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A
Good
evening,
ladies
and
gentlemen,
welcome
to
this
Berkeley
County
Board
of
Education
meeting
this
Tuesday
September
27th
2022.
I
call
this
meeting
to
order
I
declare
a
quorum
is
present
and
the
media
has
been
notified
for
the
minutes.
Mr
McQuillan
is
on
the
phone,
so
he
makes
Quorum
for
us.
I'll
now
entertain
a
motion
to
approve
the
agenda.
A
A
motion
by
Mr
Ramsey,
a
second
by
Miss
Littleton,
to
approve
the
agenda.
Is
there
any
discussion
hearing?
None
will
call
the
question
all
in
favor,
please
respond
by
saying
I
I
opposed,
nay
the
eyes.
Have
it.
Five
zero
I'll
now
entertain
a
motion
to
approve
the
minutes
for
the
board
meeting
on
September
13th
2022..
A
Second,
there's
a
motion
by
Mr
McQuillan,
a
second
by
Miss
Marone,
to
approve
the
minutes
of
the
board
meeting
on
September
13
2022.
Is
there
any
discussion
hearing?
None
will
call
the
question
all
in
favor,
please
respond
by
saying
aye,
aye
opposed,
nay
the
eyes.
Have
it
five
zero
we'll
now
entertain
a
motion
to
enter
into
executive
session
so
moved.
A
The
stated
purpose
of
executive
session
is
discussion
of
evaluation,
employment,
appointment
assignment
demotion
discipline
or
release
of
an
employee
or
employees
as
needed,
legal
update
required
regarding
a
pending
threatened
or
potential
claim,
or
other
matters
covered
by
attorney-client
privilege.
Eight
student
expulsion
appeals.
Is
there
any
further
discussion
hearing?
None
will
call
the
question
all
in
favor,
please
respond
by
saying
aye,
aye
aye
opposed,
nay
the
eyes.
Have
it
five
zero.
We
are
now
an
executive
session.
D
E
A
F
A
A
Thank
you,
please
be
seated
we'll
now
move
on
to
agenda
item
4A
citizen
comments
in
order
to
conduct
the
meeting
in
an
orderly
and
efficient
manner.
We
ask
that
you
honor
the
following
guidelines.
Stakeholder
comments
are
welcomed
and
encouraged.
However,
the
board
will
not
take
immediate
action
on
public
comments
at
this
meeting.
Any
person
wishing
to
address
the
board
must
register
prior
to
the
meeting.
Comments
must
be
regarding
programs,
policies
or
procedures.
A
Comments
regarding
complaints
against
employees
other
than
District
level
Executives
or
references
to
students
other
than
the
child
of
the
speaker
will
not
be
heard
in
public
session
groups.
Addressing
the
same
topic
should
select.
One
speaker
comments
will
be
limited
to
three
minutes
per
speaker.
The
board
chair
reserves
the
right
to
allow
additional
time
or
halt
public
comments
that
do
not
adhere
to
the
guidelines.
I
And
I
have
a
handout
for
the
for
the
board
members.
If
I
could
get
someone,
could
you
give
them
to
them?
I
I
So
what
you're
being
given
is
a
printout
of
an
article
that
was
written
in
the
Daniel
Island
news
and
also
shared
on
the
Berkeley
County
School
District
web
page,
and
this
is
dated
December,
the
3rd
2021
and
it
says
SRO
cephus
Rogers,
a
big
promoter
of
restorative
practices
in
this
article,
if
you
flip
to
the
second
page,
I
have
highlighted
for
you,
Berkeley
County
school
district
has
been
active
in
implementing
restorative
practices
in
all
of
its
schools.
I
I
A
week
ago,
Friday
I
was
sitting
in
my
house,
and
my
son
got
a
text
that
his
friend
wasn't
going
to
be
coming
over
because
he
was
still
at
school
because
they
were
on
lockdown,
and
this
was
at
the
middle
school.
They
were
on
lockdown
because
of
the
incident
that
happened
at
Phillip
Simmons
high
school,
with
two
students
with
guns.
I
I
came
to
you
the
first
time
on
July
the
26th,
to
talk
to
you
about
restorative
practices
and
to
ring
a
bell
of
alarm
that
this
is
a
failed
policy.
It's
a
failed
experiment,
but
we
keep
hearing
how
I
don't
understand
it,
and
it's
really
a
good
thing.
So
I
went
and
did
some
digging
to
find
proof,
and
so,
according
to
the
New
York
Post,
we
have
several
school
districts
that
are
ringing
an
alarm.
I
These
are
school
districts
that
have
implemented
this
in
Chicago
restorative
justice
means
students
who
bully
others
are
no
longer
allowed
to
be
removed
from
classrooms
safe
for
the
highest
level
offenses
and
then
only
with
permission
from
a
desk,
a
district
supervisor,
one
Chicago
teacher
told
the
Tribune
that
the
new
policy
is
being
implemented
in
a
hodgepodge
fashion.
You
have
to
have
consequences,
said
fifth
grade
Chicago
teacher
John
Ingles.
If
you
knew
the
cops
weren't
going
to
enforce
the
speed
limit
when
you
get
on
the
Edens
Expressway
you'd
go
100
miles
per
hour.
I
A
fellow
from
the
Hoover
institution
explains
that
restoring
replacing
traditional
discipline
with
restorative
justice
and
peer
juries
is
backfiring
to
the
extent
that
many
school
districts
are
experiencing
an
increase
in
violence
and
disruptions.
Restorative
justice
isn't
really
punishment
at
all.
It's
therapy
to
move
to
race-based
anti-discipline
guidelines
is
creating
friction
between
teachers,
unions
and
the
liberal
Mayors
they
otherwise
support,
while
teachers
are
left
to
cope
with
increasing
disruption,
higher
level
of
dangers
in
schools,
because
these
kids
are
not
being
held
accountable.
Thank.
