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From YouTube: Board of Education Ad Hoc Results Committee 4 PM
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A
B
Right
good
afternoon
and
welcome
to
the
beaufort
county
board
of
education
meeting
of
the
ad
hoc
results
committee.
It
is
april
4th
2022
and
we
have
present
the
committee
members
melvin
campbell,
kathy
robine
and
myself,
and
then
we
have
the
admit
the
administrative
liaison,
daniel
fallon
with
us
and
other
board
members
joining
us
are
david
stribender.
B
D
B
D
B
B
Next,
we
have
the
approval
of
the
july
21st
2021
committing
meeting
minutes
and
I've
forgotten
what
we've
done
when
we've
had
this
issue,
because
we
only
have
one
of
the
three
pers
on
the
committee
now.
C
Well,
I'm
I
move
that
we
approve
the
committee
meeting
minutes
from
the
let's
see
what
date
that
was
from
the
july
21st
2021
meeting.
B
All
right,
I'll
se,
I'll
second
it
and
I'll
just
ask
you
kathy,
since
I
was
not
a
member
and
neither
was
mel
at
that
time.
So
you
as
the
chair,
feel
these
meetings.
These
minutes
are
accurate.
I
do
yeah,
yes,
any
further
debate
or
discussion
there
being
none
all
those
in
favor,
please
say:
aye,
aye,
aye,
all
right!
The
minutes
are
approved
unanimously.
B
So
next
up
is
to
review
the
current
results
section
and
discuss
possible
changes,
so
it
might
be
best
robin
to
display
before
displaying
that,
let's
just
display
the
summary
that
that
kathy
has
it
that
kathy
wrote
up
that
we
have
in
in
in
the
documents
today,
because
this
kind
of
covers
what
happened.
Last.
E
B
So
I
think,
probably
the
most
important
points
from
this
are
you
know
the
board
by
by
approval,
that
is
by
vote,
adjusted
the
evaluation
rubric
that
was
used
to
evaluate
our
superintendent's
performance
for
the
2020
2021
school
year
and
the
rubric
was
changed
because
of
the
pandemic.
B
It
made
it
very
difficult
to
to
capture
some
of
the,
I
should
say
items
or
areas,
including
you
know,
academic
performance,
teacher
retention
and
financial
oversight,
and
so
those
in
those
categories,
as
the
last
bullet
points
out,
evaluation
tool
was
adjusted
and
replaced
with
a
pandemic
related
question
in
each
of
the
assessment
categories,
and
so
the
when
we
did
dr
rodriguez's
evaluation
last
fall.
B
There
were
32
questions
in
the
five
components
of
professional
practice,
so
we
need
to
decide
what
we're
going
to
what
we
think
is
appropriate
going
forward
and
then
make
that
recommendation
to
the
board,
who
ultimately
will
vote
and
approve
or
disapprove
of
our
recommendations.
B
So
one
thing
I
noticed
in
the
on
the
in
the
policy
results
section
of
our
board
governance,
which
is
pages
71-76.
B
B
Are
we
currently
working
on
the
metrics
for
this
school
year
or
are
we
working
on
them
for
next
school
year?.
C
The
results
don't,
but
we
don't
get
the
results
of
those
metrics
until
you
know
the
fall
exactly
okay,
it
would
be,
it
should
be.
You
know
this
this
school
year.
B
C
It
was
because
the
metrics
changed
after
the
first
year.
We
changed
the
percentages
of
how
we
would
you
know
how
we
have
the
the
like.
C
If
it's
minus
two,
if
it's
200,
then
it's
ineffective
if
it's,
which
we
changed
those
for
the
second
year,
that's
why
we
were
saying
two
years.
You
remember
david
when
we
did
that
we
project
it
out,
and
maybe
daniel
can
speak
to
that
too.
I
think.
D
I
I
think
you're
right
the
first
year.
We
said
this
is
our
baseline,
so
the
first
year
we
just
had
to
not
lose
any
ground
from
the
previous
year.
D
C
D
It's
always
good,
I
think,
to
have
two
years,
because
you
want
steady
improvement
and
once
you
know,
these
results
have
100
pitch
improvement
expected
and
I'm
not
sure
that
that
would
change.
I
think
that
those
percentages
probably
stay
the
same
as
you
pre
toward
your
goal.
D
B
So
I
you
know
I
I
concur
david
with
your
with
your
with
your
thinking
of
it
of
the
two
years
and
and
to
try
to
continue
to
have
improvement
as
opposed
to
doing
it
one
year
at
a
time.
I
just
wanted
to
be
sure
I
was
looking
at.
We
were
evaluating
doing
the
metric
of
the
matrix
for
this
current
school
year.
Just
I
wouldn't
so
we
have
everybody
on
the
same
page,
we're
all
working
on
the
same
document,
so
I
would
love
yes
go
ahead
robin
I.
E
B
A
B
Can
you
recap
for
us
now
I
thought
that
we
did
get
some
metrics
last,
let's
say
fall
showing
that
that
students
learn,
I
mean
there
was
learning
loss.
I
remember
thinking
myself
that
I
thought
there
would
likely
have
been
more
learning
loss
and
I'm
you
know.
Certainly
it
was
variable
among
each
student,
but
what
what
metric
did
we
have
last
fall
and
and
what
will
we
have
this
year.
G
Yeah
so
kind
of
the
recap
I
know
it
was
mentioned.
We
worked
on
those
initials,
I
think
in
the
20
20
18
19
school
years.
I
think
we
were
going
to
the
2020
metrics
and
2020
never
happened.
So
I
think
you
know
when
we're
in
a
baseline.
I
think
we
are
getting
a
baseline,
but
then
we
never.
We
never
got
the
second
year
to
know
if
the
baseline
was
even
close,
because
2020
is
when
you
know
we
didn't
have
any
spring
testing.
So
we
lost
that
and
then
we
come
back
2021.
A
G
So
there
was
no
impetus
to
say
you
know
we
need
everyone
to
come
in.
