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From YouTube: August 14, 2017 COTW Strategic Education Committee
Description
August 14, 2017 COTW Strategic Education Committee
C
D
E
E
E
F
G
F
F
That's
basically
what
I
start
by
reviewing
the
main
themes
that
we
heard
from
those
listening
seconds.
They're
beautiful
problem
with
you
is
completely
warm
here.
What
is
burden
axillary
kind
of
the
first
big
thing
right?
Is
this
the
data?
No
matter
which
largest
armies
are
clear.
Despite
much
hard
work
and
well-intentioned
effort
by
principals
teachers
and
staff
bars,
you
mention
our
students
are
not
being
educated,
which
we
all
aspire
that
citizen.
That
is
the
way
you
organize
policy
procedure
and
protocol
simply
is
not
effectively
between
all
our
children.
That's
the
first
big
annulment.
F
Secondly,
our
value
at
what
Johnson
County
school,
except
for
the
greater
community,
is
ensuring
that
you
leave
our
system
welfare
for
careers,
further
education
and
for
citizenship.
Is
it
on
many
aspects
of
the
way
that
the
core
concepts
related
to
the
certain
folders
on
the
third,
despite
lots
of
different
effort
to
district
in
not
very
engaging
and
community
revolve
employees,
students,
parents
and
other
stakeholders?
It's
not
for
last
time,
but
universally
people,
I
didn't
know.
I
didn't
have
that
difference.
I
did
not
have
it,
but
I
didn't
know
whether
this
issue
was
coming
up.
F
I
have
really
passionate
people
without
deeply
or
the
decision-making
responsibility
for
processes.
Opportunity.
Taxes
aren't
clear,
there's
a
lot
of
confusion
about
where
decisions
are
made:
power,
men
and
women
to
become
criminal
and
national
fits
the
cultural
norm,
structures
and
policies
that
support
continuous
improvement
processes
are
essential
to
result
in
growth.
But
there's
there's
not
clear
in
our
system
when
we
have
uncertainty
about
about
the
expected
outcomes
and
government
code
together
to
gauge
our
progress.
G
F
Reduces
trapped
entities
with
its
learning
and
we've
seen
that
happen.
They
can
be
partners
here
about
what
the
outcome
for
how
they
would
be
measured
and
what
they've
measured
that
we
need
the
students
and
the
adults
to
support
them.
And,
finally,
we
must
move
forward
with
an
abiding
focus
on
working
best
for
each
child.
Without
this
decision,
processes
tend
to
be
adults
instead.
F
Excuse
me,
student-centered
citizen,
talkative,
lead
to
equity
in
addressing
guilty
plea,
so
those
going
back
and
looking
at
the
plaintiff
you're
always
having
six
updates
and
asking
myself
whether
you
have
to
be
pursued
at
the
future
of
the
inside
I'ma
turn
it
over
to
Michelle.
Now
I'm
going
to
talk
about
goals
that
emerged.
C
Good
afternoon,
everyone
live
in
two
off
a
home.
We
all
must
have
buried
it.
It
is
before
we
place
our
students
and
a
center
of
each
goal.
So,
while
expecting
and
learning
I'll
go
goal
number
one,
we
must
play
students
at
the
center
of
all
that
we
do
in
need.
They
must
become
the
heart
of
the
transforming
system.
C
We
must
significantly
improve
the
support
that
we
provide
to
our
comfortable
6303.
Our
people
are
our
most
important
asset.
We
must
implement
a
vest
in
classes
for
attracting
developing
and
retaining
top
talent,
or
we
must
read
about
our
systems
and
processes
to
be
highly
effective
in
a
centered
environment
5.
We
must
create
and
nurture
our
supporters
and
include
the
learning
culture
6.
C
We
must
adopt
a
proactive
communications
approach,
eagerly
seeking
input
and
clearly
and
transparently
sharing
information
and
variety
ways
to
all
internal
and
external
stakeholders
and
last
we
must
establish
measures
and
means
and
regularly
assessing
programs
on
all
fronts
with
clearly
identified
targets
to
guide
decision.
As
you
will
see,
we
spelled
out
with
students
at
the
center
of
each
other.
G
H
Afternoon,
I'm
going
to
talk
about
the
next
two
slides.
If
you
would
look
at
the
visual
go
to
the
very
center
about
that
image
and
you'll
see
student
students
at
the
very
center,
the
heart
of
our
work.
So
our
goal,
our
core
business-
is
to
equip
students
for
college
career
and
citizenship,
but
for
us
to
do
that,
we
have
to
have
some
supports
in
place.
So
if
you
move
to
the
outer
circle,
you
can
see
principal
teachers
and
staff.
The
literature
on
educational
effectiveness
is
really
clear.
H
That
teacher
is
a
high
quality
teacher
in
every
classroom
every
day.
That's
one
of
the
most
important
variables
for
student
success.
The
second
individual
is
an
organization
that
that's
next
and
important.
Next
to
the
teacher
is
the
principal
that
principal
is
a
key.
The
principal
is
the
enabler
providing
the
conditions
for
student
success,
providing
for
conditions
for
teacher
success
and
then
staff.
If
you
move
to
the
yellow
band,
we
can
draw
upon
business
and
industry
and
the
research
on
educational
organizations
and
what
they
have
in
common
when
they're
highly
successful.
H
They
start
with
culture
and
climate.
What
are
the
conditions
in
the
environment
that
lead
to
success?
How
do
you
establish
high
expectations?
How
do
you
shape
the
culture
you
want,
rather
than
dealing
with
the
culture?
You
have
move
around
the
circle
when
you
go
to
talent,
acquisition,
development
and
retention,
and
that
makes
sense
given
what
we
know
about
the
effectiveness
in
regards
to
the
role
of
the
teacher,
the
role
of
the
principal
the
role
of
staff
and
then
move
to
systems
and
processes,
systems
and
processes
have
to
be
explicitly
clear.
H
They
have
to
be
well-defined
and
an
organization's
job
is
to
make
sure
they're
replicable.
What
do
you
need
to
do
to
make
sure
you
take
that
across
the
system
to
scale
it's
not
good
enough
to
have
islands
of
excellence?
How
do
you
really
think
about
scaling
that
and
impacting
the
entire
system?
And
then
finally,
you've
got
communication
communication
communication
communication?
H
Can
vacation
I've
never
worked
in
any
organization
where
communication
wasn't
targeted
for
improvement,
whether
it
was
a
midsize
school
system,
a
really
large
school
system,
or
even
if
it's
a
small
school
system
or
a
unit
within
a
school
system,
communication
can
always
be
improved.