A
D
Teaches
visitors
I
am
Luis,
mayrant.
Okay.
Thank
you
very
much,
just
a
word
of
encouragement.
You
know
what
you
do
is
not
easy
and
I
want
to
congratulate
you
for
a
job
well
done.
I
find
out
that
Berkeley
County,
School
Alberta
County
really
is
one
of
the
largest
one
of
the
fastest
growing
county
in
the
United
States.
Now
that
you
know
they're
building
houses
all
over
the
place,
which
means
that
our
school
got
to
grow.
So
it
means
that
you
got
a
big
job
ahead
of
you
as
the
board
of
superintendent
superintendent
Jackson.
D
You
got
a
big
job,
but
I
I
really
congratulate
you
for
taking
that
responsibility,
because
it
is
a
great
responsibility
to
the
teachers
staff.
You
have
a
responsibility,
always
think
about
these
students
because
they're
our
biggest
what
investment
we
invest
in
our
students
and
people
say,
students
are
bad
they're,
bad
because
what
we
think
they're
bad.
You
have
to
put
a
positive
attitude
I'm
a
prime
example:
I
have
two
boys
grandson
to
stay
with
me.
What
is
that
Clemson
now
and
one
is
that
Timberland
you
ask
the
teacher
about
them.
D
D
J
I'm
Angela
deaf
house
I
have
eight
children,
I
have
one
in
the
Berkeley
County
Public,
School
System
right
now
and
he's
at
the
Berkeley
Middle
School
I
got
a
letter
sent
home
with
him
from
the
nurse's
office.
It's
called
an
immunization
record
letter
to
parent.
There
are
20
options
listed
here
of
things
that
parents
maybe
should
do
in
order
to
have
their
immunization
records
up
to
date.
J
But
of
these
20
options,
not
one
of
them
lists
religious
exemption,
which
is
a
legal
option,
which
is
the
option
that
I've
chosen
and
this
letter
I
found
out
later,
was
sent
to
me
on
accident
because
we
have
a
legal
religious
exemption
on
file
for
him.
But
when
I
got
this
letter
in
the
mail,
I
panicked
because
I
thought,
maybe
the
law
had
changed
and
no
one
had
told
me,
and
so
I
immediately
went
to
the
internet
and
I'm
looking
up
South
Carolina
law
and
sure
enough.
J
The
law
has
not
changed,
but
it's
not
made
clear
to
parents
that
are
being
sent
this
letter.
So
what
I'm
asking
is
that
you
look
over
this
immunization
record?
I?
Don't
have
the
paper
copy
with
me
today,
but
the
nurses
are
mailing
them
out.
She
said
she's
going
through
1500
immunization
records
and
files,
so
I
know
a
lot
of
parents
are
being
mailed
this,
this
piece
of
paperwork,
and
it's
important
to
me
that
parents
know
all
of
their
legal
options.
J
Religious
exemption
is
a
legal
option
and
for
parents
that
may
not
speak
English
as
their
first
language
or
parents
that
don't
know
how
to
read
or
decipe
for
the
law
or
parents.
Unlike
me
that
are
not
willing
to
miss
their
child's
first
soccer
game
to
be
here
and
talk
to
you
tonight
about
this.
Every
parent
has
the
right
to
make
the
decisions.
Medical
decisions
for
their
children
and
religious
religious
exemption
needs
to
be
on
this
paper
and
I
I'm.
J
Also
asking
that
you
consider
mailing
out
the
new
paper,
the
amended
paper
with
that
option
on
here
to
all
the
parents
that
have
received
this,
which
is
it
just
doesn't
include
all
the
options,
and
so
it's
misleading
at
best
and
possibly
possibly
worse,
I
just
think.
It's
a
real
shame
that
this
is
going
out
to
parents.
A
K
Good
evening
to
each
and
every
one
of
you,
Mr
Jackson,
board,
chair
Miss
Wofford
and
to
the
other
members
of
the
board,
as
Mr
Marantz
said,
Mr
Jackson
came
to
us
on
Saturday
I
was
a
part
of
the
meeting
that
he
attended
as
well,
and
one
of
the
things
Mr
Jackson
said
was
as
parents
we
need
to
be
proactive.
We
need
to
be
involved
in
our
children's
education.
So,
on
behalf
of
the
group,
Mr
Jackson
I
didn't
get
a
chance
to
talk
with
you.
K
Afterwards,
they
bombarded
you
all
these
men
who
had
never
seen
you
before
in
your
capacity,
so
you
were
bombarded,
but
they
wanted
you
to
know.
They
were
thankful
that
you
took
the
time
to
come
and
speak
with
them,
but
I
want
to
say
as
well
in
a
small
rural
community
such
as
cross
one
of
the
things
we
look
for
for
our
trades
electricians,
plumbers,
Carpenters,
auto
mechanics,
auto
body
persons,
so
I'm
asking
that
the
program
be
extended.
I
know,
Timberland
has
one.
K
However,
it
has
not
expanded
further
South
I
guess
that
would
be
across
from
Timberland,
which
is
so
okay,
so
I'm
asking
the
board
to
consider
those
trades
I,
look
across
the
board
and
I
see
a
person.
That's
missing!
That's
Miss,
Willamina
Moore
one
of
the
things
she
strived
so
hard
for
was
trades.
She
won
a
culinary
arts
not
only
to
be
at
Stratford
but
to
be
on
this
end
of
the
County
as
well.
So
I'm
asking
that
you
reconsider
trades
or
consider
trades
moving
closer
to
cross
now.
K
I
do
keep
in
mind
the
fact
that
the
welding
program
was
there.
It
was
not
very
well
attended,
I
think
that
had
to
do
with
teaching
the
teacher
that
was
sent
there
did
not
have
a
rapport
with
the
public
did
not
have
a
rapport
with
the
student
body
that
came
so
all
those
things
take
into
consideration.
