
I
have
witnessed
lessons
for
myself.
That
I
know
are
not
appropriate
for
that
age
group.
U
E
We've
only
had
one
side
of
the
argument,
but
I
echo
echo
what
Mr,
Kelly
and
Miss
Bailey
have
said:
I'm
blown
away
at
the
number
of
emails
that
I
have
gotten
and
it's
a
different
picture
than
what
you
all
are
painting
and
it's
not
really
being
addressed,
and
you
paint
the
controversial
issues
with
the
broad
brush
without
actually
talking
about
what
has
people
so
upset
and
it
matters
it
really
matters.
E
And
if
people
are
that
upset
I've,
gotten
even
feedback
from
parents
whose
children
have
been
singled
out
and
isolated
because
the
parent
actually
had
the
feeling
to
go
and
speak
with,
and
that
was
the
Compromise
that
you
all
made.
I
don't
agree
with
that
either.
If
something
is
that
upsetting,
we
need
to
take
a
look
at
that
and
find
out
why
It's
upsetting
and
if
we
should
even
have
a
context
like
that
in
in
the
school
I
get
like
I
loved
those
children
talking
about
I'm
reading,
something
that
I
can
identify
with
I
appreciate
that.
AW
The
question
at
hand
is:
how
do
you
get
feedback
from
teachers
who
don't
necessarily
feel
favorable
about
the
curriculum
and
I?
Think
the
the
emails
you're
receiving
directly
is
one
way,
but
we've
also
instituted
the
task
force.
Steering
committee
is
the
term
led
by
Miss
Nichols,
Adrian
Lauder
and
some
of
our
other
literacy
team
members
to
hear
directly.
AW
We
asked
for
at
least
two
teachers
per
constituent
area
and
that's
what
they've
been
able
to
provide
us
with
the
areas
where
they
feel
there's
some
questionable
materials,
and
then
we
have
the
focus
groups,
and
so
we
are
in
Earnest
doing
what
we
know
to
do.
AW
Convene
a
focus
group
convene
a
steering
committee
and
actually
going
to
the
schoolhouse
and
hear
directly
from
teachers
and
teacher
leaders,
and
so,
if
you
have
some
recommendations
on
what
more
we
could
do
and
in
terms
of
you
know,
once
I
you
know
showed
up,
showed
up
in
force
about
their
position
and
their
stance
on
the
curriculum.
AW
And
then
you
have
another
side,
who's
writing
to
you
as
board
members
and
we're
seeing
we
thought
we
were
honest
and
saying
we
have
received
some
of
the
letters
as
well
from
a
segment
of
the
District
there's
some
constituent
districts.
We
haven't
received
anything
in
the
negative
nature
and
that's
typically
how
it
works.
AW
AW
We
can
revise
to
the
point
where
we
still
have
integrity
with
the
curriculum
and
hasn't
been
diluted
so
much
so
that
we
no
longer
have
a
guaranteed
viable,
comprehensive
curriculum
so
that
any
outside
entity-
or
you
know,
entity
or
body,
comes
into
doing
appraisal
of
our
district
and
our
programming.
They
will
no
longer
say
you
have
a
comprehensive
Core
Curriculum
across
K-8
schools
and
so
we're
open
we're
open
to
your
feedback,
we're
open
to
your
suggestions
on
how
we
can
receive
more
direct
input
or
survey
information.
Well,.
U
I
would
also
like
to
say
get
ready,
because
you
talk
about
teacher
retention
when
you
have
a
slew
of
teachers
that
are
about
to
walk
out
this
District.
If
something
doesn't
change
with
this
curriculum
and
that
breaks
my
heart,
because
I
have
a
heart
for
teaching
children
and
I
left
that
to
come
here,
so
that
they
could
have
a
voice
and
they're
not
being
heard
they're.
Silence
is
what's
heartbreaking
because
they're
afraid
to
lose
their
jobs
and
that's
not
right.
That's.
I
Not
right,
thank
you
so
much
for
sharing
the
feedback
that
you've
gotten
from
teachers
and
from
that
for
sharing
your
own
experiences.
I
We
certainly
can't
take
away
the
inherent
fear
that
people
might
have
in
in
a
setting
like
this,
but,
as
you
know,
Supreme
Court
law
gives
teachers
and
other
State
officials
the
opportunity
to
speak
out
on
matters
of
public
concern
which
this
is
one.