So
I
think,
as
we've
worked
through
our
strategic
plan
and
we
work
through
the
rest
of
our
presentation
here,
you're
going
to
see
strategies
for
really
improving
in
this
area.
How
do
you
develop
communications
plans?
H
How
do
you
make
sure
that
the
message
gets
out
and
how
do
you
have
two-way
feedback
communications?
Not
just
one
way.
It's
two
ways.
If
you
go
to
the
next
slide
again,
we're
reminded
that
business,
industry,
educational
literature,
continuous
improvement,
science
are
all
very
explicit
in
the
role
of
mission
vision,
values.
Those
are
the
rudder
in
which
an
organization
steered.
So
if
you
have
those
clearly
defined,
you
know
who
you
are.
You
know
what
you
value
as
an
organization,
and
you
know
where
you're
going
so
students
at
the
heart
of
our
work.
H
Our
mission
is
to
educate
and
support
every
child
in
achieving
college
career
and
citizenship,
readiness
and
then
our
visions.
Ccsd,
is
a
premier
school
system
in
which
every
child
is
supported
in
an
out
of
school.
Every
child
succeeds
academically
every
child
graduates
from
high
school
prepared
for
employment
in
the
modern
workforce
or
post-secondary
degree
or
credential
completion,
and
every
student
teacher,
principal
and
staff
member
is
valued
and
respected
with
the
opportunity
to
learn
every
day.
I
I
I
What
we
and
individual
stakeholders
in
this
bigger
plan
really
value
you
get
a
chance
to
work
with
your
table
groups
around
this
activity,
so
protocol,
for
those
of
you
that
aren't
familiar
with
in
a
protocol
is
a
very
structured
format
that
groups
use
so
that
every
stakeholder
every
participant
is
to
have
input
and
output
in
what's
happening,
weave
it
in
the
classrooms
weave
in
our
teams.
Businesses
use
it
to
use
all
over
the
place.
These
protocols
help
us
ensure
that
all
the
voices
are
heard,
which
is
part
of
the
communication
issues
that
we've
been
hearing.
I
So
we
want
to
share
in
this
group,
now
give
everybody
a
chance
to
have
participation
and
to
get
to
hear
from
other
people.
Okay,
so
the
protocol
structured
like
this,
and
there
are
lots
of
them
that
you
can
choose
from
reach
out
of
this
one.
This
is
a
read,
reflect
share
protocol
that
says,
compare
we're
actually
for
time
sake
not
going
to
do
that.
Part
of
this
protocol
review
the
first
three
parts
of
it.
I
So
the
first
part
is
there's
a
common
reading
assignment
for
you,
two
paragraphs
there
about
our
values,
so
I'm
going
to
give
you
one
minute
to
read
back
and
when
you're
finished.
If
you
look
up
and
we'll
know
it's
time
to
move
on
so
now
we're
taking
a
look
at
our
individual
values,
that
is
a
small
group
of
people
that
we
work
with
in
the
name
of
CPSC
they're,
going
to
switch
a
little
bit
we're
going
to
take
a
look
at
the
values
that
undergird
the
plan.
So
we're
going
to
take
a
look
at
today.
D
Any
good
strategic
plan
is
based
on
good
sense
or
good
set
of
values,
as
you
may
have
seen,
the
results
on
our
group,
each
person
came
up
with
a
different
value
that
was
most
important,
so
having
more
than
one
value
is
something
that
is
probably
needed,
even
though
there
is
a
lot
of
overlap
between
each
of
the
items.
That's
implicit
here.
It's
interesting
about
the
way
these
are
listed
up
here
right
now
is
that
it
begins
and
ends
with
the
kids
and
when
you
look
at
it
really
all
of
them
are
about
the
kids.
D
The
first
one
is
about
service
and
any
great
business.
It's
about
customer
service
in
the
military.
It's
about
the
mission
and
people
who
support
in
that
mission
and
certainly
in
the
school
district.
It's
about
the
children
that
are
out
there
and
instead
selfless
support
for
those
kids
and
all
of
us
that
support
those
children
integrity.
D
Again,
a
number
of
words
will
bounce
around
in
our
group
that
could
be
interchanged
with
this
word,
whether
it
be
honor,
ethics
etc,
but
it
is
being
spare
and
consistent
and
truthful
and
everything
that
we
do
as
we've
seen
in
any
number
of
articles
in
our
friendly
neighborhood
media.
There
are
many
instances
across
not
only
our
state
but
our
country,
of
the
ability
to
follow
this
and
a
lot
of
that
organization
that
succeed
by
doing
it.
So
this
is
very
important
to
us:
inclusiveness,
treating
everybody
with
dignity
and
respect.
We
all
come
from
different
backgrounds.
D
We
all
come
from
different
places.
We
all
have
a
different
experience
in
our
you
know
in
our
in
our
past
history
and
we
can
bring
those
to
the
table
to
the
benefit
of
the
district.
If
we
are
included
in
those
conversations,
equity
we've
certainly
seen
that
across
the
district,
where
we
haven't
been
able
to
get
to
every
single
child
and
every
single
school
in
some
cases
and
that
equity
isn't
about
giving
everybody
the
same
thing.
We
have
a
baseline
for
providing
assets
and
resources,
but
there
are
times
when
again.
K
D
Have
a
different
background
or
from
different
places,
we
have
to
do
something
above
and
beyond,
to
ensure
certain
students
have
that
equity
by
giving
them
something
different.
So
it's
a
fine
balance.
Collaboration
city
talked
about
communication,
and
this
is
really
at
the
heart
of
collaboration.
It's
not
making
our
decisions
in
a
silo,
it's
about
interacting
with
the
entire
district,
interacting
with
our
schools,
interacting
with
the
public
and
making
sure
we
collaborate
and
take
as
many
of
the
ideas
and
bring
those
forward
to
be
evaluated
and
put
into
action.
D
And
finally,
as
I
mentioned,
excellence
goes
back
to
what
we're
delivering
to
our
students
in
the
field
and
and
that
and
that's
database.
You
know
one
of
the
things
that
we
need
to
take
a
harder
look
at
and
we're
beginning
to
take
a
harder
look
at
is
how
successful
are
we
what
what
measures
six?
What
measures
our
success,
and
we
need
to
make
sure
that
those
decisions,
our
student-centered,
ed,
informed,
evidence-based
and
I-
know
we're
on
the
right
track
to
do
them.
D
But
that'll
allow
us
to
continue
on
with
the
successful
programs
and
make
changes
where
things
need
to
be.
Changes.