We
we
broadcast,
we
said
nicely,
hey,
we'll,
have
you
know
perfectly
safe
locations
for
your
students
to
come
in
if
they
wish
to
assess,
but
we
were
nowhere
near
the
95,
that's
required
for
testing,
no
matter
what
we
did
and
that's
across
the
state
as
well.
So
yes,
while
we
we
didn't
see
as
much
learning
losses,
I
think,
as
we
would
have
expected.
G
We
also
didn't
have
a
full
subset
of
the
whole
battery
of
everyone
testing
to
actually
know
that,
so
we
did
the
best
we
could.
We
we
tried
to
get
every
student
in.
We
did
pretty
well,
but
you
know,
I
will
admit
you
know
not.
Everyone
came
in
not
everyone
felt
safe,
totally
understandable.
G
G
If
that's
a
an
area
that
we
want
to
entertain
or
if
we
want
to
look
more
towards
the
policy
procedure
type
side,
so
we
don't
end
up
in
this
situation
again
of
not
having
data
either
one.
But
this
spring
will
be
the
first
spring
that
we've
got
everybody
back
with
a
full
expectation
of
accountability
and
a
full
expectation
of
assessments.
F
Yeah,
I
thought
the
baseline
were
to
introduce
the
baseline
early
because
of
dr
rodriguez's
first
year,
and
we
don't
want
to
give
him
an
unfair
advantage.
So
for
this
advantage,
so
we
give
we.
We
lied
the
baseline
to
to
to
the
first
year
to
be
the
baseline
set,
and
I
thought
that
was
strictly
because
of
dr
rodriguez,
not
because
of
an
assessment
travel
anything
else,
and
since
we
haven't
gotten
any
data
since
then
that
was
that
would
really
be
relevant.
F
F
We
don't
have
a
baseline,
but
establishing
a
baseline
from
this
year's
set
of
data
with
you
know
and
how
it
compares
to
to
20
to
the
original
year.
2018
2019
is,
you
know,
I
think
it's
something
that
we
need
to
look
at
is
that
she
has
paid
a
set
of
data
and
that
anybody
can
help
us.
Is
it
better
or
worse
than
it
was
doing
dr
rodriguez
first
year,
and
we
have
an
unfair
advantage
if
we
set
it
to
this
year?
F
We
missed
that
boat
two
years
ago,
when
we
didn't
set
an
in-house
set
up.
Instead
of
we
didn't
do
anything
anyhow,
we
were
relying
on
the
street,
but
am
I
clear
with
what
I'm
saying
or
not?
I
wasn't
left
for
you.
C
So
my
comment
is,
you
know,
I
definitely
feel
the
need
for
for
the
data
and
even
though
we
didn't
have
close
to
95
percent
in
the
2021,
I
think
that
that
should
be
our
new
baseline,
because
that
data
reflects
the
the
pandemic
and
and
the
you
know
the
instruction
that
was
missed
and
I
think
that's
probably
more
realistic
than
going
to
our
2019
data.
C
C
B
That
was
one
of
the
exact
I
thought
of
as
well
is.
As
daniel
pointed
out.
You
know
they
certainly
had
nowhere
near
the
95
requirement
for
the
testing
and
it
was
optional.
Are
you?
Are
you
so
self-selecting,
your
better
students
that
are
coming?
In?
Probably
you
are
as
my
guest,
but
I
don't.
I
don't
I'm
not
a
statistician
and
you
know
don't
really
know,
but
typically
people
that
are
doing
poorly
aren't
going
to
want
to
show
that
on
a
test
david.
D
Thanks,
I
agree
with
mel
completely
right.
I
think
the
last
two
years
data
is
just
so
contaminated
that
it
just
wouldn't
be
right
to
use
it.
It's
just
it's
just
not
good
data.
The
last
year
of
good
data,
as
mel
pointed
out,
I
was
18
19..
D
So
there's
I
don't
see
any
problem
comparing
this
year
with
that
year,
because
the
you
have
to
throw
out
the
the
two
pandemic
years.
I
mean
there's
just
nothing
about
those
years
is
valid,
so
I
agree
with
mel.
You
know.
1819
is
still
the
baseline
and
this
year
is
what
was
the
first
year
and
I
think
the
first
year
was
regression
right.
So
I
I
think
that's
the
way.
D
B
So
daniel
I'd
love
to
hear
I
I,
having
heard
what
mel
and
david
said
and
what
kathy
said,
I
think
my
initial
thoughts
were
yeah
just
go
go
to
last
year,
but
I
think
to
the
spring
of
2021
that
data,
but
I
hesitate
with
that
now
too,
because
first
of
all
that
didn't
even
have
most
of
your
students
95
the
95
percent.
I
think
that's
a
real
issue.
I
think
we
need
to
have
he's
going
to
be
judged
now
again
by
95
percent
of
the
students
taking
it.
B
So
I
think
the
baseline
certainly
should
reflect
that
that
same
group
of
students,
in
other
words
most
students
taking
it.
That's
just
what's
come
to
my
mind
in
our
discussion,
so
daniel
can
I'd
love
to
hear
you
weigh
in
and
make
any
comments
you
think
are
appropriate.
G
Yeah,
I
think
one
comment
is,
I
definitely
say:
21
22
is
still
a
pandemic
year
to
say
this
data
is
not
tainted
again.
I
I
think,
concerns
me
a
little
bit
when
I'm
looking
at
the
learning
that
was
occurring.
You
know
we
didn't
have
a
virtual
year.
We
didn't
have
ending
of
a
year
or
beginning
of
the
year
full
virtual,
but
we
had.
G
Numerous
numerous
numerous
cases
of
quarantines
and
positive
students
and
positive
teachers
and
quarantine
students.
So
to
say
you
know,
while
we
didn't
go
virtual
and
that
that's
a
that's
a
celebration
in
itself
to
say
that
we
didn't
have
to
close
or
didn't
have
to
to
do
that.
That
was
tremendous.
G
But
I
do
know
you
know
just
through
the
weekly
reporting
of
the
the
covid
for
dhec
purposes,
out
of
our
shop
as
well.