Secondly,
our
policies
are
based
on
South,
Carolina
code
of
laws
and
and
other
parts
of
legislation
that
dictate
that
we
are
not
able
to
retaliate
against
or
to
hold
teachers
to
one
standard
as
compared
to
others.
I
If
they
speak
out
on
matters
such
as
this,
so
policy
protects
and
I'll
share
this
with
all
teachers
who
are
watching
online
or
who'll
view
this.
At
a
later
time,
policy
protects
Educators
that
they
they
do
have
a
voice.
They
they
do
have
First
Amendment
rights
when
they're
speaking
out,
particularly
on
matters
of
public
concern,
again
of
which
this
is
one
now
am
I
saying
that
that's
going
to
make
you
know,
1500
teachers
show
up
here
tomorrow
and
say
gosh
what
Anita
Michelle
just
share
with
you
is
completely
untrue.
I
I
mean
no
ma'am,
I'm
I'm,
a
human
being
I
know
that's
not
going
to
happen
right,
but
but
but
again,
teachers
by
policy
have
that
right
and
and
they're
speaking
out
to
you
in
anticipation
that
you
might
share
those
concerns
with
us
already
right.
So
teachers
again
do
have
that
right
with
Michelle
and
I
can
work
with
principals
and
leaders
here
and
the
ccea
and
the
CTA
and
some
other
focus
groups
to
scea
to
figure
out
how
we
might
go
about
getting
more
feedback
and
doing
things
differently
again.
I
I
really
appreciate
you
that
but
appreciate
you
sharing
that,
but
I
want
you
to
know
that.
From
my
perspective,
we
would
not
allow
principals
or
District
leaders
to
retaliate
against
any
employee
who
spoke
out
on
the
matter
of
Public's
concern.
But
again,
thank
you.
Miss.
E
Huggins
all
also
I
had
asked
you
before.
When
you
told
me,
you
were
assimilating
this
this
task
force
to
look
into
this,
the
the
text
and
the
accompanying
materials
that
you
went
over
and
especially
the
controversial
ones
I
had
asked
you.
Can
you
make
that
public
so
that
not
only
we
can
see
it
for
transparency,
but
these
parents
that
are
so
concerned
and
the
teachers
that
are
so
concerned,
so
they
can
weigh
in
whether
or
not
you
actually
address
the
concerns
again
depending
on
the
the
context
of
the
materials.
I
Thank
you
for
that
Mrs
Wally
Terry
Nichols,
who
is
not
here
with
us
tonight.
They
just
finished
the
entire
process
review
Mr,
Kennedy
I
believe
it
was
last
week
that
you
sent
that
memo.
My
days
have
started
to
run
together
week
before
last.
Okay.
So
so
we
sent
a
memo
out
Mrs
Watley
to
all
principals,
which
is
of
course,
a
public
document
that
went
by
grade
level
and
module
number
in
in
addressing
where
we
that
task
force
that
Miss
Nichols
LED
had
concerns
about
potentially
controversial
and
sensitive
materials.
I
So
we
can
certainly
work
with
Mr
Kennedy
to
make
resources
available
and
we
can
discuss
that
with
him.
I'll
write
that
down,
but
it
has
just
been
completed
in
the
last
week
and
a
half,
and
we
shared
that
information
with
principals
via
a
memo
from
his
office,
and
we
can
make
that
available
to
the
Board
of
Trustees
as
well.
In
this
week's
board
brief
on
along
with
that
spreadsheet,
where
that
information
was
collected.
E
Will
you
also
include
the
actions
that
that
the
schools
are
taking
for
the
parents
who
are
raising
concern
I.
I
Tell
you
what
we
can
do
is
I
can
work
with
Mrs,
Swearingen
and
and
Mrs
Haynes
and
Dr
Williams
to
to
get
that
information
and
a
comprehensive
format
and
share
that
with
you.
Yes,
ma'am.
Thank
you.
Yes,.
I
Some
District
level
recommendations
too
Miss
Watley
I
want
you
to
know
that
what
I've
shared
with
you
is
accurate
in
that
replacement
of
certain
texts,
for
example,
exclusion
of
a
text,
for
example
in
kindergarten.