Need
to
be
made
if
they're
not
as
successful
with
the
decisions
are
made
with
that
so
there's
the
six
values
and
certainly
the
input
that
will
gather
today
we'll
take
a
look
at
that
and
see
if
we
need
to
make
any
adjustments
based
when
we
send
here
everything
all
right
next
slide:
okay,
we
got
a
10
Joey's
right.
K
All
right,
so,
when
you
start
thinking
about
values,
you've
always
wanted
those
little
things
that
are
important
to
you.
So
when
you
think
about
how
you
think
about
okay,
now
that
we
have
the
values
that
think
it's
safe,
you
know
you
know
how
do
they
cost?
You
think
you
know,
what
do
we
do
to
ensure
that
the
things
we
feel
untoward
and
are
being
fulfilled?
And
so
that
leads
to
our
strategies?
You
started
out
with
a
are
six
big
box
in
life.
K
Are
we
mentioned
earlier
and
I
wonder
if
you're
into
the
six
are
the
big
six
we
had
you
know
teaching
and
learning
and
cooling
we
had
supporting
learning,
we
had
managing
resources,
community
communicating
and
our
community
priorities
and
I
have
a
relative
of
my
decision,
though
we
need
to
come
back
to
the
world,
so
we
had
to
come
back
to
the
world
because
we
were
really
out
there.
You
don't
think
it's
doing
specifically
about
what
it
is.
We
want
to
accomplish
that.
G
K
Every
single
strategy,
you
know
sitting
around
our
scholars,
so
what
we
are
about
to
share
with
you
of
cumin
myself
are
our
revised
strategies
that
Senator
on
our
scholars
house.
Our
first
one
is
to
apply
on
learning
experiences
that
allows
every
scholar
to
master
essential
academic
content
and
skills
to
be
career
and
college-ready,
and
you
start
thinking
about
some
of
the
things
like
a
pop
salad.
A
little
support,
then,
on
that
support.
I'll,
just
give
you
a
few
examples.
L
Yeah
the
tech
moment,
one
things
we
discussed
in
our
trip
was
hard
work
and
the
value-
and
this
is
where
the
work
takes
place-
number
two
provide
learning
environments
that
allow
every
students
develop
and
demonstrate
Town,
Center's
and
modern
workplace
skills.
That
would
include
things
like
new
tech,
early
college
high
school.
Just
to
give
a
couple
of
times.
K
There
were
three
provided:
C,
supportive
and
inclusive
environments
for
every
student
and
adult
in
the
system.
We
read
a
book
early
this
year.
We
spoke
about
the
fact
that
you
know
when
you
don't
give
see
your
output,
your
output
will
be
minimal.
So
we
know
that's
very
important
and
we
start
thinking
about
some
of
the
things
that
we
have
in
place
like
TD,
is
the
FEL
curriculum
and
also
our
PDP
donator
example.
The
next.
L
One
deals
is
really
a
national
should
be
a
national
strategy
because,
with
the
shortage
of
teachers,
it's
just
imperative
that
we
implement
some
type
of
pipeline
that
recruits
and
sustained
supports,
retain
teachers
and
principals
in
all
the
schools
that
we
have
some
of
the
things
that
are
going
on
right
now,
our
top
talent.
We
have
the
teacher
development,
so
those
are
couple
things
Oh.
A
L
And
the
next
one
is
to
engage
in
continuous
processes,
progress
processes
to
create
a
system,
effectiveness
and
meeting
student
needs,
and
one
of
the
things
that
that
has
really
given
us
a
lot
of
input
for
these
strategies
and
values
and
revisit
that
has
been
the
sessions
and
those
have
been
so
powerful
to
hear
from
all
the
different
stakeholders.
And
then
we
also
had
the
district
accreditation
coming
up.
So
that
would
be
something
that
we
dive
into
deeply.
K
And
the
final
one
is
to
communicate
through
the
scholar,
progress
the
feedback
and
cultivate
family
community
and
partnership
to
ensure
success
of
every
student
of
dollars,
again
back
home
without
injustice.
Our
our
listening
sessions
that
we've
been
having.
We
already
had
this
past
year
and
also
a
cabinet
that
we're
going
to
be
having
for
the
upcoming
year,
and
we
do
want
you
to
know
that
all
of
kimdiver
this
presenting
need
to
do.
We
will
have
a
calling
activities
where
we
delve
deeper
into
our
strategies
later
on.
F
This
one
has
to
with
our
target
he
heard
the
goal,
the
indicators
that
happen.
We
are
effective
with
students
with
our
personnel
and
the
system
itself
with
requirement.
If,
instead
of
producing
the
adult
medicine
we
brought,
some
beef
indicates
to
the
board
last
year.
We
long
for
those
indicators,
but
we
will
be
taking
different
agencies
each
of
five
or
six
cabinets
that
arriving
and
that
will
be
formed
into
the
same
sort
of
batteries
process
in
the
market
plan
for
review
standards
in
there
they
will
help
development
indicators.
F
F
Fifteen
that
we
put
in
place
will
help
develop
the
impunity
target
as
we
mentioned,
and
they
look
fabulous
three
year
plan
requirements
and
the
deliverables
and
their
strategy.
So
it
was
necessary,
as
you
know,
to
put
plans
in
place
for
this
coming
year,
which
we
brought
to
you
as
part
of
their
2017-18
weapon
planning
process
and
in
just
a
moment
we're
going
to
ask
the
board
to
design
Beasley
into
the
goals
that
we
set
for
ourselves
at
his
time
here.
F
F
These
various
groups
at
various
times
so
community,
impartial
a
division
here,
I
talked
about
the
working
three
strategy
will
be
engaging
and
then
unmask
so
I
just
want
to
point
out.
There
are
four
different
critical
networks
underway
and
what
we
excite
you
this,
combining
everything
away
and
make
things
as
simple
and
straightforward
as
possible
for
both
of
the
foolish
first
of
all
I
believe
in
ninety
nine
seven
and
take
whatever
actions
in
place
in
1997
type
of
Abia.
With
this
acceptance
that
requires
every
digit,
for
you
has
been
refined
a
few
times
along
the
way.
F
Alex
Gigi
planning
progress
mm
things
with
what
they
require.
So
mr.
Washington
worked
with
schools
in
the
district.
Doing
everything
that
we
need
to
do.
We
get
those
plans.
We
did
not
compute
the
mission
of
better
plans
with
the
speaker
and
more
authentic
to
planning
prospect
each
other
way
than
the
next
submission
of
the
four-wheeler
on
Vivek
speaking,
French
will
align
with
this
vehicle
crucial
to
chocolate
communication.
F
Also,
the
principal
evaluates
to
differently.
