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From YouTube: March 12, 2018 COTW Strategic Education Committee
Description
March 12, 2018 COTW Strategic Education Committee
B
D
C
F
E
We
understand
so
here's
what
we're
gonna
do
this
afternoon,
we're
gonna
talk
about
the
plan.
Do
study
act
report
that
you
all
requested
and
these
PDSA
plants
will
build
the
foundation
for
continuous
improvement.
Next
fall.
So
you're
gonna
hear
from
our
very
first
three
volunteers
who
have
some
good
information.
This
chair,
we're
gonna,
provide
an
overview
of
winter
map
data.
We
see
some
bright
spots
in
those
data,
so
we're
excited
about
that.
We're
going
to
talk
to
you
not
only
about
the
data,
but
next
steps.
E
What
are
we
doing
about
it
and
then
we're
gonna
review
multi-tiered
systems
of
support
about
support
for
all
students.
Specifically,
we
want
to
talk
about
PBIS,
some
emotional
curriculum
poet
and
our
Forte
program
in
the
department
of
alternative
programs
and
supports
they
provide
and
then
we're
going
to
be
talking
about
literacy.
The
last
two
months:
we've
referenced
Lexile
levels.
E
And
then
what
do
you
do
for
students
who
are
working
below
grade
level
and
you're
gonna,
hear
from
the
Simmons
PD
teachers
and
the
Wando
teacher
about
those
specific
strategies
that
are
using
with
achieve
3000
to
do
just
that?
How
do
they
differentiate?
We?
We
also
want
to
think
about
about
that
notion
of
differentiation,
and
how
do
we
know
when
we
differentiate
and
I
will
say
it,
no
matter
where
I
work?
This
is
my
third
school
district.
E
Almost
always
folks
will
say
to
me
my
job
is
to
teach
grade
level
stand
I'm
a
I'm,
a
fifth
grade.
Reading
teacher,
I
mocked
4th
grade.
Math
teacher
I'm,
a
English
language
arts
middle
school
teacher
for
eighth
grade,
but
it's
real
important
that
you
don't
just
deliver
standards.
It's
really
important
to
look
at
where
your
students
are
and
think
about
how
you
fill
in
gaps
if
they've
got
gaps
in
their
achievement
levels
and
how
you
enrich
and
accelerate
if
they're,
working
above
level.
E
G
I
know
you've
seen
our
gears
I
leverage
peers
because
of
these
high
leverage
cares
of
each
principal
presented
information
as
it
relates
to
their
schools,
programs
processes
and
achievement
data.
You
will
hear
evidence
of
implementation
of
our
focus
on
strategy.
This
is
I'll.
Try.
It
just
keeps
us
with
Google
this
just
a
track
as
to
where
we're
going
with
our
strategy,
and
we
want
to
stay
focused
on
this.
So
you'll
see
this
over
and
over
again,
as
we
review
it
over
and
over
again.
E
H
My
name
is
Janice
blow
transflective,
Stan,
11-year,
principal
advanced
and
elementary,
a
former
national
distinguished
title,
one
school
and
former
reward
school
for
student
progress.
We
serve
approximately
385
students
pre-k
through
third
grade
64%
african-american,
27
percent
Hispanic,
7
percent
occasional
2
percent
other
with
a
90
percent
poverty
index.
I
have
with
me
Kerry
Sanders
who's.
My
dynamic
literacy,
interventionist
and
she's,
been
at
Dunson
Islam
longer
than
I
have
doing
a
wonderful
job
there.
So
we'll
take
a
look
at
improvement
cycle.
We
plan
based
on
analyzing
our
strand
data
from
map.
H
We
analyze
our
disaggregated
data
for
SE,
ready.
We
collaborate
with
weekly
teacher
curricular
teams
and
we
organized
for
across
grade
level,
articulation
focused.
We
do
this
by
developing
our
SMART
goals,
with
our
leadership
team,
create
areas
of
focus
for
each
grade
level.
We
refine
our
instructional
strategies
and
we
provide
differentiated
professional
development
based
on
teacher
ability,
levels
and
needs,
and
we
study
by
monitoring,
monitor
progress
with
qantas
empanel
aims.
Well,
we
use
our
map
data,
etc.
H
We
conduct
individual
teacher
conferences,
data
conferences
with
our
teachers
to
monitor
and
drive
instruction,
and
then
we
monitors
trends
across
grade
levels
as
well.