That
recommendation
was
made
very
explicitly
so
we'll
generate
that
for
you,
some
of
which
we
can
provide
by
Friday
the
things
we've
already
shared
aggregation
from
some
of
our
principles
about
specific
actions
like
Mrs
King
has
taken
some
actions.
I
C
C
L
Was
a
it
wasn't
a
book,
it
was
a
teacher's
directive,
so
it
was
the.
It
was
the
description
of
what
to
how
to
guide
discussion,
what
the
teacher
should
be
asking
the
students
so.
L
The
the
statement
that
I
read
again
in
the
curriculum
it
was
or
in
the
instructor's
guide,
handbook
yeah
I'm,
not
sure
what
the
proper
term
is
it.
L
It
said
that
it
should
invite-
and
this
is
for
third
grade
invite
students
to
tell
stories
about
times
when
they've
been
impacted
by
racism,
and
then
there
was
a
parenthetical
definition
of
racism
and
it
and
it
specified
that
racism
was
typically
found
from
white
males,
but
the
they
were
typically
the
people
that
were
racist
and
then
it
asked
for
the
students
to
share
personal
experiences
of
sexism,
and
then
it
it
defines
sexism
that
it
was
typically
against
women.
L
L
C
U
How
is
that
even
possible
in
a
kindergarten
classroom?
This
is
most
inappropriate
for
them.
They
should
be
the
first
few
weeks
of
school.
They
should
be
learning
letter.
Recognization
letter
sounds
holla,
write
their
own
names.
How
in
the
world,
can
a
child
write,
meteorologists
or
weatherman,
and
they
can't
even
spell
their
own
name?
That's
ridiculous
and
then
the
the
modules
where
we
had
to
sit
with
the
kids
for
weeks
exploring
toys
when
they
should
have
been
reading,
learning
how
to
read
how?
U
How
is
that
appropriate
for
children
and
then
the
stories
that
they
have
at
the
age
that
they
are
kindergarteners
learning
about
racism,
racism,
you're
not
born
racist
you're,
taught
racism,
I've
been
teaching
kids
for
so
long
when
they
come
into
our
classroom
and
they
say
my
mommy
said:
I
can't
play
with
him
because
he's
black
or
my
mom,
he
says
I
can't
play
with
her
because
she's
white,
my
daddy,
said
I,
can't
play
with
her
because
she's
Hispanic
when
they
come
into
that
classroom,
we
teach
them.
You
know
what
doesn't
matter.
U
K
U
Kids,
don't
even
know
what
color
is
until
somebody
points
it
out
to
them.
Why
are
we
teaching
these
kids
about
this
at
this
age,
five
and
six-year-olds?
That
doesn't
make
any
sense
to
me
and
that
breaks
people's
hearts,
because
our
kids
don't
know
anything
about
that.
So
why
are
we
teaching
them
that,
because
of
the
color
of
your
skin,
you
have
less
advantages
than
somebody
of
a
lighter
skin.
What
does
that
have
to
do
with
the
price
of
tea
in
China?
U
Okay,
if
you
can,
if
you
can
read
if
you
can
write,
if
you
can
do
math,
if
you
can
get
in
that
classroom
and
show
that
teacher,
hey,
I'm,
ready
I'm
here
to
learn,
I
want
to
get
this,
you
can
achieve
anything,
doesn't
matter
if
you're,
a
boy
or
girl,
if
you're
black
white
hispanic
or
whatever,
that's
not
appropriate
in
our
children's
classrooms
as
kindergartens.
So.
U
First
of
all,
racism,
you
know
your
parents
need
to
be
teaching
teaching
you
about
that
at
home.
Okay,
your
your
sexual
ideology.
Your
parents
need
to
be
teaching
you
that
at
home,
that's
not
our
job
to
teach
that
that's
the
parents
job
when
you
start
taking
the
role
of
the
parent.
These
are
not
our
children
per
se.
They
belong
to
somebody,
okay
and
what
you
believe
and
what
you
want
them
to
learn,
may
not
be
what
that
parent
wants
them
to
learn
at
that
age,
because
it's
not
appropriate
for
them
right.