K
K
Cross
is
moving
and
I
mentioned
cross
because
that's
home
for
me,
but
some
of
the
other
schools
are
also
upgraded,
can
include
some
of
those
facilities
to
include
those
trades.
So
thank
you
Mr
Jackson,
for
coming.
We
appreciate
your
attendance.
You
left
a
resounding
note
of
confidence
with
the
men,
especially
Mr
mayrant
can
attest
to
that,
but
also
they
want
to
see
more
trades
come
to
the
area
all
around
Berkeley
County.
Thank.
A
You
thank
you
Miss
Bradley,
very
much
last
at
Mr,
Terry
Hardesty
parliamentary
procedure
welcome
Mr,
Hardesty.
L
Good
evening,
members
of
the
board
I
want
to
speak
a
little
bit
about
parliamentary
procedure
for
this
body
and
some
of
the
things
I'm,
seeing
that
really
kind
of
disturb
me,
I
watched,
emotion
being
made
and
it
was
a
motion
to
table
and
the
motion
was
seconded
well
under
Robert's,
Rules
and
I'm,
certainly
not
any
kind
of
expert
on
Robert's
Rules.
That
motion
cannot
be
debated
and
cannot
be
amended.
L
It's
designed
to
stop
debate
on
an
issue
that's
struggling
to
get
very
far
in
the
body,
so
it's
laid
the
issue
on
the
table
and
move
on
with
other
business.
They
can
be
taken
off
the
table
at
a
later
date,
but
that
takes
a
vote
of
the
body.
So
I'm
just
a
little
concerned
about
you
know
whether
you
have
had
any
experience
or
training
in
Robert's
Rules,
and
certainly
it
used
to
be
in
our
policy
manual.
L
I,
don't
know
what
it
is
now,
but
that's
how
you
operate
and
as
a
public
body
each
one
of
you
represents
your
district
and
a
group
of
people
and
I'm
sorry,
but
our
The
District
employees
cannot
stand
up
here
and
interfere
and
change
what
a
person
who's
elected
official
has
made
a
motion
and
a
second
it
didn't
get
up
and
try
to
change
that.
I.
Think
that's
really
bad.
L
So
with
with
that,
I
would
encourage
you
to
re-look
at
your
policy
on
how
you
conduct
meetings
actually
follow
parliamentary
procedure
and
I
want
to
commend
Miss
Bradley
about
having
more
technical
education
in
Berkeley
County.
Some
of
you
may
or
may
not
know.
I
said
on
the
South
Carolina
Technical
College
Board.
We
just
had
a
meeting
today.
L
Part
of
the
conversation
is
about
how
we're
more
aligned
with
high
schools
and
I
think
Mr
Jackson
has
been
invited
or
will
be
to
to
a
meeting.
I
would
like
to
see
a
very
comprehensive
facility
in
Berkeley
County
full
of
many
trades,
and
it
would
be
a
hub
where
people
from
Cross
people
from
Daniel
Island
people
from
Cane
Bay
can
come
for
some
really
high
technical
training
that
you
cannot
just
afford
to
put
in
every
school
because
of
the
cost
of
the
training.
L
A
A
E
A
A
C
A
C
E
A
C
E
A
E
A
E
A
A
C
A
E
A
Yeah
and
for
the
record
Miss
Morano
will
recuse
herself
from
this
vote.
A
L
A
B
A
B
E
A
A
A
E
A
A
N
Good
evening,
Madam
chair
board
members,
members
of
the
audience
welcome
I'd,
like
to
start
by
acknowledging
and
welcoming
our
teacher
Forum
Representatives.
We
have
with
us
our
2022
teacher
of
the
year
Miss
Cynthia
Zimmerman
from
Philip
simentai
Elementary.
N
N
Ladies
always
great
to
have
you
with
us
on
the
second
and
fourth
Tuesdays
of
the
month,
but
good
evening,
everyone,
it
is
we're
in
the
seventh
week
of
school,
and
so
it
appears
we
are
getting
back
to
a
little
bit
of
normalcy,
we're
in
September
towards
the
end
of
September
and
we're
looking
at
some
potentially
stormy
weather
heading
our
way,
and
so
that
it
will
kind
of
keep
you
in
mind
of
how
things
were
pre-pandemic.
N
As
everyone
knows,
we
are
more
than
likely
like
everyone's
aware
that
forecasters
are
currently
monitoring
hurricane
Ian,
which
is
heading
across
the
Gulf
of
Mexico
towards
Florida.
The
path
of
the
storm
as
it
relates
to
South
Carolina
is
kind
of
unpredictable.
At
this
point.
It's
not
solid.
N
It's
been
shifting
some,
however,
we're
working
very
closely
with
Berkeley
County,
Emergency
Management
and
receiving
regular
updates
from
the
National
Weather
Service,
and
at
this
time
a
tropical
storm
watch
has
been
issued
for
the
entire
low
country,
and
that
includes
Berkeley
County,
as
Berkeley
County
may
experience
severe
weather
conditions.
This
weekend,
adjustments
have
been
made
to
athletic
and
extracurricular
activities.
For
this
week.
N
N
Last
night
we
hosted
our
second
and
final
attendance
line
meeting
at
Devon,
Forest
Elementary.
The
first
was
hosted
at
Cane
Bay
Elementary.
In
total,
we
had
about
40
parents
around
40
parents
and
community
members
join
us
to
provide
feedback
on
the
attendance
lines.
We
do
appreciate
everyone
that
took
the
time
out
to
provide
input
to
the
board,
and
it's
also
very
encouraging
to
hear
how
much
our
parents
and
our
students
love
their
current
schools,
and
so
that
was
very
encouraging.