We
act
by
scaling
effective
practices
if
it
works
for
one
to
make
sure
that
we
continue
that
across
the
grade
levels
we
adjust
or
continue
low
to
no
gained
practices,
and
then
we
were
find
or
we
define
our
strategic
plan
based
on
this
a
model.
H
First,
looking
at
our
CDs
students,
because
that's
very
important,
if
we're
going
to
make
the
games
that
we
need
to
make
by
third
grade
we're
looking
at
the
growth
of
our
CDs
students,
how
well
they
increase
a
percent
scoring
at
Tier
one
and
that's
where
we
want
our
students
to
be
at
Tier
one.
We
use
this
and
using
my
8
DS,
which
is
my
individual
growth
development
indicators,
the
assessment
that's
given
for
our
four
years
or
four
year
olds
and
we're
comparing
our
data
with
CCSD,
just
to
name
a
few.
H
H
One
of
my
correspondence
and
oral
counting
moving
to
our
map
data.
We
looked
at
the
two
year
trend
of
those
students
making
one
year's
growth
map
growth
and
reading
in
2016.
Sixty
two
point:
seven:
two
thousand
seventeen
fifty
seven
point,
four
for
a
slight
decrease
of
five
point:
three
percent
and
in
the
area
of
math
making
one
year's
growth.
Fifty
two
point:
four
percent
in
2016,
fifty
six
point:
zero
percent
in
2017
for
an
increase
of
slight
increase.
Nevertheless,
three
point:
six
percent
and
then
comparative
that
data.
H
We
decided
to
compare
Dustin
to
CCSD
meeting
Street
Academy,
Stono,
Park
and
Goodwin,
making
one
year's
growth,
CCSD
5250
6.2%,
meaning
Street
Academy,
52.2%,
stoner,
Park,
49.8,
Goodwin,
50.4%
and
Dunstan
57.4%
in
the
area
of
reading
very
proud
of
that.
Looking
at
math
one
year's
growth,
CCSD
53.1%
meeting
Street
Academy,
seventy
seven
point:
three
percent
stoner
park,
fifty
one
point:
five
Goodwin
forty
eight
point:
four
and
Dunstan
at
fifty
six
point:
zero
percent
ends
math
moving
on
to
SC,
ready,
keep
in
mind
that
Johnson
only
has
one
tested
grade.
H
H
Forty
four
point:
eight
percent
scored
a
meet
or
exceed
with
a
decrease
of
7.1%
and
then
compared
to
see
CSD
and
the
state
in
the
area
of
ela
se
ready
the
district
had
forty
five
point.
Six
percent
I'm
scoring
meets
or
exceed
the
state
40
point:
0
percent
Dunston
21.1%
SC,
ready
in
math
CCSD
45.7%,
the
state
42.1%
for
Dunston
44.8%.
H
So
that's
that's
been
an
area
of
challenge
for
us
from
there
we
develop
our
smart
goals
and
that's
to
increase
the
percentage
of
students
in
grades
1
through
3
meeting
or
exceeding
one
year's
growth
by
five
percent
or
higher.
We
always
shoot
for
higher,
of
course,
as
indicated
on
the
reading
map
by
spring
2018
and
the
same
percentage
for
math,
but
it
includes
kindergarten
as
kindergarten
participate
in
map
testing.
So
we
want
to
increase
both
by
5%
by
spring
of
2018.
H
We
also
want
to
increase
the
percentage
of
students
scoring
at
least
10
more
points
on
the
text,
dependent
analysis
by
5
percent
according
to
SC,
ready
by
spring
testing,
and
one
of
our
challenges
also
is
to
reduce
the
truancy
rate
of
students
in
grades
pre-k
through
third
grade
by
spring
of
2018.
We've
discussed
these
feats.
H
We've
discussed
all
of
our
challenges,
all
of
our
strengths
and
weaknesses
with
the
leadership
team,
our
grade-level
teams,
title
1
and
PT
a
moving
forward,
some
of
our
higher
yield
strategies
that
we
are
implementing.
Of
course,
we're
piloting
the
bridges
program
this
year
for
utilizing
a
map
of
math
interventionists
to
support
targeted
students
based
on
the
data
and
teacher
input.
And,
of
course
we
try
as
much.
We
do
as
much
as
possible
integrate
math
across
the
curriculum,
providing
real-world
experiences
applications
for
our
children
in
the
area
of
reading.