U
E
So
it
Miss
McKinney's
asking
the
question:
is
the
presentation
over
and
can
we
move
on
there?
There
is
a
lot
here
that
we
could
discuss,
but
it
is
9
30
in
the
evening
and
and
I
do
think
that
we
need
a
robust
discussion
about
this
stuff,
because
you
know
this
is
again
an
area
where
I
don't
think
we're
hearing
one
another
and
we
need
to
be
because
this
is
really
important.
AS
A
So
I
want
to
repeat
what
I
think
the
entire
board
has
expressed
is
appreciation
for
such
depth
in
such
transparency,
in
a
in
a
report
that
we
all
needed,
we
all
needed
I'm
moved
to
add
to
the
board
agenda
for
the
superintendent
and
staff
to
engage
the
ELA
textbook
curricula
adoption
process
over
the
next
three
months
that
involves
all
stakeholders,
including,
but
not
limited
to
teachers,
parents
and
community
members.
A
The
review
process
should
include
State,
approved
dla
curricular
series
that
are
based
in
the
science
of
reading,
but
should
exclude
El.
The
process
may
include
curricula
not
on
the
state
list.
If
it's
based
on
the
science
of
reading
a
recommendation
for
a
new
series,
adoption
should
be
made
to
the
board
by
June
the
6th
2023.
E
G
Statement
for
discussion
yeah,
so
according
to
policies
not
really
the
board's
responsibility
to
approve
curriculum
at
all
and
in
fact
policy
EG
IG
excuse
me
says
that
the
Board
of
Trustees
expects
the
administration,
with
the
assistance
of
appropriate
staff,
to
implement
curriculum,
align
with
State
content
standards,
and
so
the
question
I
have
is
whether
this
entire
conversation
is
inbound.
I
think
it
has
touched
a
lot
of
Corners.
G
You
know
lots
of
you
know
personal
ideology.
We
also
have
seen
very
clear
data
that
the
curriculum
is
working.
We
also
saw
very
clear
evidence
that
the
district
went
through
grueling
process
or
a
grueling
process
to
determine
which
curriculum
they
would
use
and
I
think
that
that's
actually
the
spirit
of
this
document.
G
This
policy
IG,
is
that
we
entrust
the
people
who
not
only
have
the
knowledge
and
expertise
but
the
capacity
to
choose
and
that
we
as
a
board,
as
especially
with
so
many
of
us,
so
new
and
I'm,
including
myself
in
that,
because
two
years
is
no
match
to
the
time
that
these
folks
have
spent
with
this
type
of
material.
I
would
say
that
this
is
not
only
an
irresponsible
and
Reckless
decision,
but
it's
also
completely
out
of
bounds.
C
I
have
a
question
also:
what
is
the
background
on
emotion,.
C
A
Because
it's
been
reviewed
and
I
like
was
mentioned
tonight,
value
the
time
of
Staff
parents
and
teachers
and
I
I
think
the
presentation
was
so
excellent.
We
understand
El
right.
C
And
I
think
that's
why
I
was
about
to
get
to
as
well,
because
we
we're
going
to
exclude
EO,
because
it's
already
been
reviewed.
We
also
reviewed
four
other
ones
as
well
back
into
2020
when
they
were
coming
up
with
this
process
to
a.
A
C
U
Okay,
I
have
a
I
like
to
make
a
statement
on
that,
because
when
I
was
here
in
July
for
that,
they
brought
the
people
who
brought
the
presentation
for
the
El
curriculum,
they
only
brought
data
on
El
and
the
late.
They
was
asked
by
Miss
Cindy
coats
if
they
had
the
data
for
the
other
I
think
it
was
three
or
four
curriculums
and
they
said
they
didn't
bring
it
and
I'm,
not
understanding.
If
they
didn't
bring
the
data
then,
and
the
board
approved
El
curriculum
without
reviewing
the
data.
G
Board
didn't
the
the
board
is
not
required
to
review
everything
that
they
considered.
They
brought
to
us
a
recommendation
for
El,
but.
G
Is
they
didn't
have
to
because
they
were
bringing
forward
their
recommendation?
The
other
thing
is,
at
the
end
of
the
day
to
to
Mr
Calhoun's
point
excluding
El,
and
you
know
to
miss
McKinney's
point.