N
However,
I'm
confident
that
the
Carolyn
Lewis
school
will
provide
just
as
much
or
just
as
effective
support
as
the
surrounding
schools
and
I
look
forward
to
seeing
all
that
will
be
accomplished
at
the
Carolyn
Lewis
school
when
it
opens
last
week,
I
had
the
opportunity
to
join
representative
Celeste,
Davis
and
other
lawmakers
and
Industry
leaders
in
Greenville,
as
well
as
our
Berkeley
County
School
District,
Korean
technical
education
staff,
and
we
had
a
student
representative
as
well
in
Greenville
for
the
2022
computer
science
and
stem
Summit,
and
so
at
this
event,
I
also
included
in
industry
and
student
panel.
N
Berkeley
County
was
represented
very
well
by
Natasha
page.
She
is
a
Berkeley
Middle,
College
student.
She
did
so
well
that,
following
the
panel,
she
was
flanked
with
all
sorts
of
Industry
leaders,
politicians
and
Educators,
offering
her
opportunities
to
intern
and
continue
her
computer
science
work,
and
so
it
was
a
great
day.
I
spent
learning
more
excuse
me
learning
more
about
our
students,
but
learning
more
about
the
computer
science
and
stem
initiatives
that
are
taking
place
in
this
state.
N
N
N
I
talked
a
little
bit
about
our
academic
program
and
a
pledge
to
you
all
that
we
would
have
regular
updates,
and
we
will
start
that
tonight
and
so
tonight
I
will
yield
the
balance
of
my
time
to
miss
Heather
Taylor
and
the
academics
and
Innovation
team,
and
we
will
provide
a
academics
and
Innovation
Spotlight
this
evening.
Miss
Taylor.
G
Good
evening,
good
evening,
board
chair
Watford
board
members,
superintendent
Jackson.
Thank
you
for
yielding
your
time
for
the
a
I
spotlight.
As
you
mentioned
at
the
last
meeting,
the
a
I
team
will
be
reporting
quarterly
about
various
updates
and
highlights
from
the
division
of
a
I
during
the
spotlight.
G
We
will
acknowledge
the
data
from
the
district
school
report
card,
initial
screener
formative
assessments,
the
bcsd
response
to
that
data
and
a
glimpse
at
just
a
few
of
the
many
many
bright
moments
occurring
since
the
beginning
of
the
year,
as
you
will
see
up
there
at
this
time,
I
would
like
to
introduce
the
division
of
academics
and
Innovation
team
who've
worked
extremely
hard
and
they
those
that
are
present
tonight.
Let's
see
we
have
secondary
coordinator
as
well
for
English
language
arts
that
is
here
so
miss
Chelsea
Bradley.
Would
you
raise
your
hand
Stan?
Thank
you.
G
In
addition,
Jen
Crowley,
director
of
curriculum
and
instruction,
is
here.
Katie
Stapleton,
who
is
the
director
of
special
services,
Denise
Ling,
director
of
federal
and
state
programming,
is
here:
Sonia
Addison
Stewart,
director
of
Career
and
Technical
education,
Antoinette
Jones,
director
of
Head
Start.
G
It's
really
quite
amazing
the
things
that
this
division
has
accomplished
and
are
working
on
and
are
doing
they
work
very
very
hard
and
I've
been
blessed
just
within
the
last
few
weeks
to
begin
to
oversee
what
they
do
and
they
amaze
me
every
day.
At
this
time,
I
would
like
to
welcome
Miss,
curly,
Ms,
Stapleton
and
Dr
Bradley
to
the
podium.
So
we
can
begin
the
presentation.
O
Thank
you
so
much
Miss
Taylor
for
your
kind
words.
We
really
appreciate
it.
Thank
you,
superintendent,
Jackson,
for
allowing
us
to
present
tonight.
So,
as
you
know,
data
tells
a
story
and
paints
a
picture
and
the
data
that
was
made
public
on
Tuesday
September
6th
tells
a
story
that
honestly
most
of
us
are
expected.
O
We
have
all
acknowledged
that
our
students
have
suffered
from
the
disruption
of
instruction
over
the
past
two
years
from
the
issues
that
you
as
a
board,
have
had
to
decide
on
and
passionately
discuss
to
the
many
concerns
brought
by
parents
and
the
community.
We
knew
that
data
would
paint
a
picture
that
we
would
not
like
considering
the
disruptions
to
the
routines
of
our
students
and
staff,
whether
those
were
school
schedules,
learning
patterns,
instructional
delivery
methods,
the
teacher-student
relationships
breakdown
in
Daily
stability
for
students
at
home
and
school.
O
O
So
I
would
like
to
now
take
you
through
some
of
the
district
report
card
data
that
was
made
available
to
the
public
on
September
6th.
The
first
table
you
see
here
is
the
SC
ready,
Ela
data.
This
test
is
taken
by
all
third
through
eighth
grade
students.
The
percentages
you
see
here
are
the
percent
of
students
that
have
met
or
exceeded
those
expectations.
That
is
our
data
compared
to
the
state
level
data.
O
O
O
O
We're
now
going
to
look
at
some
District
data
here
as
a
reminder.
Last
year
we
did
present
to
you
on
I-Ready
as
just
to
remind
you
about
iready.
It
satisfies
both
the
universal
screener
and
the
formative
assessment
requirement
from
the
state
department
at
213
and
Proviso
1.96
iready
is
administered
as
part
of
those
requirements
three
times
a
year
to
all
kindergarten
through
eighth
grade
students
in
reading
and
in
math.
O
The
data
you
see
here
is
the
data
that
is
the
percent
of
students
that
are
proficient.
You
see
last
fall
compared
to
this
fall.
You
do
see
in
the
Years
2021
to
2022
in
Asterix.
The
reason
that
why
you
see
that
asterisk
is
because
we
received
them
memo
in
August
3rd
of
2021,
and
we
had
three
options
for
those
assessments.
We
chose
I
ready,
went
through
the
procurement
process
and
got
that
assessment,
so
they,
the
students,
took
that
test
about
a
month
after
where
they've
taken
it
this
year.
