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From YouTube: August 5, 2019 CCSD Committee of the Whole
Description
August 5, 2019 CCSD Committee of the Whole
D
C
E
B
D
B
F
A
G
The
superintendent
may
not
use
admission
rules
or
procedures
that
have
not
been
publicized
at
least
one
month
prior
to
the
application
period
and
may
not
apply
any
admission
procedure
or
akrur
criteria
retroactively.
Lee,
that's
from
your
website.
I
want
to
also
call
your
attention
to
the
admission
criteria
circulated
by
CCSD
in
January
for
beust
I
won't
waste
your
time
with
it
cause
I
know,
you've
all
read
it,
but
we
have
the
explanation
circulated
by
this
superintendent
detailing
the
admission
process
for
the
kindergarten
class
and
the
admission
criteria
that
you
circulated
was
disregarded.
G
This
represents
a
clear
violation
of
the
superintendent's
authority
and
the
board's
policies
again
from
your
policies
and
procedures.
I
want
to
read
that
to
you.
If
there
are
more
qualified
applicants
than
positions
available
than
a
random
lottery
must
be
used
to
select
those
students
admitted
in
looking
at
the
superintendent's
justification
for
the
admissions
debacle
this
year.
That's
not
what
happened
after
using
improper
admissions
criteria,
which
resulted
in
additional
qualified
applicants.
G
No
lottery
was
used,
another
clear
violation
of
the
superintendent's
Authority
and
of
the
board's
policies,
I
trust
that
you
will
follow
the
policies
that
you're
bound
by
and
not
approve
the
proposed
expansion,
which
violates
your
policy.
If
you
don't,
this
policy
gives
everyone
in
the
room
a
roadmap
to
challenge
your
decision,
which
will
almost
certainly
follow
further
I,
would
ask
that
any
board
member
who
has
any
personal
interest
in
the
outcome
of
this
matter.
Recuse
himself
from
the
vote.
G
Please
join
in
the
conversation
that's
already
in
progress
regarding
making
real
differences
that
Beast
like
increasing
diversity
and
then
raising
the
bar
at
all
schools
across
the
district.
These
conversations
begin
with
the
administrators,
the
teachers
and
the
parents
not
behind
closed
doors,
as
they
have
been.
Thank
you
for
your
time.
Just.
A
H
I
I
A
J
Unfortunately,
in
this
county
you
either
are
in
a
good
school
zone
or
if
you
care
and
you're
in
a
poor
school
zone,
you
send
your
kid
to
another
school
and
that's
what
we
continue
to
see
in
Charleston
County
I
live
in
James,
Island,
Elementary,
School,
District
and
I
volunteered
my
time
as
a
tutor
for
literacy
there,
because
they
need
my
help.
That
is
the
key
to
success.
Community
engagement
and
trust.
There
is
a
principal
who
is
leading
our
community
neighborhood
school
and
doing
great
things.
People
take
pride
in
James,
Island
Elementary.
J
J
Decisions
have
been
made
without
thinking
about
how
they're
going
to
impact
the
students,
the
teachers,
the
four
walls
that
house
schools
both
meminger
and
views,
those
students,
those
parents
are
in
the
dark,
we're
acting
out
of
fear
unknown
distrust,
so
please
get
your
communities
engaged
both
for
long-term
success
and
with
these
short-term
goals.
Thank
you.
Thank.
K
I'm
Jackie
Drescher,
my
sons
are
rising
sixth
and
first
graders
abused
and
also
worked
full-time
as
an
attorney
for
23
years.
You
are
here
two
weeks
before
school
starts
to
vote
on,
whether
to
add
to
kindergarten
classes
after
the
children
have
been
invited,
and
it's
so
late
in
the
game,
and
you
are
now
in
a
position
where
you
may
feel
you're
left
with
no
option,
because
someone
decided
it
was
easier
to
ask
for
forgiveness
than
permission.
K
It
seems
like
you're
being
asked
to
cast
a
vote
in
breach
of
your
own
policies
out
of
necessity,
like
a
rubber
stamp.
It's
unfortunate
the
way
this
went
down.
You
should
not
be
in
this
position
on
a
don't
envy
it.
The
one
thing
that
keeps
nagging
at
me
is
this:
if
this
were
really
the
right
thing
to
do,
then
why
was
it
done
in
the
matter?
It
was
done
and
then
the
email
that
came
out
that
was
clearly
working
backwards.
K
If
this
were
truly
about
filling
the
remaining
spots,
additional
applicants
could
have
been
tested
or
you
could
have
dropped
it
incrementally
to
74
73
percent
until
the
existing
classes
were
filled,
but
adding
two
entire
classes
doesn't
really
make
sense.
What
was
the
purpose?
You
should
be
able
to
base
your
decisions
on
studies
and
parent
and
teacher
input
before
admissions
letters
went
out,
but
that's
not
what
happened.
This
decision
does
not
just
affect
kids
in
two
classes.
It
affects
every
student,
parent
and
teacher
abused.
The
school
was
built
and
designed
for
a
certain
number
of
students.
K
Just
about
six
years
ago,
for
example,
we
have
a
small
dining
room,
so
children
eat
lunch,
the
kindergartners
eat
about
10:45
s.
We
can
run
nine
lunch.
Yes,
you
add
more
shifts.
Do
you
put
push
back
the
eight
threader's
later
or
make
the
kindergartners
eat
lunch
at
10:30
or
10:15?
That's
not
fair
to
the
kids,
my
kindergartner
loved
playing
with
all
his
little
classmates
last
year
on
the
playground.
K
So
now
do
they
not
get
to
know
all
their
classmates,
or
do
we
have
a
hundred
kids
on
the
playground,
which
would
clearly
be
a
safety
issue
adding
so
many
more
kids
affects
the
school
for
the
next
nine
years
and
creates
nine
more
years
of
we
will
figure
it
out
every
year.
Is
these
additional
classes
advanced
through
the
grades?
You
have
to
find
teachers
willing
to
take
a
job
that
will
not
exist
the
next
year
and
the
list
of
negative
effects
goes
on.
K
L
This
is
clearly
the
start
of
an
expansion
attempt
by
you
guys.
No
one
ever
talked
to
the
parents
or
you
know
any
of
the
stakeholders
of
the
school
and
we've
lost
confidence
in
the
district
and
for
you,
guys,
oversight
and
I.
Just
really
hope
that
y'all
will
bring
back
honesty
and
transparency
and,
and
it
goes
beyond
just
use.
We
now
have
meminger
that
y'all
are
talking
about
merging,
but
really
you're
not
going
to
be
merging
it,
because
there's
not
enough
room
to
double
abuse
and
have
enough
students
room
over
at
miniature.
L
So
you're
really
talking
about
closing
and
look
I
know.
This
is
tough.
I
know
these
are
hard
choices
you
all
have
to
make,
but
you
all
have
not
done
right
by
the
current
DS
students
adding
to
classes.
Like
has
been
said
before,
causes
hardships,
the
classes
can't
be
clustered
together
in
the
building
with
their
grades
anymore,
and
it's
just
it's
just
hard
and
I
encourage
you
guys,
please
be
honest.
Let
us
know
what
y'all
are
talking
about
doing
engage
with
us.
L
M
Hey
Aldo
today
my
name's
Charles,
Cole
and
I
cannot
imagine
the
difficult
job
you
guys
have
to
do,
and
it's
very
nice.
You
guys
I
volunteered
and
run
to
better
our
schools.
But
the
vote
today
is
I.
Guess
on
the
expansion
of
used
kindergarten
class
for
2019
I
am
a
father
of
a
rising
first
grader
I
have
two
other
kids
and
it's
just
reflective
of
what
is
unfolded
in
regards
to
this
regrettable
situation.
First,
let
me
say
all
district
20
schools
and
Charleston
County
Schools
need
to
be
given
better
resources.
This
is
not
about.
M
We
just
need
to
protect
this.
One
school
manager
has
been
depleted
of
resources.
Sanders
Clyde
was
the
terrible
school
where
I
was
grown
by
I've
chartered.
There
I
mean
I
toured
there,
but
I'm
in
favor
of
diversity.
Absolutely,
but
let's
do
things
the
right
way
and
just
live
up
to
the
values
that
you're
supposed
to
have
and
if
you
want
to
look
at
the
admissions
criteria
for
abuse
which
we've
already
done
so
I'm
gonna
skip
over
that.
But
in
the
superintendent,
your
email
that
you
sent
to
the
abuse
parents
was
unacceptable.
M
M
It
seems
implausible
that
52
kids
out
of
2,000
were
able
to
achieve
the
passing
grade
in
2000
the
reference
to
that
2018
article
from
the
post
in
Korea,
but
how
many
kids
applied,
even
if
that
were
true,
the
stated
rationale
used
to
make
their
decision
shows
either
a
severe
lack
of
critical
thinking,
a
severe
lack
of
planning
and
organization,
or
a
serious
case
of
being
underhanded
and
not
being
straightforward
with
everyone.