It's
a
different
process
that
you're
requesting,
but
excluding
EO,
means
that
El
alone
doesn't
get
the
benefit
of
that
additional
process,
and
so
I'm
just
not
sure
why
except
El
would
be
there
either
and
the
other
thing
is
again.
If
the
staff
has
already
vetted
this
curriculum,
it
was
piloted.
It
was
opted
into.
G
It's
already
been
proven
that
folks
believe
that
it
is
a
good
curriculum,
and
then
it's
been
proven
that
it
is
a
good
curriculum.
Why
are
we
wasting
their
time
with
another
review
for
a
curriculum
we've
paid
for
we've
been
implementing
and
actually
in
response
to
community
concerns?
What
we
should
be
doing
is
simply
engaging
the
community
to
Chronicle
those
concerns
and
see
if
we
can
respond
to
it
within
our
current
curriculum
foreign.
Q
State
this
about
the
about
this
timeline.
So
so,
if
you've
heard
we've
heard
of
Staff
academic
staff
talk
about
it
took
five
months
with
a
full
team
evaluating
four
or
five
curricula
several
hours
per
week.
Seth
we
have
talked
about
this
three-month
timeline.
It
is
impossible
to
do
what
you're
asking
us
to
do.
It's
impossible
to
start
March
one.
Do
the
complete
review
bring
bring
all
the
stakeholders
together?
Hold
the
meetings?
Do
the
procurement
process
get
it
in?
Q
Oh
sorry,
it's
left
get
it
into
the
budget
and
start
the
the
professional
development
for
teachers
this
summer,
which
they
are
not
available
this
summer
it
is
impossible.
I've
stated
that
I
support
the
El
curriculum.
Q
Miss
Waters
has
said
that
policy
IG
gives
the
responsibility
for
curriculum.
Adoption
to
the
superintendent
and
staff.
I've
talked
with
general
counsel
about
that.
That's
I
think
your
interpretation
so
I,
so
it
is
not
possible
to
go
through
this
type
of
review
with
the
I.
Don't
even
know
how
many
curricular
curriculas
are
available
by
the
state,
even
if
it's
only
two,
it's
not
possible
to
do
what
it's
being
asked
to
do
here.
So.
Q
So
Sam
when
I
pull
the
task
force
together
and
that
says
10
people.
It
takes
me
two
or
three
weeks
just
to
get
people
to
agree
on
an
initial
meeting.
Then,
when
we
have
the
initial
meeting,
we've
got
to
determine
a
schedule
about
our
work
activities,
we'll
talk
about
far
more
than
10
people
within
the
75
Cal
home
building,
we're
talking
about
people
all
over
the
county
that
are
not
even
part
of
the
school
district.
Q
So
it's
it's
not
possible
to
even
pull
the
task
force
together
and
get
that
that
that
work,
project
up
and
running
I
would
say
even
by
the
end
of
March.
We
just
simply
do
not
have
enough
time
to
go
through
a
curricula
review
process
that
that
that
that
will
ensure
that
the
data
that
we've
been
showing
student
achievement
will
be
addressed
this
coming
August
when
school
starts.
It
is
not
possible.
E
A
Q
Well,
I'm
not
sure
about
the
meeting
in
July
that
let's
refer
to
Mr
I,
just
don't
recall
that
meeting
I
do
remember.
That's
when
I
think
the
you
know.
Q
Same
one,
so
I
do
remember
some
some
components
of
that.
However
I
don't
so
I,
don't
know
what
what
what
what
what
data
we
currently
have
but
I
do
know.
These
staff
have
told
me
what
the
the
curriculum
adoption
process
entails,
and
it
tells
a
lot
of
work
that
cannot
get
accomplished
in
the
timeline
that's
laid
out
in
this.
This
motion.
C
B
C
B
Well,
I
I
think
it's
a
good
question.
I
I,
also
to
Mr
Kennedy's
point
because
we're
going
into
budgeting
and
everything
we
don't
have
something
sitting
here
to
look
at
I
think
it's
very
unrealistic
to
think
that
we're
going
to
be
putting
something
in
place
by
September.
B
So
you
know,
I
I,
agree
with
your
point.
I
think
we're
invested
into
it
about
10
million
dollars,
but
I
also
see
the
procedural
problem.