O
This
data
point
is
I-Ready,
fall
math
again
the
2021
data
2022
data,
the
students
took
it
about
a
month
later
than
they
took
it
this
year.
We
will
be
consistent
with
that
August
December
March
timeline,
as
we
have
it
this
year,
but
we
couldn't
due
to
the
late
memo
that
we
received
from
the
state
department
last
year,
I'm
now
going
to
hand
it
over
to
Dr
Chelsea
Bradley
about
our
response
to
data.
H
Madam
chair
members
of
the
board
and
superintendent
Jackson.
Thank
you
for
the
opportunity
to
present
to
you
today,
as
you
saw
in
the
data
we're
still
working
toward
getting
back
to
where
we
were
prior
to
covid
and
again
on
that
path
to
continual
growth.
With
this
in
mind,
we're
focusing
on
Basics,
strong
instructional
strategies
and
evidence-based
teaching
practices.
H
Everything
in
the
bcsd
instructional
framework
is
aligned
for
our
schools
to
plan
Implement
Monitor
and
reflect
on
their
instruction.
Specifically,
the
bcsd
teaching
alerting
model
you
see
on
the
screen
is
to
support
the
implementation
and
be
proactive
in
how
we
structure
our
teaching
and
learning
using
research-based
scientifically
validated
interventions
and
instructional
strategies.
H
The
teaching
and
learning
model
is
truly
the
next
steps
in
the
journey
we
started
last
year
in
our
tier
one,
universal
effective
book
study,
the
graphic
you
see
displayed
on
the
screen
truly
conveys
the
meaning
of
this
model.
Every
lesson
in
Berkeley
County
should
start
with
a
lesson
introduction
and
end
with
an
active
closure.
What
happens
in
the
middle
is
up
to
the
experts
in
our
district.
That's
our
teachers
and
Educators.
H
It
is
the
expectation
in
Berkeley
County
that
we
use
this
model
every
day
and
in
every
classroom
as
coordinators,
we
are
in
buildings
supporting
the
model
working
with
administrators,
instructional
coaches
teachers
to
support
through
collaboration
creation
of
resources
and
tools
and
materials.
Modeling
of
lessons
and
delivering
of
professional
development
in
some
classes,
such
as
our
sped
classrooms,
our
sped
coordinators
may
spend
a
little
bit
more
time
in
explicit
instruction.
That's
giving
our
students
exactly
what
they
need
to
build
where
we
want
them
to
be.
H
We
may
see
our
content
coordinators,
such
as
math,
Ela,
science
and
social
studies,
spending
more
time
with
our
guided
instructions
supporting
our
Educators,
and
we
may
see
more
teachers
in
our
CTE
courses,
such
as
Healthcare
welding
manufacturing,
just
to
name
a
few.
Those
CTE
coordinators
may
spend
more
time
working
with
exploration
instruction,
but
again
I
must
say
you
can
use
any
part
of
that
model
at
any
time
in
any
part
of
unit,
depending
on
again
the
things
that
guide
our
our
instruction
data
student
needs
and
the
skills
and
standards
being
addressed.
H
Our
department
of
federal
and
state
programs
supports
our
schools
with
the
cares
and
Sr
funds,
so
you'll
see
on
the
board
each
of
those
representations
from
our
elementary
middle
and
high.
We
have
classified
interventionists
at
each
elementary
and
middle
school.
To
focus
on
individual
student
needs
an
mtss
coach
at
every
High
School
to
help
organize
student
academic
support
activities
and
support
teachers
with
intervention
strategies,
an
instructional
insistence
to
provide
more
small
group
and
individualized
instruction,
and
we
utilize
these
funds
also
for
our
I
ready
software
that
is
across
the
district.
H
As
you
see
displayed,
we
have
worked
collaboratively
To,
Build,
A,
Five-Year,
Plan,
you'll
notice
that
the
colors
are
aligned
to
cognia
so
that
we
are
starting
our
journey
this
year
and
year,
one
of
Engagement
and
want
to
move
to
year.
Five
of
embeddedness
you'll
also
see
that
we've
taken
year,
one
and
explicitly
shown
what
that
looks
like
and
our
goals
align
to
our
mission
and
vision
for
not
only
our
search,
Central
Services,
but
also
our
administrators,
coaches
and
educators.
H
During
summer
Leadership,
we
started
working
with
our
administrators
to
support
our
instructional
framework.
We
gave
them
an
overview
during
a
whole
group
session
and
then
during
breakout
sessions
with
our
elementary
middle
and
high
school
principals
we
and
assistant
principals.
We
explored
the
cycle
of
the
snapshots
and
support
for
each
of
the
content
areas.
We
also
explored
monitoring
aspects
of
observing
the
implementation
in
all
of
our
schools
and
supporting
to
monitor
in
a
non-evaluative
way
of
how
we
can
look
at
our
framework.
H
We'll
continue
these
conversations
with
our
administrators
at
our
instructional
leaders.
Plc.
These
instructional
professional
learning
communities
will
not
only
have
our
principles
of
our
schools
at
them,
but
they
will
also
bring
one
instructional
leader
from
their
schools
to
build
that
leadership.
H
They
will
go
through
and
analyze
data
at
their
schools
and
create
action,
steps
for
tier
one
core
instruction
for
all
of
our
students.
They
will
continually
review
process
and
progress
throughout
those
meetings
to
plan
Implement
and
reflect,
and
then,
lastly,
each
month
our
department
of
curriculum
and
instruction
hosts
an
all-day
meeting
monthly
with
all
of
our
instructional
reading
technology
and
mtss
coaches
in
the
district
for
professional
development,
training
and
collaboration.
As
you
can
see,
the
theme
of
these
meetings
is
construction.
F
And
I
have
the
privilege
to
highlight
some
of
our
division
spotlights
for
this
quarter,
so
we're
going
to
begin
with
our
second
year
of
having
the
Boomer
stem
bus.