G
The
month
of
the
end
of
december,
and
then
january
and
february
were
astronomical
on
the
on
the
the
positive
cases
in
the
quarantine.
So
this
year's
this
year's
you
know
covet
impacted
as
well
to
compare
that
to
2019
coming
out
of
two
years
of
interrupted
learning
and.
G
The
data
is
not
going
to
be
there,
you
know
just
as
a
researcher
as
a
just
as
a
pragmatist,
the
achievement's
not
going
to
be
there
as
it
was
in
2019.
There's
been
severe
impact
on
the
learning,
that's
just
from
our
formative
assessments
and
what
we're
seeing
a
day-to-day.
G
G
Was
at
what
point
was
their
2019
statistically
higher
than
their
2022.,
and
I'm
just
going
off
of
you
know
what
I
see
in
the
day-to-day
interims
and
whatnot.
You
know:
don't
have
hard
fast
data
in
front
of
me,
but
I
would
I
would
not
bank
on
there
being
that
many
instances
of
seeing
progression
based
to
the
2019
baseline
here
or
very
many
places
across
the
state,
and
then,
if
I
were
to
do
that
type
of
work.
G
Looking
at
just
you
know,
following
the
the
news
blasts
and
whatnot
across
the
state,
how
many
districts
still
you
know,
have
virtual
fridays
or
we're
closed
for
a
month
or
two
months,
just
around
us
three
or
four
weeks
because
of
covet
outbreaks
at
schools.
I
I
think
it
would
be
hard
for
me
to
find
a
comparable
district.
That
would
be
that
could
hang
its
hat
on
not
closing
at
all
and
then
try
to
extrapolate
whether
or
not
that
was
a
beneficial.
That's
getting
to
a
really
really
complex
evaluation.
G
For
that
metric
and
unfortunately
it
comes
into
having
the
hard
fast
data
and
having
some
sort
of
baseline,
it's
landed
us
here
with
a
pandemic
that
that
really
messed
up,
I
thought
was
a
pretty
decent
model,
and
then
we
haven't
had
to
have
a
second
assessment,
since
that
we
could
really
rely
on.
B
G
G
That's
if
we
want
to
put
that
that
level
of
measure
to
a
hard,
fast
score
of
a
student.
Basically,
instead
of
you
know,
possibly
looking
something
that
that
removes
this
variability
of
having
or
not
having
a
score
associated
with
it
and
on
a
yearly
cycle
having
to
have
this
conversation
so
yeah.
B
And
can
I
ask
you
one
other
question,
then
I'll
call
on
mel,
so
you
mentioned
that
back
in
the
it
was
last
spring
of
2021
that
you
know
not
nowhere
near
95
percent
of
the
students
since
it
was
optional,
came
in
for
testing.
Can
you
just
give
a
ballpark?
Was
it
50?
It
was
a
25.
B
G
The
grade
and
whatnot
we
had
really
really
decent
turnout
for,
for
basically
saying
we're.
Our
doors
are
open,
come
crazy
assessment.
If
you
would
like
to
now,
if
you're
in
school
we're
going
to
administer
the
assessment,
that's
that's
state
law,
but
yeah
we
had
it
was
in
the
upper
80s.
I
want
to
say
it
was
right
around
89.
So
it's
not.
It
was
not
horrific
in
any
way.
A
G
Have
to
look
that
up
exactly
I'd
have
to
go
out
and
pull
it,
but
there
were
districts
that
were
very,
very,
very
low.
I
think
they
were
getting
close
to
the
85
across
the
state.
I
believe
it
was
so.
A
F
F
I
don't
see
that
as
a
fair
assessment
for
dr
rodriguez
in
terms
of
growth
and
anticipation
of
growth,
as
we
had
prescribed
it,
but
I
think
we
do
need
to
look
at
it
from
the
standpoint
of
what
happened
from
1819
to
perhaps
what
happened
now.
Did
you
mention
that
you
had
such
a
large
percentage
there?
What
happened
last
year
and
to
what
happened
from
last
year
to
this
year?
F
If
you
I
mean
even
you're,
comparing
that
85
percent
versus
the
95,
that
we
got,
that
we
got
gonna
get
results
from
this
year
and
and
look
at
all
of
those
movements
to
determine
a
fair
way
of
assessing
where
we
go
from
here,
because
it
is
still
be
based
on
the
results
of
the
pandemic
and
the
effect
of
the
pandemic
in
terms
of
where
what?
F
What
can
we
anticipate
for
proper
growth
now
and
all
of
those
things
are:
that's
gonna,
be
the
fair
assessment
of
what
dr
vegas
is
doing
compared
to
across
the
country
world,
so
we
do
need
to
to
grasp
find
some
corresponding
counties
or
school
districts
somewhere
that
had
kind
of
the
same
demo,
and
you
know
statistical
differences
that
we
have
had
over
the
last
year.
F
I
mean
we
did
not
close
this
year,
so
there
got
to
be
some
schools
close
to
that
and
what
did
they
do
and
I'm
not
anticipating
they
did
significantly
worse
than
we
did
or
significantly
better
than
we
did.
But
I
think
we
need
to
look
at
that
and
come
with
some
some
hard
facts
on
what
really
happened.
So
so
we
can
fairly
rewrite
the
policy
if
we
have
to
you
know
so
I
you
know,
I
I
don't
think
it's
as
simple
as
and
you
I
think
you
agree
with
that.
C
I'm
just
you
know
the
only
other
way
to
you
know.
I
have
a
couple
thoughts.
Okay,
I
would
like
to
see
the
data
dropped
in
from
the
21
school
year,
dropped
into
our
matrix
and
see
what
that
looks
like
and
then,
even
though
it
isn't
that,
then
you
know,
then
maybe
we
re-evaluate
our
matrix
in
terms
of
how
we're
defining
ineffective
minimally,
effective
and
effective.
C
C
So
I
I
think
that
I
don't
know
I
if
we're
before.