I've
heard
you
know,
I
know
we
have
a
motion
pending
I
like
what
I
hear
in
the
sense
that
it
you
understand.
There
is
a
problem
because
I've
never
received
so
many
emails
against
something.
Yet
we
see
a
lot
of
support
and
I
have
seen
a
lot
of
good
out
of
the
El
through
the
acceleration
schools
hands
down.
B
B
I'm
just
you
know
more
concerned
about
accreditation
and
you
need
to
get
things
timed
I.
What
I
heard
is
that
this
was
not
mandated,
so
they
there
is
a
choice
and
I
think
that's
got
to
be
put
out
very
clearly
that
there
is
a
choice
and
the
public
must
know
that,
and
the
teachers
must
know
that,
and
the
parents
must
know
that.
S
Is
that
the
state
is
not
going
to
be
up.
AW
S
You
know
we're
going
to
be
on
the
hook
it.
It
just
seems
to
me
that
we
should
be
following
the
policy
IG
and
let
the
department
of
curriculum
instruction
work
to
continue
the
implementation.
We're
very
new
into
this
implementation.
You've
heard
that
it
takes
a
while
I
think
we,
you
know,
have
plenty
of
testimony
to
look
at
the
concerns
and
and
staff.
The
curriculum
department
needs
to
address
those
concerns.
Looking
great
by
grades
go
by
school
I
know,
I
have
received
input
from
parents
and
I
would
check
with
staff.
S
Sometimes
it
was
about
a
book
and
it
wasn't
even
a
book
that
was
the
El
curriculum
and
a
vast
teachers
if
I
could
share
their
points
of
interest,
and
they
have
said
yes,
so
I
think
that
we
just
didn't
really
need
to
discontinue
right
now
and
and
I
think
think.
By
the
spring
we
will
have
new
test
results
that
we
can
take.
A
look
at
you
know,
what's
happening,
we'll
address
the
I
ready
to
I-Ready
on
data,
and
then
we
can,
you
know,
have
a
clearer
picture
of
of
the
decision.
S
F
I
would
just
like
to
say
Mr
karowski.
We
have
gotten
just
as
many
emails
on
the
prayer
policy
and
as
a
board
I
think
we
have
to
start
being
proactive
and
not
reactive
and
come
up
with
Solutions
I
think
that
Miss
Simmons
has
offered
us
Solutions
about
the
task
force.
The
the
working
groups
Miss
Waters,
has
offered
Community
engagement
sessions.
F
If
we
can,
if
we
start
being
reactive
and
changing
things,
then
we
have
set
precedence.
So,
let's
look
for
Solutions
and
how
we
can
work
with
what
we
currently
have.
Unless
it's
something
that's
you
know
really
harmful.
U
Well,
my
suggestion
is:
we
find
the
data
for
the
three
correct
three
to
four
curriculums
that
we've
already
had
and
we
need
to
go
over
that
and
review
it.
So,
yes,
which.
C
U
E
E
There's
two
different
things
at
play
here:
Miss
carlotta's
point
and
and
also
what
Ms
McKinney
has
brought
up-
is
two
different
things.
So
we
have
the
data
already
for
the
other
curriculum
reviews,
but
that
wasn't
brought
forward,
and
so
this
motion
is
asking:
let's
see
it
all,
so
we
didn't
see
the
data
from
the
other
curriculum
reviews
correct
and
which
is
why
she
says:
let's
exclude
the
El
you've
just
done
a
lengthy
presentation
on
it.
We
would
like
to
see
now
the
others
as
well
and
let's
do
a
comparison.
I'd.
S
S
Was
a
review
of
those
curricular
programs
and
the
task
force
made
a
decision
on
which
one
would
be
k
through
eight,
which
one
I
mean
they
had
they
laid
out
their
criteria,
so
the
data
they
would
not
have
be
able
to
present
the
kind
of
presentation
they
just
did
with
those
other
curricular
materials.
K
N
U
C
No
that's
right
here
today,
yeah
I'm,
looking
at
on
air
reports
right
now,
so
within
the
within
the
the
presentation
they
have
the
hyperlinks
to
it.
That
has
all
the
data
for
from
ad
reports
on
the
implementation
of
the
on
the
different
implementations
curriculum.