So
please
live
up
to
your
jobs.
Thank
you
very
much.
Thank.
N
I'm,
a
district
20
parent
with
the
rising
fourth
grader
at
least
I've
spoken
to
our
district
rep
and
I,
sent
him
an
email
this
morning
and
I
just
want
to
highlight
a
couple
of
those
things.
One
of
the
issues
which
MS
Wright
already
highlighted
was
the
retroactive
vote.
That's
occurring
today,
apparently
about
adding
the
two
kindergarten
classes.
Whatever
is
decided
today,
it
seems
unfair
to
the
families.
Died
were
added
in
those
two
additional
classes
to
abused
parents
and
to
the
schools
within
the
county
as
a
whole.
N
First
I
want
to
talk
about
how
it
will
affect
our
family.
We're
grateful
to
have
our
daughter
in
a
small
school
with
a
wide
range
of
Ages,
where
she
has
the
ability
to
be
mentored
by
the
older
students
and
to
return
the
favor
to
the
younger
students
as
she
moves
up
in
grade
level,
adding
the
two
classes
will
have
already
guaranteed
that
the
school
have
to
be
divided
between
middle
and
elementary
schools.
N
Therefore,
changing
the
nature
of
of
the
small
school
atmosphere
and
the
mentoring
program
of
the
house
system
currently
in
place
also
in
regards
to
facilities,
kindergarten
classes
must
have
direct
access
to
outside
and
kindergarten
through.
Second
grade
classes
must
be
located
on
the
first
floor
level,
and
we
are
not
sure
how
this
abilities
planning
will
be
accommodated
this
year.
N
I
can't
claim
to
know
how
to
improve
failing
schools
and
I
admit
that
we
were
nervous
to
put
our
daughter
into
James
Simmons,
which
is
what
we,
our
district
adore
as
I'm
sure
that
you
are
all
nervous
for
your
children,
because
no
one
wants
to
experiment
with
their
child's
future.
But
I
know
many
families
don't
have
a
choice,
but
we
just
want
to
express
that.
N
A
F
F
The
district
reviewed
the
board
deliverables
that
you
had
given
to
us.
You
gave
us
ten
different
deliverables
and
I'll
talk
about
those
in
just
a
little
bit,
but
on
June
4
June
24
votes
on
four
of
those
deliverables,
and
those
are
the
four
that
we
want
to
report
on
today.
The
first
one
was
to
bring
recommendations
regarding
all
magnet
and
choice.
Schools
back
to
the
board
by
October
2019
I
just
wanted
to.
Let
you
know
that
academic
magnet
alumni
will
present
some
recommendations
to
the
board
as
part
of
a
special
workshop
on
August
26.
F
They
were
unable
to
be
here
today
and
a
few
of
them
could
be
here,
but
that
they
wanted
a
larger
number
of
academic
magnet
alumni.
Who
have
some
recommendations
regarding
academic
magnet.
They
I
think
will
form
the
basis
of
some
of
the
other
changes
that
can
be
made
in
all
of
the
magnet
schools.
We've
talked
about
partial
magnets,
whether
or
not
to
continue
them,
perhaps
to
continue
them
within
a
particular
zone
or
a
constituent
area,
but
not
having
them
outside
that
particular
zone
or
constituent
areas,
so
that
process
will
start
the
public
discussion
of
that.
D
F
Man
I'm
just
going
through
the
four
things
you
asked
us
to
do.
The
actions
that
you
took
on
June
24th
and
the
second
thing
you
asked
on
June
24th-
was
to
expand
student
access
to
mental
health,
counselors
or
other
social
emotional
supports
for
this
coming
year.
So
in
your
packages
up
what
Jeff
protocols
a
chiclet
chart
that
looks
like
this,
it
has
various
colors
down
the
left-hand
side.
You'll
see
the
list
of
all
the
schools
and
on
the
left-hand
half
of
the
paper
you
see.
F
The
2018-19
supports
for
social,
emotional
and
mental
health,
starting
the
SEL
creates
this
social,
emotional
learning
curriculum
the
bullying
prevention,
curriculum,
the
department,
mental
health,
counselors
telemental
health,
climate
coaches,
social
workers,
support
and
restorative
practices.
If
you
look
to
the
right-hand
side,
that's
what
Jennifer
Coker
has
summarized
from
us
that
will
be
in
place
for
this
coming
year,
so
you
can
see
how
we're
moving
from
a
lot
of
those
yellow
and
red
boxes.
On
the
left
to
the
green
on
the
right,
so
I.
F
C
F
H
The
bullying
task
force
that
worked
all
last
year.
We
have
not
yet
found
a
bullying
prevention
curriculum,
that's
research-based
for
the
high
school
level,
so
all
of
the
Reds
you
see
are
for
high
school.
For
this
coming
year,
all
pre-k
to
8th
grade
schools
will
have
access
to
the
curriculum
that
that
team
identified
that
team
is
continuing
to
meet,
to
try
to
identify
a
process
for
high
school
there's,
not
a
great
one
out
there
that
we
have
found
that
we
think
will
work
across
the
district.
Quite
yet,
but
we're
continuing
to
search
well.
H
Well,
the
curriculums
are
written
based
on
the
ability
of
the
students
and,
as
students
get
older,
the
curriculums
change,
and
so
the
research
in
high
school
isn't
as
prevalent
as
in
K
to
eight.
So
there's
a
few
out
there
and
we
are
going
through
them
right
now
that
the
team
has
identified
so
we're
hoping
to
have
an
answer
for
that
really
soon.
H
In
some
programs
they
are
using
the
eighth
grade
curriculum
at
some
of
our
high
schools,
with
their
ninth
graders,
not
necessarily
super
appropriate,
but
at
least
a
start
and
Daniel
things
does
that
with
social-emotional
learning
I
mean
there
is
a
component
for
bullying
in
the
program
they
have
that
they're
using,
but
it
is
an
eighth
grade
curriculum,
so
we
really
want
to
find
a
9
through
12
curriculum.
Thank
you.
Mm-Hmm.
D
Discussions
and
the
recommendations
really
sent
mental
health
counselors
or
other
supports
so
based
on
that.
How
many
new
mental
health
counselors
are
being
placed
in
schools
and
where
how
do
I
take
this
yellow
or
whatever,
and
determine
how
many
actual
counselors
have
been
placed
in
the
schools
additional
to
the
ones
you
had
prior
to
our
recommendation.
So.
H
H
So
DMH
our
official
mental
health
counselors
from
the
Department
of
Mental
Health
and
telemental
health,
they're
MUSC
virtual
counselors.
So
all
schools
have
access
to
telemental
health,
it's
free.
As
far
as
mental
health
counselors.
We
were
in
72
schools
last
year,
the
year
before
we're
in
I
think
64.
So
every
school
has
access,
but
our
goal
is
to
have
at
least
a
part
time
counselor
in
every
school
and
we're
still
short
on
that
for
next
year.
So.
H
H
Is
not
one
person
regardless
to
the
school?
It's
based
on
the
needs
of
the
school
I've
met
with
mental
health
several
times
to
determine
the
needs
of
each
school,
and
so,
if
it's
green,
its
district
funded
and
it's
appropriate
for
the
number
and
and
volume
of
cases
at
that
school
is
currently
experiencing
in
our
projections.
D
M
F
Sir,
thank
you
so
moving
on
then
to
the
third,
just
an
update
on
the
third
action
that
the
boy
took
on
June
24th,
arranged
cultural
competence,
training
for
all
personnel
by
August
2020.
So
what
you
have
in
the
your
packet
is
an
example
of
the
beginning
of
this
work.
There
are
two
different
underway:
a
couple
of
staff
members
are
working
with
the
YWCA
to
provide
the
racial
equity,
Institute
training
and
the.
F
Excuse
me
the
right
now:
the
ratio,
equity
Institute
proposal
would
allow
us
to
get
about
600
additional
individuals
through
the
two-day
racial
equity,
Institute
training.
That's
the
capacity
that
they've
indicated
that
they
have
for
the
next
year.
Erica,
Taylor
and
others
are
communicating
with
them
about
trying
to
to
step
up
the
amount
of
services
we
could
get
through.
F
Ywca's
ratio,
equity
Institute.
That
obviously
is
not
going
to
be
enough
to
get
to
6000
employees,
so
Don
Kennedy
is
leading
the
effort
to
draw
up
a
project
plan.
This
is
just
an
example
of
how
thorough
we're
trying
to
be
as
we
move
forward
on
these
indicators
so
that
we
don't
start
a
little
of
this
and
a
little
of
that.
So,
if
you
look,
the
first
thing
he
has
listed
is
the
project
manager
and
that's
where
we
have
a
lot
of
question
marks.
F
It's
one
of
the
things
we
want
to
talk
with
you
about
today,
because,
as
we
take
on
this
additional
work,
one
of
the
one
of
the
things
we
have
to
be
able
to
do
is
to
assign
people
who
can
head
up
this
important
work
and
be
freed
from
other
responsibilities.