I
would
suggest
that
we
look
at
the
percentages
for
the
matrix
in
terms
of
what's
effective.
C
You
know
I
I'd
like
to
see
that
data
from
last
year
dropped
in
and
compared
to
the
20
2018
2019
to
what
was
our
original
baseline.
C
At
least
I
would
feel
like
we'd
have
a
little
bit
more
information
to
go
on.
You
know
it
would
give
us
a
little
bit
more
data.
We
look
at
that
and
then
say:
okay,
so
maybe
really
effective
is
that
they,
the
students,
didn't
lose
lost
less
you
know
made
maybe
still
had
some
loss,
but
not
as
much.
I
I
don't
know,
and
then
my
other
thought
is
maybe
for
a
year
for
the
the
next
cut.
C
We
use
this
as
our
baseline,
but
for
in
terms
of
dr
rodriguez's
evaluation
for
this
coming
year.
That's
the
problem.
We
can't
you
know
if
we
just
looked
at
map
data,
but
that
I
was
thinking
spring
and
fall,
but
you
know
we're
gonna
and
that's
what
this
is
for.
The
elementary
kids
anyways
so
never
mind
that
that
was
that
wasn't
thought
out.
Well
enough.
B
All
right,
thank
you.
Kathy
ella,
earl
speak.
D
H
Daniel
you
said
about
80
percent.
He
had
tested.
G
We
we
had,
the
state
had
around
85
percent:
okay
yeah.
We
were
in
the
upper
80s
88
89.
G
Report
cards
come
out
october,
1.,
that's
under
the
federal
law,
we'll
get
all
of
our
information.
It
will
be
embargoed
through
a
certain
day
and
time.
I.
G
That
date,
yet
I
will
get
most
of
the
data
sometime
in
july.
I
will
not
be
able
to
share
it
until
that
embargo
release,
depending
on
what
the
state
does
and
how
the
state's
going
to
use
it
in
the
past.
They
would
do
a
rolling
embargo
so
as
soon
as
they
felt
all
the
data
was
back,
secured
and
reviewed.
G
They
would
move
through
the
pipeline
of
that
data
release.
Usually
it
would
come
out
prior
to
the
release
of
the
report
card,
so
the
report
cards
weren't
some
surprise
to
anyone,
but
in
the
last
year's
model
could
have
been
a
hangover
of
the
pandemic
and
everything
being
delayed.
Everything
came
out
public
on
october
1..
So
if
I
had
to
go
off
of
history
of
what
happened
last
year,
I
would
not
look
for
any
public
release
of
information
prior
to
that
october.
One
day.
B
So
I
think
you
know
the
big
problem
here
is
we've.
Never
you
know
experienced
this,
the
school
district,
the
children,
the
teachers
with
having
a
pandemic
and
and
and
how
it
affects
learning.
So
I
think
your
idea,
kathy
is
good,
is
to
I
think
if
you
make
a
motion
or
mel
does
to
you,
know,
fill
our
let's
see.
B
Let's
come
back
with
the
information
to
the
committee,
you
know
what
was
it
was:
1819
was
the
last
regular
year
correct
non-payment
year
and
then
put
in
the
in
results
that
we
had
from
last
spring.
Although
you
know
it
was
in
the
high
80s
number,
the
percentage
of
students
that
took
it,
I
think
at
least
we'll.
Then
you
know
I
don't
know,
hopefully
get
a
better
handle
on
you
know
exactly.
Where
should
we
be
headed
where
what
what?
What
is
reasonable,
I
feel
like
I,
don't-
have
a
good
handle
on
it.
B
F
I
you
know,
but
what
happened
between
1819
and
last
year.
We
need
to
know
also-
and
I
don't
know
I
think
this
year
was
a
little
bit
better
than
last
year
in
terms
of
what
does
construction
life.
You
know
live
instruction,
you
know
absentees
because
of
the
the
quarantines
and
other
things
I
think
it
was.
The
statistics
was
a
little
bit
better
than
last
year,
so
you
would
anticipate
something
something
to
to
even
better
than
last
year,
but
I'm
not
saying
we
should
judge
anything
on
that.
F
H
Actually,
mr
kemp
well,
actually
my
question
was
also
in
terms
of
what
he
just
said.
Mr
kevin
said
too
also
in
terms
of
what
our
results
from
this
year
should
go
on
in
into
it
as
well.
H
But
also
one
of
my
things
were
two
was
how
how
how
are
we
going
to
digest
the
meat
that
we
get
from
this
year
going
into
last
year
in
terms
of
of
coming
up
with
being
precise
in
areas
that
we're
looking
at
in
terms
of
how
we
factor
to
factor
those
different
areas
into
how
how
we
will
evaluate
evaluate
him
as
well.
B
H
And
then,
in
terms
of
student
achievement,
what
my
question
is:
what
will
be
the
the
things
that
what
what
will
be
the
meat
that
we,
what
will
be
the
things
that,
in
terms
of
the
meat
that
we
will
evaluate,
wait,
wait
evaluate
him
on
and
what
all?
What
are
we
allowing
to
be
brought
up
this
year?
Bringing
coming
coming
out
of
out
of
the
pandemic
that
we
that
we
didn't
pray
in
prior
years
or
and
but
he
had
another
question
he
could
flip
it
in
prior
years,
post
prior
to
post
pandemic.
H
C
I
can
answer
kathy
well.
This
is
prior
to
that
william.
You
know
this
that
dr
rodriguez
wasn't
here,
and
the
instrument
that
we
designed
and
the
board
approved
was
the
meat,
and
that
was
the
test
scores
and
it
was
very
comprehensive
on
tests
measuring
achievement
through
standardized
test
scores.
End
of
course,
test
map
testing
for
the
kids
that
took
that,
so
that's
the
meat
of
it
and
that's
what
we're
trying
to
figure
out
now
how
to
you
know
we
had
a
very
meaty
instrument.
C
I
feel
very
specific
in
terms
of
how
we
were
going
to
evaluate
the
superintendent
in
terms
of
student
achievement
and
student
growth,
and
then
the
pandemic
hit.