So
like
the
kindergarten
text,
quality
building
knowledge
first
grade
second
grade,
going
all
the
way
down
to
eighth
grade
and
has
usability
it
has
usability.
E
Curriculums
that
are
rooted
in
the
science
of
reading
I
feel
like
we're
getting
nowhere
here.
We're
just
kind
of.
G
Well,
miss
Whiteley,
I
do
have
another
thing
about
the
motion
itself
and
I
want
to
make
sure
this
doesn't
get
skipped.
We
keep
saying
you
know
we're
excluding
a
Yale
because
we
already
have
the
data,
but
the
last
sentence
of
the
motion
is
a
recommendation
for
a
new
series.
Adoptions
should
be
made
to
the
board,
so
it's
actually
not,
as
you
know,
harmless
as
just
researching
what
we
haven't
before
you're,
actually
asking
for
a
recommendation
for
a
new
series
and
so
in
making
this
motion
you're
effectively
eliminating
El.
E
E
G
The
board,
it's
the
first
of
all,
it's
a
final
sentence,
and
you
know
when
you,
when
you
write
a
paragraph
typically
that
last
point
that
you
make
is
the
one
you're
trying
to
hit
home
and
it's
even
if
it
were
in
the
middle
of
the
paragraph,
it's
asking
for
a
new
series
recommendation
and
that
there's
no
way
to
state
that
differently
to
make
it.
It
is
what
it
is.
A
L
Q
Said
what
was
the
optional
six
million
dollars
has
been
spent
on
it?
Miss
Simmons
said
that
the
state
has
has
bought
the
curriculum
for
25
Palmetto
project
schools.
So
if
we
were
in
whatever
curriculum,
we
would
put
in
that's
different,
the
state's
not
going
to
pay
for
those
25
schools
that
they've
already
paid
for
so
we're
talking
about.
Instead
of
10
million
dollars,
we
we're
talking
about
the
10
million
dollars.
Q
We
have
committed
that
we
would
have
to
repeat
so
20
million
dollars
and
then
whatever
the
state
is
put
in,
we
have
to
put
that
in
so
we'd
probably
be
25
30
million
dollars,
and
that
is
from
a
from
an
economic
standpoint
that
it's
not
it's
not
feasible.
The
timeline
is
not
these
well
I'm
telling
you
the
timeline
is
not
feasible.
This
motion
is
telling
me
to
do
something
that
I'm
telling
you
is
not
possible
to
do
well.
G
And
in
light
of
the
fact
that
all
kids
are
actually
up
on
reading
and
we
keep
sort
of
splintering
and
only
talking
about
certain
groups
just
because
of
the
way
the
information
came
to
us,
but
we
also
shouldn't
overstep
the
fact
that
all
kids
are
up
according
to
the
results.
So
this
is
not
just
impacting
black
and
brown
students.
G
This
is
impacting
all
children
positively,
according
to
the
data,
so
also
in,
in
addition
to
everything,
Mr
Kennedy
has
said:
why
even
do
it
when
it's
working
for
all
children
and
another
thing
that
was
sort
of
misstated-
is
that
only
two
schools
came
and
spoke
for
the
curriculum
we
actually
had
students
from
Sullivan's
Island.
We
had
students
from
downtown
John's
Island.
We
had
students
from
Baptist,
Hill
area,
Hollywood,
I'm,
sorry,
you
know
I
always
call
it.
The
High
School
North
Charleston,
West
Ashley.
G
B
B
We
need
more
time
to
prove
it
the
the
cost
issue,
but
it
doesn't
stop
looking
at
new
curriculums
for
the
future.
I
think
that's.
You
know
the
critical
thing,
because
at
some
point
you
may
find
out
that
the
state's
not
approving,
because
right
now,
the
state's
only
approving
this
as
I
understand
it
for
the
accelerated
schools.
They
haven't
opened
it
up
for
all
approval
to
all
schools.
Yet.
E
Pending
litigation
or
surrounding
ill,
which
isn't
going
to
go
away
and
then
we've
got
even
bills
that
are
pending
being
passed,
so
that's
also,
you
know,
got
to
figure
that
out
right,
monetarily.