H
It's
because
of
the
diligent
work
of
our
literacy
interventionists
to
support
targeted
students
based
on
the
data
context,
reading
levels,
and
we
also
implement
a
three
to
five
weeks,
sustained
residency
where
our
reading
coach
works
diligently
with
new
teachers
and
teachers
in
need
of
improvement
in
order
to
implement
flexible,
guided
reading
groups.
And,
of
course,
you
do
a
lot
with
analyzing
common
assessments
and
providing
PD
based
on
the
needs
of
our
teachers
and
reading
with
we're
implementing
walk
to
write,
to
address
specific
skills
and
really
work
on
text-dependent
analysis.
H
And
of
course
we
are
incorporating
the
writing
workshop
framework.
Along
with
what
we've
found
to
be
effective
for
us
and
that's
Foursquare
writing
techniques
in
the
classroom.
In
the
area
of
truancy,
we
have
implemented
a
parent
signing
where
our
parents
are
required
to
come
in
and
that
provides
the
opportunity
to
conference
with
those
parents.
We
provide.
We
conduct
frequent
home
visits,
a
lot
of
home
visits
to
bear
not
only
verify
residency
but
to
see
how
we
can
support
parents
in
order
to
stabilize
attendance
at
our
school.
We
offer
a
lot
of
students
NF.
H
We
found
that
if
we
do
it
from
the
inside,
if
we
motivate
our
students
from
the
inside,
they
will
then
encourage
their
parents
to
get
them
to
school
and
do
other
things
and
the
parents
will
they
come
my
childhood.
They
had
to
come
to
school
today.
So
we're
very.
You
find
that
to
work
for
us.
We
can't
control
the
outside,
but
we
can
control
what
goes
on
on
the
inside
and
our
progress
monitoring
tools,
my
8
DS.
We
continue
to
do
that
at
C
D.
H
We
look
at
aimsweb
reading
and
math
for
us,
fountas
and
pinnell,
definitely
with
the
text
reading
levels
and,
of
course,
continue
to
use.
Math
multi-tiered
systems
of
support
meetings
are
held,
weekly
based
on
identified
students
and
also
monthly
to
address
school-wide
needs.
We
hold
monthly
leadership,
team
meetings,
monthly
literacy
and
numeracy
team
meetings
and,
of
course,
our
weekly
curricular
team
meetings
to
address
a
lot
of
curriculum
issues
as
well
as
behavior
in
that,
so
we
know
that
academics
become
remain
our
priority.
H
We
know
that
behavior
has
to
be
maintained
and
has
to
be
can
I'm
at
a
point
where
the
teachers
can
teach.
We
know
that
it's
very
important
to
have
consistency
and
continuity
across
grade
levels
throughout
the
school.
We
know
that
data
drives
instruction,
so
we
have
to
constantly,
on
a
regular
basis,
collaborate
to
provide
the
needs
of
our
students,
whether
they're
below
grade
level
or
above
grade
level,
and
we
have
to
maintain
expectations
of
excellence
and
that's
for
everyone
for
all
of
us
to
make
it
happen
at
dunstan.
J
About
multi
this
afternoon,
morphe
has
800
students.
This
is
my
second
year
as
principal
last
year,
at
first
I
was
in
for
a
good
portion
of
it
and
fifty
certified
staff
members
and
building,
all
of
which
have,
on
average,
ten
to
fifteen
years
of
in
yourself,
it's
a
school
with
a
lot
of
history,
a
lot
of
invested
teachers,
so
the
the
continuous
improvement
cycle
for
us
very
similar
to
mr.
long.
J
We
used
map
data
to
drive
a
lot
of
what
we
a
lot
of
what
we
do
on
a
day
to
day
basis
from
scheduling
students
to
what
we
are
offering
in
terms
of
professional
development
for
our
teachers.
We
do
allow
map
data
to
do
a
lot
of
that
for
us,
because
we
believe
very
firmly
in
what
that
data
can
tell
us
meet
by
reaching
out
and
finding
where
the
kids
are,
what
we
need
to
provide
them.
J
We
meet
with
our
MTS
s
team
every
other
week
to
review
that
map
data,
as
well
as
to
reviews,
review,
360,
behavior,
I,
think
of
social
emotional
needs
of
our
students.
We
developed
our
SMART
goals
to
address,
reading
and
math,
and
then
our
third
SMART
goal
is
to
improve
the
overall
school
climate
culture.
J
We
are
creating
areas
of
focus
broken
down
by
each
grade
level.