If
there's
at
least
pencil
has
developed
to
the
higher
growth
and
identify
various
targets
or
to
vastly
different
away-
and
in
fact
we
mentioned
when
we
started
two
years
ago
to
which
has
never
been
accredited
so
we're
in
a
process
meditation,
the
international
accreditation
agency
Midway,
is
changing
their
criteria.
So
the
executive
director,
for
example,
mark
Elgar,
because
our
political
in
January
about
the
new
accreditation
process,
the
standard
that
they've
adopted,
has
been
shared,
the
rest
that
they
don't
become
public
until
October.
First.
F
F
Own
the
grassroots,
after
a
lot
effective
up
to
the
word
education
for
approval,
one
pursuit,
they
will
die
that
will
be
in
your
professional
development
of
habit,
action
and
other
stakeholder
camp
will
be
looking
to
it.
It
will
repeat:
fall
back
plan
dry,
our
invitation
and
receive
the
feedback.
Crona
communication
risk
back
into
that
provision
principle
and
then,
finally,
in
our
method,
is
no
profit
in
finding
a
few
resources.
Learning
services
and
operations
our
required
to
by
law
will
be
defined
and
guided
by
a
plan,
a
client
getting
lead
roles
right
in
here.
F
It's
really
important
that
we're
aligning
our
evaluation
mentality
around
getting
these
goals
accomplished.
So
what
we
try
to
do
now
is
tax
a
little
bit
we're
using
salmon
this
multi
page
stuff,
because
critical
importance
abusers
operate.
We
take
it
of
identity
and
the
goddess
that
the
secret-
this
is
a
pilot
of
the
goal,
will
be
others,
take
a
look
at
fancy
ones
with
these
people.
They
heard
about
at
budget
priorities
on
parks,
pilots,
the
nura
secret
entitled
maxing,
submitted
working
and
adapted,
and
the
expansion
of
early
conference.
F
So
we're
not
asking
you
to
look
at
the
quarterly
deliverables
that
that
becomes
the
next
part
of
our
work,
with
our
liaisons
working
with
the
board
officers
here
at
the
each
committee
to
make
sure
we
can
be
literal
lined
out
right
so
that
it
finds
the
board
work
and
get
it
provides
a
guideline
for
us.
We
know
when
our
we
report
back
to
the
board
about
the
progress
behaviors
that
needed
so
that
we
don't
end
up
with
the
envy
year
with
retention
system
or
the
communicative
result
in
a
lot
of
confusion
in
the
industry.
F
F
So
the
second
part
of
it
on
we're
running
along,
take
you
where
you
are
and
if
you're
at
table
one
that
will
be
this
table
right
now,
the
next
minute
they're
going
to
discuss
whether
you
wanted
to
and
the
goal
to
go
with
it,
and
we
have
enemies
now
Watson
and
risk
for
justice.
They
own
a
lot
of
the
possibility
to
live
at
Table,
two
three
and
four
and.
F
F
Deliverables
and
evaluation.
Thank
you
thank
her
and
exit
did
I
close.
This
was
I
saying
the
next
step
for
this
year's
worth
of
gold,
and
the
work
plan
is
for
the
committee.
The
board
committee
liaison
sewer
staff
members
to
sit
with
Support
Committee,
liaisons
and
officers
of
the
board
to
look
at
those
quarterly
they're
described
as
deliverable
they're,
not
really
with
but
they're
at
the
board
level,
watching
these
coming
to
the
board.
What
evidence
we
use,
what
compete
must
buy
one
summer
evening.
So
did
you
get
a
pension
committee,
some
policy
personnel
committees?
F
With
the
clarified
2017-18
gold,
we
need
to
march
in
sort
of
three
to
five
year
strategy
development,
the
golden
thousand
specific
strategies.
There
will
still
be
lots
of
opportunities
to
specific
them.
You
hear
anyone
see
they
wanted
to
participate
in
a
chemical
purge.
Please
review
resurgence,
America.
F
H
H
H
Insights
report
I
will
never
bring
you
data
without
bringing
you
information
on
what
we're
going
to
do.
Next,
it
says
data
without
any
kind
of
plans
really
are
not
actionable,
so
I
will
always
bring
you
to
your
contextual
information
or
some
next
steps.
I
want
to
share
with
you
briefly
about
our
plans
for
continuous
improvement.
I
want
to
examine
our
current
status
and
identify
projects
for
celebration
and
opportunities
for
improvement,
and
you
will
see
both
in
this
report
this
afternoon.
H
You
will
see
some
clear
reasons
to
celebrate,
but
you
will
see
some
data
that
are
clear,
I
mean
able
to
say
well
almost
just
like
get
white
in
your
face
and
you
will
realize
that
needs
to
be
our
priority
and
I'll
put
a
little
OC
there.
That's
a
Baldrige
term.
It
just
means
it's
an
opportunity
forward.
You
have
to
call
those
out.
H
You
have
to
name
them
when
you
see
them
I'm
going
to
share
it
timeline
for
data
analysis
and
reporting
for
the
2017-2018
school
year
and
I
thought
a
great
place
to
start
would
be
to
think
about
measures
of
academic
progress,
the
mount
assessment
and
think
about
what
it
is
and
what
it
does
so
I
think
we
know
it's
a
nationally
normed
assessment.
It
creates
a
personalized
assessment
experience
by
adapting
to
each
student's
learning
level.
H
If
Laura
Donnelly
were
to
pluck
laptops
in
front
of
us
this
afternoon
and
asked
us
to
test,
mat
would
allow
us
to
go.
Go,
go,
go,
go
taking
the
math
until
we
miss,
then
when
we
started
missing
it
were
dropped
down
in
Leblon.
It's
some
kind
of
level
on
where
we
are.
These
assessments
are
built,
built,
always
were
progression,
so
they
start
yelling.
The
primary
grades
just
make
stair-step
stair-step
stair
step
stair
set
down,
and
you
look
at
that
progression.
You
can
tell
what
comes
next.
You
can
tell
where
gaps
are?
H
You
can
tell
what
comes
next
and
it's
individualized?
So
if
we
sat
down
a
laser
and
12
weeks
later-
and
we
go
to
take
it
again,
it's
going
to
start
each
of
us
at
our
own
spot
doesn't
start
us
all
the
way
back
at
the
beginning.
It
starts
where
we
are
on
our
individual
level.
It
provides
essential
information
on
what
a
student
knows
and
is
ready
to
learn,
and
over
ten
million
students
in
twenty
five
thousand
schools
participate
in
these
assessments.
It's
theirs
they've
been
around
long
time.
H
J
M
J
M
H
I
debated
this
slide
and
whether
or
not
to
put
it
in
here
and
I
will
tell
you.