So
now
we're
looking
at
how
we
take
into
put
it
back
in.
So
we
there's
some
accountability
there
for
steve
mcshe
for
student
achievement,
but
recognizing
that
student
achievement
has
taken
a
big
impact
over
the
last
two
years.
So
that's
what
we're
trying
to
figure
out
now
so
by
you
know,
that's
what
we're
trying
to
figure
out.
F
Can
I
join
in
now
I
mean
but
yeah
we'll
we're
basically
looking
at
a
basic
set
of
information
that
we
had
and
it
was
affected.
It
was
affected
over
the
last
two
years
and
first
we
need
to
look
at
it
to
see
how
it
was
affected
and
then,
after
looking
at
to
see
how
it
affected
our
children,
how
did
it
affect
other
children
to
see
whether
or
not
we
wished
off
or
better
off
them
than
most
districts?
F
F
B
All
right,
david.
D
Yeah,
I
think
the
approach
that
you
all
are
coming
to
is
exactly
what
you
need
to
do.
You
need
to
calibrate
the
learning
loss
instead
of
us.
You
know
just
trying
to
guess
at
it
or
what
we
think
you
know
calibrate
it
by
comparing
this
year
to
1819
and
look
at
it.
Okay,
there
you
go
it's
measurable,
then,
and
then
you
can
go
from
there,
because
the
superintendent's
mission
has
changed
somewhat
from
student
achievement
to
to
recouping
that
learning
loss,
which
is
also
student
achievement.
But
it's
a
different
view.
D
His
job
has
been,
you
know,
make
up
for
that
learning
loss
as
quickly
as
possible.
So
it's
a
you
can't
do
any
of
that
until
you
calibrate
on
all
those
and
kathy's
right.
It
is
very
comprehensive
metrics
that
daniel
worked
on
and
and
got
for
us.
So
if
you,
if
you
do
that
comparison
this
year
versus
1819
you'll,
have
a
detailed
map
of
the
learning,
loss
and
it'll
be
by
ethnic
group
and
everything
else.
So
I
think
I
think,
you're
exactly
on
the
right
track.
G
G
Once
the
new
norms
come
out
and
I
guess
it
would
be
20
23,
depending
on
if
they're
delaying
with
the
pandemic
I'll
know
how
a
norm
the
student
or
an
average
student
is
doing
in
their
data
set,
but
I
have
no
there's
no
published
map
data
from
other
districts
or
other
other
states
or
other
others,
other
even
other
schools,
so
so
that
one
that
that
one
whole
tab
of
the
the
five
tab
system
would
be
gone.
I
could
not
do
that.
G
I
could
not
calibrate
that
at
all,
and
I
think
it's
gonna
be
hard
to
calibrate
the
others
simply
because
it's
going
to
take
an
analysis
of
where
they
closed.
How
long
were
they
closed?
What
was
their
coveted
numbers?
Looking
like.
A
G
G
If
we
want
to
do
that,
but
I'm
I'm
not
going
to
be
able
to
safely
or
with
any
level
of
validity,
give
you
was
our
loss
better
or
worse
than
another,
without
a
pretty
extensive
research
study
to
know
days
close,
what
was
her
average
missing
all
all
that
for
students
to
be
able
to
say
was
it
a
superintendent
decision?
Was
it
a
leadership?
Was
it
a
school
or
was
it
baseline
border?
G
They
were
closed
because
of
the
pandemic,
so
that
one's
going
to
be,
if
not
difficult,
close
to
impossible
with
any
level
of
time
frame
and
not,
you
know
basically
stagnating
any
work
that
that
I'm
that
I'm
doing
just
to
answer
that
question,
but
would
calibration
be
possible
to
ourselves.
Yes,
I
just
can't
calibrate
that
I
don't
believe
without
doing
a
pretty
extensive
research
project
anywhere
else.
Besides
the
the
border
of
beaufort
county.
B
So,
can
I
ask
you
a
question
daniel?
Can
you
I
understand
completely
what
you
just
said?
Would
you
be
able
to
instead,
instead
of
trying
to
compare
us
to
you,
know,
districts
etc
and,
and
it
would
be
it
seems,
like
a
yeah,
a
whole
lot
of
factors
would
play
in
like,
like
you
said
how
long
was
the
school
closed,
were
they
virtual?
How
many
days
did
they
have
in
the
classroom,
all
that
kind
of
stuff?
Can
you
is
there?
G
Well,
I've
it's
going
to
be
close
when
we
give
this
to
others
or
even
ourselves.
When
we
look
at
that,
we
can
do
a
pretty
close
estimate
of
what
that
would
be.
We
have
to
go
off
of
the
state
files
and
we
basically
have
to
to
to
re-average
averages,
and
I
know
mathematically,
we
don't
average
averages,
so
we
unweight.
D
G
Average
and
then
we
look
at
the
end
count
again,
so
we
then
do
a
whole
new
average
off
of
the
end
counts.
It
should
not
be
an
issue
at
the
state
level,
because
the
state
has
more
than
20
of
all
of
those
groups
that
are
that
are
reported
there,
but
we
would
not
be
able
to
do
that
at
districts
or
even
schools.
G
We
would
think
you
could,
but
you
would
be
surprised,
the
number
of
schools
in
the
state
of
south
carolina
that
don't
have
in
a
grade
level
20
of
those
students,
whether
any
of
the
subgroups
you
will
find.
G
Zeros
and
we
would
that
would
be
an
incomplete
data
set,
but
at
the
state
at
a
holistic,
just
state
view
we
should
be
able
to.
The
only
question
I
would
have
is
probably
around
college
and
career
ready.
I
don't
know
that
the
state
releases
at
that
level,
I
do
believe
they
they
they
do.
G
H
I
do
concur
with
with
also
getting,
even
though
I,
even
though
I've
heard
what
I
just
heard,
I
do
concur
with
getting
different
states
and
different
districts
around
the
state
and
around
the
country
to
also
measurable,
but
also
one
of
my
questions
too.