Right
now
we
have
people
who
are
fully
deployed
on
other
items.
So
we'll
talk
a
little
bit
about
that,
but
there's
no
reason
why
we
can't
go
ahead
and
outline
what
it
is
we
want
done
so
for
your
information
under
scope,
mr.
F
Kennedy's
at-15
major
project
that
activities
that
need
to
be
done,
then
he's
talked
about
the
deliverables
at
the
bottom.
On
the
next
page,
he
identifies
the
critical
success
factors
indicates.
We
have
to
determine
the
cost.
Estimates
make
sure
that
we
connect
with
the
stakeholders
there
and
then
on
the
final
page.
He
talks
about
the
risks.
So
this
is.
We
just
brought
this
to
you
today
as
an
example
of
how
thorough
we're
going
to
need
to
be
on
these
mission-critical
actions,
because
they,
if
done
properly,
do
create
fundamental
changes
in
the
way
we
operate.
F
O
A
E
F
So
on
on
Graduate
Institute,
we
accept
their
curriculum
and
their
program,
but
the
first
bullet
here
design,
the
training
programs
means
part
of
that
would
be
getting
clear
on
what
kinds
of
diversity
we're
talking
about
and
what's
the
what's
the
scope,
we
aren't
just
talking
about
racial
diversity,
although
that's
critically
important
in
our
area,
there
are
lots
of
other
kinds
of
diversity.
So,
if
you
see
on
the
scope
document,
are
you
looking
I'm
looking
at
this
one?
The
cultural
competence,
training
quiz.
F
O
F
P
D
Think
that
part
of
what
the
board
wanted
was
for
everybody
to
be
on
the
same
page
and
and
to
have
the
same
to
be
a
cohesive
group
of
people
who
have
come
together
to
educate
children
in
Charleston
County.
So
when
I
hear
that
the
racial
equity
Institute,
which
I
attended,
has
a
capacity
for
600
and
then
we're
kind
of
going
to
look
for
what
we
want
in
the
other
one,
it
sounds
like
we're.
D
We
are
from
the
outset
creating
two
parallel
types
of
training:
I,
don't
know,
that's
what
we
were
intending
to
have
some
folks
trying
to
one
curriculum
and
then
have
the
district
creating
the
other
one.
So
is
it
wise
to
have
two
parallel
types
of
training
that
don't
affect
all
of
them
as
a
cohesive?
All
of
us
as
a
cohesive
group,
I.
F
See
how
you
could
have
been
left
with
that
impression
from
my
comments,
I
didn't
mean
to
imply
that
there's
600
or
more
individuals
who
go
through
ratio,
equity,
Institute
training
have
completed
the
district's
diversity,
training,
that's
one
type
of
diversity
and
it's
intensive
training.
It's
extremely
important
if
it
were
capable
of
getting
six
thousand
people
through
that
training.
That
would
be
what
we
would
do,
but
the
six
hundred
who've
gone
through
that
training
have
not
have
not
completed
the
the
cultural
competency
training
per
se,
but
just
one
does
not
substitute
a.
D
F
D
Know,
I
just
think
that
at
some
point
we
either
have
to
train
the
trainer
and
create
capacity
to
do
it
or
work
with
the
entities
that
we
know
we're
doing
it
and
see.
If
they
can,
we
can
increase
their
capacity
because
you're
right,
it
has
to
be
an
ongoing
thing,
and
the
last
thing
is
to
to
the
part
about
the
the
program
director.
D
I
would
ask
that
we
tread
lightly
just
from
the
sense
that
every
time
we
start
something
new,
we
need
a
new
boss,
not
new
workers
and
I
just
want
to
make
sure
it's
more
important
to
have
people
doing
that
work
than
having
the
program
director
just
need
to
get
very
clear
on
that.
We
have
people
that
we
have
loaned
out
to
other
tasks,
it's
hard
to
say
we're
also
overwhelmed.
We
can't
get
this
done.
We
need
to
hire
new
people
when
we
are
collaborating
and
loaning
out
people
to
other
tasks
right.
F
F
Then
the
only
thing
I
want
to
point
out.
One
of
the
other
things
that
this
particular
initiative
recommends
is
the
formulation
of
an
external
diversity
and
inclusion
advisory
board,
and
we
think
that
that
needs
to
be
external
to
the
district,
for
a
lot
of
the
reasons
that
were
shared
in
public
comment:
okay,
okay
and
then
the
fourth
directive
from
the
board
was
to
develop
a
process
to
receive
proposals
for
effective
school
approaches
and
then
once
we
get
those
proposals
in
to
involve
the
board
family
representatives
and
educators
in
the
vetting
process.
F
F
Another
important
point
just
reiterates:
respondents
must
have
a
proven
track
record
of
implementing
and
managing
the
models,
or
else
we
will
not
consider
that
and
we're
asking
specifically
with
for
those
who've
had
success
in
significantly
increasing
the
success
rates
of
children
of
color
and
poverty
in
urban
settings.
We
spell
out
that
we
are
not
seeking
to
establish
additional
lottery
based
charter
choice
or
magnet
schools
on
this
second
page.
F
We
would
imagine
that
parent
and
educator
representatives
from
the
schools
that
might
be
considered
for
this
approach
would
make
visits
to
the
schools,
have
the
opportunity
to
interview
teachers,
parents
and
others
who
are
in
schools
that
are
operated
in
other
parts
of
the
country,
and
then
this
is
optimistic
and
ambitious,
but
we're
hoping
to
bring
recommendations
to
the
board
by
December,
so
that
the
the
planning
for
these
schools
could
be
taken
into
consideration.
As
we
begin
to
budget
and
personnel
decisions
for
a
second
semester
going.
A
A
D
I
agree:
I
think
that
the
drop-dead
deadline
date
is
a
date
we
create.
So
if
we're
gonna
create
February,
27th
I
just
assume
create
December
31st
to
create
two,
because
there
are
other
dates
we
won't
be
in
control
of.
For
that
reason,
I
I
would
love
to
see
this
pushed
up
about
30
days.
I
feel
like
we
need
to
get
on
it
sooner
than
later,
but
something
that
says
we're
gonna
get
we're
gonna
get
this
material
by
October.
The
district's
gonna
bring
us
a
recommendation
by
December.
Maybe
we
can
tighten
that
up.
D
B
You
think
I
know
I
know
you
guys
have
been
doing
some
research
and
talking
to
people
about
this.
Do
you
think
if
it's
published
by
the
end
of
this
week,
we
could
have
a
deadline
like
by
the
middle
of
September
versus
it
being
October
the
first
week
I
mean,
could
we
give
people
30
days
or
so
to
respond,
or
do
they
need
60
days
or
it
wouldn't
exactly
be
60
days.
E
D
P
Go
ahead,
mr.
Frasier
I
just
was
gonna
say:
if
you
make
it
too
rushed,
then
people
that
are
on
the
fence
are
gonna
say
and
it
falls
into
too
hard
category
I'm
not
gonna
respond,
so
I
would
rather
have
a
robust
amount
of
applications,
and
then
it's
on
us
to
discuss
it
and
make
decisions
faster.
I'd
rather
put.
B
A
F
F
Q
F
It's
for
a
multitude
of
responsibilities.
One
would
be
to
help
handle
the
partnership
schools.
The
other
would
be
to
make
sure
we
we
and
the
charters
are
in
compliance
to
respond
when
charters
say
that
they
expected
a
certain
kind
of
support
that
they're
not
getting,
in
other
words,
create
the
liaison
duties
much
more
effectively,
but
also
if
there
are
new
charters
applying
to
help
with
that
vetting
of
the
application
process.
F
Thanks
the
other
thing
I
want
to
mention
before
I
get
into
board
goals.
If
you
don't
mind,
is
the
mission
critical
directives
timeframe,
that's
in
the
folder,
and
so
there
were
ten
board
directives
given
to
staff.
We
put
another
copy
of
those
directives
in
your
folder
because
a
yachtie
it's
hard
to
keep
up
with
everything.
So
the
more
directives
are
there
and
we.
This
is
our
first
attempt
to
say
this
is
what
we
think
we
can
bring
to
you
in
first
quarter.
Second
quarter,
third
quarter
and
fourth
quarter.
F
If
it's
in
black
font,
we
haven't
started
it
yet
and
there's
one
in
red
font-
and
this
gets
to
the
question
there
rose
a
little
bit
ago.
We
have
to
create
a
project
management
framework
in
order
to
increase
our
district's
capacity
to
execute
these
actions.
So
under
mr.
Kennedy's
leadership
we
have
been
working
on.
F
He
foresaw
the
needs
of
this
last
year
and
again,
with
the
leadership
team
last
spring,
trying
to
help
us
create
a
formal
project
management
structure.
So
we'll
say
a
little
bit
more
about
that,
but
if
we
don't
get
a
project
management
structure
in
place,
we
cannot
meet
your
your
timelines.