Every
single
grade
level
has
something
unique
about
it,
and
the
students
are
all
very
different.
Our
sixth
grade
needs.
A
lot
of
math
and
eighth
grade
need
a
lot
of
social
emotional
attention,
so
it's
just
different
depending
on
them.
We
are
constantly
reviewing
the
map
assessments,
as
I
just
told
you
you're
getting
into
the
digital
content
usage.
J
J
Ela
in
2016
the
year
before
got
their
their
Senators
students
meeting
exceeding
expectations
268
last
year
we
went
to
sixty
eight
point,
eight,
so
point
eight
improvement,
we'll
take
it
in
math
growth
in
2016.
Fifty
four
point:
nine
percent
of
our
students
made
a
one-year
growth,
and
last
year
we
jumped
up
to
sixty
three
point:
one,
which
is
an
improvement
of
pay
percent.
J
How
that
compares
to
cario
and
Lang
for
SC
ready,
Moultrie
sixty
nine
percent,
as
I
said,
with
blank
and
carryover
both
at
sixty-five
percent,
so
slightly
added
those
two
but
and
math
Carrio
handed
it
to
us.
So
we
look
to
carry
out
as
a
school
where
we
want
to
want
to
copy.
What's
working
well
for
them.
You
want
to
flip
to
that
next.
J
2016
61.1%
met
exceeded
and
next
he's
ready.
Last
year
we
jumped
to
sixty
three
point:
six
and
our
growth
or
math.
You
look
from
52%
meeting
the
goal
to
64%,
which
was
a
12
percent
improvement.
Again
we
were
doing
a
lot
of
schedule.
Adjustments.
We
were
moving
kids
from
one
team
to
the
other
team
based
on
where
they
were
what
they
needed,
and
we
saw
a
lot
of
really
great
improvements.
It
wasn't
static.
We
moved
as
our
chocolate
life
kids
needs
changed
Carrie,
oh,
we
have
a
very
healthy
competition
effect,
miss
Randall
sitting
behind
me.
J
B
J
They
were
at
70%
for
excuse
me,
yes,
7%
with
our
legacies
from
math
Walter
was
at
64%
and
Blaine's
at
62%,
so
miss
Randall
and
everybody
else
in
the
middle
school
learning
community
are
very
collaborative
and
sharing
ideas,
and
this
Randall
got
me
interested
in
the
original
content.
So
I
am
now
officially
on
that
bandwagon
next
slide,
please.
J
So
the
that
comparison
for
us
and
Lang
everything's
up,
there's
I,
just
looked
through
an
se
ready
button
map
growth.
We
made
some
terrific
terrific
improvements
63.1%
for
reading
64
percent
for
the
math,
and
you
can
see
how
we
stack
up
against
Lyman
carry
over
there,
so
our
kids
did
really
really
well
last
year.
We
know
that
there
are
some
specific
issues
in
each
grade
level,
which
we
use
not
only
map
that
up,
but
also
the
assessments
for
s
already
changes
with
our
teachers.
Moving
them
to
content
unit
felt
welcome
strong
in
or
stronger
right.
J
Now
we
are
coaching
some
new
teachers
in
with
with
math
and
ela
and
two
of
our
grade
levels.
So
using
data
to
make
those
informed
decisions
has
been
helpful
for
us
SMART
goals:
70%
I'm,
going
to
jump
up
to
70%
of
our
students,
leading
that
one
year,
growth
in
both
math
and
ela,
but
a
big
goal
for
us
this
year
is
also
just
improve
the
overall
climate
and
culture
of
the
building
with
their
students.
J
So
we
put
a
lot
of
emphasis
on
rolling
out
PBIS
this
year
and
the
number
of
referrals
is
drastically
declined
from
last
year
to
this
year.
We're
doing
some
great
quarterly
celebrations
with
our
kids
just
had
one
recently
where
Kona
ice
came
out
and
any
kid
that
didn't
have
a
office
manager.
Teacher
managed
to
referral
have
to
pardon
that
celebration
every
month
restart,
so
they
have
an
opportunity
to
participate
the
next
time.
Your
kids
would
like
that.
J
So
all
these
goals,
everything
that
we're
talking
about
today,
was
developed
not
only
by
our
schools,
leadership,
team
and
TSS,
but
also
shared
out
with
our
si,
the
PTA
all
of
our
meetings
take
place
in
our
in
our
data
room
and
as
we're
talking
about
the
students.
Everything
that
we
know
about
that
student
is
right
here.