This
was
an
opportunity
that
we
were
able
to
collaborate
with
Beginnings
SC
in
partnership
with
the
National
Technical
Institute
for
the
deaf
Regional
STEM
Center.
This
opportunity
afforded
our
students
with
hearing
loss
to
participate
in
stem
activities
and
work
alongside
adults
who
they
themselves
are
deaf
or
hard
of
hearing.
They
were
able
to
see
actual
employees
in
the
stem
field
that
look
similar
to
them.
F
Our
next
highlight
is
with
Dr
Ortiz.
Our
opportunity
here
was
with
our
esol
teachers,
our
school
psychologists
and
our
speech,
language
therapists.
They
are
provided
professional
development
to
support
our
culturally
and
linguistically
diverse
students.
These
provided
supports
continue
to
support
not
only
our
students
right
now,
but
all
of
our
incoming
students
as
well.
We're
able
to
support
these
students
through
our
Berkeley
County
framework.
F
F
Our
next
opportunity
was
a
collaboration
with
Santee
Cooper
and
we
were
able
to
receive
the
stem
grants.
We
have
10
earners
across
the
school
district.
They
were
able
to
have
employees
working
with
actual
students,
either
specifically
related
to
those
stem
activities
and
or
projects
and
you'll
see
their
grants
were
awarded
from
2500
up
to
5
000
all
grade
levels
in
all
contents
were
available.
So
on
this
slide
you
can
see
we
had
earners
from
Bonner
how
Hall
Ames
JK
gerdine
Mount
Holly,
Elementary,
Moncks,
Corner,
Elementary
and
Goose
Creek
Elementary.
F
Lastly,
our
summer
reading
Camp
had
a
Community
Partnership.
This
Camp
received
nine
thousand
dollars
towards
this
grant.
This
grant
enhanced
our
camp
by
providing
each
student
with
the
right
books
weekly
to
take
home
to
build
their
own
personal
Library
between
two
to
five
books.
Each
week,
Community
Partners
collaborate
to
Mentor
students
acting
as
reading
buddies,
providing
instructional
supports
to
increase
student
Proficiency
in
reading
these
summer.
Reading
Camp
Partners
work
with
their
students
develop
reading
stamina.
During
their
book,
buddy
sessions
participate
in
literary
based
activity,
games
and
Inwood,
selecting
their
just
right
books.
F
F
E
I
have
one
question
on
the
going
back
to
the
data
one:
these
are
averages
of
the
entire
District,
so
there
are
some
schools
that
are
doing
really
well
and
that
will
outperform
the
state
in
categories
within
their
other
schools.
That
obviously
are
having
issues,
and
so
this
is
just
an
average
of
all
of
the
schools
in
the
county.
Yes,
sir,
is
what's
depicted
in
the
data,
and
the
number
two
have
we
looked
and
I.
E
Don't
know
that
we
even
have
the
ability
to
do
this,
but
have
we
looked
to
see
if
there's
any
way
to
correlate
the
data
to
see
the
difference
in
performance
of
the
students
whose
parents
opted
to
allow
them
to
attend
in
person
as
opposed
to
Virtual
and
see
whether
there's
a
correlation
in
that
data?
I,
don't
know
if
we
have
the
ability
to
do
that
in
the
report.
Based
on
the
report,
yeah.
A
N
At
us,
one
of
the
individuals
that
is
she's
not
here
tonight,
but
she
would
play
an
integral
role
and
that
is
Dana
cousins
and
Dana's
extremely
bright
when
it
comes
to
that
sort
of
thing,
analyzing
data
and
that
she
would
probably
relish
that
challenge
and
I'm
assigning
Dana
to
a
task.
And
she
doesn't
even
know
it
yet.
But
we
had
to
code
those
students
that
were
going
to
be
virtual,
and
so
we
can
identify
those
students.
We
can
go
back
and
identify
those
students
and
create
a
file
and
do
the
correlation
that
way.
E
And
I'm
sure
there's
outliers
like
there
is,
whenever
you're
looking
at
data
like
this
I'm
sure
there
are
some
students
that
did
very
very
well
in
Virtual
and
they're,
just
wherever
you
put
them
they're
going
to
do
amazing,
but
I
just
would
like
to
see
the
averages
for
that
too.
Just
to
see
what
the
data
suggests.
M
I
think
that's
a
good
thing
to
point
out,
because
I
think
when
you
look
at
this
and
when
the
public
would
look
at
this
too,
it
looks
like
that.
We're
severely
below
in
general,
and
people
could
make
that
General
assumption
that
it's
the
whole
entire
district
and
it's
not.
M
It
could
be
select
areas
like
schools
and
then
that
could
be
a
way
for
us
to
go
back
and
look
to
see
what
schools
might
need
more
resources
or
might
need
more
help
in
certain
schools
into
areas
to
make
sure
that
all
students
get
the
best
education
that
they
need
and
for
everyone
to
be
above
or
at
least
in
line
with
the
rest
of
the
state.
So
no
child
should
not
be
have
no,
no
student
should
be
below
there's,
there's,
no,
there's
no
reason
for
that,
and.
C
C
We
had
a
lot
of
Industries
there,
Miss
Bradley
I
got
the
CTE
bracelet
on
my
wrist
I
feel
you
I
got
some
love
across
so
so
we
got
good
things
coming
your
way,
don't
you
worry,
but
we
got
a
lot
of
kids
that
are
getting
involved
in
CTE
and
a
real
big
thing,
even
like
with
the
teachers
out
there,
that
you
talked
about
one
of
the
real
hardships
that
we're
having
is
sometimes
finding
the
folks
that
can
meet
the
requirements
to
teach
the
CTE
courses.
C
We
all
got
hit
hard
during
covet
our
district
in
several
districts,
but
I
can
assure
you
that
I
have
full
full
faith
that
we're
going
to
turn
it
around
and
get
it
going
a
lot
better
because
we
got
a
lot
of
people
down
dedicated
and
I
can
also
tell
you
from
getting
out
to
a
lot
of
schools
in
this
District.