There's.
F
D
So
these
were
the
10
things
that
were
brought
to
the
board
a
few
months
ago.
Todd
you
you.
You
said
you
brought
these
to
the
board
right.
It
was
my
fight
I
thought
at
the
time
when
we
discussed
this,
that
this
was
a
way
to
create
the
questions
for
the
mission-critical
team.
So
now
that
we
have
the
recommendations
from
the
mission-critical
teams
and,
as
the
lady
correctly
said,
not
only
are
there
five
or
six
for
d20,
but
also
wealth
in
that
conversation
is
a
ton
of
items
from
the
North
Charleston
community.
D
How
does
this
tie
into
the
Clemson
recommendations
tie
into
advance
said,
tie
into
mission-critical
tie
into
the
1820
goals
and
tie
into
the
new
three
goals
from
the
gentlemen
that
Eric
brought
to
town
to
do
the
board
training
I
think
we
need
to
kind
of
get
our
hands
around
all
these
different
things
that
seem
to
be
in
silos
that
we're
going
back
and
forth.
I
thought
this
would
go
away
when
mission
critical
came,
and
so
now
we
have
mission
critical
and
instead
of
talking
about
how
to
accomplish
these,
we're
going
back
to
this.
F
Then
said
the
Clemson
study
a
shared
future,
along
with
the
goals
that
the
board
already
had
on
the
table,
so
this
directive
document
brings
it
all
together.
Those
are
directives
that
we
are
to
accomplish
in
starting
out
to
find
to
find
the
best
ways
to
accomplish
those
directives.
We
started
by
asking
for
communities
to
give
some
suggestions.
The
Amman
administration
gave
some
recommendations,
but
as
far
as
I
know,
the
directives
are
ways
in
which
the
board
believes
we
will
make
progress
toward
meeting
these
three
board
goals
and
that's
how
that
all
fits
together.
F
So
one
of
the
pieces
of
feedback
that
I
think
is
absolutely
right
is
that
in
this
year's
superintendent's
evaluation,
the
board
set
ten
goals.
One
of
those
goals
was
related
to
the
actual
work
of
the
district,
the
business
of
the
district,
the
other
nine
well,
seven
of
the
other,
nine
were
about
processes
or
tactics,
and
then
the
final
two
were
about
character
and
behavior.
So
moving
forward
I
think
the
board
is
moving
to
these
three
goals
and
getting
out
of
the
business
dedicating
so
much
the
everyday
operations,
but
making
clear
that
there
are
10
things.
F
You
care
a
heck
of
a
lot
about,
and
you
want
them
done,
and
you
want
reports
on
them
throughout
the
year.
That's
the
way
I
see
them
coming
together,
so
the
community
recommendations
are
still
out
there
and
one
of
the
directives
is
to
engage
the
larger
community
and
bringing
back
recommendations
to
the
board,
and
this
is
the
timeframe
I've
just
outlined.
This
is
when
I
think
you
could
expect
to
see
recommendations
regarding
each
of
these
things.
Coming
back
any.
P
P
D
Was
created
before
the
three
goals
that
this
is
now
created
to
get
us
to
and
it
and
it's
not
been
changed
at
all,
based
on
the
mission,
critical
and
I'm
looking
at
the
Clemson,
so
I
think
we
need
to
do
a
little
bit
more
work
to
see
how
these
things
tie
together,
because
I'm
looking
at
the
concrete
actions
and
recommendations
by
the
Clemson
study
and
I'm,
not
seeing
something
that
correlates
in
these
10
and
I'm,
certainly
not
seeing
these
10
having
changed
at
all
for
the
mission-critical
committee
meetings.
Okay,.
C
F
D
O
F
Only
on
the
three-door
goals
that
we're
getting
ready
to
talk
about
and
the
workshop
will
show
you
a
lot
of
school
level
detail,
so
you
can
see
school-by-school
where
we're
making
progress
and
you
can
decide
whether
you
believe
we're
setting
these
percentages
in
the
right
place
or
not.
On
these
three
goals,
the
board's
already
voted
on
the
three
goals
so.
F
L
O
F
I'm,
giving
you
an
update
on
the
progress
we
have
made
and
I'm,
giving
you
a
calendar
to
show
you
when
we
will
have
the
rest
of
the
directives
ready
to
discuss
with
the
board
and
and
then
as
soon
as
we
finish,
that
discussion
I'm.
Getting
ready
to
move
to
the
three
specific
student
achievement
board
goals
that
the
board
has
set
well.
C
C
F
The
mission
of
this
board,
of
course,
is
that
all
students
will
graduate
ready
to
step
into
a
highly
skilled
living
wage
job
or
go
on
to
complete
more
career
training
or
go
on
to
college.
So
the
work
that
we've
done
in
trying
to
set
these
goals
is
related.
These
actions
is
related
to
accomplishing
those
three
goals
and
I
think
those
are
the
right
three
goals
for
the
board.
The
board
members
who
worked
all
day
with
the
consultants
a
few
weeks
ago
arrived
at
those
three
goals.
So
what
are
we
doing?
C
F
Just
doesn't
so
the
education
Oversight
Committee
in
the
state
of
South
Carolina
and
the
State
Department
of
Education
is
aware
of
our
work,
and
this
week
Cindy
Ambrose
is
at
a
US
congressional
briefing.
She
was
invited
to
come
and
present
at
that
briefing
about
what
we're
trying
to
do
to
build
a
very
different
kind
of
accountability
system.
The
thing
we
want
to
point
out
is
things
that
teachers
is
something
that
teachers,
parents
and
students
emphasize
all
the
time
that
it's
not
fair
to
make
a
really
important
life
impacting
judgment
on
one
data
point:
why.
F
D
A
F
D
J
F
Above
all,
the
above,
it's
it's
and
we'll
talk.
That's
what
I'm,
explaining
today
and
I'm
today
is
an
overview
so
that
you
have
time
to
think
about
it
before
we
have
the
workshop,
because
this
is
important,
we
don't
want
you
to
feel
as
though
you
you
didn't
have
adequate
time
to
understand
this.
Okay,
so
that
this
is
the
readiness
pathway.
The
bottom
line
of
that
band
represents
the
lowest
readiness
score
that
one
could
have,
and
if
you
go
clear
out
here
to
the
end,
you
workplace,
ready
to
your
college
ready
and
four-year
college
ready.
F
So
the
bottom
line
of
this
blue
band
represents
pretty
much
what
it
takes
to
get
into
a
two-year
college.
Workplace
ready
at
living.
Wage
is
going
to
be
near
that
blue
band,
because
the
highly
skilled
jobs
that
can
be
counted
on
for
the
future
are
going
to
require
that
students
have
the
level
of
skill
that
is
about
the
same
as
at
least
the
same
as
as
college
entrance
requires.
So
when
we
finish
this
work
and
again,
this
work
is
building
on
what
we've
been
doing.
F
It
simply
refines
it
every
single
year
we're
getting
better
and
better
at
this.
What
you
can
expect,
so
this
is
what
we
shared
with
principals
last
week.
The
staff
worked
really
hard
to
pull
all
of
this
together,
so
that
principals
and
that
and
the
teachers.
The
leadership
teams
that
were
out
last
week
sessions
knew
that
they
would
be
able
to,
for
every
single
child
they'll,
be
able
to
provide
parents
with
a
simple
metric
to
show
the
students
current
level
of
attainment
and
there's
spring
goal
in
reference
to
where
they
need
to
be.
F
Principals
are
going
to
be
able
to
share
information
about
the
readiness
expectation
levels
at
their
school
as
school
starts
this
year,
so
that
they
can
have
conversations
about
what's
the
goal,
what
are
we
trying
to
accomplish?
Goals
will
be
measured
on
the
spring
results,
so
we're
not
going
to
do
fall
to
spring
anymore.
It
will
be
spring
to
spring,
so
that
means
we
have
to
align
SV,
ready
and
math.
We
have
to
look
at
all
any
assessments
that
students
taken
that
we
can
measure
spring
to
spring.
F
Students
will
generally
have
more
than
one
opportunity
or
measure
to
show
that
they're
ready.
This
would
not
be
true
in
early
childhood,
because
it's
hard
for
us
to
find
multiple
measures
in
early
childhood
and
it
will
be
difficult
at
the
high
school
level.
The
current
metric,
the
current
measures
are
based
on
the
tests
that
are
already
in
place
right
now.
Our
schools
have
performance
and
growth
goals,
with
the
exception
of
the
high
schools,
because
the
measures
are
a
whole
lot
of
high
drop
more
difficult
at
the
high
school.
Here's
why?
F
The
high
school
can
have
performance
measures,
but
they
may
not
have
growth
measures,
because
a
student
might
take
an
end-of-course
English
exam
this
year,
but
they
won't
take
an
English
and
then
into
course,
English
exam
next
year,
or
they
might
take
a
CT
this
year,
but
not
next
year.
