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From YouTube: Committee of the Whole October 14, 2019
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Committee of the Whole October 14, 2019
B
D
C
E
F
C
H
A
F
I
I'm
donna
fields,
brett
Thursday's,
listing
session,
made
one
thing
abundantly
clear:
parents
and
the
community
overwhelmingly
disapprove
of
ccsd's
consolidation
and
closure
of
proposals
for
district
20
schools.
I
sincerely
hope
the
board
takes
that
to
heart
and
will
not
rush
to
vote.
This
fall
on
changes
that
no
one
wants
and
that
CCSD
staff
has
conceded
recently
were
not
vetted
by
teachers
and
administrators
when
they
were
being
developed.
As
for
proposals
for
beust
going
forward,
CCSD
needs
to
be
transparent
about
its
priorities
on
thursday,
dr.
I
post
away
mentioned
a
change
to
the
entrance
criteria
for
beust,
but
provided
no
specifics.
If
that
refers
to
the
academic
entrance
criteria,
those
are
critical
to
abuse,
long
track
record
of
success
and
I
know
I'm
not
alone
in
opposing
any
change
that
lowers
those
standards.
I
would
a
CCSD
to
provide
a
mechanism
to
get
candid
feedback
from
Buse
teachers
and
administrators
about
Effects
of
lowering
those
standards.
Those
criteria
before
proceeding
with
any
such
plan
doctor
dr.
post,
await
also
reiterated
a
desire
to
expand
beus,
seemingly,
irrespective
of
the
school
mall
approach
previously
proposed.
I
Ccsd
needs
to
be
transparent
about
who
its
expansion
goals
for
beust
are
designed
to
benefit,
because
expansion
not
only
comes
at
a
cost
to
abuse
where
the
success
of
the
program
depends
on
the
school
size
and
its
K
through
8
program
being
housed
in
one
campus,
something
that
is
supported
by
research,
but
that
expansion
also
comes
at
a
steep
price
to
the
other
schools
that
would
be
displaced
and
merged
to
accommodate
an
expanded.
Beust
change
is
driven
by
buildings
and
headcounts
failed
to
account
for
the
communities
and
programs
housed
housed
in
those
buildings.
I
If
the
goal
of
expansion
is
diversity,
that
absolutely
should
be
prioritized,
but
there
must
be
a
plan
that
pointedly
addresses
increasing
diversity
in
the
applicant
pool
expansion
alone
will
not
do
that.
Please
thoughtfully
consider
the
impact
of
proposals
on
students
and
communities
before
rushing
to
answers.
Yes,
there
are
children
sitting
in
desk,
while,
while
adults
are
baiting
a
debating,
but
it
is
more
detrimental
to
the
student
sitting
in
those
desks
to
rush
into
the
wrong
decision.
Thank.
A
J
Our
daughter
was
given
a
seat
abus'd
Academy
last
year
felt
like
we
won
the
lottery.
We
thought
we
were
getting
great
things
at
beust,
a
rigorous
holistic,
IB
curriculum
with
access
to
foreign
languages
in
a
caring
environment.
Many
ways
for
experiences
match
those
expectations.
Our
daughter
loves
reading
and
is
excited
to
go
to
school.
So
news
came
out,
there
might
be
changes.
I
know
it
raise
concerns.
For
me,
I
was
and
am
cautiously
hopeful.
Well
I'm,
not
a
when
I'm
aware
that
we
won
the
lottery.
J
I
know
there
are
many
parents
who
did
not
know
there
are
many
more
parents
who
look
like
me
and
have
incomes
like
me
who
won
that
lottery
so
I
broadly
support
some
of
the
changes
being
discussed.
I
think
you
should
be
larger
and
I
think
we
should
have
different
entrance
requirements,
but
I
also
think
we
should
be
clear
what
we
hope
to
achieve
by
the
things
being
changed
from
work
in
education.
I
know
these
decisions
are
challenging.
J
Looking
at
data
from
a
cost
district
and
truthfully
acknowledging
the
history
of
Charleston
I
hope
we
had
prioritized
equity.
Do
our
changes
make
for
more
equal
opportunities
for
all
kids
diversity
door?
Schools
enable
the
future
generation
to
learn
with
and
from
students
of
different
backgrounds
and
life.
Experience
and
outcomes
do
the
changes,
increase
opportunities
for
learning
and
success
for
all
students?
J
I
cannot
look
at
the
district
as
a
parent
and
citizen
and
said
that
we
don't
have
deep
problems
that
need
fixing
I
had
questioned
what
we
are
really
screening
for
with
testing
the
kindergarten
level
for
Advanced
Studies.
The
issue
of
making
schools
diverse
and
inclusive
is
an
urgent
necessity.
We
know
what
it
looks
like
to
live
in
a
segregated
society
which
need
to
look
around
us
and
look
in
our
schools.
If
we
want
our
city
in
our
society
to
look
different
in
the
future,
we
need
to
look
at
our
schools
today.
J
Our
children
are
facing
a
rate
of
change
in
the
world
and
labor
market
that
are
unlike
what
we
faced
growing
up.
They're
facing
divisions
in
our
society
that
we
haven't
overcome.
We
need
to
do
better,
for
them
know
that
path.
There
won't
be
easy,
however,
if
you
are
willing
to
make
the
choice
that
make
our
schools
more
diverse,
more
equitable
and
more
inclusive.
J
K
All
right,
so
we
talked
a
lot
about
what
we
don't
like.
Well,
here's
some
solutions
for
you
guys
you
might
want
to
write
this
stuff
down,
there's
actually
a
think
tank
called
the
Century
Foundation,
which
does
things
such
as
deal
with
issues
you're
trying
to
deal
and
there
you
go
this
web
page.
And
then
you
look
this
up.
It's
a
toolkit.
It
says,
recruiting
and
enrolling
a
diverse
student
body
and
public
choice,
schools,
which
is
exactly
what
you're
presented
with,
and
they
do
it
successfully
in
several
states.
K
So,
instead
of
looking
at
solutions
and
spending
money
on
solutions
and
interviewing
people
that
don't
know
what
they're
talking
about
go
to
someone
that
knows
what
they're
talking
about
that
has
done
it
successfully
and
implement
these
changes
now,
I'm,
not
asking
for
you
to
create
more
people,
just
create
another
list,
keep
the
numbers
how
they
are
cuz.
The
bigger
numbers
and
less
teachers
is
not
a
good
plan
like
this
middle
school
mall.
It's
a
bad
idea.
I
was
at
the
the
listening
session
and
everybody
there
was
against
it.
K
The
Charleston
aggressive
students,
the
teachers,
the
parents,
were
against
it,
the
Mitchell
students,
teachers
and
parents
were
against
it.
The
abus'd
students,
teachers
and
parents
were
against
it.
In
fact,
everybody
there
clapped
wildly
when
they
were
against
it,
and
that
means
you
should
not
do
it,
because
those
are
your
constituents
and
your
job
is
to
do
what
they
want
you
to
do
now:
middle
school
Mon
you
talked
about
it,
doesn't
have
enough
teachers
for
the
smaller
students.
K
Well,
your
math
is
wrong,
because
if
you
want
to
hire
teachers
to
teach
to
the
middle
school,
mall
you're
gonna
have
to
hire
the
same
amount
of
teachers
to
effectively
teach
at
the
smaller
schools.
You
want
one
guidance
counselor
for
500
kids.
Well,
that
guidance,
counselor
Laura,
a
quit,
B
be
ineffective,
C,
be
ineffective
and
then
quit.
K
L
Good
afternoon,
as
you
know,
I'm
abuse
parent,
but
today
I'm
going
to
talk
to
you
about
the
importance
of
keeping
our
K
through
8
family
together
and
not
breaking
it
apart.
There
have
been
numerous
studies
that
have
been
performed
across
the
United
States
over
many
years
that
have
shown
that
there
are
both
advantages
in
academic
achievement
and
also
on
social
grounds
in
a
K
through
8
situation,
as
opposed
to
children
being
in
a
separate
Elementary
from
a
middle
school.
L
So,
let's
be
honest,
the
middle
school
years
are
pretty
tricky
from
a
social
perspective,
and
these
studies
have
shown
that
students
thrive
much
better
when
you
keep
the
K
through
8th
grades
together.
So
studies
that
I've
come
across
include
there's
a
Milwaukee
study.
Again
it
looked
at
controlled
for
a
lot
of
different
occurrences,
but
it
looked
at
elementary
and
separate
middle
school
as
opposed
to
K
through
8
students,
and
the
study
found
that
students
in
the
K,
through
8
schools,
had
higher
academic
achievement,
both
on
their
GPA
and
Stan
Tess.
L
Moreover,
students
participated
more
in
extracurricular
activities
and
demonstrated
greater
leadership
skills
in
Baltimore
same
things.
Students
in
the
K,
through
8
school,
scored
much
higher
than
their
middle
school
counterparts
on
standardized
tests
in
reading
language,
arts
and
math
same
thing
in
Florida
and
also
in
Philadelphia.
There's
also
a
study
that
followed
these
kids
into
high
school
so
and
it
showed
these
same
kids
in
high
school.
The
ones
that
came
from
a
K
through
8
situation
performed
better.
Their
academic
gains
were
increased
over
those
ones
that
were
separated
for
elementary
and
middle
schools.
L
So
I'm
hearing
a
lot
of
talk
about
you
breaking
apart,
the
beust
family
into
a
separate
elementary
and
a
middle
school
program.
However,
this
is
going
to
result
in
lower
academic
achievement
for
the
students
and
it's
also
going
to
resort
result
in
problems
from
a
social
perspective
as
well.
So
it
asked
the
board
not
to
rush
into
anything
and
carefully
consider
the
merits
of
a
case
or
eight
education.
Thank.
G
F
G
That
that
was
the
headline,
a
messy
process
for
CCSD
our
families
are
engaged
from
different
backgrounds.
We
are
circling
around
the
goal
of
lifting
up
the
most
vulnerable
and
most
needy
and
historically
underserved
communities.
We
have
awareness
of
just
how
deep
this
problem
lies.
I've
been
encouraged
that
there
is
improved
communication.
The
number
of
calls
I
got
for
the
d20
constituent
board
meeting
is
exponentially
more
than
any
I've
historically
received
before
the
website
was
updated.
With
the
PowerPoint
slides
from
the
presentations,
the
synopsis
was
helpful.
G
The
use
of
Facebook
so
I'm
encouraged
by
that
I
hope.
It's
genuine
I
hope
it
will
continue,
and
the
question
I
heard
on
those
Facebook
posts
is:
when
is
the
next
one?
I
missed
this
and
45
people
had
one
minute
to
speak?
That's
not
enough.
Keep
it
going
continue.
The
dialogue
make
it
easier
to
sign
up
to
speak
at
board
meetings.
We
have
to
get
here
an
hour
and
a
half
before
we
have
an
opportunity
to
speak.
G
Can
we
sign
up
online
to
get
our
name
on
the
daily
roster,
the
Post
and
Courier,
saying
that
this
is
directed
by
the
board
not
to
have
detailed
plans
back
if
you've
got
detailed
plans?
Now
is
the
time
to
show
us
show
us
that
there's
analysis
that
there's
best
practice
data
to
support
these
recommendations
board?
Please
do
not
create
an
artificial
sense
of
urgency.
Our
children
should
not
have
to
deal
with
a
messy
process.
They
should
have
the
results
and
the
impact
of
an
intentional
and
thoughtful
process.
Thank
you.
Thank.
M
Good
afternoon
my
name
is
Colleen
Griffin
and
I
have
a
ninth
grader
at
academic
magnet,
High
School,
improving
the
academic
outcomes
for
our
high
poverty.
Students
should
be
a
top
priority
for
CCSD,
and
we
can
and
should
work
to
expand
access
and
enroll
more
of
these
academically
gifted
students
at
academic
magnet
I'm
here
to
ask
that
any
changes
to
the
admission
policies
do
not
eliminate
the
requirement
that
students
must
qualify
still
qualify
based
on
the
rubric.
M
I
also
asked
that
the
rubric
not
be
made
less
challenging
academic
magnet
is
an
extremely
successful
school
because
the
students
it
admits
have
been
academically
prepared
to
be
there.
It's
most
important
right
now
that
CCSD
focus
on
reducing
the
disparities
and
outcomes
in
the
elementary
and
middle
schools
in
our
district.
This
will
create
a
more
balanced
pipeline
of
talented
and
prepared
kids
applying
to
academic
magnet
and,
more
importantly,
it
will
improve
outcomes
for
all
of
our
children,
not
just
those
who
are
academically
gifted.
M
If
you
reduce
the
rubric
scoring
criteria,
we
would
undermine
a
core
reason
for
the
impressive
success
of
this
school.
In
sum,
I
believe
to
make
the
school
more
representative
of
all
of
the
students
in
Charleston
County,
the
answer
lies
in
preparation
and
outreach
to
high
poverty,
gifted
and
talented
students.
Thank
you.
Thank.
A
N
Good
afternoon,
that's
all
I
like
to
talk
about
the
problem
that
we
have
in
our
community.
It's
a
bus,
stop
I,
love
them
Bennett,
Charles
Road
and
my
Pleasant.
The
bus
used
to
I
got
a
letter.
Friday
got
a
little
Friday
st.
Nick
dog
I'll,
stop
the
bus
route
on
Bennett,
Charles
and
Bobo.
No,
we
got
a
bunch
of
kids
that
moves
them
Bobo
and
being
a
Charles.
N
The
bus
come
pick,
my
grandchild
up
at
6:30
in
the
morning.
It's
dark
out
there.
You
got
a
large
volume
on
cause
that
comes
on,
but
on
on
bad
Charles
and
Bobo.
They
want
these
kids
to
walk
almost
a
mile.
The
Harvey
41
kept
the
bus.
That
is
not
acceptable
to
me.
Oh
all,
the
other
residents,
and
in
this
area
they
say
this
song.
The
bus,
they're
gonna.
N
N
Don't
know
if
y'all
have
y'all
been
on
highway
41,
but
in
a
bubble
advantage:
Bennett,
Charles
and
41
yeah
numerous
accidents,
41
and
you
can
put
kids
in
danger
by
stopping
the
bus
that
coming
down
these
two
roads
to
go
back
all
the
way
on
highway,
41
and
the
only
other
way.
Then
you
cut,
you
know,
make
it
shorter.
It's
cutting
across
a
ditch,
get
full
water.
Do
the
woods!
Now,
let's
create
another
problem.
You
got
snakes
out
there.