We
got
a
lot
of
Educators
and
a
lot
of
kids
that
are
real
excited
to
be
back
in
school,
so
I'm,
putting
a
plug
for
in
schools,
important
and
I
think
it
will
be.
C
Who
were
virtually
learning
versus
the
children
that
were
in
school
learning
and
I?
Think
that
will
set
a
good
understanding
of
what
the
future
will
look
like.
But
thank
you.
E
Can
I
ask
another
question:
we're
obviously
doing
something
right
for
third
graders
in
SC
ready,
math
I
mean
we're
still
below
the
state,
but
if
you
look
at
the
percentages
and
even
under
SC
ready
Ela,
it
does
seem
like
third
grade.
There
is
an
exception.
The
fourth
grade
did
better
in
ela,
but
their
their
percentages
are
much
higher.
Is
that
because
we're
focused
I
know,
there's
a
ton
of
Articles
and
stuff
about
third
grade
reading,
comprehension
is
how
you're
going
to
exceed.
If
you
can
read
in
third
grade
you're,
probably
going
to
do
well.
E
Why
is
that
the?
Why
is
third
grade
seem
to
be
closest
to
the
state
in
terms
of
percentages
and
also
the
highest
percentage,
and
you
may
not
know
that
may
be
something
you
all
need
to
look
I'm
just
curious
because
it
jumps
out
like
third
grade
ELA
and
third
grade
I
mean
third
grade.
Math
is
incredible:
they're
at
44
and
everybody
else's
30s
or
20s.
C
H
And
we
take
it
a
Step
Beyond
act.
284
is
our
read
to
succeed
legislation
and
in
Berkeley
County.
We
actually
start
our
laps,
our
literacy
assessment
portfolios
and
our
kindergarten.
So
we
start
those
the
second
half
of
the
year
and
we
start
giving
intervention
to
our
students
to
support
them,
starting
second
semester
of
kindergarten,
first
and
second
grade.
So
we
see
those
students
at
intervention
leading
up
to
third
grade
and
I.
H
M
A
A
They
were
masked
and
living
in
covid,
but
I
mean
that's
a
tremendous
difference
in
math,
ready,
13,
21
and
19
to
33
and
I
know:
kindergartners
make
a
big
jump
the
first
month
of
school,
just
learning
how
to
function
if
they've
never
been
in
school,
but
that
still
makes
me
curious
of
the
or
just
concerned
about
the
long-term
impact.
Those
are
not
kids.
I
would
have
necessarily
been
concerned
as
concerned
about
because
I
thought
well
they're
coming
to
school
in
person,
they're
starting
off
in
person.
N
Yes,
ma'am,
but
you
know
it's
like
Miss
Hurley
said,
if
we'll
have
a
better
indication
based
on
this
year's
in
the
next
assessment,
but
next
year's
cohort
compared
to
this
year's
cohort.
We
have
a
better
indication
by
testing
in
the
same
time
frame
as
opposed
to
these
students
that
did
have
a
month
or
so
exposure
to
content
instruction
Etc
prior
to
taking
the
exam
or
prior
to
taking
the
assessment.
N
O
All
and
it's
like
the
first
week
or
two
that
they're
in
school,
so
it's
like
a
whole
new
like
world
for
them.
So
I
do
think
that
when
you
see
the
scores
in
January
from
that
winter,
diagnostic
you're
going
to
see
a
huge
growth,
because
right
now
they're
just
learning
how
to
be
in
school.
So
it's
the
first
time
they've
ever
taken
a
test
for
kindergarten,
but
you'll
see
a
lot
of
growth.
M
P
O
I
haven't
received
any
specific
feedback
on
that
yet,
but
we
can
definitely
reach
out
to
principals
and
coaches
and
get
some
feedback
and
with
iready
once
they
do
take
that
diagnostic.
We
do
have
the
expectation
that
they
are
in
their
learning
pathway
for
30
to
49
minutes
weekly
in
both
Ela
and
math.
O
We've
received
a
lot
of
great
feedback
in
regards
to
I-Ready
of
what
the
data
shows
on
that
test
is
what
the
teachers
see
in
the
classroom,
and
so
it
really
does
correlate
and
then
students
who
are
doing
their
Pathways
30
to
49
minutes
weekly
in
both
content
areas,
see
a
great
increase
in
growth
and
scores.
So
I
do
think
that
we'll
see
a
lot
of
growth
in
this
in
January
and
we're
excited
for
that
because.
C
I
know
we
we
have
a
plan
and
we
have
a
way
that
we
go
about
educating
our
non-english
speaking
children,
but
I
think
we
need
to
revisit
that
and
even
try
to
make
a
more
formalized
type
of
plan
specifically
meeting,
because
I
I
asked
my
son
the
other
day.
I
said
well
what
about
the
Portuguese
speaking
children
in
your
class
and
he's
in
seventh
grade,
and
he
I
said
well:
do
they
cause
any
trouble
and
he's
like?
No,
they
don't
cause
any
trouble.
C
They
just
sit
there
and
be
quiet
because
a
lot
of
times
they
don't
understand.
What's
being
said,
and
then
I
go
talk
to
another
Middle,
School
teacher
and
I
say
well
how's
it
going
with
you
and
she's
saying
well,
I
try
real
hard,
but
it's
really
difficult
when
I'm
trying
to
teach
to
one
group
of
children
in
English
and
then
I
have
another
group
of
children
that
doesn't
understand
it
and
again
I
know
we
have
special
classes
that
are
generally
designed.
C
You
know
to
to
help
our
children
to
do
speak
foreign
languages,
but
it's
just
a
real
need
in
my
district
and
it's
a
real
need
at
places
like
College,
Park
and
other
places
so
I'm,
just
as
we're
looking
at
these
numbers
and
even
as
we
look
at
kindergarten,
I
think,
okay,
I
see
how
low
these
numbers
are
and
I
think
well.