So
they're
working
on
some
equating
formulas
to
try
to
show
growth
in
high
school,
but
right
now
high
school
is
a
challenge
for
us.
Alright.
So
here's
the
good
news
for
educators
we're
not
adding
any
additional
assessments.
F
Students
will
have
one
more
than
one
opportunity
to
show
their
readiness.
So
it's
not
single
assessment
down,
but
we
look
at
these
together
to
understand
what
constitutes
readiness
so,
whether
you're
looking
at
Lexile
or
quantile,
or
not
score
or
SC
ready
or
a
CT.
We
know
how
that
equates
inside
that
readiness
band.
So
we
can
talk
a
whole
lot
more
realistically
and
logically,
with
parents
about
the
extent
to
which
their
children
are
prepared.
F
So
the
next
slide
just
repeats
the
three
goals
that
you
have
adopted
at
a
board
as
a
board
and
then
the
rest
of
this
conversation
is
going
to
be
about
how
we
are
going
to
arrive
at
those
percentages
for
the
next
three
years.
So
on
the
performance,
you
have
a
certain
percentage
of
students
who
will
achieve
at
or
above
their
grade
level,
expectations
in
reading
and
math
any
growth.
You
have
a
certain
percentage
of
students
who
meet
their
one-year
growth
levels
and
then
in
readiness-
and
these
are
both
about
readiness.
F
A
With
respect
to
number
two,
just
while
we're
discussing
it,
each
child,
when
you
when
you
in
your
conference
and
you're,
pulled
up
you've
got
for
your
map,
your
RIT
score.
You've
got
a
gold,
your
growth,
that
year
right
like.
Would
it
be
better
to
have
this
as
percentage
of
children
who
meet
their
growth
goal.
F
O
F
Of
where
they
are
so
you
get
a
better
it
would
it's
easier
to
meet
it's
easier
to
say
that
children
met
their
growth
goals
because
their
growth
goals,
if
you're
scoring
it?
So
that's
example,
if
you're
scoring
at
the
35th
percentile
your
growth
goal
is
compared
to
all
the
other
children
in
the
country
who
are
scoring
at
the
35th
percentile,
which
means
you're
going
to
move
along
and
stay
at
the
35th
percentile.
Our
job
is.
F
F
Us
understand
that
a
little
bit,
what
is
average
achievement
and
average
growth
and
what
is
grade
level
average,
there's
no
absolute
northstar
to
say
what
fifth
grade
counts,
what
constitutes
being
on
grade
level
in
fifth
grade
test
makers,
for
every
every
test
that
I'm
aware
of,
and
certainly
the
Northwest
evaluation
Association.
That
makes
the
math
test
every
few
years.
F
Renormalize
ends
hundreds
of
thousands
and
sometimes
millions
of
data
points
of
students
taking
tests,
and
they
find
that
Idol
point
where
50%
of
the
students
have
scored
below
that
midpoint
and
50%
of
scored
above
and
they'll
say
that
is
grade
level
for
fifth
graders.
This
is
fifth
grade
level.
Now,
five
years
from
now,
that
particular
score
might
not
be
fifth
grade
level.
If
they
have
read,
does
that
make
sense?
That
makes
sense?
It's
it's.
It's
the
way
tests
work,
and
so
every
time
our
state
changes
the
test.
F
It
throws
off
our
discussions
about
how
kids
are
doing,
because
we
we
don't
know
what,
if
there
aren't
a
whole
lot
of
kids
in
South
Carolina,
taking
the
test
not
like
a
national
database,
and
we
don't
know
for
a
little
while
where
that
midpoint
is.
This
is
also
true
for
growth.
So
when
we
say
the
numbers
of
the
percentage
of
students
who
made
the
one
year's
growth
per
year,
this
red,
this
green
line
right
there.
This
isn't
very
well
on
that,
but
that
green
line
is
one
year's
growth.
F
If
this
is
how
much
growth
you
made,
that's
average
growth
for
you,
they
averaged
them
all
together
and
look
at
the
midpoint
of
growth
and
say
this
equals
one
year's
growth.
So
I
went
that
might
be
confusing
and
perhaps
I'm
not
articulating
it
very
well.
But
there's
no
absolute
standard
of
I
grew
from
fourth
grade
to
fifth
grade.
It's
I
kept
up
with
all
the
fourth
graders
in
the
country
who
who
learned
this
much
this
year,
so
for
a
district
to
have
50%
of
its
students
growing
a
year
a
year
that
is
average.
F
F
F
Renormalize
children
made
the
75th
percentile,
for
example,
so
this
is
a
really
important
concept
to
keep
in
mind
as
we
talk
about
these
percentages
because
we're
going
to
want
to
set
the
percentages
at
90,
a
90
percent
or
more,
but
that
makes
us
part
of
such
a
skewed
group.
It's
it's
not
possible!
So
here's
what
we're
we're
thinking
about
last
week,
each
elementary
and
middle
school
received
a
reading
and
math
performance
and
growth
goal.
F
High
schools
received
college
and
career
readiness
goal
and
and
and
a
performance
and
but
not
a
close
goal,
because
we
don't
know
how
to
do
growth
goals
at
high
school,
yet
they
don't
take
math
test.
But
here's
what
we
want
to
point
out.
The
target
goals
that
we
are
setting
for
those
schools
reflect
that
every
single
year
they
reduce
by
10%
the
percentage
of
students
who
are
not
in
the
readiness
pathway.
F
D
F
D
When
you
said
50
percent
for
a
when
your
growth
is
average,
what,
if
is
there
any
Studies
on
districts
that
have
so
many
students
not
hitting
that
one
year
I
mean
seems
like
I'm
trying
to
figure
out?
If
that's
nationally,
you're
saying
this
is
kind
of
national?
Fifty
percent
are
at
the
grade
level
or
50
percent
or
not.
That
creates
the
Green
Line,
but
we
have
traditionally
had
a
large
portion
of
children
that
aren't
even
on
the
scale
right.
F
F
Show
that
they
that
they
start
behind
and
they
stay
behind,
that's
the
national
trend.
So
what
the
transformative
work
that
has
to
happen
in
education
is
breaking
that
trend
and
it's
a
it
doesn't
happen.
Very
often,
it
has
happened
school
by
school,
I,
don't
know
of
any
school
district
in
the
country.
That's
broken
that
relationship,
that's
so
strong
between
poverty
and
achievement,
but
what
seems
reasonable
to.
O
F
Q
F
Missus
gets
to
your
point:
if
a
school
has
eighty
percent
of
its
children
below
the
blue
line,
our
expectation
for
next
year,
would
you
would
be
that
that
school
moves
ten
percent
about
eighty
percent
up
into
the
blue?
And
if
you
can't
do
that,
then
you
at
least
need
to
move
at
least
10%
of
that
eighty
percent
more
than
a
year
a
year,
so
that
we
can
start
figuring
out
what
it
takes
to
move
that
those
that
are
below
the
readiness
line?
F
That's
the
the
big
research
question
in
education
and
we
can
do
it
at
that.
It's
done
pretty
well
at
the
lower
grades,
but
holding
on
to
that
as
children,
move
through
this
system
is
really
hard.
So
this
is
how
we're
working
on
setting
these
targets.
So
just
for
your
consideration,
this
is
preliminary
across
our
district.
F
If
we
use
that
calculation
that
I
just
described
that
every
year,
every
school
moves
ten
percent
of
the
percentage
of
students
little
below
readiness
up
into
the
readiness
within
three
years,
our
whole
district
would
move
from
the
Fromm
and
twos
here
that
you
see
on
the
performance
goals.
We
currently
we
have
fifty
eight
point,
one
percent
of
our
students
scoring
at
or
above
the
grade
level
expectations.
F
We
would
move
that
to
sixty
two
point:
two
percent.
That
sounds
like
incremental
growth,
but
that
means
that
every
school
did
that
will
do
these
calculations
if
you'd,
like
the
principals,
did
a
worksheet
on
this
last
week.
If,
if
we
do
that,
that
would
move
our
district
to
sixty
two
point,
two
percent
by
2022.
So
that's
the
way
we
just
lumped
together
grades,
one
through
eight
and
of
course
these
are
broken
out
for
math
and
reading.
But
we
just
wanted
to
give
you
the
highlight
of
how
we're
thinking
about
this
day.
D
F
D
The
numbers
it
takes
to
get
it
can
we
have
some
discussions
on
the
monies
and
the
programs
that
we
added
in
the
1718
school
year,
which
we
haven't
gotten
that
yet
and
haven't
gotten
the
1819
school
year
to
see
if,
if
our
money
is
in
the
right
place,
how
do
you
know
you
know
I,
guess
you
came
up
with
this
goal
starting
for
next
year,
starting
for
August?
Does
that
mean
you
believe
that
this
year's
budget
has
everything
in
the
right
place
to
make
that
happen.