This
is
the
only
slide
that
refers
to
website
level.
It's
the
only
one,
but
it's
an
important
spot
up.
I
pulled
this
out
of
my
pocket
from
years
and
years
ago,
and
but
I
wanted
to
put
up
there,
because
you
see
two
students,
you
see
one
working
well
above
level.
You
see
one
working
well
below
level
and
you
see
that
dotted
line.
H
That's
accelerated
growth,
so
one
of
the
things
Laura
Donnelly's
teams
working
on
right
now,
I
saw
her
working
on
this
afternoon
with
one
of
her
associates.
If
she's
working
on
pulling
our
Lexile
data-
and
why
is
that
important?
Some
other
leading
experts
on
college
and
career
readiness
will
tell
you
that
the
Lexile
level
is
what
you
can
bank
on
in
terms
of
getting
kids
ready
for
college
and
career
and
the
reason
they
believe
that
is
that
research
over
on
the
left-hand
side
of
that
page.
H
We
know
that
to
access
the
SAT,
a
CT,
that's
about
eleven
hundred
and
eighty
reading
level,
citizenships
about
of
the
twelve
thirty
reading
levels.
You're
going
to
read
the
newspapers:
I
think
that
might
be
the
New
York
Times.
Actually,
if
I
went
back
in
that
study,
if
you're
going
to
bow,
if
you
understand
jury
processes,
that's
the
reading
level,
that's
necessary
and
then
post-secondary.
The
first
two
years
of
college
Texas
1295
reading
level
to
a
thirteen.
H
Ninety
five
and
the
surprising
thing
is
that
the
texts
that
are
the
most
amazing
are
the
two-year
college
tax
HVAC
system
electrical.
You
ever
try
to
read
those
manuals,
let's
also
built
on
sentence,
complexity,
vocabulary
and
then
the
third
one
just
is
escape
me
for
the
moment.
Oh
text
complexity
sentence
length
in
vocabulary.
Those
are
the
things
that
go
into
a
Lexile,
so
I
want
you
to
know
that
we
are
going
to
track.
Lexile
and
I
also
wanted
to
share
these
date.
H
Guess
is
the
slide
that
that
I,
like
to
use
with
the
board
I
also
like
to
use
it
with
principal
and
I
like
to
use
it
inside
with
the
morning
services
core
team,
and
this
slide
is
built
on
the
response
to
intervention
triangle.
You've
probably
seen
that
working
with
Jennifer
Coker
and
seeing
that
working
with
Madeleine,
Jacobs
and
special
education,
but
the
research
behind
is,
if
I
were
to
take
that
and
just
cut
it
in
half
and
rotate
it
and
just
have
a
triangle.
H
She
took
she
taught
sixth
grade
English
language
arts.
She
had
all
her
kids
scatter
plot
and
you
saw
the
range,
but
she
had
to
deal
with
in
in
a
day.
What
I
like
to
do
is
really
think
about.
Okay
in
a
classroom,
you've
got
all
these
students.
What
are
you
going
to
do
to
get
cool
good,
solid
grade
level
instruction?
And
how
are
you
going
to
differentiate?
Because
if
you
do
that
well,
I've
seen
systems
that
could
exit
their
students
in
math
or
reading
at
very,
very
high
percentile,
its
core
plus
differentiation?
H
We're
going
to
think
about
that
a
lot
and
be
talking
about
that
a
lot
this
year,
so
that's
kind
of
like
contextual
information.
Looking
at
the
students
tested.
This
is
an
important
slide,
because
we
don't
have
a
lot
of
administration's
of
language
and
I
think
we
need
to
just
acknowledge
that
I,
don't
know
what
kind
of
conclusions
we
can
draw
from
the
language
result,
even
though
nwa
put
them
in
there.
I
think
we
have
to
know
that.
That's
a
caveat
we've
got
to
recognize
and
then
we
didn't
test
that
many
students
in
kindergarten
reading.
H
D
A
H
So
we're
going
to
look
at
achievement
and
we're
going
to
look
at
gross
achievement,
what's
your
status
of
how
you're
performing
and
what's
your
prose,
and
so
this
is
a
cause
for
celebration
for
us
because
we
conduct
our
reading
median
achievement
is
at
the
15
night
percentile,
and
that
means
we're
better
as
a
district
that
almost
60%
of
the
districts
that
administered
now.
So
that's
a
cause
for
celebration.
H
Now.
An
interesting
thing
to
me
is
language
usage
in
math
or
below
the
median
I
find
that
interesting,
because,
typically
a
system
can
move
language
and
math
more
easily
than
they
can
move.
Reading.
Reading
the
process,
you
orchestrate
all
the
things
you
bring
to
the
table
team
up
vocabulary,
fluency
all
those
things
go
into
reading
that
language
and
math
or
content
specific
you're
teaching,
so
you've
got
if
you've
got
room
to
grow
there.
H
You
almost
always
will
have
a
curriculum
alignment
issue
after
what
I've
seen
with
English
out
of
the
University
of
North
Carolina
Chapel
Hill.
If
you
have
any
interest
in
reading
that,
but
the
bottom
line
is
I
believe
that
we
can
move
that
on
language
and
math.
If
we
get
real
specific
about
curriculum,
it
will
be
a
journey.
It's
not
going
to
be
a
quick
fix,
but
we
got
some
opportunities
for
improvement.
There
look
at
it
grow,
that's
a
50,
separate
national
percentile.
That
means
we
grew
as
well
or
better
than
52%
of
the
district.
H
That's
really
good!
When
I
started
my
career,
that's
what
you
raining
for
50th,
50th
or
right
enough
and
that
range
of
slightly
above.
However,
again
we
think
that
is
a
cause
for
celebration.
We
think
there's
some
opportunities
for
improvement
there
as
well.
We
think
we
can
do
one
we
can
be
so
far,
and
this
is
not,
let
me
say
the
skin,
it
will
not
be
a
quick
death,
it
is
going
to
be
a
journey
will
make
incremental
improvement,
but
we
do
see
some
opportunities
there.
H
Proficiency
and
college
readiness-
the
nice
thing
about
that
math
assessment
is
their
research
arm,
will
do
linking
studies
to
ACC.
It
will
do
linking
studies
to
different
national
assessments,
and
it
will
also
do
studies
in
correlation
with
your
state
assessment,
and
what
NWA
has
done
is
to
do
those
types
of
studies
and
they
can
project
on
how
well
your
students
are
going
to
perform
on
the
state
assessment.