Is
you
know
in
in
doing
all
this?
H
One
thing
that,
I
wonder
is
it
is
that
you
know
with
mr
or
mr
fowling
being
a
part
of
the
superintendent's
cabinet
for
for
for
for
them
to
for
him
to
be
giving
us
some
of
this
data
is
that
would
that
not
be
a
conflict
of
of
interest
being
that
he
does
work
for
the
superintendent?
Should
we
process
so
we
possibly
not
get
someone
from
outside
of
the
district
to
kind
of
help
formulate
this
this
as
well,
because
I
know
all
certain
things
we
would
normally
go
outside
the
district.
H
Would
it
not
make
sense
to
kind
of
get
someone
who's,
not
a
part
of
district
staff?
To
do
some
of
that?
B
Well,
first
of
all,
yes,
the
entire
senior
staff
works
for
the
or
is
supervised
by
the
superintendent
and
works
for
the
board
in
the
community,
and
I
would
hope
that
daniel-
and
I
just
think
this
is
likely
absolutely
the
case.
I
mean
he's
going
to
be
reporting
factual
material.
It's
not
like
he's
going
to
be
making
things
up
or
he's
going
to
report
numbers
and
the
numbers
are
the
numbers
I
mean,
I
don't
think
other
you
know.
That's
it's
it's
not
like.
B
You
know
what
is
the
number
it's
here's,
the
number,
so
I
don't
think
it's
a
gray
area
and
I
think
mr
fallon
is
capable
and
and
should
be
the
person
to
do
it
and
if
we
were
going
to
go
outside
the
district,
that
would
take
board
approval
and
a
board
vote,
etc.
It
would
not
be
up
to
this
committee
to
make
that
decision.
C
F
Know
my
comment
is
yeah.
I
think
I
I'm
concerned
that
daniel's
telling
me
he
can't
do
it
and
then
we
allowed
he
said
he
could
do
a
gross
thing,
a
gross
thing
from
the
state.
Well,
if
you
can
the
state
and
that's
why
we
do
these
assessments,
I
assume
that's
why
the
state
has
a
report
card,
so
we
compare
ourselves
with
the
districts
and
and
the
state
overall
picture,
but
they've
got
we.
F
We've
got
some
sets
of
schools,
districts
that
are
very
similar
to
ours,
and
I'm
asking
you
to
to
dig
into
the
deep
depths
of
how
many
days
they
were
absent
or
not
that's
a
part
of
our
evaluation
process,
because
dr
rodriguez
did
decide
on
the
direction
we
were
going
in
with
and
that
those
things
were
his
directives.
How
many
days
we
were
going
to
close?
F
Why
are
we
going
to
choose
what
percentage
we're
going
to
lie
to
how
much
the
respect
is
going
to
give
to
the
va
numbers
and
et
cetera,
et
cetera,
et
cetera
and
sure
different
districts
made
different
approaches,
but
we
need
to
know
how
that
relates,
and
why-
and
you
tell
me-
it
can't
be
done
saying
that
we're
wasting
time
here,
because
all
we
need
to
do
then
is
look
at
our
data
and
move
from
there.
And
that's
you
know,
that's
you
know.
F
F
F
But
let
me
think
email
I
find
that's
concerning,
but
overall
yeah
if
dr
waz
is
suggesting
well,
let's
look
at
the
state
number
from
just
the
overall
state,
but
look
at
those
little
pockets
of
the
state.
That's
going
to
bring
those
numbers
way
down
because
they
didn't
have
the
resources
that
we
had.
F
D
D
I
think
we
should
be
five
percent
better
than
we
were
last
year
or
whatever
number
we
all
decide
on.
You
know
I
think
we
should
compare
ourselves
to
ourselves
and
and
not
the
rest
of
the
state,
because
state
averages
are
are
skewed
by
bamberg
and
other
counties
which
don't
have
the
resources
we
haven't.
D
They
can't
you
know
it's
just
unfair,
to
compare
us
to
them,
we're
going
to
compare
ourselves
to
anybody,
it
would
be
spartanburg
and
you
know
if
that's
our
aspiration,
but
frank's
job
is
to
make
us
better,
regardless
of
how
the
rest
of
the
state
goes.
We
don't
we
don't
care
it's
to
make
us
better.
So
we
should
be
comparing
ourselves
to
ourselves
and
see
you
know
these
are
the
improvements
we
want
and
that
eliminates
all
those
other
periods.
It's
just
us.
D
B
I
think
everybody's
made
some
really
good
points.
I
think
it's
time
for
us
to
have
a
motion
kathy
or
mel.
Would
you
like
to
give
a
motion.
F
Well,
I
I
move
that
we
look
at
the
data
and
I
I've
said
it
already
look
at
the
data
from
2018-19,
which
was
our
original
baseline
and
compare
it
to
to
this
year's
data
as
as
a
read
as
a
reading,
but
I
I
also
want
to
compare
it
to
last
year's
data.
Although
it
was
not
complete
and
then
you
know
come
to
a
determination
of
what
the
baseline
should
be
now,
that's
that's
what
I
would
want
a
motion
y'all.
Let
me
know
what
your
feedback
on
that.
F
F
So
I
I
wanna,
you
know
what
we
said:
five
percent
ten
percent
five
percent
regression
could
be
successful
if
nobody
else
is
doing
that,
so
that
those
those
are
the
relevant
things
in
terms
of
looking
at
the
numbers,
if,
if
everybody's
feeling
dramatically
and
ours
is
not
as
dramatic,
I
want
to
know
that,
because
that
would
you
know,
define
success
in
my
mind:
it'll
be
a
realistic
look
at
it,
but
yeah,
okay,
I'll
move
that
we
look
at
2018-19
as
a
baseline
and
then
compare
it
to
this
year
to
re-establish
baseline
to
this
year's
results.
B
What
yeah,
I
think
I
would
so
mel.
I
think
I
agree.