D
F
Of
the
board
want
what
what,
whatever
level
the
majority
wants,
but
I
think
that
what
you
would
want
to
see.
For
example,
you
invested
in
bridge
mathematics
program.
You
would
want
to
see
if
the
schools
that
implemented
that
program
with
fidelity
right
have
shown
significant
gains
in
mathematics
to
a
greater
extent,
been
schools
that
did
not
use
bridge
math
right.
F
Than
giving
it
to
it's,
because
the
South
Carolina
ready
data,
we
want
that
all
to
be
together.
We
could
tell
you
on
yeah.
We
can't
tell
you
publicly
yet
on
that
see
ready,
so
we'll
bring
all
that
together.
The
staff
is
working
on
the
programming
that
programmatic
analysis
that
links
up
to
what
worked
and
what
didn't
work.
We
can
tell
you
that,
there's
a
reading
program
that
that
has
made
tremendous
difference
in
Florida
and
in
two
of
our
schools
who
ever
used
it.
F
We
didn't
see
much
of
a
difference,
but
when
we
go
back
to
examine,
we
realize
it
wasn't
implemented
with
fidelity
so
that
that's
all
the
explanation
it's
complicated,
because
there
are
so
many
variables
so
there
to
the
extent
that
we
think
it
will
be
meaningful
that
all
of
this
is
coming
to
you
together
and
that's
why
you
don't
have
a
recommendation.
One
of
the
reasons
your
average
recommendation
to
revise
your
budget
in
August,
because
you
need
more
information
about
where
to
make
the
investment.
It's
too
sad
address
the
question:
go.
A
C
You
can
look
at
your
goals
and
then
on
the
draft
board
goals
and
directives.
You
have
a
by
June
2022
for
a
suitable
achieve
at
or
above
agreed
on
readiness.
Then
the
final
one
is
by
June
2020
forward
readiness
gap
for
students
will
achieve
will
meet
college
and
career
readiness
expectations
levels
in
reading
math
breakfast
skills.
O
C
That's
a
five
year
ago
and
the
others
are
when
I
can
see,
have
three
year
goals.
So
when
we
first
started
doing
the
goals
I'm
here
missed
it,
but
I
thought
we
were
making
annual
goals
for
each
year.
There
we
go
for
a
1920
school
year
ago
for
the
2021
year
and
for
the
20
21
22
that
each
year
we
have
a
goal,
but
from
what
I,
if
I'm,
understanding
right
Disko,
we
aim
in
a
three
year
period,
therese
the
first
two
goals
in
the
fire.
G
S
C
O
F
Were
so
there
I
heard
three
questions
in
there?
Let's,
let
me
take
the
one
about
the
annual
goals.
Yes,
there'll
be
annual
goals,
though
the
annual
goals
for
every
school
and
for
the
district,
the
schools
last
week
got
their
preliminary
annual
goal.
Their
annual
goal
is
based
on
the
precise
achievement
of
every
single
child
who's
enrolled
in
that
school.
That
goal
will
be
adjusted
after
the
twelfth
day
count
because
students
may
move
from
school.
F
It
is
based
on
every
single
child
who's
enrolled
in
a
school.
It
is
that
precise,
so
they'll
have
their
goals
for
this
coming
year,
and
we
we
think
this.
The
district
goal
shouldn't
change
much
because
unless
we
have
a
lot
of
students
come
or
go,
this
is
probably
going
to
be.
What
we'll
recommend
is
our
goal
that
measures
growth
and
it
measures
academic
performance
toward
readiness.
This
third
goal
will.
C
F
What
what
the
consultant,
who
worked
with
the
board
recommended,
was
that
you
set
three-year
goals,
and
then
you
set
targets
for
each
year
in
between.
So
you
can
see
the
places
where
you're
on
target
and
the
place
where
you're
missing.
So
we
can
make
adjustments
as
we
go
to
figure
out
what
we
need
to
do
differently.
So.
C
A
K
E
F
E
F
F
I'm
gonna
finish
this
stuff,
then
the
growth
goals
sort
of
worked
the
same
way
one
year
of
academic
growth
is
what
is
expected.
We
know
that
we
have
to
grow
some
students
more
than
a
year
per
year.
The
next
slide
shows
you
what
measures
we'll
use
and
again
it
just
spells
out
the
measures
that
you
have
seen
before
no
new
measures,
which
is
good
news
for
parents,
students
and
teachers.
F
This
gives
you
an
example
on
the
performance
goals
where
the
cut
scores
are
set.
This
is
what
the
state
set.
If
you
look
down
the
readiness
level
in
English
language,
arts,
the
state
tested
all
the
students
and
then
decided
where
to
set
the
cut
scores,
so
they
set
first
to
twenty-fifth
26
to
50th.
51St
is
76
and
77
to
90th
here's.
The
thing
I
want
to
point
out
just
so
you
know
on
in
this
in
this
state,
with
their
new
accountability
system.
F
In
order
for
a
student
to
exceed
readiness,
if
a
student
for
every
student
you
have
to
exceed
readiness,
your
school
gets
four
points.
I
believe
they
have
to
have
and
Alexa
level
at
979.
70
is
a
seventh-grade
Lexile
level
in
South
Carolina.
In
order
for
a
school
to
get
the
points
for
a
student,
so
it
exceeded
readiness.
They
must
get
that
seventh
grade
level.
So.
D
You're
saying
that
the
970
is
a
Sutton
is
a
seventh
grade,
Lexile
level
in
South,
Carolina,
saying
that
or
did
they
disagree
with
you
because
are
they
saying?
Yes,
we
believe
that's
a
fact,
but
we're
going
to
say
our
third
graders
should
be
achieving
that
high.
Or
do
they
disagree
with
what
you
said
and
they're
saying:
that's,
not
a
seventh
grade
level.
No.
F
F
18
19
20,
probably
17,
18
school
year
with
the
first
year
the
assessments
were
given,
so
they,
this
is
what
happens
when
a
state
makes
their
own
tests
I'm
just
telling
you
I
think
it
was
an
unintended
consequence,
but
they'll
likely
be
making
some
adjustments
and
that's
why
we
emphasize
using
math,
because
it's
a
nationally
normed
test
that
gives
us
a
better
a
little
bit
better
confidence
level.
The
next
slide
simply
shows
you
some
of
the
indicators
that
the
state
will
consider
using
to
determine
readiness
in
grades
K
through
12.
F
The
end
of
course,
outcomes,
AP,
exams,
IB
exams,
a
CT,
composite
SAT
composite
the
National
career
readiness
certificate,
which
is
tough.
The
national
certificates
are
hard
that
next
one
is
the
armed
services.
Vocational
aptitude
battery
will
use
a
cut
score
of
31,
which
is
the
lowest
that
any
military
branch
will
accept.
The
dual
credit
work
based
learning
is
that
are
those
those
apprenticeships
that
has
some
some
pretty
stiff
requirements
with
them:
the
college
that
career
technical
education
leaders
and
so
forth.
F
F
So
final
couple
slides
here,
I
just
want
to
show
you
the
communication
of
planning
that
principals
were
doing
last
week,
because
one
of
the
things
you
asked
us
to
do
is
to
make
sure
that
every
teacher
is
aware
as
school
starts,
of
what
what
we're
doing
what
this
means
teachers
will
have
their
classroom
targets.
But
again
those
may
shift
after
12
days.
F
They'll
get
the
preliminary
targets,
but
after
12
days
those
will
be
adjusted
for
the
specific
students
they
have
and
then
finally
I
just
wanted
to
show
you
these
summary
summaries
from
the
Northwest
evaluation
Association
overall,
on
the
map
tests.
Our
reading
is
where
high
achievement
and
high
growth.
Our
median
status
percentile
in
reading
is
63rd.
Remember
nationally
is
50.
Our
median
growth
percentile
is
53rd,
so
that's
slightly
above
the
national
average
we're
not
so
high
in
math.
Our
math
achievement
needs
some
work
with
the
55th
percentile.
F
The
median
growth
is
a
little
above
the
national
average,
but
here's
what's
unique
about
Charleston
County.
So
the
good
thing
is,
if
you
look
at
the
the
left-hand
axis,
that's
achievement
from
low
to
high
across
the
bottom
is
growth
from
low
to
high
as
a
district.
We
fall
fairly,
but
we
fall
where
we
want
to
be
in
that
quadrant.
That
is
high
achievement
and
high
growth.
That's
where
we
fall
as
the
district's.
What
happens
when
we
look
at
that?
A
little
more
closely
is
that
we
have
29
schools
in
high
achievement,
high
growth.
F
What
said
so
that
is
40
of
our
k-8
schools.
These
are
only
hate
schools,
they're
40,
k-8
schools,
who
are
on
the
right-hand
side
of
this
graph,
which
is
where
we
want
them
to
be
it's
a
school.
That's
made
high
growth
of
low
achievement.
You
may
be
one
of
the
fastest
improving
schools
in
the
district,
but
it's
just
not
going
to
show
in
that
upper
right-hand
quadrant.