30
percent
of
those
children
are
their
primary
language
is
Spanish.
C
You
know
what
it
what
can
be
my
expectation
and
so
that's
just
something
that
I
have
real
hard
for
and
something
that
I'm
going
to
continue
to
harp
on
until
I
see
that
the
district
is
making
further
strides
on
that.
But
thank
you.
N
C
M
Think
just
this
data
overall
in
general
is
just
eye-opening
and
it
just
goes
back
to
I
think
from
what
I
said
from
what
we
were
looking
at
different
positions
within
the
district
and
everything
that
the
pandemic
has
definitely
changed.
Education
and
the
way
that
we
do
education,
I,
mean
I'm
I'm,
42
years
old,
and
my
pan
Styles
have
changed
more
than
the
way
that
we
teach
children
from
years
and
years
and
years.
We
stand
up
front.
We
talk
about.
M
We
need
to
do
this
XYZ
and
do
this
and
do
this
so
I
think
that
we
need
to
really
look
at
this
data
and
be
Innovative
and
think
about
different
ways
that
we
can
teach
our
children
and
learn
from
the
pandemic,
and
there
might
be
opportunities
and
positions
out
there
that
we
don't
even
know
that
exist.
So
going
forward,
look
at
this
data
and
really
think
outside
the
box,
because
there
might
be
something
out
there
that
we
don't
even
know
that
exists
that
can
get.
Maybe
our
40s
to
sixty
percent
and.
C
Just
real
quickly,
one
thing
I
would
want
to
encourage
every
educator.
I
started
off
in
a
learning
disability
class
in
Saint
Stevens
with
a
speech
impediment
I
had
to
go
to
speech
for
a
couple
years,
just
to
learn
how
to
try
to
speak
correctly.
So
if
you
don't
ever
understand
what
I'm
saying
that's
why?
But
you
know,
there's
always
reason
to
be
optimistic
and,
as
I
know,
all
Educators
believe
that
we
can
always
do
better
and
help
these
kids.
So
again,
the
data
is
really
rough
and
we
certainly
expected
this
data.
C
This
is
no
surprise
to
anyone,
but,
as
we
all
have
to
take
ownership,
including
me
as
a
board
member,
that
we
have
to
do
better
for
our
kids
and
I,
really
believe
that
we
will
and
I
appreciate
y'all's
efforts.
Thank
you.
O
Absolutely
so
we
will
take
I
ready
in
December
right
before
we
head
out
for
winter
break
and
we'll
have
those
results
for
you
in
January.
At
our
second
report,
we'll
have
another
report
for
you
and
I
think
it'll
be
about
April,
because
our
third
administration
of
Ira
is
in
March.
So
those
will
be
the
data
points
that
we
have
and
then,
of
course
we
will
take
our
state
assessments
at
the
end
of
the
year.
It
takes
a
little
while
to
get
that
information
as.
N
N
We
get
too
far
off
I.
Think
Mr
Ramsey
was
correct.
We
we
see
the
data
and
no
we're
not
proud
of
the
data,
but
at
the
same
time
we're
not
shying
away
from
that
data.
We
do
have
a
responsibility.
N
The
intent
for
of
this
particular
presentation
was
yes
to
show
the
data
show
where
we
are,
but
also
show
that
we
have
a
plan,
we're
not
content
with
where
we
are
we're
not
proud
of
where
we
are.
We
acknowledge
the
fact
that
we
were
having
some
issues
to
address,
but
we
have
an
active
plan.
We
have
a
plan
to
address
those
issues
and
I.
Think
one
of
the
things
is
consistency
and
ensuring
consistency
across
the
board.
N
I've
spoken
to
several
groups
over
the
past
couple
of
months
and
I've
always
talked
about
consistency
during
consistency
within
our
instructional
program
and
that's
what
this
instructional
framework
is
designed
to
do
and
I
definitely
dovetails
into
what
we
were
talking
about
last
year
with
strengthening
the
core.
Strengthening
the
core
and
everything
that
we
were
talking
about
was
strengthening
our
core
instructional
program,
and
this
definitely
relates
to
that
and
once
we
establish
a
strong
core,
a
strong
instructional
program.
N
That's
when
you
start
looking
at
additional
measures,
supplemental
measures
to
provide
support
for
those
students
that
need
additional
supports
and
I
was
also
reminded,
while
I
was
sitting
up
here.
You
talk
about
third
grade
and
what
we
do
in
second
grade
with
lower
class
sizes.
What
we
did
last
year,
we
added
teacher
assistance
to
our
third
grade
classrooms,
and
so
that's
providing
another
adult
but
another
adult
to
provide
assistance.
N
Do
small
groups
to
even
help
them
do
one-on-ones
with
that
third
grade
teacher,
that's
in
the
classroom
and
so
again
no
we're
not
proud
of
the
data.
We
have
some
work
to
do
it's
a
challenge,
but
if
you
looked
at
the
eyes
of
everyone
that
was
up
there
at
that
Podium
they
relish
they
realize
the
opportunity
to
take
on
that
challenge
and
so
have
a
plan.
It's
a
challenge,
but
we're
we're
ready
to
go
we're
ready
to
take
it
off.
A
Thank
you
so
much
and
I
appreciate
you
coming
to
board
meeting
on
Tuesday
night
I
know
you've
really
worked
all
day
so
I
our
teachers
being
here.
Thank
you.
The
next
item
are
upcoming
dates.
There
is
the
October
25th
board
meeting
will
be
held
at
Cain
Hoy
Elementary
School.
The
address
is
2434
Kane
Kane
Hoy
Road
in
hugee.
A
That
concludes
the
upcoming
dates
and
events.
I'll
now
entertain
a
motion
to
adjourn
so.