N
P
P
Basically,
the
same
issue:
I've
got
a
sixth
grader
at
Carey
Oh
and
all
I
wanted
was
just
for
them
to
move
the
bus
into
our
neighborhood.
Rather
than
have
the
children
stand
on
highway
41,
two
days
after
school
started,
there
was
a
wreck
just
feet
away
from
the
children.
Three
cars.
Okay,
I
walked
with
these
kids.
The
bus
could
even
get
to
them
because
it
was
so
crazy
and
congested.
It
was
chaos
we
walked.
I
had
to
walk
with
the
children
down
41
to
get
to
the
bus.
It's
it's.
P
It's
unsafe,
clearly
and
I
realized
that
some
stops
have
to
be
in
spots.
That
are,
you
know,
congested
I,
understand
that
for
safety
issues,
but
that
bus
can
come
into
our
neighborhood
that
bus
can
come
in
and
safely
turn
around.
If
there
are
things
in
the
way
of
that,
you
know
we
employ
your
help
to
try
and
figure
out
what's
best,
but
there's
no
way
in
the
world
that
it's
safest
for
the
children
to
stand
on
the
highway.
There
has
to
be
some
other
safer,
alternate
solution
today,
there's
no
sidewalks,
no
lights.
P
As
you
said,
the
bus
has
been
doing
it.
They're
gonna,
stop
it
five.
Six
seven
year-olds
elementary
school
children
catching
no
other
neighborhood
on
41,
has
their
babies
standing
on
the
highway.
There
has
to
be
another
safer,
alternate
solution
and
the
neighborhood
we're
willing
to
work
with
whomever
safety
zoning,
whoever
it
is.
That
is
in
charge
of
that
to
help
us
come
up
with
something
safer.
We
employ
you
to
come
and
help
because
I
don't
want
to
be
that
parent.
That
has
regrets,
because
my
child
got
hit
and
I
didn't.
Do
anything.
P
P
A
J
E
C
E
Okay,
just
to
to
give
you
an
idea
of
what
I'm
going
to
review
with
you,
I'm
just
gonna
go
over
a
little
bit
of
a
rationale
for
change
in
an
overview
of
where
we've
been
for
the
past
few
months.
What
got
us
to
this
point?
The
board
priorities
were
laid
out:
the
feedback
that
we've
received
to
date
and
the
work
underway.
So
the
first
question
is:
why
change
anything
I
think
it
boils
down
to
the
three
purposes
of
public
education.
The
first
is
a
moral
imperative
that
brought
most
of
us
to
this
work.
E
It's
the
same,
the
same
value
that
the
forefathers
wrote
in
the
Declaration
of
Independence.
We
hold
these
truths
to
be
self-evident,
that
all
men
are
created
equal
endowed
by
their
creator
with
certain
unalienable
rights
and
among
those
are
life
liberty
and
the
pursuit
of
happiness
in
our
society.
Education
is
the
fundamental
key
that
unlocks
access
to
opportunity
in
America.
Ever
since
the
beginning
of
public
education
in
the
Massa's
Massachusetts
colony
in
the
1600s
education
has
been
seen
as
the
cornerstone
of
democracy.
E
E
High-Knowledge
era
and
too
many
of
our
children
are
unable
to
access
living
wage
jobs.
We
have
a
preponderance
of
children
who
receive
free
and
reduced
lunch.
They
could
close
that
poverty
gap
if
they
could
simply
access
the
high-skilled
jobs
that
are
in
our
area,
and
they
cannot
do
that
if
they
cannot
access
the
best
that
we
have
to
offer
in
education.
E
Additionally,
when
we
were
accredited
for
the
first
time
a
year
ago
in
the
fall
of
2018,
the
accreditation
agency
told
us
that
if
we
did
not
make
improvements
in
certain
areas,
they
would
not
keep
our
accreditation
current,
and
that
is
extremely
extremely
important
if
your
child
is
applying
to
a
college
from
Charleston
County
Schools.
So
if
we
look
at
this
is
just
a
snapshot
from
one
page
in
the
accreditation
report.
I
think
there
were
actually
twelve
standards
under
the
learning
capacity
area
and
we
did
not
meet
six
of
them.
E
So
the
first
one
that's
listed
here:
2.1
learners,
have
equitable
opportunities
to
develop
skills
and
achieve
the
content
and
learning
priorities
established
by
the
system.
The
last
one,
on
that
page
of
2.5
educators,
implement
a
curriculum
that
is
based
on
high
expectation
and
prepares
learners
for
the
next
level
is
another
area
where
we
fell
woefully
short.
E
E
The
thing
that
we
need
everyone
to
understand
is
our
financial
situation,
so
the
next
slide,
if
you're
looking
at
your
packet,
is
from
the
study
that
was
published
on
October
3rd
here
in
South
Carolina.
This
is
a
study
about
how
to
create
equity
across
the
state,
and
the
bottom
line
for
all
of
us
to
understand
is
Charleston.
County
is
the
biggest
loser
in
that
effort,
so
they
proposed
staffing.
I've
put
some
of
the
statistics
in
here.
E
The
first
couple
bullets
are
about
school
administrator
and
school
staff.
It's
a
third
bullet
one
media
specialist
for
every
685
students,
one
guidance
counselor
for
every
350
students,
one
nurse
for
every
600
students
and
one
resource
officer
for
every
600
students.
That
would
be
the
allocation
that
would
be
funded
from
the
state
and
Charleston
County
will
be
in
a
situation
where
we
cannot.
E
We
will
not
be
permitted
to
raise
local
revenue
if
we
want
to
do
something
different
in
the
equitable
redistribution
Charleston
County
Schools
is
shown
as
being
more
than
250
school
positions
over
the
allotted
amount
in
the
in
there
are
four
different
scenarios
in
that
study.
In
the
least
damaging
scenario,
we
lose
almost
50
million
dollars,
49
million
and
change.
That's
the
best
scenario.
E
In
the
worst
case
scenario,
Charleston
County
loses
100
million
and
even
if
nothing
happens
with
the
funding
formula
in
South
Carolina,
if
the
legislature
chooses
to
do
nothing,
this
district
hits
a
funding
cliff
or
a
ceiling
in
two
or
three
years.
We
will
not
be
able
to
keep
all
the
staff
we
have.
We
will
not
be
able
to
offer
any
further
pay
raises
to
teachers.
We
will
not
be
able
to
expand.
E
Will
not
be
able
to
bring
additional
opportunities
to
small
schools
that
are
currently
not
getting
the
same
curricular
offerings
as
other
schools.
That
is
a
hard
fact
of
life
which
causes
us
to
have
to
make
some
changes,
whether
we
want
to
or
not,
if
you're
looking
at
your
packet
I
put
two
pages
in
there
that
I
thought
that
are
extracted
from
this
study
so
that
you
can
see
precisely
what
I'm
talking
about
the
first
page
shows
that
were
224
teachers
over
the
allocation
that
we
are
listed
as
21
guidance.
E
Counselor's
over-allocation
were
listed
as
3.4
in
media
specialists
over-allocation
and
at
the
school
level
26
administrators
over-allocation.
Those
would
be
primarily
assistant
principals
and
we're
helping
with
a
lot
of
the
operational
and
disciplinary
needs.
The
next
page
shows
you
the
best
case
scenario
and
that's
the
page
that
shows
you
that
Charleston
County
stands
to
lose
forty
nine
million
six
hundred
twenty
four
dollars
so
that
the
link
for
that
study
is
there
I've
sent
it
to
you
last
week.
I
doubt
you've
had
time
to
look
at
it
yet,
but
it
it
addresses
equity,
not
adequacy.
E
E
Yes,
thank
you
to
answer
more
precisely.
The
governor
and
the
head
of
the
House
of
Representatives
and
Senate
asked
Franklin
rainwater
to
convene
a
committee
and
complete
the
study
and
present
it
to
the
governor
and
the
legislature.
That
was
the
work
that
the
legislature
asked
last
year
to
be
completed.
Thanks.
Did
that
answer
your
question
better,
so
we
get
to
the
next
section
we're
going
to
review
sort
of
the
work
to
date,
how
we
got
here
so
in
the
fall
of
2018,
we
were
receiving
our
accreditation
report.
E
Again,
it's
the
first
time
we've
ever
been
accredited.
It
came.
Our
accreditation
came
with
warnings
that
the
board
must
address
certain
areas
and
if
we
do
not,
we
will
not
be
accredited
next
time
around
right.
After
that,
then
we
began
to
work
in
earnest
in
December
the
board
had
24
different
goals.
E
We
collapsed
those
into
a
few
high
leverage
initiatives,
improved
middle
school
options,
feeder
pattern,
alignment,
finding
highly
skilled
leaders
to
lead
our
schools,
especially
at
lower
performing
school,
better
supports
for
students
who
are
disrupting
learning
and
programs
in
use
elsewhere
that
we're
producing
better
results
than
some
of
the
programs.
We
were
using
so
we
formed
these
facilitating
groups
that
would
meet
with
communities
in
North,
Charleston,
the
peninsula,
West
Ashley
and
John's
Island.
They
held
meetings
be
up
through
throughout
last
spring
and
then
on
June
24th.
E
They
brought
their
in
critical
recommendations,
their
findings
to
the
board.
The
administration
also
made
some
recommendations
to
the
board
that
day
and
on
June
24th.
The
board
approved
actions
were
to
bring
recommendations
back
to
the
board
regarding
magnet
and
choice
by
October
2019.
One
of
the
driving
concerns
was
the
lack
of
equity
access
and
demographic
representation
in
our
magnet
and
choice
programs.
E
The
second
action
was
to
expand
student
access
to
mental
health,
counselors
or
other
social
socio-emotional
supports.
That
has
certainly
been
done.
Congratulations
to
the
staff
who
wrote
that
grant
received
over
one
of
13
districts
in
the
country
to
receive
the
five
million
dollars
to
support
that
effort.
The
third
arranged
cultural
competence,
training
for
all
personnel
by
August,
that's
underway
and
you'll,
hear
a
report
from
mr.
Kennedy
on
that
in
November
and
then
finally
develop
a
process
to
receive
proposals
for
effective
school
approaches.
So
these
reports
aren't
just
going
to
hold
up.
E
Should
look
familiar
to
you,
this
is
these
are
the
kinds
of
reports
you
received.
You've
set
some
clear
board
directives
last
spring,
then,
on
June
24th,
we
narrowed
down
our
recommendations
based
on
the
community
reports
that
were
coming
to
you
and
then
in
August.
We
brought
a
list
of
directives
and
timelines
a
bit
like
this.
So
the
next
thing
that
you'll
see
here
is
just
a
screenshot
from
this
timeline
that
you
received
in
August
the
first
directive.
E
We
were
to
establish
school
level,
explicit
and
measurable
expectations
which
has
been
done,
define
the
readiness
pathway,
the
metrics
the
process.
So
we
know
who
is
ready
and
who
is
not
ready
and
can
have
some
some
very
clear
intents
about
how
to
close
the
readiness
gaps,
simplify
those
individual
student
scorecards
for
every
child
you're
here
you'll
hear
more
about
that.
Today.
We
did
that
work
in
December
on
the
election
day,
November
4th
teachers
will
be
meeting
with
parents
to
actually
put
this
whole
process
in
place.
E
You
asked
us
to
look
at
high-impact
indicators
with
respect
to
our
new,
the
new
expenditures,
and
we
reported
that
to
you
at
the
last
meeting,
directed
nine
solicit,
effective,
innovative,
innovative
school
management
approaches
for
partnerships,
not
charter
consideration.
That
was
the
solicitation
for
interest
Reverend
Collins.
You
were
asking
about
that
Friday.
We
discussed
that
on
August
26
then
brought
you
an
example
of
the
solicitation
for
interest.
E
You
all
remember
you
talked
about
what
date
we
should
ask
for
feedback
on
that
women
decided
it
should
be
by
October
4th,
and
we,
rather
than
hire
someone
to
coordinate
our
charter.
Schools
said
that
we
would
repurpose
that
position
and
hire
or
contract
for
someone
to
really
help
with
this
whole
effort
of
trying
to
find
the
right
approaches
to
more
rapidly
accelerate
achievement.
E
Student
well-being,
in
some
of
our
schools
directive
10,
was
about
the
district's
capacity
to
execute
mission,
critical,
changing
the
board
agenda
format,
to
focus
more
of
our
meeting
time
on
students,
well-being,
established
processes
to
engage
parents,
educators
and
employer
or
employer
representatives.
As
we
consider
these
changes
and
then
schedule
the
first
and
second
round
of
meetings
which
was
done
and
then
by
the
end
of
September,
we
were
to
start
bringing
recommendations
on
the
magnet
and
school
choice.
Changes
by
January
then
bring
to
you
the
school
facilities,
modifications
that
would
have
to
happen.
E
So
that's
just
sort
of
a
reminder
of
how
we
got
to
this
place.
So
on
September
16th,
we
brought
to
you
the
board
priorities.
We
focus
on
five
of
them
all
children
ready
for
first
grade,
we
focused
on
all
children
having
access
to
high-quality,
equitable
program
offerings
under
that
when
we
talked
about
the
absolute
necessity
of
bringing
enrollments
to
our
schools
in
our
schools
to
at
least
five
hundred
students
at
elementary
and
more
like
600
in
our
middle
schools.
The
next
priority
we
talked
about
was
fair
representation
of
our
diverse
student
population.
In
special
programs.
E
Looking
at
the
electives
that
are
available
for
our
middle
school
students,
where
we
have
enough
enrollment
to
make
that
feasible
and
then
the
third
and
fourth
bullets
got
at
the
student
population.
Revisions
at
be
used
in
academic
magnet
to
make
sure
that
the
student
body
more
closely
represents
the
diversity
of
that
district,
and
in
order
to
do
that,
the
idea
on
the
table
at
that
time
was
to
expand
by
one
class
per
grade.
E
The
number
of
seats
abused,
which
would
require
abuse
to
be
located
on
two
sites,
and
it
would
also
require,
in
that
expansion
to
come
up
with
some
different
way
or
some
some
way.
We
don't
have
a
way
of
determining
a
fifth
grader
who
is
eligible
or
a
sixth
grader
is
eligible.
So
that's
work
on
your
progress
and
I'm
going
to
skip
to
the
fifth
recommendation
because
it
fits
under
this
one.
That
was
the
recommendation
about
partial
magnet,
so
we've
heard
some
talk
about
that.
E
So
what's
been
happening,
we've
had
these
listening
sessions.
So
far,
we've
conducted
listening
sessions
in
the
Baptist
Hill
area,
the
North
Charleston
area
of
the
James
Island
area
and
downtown
the
following
slides.
Most
of
you
have
been
to
those
listening
sessions.