Yet
the
schools
we
have
to
worry
about
are
those
on
the
left-hand
side
of
that
quadrant.
F
Those
who
had
a
high
achievement
but
made
very
little
growth
are,
are
worrisome
and
those
that
are
in
that
bottom
quadrant
are
the
schools
that
we'll
be
talking
with
you
about
some
of
that
discussion
will
be
an
executive
session,
but
those
are
the
tools
that
are
very
worrisome.
They
have
low
achievement
and
they
did
not
make
growth.
So
we
will
give
you
the
detail
on
this
at
that
workshop
and
then
I
just
want
to
sort
of
show
you.
This
is
from
Northwest
evaluation
Association.
These
are
national
data.
O
F
Over
the
summer,
but
they
found
something
really
interesting
between
2008
and
2016.
This
is
the
gap
that
existed
between
high
poverty,
students
and
non
high
poverty
students,
the
job
of
public
schools.
These
days
is
not
only
to
keep
that
blue
line
high,
but
to
find
ways
of
operating
and
behaving
differently
to
move
the
red
line
up.
F
This
is
a
national
trend
and
what
we're
trying
to
do
as
a
district
is
to
figure
out
how
to
break
this
trend
not
just
filled
by
school,
but
as
a
district.
That's
the
challenge
that
we've
we've
begun
to
confront,
but
there's
a
whole
lot
more
work
that
we
have
to
do.
I
think
when
we
think
about
having
every
school
move,
ten
percent
of
the
students
who
are
below
the
readiness
pathway
every
year.
F
That
gives
us
the
rationale
we
have
for
why
those
schools
need
more
resources
right
because
they
have
more
children
that
they've
got
to
move.
This
80%
of
your
children
are
below
that
blue
line.
You
have
more
work
to
do
than
someone
who
has
20%
of
their
children
below
the
blue
line.
So
what
are
the
next
steps
very
quickly?
We
think,
probably
before
you
set
these
percentile
levels,
you're
gonna
want
to
enlist
somebody
from
the
National
Organization
just
say.
Yes,
this
is
robust
enough.
That's
challenging
enough
or
no
it's
not
I.
F
Don't
think
you
should
take
our
word
for
it
because
we're
being
evaluated,
although
I
think
we
need
to
to
get
a
national
expert
in
here
to
make
sure
we're
thinking
about
these
numbers
right.
We
will
include
additional
pertinent
information
and
we'll
give
you
the
measure
to
use
they
become
available,
but
we
will
absolutely
share
everything
with
you
in
an
upcoming
work
session,
we'll
look
at
school
levels
and
we'll
look
at
this
aggregated
data,
that
is
to
say
how
students
been
different.
F
What
the
federal
government
cost
subgroups
are
doing
so
I
know
that
was
a
while
on
the
board
goals,
but
you
asked
us
to
make
sure
that
the
majority
of
your
board
meetings
are
focused
on
this
work.
So
I
talked
a
lot
today.
This
work
is
done
by
the
staff
members
who
are
sitting
there.
They
are
the
ones
who
carry
this
work
and
who
did
a
phenomenal
job
in
a
two-day
workshop
with
principals
last
week.
E
F
Q
Q
F
Q
Q
A
A
Right,
the
next
item
up
is
audited.
Finance
committee
review
things
coming
forward
for
our
next
board
meeting
for
you
to
vote
on
on
committee
membership
extension
that
Brent
Johnson
is
the
CFO
for
Roper
st.
Francis
agreed
to
serve
for
an
additional
two
years,
and
then
he
said,
that'll
be
coming
for
you
for
a
vote
and
then
to
is
a
tax
anticipation.
Note
that
we
do
it
every
year
to
manage
cash
flow.
A
We're
gonna
have
oh,
roughly
and
I'm
gonna,
say
eighty
eight
million
in
our
reserve
at
this
point,
and
because
they're
being
an
additional
eight
million
come
last
year,
that
extra
allows
you
to
knit
allows
you
gives
you
the
freedom
not
to
need
so
much
cash
to
finance
a
cash
flow.
So
it
saves
you
money
in
interest,
so.
D
A
A
S
S
Yes,
all
right,
hey
everybody!
My
name
is
Jeff
Montgomery,
my
wife
says
I'm
terrible
about
planning
as
a
matter
of
fact,
I'm
not
allowed
to
do
it
for
the
family
anymore,
because
about
4:30
at
night
I'll
say
you
know
what
I
think
I'll
smoke
a
chicken
tonight
for
dinner
and
she'd
say
well.
It
takes
four
hours
to
smoke
the
chicken
you
haven't,
brined
it
yet,
and
you
haven't
been
to
the
store
you
don't
in
fact
have
a
chicken
and
so
I've
had
my
rights
revoked
as
far
as
planning
for
the
family.
S
Similarly,
I
have
concerns
about
the
concept
of
doubling
the
enrollment
at
beust
over
the
next
eight
years.
I
looked
on
lives
very
surprised
to
to
hear
this
issue
come
up.
I
hadn't
heard
anything
about
it
before
and
then
all
of
a
sudden
boom
there.
It
was
I,
sent
a
letter
to
the
superintendent
asking
for
more
details
and
never
heard
anything
back
and
and
so
I'm
a
little
concerned
about
the
planning.
Here
when
I
go
to
visit,
my
son
abus'd,
the
cafeteria
is
packed.
S
The
gymnasium
is
packed,
the
the
play
is
packed,
I,
don't
know
we're
double
the
amount
of
students
go
in
the
school,
and
so
this
is
something
that.
Obviously,
if
it's
obvious
to
me
that
it
may,
there
may
not
be
a
good
plan
in
place.
Then
I'm
really
worried
that
there
is
in
fact,
so
so,
let's
see
two
two
two
two
two
I
got
off
track.
S
This
is
doing
much
worse
than
I
thought.
It
would
I'm
sorry
so
now,
knowing
my
wife
will
veto
the
chicken
idea
if
I
were
to
come
up
with
that
plan.
Just
to
you
know
knowing
she
would
veto
it.
That's
not
having
a
plan,
that's
acting
in
bad
faith,
because
I
can
go
I'll
smoke,
a
chicken
and
I
know
she'll,
be
to
it
and
she'll
make
dinner
and
then
I'm
off
the
hook.
S
So
that's
a
different
thing
than
not
having
a
plan,
that's
sort
of
pernicious
that
that's
in
bad
faith
and
I
hope
that's
not
what's
going
on,
but
it
is
another
possibility.
Maybe
there
is
a
plan
and
we
haven't
seen
it.
We
haven't
heard
of
it
and
and
here's
the
thing
I'm
a
I'm,
a
likely
ally,
I've,
never
been
the
sort
of
person
to
come
to
talk
at
school
board
meetings.
I'm,
always
wonder
what
those
people
are
so
mad
about.
I
want
to
see
more
diversity
and
better
education
options
in
d20
work
with
us.
S
R
Yes,
so
here's
an
opportunity,
like
the
board,
to
explore
the
possibility
and
and
I
answer
any
questions
you
may
have
about
an
advisory
group
which
will
take
a
look
into
the
chief
diversity
officers,
duties
and
responsibilities
that
at
one
point
you
may
recall,
we
had
created
a
position
for
a
chief
diversity
officer
where
we
began
to
explore
the
possibility
of
such
we.
We
did
not
fill
that
position,
but
we
did
have
an
opportunity
to
create
and
draft
their
position
and
began
to
process,
but
it
got
stalled
at
some
point.
R
So
at
this
point,
I'm
we're
now
entering
into
this
mission-critical
action
piece
to
where
the
work
that's
ahead
of
us
as
we
begin
to
look
at
the
district
holistically
on
areas
that
needs
improvement.
As
we
look
at
the
vast
majority
of
all
of
our
schools,
this
work
is
massive.
It
requires
a
lot
of
attention
detail
and
in
actuality.
We
need
someone,
that's
going
to
go
to
sleep
with
this
on
their
mind
and
wake
up
with
it
on
their
mind.
R
Not
only
that
I
think
this
advisory
group
will
also
continue
to
be
a
great
response
back
to
us
as
a
district,
as
we
continue
to
carry
out
this
mission.
Critical
action
work.
It's
it's!
It's
a
three
year
development
plan
that
we're
moving
forward
with
and
as
this
work
continues,
we
need
a
set
of
eyes.
That's
that's
out
there
as
well
to
help
help.
Keep
us
focus
on
the
work,
that's
at
hand.
So
in
a
nutshell,
that's
what
I'm
asking
okay.
E
F
R
E
B
J
Q
Let
me
explain
why
when
I
got
on
this
board
and
was
we
talked
about
Hine
and
diversity
Austin
mr.
Miller
was
here,
we
were
gun
for
gun
hopeful
and
we
did
interviews
and
all
of
a
sudden
they
got
stymied
and
installed
now
you're
telling
me
you
want
to
reinvent
this
again,
but
includes
other
people
who
earned
in
that
field.