H
Now
we
don't
have
our
state
assessment
data
by
but
they've
projected
based
on
their
studies
and
their
research,
that
fifty
percent
of
our
students
in
ela
will
will
be
proficient
52%
in
mouth
and
sixty
percent
in
ela
or
math.
The
projected
proficiency
for
math
entire,
the
college
readiness
I
asked
Laura
darling
about
this
I
wanted
her
to
clarify
for
me
and
that's
built
off
to
the
apt.
So
the
projections
are
that
52
percent
will
be
college
ready
in
the
LA
38
percent
college,
ready
in
math
and
55
percent
college
ready
in
ela
or
math.
H
F
H
So
this
is
a
look
at
our
longitudinal
growth
and
nwa
authors.
These
slides
I
added
little
footnotes
like
achievement
versus
and
grows
on
there,
but
this
is
actually
their
language
and
to
me
I,
don't
think
it
Adams
really
captures
what
happened
between
1415
and
1516
1415,
the
growth
percentiles
average,
so
they're
telling
us
how
we
grew
compared
to
all
the
other
districts
in
their
database
and
we
drew
better
than
43
percent
we're
at
the
43rd
percentile
to
move
from
the
43rd
percentile.
H
That's
really
below
average,
to
the
54th,
percentile
and
15/16
is
a
cause
for
celebration
that
that's
a
big,
that's
statistically
significant,
it's
a
cause
for
celebration
and
it
took
great
work
on
the
part
of
our
principals
and
on
the
part
of
our
teachers
in
our
classrooms.
That
is
a
huge
culture
celebration
now
you'll
see
1617
is
the
52nd
percentile
well,
I
want
to
make
sure
I,
throw
this
caveat
out
there
and
that
we
know
that
NWA
would
not
say
that
statistically
significant.
H
H
So
how
strong
is
our
growth
over
time?
This
is
just
another
way
to
look
at
it
and
they've
broken
it
out
by
reading
language,
uses
math
and
then
giving
us
a
total,
but
remember
the
language
usage
that
was
just
a
small
number
of
administration's,
so
I.
Don't
really
think
you
can
draw
any
conclusions
from
that.
It
says
our
three-year
growth
is
average
relative
national
norms,
reading
and
language
usage
are
consistently
average
and
masses
average
with
variations
across
the
years
again.
H
H
The
fall
2016
achievement
scores
show
a
larger
proportion
of
students
in
the
top
quartile
the
national
norm,
so
typically
on
a
distribution,
you
would
expect
to
see
that
band.
That's
on
the
far
when
you
look
at
that
on
visual
that
band.
That's
on
the
far
left,
you
expect
to
see
25%
the
top
50%
in
the
middle
and
then
25%
in
the
bottom.
That's.
J
H
That's
just
typical
in
what
would
be
expected,
but
if
you
look,
we
beat
that
we
have
33%.
We
agreed
the
top
quartile
a
large
explosion.
33%
there
we've
got
the
middle
two
quartiles
we'd
reduce
that
and
shift
it
a
muffin
to
the
top,
and
then
we've
reduced
that
number
on
the
bottom
from
25
percent
to
20
percent.
H
So
you
can
see
overall
the
district
and
then
you
can
see
reading
the
language
usage
again,
I,
don't
think
you
can
draw
conclusions
from
that
and
you
can
see
the
math
another
cause
for
celebration,
and
this
is
just
another
way
of
looking
at
that
top
quartile
students
grew
slightly
faster
than
the
bottom.
Forty
four
top
students
can
fall
to
spring.
So
I
want
you
to
think
about
that
stat
Domon
that
we
used
at
the
beginning
and
think
about
in
a
normal,
typical
distribution.
Our
goal
is
to
get
students
to
grade
levels.
That's
our
goal!
H
That's
a
minimum!
At
the
minimum
goal
right.
We
want
to
grow
all
students,
but
at
a
very
bottom,
at
the
very
lowest
part
of
our
expectation
is
to
get
them
to
raise
of
all.
So
if
you
look
at
this
slide
here,
you
can
see
that
the
top
quartile
56%
tiles,
approximately
equal
to
the
norm
middle
two
for
tile
51st
equal
to
the
norm
and
the
lowest
quartile
is
a
little
bit
less.
So
that
tells
me
that
I
want,
as
a
data
team,
to
dig
in
most
data.
Where
do
we
grow
students?
H
H
High
growth
they've
looked
at
on
high
achievement,
explicit
high
achievement,
high
growth
for
reading
high
achievement,
hybrid
for
math
and
high
achievement,
low
blows
and
then
broken
it
in
language.
So,
let's,
let's
walk
through
that,
so
the
district
overall,
the
achievement
was
59
percentile
slightly
above
average.
This
growth
52nd
percentile
about
average
reading
when
they
break
that
down
and
look
at
the
component
reading
high
achievement,
high
growth,
62nd
percentile
of
E
and
reading
the
process.
H
If
we
can
do
that
for
reading,
we
should
be
able
to
do
that
for
math
and
for
language
with
something
to
show
curriculum
work
now:
high
Cheeseman
high
growth,
fifty
seventh
percentile
about
average,
and
then
the
growth
was
about
50th
percentile
about
average
and
again
I.
Don't
think
we
can
look
at
the
language
and
really
jointing
conclusion.
H
So
this
is
information
on
our
schools,
and
this
is
a
scatter
plot.
So,
and
one
of
the
things
we'll
be
doing
inside,
our
data
team
will
be
looking
not
only
at
the
math
results,
but
we're
going
to
look
at
all
data,
whether
it
was
a
district
locally
administered
assessment,
whether
it's
state
data
we're
going
to
ask
these
teams
to
work
in
reading
work
in
math
and
science
or
social
science
get
in
there
and
figure
out
where
these
schools
fall
to
figure
out
how
we
can
target
support
and
assistance.
H
Did
you
fly
25
schools
of
35
percent
working
at
the
high
achievement,
high
growth
level,
7,
schools
or
10%
are
at
the
low
achievement.
High
growth,
9
schools
were
high,
Cheeseman
low
growth
for
13
percent
and
then
30
schools
where
low
achievement,
low
growth,
and
so
our
jobs
is
to
our
job
is
to
get
in
there
in
regards
to
learning
services.
Taking
a
look
at
those
schools,
those
30
schools
are
high
low
achievement.
One
grows.
What
are
the
supports
we
need
to
put
in
place?
H
H
How
do
we
share
that
teacher
story
and
share
the
strategies
that
teachers
put
in
place
and
now
this
is
an
opportunity
for
improvement,
and
this
is
the
slide
that
really
just
causes
you
to
pause
and
recognize
where
a
lot
of
your
efforts
and
work-
and
you
will
see
this
representative
in
the
district
strategic
plan-
we
have
an
achievement
gap.