So
I'm
a
systems
person,
not
some
programs
person,
so
every
decision
that
we
make
has
to
have
the
data
to
support
it.
J
Whenever
I
can
we
change
the
kid
yesterday
from
one
class
to
the
next
again,
the
group
a
bit
bit
tighter
our
teachers
have
an
enormous
the
hard
job
and
differentiating
instruction
between
30
kids,
so
them
a
little
bit
tighter
and
they're
not
having
a
differentiate
between
such
wide
ranges
were
really
seeing
that
as
an
impact,
the
class
size
is
also
determined
based
on
student
need
to
the
best
of
our
ability.
We
work
with
what
we
have
with
reading
and
writing.
J
I
added
a
point:
eight
creative
writing
teacher
last
year,
this
creative
writing
teacher
teaches
two
exploratory
periods
per
grade
level,
one
of
which
is
the
fun
exploratory,
the
the
journalism,
the
poems
the
newspaper,
the
other
exploratory
is
for
students
that
are
right
on
that
bubble,
that
we're
grabbing
to
try
and
move
from
approaches
to
meets
or
from
does
not
need
to
approach
it.
So
there
are
kids
just
right
there
on
the
line.
It's
an
opportunity
to
have
some
fun
while
strengthening
their
writing
skills,
our
targeted
intervention
group
for
those
a
bottom
20%.
J
This
is
something
family
that
we
just
started.
We
have
an
amazingly
competitive
staff
and
19
of
them
volunteer
to
give
up
one
of
their
planning
theories
two
to
three
times
a
week
to
meet
with
anywhere
between
8
to
10
students,
and
that
is
a
mix
of
direct
instruction
with
digital
content.
So
the
folks
from
pallets
and
chief
3000
coming
out
for
a
two-day
PD
to
get
everybody
that
has
not
yet
implemented
the
digital
content
and
their
classrooms,
either
for
sub
plans
or
homework
or
supplement
enrichment
material
to
do
it
a
little
bit
more.
J
So
these
the
kids,
have
all
the
incentives
in
the
world
to
go
there.
We
asked
them
what
they
wanted
when
we
get
them
excited
to
come
and
it
was
a
pass
to
sit
wherever
they
wanted
to.
It
is
they're
showing
up
I
mean
they
enjoy
it
and
optimistic
that
we'll
see
some
big
turns
looking
at
our
winter
map
data
share
with
me
a
couple
weeks
ago.
J
It
is
it's
comparable
to
where
we
were
it's
not
at
all
where
I
want
to
be,
but
we
are
definitely
a
second-half
team,
as
I
mentioned
earlier
and
I
think
that
with
these.
So
if
we
continue
these
supports-
and
if
we
get
this-
the
bottom
20
percent
enrichment
courses
up
and
rolling
going
to
see
the
the
numbers
we
want
to
see
to
keep
us
in
line
with
with
moving
towards
our
goal-
and
we
talked
about
it
and
math
assessments
are
big
with
us.
Our
MPs
s.
J
Meat
is
every
other
week
we're
looking
at
review,
360
with
numbers
and
referrals
that
our
students
are
receiving
or
off
of
our
classroom,
referrals,
that
our
teachers
are
writing
and
look
at
the
digital
content
usage
reports
and
we'll
share
those
out
in
our
monthly
literacy
team
meetings.
Si
si
PTO
and
then
I
meet
monthly
with
our
each
grade
level
as
a
whole
and
then
individually
with
the
content,
so
I
meet
with
math
teachers,
the
yellow
area.
Again
in
that
data
room
going
over
all
this
report
stuff.
J
L
L
L
Also,
working
specifically
with
us
right
now
in
our
Success
Academy
working
with
some
of
our
most
at-risk
students,
it's
kind
of
like
a
graduation
specialist.
For
me,
you
can
talk
to
her
about
that.
A
little
bit
as
well.
I
just
want
to
go
for
some
of
our
data
and
what
kind
of
things
were
working
on
this
year,
so
our
PDSA
perspective
really
is
looking
at
that
first
bullet.
The
the
plan
study,
the
plan
do
study
act
is
happening
primarily
through
our
focus
teams
and
those
collaborative
teacher
meetings.
L
So
we
have
kind
of
restructured
into
three
focus
teams
this
year.
That's
a
climate
and
culture
focus
team
which
mr.
Rigsby
is
the
chairperson
over
our
curriculum
and
innovation
in
our
academic
intervention,
kind
of
like
that,
MTS
s
focus
team.