This
just
lays
out
for
you
again
those
proposals
that
we
put
on
the
table
for
consideration
at
the
listening
sessions.
E
In
elementary
when
we
build
a
new
Ladson
in
downtown,
we
talked
about
rezoning
some
elementary
schools,
but
making
sure
that
we
maximize
that
the
number
of
early
childhood
seats
here
also
increasing
the
number
of
seats
in
districts,
nine
and
twenty
three,
so
I
won't
walk
through
all
of
these
proposals.
We
did
meet
in
each
constituent
area
and
these
are
the
slides
that
we
shared
in
district
23
in
district
4.
E
The
first
few
bullets
just
repeat
what
we
saw
about
early
childhood
education,
and
then
we
talked
about
the
latter
bullets
bullet
number,
five,
establishing
a
master's
residency
program
at
a
North
Charleston
elementary
school.
That
would
be
a
program
where
there's
an
expert
teacher
and
a
novice
teacher.
We
work
with
an
institution
of
higher
education
to
make
sure
that
the
novice
teacher
is
learning
from
a
master
and
taking
college
courses.
E
So,
within
a
span
of
two
to
three
years,
the
novice
teacher
would
receive
a
master's
degree
by
working
in
partnership
with
an
institution
of
higher
education
involving
parent
representatives
in
reviewing
the
solicitations
for
interest.
Looking
at
middle
schools,
we
talked
about
Morningside
and
the
need
for
need
for
a
meeting
Street
middle
school,
an
opening,
state-of-the-art
Career
and
Technology
Center
next
year.
E
D20.
We
have
heard
about
these
recommendations.
I'll
just
say
a
bit
about
the
first
one,
the
arts
infused
program
at
Sandra's
Clyde.
So
we
would
expect
that
this
year
we
would.
We
would
recommend
an
investment
in
Sanders
Clyde
in
the
arts,
that's
similar
to
the
investments
that
the
board
makes
in
Ashleigh
rivers,
the
Ashley
River,
creative
arts
Elementary
and
in
the
North
Charleston
creative
arts
elementary
because
we've
not
done
that
at
Sanders
Clyde
and
then
the
rest
of
these
proposals
on
the
peninsula.
We
we've
talked
about
and
we've
had
a
lot
of
public
comment
on.
E
So
what's
the
feedback
generally,
we
boiled
it
down
into
these
main
points.
The
many
hughes
community
members
who
attended
the
d23
session
are
opposed
to
combining
the
192
students
at
many
hues
with
the
600,
the
362
students,
@eb
Ellington.
If
those
two
were
to
consult
combined
on
the
EB
Ellington
site
with
some
new
construction
there,
it
would
make
an
elementary-school
of
an
ideal
size
would
be
about
550
for
students,
and
that
gets
us
inside
that
allocation
formula.
To
put
the
the
whole
system
of
supports.
E
It's
not
quite
what
the
state
recommends,
but
it's
a
lot
closer
than
those
two
schools
are,
at
the
current
time,
the
choice
and
development
Academy
supporters
who
spoke
liked
their
schools
as
they
are
and
opposed
change.
Some
have
privately
offered
thoughtful
alternatives
and
that
that's
not
just
chocolate
development
Academy.
It's
abuse,
meminger
Mitchell
Child,
some
aggressive
and
charleston
development
they,
but
those
who
are
present
the
meetings
and
spoke
like
their
schools
and
don't
want
them
to
change
privately.
E
Some
very
reflective
parents
have
said
we
don't
think
that
will
work
quite
that
way.
But
here's
an
idea.
Would
you
be
willing
to
consider
this?
The
third
bullet
we
heard
loudly
and
clearly
that
some
neighborhoods
have
very
fragile
and
complex
social
ecosystems
that
the
school
holds
a
very
special
place
in
the
community,
connecting
the
interdependencies
of
housing,
education,
family,
nonprofit
organizations
and
other
extended
support
mechanisms,
and
we
need
to
be
very,
very
careful
before
we
disrupt
those
kinds
of
connections
next
bullet.
E
There
are
concerns
about
some
of
the
partial
magnet
recommendations
and
we
have
sent
those
back
to
the
committee.
That's
working
on
that
next
bullet.
There's
some
opposition
to
and
some
misunderstanding
about,
the
proposed
partnership,
schools
and
the
final
bullet
that
we
felt
deserve
this
level
of
general.
Generalized
summary
is
several
parents
and
educators
ask
that
we
reconsider
the
concept
of
locating
multiple
middle
school
programs
on
one
campus.
That
does
not
seem
to
be
an
idea
that
resonates
with
people
or
that
they
can
imagine
working.
E
We
we
will
readily
admit
it,
wouldn't
work
well
without
the
right
leader
there
all
the
time.
So
what
are
we
doing
now?
Here's
the
work
underway
with
respect
to
those
four
priorities
and
then
we'll
talk
about
the
solicitation
for
interest
in
just
a
minute,
so
we're
holding
listening
sessions
as
well
as
some
small
group
meetings
in
the
community
coming
up.
Are
someone
asked
a
little
bit
ago
tomorrow,
night
at
hop
middle
school
Wednesday
night
at
Lange,
middle
school
next
Tuesday
at
st.
E
James
Santee
up
in
district
1
and
next
Thursday
of
the
24th
at
6
p.m.
at
West
Ashley
high
school?
We
are
on
the
verge
of
contracting
with
some
individuals
to
help
with
these
board
directives,
particularly
with
the
solicitation
for
interest
we're
interviewing
for
the
chief
academic
officer
position
this
week
when
we
hired
that
position
that
will
give
us
a
little
more
capacity,
we're
continuing
to
work,
multiple
plans
and
scenarios
for
d20
and
other
schools.
E
I'm
continuing
today
we're
bringing
up
just
an
early
draft
of
possible
changes
to
academic
magnet,
enrollment
criteria.
We
don't
ask
we
will
not
be
asking
you
to
vote
on
that
today.
We
have
a
lot
of
conversation
to
have
yet
around
one
of
the
issues
that
was
mentioned
today,
how
we
make
sure
we
offer
access
and
that
we
don't
put
children
in
in
a
situation
at
academic
magnet
where
they're
unable
to
enjoy
and
respond
to
the
academic
rigor
we're
considering
a
lot
of
options
for
Beus.
E
So
if
we
want
to
move
forward
with
the
board's
plan
to
diversify
abus'd
without
lowering
the
quality
of
the
insta
earning
that
occurs
there,
we
have
a
couple
of
options.
The
first
is
to
add
one
grade
per
class,
using
enrollment
criteria
with
features
similar
to
those
that
will
be
proposed
or
developed
for
academic
magnet
for
the
upper
grades,
because
we
would
have
to
figure
out
how
we.
R
E
One
class
per
grade
we're
seeking
advice
about
the
appropriate
screening
processes
for
kindergarten.
That's
separate
from
upper
grades,
assuming
we
add
one
grade
per
class:
beautiful
have
to
expand
to
another
site.
So
there
are
several
different
options
on
the
table
and
we
could
consider
some
different
grade
configurations.
E
K3
at
one
site
for
8
another
k,
4
+,
5,
8,
k,
5,
+,
6
8.
There
could
even
be
some
other
conceivable
configurations,
but
that
does
require
that
we
think
about
Charleston,
regressive
about
meminger
and
Mitchel,
all
of
a
part,
as
we
think
about
where,
where
students
can
best
be
served,
so
a
different
option
that
would
not
be
at
all
what
parents
would
want
would
be
to
remove
the
countywide
magnet
status
and
return
students
who
are
academically
capable
to
their
constituent
districts.
E
If
there
are
schools
in
their
constituent
districts
that
are
serving
peers
that
are
at
the
same
level
of
academic
advancement,
because
we
do
have
some
schools
in
the
county
that
are
serving
students
at
same
kind
of
academic
levels
and
challenges
as
beust
abused
within
served
D
20
students
plus
students
from
other
areas
of
the
district
that
don't
have
access
to
schools
that
are
have
that
have
that
sort
of
academic
gifted
program
in
place.
So
this
could
be
accomplished
without
having
to
move
to
two
campuses.
E
E
We're
still
exploring
the
option
of
placing
some
of
the
Montessori
middle
school
programs
on
one
campus
so
that
we
can
improve
the
opportunities
for
those
students.
It's
darned
hard
to
get
all
of
the
middle
school
electives
to
76
kids,
a
grades
across
grades,
6,
7,
&,
8,
so
work
underway
with
priority
4
priority
4
was
about
the
partnership
school
zone
and,
what's
listed
on
this
slide,
were
the
original
bullets
that
we
brought
to
you.
E
We
pointed
out
that
partnership
schools
are
not
charter,
schools
and
they're,
not
an
effort
to
privatize
schools,
but
that
each
school
would
have
a
contract
with
the
board.
The
board
remains
in
full
control
of
that
school.
Under
the
terms
of
whatever
contract
you
would
develop
and
a
majority
of
board
members
would
vote
on.
So
we
think
that
title
has
been
problematic.
We
first
started
with
an
idea
of
an
innovation
zone.
We've
had
one
of
those
in
Charleston
County
school
before
so
that
seemed
confusing.
Then
we
thought
about
opportunity
zone,
but
that's
the
same
term.
E
The
federal
government
is
using.
We
used
partnership
schools,
but
that
became
confusing
because
it
sounded
to
some
people
as
though
we
were
expanding
the
only
partnership
school
we
have,
and
so
perhaps
the
term
as
acceleration
schools.
But
the
point
is
the
ex-patient
expectation
is
clear.
These
schools
have
greater
autonomy,
but
they
have
greater
responsibility.
We
expect
them
to
accelerate
the
rate
of
student
well-being.
Academic
growth
and
I
can
achievement
more
than
their
counterparts.
That's
that
would
be
the
whole
point
of
trying
to
make
some
very
significant
changes
in
the
way
these
schools
are
structured.
E
That's
why
that
early
childhood
program
is
so
important,
it's
so
critically
important
to
get
that
the
three
four
five
year
old
program
right
and
get
more
children
entering
first
grade
ready
to
read
when
we
loop
in
our
Charleston
County
Schools,
the
one
that
is
bringing
the
most
children
from
poverty
to
higher
levels
of
literacy
happens
to
be
meeting
Street
Academy
meeting
Street
is
not
applied
to
run
anymore
schools
in
the
district.
For
some
reason,
this
is
upsetting
to
a
lot
of
people,
but
as
you'll
recall,
this
slide
shows
on
the
bottom
row.
E
The
red
represents
children
in
poverty.
On
the
top
row,
the
blue
represents
the
percentage
of
children
who
scored
meet
and
exceed
in
reading
and
math.
So
as
you
look
across
there,
the
one
school
that's
brought
more
children
from
poverty.
The
bottom
circle
to
readiness
and
above
on
South
Carolina
ready,
is
Meeting
Street.
Some
schools
are
making
progress
and
others
aren't
making
much
progress.
That
meeting
Street
has
consistently
made
progress.
E
These
are
our
data
that
we
downloaded
from
the
South
Carolina
Department
of
Education
website,
and
this
represents
achievement
of
math
and
reading
added
together,
but
because
I
started
with
that
slide,
I
think
it
caused
a
lot
of
people
to
think
that
a
partnership
school
would
only
be
that
kind
of
school.
So
we
want
to
share
with
you
and
with
the
public
of
the
respondents
that
we've
had
so
far
to
the
solicitation
for
interest.
E
There
are
nine
of
them.
Arts
now,
which
is
a
non-profit
wanting
to
work
with
angel
oak
Elementary.
Distinctive
schools
is
a
school
system
that
works
in
other
states.
Engaging
creative
minds,
Sanders
collide
Intermediate
is
a
local
LLC
that
supplied
metanoia.
We
all
know
is
a
local
nonprofit
and
they
want
to
open
the
area's.
Only
a
rated
National
Association
for
education
of
young
children,
accredited
Early,
Learning,
Center
and
they're
opening
at
the
old
shakoora
Elementary
a
group,
a
non-profit
group
called
noble
education
initiative,
and
some
of
these
are
charter
schools.
E
If
you,
google
them
you'll,
see
their
charter.
Schools
in
other
place
places
that
teacher
residency
lab
that
we
talked
about.
The
College
of
Charleston
wants
to
operate
with
us
and
has
submitted
a
solicitation
of
interest.
The
University
of
Virginia
is
interested
in
working
with
us
in
leadership
and
three
turnaround.
Schools
and
then
another
organization
called
ventures
in
education
PLA.
So
what's
the
next
step,
the
next
step
is
to
look
at
examples
of
waivers
that
these
kinds
of
schools
that
would
be
in
an
acceleration
zone
could
get.
E
They
could
get
waivers
from
school
calendar
requirements,
so
students
could
start
school
before
the
third
Monday
in
August.
They
get
waivers
from
more
flexible
use
of
instructional
time
and
use
of
virtual
instruction
to
better
customize
student
learning.
They
can
get
exemptions
from
teacher
certification
requirements
for
subjects
such
as
the
virtual
programs,
Career
and
Technology
education.
A
lawyer
could
actually
teach
law
in
the
schools
without
having
to
get
go
back
and
get
an
educators
degree.
E
World
languages
is
another
area
that
a
teacher
wouldn't
have
to
have
certification.
For
so
there
are
certain
areas
that
they
can
get
waivers
from
the
state
certification
requirements.
They
could
also
get
waivers
from
the
teacher
tenure
requirements
and
I
that
isn't
on
here,
but
I
should
say
that,
because
that
is
unsettling
for
some
people.
This
board
would
have
to
approve
that
first.
But
if
that
won't,
this
Board
approves
that
the
State
Board
could
approve
it
and
that
could
be
used
so
that
it
it
is
whatever
freedom
degrees
of
freedom.
E
This
board
would
be
willing
to
grant
a
school
in
order
to
allow
it
to
demonstrate
that
it
can
reach
more
children
and
accelerate
their
well-being
more
quickly
than
the
approaches.
We're
currently
using
district
staff
is
reviewing
these
proposals
for
compliance
with
the
solicitation
requirements.
If
someone
submitted
a
an
application
that
didn't
meet
the
requirements,
they'll
be
ruled
out,
then
we'll
form
stakeholder
committees
to
vet
the
potential
partners
they
may
want
to
make
visits
to
some
of
those
schools
that
are
located
in
other
places
we're
onboarding
an
experienced
leader
as
I
mentioned
ahead.
E
This
initiative
will
update
the
board
in
November
and
then
bring
to
the
board
for
action,
any
applications
that
are
recommended
by
the
administration
and
by
parent
and
educator
representatives
from
the
schools
that
are
being
considered.