That's
not
a
surprise
to
you.
You've
known
that
from
all
the
data
you've
done
an
analysis
around,
and
you
can
see
that
our
two
groups,
where
we
have
the
biggest
gap,
are
the
Hispanic
and
the
african-american.
H
H
J
M
J
J
G
J
G
G
F
F
H
G
A
H
All
right
and
so
strategic
actions
focus
areas.
These
are
listed
right
out
of
that
strategic
plan.
So
you
can
see
the
data
we
see
causes
for
celebration
and
you
also
see
opportunities
for
improvement.
The
phonics
pilots.
We
know
that,
when
students
struggle
to
learn
to
read
often
is
phonics
from
unic
awareness,
they
say
they
don't
have
the
sounds,
that's
phonemic
awareness
and
they
can't
correspond.
The
letter
sounds
the
letter
of
failing
correspondences
to
those
sounds.
So
we
know
that,
and
we
know
that
it's
seriously
third
grade
not
reading
a
level.
H
They
only
have
a
15%
chance
of
ever
catching
up,
so
it
prevention,
its
intervention
for
literacy.
You've
got
it
so
you've
got
to
have
provided
really
strong
core
instruction
on
the
primary
grade
or
the
childhood
programs
monitor
and
track,
but
it's
prevention
and
then
it's
intervening
if
they,
if
they
do
have
difficulty.
What
are
you
going
to
do?
How
are
you
universally
screaming?
How
do
you
decide
who's
getting
an
intervention?
What
are
your
intervention
services?
Are
they
getting
them
daily?
Those?
How
do
you
progress
monitor?
H
G
H
Have
results
but
look
like
me
unless
you've
got
a
personal
issue,
but
the
literature
is
pretty
clear
on
that,
so
we're
we're
piloting
some.
The
numeracy
curriculum
we're
going
to
look
at
the
written,
taught
and
tested
curriculum
and
make
sure
it's
aligned
and
we're
also
working
on
instructional
strategies
and
that's
the
gap,
training,
blended
learning
and
adaptive
digital
content.
I
hope
we
can
spend
some
time
in
upcoming
board
workshops
around
that,
because
that
is
a
lever
point
for
differentiation.
H
When
I
was
in
the
classroom
and
I
thought
I
have
students
I
still
see
their
faces,
I've
taught
primary
grades
and
I
can
see
B
students
I
didn't
have
the
tool
to
do
that.
I
had
28
students
in
the
room,
I
had
reading
groups
and
what
were
the
students
do,
and
we
know
that
really
that
sweet
spot
for
learning
is
you're
engaged
in
the
content
with
a
high
degree
of
success
right,
that's
individual
and
appropriate
for
you.
H
That's
all
academic
learning,
Tom
deaf
mission,
so
the
beauty
of
the
data
of
digital
content
is
it's
on
your
level.
Your
experience
in
a
Honda
grant
success
and
the
teacher
can
be
working
with
a
small
group
while
you're
doing
something
productive
in
that
digital
content.
That's
a
major
strategies
for
us,
early
childhood
that
gets
into
that
prevention.
Intervention
I
talked
about
early
college
high
school,
the
strategies
for
supporting
students
and
equipping
them
with
opportunities
to
take
dual
enrollment
courses
and
accelerating
their
learning
and
providing
the
support.
H
That's
our
special
education,
where
I
see
some
of
the
work
to
know
for
copers
working
on
along
with
Maryland
Jace's,
our
virtual
school
I
reference,
the
virtual
school,
that's
in
the
district
strategic
plan,
the
district
and
school-level
Zeta
teams
that
will
be
one
of
our
major
strategies
and
then
the
last
one
is
a
targeted
assistance
for
identified
schools
and
ongoing
monitoring
and
we're
part
of
the
data
team
or
will
be
to
identify
which
schools
we've
already
done.
That
I
know
that
the
learning
services
team
last
year
they
have
schools
identified
for
top
talent.
H
They
know
who
those
are,
but
we're
going
to
continue
to
look
at
data
and
make
sure
we
don't
need
to
add
in
here
and
other
additional
schools.
But
we
have
some
protocols
that
we'll
be
looking
at
for
going
in
working
with
the
school
leadership
team
and
and
asking
questions
that
really
designed
the
coach
leaders,
for
example,
how
you
know
your
group
rhythms
align
we've
seen
when
you're
in
classrooms?
H
What's
your
day,
look
like
you
have
Bell
Bell
instructions
how
you
progress
monitoring.
Do
you
have
a
data
wall?
All
those
are
things
that
we'll
be
asking
when
we
go
in
it'll,
be
a
sort
of
a
cross-functional
team
made
up
of
individuals
and
learning
services,
but
I'm
certain
we'll
be
involving
individuals
from
other
departments
as
well.
We're
going
to
be
kind
of
working
at
that
intersection
as
they
talk
about
continuous
improvement
model.
H
I
thought
it
was
really
important
for
us
to
share
a
timeline
of
data
work
and
so
that
you
can
see
because
again
we
think
this
is
one
of
our
major
strategies
for
continuous
improvement
map
insights,
the
data
for
authenticated
August
11,
the
board
map,
insights
report
and
instructional
improvement
planning
overview.
That's
today,
data
teamwork
with
principals
of
August
principal
meeting,
we're
thinking
this
week
in
our
our
team
meeting
aside
learning
services,
our
leadership
teams.
Why
do
we
need
to
focus
on
principal
Sebastian?
H
What
do
you
think
we
need
to
focus
on
in
regards
to
map
data
and
our
first
inclination
inclination
would
be
those
growth
targets
if
you
can
increase
the
percentage
of
students
meeting
their
earnings,
personal
growth
target?
And,
yes,
we
want
to
accelerate
that
growth,
but
if
you
can
just
increase
the
percentage
of
students
that
are
meeting
that
growth
target,
those
schools
will
move.
I
know
it
because
I
have
about
20
years
of
seeing
it
in
multiple
settings.
H
We
can't
we
can
do
that
if
it's
going
to
be
a
journey,
it's
not
going
to
happen
overnight,
but
it
can
be
done.
District
level
data
team
launched
again.
This
is
a
new
process.
Maybe
there
were
some
I,
don't
know
that
the
district
level
data
team
set
up
the
way
we're
trying
to
set
it
up.
That's
what
my
team's
told
inside
learning
services,
so
we're
going
to
launch
that
and
look
at
all
that
data
that's
trailing,
but
then
we
have
to
shift
at
some
point
start.