E
Into
the
motion
that
she
made,
you
know
it's
not
fair
to
just
look
at
the
one.
We
need
to
look
at
the
others.
B
Make
a
I
I
just
think
it
needs
to
be
just
so
clear
that
we're
not
advocating
getting
rid
of
el
okay.
B
B
Following
Dr
Kennedy
instead
have
a
statement
of
what
is
logically
possible.
This
is
not
going
to
happen
in
September
where
it
may
happen
in
another
year,
and
then
we
will
hold
the
district
accountable
for
not
taking
care
of
all
these
parents
that
are
writing
all
these
nasty
teachers.
That
are
writing
all
these.
You
know
interesting
emails
to
us.
B
You
know
complaining
something
else,
because
I
would
like
to
give
the
task
force
some
time
to
address
their
concerns
and
you're
right
I
will
be
sending
you
see,
seeing
you
all
these
emails
and
asking
why
this
isn't
being
addressed,
but
at
the
same
time
I
just
don't
want
this
motion
to
show
up
as
being
something
that's
stopping
something
that
we
know.
We
can't
do.
C
What
else
could
we
look
at
to
make
this
just
a
review
of
other
curriculums
and
leaving
El
alone,
but
we're
just
going
to
review
other
curriculums.
E
I'm,
not
in
favor
of
that,
because
if
the
data
proves
that
something
else
is
better
I
want
that.
Well,.
G
E
E
O
AG
C
To
weigh-in
on
the
policy
part
of
it
can
we
actually
review
put
in
curriculum
within
our
policy.
L
Q
But
this
is
important
so
again
if
this,
if
this
is
a
positive
vote,
you
know
for
this
motion.
I'm
I've
told
you
that
June
6
is
impossible.
It
is
impossible,
regardless
of
whether
I
have
the
authority
or
superintendent
to
adopt
curriculum,
which
our
Council
says
I
do.
Q
K
D
Is
very
clear,
so
the
Board
of
Trustees
expects
the
administration,
with
the
assistance
of
appropriate
staff
to
implement
curricula
aligned
with
State
content
standards
that
enables
students
to
successfully
complete
their
individual
graduation
plans,
thus
ensuring
their
college
career
and
ready
the
board
really
doesn't
have
any
involvement
in
curriculum
under
policy.
Ig
I
mean
you
can
read
it.
It's
very
clear.
C
A
L
G
I
think
that
I
think
a
misstep
in
previous
years
does
not
justify
us
moving
forward
inappropriately
from
here
and
I
mean
as
a
person
who
was
on
that
board.
It
just
didn't
come
up
whether
we
were
within
policy
or
not,
and
there
was
you
know,
pretty
strong
support,
but
I
think
when
you
know
better,
you
do
do
better,
and-
and
we
have
this
board,
especially
the
new
members-
I've
heard
many
mention
just
how
much
you're
attempting
to
set
yourselves
apart
from
previous
boards.
G
So
we
do
need
to
be
in
alignment
with
policy
if
we're
going
to
do
that,
because
the
reputation
of
the
Charleston
County
school
board
has
always
been
that
it's
you
know,
sort
of
an
anarchy
and
has
not
operated
within
bounds
and
so
I.
Don't
think
we
need
to
continue
down
that
path
and
I
say
that
owning
that
I
was
there
and
and
didn't
check
that
it
wasn't
in
my
authority
to
do
so.
Yeah.
L
I'm,
not
a
it's
a
very
good
point
and
a
welcomed
caution,
as
as
doing
things
right
as
CSO
said.
Do
it
right
just
because
it's
right
do
what's
right,
simply
because
it's
right,
I
I,
fully
support
that.
Thank
you.
Mr
Kelly.
E
Okay,
closing
discussions
again
Let's
go
ahead
and
vote
on
the
motion.
K
K
K
E
Moving
to
the
next
item,
determining
agenda
items
moving
to
potential
consent,
I
believe
item
7A
moves
to
potential
consent,
Miss
Trudy,
are
you
able
to
weigh
in
on?
Did
anything
else?
O
D
E
No,
no
7A
was
jka,
that's
what
I
said.
I
believed
was
consent,
I
believe
that
was
unanimous.
A
This
one
was
the
consent
for
student
testing.
6C
did
that
go
to
consent.