So
that's
the
update
on
where
we,
where
we
are
with
the
board
priorities.
S
But
I
think
you
have
difficult
to
implementing
it.
What
we
call
this
so
massive,
it's
district-wide,
but
some
of
the
things
different
been
at
one
time
or
one
enough
to
know
that
I,
don't
see
how
you
let
his
staff
will
even
the
time
or
resources
to
get
it
all
in
place.
Most.
My
approach
would
be
that
if
you
make
some
changes,
start
with
simple
changes,
the
one
or
two
at
a
time
get
that
going
first.
S
E
S
It
does
okay.
The
other
thing
is
it's
about
making
a
merry:
folder
Early,
Head,
Start,
Center,
three
point:
five
year
olds,
you
know
and
I
brought
this
I
brought
to
the
board,
as
hinted
earlier
there's
a
year
and
several
times
that
currently
that
hates
our
program.
We
were
underfunded
and
we're
up
we
about
forty
percent,
the
positions
not
being
filled
so
so
so
I,
don't
I,
don't
know
how
fitting
a
new
program
is.
Gonna
fix
the
problems
when
the
old
problems
are
still
exist,
that
we
still
have.
S
E
I
would
agree
that
simply
changing
our
program.
It's
not
working
to
a
new
location,
wouldn't
work,
so
there'd
have
to
be
significant
changes
made
to
the
program
and,
and
that
might
require
some
funding-
that
we
need
to
rethink
how
we're
putting
it
together,
which
children
were
serving,
how
many
were
serving
and
what
and
whether
or
not
we
have
the
right
children
and
those
needy
children
in
the
programs.
What.
E
E
C
The
solicitation
for
interest
for
the
applicants
at
the
bottom
of
page
25
there's
a
statement
about
recommend
taking
additional
applications
through
December
I'd
like
the
board
to
talk
about
that
before
you
before
that's
done
just
because
we
have
some.
We
have
some
groups
to
look
at,
maybe
afterward.
C
Only
in
that
that
is
an
RFP
process
other
than
the
stakeholder
committees.
That's
how
you
RFP
something
and
I
wanted
the
board
to
see
all
of
the
recommendations
to
spend
time
studying
all
of
these
different
groups
rather
than
having
the
district
bring
to
us.
A
here
are
the
applicants
we
want
you
to
approve
or
not
approve,
so
I
would
still
encourage
you
to
remember
it's
not
an
RFP
process
and
let
us
see
those
actual
applications.
Surely.
E
T
The
other
thing
in
the
city
of
Charleston,
when
they're
talking
about
changing
the
footprint
downtown
and
expanding
Beus.
Well,
the
current
situation,
academic
structure
in
the
city.
How
does
that
allow
diversity,
when
some
of
the
children
may
not
be
meeting
that
standard
and
then
just
for
example,
that
we
expanded
the
kindergarten
which
did
not
allow
any
enrollment
for
African
American
students
whatsoever,
an
expansion
of
that
so
I'm
just
wondering
being
at
the
pocket
of
influence
of
people
downtown
and
in
fluctuation
of
one
to
the
other?
What
does
that
benefit
after
the
American
students?
T
Because
I
just
don't
see
it?
Maybe
I
gotta.
Look
at
that
a
little
bit
more
and
I
just
think
you
know
and
and
I
guess
you
said:
Co
privatizing,
summarize
schools
and
contracting
out
if
we
do
do
that,
how
does
that
affect
in
general
staff
if
we're
obligated
to
other
entities
or
we're
going
to
reduce
our
staff
on
Calhoun
Street
to
fit
in
the
city
the
footprint
of
the
budget
to
operate
this
entity?
T
S
E
Just
very
quickly,
oh
just
because
if
you
look
at
the
students
who
chose
to
came
to
to
come
to
Beus
this
year,
you
may
not
see
diversity.
That
doesn't
mean
there
weren't
qualifying
the
children
whose
parents
chose
not
to
send
them
to
boost
their.
There
were
several
children
who
qualified
with
him
and
I
said
we
have
to
change
the
kindergarten
we,
regardless
of
whether
we
were
doing
anything
else,
we
have
to
change
the
assessment
approach
that
we
were
using.
So
that
has
to
happen
anyway.
T
A
S
E
F
E
So
your
assumption
is
wrong.
There
were,
there
were
diverse
children
who
are
identified
in
the
process.
Several
as
I
understand
we.
We
don't
know
that
when
we
select
names,
we
don't
ask
race,
but
not
all
their
parents
chose
to
send
them
to
beus
so,
but
there
is
that.
Secondly,
if
we
expand
use,
we
have
to
expand
using
the
same
sort
of
idea,
that's
being
proposed
for
academic
magnet,
that
we
look
at
underrepresented
areas
and
make
sure
that
we
are
allowing
very
academically
capable
children
from
those
areas
to
enter
as
well.
E
H
E
We
did
Head,
Start
is
primarily
three-year-olds
and
it's
federal
government,
it's
very
highly
regulated
and
this
district
tried
to
make
it
go
of
Head
Start,
make
things
work
I
but
and
we're
looking
at
that
we
have
one
year
left
on
our
contract
with
Head
Start,
so
we'll
be
looking
at
whether
or
not
to
renew
that
contract
at
whether
we're
the
best
partner.
If
we're
the
best
partner,
we've
got
to
run
it
a
little
differently
or
else
we
have
to
put
more
funds
with
it.
E
Then
then,
our
current
lesbians
allocated,
but
we're
looking
at
certified
teachers
in
the
four
and
five
year
old
program
that
we're
thinking
about
for
Mary
Ford,
but
because
the
three
year
old
program
has
one
years
contract
left
on
it.
We
would,
of
course,
continue
that
and
try
to
make
sure
that
we
staff
in
the
centers
that
are
most
urgent
with
qualified
people
who
are
there
every
day.
So
we
don't
dispute
that
there
are
changes
that
need
to
be
made.
The
big
question
is:
should
we
be
the
ones
to
continue?
They
had
start
contract.
E
S
A
formal
question,
if
my
biggest
concern
with
the
was
not
the
biggest.
My
second
was
important
concern
today
that
Mary
Ford
becomes
a
head
start
center
or
early
child
development
center,
and
then
in
that
area
we
lose
another
school.
We
created
one
for
me
for
creative
one
school
for
me
to
treat
for
those
same
kids
several
years
ago,
or
they
means
turn
our
McLaws
burns
darling
burns
and
the
new
the
new
kids
at
three
Wales
commenced
the
burns
of
their
now
will
those
Mary
forward.
S
So
that's
what
like
a
losing
three
schools
in
that
one
area,
that's
where
those
children
which
all
when
they
come
out
of
that
Early's
headstart
made
forward,
then
the
elementary
school
options
would
be
either
meet
in
Street,
Academy,
three
accepted
Ania
or
their
to
go
further
down
the
lane
we
parked,
but
you
kind
of
you
basically
wipe
out
those
schools
in
that
area.
That's
been
serving
this
community
so
many
years
right.
E
So
I
indicated
we'd
be
working
with
parents,
I
think
we've
already.
First
of
all,
if
they
live
in
the
Byrnes
elementary
attendance
area,
they
don't
have
to
be
accepted
that
they
have
to
go
to
Byrnes,
that's
their
attendance
area,
but
mr.
borough
has
looked
again
at
those
figures,
and
it
we
think
probably
shakoora
is
the
is
the
better
site.
Rather
than
so,
we
can
keep
those
those
children
neighborhoods
together,
rather
than
splitting
them
two
directions.
That
shakoora
would
be
the
school
to
serve
the
first
through
fifth
graders,
but
that
is
still
all
under
discussion.
It's.
U
Good
afternoon
mr.
chairman
Reverend
Mac
miss
vice-chair
Darby
Board
of
Trustees
members
and
superintendent
post
away.
We
appreciate
you
providing
us
some
time
today
to
share
some
information
about
our
school
report
card
and
state
test
results
before
we
get
started,
we'll
just
quickly
introduce
ourselves
and
our
roles
and
we'll
start
at
the
end,
with
miss
Randall.
U
Buffy
Roberts,
with
the
assessment
and
evaluation
department
on
on
target
October
1st,
the
state
released
school
and
district
report
cards
and
the
embargo
related
to
this
data,
with
the
exception
of
the
AC
T
national
and
state
score
reports,
which
we
know
will
be
released
on
October.
The
30th
today
we'll
be
reviewing
some
of
the
achievement
data
related
to
this
release
and
provide
some
insight
into
how
we
are
impacting
positive
change
within
our
system.
U
The
main
point
about
our
achievement:
data:
we
are
improving
by
most
measures,
but
our
challenge,
like
schools
everywhere,
is
to
accelerate
the
growth
of
children
in
poverty
and
also
with
the
readiness
gaps
within
our
subgroups
will
be
discipline
in
our
presentation.
So
that
we'll
have
time
for
questions.
U
All
right
some
highlights
about
our
state
report
card
CCSD
was
actually
able
to
increase
the
number
of
excellent
rated
schools
by
for
this
year
and
our
excellent
and
good
rate
rated
schools
increased
by
seven
and
our
average
and
above
schools.
Increased
by
nine
CCSD
was
also
able
to
decrease
the
number
of
unsatisfactory
schools
by
eleven,
with
only
three
schools
now
falling
into
this
category.
U
Moreover,
all
fourteen
schools
that
were
rated
unsatisfactory
last
year
were
able
to
move
out
of
the
unsatisfactory
and
up
at
least
one
overall
rating
level.
Forty-One
percent
of
our
schools
improve
their
overall
rating
level
from
last
year
and
eighty
four
percent
of
schools
either
sustained
their
overall
rating
or
improve
their
overall
rating.
U
Sixty
percent
of
schools
were
able
to
improve
their
overall
rating
points
on
this
hundred
point
scale,
that's
provided
by
this
rating
system.
It's
also
very
important
to
note
that
more
than
half
of
our
CCSD
middle
schools
have
an
excellent
or
good
rating
for
the
2018-19
school
year.
Moreover,
twenty-five
CCSD
schools
were
recently
named
Palmetto
gold
and
Palma
de
Silver
Award
winners
for
2018
and
nineteen
based
on
high
levels
of
academic
achievement.
And/Or
growth,
high.
V
Schools,
the
high
school
report
cards.
We
note
that
on
the
left-hand
side,
we
have
the
highest
rated
high
school
in
the
state
academic
magnet.
Last
year
we
had
two
unsatisfactory
high
schools.
This
year
we
have
no
unsatisfactory
high
schools.
Last
year
we
had
46
percent
of
our
13
high
schools
that
scored
average
or
above
on
the
state
report
card.
This
year
we
moved
to
sixty-two
percent
of
our
high
schools,
earning
average
or
above,
and
our
goal
for
next
year
is
at
least
seventy-seven
percent
of
our
high
schools
scoring
average
or
above.
X
Artists
on
the
arm
on
the
middle
schools,
as
Bucky
said
earlier,
the
majority
of
our
middle
schools
are
excellent
or
good
as
far
as
ratings
are
concerned.
Also,
on
last
year,
we
had
one
and
satisfactory
middle
school
in
this
year.
We
do
not
have
any.
Some
great
celebrations
are
huge
celebrations
is
that
we
have
the
the
number
one
and
number
one
number
one
and
number
two
schools
in
the
state,
with
beus
being
number
one
and
multi
being
number
two,
but
also
mu
tree
being
the
number
one
neighborhood
school
in
the
state
as
well.
Z
At
the
elementary
level,
the
majority
of
elementary
schools
are
on
that
spectrum.
From
average
to
excellent
of
note.
Last
year,
eleven
elementary
schools
were
rated
unsatisfactory.
All
11
of
those
schools
moved
at
least
one
level
to
below
average,
to
moved
to
average
from
unsatisfactory
to
average.
So
that's
huge
for
the
elementary
learning
community.
Only
3
out
of
48
elementary
schools
are
rated
at
the
unsatisfactory
level
we're
going
to
go
into
a
deeper
dive
into
the
categories,
starting
with
the
percentage
of
students
scoring
met
or
exceeds
on
se
ready
at
grades
3
through
8.
Z
Overall,
we
saw
improvement
in
our
ela
results.
More
and
more
CCSD
students
are
demonstrating
readiness
or
proficiency.
You
notice
that
grades
5
&
6
that
indicator
more
or
less
remain
static,
not
a
lot
of
movement,
but
in
the
grand
scheme
of
things
we
saw
overall
growth
in
ela
and
again
in
math,
the
percentage
of
students
scoring
meets
or
exceeds.
We
saw
an
overall
increase
in
the
number
of
students
demonstrating
readiness.
There
was
a
dip
at
grade
6,
but
in
the
larger
scale
we
are
gaining
traction
and
a
number
of
students
meeting
and
exceeding
grade-level
expectations.
Z
The
next
slide
breaks
down
ela
performance
by
ethnicity,
and
you
will
notice
that
the
gaps
and
performance
that
we
have
had
in
place
continue
to
be
an
issue,
and
so
we
understand
that
we
have
grown,
but
there
remains
to
be
an
area
for
growth
in
terms
of
subcategory
subgroups
in
terms
of
the
number
of
students
performing
and
the
other
category.
Hispanic
african-american
categories
as
well
and
math
is
almost
a
mirror
image
of
that
ela
slide
in
that
our
subgroups
are
smaller.
Z
Z
This
particular
slide
highlights
the
same
message
that
dr.
postulate
eluded
to
a
few
minutes
ago,
that
poverty,
more
so
than
ethnicity,
creates
the
readiness
and
the
preparation
gap
that
we're
working
really
hard
to
speak
to
in
terms
of
early
childhood
programs
getting
more
and
more
students
entering
kindergarten
and
first-grade
ready
to
learn.
X
Artists
or
Simmons
just
covered
some
data
on
our
state
assessment
surrounding
math
and
English,
and
now
I
would
like
to
cover
some
data
on
our
sites
and
social
studies.
State
assessments
which
are
OSC
past
so
I
want
to
clarify
that
I'll
remind
you
all
that
for
our
sites
and
our
social
studies
assessments,
this
accounts
for
10%
of
the
school
report
cards
overall
grade.
Okay,
so
let's
focus
on
science
first
and
then
looking
at
science.
X
Another
thing
I
would
like
to
over
my
joe
love
is
the
fact
that
on
last
year,
the
state
assess
grades,
four
six
and
eight
on
s-see
pass
for
science
this
year
for
2019
2020.
We
will
only
be
looking
at
four
and
grades
four
and
six
right.
So
the
first
glance
we
look
at
our
science
data.