Q
Well
and
in
that
particular
field,
I'm
saying
within
the
Charleston
area,
there's
not
too
many
people
I
would
think
that
is
credible
to
serve
on
an
advisory
committee.
For
that
and
then,
therefore
we
have
more
bureaucracy
tied
up
into
a
position
that
could
be
critical
and
could
be
beneficial,
but
then
we're
glamorizing.
It
I
think
we're
going
to
go
advertise
for
that
position.
This
is
our
tossin
position
in
the
slowly
diversity
of
the
issue
that
has
often
played
with,
but
never
perfected.
B
O
Q
To
me,
I'm
not
cutting
y'all
Kate,
but
what
I
think
is
gonna
happen,
I
think
the
people
it's
gonna
be
brought
into
the
circle
of
this
III
question
because
I
don't
see
any
fruits
of
their
labor
on
that
in
that
sphere,
within
the
Charleston
area,
I,
just
don't
I'm
stuck
I'm
subject
for
a
change.
Kate
I
mean
unless
you
can
prove
me
different.
A
C
Thank
you
for
real
mega
mystery
good
idea.
My
thoughts
today
as
well.
We've
had
lots
of
studies,
University
Richard
quality,
the
constant
study
in
Rios,
and
we
have
employees
that
give
us
first
hand
experience
parents,
teachers
and,
if
we're
going
to
form
a
group
sure
you
include
some
of
those
people
that
work
in
that
position,
but
not
only
them.
C
You
think
you
need
to
have
all
the
public
parents
board
members
staff,
the
diverse
group
of
people,
so
you
won't
you
off
like
them,
but
you
won't
find
very
many
keep
in
Charleston
Ephesus
you
find
some,
but
none
as
we.
That
means
some
significant
impact
force
outcomes
concerns
you
find
the
same
thing
in
employment.
Oh
I,
don't
want
to
other
one's
reasonable
to
spend
money
on
to
meet
in,
to
choose
somebody,
maybe
we're
displaying
hundreds
of
thousand
dollars
already
or
long
six-month
process.
C
That
looks
like
we're
doing
something
promoting
diversity,
but
then
the
end
of
this
be
another
show
that
we
didn't
do
anything
so
so
I'm
hoping
that
we
can
give
it
a
get
a
job
description
which
I
made,
which
I
think
we
had
one
before
we
haven't
junctures
me
forward
so
I,
don't
know
why
we
need
a
higher
getting
the
group
now
for
that,
but
get
a
job
description
advertise
for
the
position,
how
the
person
set
our
goals
a
little
bit
of.
What
do
we
want
to
accomplish?
I,
don't
see
the
reason
we
cannot
hard.
C
R
Be
clear:
this
is
not
a
hire
our
consultant
requests
for
payment.
This
will
be
a
volunteered
board
or
advisory
board
that
we'll
look
at
as
I
stated
in
my
opening
remarks.
The
duties
and
responsibilities
have
already
created
for
the
the
chief
diversity
officer
to
take
a
look
at
that
those
responsibilities
again
to
make
sure
that
they
are
in
line
with
what
this
board
have
given
directives.
R
As
far
as
the
mission
critical
action
is,
is
moving
forward
to
make
sure
that
that
those
duties
are
online
because
before
the
chief
diversity
officer
is
responsibilities
and
duties
was
crafted
differently,
so
so
things
have
changed
and
we
have
shifted
to
some
degree
so
and
we
have
established
board
goals
and
board
directives.
So
those
individuals
who
work
in
that
capacity
understands
what
type
of
individual
is
pretty
much
needed
now:
they're,
not
hiring
the
individual,
okay,
they're,
just
they're
just
crafting
and
looking
at
their
duties
and
responsibilities
and
Nike
knows
recognization
back
to
us,
but.
C
What
little
Zoo,
what
is
your
time
frame
and
what
I
just
what
I
do
is
that
go
on
the
committee,
so
VA
Toby
got
the
responsibility
already
listed.
So
what
is
our
time
frame
and
then
what's
to
go?
We
have
Clemson,
others
told
us
our
weaknesses
and
there's
what
we
need
to
do
right
be
ready
for
years.
You
have
to
give
you
know.
So
what
really
is
the
golden.
R
So
the
goal
is
to
get
someone
in
ASAP.
Asap
could
mean,
once
the
committee
has
been
established
within
a
60
to
90
day
time
frame,
to
be
able
to
report
back
to
this
board
or
recommend
back
to
this
board
duties
and
responsibilities
and
changes
so
that
we
can
begin
to
look
at
getting
someone
in
that
role.
Okay,.
D
D
We
have
said
that
we
we're
still
crafting
the
exact
job
description
for
the
person
we've
put
into
the
budget
for
the
charter,
schools,
partner,
schools
and
now
their
job
in
the
superintendent's
words
is
to
be
more
robust
and,
as
Joyce
pointed
out,
we're
talking
about
an
advisory
group
as
part
of
the
mission,
critical
and
I
really
hate
that
we've
just
become
where
we
use
mission
critical,
we've
literally
not
discussed
any
mission
critical
items
today,
we've
discussed
goals
and
stuff,
which
is
what
we
should
have
done,
but
I
figure.
This
is
exactly.
D
D
What
we're
currently
doing
is
this
the
project
manager,
or
is
this
the
project
manager
who's
going
to
work
for
the
chief
diversity
officer
that
you
envision,
or
is
the
chief
diversity
officer
going
to
work
for
the
project
manager
or
how
is
that
crafted
happen?
One
of
the
things
we
have
is
so
many
different
things.
Q
Just
reiterating
that
you
know
when
we
look
at
this,
we
start
up
with
missing
critical.
Was
a
community
group
of
people
that's
supposed
to
come
back
and
give
us
an
opinion
of
what
was
going
on
in
the
community
as
far
as
schools
go
and
all
the
sudden
became
a
mandate
without
vetting
it
real
properly
that
the
board
wanted
to
implement?
Never
gonna.
Do
a
committee
of
diversity.
People
must
be
a
volunteer
committee,
but
then
it's
gonna
come
back
with
a
mandate.
Q
Q
Define
what
you're
gonna
do
with
the
diversity
of
this,
because
that
person
may
serve
an
arien
construction
needs
or
may
be
on
staff.
Another
district
may
be
in
student
relations
may
be
in
parent
relations.
That's
just
a
bra
paint
brush
and
we're
talking
about
dealing
a
diversity
issue,
so
so
I
just
I'm,
not
warm
to
that
I
mean
if
you're
gonna
hire
someone
and
dr.
Poston
wants
to
go
out
there
and
and
then,
if
you
entice
someone,
then
then
that's
fine.
You
know
I
just
I'm,
not
warm
to
that.
O
Q
M
P
Asked
to
create
a
different
one
with
a
group
of
experts.
Our
audit
and
Finance
Committee
is
a
perfect
example
where
we
have
board
members
and
community
members
working
together
on
stuff
for
which
they
have
a
specific
skill
set.
So
I
think
this
is
another
example
of
bringing
in
people
that
have
that
skill
set.
They
can
bring
back
a
recommendation
and
we
can
choose
to
turn
it
up
or
turn
it
down,
not
spending
any
money.
Today,.
A
B
I'd
like
to
amend
my
motion,
so
that
would
now
say,
discuss
the
pasta
or
to
establish
an
advisory
group
of
diversity
professionals
in
the
Charleston
area,
to
look
at
chief
diversity,
officer,
duties
and
responsibilities
to
assignment
the
mission-critical
actions
and
return
with
recommendations
to
the
board
within,
and
somebody
can
make
dissemblers.
They
want
within
90
days
of
beginning
their
work.
So
it'd
be
a
90
day.
Ad-Hoc.
E
O
C
O
D
C
C
D
R
So
good
question,
and
so
mr.
Kennedy
has
been
heading
up
his
future
share
project
face.
He
has
been
heading
out
the
mission,
critical
action
piece,
so
I
would
very
much
aligned
to
believe
that
mr.
Kennedy
will
be
the
one
that
would
craft
this
an
invitation
that
will
go
out
or
so
there's
not
solicitation,
but
the
information
that
will
go
out
asking
those
that
interesting
parties
that
work
that
may
be
interested
in
serving
on
this
advisory
group
that
they
in
a
mr.
Kennedy
I'm,
not
putting
you
on
the
flat
stone
but
you've
been
leading.
R
D
Make
it
very
clear
that
I
feel
very
strongly
I'm
going
to
vote
for
this,
but
I
and
Reverend
Mackey
and
I
had
some
recessions
about
this
before
the
meeting
there's
some
work
that
needs
to
be
cleared
up.
It's
these
types
of
conversations
in
which
everything
gets
said,
and
then
we
vote
and
then
all
of
a
sudden
it
ends
up
on
a
potential
consent,
and
the
next
thing
we
do
is
we
end
up
telling
the
public
you
should
have
known.