H
Looking
at
progress,
monitoring
data
that
we're
collecting
on
the
fly,
the
target
assistants
watch
for
school
divert
I
reference
that
the
release
of
district
level
data
as
embargoes
are
listed
and
reports
are
received.
One
of
the
things
that
Lauren
is
talking
about
is
a
matrix
of
data,
and
here
here's
the
data
piece,
here's
the
release
date
from
from
we
did
it.
We
give
these
raw
data
files,
but
we
can't
release
it
because
it's
the
embargo
and
possibly
some
time
the
state's
trying
to
get
their
time
to
figure
out
what
those
data
say.
H
So
a
lot
of
times
that's
embargo
data,
but
as
soon
as
those
data
embargoes
are
listed
and
then
release
it
we're
going
to
release
it
because
you
have
to
confront
your
current
reality
if
you're
going
to
get
better
and
I
need
to
share
this
HCT,
that's
the
embargo
to
October
9th,
but
one
of
the
things
Laura
will
be
working
on
some
matrix.
That
lists
all
those
data
points
and
what
the
release
dates
are
and
work
with
Erika
on
okay,
the
release
type
of
the
trouble
pot.
H
H
So
we're
going
to
be
working
on
those
processes
to
make
sure
you
have
the
information
you
need
and
then
overview
of
data
P
K
through
12
we're
looking
at
some
sample
reports
that
are
some
sample
formatting
that
we
may
want
to
use
to
give
you
a
high-level
data
overview
of
what
the
current
state
of
the
system
and
then
we're
going
to
be
progress.
Monitoring
inside
learning
services,
there's
digital
content
data,
there's
the
math
pilot,
the
literacy
pilot,
the
phonics
pilot
review,
where
we
can
be
collecting
data
on
that.
H
So
our
goal
is
to
reflect
refine
and
iterate.
Look
at
what
you're
getting
out
of
that
data.
Make
adjustments
as
you
go
and
try
to
do
quick,
mid-course
Corrections.
If
we
need
to
provide
support
and
again
this
is
a
journey,
it
will
not
be
a
quick
fit
I,
don't
want
to
mislead
anybody
and
make
people
think
it's
a
quick
fix,
but
it's
doable.
J
J
M
J
H
Do
so
the
principles
out
yes
and
one
of
the
things
that
I'm
going
to
be
working
with
the
team
and
learning
services
on
this
week
is
the
principal
says
you
can
get
dozens
of
reports
out
of
mouth
just
a
platter
of
report.
But
the
principals
have
said:
tell
us
what
it
is.
We
need
to
focus
on
what's
going
to
have
the
biggest
impact
and
if,
if
I,
think
about
what
that
is,
and
the
conversations
we've
had
in
learning
services,
business
growth
targets.
G
H
What
percentage
of
your
students
are
meeting
growth
targets
and
how
can
you
support
them
in
that
diamond?
Think
about
it?
How
can
you
support
them
so
that
they
all
grow
and
then
how
can
you
track
and
see
who's
getting
accelerated
growth
with
kids?
We
should
be
able
to
tell
which
teachers
are
doing.
I
know
right
over
here
at
Sanders
Clyde
at
the
same
squad
right.
Maybe
we
had
a
teacher
that
had
I,
they
use
digital
content.
H
J
H
I
can't
speak
to
what
processes
have
been
enslaved,
but
I
can't
speak
to
the
work.
We're
going
to
be
doing
this
principals
at
the
principal
meeting
and
the
data
working
with
the
data
is
a
conversation.
Probably
someone
else
in
the
system
can't
answer.
You
know
what
what's
typically
been
done,
but
our
goal
is
to
think
about
data
teams
and
to
think
about
how
can
we
do
things
with
the
principal's
when
they
come
into
the
principal
meeting
and
with
other
groups
when
they
come
in
from
eating
that
can
be
replicated
back
at
their
buildings?
I'm.
J
H
F
F
G
G
F
F
A
A
F
E
F
Read
at
the
group,
this
report
across
Holden's
its
leadership
that
works.
The
effect
is
different
in
a
leadership
on
student
achievement.
This
is
the
college
experience.
Ward,
hey,
wait
if
you'll
be
related
pain
and
Ahmet
report
I
would
like
this
or
you
can
see
the
sharp
that's
just
a
chance.
I'm.
Looking
at
big
support.
F
Remember
to
download
it
is
appalled
by
water,
smart
on
the
ground
in
Peoria
doing
wonders
if
it
works,
you
have
to
prevent
leadership
ability
on
that
chart
on
base.
Can
you
see
this
in
that
filter?
The
amount
of
FIFA
advantage,
10%
power
points
that
can
delay
this
school
board
and
the
superintendent
are
working
collaboratively
around
certain
specific
activities
who
know
if
you
paid
15
you'll,
see
the
effect
size
of
those
entities
residents
and
totally
support
that
major
differences,
business
even
higher
the
effect
eyes,
the
greater
that's
it.
F
F
The
fourth
one
monitoring
goal
for
achievement:
we
talked
a
little
about
that.
The
fifth,
the
amount
of
resources
to
support
the
goal,
and
it's
at
a
pretty
high
effect.
I've
basically
said
that
you
have
to
run
with
a
central,
centrally
adopted
and
identified
curriculum
and
instructional
strategies.
Expectations
and
the
principals
have
flexibility
within
those
recommended
patterns.
I'm
thinking
about
that
nine
in
the
Cindy
show
to
differentiate,
but
very
clearly
a
district
led
instructional
direction
and
that
existed
direction.
F
We
are
going
to
recommend
that
physics
that
we
had
a
whole
lot
of
latitude
within
the
learning
communities
in
that
school
level,
and
there
is
not
always
the
assurance
that
people
to
power
spin
psycho,
who
are
who
has
strong
background
in
research
who
understands
how
the
how
to
evaluate
evidence.
We
have
vendor
ulnar
ability,
so
vendor
walked
in
the
door
and
showing
us
the
vendors
evidence,
because
what
a
big
difference
we
aren't
necessarily
all
trained
to
sort
out
independent
research
from
vendor.
F
So
I
just
want
to
point
out
to
you
that
that
intervention
with
instead
of
super
pension
and
looked
a
whole
lot
more
time.
Talking
about
the
document
size,
hood
is
more
development,
there's
a
document
officials,
those
contain
Iraqi
government
procedures,
so
together
these
documents
and
their
wives
of
activity
sense,
teacher,
principal
superintendent
or
along
with
the
district.
Okay,
that
make
sure
that
we
have
full
impact
on
student
achievement,
section
deities
within
the
system,
the
biggest
impact
on
student
achievement
research
showed
still
of
her
outside,
but
we
do
everything
we
can
inside.