We
see
that
across
the
board.
Unfortunately,
we
did
go
down
in
our
science
scores
for
grades,
four,
six
and
eight
and
looking
at
our
data
overall.
X
You
have
some
math
concepts
that
I
need
to
be
utilized
as
well,
so
we
still
have
some
room
some
growth
to
make
in
those
areas
reading
in
our
English
and
math.
So
we
know
that
we
can
attribute
that
to
our
science
and
social
studies
scores.
When
we
look
at
the
ethnicity
piece
again,
we
do
have
a
gap.
When
we
look
at
our
African
American
group,
we
did
see,
although
with
our
sights,
that
from
2017
2018
to
2018
2019,
that
our
African
Americans
did
grow
a
little
bit
in
science.
X
Not
a
lot
a
little
so
we'll
take
that.
But
again
we
understand
we
have
some
gaps
and
we're
continuing
to
work
on
those
things
to
clarify
some
things
about
social
studies.
We
will
not
be
taking
the
social
studies
assessment
on
this
school
year,
just
remind
you
all,
but
last
year
and
looking
at
our
social
studies
data
again,
we
did
go
down
across
the
border.
X
We
did
decline
across
the
board
and
again,
as
I
mentioned
earlier,
knowing
that
we
have
some
room
or
some
room
for
improvement
in
our
math
and
our
English,
that
we
can
attribute
that
once
we
are,
as
we
continue
to
make
the
growth
that
we'll
see
some
differences
in
our
social
study
scores
and
we
see
sort
of
the
same
thing
happening
when
we
break
it
down
by
ethnicity.
But
we
do
see
a
difference
here,
but
we
did
make
more
gains
across
the
board
in
social
studies,
but
again
our
african-american
group.
V
Moving
on
to
high
school
and,
of
course,
examinations
which
count
25
to
30
percent
of
the
report
card
in
this
particular
category
for
the
report
card,
this
is
a
measurement
of
students
who
graduate
looking
back
in
some
cases
two
to
four
years
when
they
took
the
end
of
course
tests.
So
it's
not
last
year's
data,
necessarily
it's
last
year's
graduating
group,
looking
back
when
they
took
their
IOC
scores.
V
So
looking
at
the
percentages
across
from
eighteen
and
nineteen,
the
percentages
of
students
scoring
C
are
higher
in
the
English
increased
to
two
point:
four
percent
in
algebra
it
decreased
7%
in
biology,
decreased
three
point:
four
percent
and
US
history
increased
0.9
percent,
but
again
these
are
tests
from
two
three
four
years
ago.
In
some
in
some
cases
the
next
page
looks
at
last
year's
BOC
data
for
all
students
who
took
it
last
year.
So
that's
the
distinction
between
the
these
two
slides.
V
So
looking
at
all
the
kids
who
took
the
EOC
for
this
last
school
year
in
the
different
areas,
you
see
how
we
compared
to
the
state
level
in
the
same
areas
so
for
u.s.
history,
we're
7.6
percent.
Above
the
state
biology,
6.3,
English,
3.4
and
algebra
9.3
percent
above
the
state
level,
then
we
get
into
looking
at
the
individual
areas
for
algebra
again,
looking
at
all
kids
taking
it,
and
let
me
know
if
there
are
gains.
We
will
see
the
benefit
of
this
and
again,
two
three
or
four
years
when
these
kids
graduate.
V
So
looking
at
the
out
for
one,
you
notice
that
we
increased
in
every
ethnicity,
area
and
overall,
by
two
points,
so
we're
very
happy
about
these
gains
in
algebra
and
hope
those
continue
every
year
and
they
will
benefit
us
in
the
future
when
these
kids
are
graduating.
Looking
at
the
next
one
for
biology,
we
didn't
have
as
high
a
gains
in
this
area.
V
Three
but
note
there
was
an
increase
for
african-american
point
nine
in
this
area
and
again
we
expect
to
accelerate
improvement
by
implementing
common
assessments
across
the
board
u.s.
history
overall
negative
point:
three:
we
had
some
gains
in
two
or
more
races
and
Hispanic.
But
again
we
want
to
accelerate
that
and
expect
to
do
so.
This
year,
the
next
page
page,
twenty
one
gets
into
the
state
assigned
ready
to
work
assessment,
which
is
when
we
did.
We
just
finished
the
second
year
of
implementing
this
particular
test
before
that
it
was
work
keys
in
place.
V
Looking
at
the
two-year
success
rate
of
students,
earning
silver
or
above
so
we're
only
looking
at
the
four
right
column,
silver
above
we
had
an
overall
increase.
You
see
from
sixty
four
point,
eight
to
seventy
point:
six
of
our
students
earning
that
silver
herba,
the
first
time
that
they
took
this
test.
This
particular
graph
only
looks
at
the
first
time
test
takers,
so
note
that,
in
this
case,
earning
silver
or
higher
indicates
that
these
kids
are
more
likely
to
graduate
and
find
a
job
where
they
earn
a
livable
wage.
V
V
Of
course,
we
have
some
gaps,
but
I
do
want
to
remind
everyone
for
the
report
card
purposes.
It's
not
just
first
time
test
takers,
we
can
retest
our
seniors
and
due
and
have
found
great
success
this
past
year
in
retesting,
our
students
on
when
most
first-time
test
takers
are
juniors
and
that
allows
us
time
to
reteach
and
have
them
retake
the
tests.
V
The
next
slide
looks
at
the
grad
rate.
We
had
some
celebrations
in
this
area,
especially
with
african-americans
growing,
almost
3
percent
and
overall
point
7.
By
targeting
our
efforts
with
grade
level,
readiness
and
ensuring
students
are
taking
the
right
classes
to
graduate.
We
know
that
this
will
continue
to
grow
at
the
end
of
this
year.
V
The
next
slide
looks
at
college
and
career
readiness
indicators
by
race
and
ethnicity.
We
had
lots
of
positives
in
this
area.
Note
the
African
American
category
plus
11
percent
in
that
that
area.
This
combines
all
the
indicators
for
college
and
career
readiness,
anything
from
military
readiness
on
the
ASVAB
workplace,
readiness
through
internships,
CTE
completer
pathways,
and
that
Wynn
assessment
and
college
readiness,
whether
it's
dual
credit
course
work.
Advanced,
Placement,
International,
Baccalaureate,
a
CT,
SAT
scores
and
we're
very
happy
and
excited
to
share
these
successes
overall.
Z
So,
with
all
the
positive
outcomes
and
improvements
that
we
achieved
this
year
and
we
celebrate
that
there
are
still
existing
areas
that
continue
to
lag
and
our
areas
that
require
our
time
and
attention.
So
how
do
we
respond
to
that?
So,
as
we
work
to
provide
principals
and
leaders
with
the
tools
they
need
to
affect
change
at
the
building
level,
continuous
improvement
is
a
large
part
of
that
third,
and
so
on
last
school
year
we
rolled
out
this
continuous
improvement
framework.
Z
Pdsa
plan
do
study
act
as
a
way
to
guide
the
goals
and
strategizing
that
takes
place
at
the
building
level.
Well,
this
year
we
want
to
improve
on
that
process,
take
it
to
another
level,
and
so
we're
committed
to
anchoring
our
continuous
improvement
efforts
and
disciplined
inquiry
and
monitoring.
So
the
idea
is
when
we
implement
a
strategy
or
implemented
intervention.
We
are
monitoring
really
quickly
so
that
we
can
empty
can
gauge
the
impact.
So
the
idea
is
to
learn
quickly,
fail
quickly,
make
adjustments
quickly
so
that
we
can
improve
rapidly.
Z
Z
So
we
want
to
talk
a
little
bit
a
little
bit
about
at
the
elementary
middle,
high
and
C&I
level,
as
well
as
Department
of
alternative
programs.
What
are
a
few
of
those
levers
that
we
intend
to
impact
at
the
building
level
and
so
for
elementary
schools,
there,
48
of
them
under
our
supervision,
and
so
there
are
some
variance
from
school
to
school
things
that
will
be
unique,
particular
and
specific
to
a
particular
building.
Z
We
also
work
under
a
tiered
system
of
support,
so
every
building
level
person
principle,
if
you
will
has
a
different
skill,
set
experience,
level
and
developmental
needs,
and
so
we
are
supporting
our
principles
based
on
where
they
stand
and
the
type
of
support
we
believe
will
get
them
to
the
next
level
and
then
differentiating
the
professional
development
with
large
groups
like
in
the
elementary
learning
community.
They
do
not
all
need
the
same
type
of
training
and
professional
development.
Z
So
in
our
learning
community
meetings
we
make
sure
that
those
opportunities
are
as
small
as
targeted
and
as
differentiated
as
possible
and
utilizing
the
program
from
the
State
Department
for
assisting
developing
and
evaluating
principals,
making
sure
that
that's
a
comprehensive
effort
and
that
we
are
holding
principals
accountable
and
answerable,
but
also
providing
them
with
the
supports
they
need
to
be
successful.
Leaders.
X
Artists,
so
for
the
middle
schools,
we
have
the
same
approach
with
looking
at
peer
support
visits
for
schools
based
on
multiple
data
points
and
on
what
that
means
for
the
middle
school
level
is
we
have
schools
at
five
schools
that
I
visit
monthly
or
bi-weekly
and
the
next?
Well,
it
talks
about
the
intentional
focus
on
high
quality
learning
walks
to
improve
instructional
practices
in
the
school.
X
Next,
we
have
a
Flex
intervention
period
and
all
tier
two
schools
I
have
Tier
one
and
tier
two
schools
to
provide
school-wide
intervention
for
scholars
in
the
building
and
the
basic
concept
behind.
That
was
the
fact
that,
in
many
of
our
schools,
I
hate
to
use
this
terminology,
but
for
lack
of
better
terms,
those
schools
are
upside
down
and
when
you
have
a
school,
that's
upside
down
and
you
try
to
provide
energy
intervention
for
kids
and
the
majority
of
your
kids
are
not
on
grade
level.
X
It's
a
school-wide
effort
to
provide
those
interventions,
and
so
that's
what
a
school-wide,
our
flex
or
intervention
period
is
we're
all
teachers
our
hands
on
we're.
Providing
interventions
for
scholars,
and
the
final
thing
we
have
is
a
focus
on
addressing
depth
of
knowledge
again,
something
that
that's
near
and
dear
to
our
hearts.
The
fact
that
we
understand
that,
no
matter
where
a
scholar
is
we
should
always
challenge
those
scholars
and
get
them
to
the
higher
levels
of
thinking
that
we
know
there
are
capable
of.
V
For
the
secondary
learning
community,
the
biggest
lift
last
year
was
understanding
the
report
card
in
extreme
minutiae
at
the
most
basic
level,
understanding
the
requirements
that
schools
need.
High
schools
need
to
work
on
short
and
long
term
goals,
understanding
that
graduating
cohort
and
how
that
impacts.
The
report
card
understanding
things
like
the
work
based
learning
that
many
high
schools
were
previously
doing
didn't
count
according
to
the
state
report
card.
Unless
there
was
an
additional
in-class
component
that
was
added
to
it.
The
first
thing
I
have
up.
There
was
effective
management.
V
If
a
child
takes
to
CTE
courses
in
a
pathway-
and
the
third
is
not
offered,
then
that
child
doesn't
have
a
chance
to
be
a
completer,
and
so
the
school
would
be
adversely
impacted
in
some
cases
seniors
sitting
in
classes.
That
would
not
lead
them
to
graduation,
so
just
cleaning
up
all
of
those
processes
and
procedures.
V
Nobody
is
at
fault,
it's
just
a
learning
curve
over
time
and
the
personnel
piece
being
sure
you
have
the
right
strongest
teachers
in
the
EOC
courses
there,
the
remediation
and
type
courses
to
really
push
kids
going
back
to
that
short
and
long
term
goal.
Yes,
the
graduating
cohort
scores
are
vitally
important,
but
if
the
school
isn't
working
on
the
bigger
picture
of
improving
literacy
and
getting
more
kids
on
grade
level,
then
subsequent
years
are
never
going
to
improve.
So
it's
a
two
parter
for
high
schools,
immediate
needs
and
also
long
term
goals.
V
Last
year
we
started,
and
this
year
we
are
doing
complete
full
common
assessments
in
the
core
areas
and
again
kudos
to
teachers
for
embracing
that
and
we're
really
looking
at
student
engagement
and
rigor
the
same
as
dr.
Joe
said
for
depth
of
knowledge
and
our
instructional
coaches.
I
can't
thank
you
enough
for
your
support
of
that
at
the
high
school
level,
they're
already
helping
in
many
ways
to
grow
instructional
leaders
and
to
support
teachers.
Thank
you.
W
Good
afternoon,
we
all
know
that
students
are
successful
in
academics,
but
there's
also
a
set
of
non-academic
factors
that
are
important
to
student
success
and
that's
their
social,
emotional
well-being
in
school,
and
so
we
have
factors
around
surveys
for
climate
and
attendance
and
discipline
on
the
school
report
card
as
well,
and
so
we've
with
your
help
and
support,
have
expanded
our
social
emotional
learning
curriculum
second
step
into
all
first
grade
classrooms.
This
year,
I
mean
that
now
will
have
4k,
5k
and
first
grade
and
in
37
elementary
schools.
W
But
thanks
to
our
title
for
grant,
we
have
also
expanded
to
all
the
way
through
fifth
grade.
All
of
our
middle
schools,
through
the
title
for
grant
have
also
expanded
to
using
second
step
for
grades.
Six
through
eight
thanks
to
our
mission-critical
action
that
was
supported
last
month,
we'll
be
adding
social
workers,
an
additional
climate
coach.
Those
interviews
are
underway
so
that
we
can
additionally
tear-out
support
to
our
schools.
W
W
And
finally,
we
with
your
support
and
the
support
of
the
five
million
dollar
grant,
we're
greatly
increasing
our
mental
health,
supports
the
students
through
our
partnership
with
the
Charleston
Dorchester
Mental,
Health
Department,
and
we
are
working
with
them
currently
to
add
additional
counselors
based
on
the
funds
that
are
received
and
in
some
schools
that
includes
doubling
the
amount
of
service
they
have
at
this
time.
But
all
schools
will
have
access
to
counseling
and
we'll
know
in
a
few
weeks
just
how
many
schools
in
how
many
days
a
week
that
will
all
impact.
Y
We
put
a
yellow
light
next
to
coaching
as
being
unsure
at
that
point
of
its
actual
impact,
and
today
I'm
gonna
change
that
light
to
a
green
based
on
what
you've
heard
today
around
the
data
and
what
we
know
is
happening
in
our
schools
and
supporting
teachers
isn't
job-embedded
work.