Ultimately
that's
what
we
want
to
do,
but
I
think
our
immediate
assessment
that
we
need
to
do
is
look
at
2018-19
and
drop
in
the
spring
of
2021
and
have
the
comparison
there,
because
we're
not
going
to
have
this
year
until
remember
as
late
as
october
1st.
So
if
you
could
just-
and
I
think
we're
all
in
agreement
with
that,
so
if
you
could
just
reword
that,
if
you
agree
with
it
or
don't.
H
C
B
So
now
you
want
to
just
word.
F
That's
my
motion:
yeah,
a
move
that
we
that
we
look
at
the
2021
data
and
compare
it
to
2018
2019,
see
where
we
are
first.
A
E
F
A
H
Also
is
that
that
we
should
still
be
looking
at
it
from
different,
different
different
places
in
terms
of
the
different
counties
and
and
then
different
districts,
because
of
the
fact
that
we
we
want
our
kids
to
compete
internationally
internationally
and
globally.
So
I
think
that
that
doesn't
impact
to
it
doesn't
impact
where,
where
we're
going
and
the
results,
so
I
just
need
to
leave
that
there
we
need
to
we're
competing,
be
forgotten.
We
compete,
we
complete
work
globally.
Thank
you.
B
All
righty
so
we'll
get
to
when
our
next
meeting
is
shortly,
probably
a
month
away
and
daniel.
Is
that
a
can
you
bring
that
to
our
next
meeting.
B
Okay,
yeah,
it's
going
to
be
like
a
month
away.
Okay,
all
right,
so
the
two
other
categories
that
we
need
to
discuss
also
are
the
this
is
page
76
if
you're,
following
along
in
the
board
governance
manual,
the
teacher
recruitment
and
retention
and
financial
oversight
categories,
so
we're
kind
of
I
think
done
with
the
student
achievement
discussion
for
this
meeting.
B
The
financial
oversight
might
be
quicker.
I
think
you
know
I'm
not
going
to
make
a
motion,
but
it
seems
like
a
a
good
way
to
look
at
the
financial
oversight
is
to
just
go
back
to
what
we
had
in
place.
However,
you
know
we
didn't
have
all
these
extra
esser
funds
etc.
So
that
kind
of
throws
a
a
bit
of
a
of
a.
I
don't
know
some
wrench
into
the
to
that
thinking
so
right,
mel
or
kathy.
Would
you
like
to
comment
or
make
a
motion
or
whatever
we
should
do.
C
You
know
what
aren't
our
esser
funds
separate
funds
and
they're,
not
in
our
general
operating
budget
right.
So
if
we
just
apply
this
to
our,
if
we
keep
the
esther
funds
out,
although
the
esser
funds
do
allow
us
to
do
more
with
our
budget.
B
C
We
could
add
one
about
effectively
using
esser
funds
so
that
all
the
money
is
used.
You
know
so
that
we
don't
leave
any
on
the
table.
I
don't
know
I
do
think
we
can
keep
maintain
the
bond
rating.
B
Yeah
and
the
other
category
is
adhere
to
budget
yeah,
and
so
it
seems
like
there
would
be
a
way
to
yeah
since
our
budget
this
this
this
year
or
the
next
few
years,
includes
some
esser
funds.
I
I
think
we
should
have
some
category
of
s
or
funding
in
there
and
not
sure
what
the
the
the
rating
should
here.
B
You
know
what
we
should
be
rating
about
the
answers,
but
I
think
appropriate
use
and
to
not
be
you
know,
appropriate
use
and
and
and
not
wasting
money
and
not
leaving
money
on
the
table.
C
F
A
B
You
want
to
what
we
could
do
is
think
about
it.
What
that,
and
you
know,
think
it
our
you
know
each
of
us
about
what
what
do
we
think
would
be
best
to
put
in
there
for
categories
but
or
we
could
reach
out
and
to.
B
Yeah
and
the
other,
and
maybe
yeah
tanya,
probably
more
than
denise.
F
C
Forward,
so
if
you
look
at
the
the
matrix
as
it's
written
right
now,
you
know
esser
funding.
If
we
add
that
you
know
regular,
highly
effective
under
budget
by
two
percent
well
to
be
highly
effective
with
our
esr
funding,
we
want
it
all
spent
right,
yeah,
exactly
yeah.
We
don't
want
to
be
under
budget,
so
you
know
yeah.
B
Could
so,
let's
I
guess
what
I
would
suggest
is
we
think
about
it
and
come
back
with
ideas
at
the
next
meeting,
and
I
can
also
reach
out
to
tanya
and
ask
her
what
you
know
she
thinks
would
be
a
reasonable
line
there
for
the
for
just
the
s
or
s
or
funds
yeah
so
is,
if
there's
no,
if
either
of
you
object
to
that,
please
make
a
motion.
Otherwise
that
will
be
our
our
plan.
We'll
have
further
discussion
at
the
next
meeting.
F
Yeah
good
come
back
with
yeah.
B
And
come
back
with
your
own
ideas
too,
if
you
have
you
come
up
with
something
good,
that's
great,
so
so
the
last
category,
that's
also
on
page
76
in
the
governance
policy
manual,
is
the
teacher,
recruitment
and
retention
and,
as
we
know
once
again,
the
pandemic
has
had
an
effect
on
on
this
on
teacher
recruitment
and
retention.
B
So
maybe
we
need
to
approach
this.
The
same
way
that
we
are
approaching
the
student
achievement
and
have
alice
walton,
you
know
give
us
the
the
the
numbers
for
those
same
years:
18,
19,
2021,
let's
look
at
them
and
then
see.
Okay.
How
should
we?
You
know
this
is
kind
of:
what's
happened,
what's
what's
a
reasonable
way
going
forward?
F
A
little
yeah,
I
think,
a
little
of
that,
but
some
where
you
know
we
got
to
how
do
we
figure
out
those
dynamics?
I
think
it's
almost
impossible
that
I
agree
with
them
in
terms
of
the
whole
industry
of
educating
and
teacher,
you
know
retention,
that's
that's!