We
believe
that
the
instructional
coaches
are
vital
to
that
piece.
Miss
Randall's
already
spoken
to
the
impact
that
the
high
school
coaches
are
having,
and
we
expect
that
that
data
will
continue
and
that
they
on
a
large
lift
in
supporting
teachers.
Y
In
that
you've
heard
several
of
the
things
already
mentioned
that
are
going
on
with
coaching
around
progress
monitoring
and
around
benchmarks.
I
just
want
to
say
that
for
this
team
right
here
this
is
a
representation
of
the
alignment.
That's
happening
around
many
things
going
on
in
our
district,
and
we
know
that
that
alignment
that
clarification
of
expectations
that
being
relentlessly
intentional
about
staying
on
top
of
those
are
what's
changing
the
outcome
for
our
students,
and
we
really
believe
that
deeply
and
are
committed
to
that.
Y
Not
just
this
group
and
I
call
that
out
in
that
last
bullet
there
that,
across
all
of
the
folks
that
support
schools
doesn't
matter
what
division
or
department
they
sit
in,
the
tightening
of
the
alignment
is
leading
to
differences,
and
we
believe
that
those
are
positive
differences
and
we'll
continue
to
do
that.
Work
throughout
this
year.
U
We're
also
enhancing
our
intentional
use
of
data
with
this
intentional
focus,
we're
expanding
our
data
sources
and
types
of
reporting
through
our
use
of
our
internal
data,
warehouse
data,
central
and
our
interactive
public
data
center,
which
allows
for
filtering
opportunities
so
that
users
can
more
easily
pinpoint
trends
and
patterns
in
our
data.
All
of
this
is
important
for
identifying
where
our
efforts
are
paying
off
and
where
we
have
opportunities
for
further
exploration
and
growth.
U
Moreover,
we're
making
data
more
accessible
and
available
in
a
variety
of
formats
needed
by
school
and
district
teachers
and
leaders
to
implement
positive
change
and
how
we
are
affecting
teaching
and
learning.
We
are
also
continuing
to
expand
professional
development
opportunities
and
build
capacity
for
robust
and
useful
data
analysis
for
making
actionable
steps
to
impact
student
learner
outcomes.
U
B
Thank
you
so
very
much.
Thank
you
for
all
your
work
and
all
the
other
people
who
are
working
behind
the
scenes
with
you
and
I've,
worked
individually
with
a
few
of
you
and
I
know
that
you
are
the
hardest-working
people
that
I've
seen
in
a
very
long
time.
So
thank
you
and
I
think
the
results
are
showing
us
that
your
work
is
worth
it.
Thank
you.
Questions.
AA
O
O
We've
been
struggling
in
that
area
for
some
time
and
the
data
that
that
is
presented
is
overall.
It's
fine,
but
I
need
to
know
school
a
or
school
B
school
C,
whoever
that
may
be
where
the
issue
lies
to
where
the
gap
is
wider,
and
we
need
to
focus
more
into
those
particular
schools.
That's
important,
because
when
you
cumbersome
the
data
and
the
numbers
and
the
percentage
it
gives
me
an
overall,
but
it
doesn't
tell
me
that
school,
a
in
d4
and
school
B
and
d3.
O
Those
are
the
target
point
schools
to
where
we're
struggling
or
lagging
behind
when
we
lump
the
numbers
together
like
this,
it
is
hard
to
determine
weird
to
issue
lies,
and
if
we're
going
to
close
this
gap
of
afro-american
students
and
white
students,
then
we
have
to
drill
down
into
the
particular
schools,
and
then
we
have
to
have
that
conversation
openly
to
say
this
is
where
the
issue
lies
and
these
particular
schools,
and
if
additional
resources
have
to
go
into
those
schools,
then
that's
what
we
have
to
do
and
I
understand.
We
look
at
formula.
O
We
look
at
equity.
We
look
all
of
that.
But
if,
if
we're
not
meeting
the
target
at
those
particular
schools,
then
these
numbers,
you
will
continue
to
see
we're
an
eligible
one.
At
the
end,
of
course,
exam
were
only
20%
of
the
students
and
then
the
following
year,
20-point
just
20.8%
when
you
can
pair
it
to
79
74
75
percent.
So
that's
a
huge
gap.
So
where's.
Where
are
we
drilling
down
into
I
heard?
Someone
said
earlier
we're
taking
deeper
dives
into
these
numbers?
O
Well
tell
me
deeper
dimes,
a
B
school
or
a
b
c
school,
where
these
issue
lies,
so
that
we
can
attack
the
problems
now,
I'm,
not
I'm,
not
beating
at
you
I.
Thank
you
for
the
data,
but
if
we
as
a
board
going
to
make
changes
and
close
this
gap,
then
we
have
to
know
exactly
where
the
issue
lies
openly.
So
we
can
have
this
discussion
and
and
I'll
be
honest
with
you.
O
I
am
tired
of
seeing
these
numbers
I'm
tired
of
seeing
the
gap
the
way
it
is
so
we
have
to
find
a
way
of
of
not
just
talking
about
it.
I
mean
the
data
is
good
to
show
it
to
me,
but
I
need
to
know
details
I
need
to
know
what
we're
going
to
do
differently
and
you
may
not
be
able
to
answer
this
question.
I
have
to
come
from
the
superintendent,
but
but
I
need
to
know
deeper
where
we
are
and
making
these
significant
changes
today
and
not
tomorrow.
C
E
C
Enrolled
in
their
home
schools,
okay-
that
explains
that,
but
we
went
through
last
month,
some
program
impact
reports
and
things
that
I
see
that
the
district
presented
to
us
as
successful
program
impacts
are
sitting
in
some
of
the
schools
that
didn't
move
from
last
year.
So
I
really
do
think
we
need
to
that.
That
ought
to
be
correlating
more.
C
So
I
think
what
Reverend
Mackey
saying
is
certainly
exactly
what
needs
to
be
said.
But
I'll
give
you
a
little
bit
more
targeted
thing,
go
back
to
your
program
assessments
from
last
month
and
tell
me
why
they
don't
correlate
to
the
school's.
The
the
green
dots
are
not
correlating
to
schools,
the
programs
that
didn't
work,
you're
proposing
expanding.
We
need
to
get
that
tied
back
together.
It
doesn't
appear
to
be
correlated
in
any
sense.
T
As
a
parent,
as
you
are,
I've
tried
in
many
different
ways
and
educating
my
kids
I've
seen
good
results
not
seen
results.
I
was
in
try
again
that's
missing
conversation
with
my
son,
the
other
day
and
Columbia
homecoming.
He
took
the
practice
test
and
the
comprehension
reading
part
is
the
hardest
part
which
I
thought
he
was
failing.
He
blew
it
out.
The
water
you
know
he's
got
to
go
back
to
the
math
was
he's
genius
of
math
and
mr.
by
a
few
points.
T
What
I'm
getting
at
is
when
we
deal
with
four
children
and
bridging
that
gap.
You
have
to
understand
that
kids
react
so
to
not
these
red
and
green
dots
that
we're
talking
about.
They
react
to
knowing
that
that
principal
cares
or
that
staff
cares
for
them,
and
then
they
begin
to
yield
a
positive
product.
T
Given
a
good
example
of
mr.
Henry
Darby
at
North,
Charleston
High,
who
started
at
a
56
percent
graduation
rate
and
ended
up
at
a
76
percent,
means
that
he
has
skin
in
the
game
and
then
he
proves
and
shows
that
he
loves
and
cares
for
student
staff.
Kids
react
a
lot
of
times
from
knowing
they
see
people
that
look
like
them
and
they
know
the
day.
T
They
can
see
success
in
the
Joe
Williams
that
they
know
started
out
in
the
community
just
like
them,
and
then
he
went
on
to
a
South,
Carolina,
State,
University
and
then
now
successful
in
the
field.
Kids
can
identify
and
understand
agency
in
touch
that
until
we
put
more
of
that
within
the
community
to
show
them
a
success
model
we're
going
to
yield
we're
going
to
yield
a
better
product.
I
wanted
to
fight
the
other
day.
T
About
a
week
ago,
in
the
wailing
I
was
meeting
a
parent
to
pick
up
some
information
and
the
fight
broke
out
on
the
bus
right
in
front
of
me
and
I
looked
at
the
children.
I
was
like
a
pause,
but
then
I
looked
at
the
children
in
the
environment.
I
understand
I
looked
it,
but
this
is
serious.
I
know:
I,
looked
at
the
children
in
their
environment
that
they're
in
and
then
I
began
to
talk
to
the
children
that
was
all
after
the
escalator
in
the
street.
T
We
have
got
to
put
them
in
that
environment
and
I.
Looked
there
I
see
this
every
day,
I
don't
go
dabble
in
there
and
go
back
and
I
love
there.
We
have
to
put
something
in
place
that
allows
those
children
to
be
retooled
to
help
their
trip,
their
parents
to
get
engaged
and
to
help
them
understand
that
we're
not
abandoning
them
while
helping
them
all
together
on
this
train,
Thank.
A
I'm
just
quickly
I.
Thank
you
very
much
for
y'all's
presentation,
particularly
with
respected
the
intentionality
and
and
looking
into
each
class,
because
a
lot
of
these
a
school
result
doesn't
mean
anything.
It
comes
down
to
what
is
happening
with
each
child
and
but
a
lot
of
these
school
results
that
goes
back
to
one
classroom
that
they're
they're,
not
in
our
high
schools,
they're,
not
multiple
u.s.
history
teachers
before
they
get
to
that
that
class,
so
it
I
just
I
appreciate
that
in
Tingy,
allottee
and
I
hope.
A
You
know
what
has
been
my
seven
years
on
the
board.
What's
been
missing,
has
been
a
culture
of
accountability
and
saying
alright,
you
know
what
you
know:
building
leader.
What
are
we
doing
to
improve
to
mentor
that
teacher
and
to
improve
the
outcomes
if
they're
bad
I
mean
they're
excellent
in
so
many
situations,
but
and
just
I
would
ask
College
you're
looking
towards
this
next
for
the
spring
time
with
recruiting
that
you're
identifying
all
right,
you
know
where
we've
got
our
strongest
folks.
A
Where
do
we
need
strong
leaders
and
then
going
out
and
recruiting
where
there
may
be
gaps
there
and
just
the
budget
starts
process
start
from
December,
be
ready
to
tell
us
what's
going
to
work
and
where
you
need
money,
because
this
board
has
supported
whatever
it's
been
asked
for
for
the
last
at
least
four
years.
That's
it.
D
E
S
F
E
E
A
I'd
be
in
fact,
if
it
in
favor
of
doing
it,
because
it
immediately
a
lot
of
times
gets
to
a
person's
name
if
it
needs
to
be
to
happen
in
executive
session.
I
would
hope
that
we
could
do
that,
not
as
a
way
of
being
not
non-transparent,
but
it
is
a
way
to
freely
discuss
it
without
hurting
people's
reputations
or
or
people
thinking
yeah,
for
whatever
Reverend.
B
S
X
S
S
X
Majority
are
good
or
excellent.
We
and
we
have
no
unsatisfactory
schools.
We
had
one
last
trip.
We
don't
have
any
this
year
and
the
ones
that
are
on
set
I
mean
our
below
average
they're,
one
to
two
points
away
from
being
average.
So,
if
you'll
be
able
to
gain
that
one
or
two
points
we
would
have
had
all
of
our
schools
average
are
above
the.
X
X
S
X
S
Don't
know
this
is
important
when
I'm
doing
90
dudes
man.
He
just
talked
about
the
report
card.
This
kind
of
report
going
so
not
this
middle
was
about
nine
thirty
students,
there's
considered
average
have
been
on
average,
even
though
only
170
students
are
proficient
in
math
history
average
with
n
percent,
which.
X
In
a
moment,
yes,
sir,
like
I,
said
earlier,
this
this
system
takes
in
consideration
growth,
which
is
the
thing
that
we
we
want.
A
whole
principal
is
accountable
for.
Overall,
achievement,
we
know
is
a
struggle
in
a
lot
of
our
schools.
It's
been
that
way
traditionally,
but
if
we
can
show
that
schools
are
growing
scholars,
and
that
means
that
eventually,
as
time
progresses
and
I
know,
time
is
of
the
essence
that
we'll
get
those
calls
to
where
they
need
to
be.
S
X
X
S
The
overall,
maybe
I
need
a
better
understanding
overall,
really
new
school
selves.
I,
don't
understand
myself.
If,
if
80%
of
the
kids,
not
our
reading
level,
how
can
this
could
be
considered
average
unless,
unless
I
represents
I'm
almost
done?
Unless
that
represents
all
the
schools
in
the
air
that
Oliver
a
tip
sent
be
a
little
proficient?
So
that's
not
having
trouble
understanding.
H
S
S
I
just
want
understand
the
report
card
you're
giving
is
a
bit
as
the
baseball
I
mean
the
book
our
ratings
are
giving
us
is
the
overall
growth
Oris.
Oh,
it's
the
data
for
the
math
and
science
I
mean
you.
Have
you
understand,
I,
don't
understand
what
you're
really
giving
us
that
we're
doing
good
at
because
I'm,
looking
at
a
little
proficiency
in
reading
in
math
I.
Just
don't
understand
what
you're
telling
us
today.
X
U
Report
card
the
way
the
report
card
ratings
work,
schools
are
are
rated
in
various
areas.
It's
not
just
on
the
growth
measure.
You
are
looking
at
academic
achievement,
you're
looking
at
an
engagement
survey,
you're
looking
at
it.
Sometimes
the
email
population
specifically,
so
there
are
different
categories
and
I
will
be
happy
to
to
sit
with
you
and
go
through
the
the
entire
rating
system.
If
you.
S
F
A
B
B
AB
E
U
Alright,
what
you
see
on
the
screen
is
an
at
a
glance
overview
of
the
content
of
those
conferences.
The
learning
services
division,
provides
professional
development
resources
and
data
sources,
including
those
school
and
individual
student
dashboards.
In
order
to
help
facilitate
the
student
data
conferences,
it's
important
that
these
conferences
are
used
as
a
way
to
open
conversations
and
help
you
build
positive
home
to
school
relationships
between
our
parents
and
students
and
teachers.
U
This
is
a
new
addition
in
our
student
dashboards
and
our
student
data
conferences,
which
is
our
our
readiness
metric.
If
you'll
recall,
the
readiness
metric
serves
as
a
way
to
answer
that
question
of
whether
my
child
is
is
ready
for
their
current
grade
level.
It
does
provide
some
context
for
discussing
a
student's
readiness
level
upon
entering
a
grade.
How
this
relates
to
their
trajectory
towards
college
and
career
readiness
and
what
parents,
students
and
teachers
can
do
together
to
help
a
student
reach
his
or
her
current,
as
well
as
their
future
goals.
U
As
you
can
see
in
the
graphic
on
the
screen,
it
does
display
the
student's
grade
level,
readiness
in
reading
and
math,
based
on
the
last
spring
results.
The
metric
incorporates
multiple
measures
where
available
in
order
to
allow
for
more
than
one
opportunity
to
demonstrate
readiness.
It
then
combines
them
into
one
simple
metric
to
represent
the
students.
Current
progress
toward
college
and
career
readiness.
The
highest
of
these
measures
is
actually
used
to
assign
the
students
overall
readiness
level
as
below
readiness
approaches.
U
Readiness
demonstrates
readiness
or
exceeds
readiness
on
the
data
table
that
you'll
see
below
the
graphic
displays
the
results
for
the
specific
measures
that
were
used
within
that
metric
and
it's
also
color-coded
to
represent
the
readiness
level
of
each
of
those
measures
displayed.
Our
school
dashboards
will
also
show
this
same
kind
of
information
for
elementary
and
middle.
Our
high
schools
are
a
little
bit
different.
U
Okay,
so
what
are
these
data
conferences
look
like
in
schools?
We've
actually
asked
some
representatives
from
two
of
our
schools:
Harbor
View
Elementary
in
Succar
middle
school,
to
join
us
today
to
introduce
themselves
and
then
share
just
a
little
bit
about
what
those
data
conferences
look
like
in
their
schools.
So
you
would
have
an
idea
of
that.
So
if
we
can
have.
AB
Oh
I
am
mark
Connors
I'm,
the
principal
at
Harborview,
elementary
and
I
have
Dana
Friedman
here.
A
third
grade
teacher
at
Harborview,
Elementary
I've,
been
I've,
been
a
Harborview
for
five
years
now,
and
you
know
over
the
last
couple
years
where
we've
implemented
our
data
conferences.
I,
think
it
really
does.
AB
You
know
start
that
positive
relationship
with
parents
really
standardizing
all
the
conversations
my
teachers
are
having
with
their
parents
and
no
matter
what
classroom
my
teachers
go
into
to
have
those
conferences,
they're
all
walking
away
with
very
similar
information
about
where
their
student
stands
and
they're
getting
a
really
clear
picture
of
where
their
student
actually
is
whether
they're
talking
about
combat
readiness
metrics.
So
you
know
they're,
seeing
our
the
on
grade
loved.
Are
they
above
grade
level
or
you
know?
AB
Are
they
little
behind
and
then
they're
also
getting
a
chance
to
talk
with
a
teacher
about?
Where
do
they
stand?
What
is
our
school
doing
to
support
those
students?
You
know
what
can
the
parents
do
at
home
to
kind
of
support
us
with
the
student?
So
it
really
just
brings
a
great
conversation
around
that
really
drives
the
stew,
an
achievement
aspect
of
it
I'll,
let
Dana
kind
of
she's
the
one
in
the
classroom.
So
she
knows
exactly
all
those
conversations
go.
AC
AC
U
R
You
good
afternoon,
I
am
Nikki
de
peche
Dawson
I
am
the
school
counselor
at
Jerry,
sucker
middle
school.
Well,
at
least
one
of
them
and
I
am
joined
by
our
team,
which
they
will
introduce
themselves
but
I.
Think
having
our
data
conferences
has
been
one
of
the
plus
that
we
can
do
for
our
community
and
when
we
talk
about
building
the
home
in
school
compact,
what
a
better
way
not
to
have
our
parents
be
in
our
buildings,
learning
about
what
their
students
are
receiving
and
what
their
students
need
to
receive.
R
Those
data
confidence
are
providing
our
parents
with
information
about
past
scores,
I'm
about
SC,
ready
about
map
data,
it's
talking
about
where
they
are
academically
and
where
we
need
to
move
our
scholars
academically.
The
way
we
do
our
data
conferences,
they
are
divided
up
amongst
the
members
of
our
school.
So
it's
not
just
a
homeroom
teacher
dealing
with
all
of
their
homeroom
students.
We
take
an
active
interest
and
all
of
our
students
and
all
of
our
staff
members
are
engaged
and
having
those
conversation
with
our
parents.
So
our
parents
leave
with
the
same
information.
Q
My
name
is
Shaniqua
Mustafar,
I
teach
sixth
grade
English
at
Jerry,
Zucker
middle
school
science,
and
one
of
the
things
that
I
like
about
the
data
conferences,
is
that
it
creates
that
conversational
peace
between
the
parent
and
the
school.
It's
a
shared
partnership
between
home
and
school
and
I.
Look
at
it
like
a
navigation
system.
Q
The
conference
sets
itself
up
so
that
you're
able
to
chart
where
you're
stuck
where
your
student
begins
at
the
beginning
of
that
year
and
where
they
should
grow
according
to
the
course
of
the
year
and
so
you're
able
to
pinpoint
like
areas
or
pockets
of
opportunity,
challenges
that
they're
having
and
then
you're
able,
even
able
to
tie
in
social-emotional
concerns
that
you
may
have
any
behavioral
challenges
that
may
be
a
result
of
areas
where
their
deficits
in
their
classrooms.
So
it
gives
you
an
opportunity
to
have
that
conversation
a
lot
of
times
our
parents.
Q
AA
High
does
very
mote.
It
really
is
essentially
just
a
demystification
of
data
parents.
Don't
know
what
does
it
mean
that
my
child
has
this
Lexile
level?
What
is
this
quantile
level?
Where
do
they
fall
in
terms
of
school
average
and
district
average?
So
it
really
opens
up
an
opportunity
for
us
to
be
able
to
speak
to
them
on
where
your
child
stands.
What
we
do
to
support
you
at
our
school
and
high
I
teach
your
child.
A
C
Q
More
thing,
and
as
a
parent
and
as
a
teacher
a
lot
of
times,
we
don't
always
know
what
an
I
GP
means.
We
don't
know
what
an
IEP
means.
We
don't
know
what
an
accommodation
or
a
modification
looks
outside
of
the
context
of
the
classroom.
So
this
creates
an
opportunity
for
us
just
to
have
really
meaningful
conversations,
taking
the
jargon
out
and
explaining
to
our
parents
what
they
need
to
know
for
their
students,
Thank
You.
D
R
One
thing
I
will
say:
our
mission
speaks
for
itself.
We
are
every
student
every
day,
no
exceptions
no
excuses.
So
we
are.
We
have
the
autonomy
to
reach
out
to
our
parents
at
any
time,
and
we
encourage
our
staff
members
to
do
that,
not
rather
you're
the
counselor,
whether
you're
the
teacher,
whether
you're
the
data
Clerk,
whether
you're
the
attendance
clerk,
we
look
at
our
students
as
our
own,
and
so,
if
there's
something
going
on,
we
reach
out
to
our
students
and
there's
something
positive
going
on.
We
reach
out
to
our
students
and
I.
Think.
H
C
D
U
This
is
a
this
particular.
This
is
kind
of
like
an
event,
not
that
conferences
aren't
going
to
occur
other
times,
but
this
is
one
conference
that
it's
a
very
intentional,
very
purposeful,
a
you
know,
structured
conference
that
we
make
sure
that
that
certain
things
are
covered
and
provided
to
parents
so
that
they
have
all
the
information
they
need.
Thank.
D
B
U
U
Okay,
so
schools
now
have
their
updated
performance
goals.
The
rule
of
thumb
that
we
use
for
setting
these
goals
was
based
on
reducing
the
percentage
of
students
not
ready
by
10%,
because
we're
in
year,
one
of
using
this
type
of
measure.
At
the
end
of
this
fiscal
year,
we
do
plan
to
review
these
goals,
to
establish
statistically
valid
goal-setting
method
for
subsequent
years.
So
just
bear
that
in
mind.
U
All
right,
you'll
see
on
the
screen
the
current
status,
as
well
as
the
goals
for
the
measure
for
elementary
middle
and
high.
Just
as
a
reminder,
this
first
goal,
the
performance
goal,
focuses
on
reading
and
math
performance
in
relation
to
college
and
career
readiness.
The
idea
behind
this
goal
is
that
students
should
graduate
from
high
school
with
a
reading
ability
and
math
skills
that
will
allow
them
choices
either
to
enter
college
or
post-secondary
opportunities
or
to
go
directly
into
a
skill
based
career
with
a
living
wage
salary.
U
We
will
have
annual
targets
and
long-range
goals
to
increase
the
percentage
of
students
that
are
achieving
at
this
level.
That
will
lead
to
their
readiness
at
graduation
and
we'll
report
that
information,
but
on
student
performance
for
the
district
each
school
in
each
grade,
and
they
do
already
have
all
that
information
at
this
time.
U
All
right,
just
as
with
the
performance
goals,
data
for
growth
goals
have
also
been
provided
to
all
the
elementary
and
middle
schools
with
their
goals
established
for
2020.
As
a
reminder
for
this
for
high
schools,
we
do
not
have
those
assessments
that
are
consistent
across
grade
levels.
For
this
reason,
we
are
working
on
a
locally
developed
growth
metric
to
be
calculated
during
the
1920s
Kole
year
that
will
actually
serve
as
a
baseline
so
that
we
can
set
those
goals
for
high
schools
for
this
measure
in
the
spring
of
2021.
U
The
growth
goal
focuses
on
students
growing
academically,
at
least
one
full
year
in
reading
and
in
math.
So
in
other
words,
no
matter
where
a
student
starts
its
it's
very
important
that
they
not
lose
ground
and
in
order
to
not
lose
ground,
they
have
to
grow
a
minimum
of
at
least
one
year.
The
idea
is
that
students
will
make
one
full
year's
grow
from
prior
spring
to
their
current
spring,
and
that
will
continue
to
work
on
closing
those
readiness
gaps
for
students.
U
All
right,
initially,
this
third
goal,
the
readiness
gap
goal
was
delayed
one
year,
so
the
Lowcountry
districts
within
the
Lowcountry
education
consortium
could
work
on
those
k12
workplace
and
soft
skills
that
could
then
be
incorporated
into
the
state's
college
and
career
readiness
criteria.
Well,
the
state
and
the
state
is
expected
to
be
disaggregated
by
subgroups
to
address
our
gaps
in
readiness
for
all
students
at
all
levels,
after
receiving
feedback
and
through
further
discussion.
The
recommendation
is
to
now
alter
this
goal
for
this
year
to
prevent
the
delay
in
setting
goals
for
schools.
U
This
interim
goal
is
that
we're
going
to
be
using
with
high
school
aligns
with
the
state,
accountability,
systems,
college
and
career
readiness
indicator
that
is
reported
on
the
state
report
card,
we've
disaggregated
our
current
college
and
career
readiness
data,
so
that
we
can
provide
the
current
status
as
well
as
the
goals
for
dressing
readiness
gaps
within
these
subgroups
and
I'll.
Show
you
that
in
just
just
a
moment,
okay
on
the
screen,
you'll
see
the
district's
overall
college
and
career
readiness
gap
goal,
as
well
as
the
current
status
and
gaps
for
reducing
the
gaps
among
subgroups.
U
And
then,
lastly,
dr.
price
weight
actually
spoke
of
this
earlier
as
a
resource
for
the
board
on
October
28th.
We
will
have
dr.
Kane,
andy
Haggadahs
and
dr.
beth
terasawa
from
with
us,
from
NWA,
to
share
information
on
mat
growth,
thats
related
to
our
NWA
insights
report
and
will
provide
you
an
opportunity
as
a
board,
to
ask
questions
and
to
learn
more
about
our
map.
Our
map,
data
and
CCSD
and
I.
Think
that's
the
update.
Are
there
any
questions.
S
S
Q
U
What
we
provided
the
last
time
we
said
the
table
and
talked
about
our
readiness
metric.
We
provided
a
list
of
some
of
the
assessments
that
we
would
be
utilizing
as
a
part
of
that
on
the
readiness
metric
that
we
discussed
earlier
in
the
student
data
conferences
actually
shows
that
the
measures
that
are
incorporated
within
that
metric
and
whether
students
performing
at
the
readiness
level
or
demonstrating
that
readiness
level
above
that
or
below
that.
So
we
will
have
that
data
for
you
broken
down.
It's
very
easy
to
to
do.
S
E
Just
say
it
could
be
a
math
test.
You
could
look
at
the
SC
ready
test
if
your
child
takes
an
SC
ready
task
of
it
or
if
it,
if
on
either
one
of
those
tests.
You
could
look
at
the
Lexile
level
and
there
are
many
different
tests
that
measure
your
Lexile
level
and
that's
what
we're
trying
to
build
this
local
accountability
this
local
week,
the
regional
report
cards,
so
that
everyone
will
know
what
that
is,
because
other
people
keep
changing
the
tests
and-
and
we
can't
tell
what
the
numbers
mean
or
what
the
ratings
mean.
S
S
My
concern
with
that
is
that
he's
talking
about
thousands
of
students
that
you
measure
the
growth
for
in
one
year
and
a
lot
of
times,
the
kids
that
are
top
performers
they
perform
very
well
high
school
is
99
at
100,
but
the
Lord
performer
kids
may
only
score
25
or
30
or
40
or
50,
and
then
we
get
an
average
of
good
and
bad
in.
We
don't
we
don't
know
really
exactly
where
we
are
to
reach
those
kids
that
they're
not
making
it
but
beginning
about.
Overall
everything
when
you
ever
there's
a
dis
long.
S
A
S
H
All
due
respect,
I
like
I,
want
the
schools
to
have
that
individual
information,
I
I
personally,
don't
think
unless
the
five
of
us
say
we
need
it
that
we
need
to
have
individual
by
class
by
student
data.
You
know
that
that's
not
our
role
to
have
that.
That's
what
the
principles
are
supposed
to
be
doing.
It
sounds
like
fantods
conversation.
The
principals
are
hearing
that
from
you
guys.
The
principal's
are
communicating
that
to
their
teachers,
to
the
heart,
review
and
Zucker
folks
we
heard
from
so
III.
S
F
H
The
staff
is
supposed
to
be
doing
that,
but
we're
supposed
to
be
looking
at
the
data
that
we
have
the
data
that
we've
asked
for
about
some
more
informational
and
achievement
gap
and
closing
that.
But
we
shouldn't
be
looking
at
individual
classroom
data
and
unless
the
bunch
of
five
of
us
asked
to
provide
that
we
shouldn't
be
providing
that
I.