Gonna
change,
that's
changing
as
we
speak
and
you
know
and
we're
going
to
see
that
from
a
board
perspective
when
it
comes
to
to
the
new
contracts.
F
So
all
of
that's
going
to
be
there.
Those
are
matrices
that
have
to
be
applied,
and
I
don't
know
you
know.
I
don't
know
if
we
need
to
do
a
whole
lot
with
this
right
now,
except
what
you're
suggesting
get
the
information
from
my
alice
and
see
if
we
can
find
out
where
the
trend
is
what's
happening,
you
know
because
our
goal
gonna
be
how
we're
gonna
prove
that
and
we've
got
things
in
place
that
we're
trying
to
do
right
and
teacher
salary
and
other
things.
F
C
Because
I
think,
even
no
matter
what
the
numbers
are
right,
you
know,
I
guess
we,
where
the
we
still
want
to
you
know
we
would
consider
if
the
vacancies
increase
by
greater
than
five
percent.
We
we
don't
like
that.
You
know
that
would
still
and
if
they
decrease
by
10
percent,
that's
good,
and
we
would
still
call
that
highly
effective
in
in
terms
of
recruitment
and
retention.
C
F
C
F
B
C
B
Okay
yeah,
so
I,
if
there
are
no
objections,
I
will
or
there's
no
motion
to
disagree
with
our
thinking.
I
will
I'll
do
the
same
thing
I'll
reach
out
to
alice.
A
B
See
if
she
can
provide
us
that
information
for
the
next
meeting,
all
right,
all
right.
H
I
also
think
that
there
are
different
some
different
things
that
go
with
that
as
well.
In
terms
of
the
culture
I
mean
the
climate,
the
the
the
climate
of
the
district,
even
during
the
pandemic
plus
post
pandemic,
and
I
think
that,
prior
to
the
pandemic,
although
we
should
get
numbers
prior
to
that
as
well,
because
I
think
all
that
will
play
will
play
a
major
factor
in
in
making
making
some
of
those
decisions
as
well.
H
And
I
definitely
think
that
the
decline,
the
climate
of
the
district
is
something
that
that
at
some
point
has
to
be.
It
has
to
be
brought
into
what
into
questioning
of
of
in
terms
of
retaining
retaining
great
teachers,
because
it's
definitely
been
been
brought
to
all
of
our
attention.
So
I
just
think
that
that's
that's
something
that
we
can't
that
we
can
no
longer
as
a
district.
If
we
want
to
do
better,
then
we
can
no
longer
know
that.
B
H
A
B
The
response
is
we're
going
off
the
results
rubric
for
evaluation
and
that
and
the
board
voted
and
approved
this
rubric,
and
so
that's
what
we're
working
from.
I
don't
see
on
on
page
76
of
the
board
governance
policy
manual.
B
There's
I
don't
see
under
the
teacher
recruitment
and
retention
section,
the
rating
section-
and
this
is
just
very
limited
at
the
current
time.
I
don't
see
anything
about
the
school
district
culture,
it's
not
on
there.
It's
it's
primarily
about
vacant
wells,
reduce
teacher
vacancies
and
reduce
the
number
of
short-term
substitute
days.
C
C
That
had
definitive
measures
that
we
could
put
numbers
to.
So
that's
why
we
did
that.
I
think
the
climate
is
something
that
is
addressed
in
c
staff
relations,
and
that
is
you
know.
There
are
seven
things
in
there.
That
would
reflect
that,
and
you
know
if,
if
that's
but
they're
reflected
in
there
and
if
they're
not,
then
we
would
have
to
maybe
add
something
there
perhaps,
but.
H
So
I
believe
that
that's
something
that
I
understand
they
may
be
on
the
different
things,
but
I
think
climbing
is
one
is
one
area
that
needs
to
be
addressed
within
within
within
itself,
because
that
makes
the
that
will
make
the
world
of
difference
in
terms
of
of
of
our
people
wanting
to
work,
because
you
know
we
can
do
up
whether
that's
here
there,
but
basically
I
think
climate
climate
is
one
that
is
a
different
area
within.
It
is
what
is
what
I
gather
so
I
mean
thank
you.
D
Thank
you.
I
agree
with
kathy
recruitment
and
retention
is
a
measure
of
your
climate
and
it's
something
you
can
measure
so
that
that's
why
it's
in
there,
your
climate's,
bad
you're
gonna,
have
bad
numbers
and
recruitment.
D
B
You
know
so,
and
you
know
certainly
the
pandemic.
There
were
teachers
that
left
that
maybe
weren't
necessarily
it
wasn't
a
climate
issue,
but
it
was,
they
were
close
to
retirement
and
didn't
want
to
take
the
risk
of
their
health.
You
know
being
in
the
school.
So
there's
there
are
a
lot
of
factors,
but
I
think
I
think
tonight's
meeting
I
think
we've
accomplished
a
whole
lot
and
came
up
with
a
good
plan
for
our
next
meeting.
C
B
B
Or
no
to
it,
okay,
yeah!
No!
I
agree
with
you
kathy.
I
think
that
that's
that
seems
reasonable,
all
right,
so
we're.
The
next
discussion
is
our
future
meeting
and.
B
Robin
if
we
stuck
with
our
current
time
frame,
let's
see
it.
B
A
F
E
F
E
B
Our
next
meeting
will
be
on
wednesday
may
4th
at
3
p.m,
and
I
will
I'd
love
to
be
in
person.
If
that
is
the
committee's
desire,
that's
fine.
F
B
Okay,
so
I
think
we
have
quite
a
bit
for
the
agenda
already
with
what
we've
we've
brought
forward
from
this
meeting,
does
do
kathy
or
or
mel
have
anything
else
they
think
we
should
include
in
that
meeting.
B
Exactly
okay
daniel
would
you
have
do
you?
Have
anything
you'd
like
to
comment
at
the
end
here,
nope.
G
G
In
the
2021
stuff
and
we'll
we'll
just
see
how
it
shakes
out
yeah.