S
Respect
you
thought
so,
but
for
me,
I
think
all
the
data
is
important
and
the
more
you
had
invented
incisions
you
can
make
another
school
is
struggling.
We
need
to
find
out
why
they're
struggling
they're
makers
chronically
struggling
for
twenty
years
when
they
get
to
the
root
of
that
and
when
you
put
those
kids,
all
the
kids
together
and
one
lump
soon,
you
cannot
address
individual
needs,
it's
my
price
school
in
my
class
and
my
grade.
So
that's
why
the
data
is
important.
We
must
have,
but.
H
C
H
C
B
S
Hold
on
one:
yes,
we
do
need
goes,
but
I
don't
think
these
goals
here,
gonna
tell
us
anything
too
much
the
end
of
the
year
I'll
be
right
back,
we
started.
Probably
gonna
have
a
growth
and
make
gains.
It
have
to
be
different.
A
little.
What
I
see
here
today,
so
I'm
gonna
go
no
because
it
doesn't
show
doesn't
like
anything,
but.
C
L
L
AD
B
B
G
E
Doing
that
that's
great
a
couple
of
people
pointed
out
to
me
that
when
mr.
masseur,
when
mr.
Han's
had
asked
me
about
assessments,
reviews
it
sounded
as
though
I
said
and
I
may
have
said,
that
we
weren't
going
to
have
any
assessment
for
four-year-olds,
and
that
is
not
what
I
meant
to
say
tomorrow,
that
my
slides
will
be
posted
and
I.
Think
on
slide.
20
I
in
decay
twee
need
a
different
assessment
for
kindergarten.
Children
and
the
staff
is
working
with
experts
to
see
what
would
be
appropriate
for
four-year-olds.
E
AE
AE
This
took
a
lot
of
effort
to
get
to
I,
of
course,
worked
with
the
alumni
group
initially,
and
you
all
heard
their
presentation
and
then
I
was
able
to
take
that
presentation
and
work
with
just
about
every
department
that
CCSD
has
to
come
up
with
these
recommendations.
So
we're
presenting
it
today
to
get
feedback
from
you
all
and
to
get
additional
thoughts
so
that
you
all
can
make
an
informed
decision
on
how
you
want
to
move
forward.
S
AE
So
I'm
gonna
try
and
walk
through
the
process
to
make
it
just
as
clear
as
possible
and,
of
course,
Miss
Jones.
She
has
all
of
the
background
information
all
of
the
she's
been
intricately
involved
in
running
data
and
just
making
sure
that
these
scenarios
kind
of
work
for
us.
So
what
we
did
was
we
took
the
criteria
that
the
alumni
initially
presented
and
kind
of
boiled
it
down
to
what
we
would
think
will
work
best
to
serve
Charleston,
County,
kids,
and
so
there
are
roughly
170
seats
in
the
ninth
grade
at
academic
magnet
high
school.
AE
AE
It
kind
of
gives
you
a
little
bit
more
background
with
regards
to
the
ink
intricacies
of
it,
for
instance,
if
you
know
to
students
from
290
201
we're
offered
a
seat
and
neither
accepted
that
zip
code
requirement
would
consider
to
be
fulfilled.
Okay,
so
after
that,
so
that
is
with
no
interest
criteria
that
the
top
two-and-a-half
percent
of
all
students
from
every
Middle
School
get
offered
a
seat.
They
have
two
weeks
to
decide
whether
or
not
they're
going
to
accept
or
decline
that
seat.
Okay
and
then
the
number
four.
AE
The
number
of
students
from
each
school
will
be
determined
based
on
the
eighth
grade,
enrollment
on
the
45th
day,
okay
and
then
next
we're
going
to
use
the
entrance
criteria,
which
looks
a
little
bit
different
than
it
did
before.
It's
the
major
differences
with
regards
to
the
teacher
recommendation
before
you
were
able
to
get
between
zero
and
four
points
on
for
teacher
recommendation
and
the
team
thought
that
that
was
just
a
little
bit
too
subjective,
and
so
now
it's
a
zero
to
one
point.
S
AE
And,
and
so
that
of
course
took
the
maximum
score
that
you
could
get
from
a
sixteen
to
a
thirteen
so,
but
nothing
else
really
has
has
changed
in
the
entrance
criteria,
and
so
what
we
will
do
is
the
students
that
have
applied
based
on
the
same
map,
scores
and
GPA
and
in
writing
sample.
We
would
then
rank
those
students
and
write.
Am
I
right
right?
Okay,.
P
T
AE
Gotta
check
with
Robin
she's
a
my
she's,
my
keeper,
of
all
things
here.
Okay,
so
we
will
rank
those
students
and
then
we
would
apply
priorities
and
the
first
priority
is
that
an
applicant
lives
in
Charleston,
County.
Okay,
then,
the
second
priority
is
an
applicant
attends,
a
CCSD
school
for
a
full
year
prior
to
applying.
The
third
priority
is
that
the
applicants
domicile
is
in
Charleston
County,
but
the
applicant
attends
a
non
CCSD
school
and
the
fourth
priority
is
that
the
applicants
domicile
is
not
in
Charleston
County
but
meets
other
four
other
qualifying
criteria.
AE
All
right,
and
so
we
would
rank
those
students
and
continue
filling
the
seats
based
on
their
rank
order
until
the
seats
are
filled
and
then
once
those
seats
are
filled.
Obviously
the
remainder
of
the
students
will
be
placed
on
a
waiting
list
and
with
it
with
their
order
of
ranking
and
they'll
meet.
The
waiting
list
will
be
maintained
through
the
tenth
day
of
the
of
the
academic
school
year.
Did
I
touch
everything
Robin,
except.
AE
AE
E
AE
AD
A
AD
Well,
it
would
start
again
with
the
priorities
so
we'd.
First,
look
at
the
students
who
are
Charleston
residents
who
are
attending
at
matriculating
from
a
Charleston
school
right
and
those
students
within
you
receive
a
rank
order
and
when
they
were
completed
that
diminish
those
students
we
move
to
the
next
priority.
We
are
not
using
the
criteria
score.
That
criteria
doesn't
supersede
the
priority.
We.
E
E
E
AD
AE
AD
S
Thank
you
bazookas.
If
a
student
is
offered
to
see
that
at
school,
but
maybe
just
maybe
both
students,
and
no
so
you
have
well
almost
a
fashion
equation,
tell
you
what
I
don't
like
to
see
happen
so
I
guess
he
needs
that.
Go
to
the
next
to
top
performance
students
in
that
school
that
will
be
asked
that
without
school
is
to
represent
it
at
that
at
the
magnet
school.
All
of
you
choose
to
students,
maybe.
S
S
S
In
if
the
interesting
County
and
by
the
zip
code
rule
it's
the
first,
it's
the
first
two
students
say
we
don't
want
it
and
then
that's
offered
to
the
next
two
students
performs
at
at
school
for
the
father
zip
code.
Now
this
says
once
you
offer
it,
if
they
say
they
don't
want
it,
then
you've
met
the
requirement.
So
what
I'm
saying
is?
AE
AE
Zip
codes
have
already
been
captured
there,
so
if
they
have
not,
then
we
will
go
and
find
the
next
students,
in
particular
zip
codes
to
make
sure
that
that
quota
is
filled.
They
don't
get
they
don't.
If
they're
not
already
captured
in
the
two-and-a-half
percent,
if
they're
already
captured
in
two
and
a
half
percent,
then
we
don't
even
yeah.
S
AE
S
S
Actually
you
just
said
on
the
writing.
Sample,
for
example,
which
is
which
is
subjective,
is
their
way
they
have
a
riding
or
for
a
reading
test
for
missions.
That's
that's
electronic!
That's
not
subject
to
any
one
or
group
of
people
having
a
score!
But
okay,
you
sit
down
like
you,
take
a
math
test
online
or
maybe
a
virtual
stick.
It
says:
there's
no
single
person
reading
it,
but
the
school
has
already
fit
there.
Maybe
maybe
can
be
writing
in
questions
in
reading
the
goal
is
to
see
how
well
students
been
reading
right.
S
There's
a
writing
sample
I.
Imagine
so
does
I
have
to
be
subjectively
laughter.
You've
got
four
points
top
on
that
possible.
Why
couldn't
that
be
a
computer-based
or
electronic
base
over
there?
Where
there's
no
one's
opinion
involved
at
all?
Either
you
got
it
right
or
wrong
you're
in
the
point,
so
you
don't
in
the
points.
So
electronic
test
is
what
I'm
asking
for
the
right
example.
Reverend.
AD
Comments,
the
writing
sample
is
blind
scored
and
it
is
at
least
two
of
the
reviewers,
who
are
the
readers.
There's
a
training
I
had
a
time
to
calibrate
all
the
readers.
So
when
they're
reading
with
one
scored
and
another
one
scores
and
if
there's
a
discrepancy
in
the
scoring,
then
a
third
person
scores
as
far
as
typing
the
test.
I
think
that's
something
that
can
be
done.
But
of
course,
we're
concerned
about
spellcheck
and
all
those
things,
and
it
goes
down
to
the
actual
students
be
able
to
being
able
to
perform.
S
C
F
S
C
AE
AE
C
C
If
you're
in
a
so
so,
if
you're
in
a
school-
and
you
do
the
two
and
a
half
percent,
if
an
unrepresented
zipcode
in
that
school,
you
automatically
get
into
a
seat
there.
How
does
that
work?
Let's
say,
let's
say
we're
in
a
school:
that's
got
four
zip
codes,
but
two
and
a
half
percent
of
the
eighth
grade
classes.
Three
people
zip.
AD
Code
won't
be
specific
to
the
school
it'll,
be
the
entire
population
of
students.
Who've
been
accepted
to
that
point,
even
though
we've
covered
two
and
a
half
percent
I
offer
two
and
half
percent,
they
have
to
actually
the
SEP
and
then
we'll
review
to
see
what
we're
missing
and
then
the
top
two
students
who
are
in
that
zip
code
that
we
can
find
will
be
offering
an
opportunity,
but
it
may
not
be
school
specific
because,
of
course,
students
who
attend
schools
now
may
be
on
transfer.
They
may
be
on
you
know,
so.
C
That
does
seem
to
get
a
little
complicated
because
now
you're
saying
I'm
the
smartest
kid
in
at
my
school,
but
because
I
live
in
the
same
zip
code
as
that
child
that
child
gets
in
because
of
the
zip
code.
Even
though
we're
not
in
the
same
school,
we
just
I
see
that
we
can
introduce
some
complexity
there.
Well.
AD
A
C
AD
C
Has
anybody
run
the
numbers
to
find
out
what
your
student
population
is
gonna,
because
it
looks
the
way
this
changes
markedly
from
our
original
presentation?
Is
it
it's
absolutely
capping
that
that
population
at
six
hundred
and
eighty
kids
here
six
hundred
and
eighty
seven
kids
at
academic,
magnet
and
I'm
still
not
sure
that
out
of
forty
seven
thousand
kids,
only
six
hundred
and
eighty
can
handle
academic
magnet
well.
AD
C
C
AE
C
Looking
at
there's
185
kids
in
the
ninth
grade
class
I'm
saying
have
you
run
the
numbers
assuming
two
and
a
half
percent
of
the
eighth
graders
in
every
school
say?
Yes,
then
you
may
you
have
a
gap
of
zip
codes.
You
add
that
then
you
add
the
other
ones.
Has
anyone
run
the
numbers
of
how
large
the
class
could
be?
If
everybody
says
yes,
what
is
that
number
less.
AE
F
H
H
I
just
wanna
say
is
thank
you
for
doing
this
work
and
in
case
anybody's
here
or
anybody
hears
about
this.
This
is
not
something
that
we've
just
started.
This
is
something
that
discussion
started
on
before
those
of
us
who
were
elected
in
2014.
The
reward,
then
was
talking
about
making
some
changes
to
the
academic
magnet
admissions
process.
H
F
S
So
the
point
I
was
trying
to
make
it
a
while
ago
that
you
had
two
schools
or
with
low-performing
well
the
threaten
up
with
a
certain
degree
of
low-performing
students,
but
you
have,
you
may
have
at
the
top
of
that
school
proficient
or
excelling
five
percent,
three
percent,
ten
percent
that
begins
to
narrow
down
the
pool
of
the
actual
candidates
that
can
do
it:
academic,
maintenance,
cool.
So
that's
what
this
is
well
spent
in
school
when
you
begin
to
really
multiply
and
dig
down
through
it.
C
C
They
in
here
I
would
assume,
but
so
even
if
they're,
not
that
adds
ten
so
you're
talking
about
I'm
sort
of
I,
wonder
if
we
can
increase
that
to
three
percent
I'm
wondering
how
we
can
capture
more
I'm
gonna
and
until
we
get
to
the
vote,
I'm
gonna
be
trying
to
squeeze.
You
know
ten
more
kids
into
the
school,
because
again,
I
still
don't
think.
If
we've
got
high
schools
operating
with
five
hundred
kids
successfully
per
grade
I,
don't
know
why
we
cling
to
170.
Kids
per
grade
creates
the
success.
C
AE
AD
C
AE
E
S
A
S
S
F
AD
E
Is
the
only
change
in
this
policy
is
that
it
makes
it
consistent?
It
makes
it
consistent
with
the
discussion
we
just
had.
Additionally,
admission
preference
into
countywide
magnet,
schools
will
be
given
to
students
matriculating
from
a
CCSD
public
school
and
the
students
whose
family
domicile
is
located
in
Charleston
County,
and
this
is
we're
asking
for
first
reading
on
this
policy
and
our
apologies.
S
S
H
W
A
A
C
A
couple
of
things
going
on
here
and-
and
it
might
be
that
I
I
am
on
the
South
Carolina
School
Boards
Association
Board
of
Directors
for
this
region
that
doesn't,
by
definition,
make
me
a
delegate.
So
what
being
a
delegate
means
is
the
South
Carolina
School
Boards
Association
has
sent
all
of
you
there.
C
C
We
speak
with
a
voice
that
comes
from
y'all,
so
two
things
have
to
happen
today
as
y'all
have
to
review
that
and
authorize
sending
your
delegates
to
the
Assembly
to
vote,
to
approve
that,
so
that
when
legislation
is
in
session-
and
they
start
talking
about
how
this
is
going
to
effect,
reducing
teachers
in
the
classroom,
there's
a
position
in
the
South
Carolina
School
Boards
Association,
that
caps
students
per
teacher
at
all
cost
and
that's
the
length.
That's
that's
what
we
would
be
going
up
there
and
saying
look.
This
is
more
important.