So
that
develops
and
drives
a
lot
of
our
continuous
improvement
at
South
High
School.
We
meet
monthly
for
those.
In
addition
to
that,
we
meet
with
our
professional
learning
communities,
which
will
address
a
few
other
times.
L
Where
is
where
we
can
kind
of
normalize
and
unify
and
drive
effective
instructional
practices
through
those
course,
like
professional
learning,
community
meetings,
just
to
look
at
some
of
our
demographic
data,
we're
relatively
state
what
we're
seeing
racially
as
a
decline
and
I
have
chimeric
and
percentage
everything
is
really
increasing.
Numerically,
our
numbers
in
all
categories
are
going
up,
but
we're
seeing
a
increase
percentage-wise
of
spanic
population
and
a
decrease
in
african-american
percentage
of
our
population.
That's
just
kind
of
a
trend.
L
That's
occurred
at
this
continuing
we're
in
that
twenty
nine
thirty
percent
Hispanic
this
year
and
more
like
55
percent
African
American
this
year,
so
that
trends
kind
of
continuing.
You
can
see
our
enrollment
data
there
for
the
past
three
years,
as
well
as
our
poverty
index,
which
is
remained
relatively
stable
and
then
also
put
on
there.
Our
graduation
rate,
which
is
lower
than
we'd
like
to
see
it
but
kind
of
hovering
right
in
that
mid,
sixty
percent
range
and
that's
one
of
our
goals
that
will
address
our
end.
Of
course,
trend
data.
L
I
just
wanted
to
look
at
those
broken
apart
by
subgroups.
Us
look
at
last
three
years
and
you
can
see
kind
of
a
marked
drop
if
you
guys
have
looked
at
BOC
data
across
the
state
or
across
the
district
as
we've
aligned,
our
EOC
exams
and
those
curves
to
college
and
career
readiness
indicators,
we
saw
that
kind
of
ten
point
drop
primarily
affecting
English
and
math
right
now.
L
What
I
concluded
Freddie
got
today
is
just
kind
of
your
overall
overall
test,
just
to
kind
of
minimize
the
amount
of
numbers
that
we're
looking
at
at
this
point,
but
I
also
just
wanted
to
kind
of
put
up
there
and
you
when
that's
looking
at
our
core
content
areas,
the
achievement
gap
that
we
still
see
between
our
and
American
Hispanic
students
versus
our
white
students
also
put
our
composites
a
CT
score.
Just
R.
L
A
statistically
significant
growth
over
the
last
two
years,
which
were
proud
of
and
I
compared
us
with
a
couple
schools
like
ours,
one
inside
of
our
district,
st.
John's,
High
School
and
then
one
outside
of
our
district
Georgetown
high
school,
just
to
kind
of
see
how
we're
doing
inside
and
outside
of
our
district
in
terms
of
based
a
CT
score.
L
But
we've
got
some
strategies
that
I
think
are
really
going
to
continue
to
increase
that
college
readiness
for
our
students,
so
I
expect
to
see
continued
growth
and
we'll
see
in
our
goal-setting
expect
to
be
over
16
as
an
average
composite
score
for
our
students
this
year.
On
a
high
note
to
end
some
of
our
statistics
is
our
Advanced
Placement
participation
really
seen
growth
on
that
top
end
spectrum
of
our
students.
The
two
bars
on
that
chart
are
the
number
of
AP
exams
passed
and
then
the
second
bar
is
the
passage
rate.
L
We
currently
offer
thirteen
advanced
placement
courses
this
year,
but
we're
expanding
ap
statistics
and
AP
environmental
science
next
year,
so
about
15
APR
is
for
next
year,
so
our
goals
just
focused
on
three
of
them.
For
us,
seeing
that
graduation
rate
that
on-time
graduation
rate
can
you
increase
63.8
to
sixty
six
point?
Eight
and
I
really
really?
Wouldn't
mind
that
being
over
70%
but
we're
putting
a
lot
of
energy
and
emphasis
on
increasing
that
graduation
rate,
raising
percentage
of
students
prepared
for
college
by
increasing
our
a
CT
score
from
fifteen
point.
L
Six,
to
sixteen
point
four
and
saying
the
percentage
of
students
passing
our
end-of-course
exams
increased
from
fifty
four
point,
one
to
fifteen
point:
five
percent
the
school
year
our
strategies
and
goals
to
make
that
happen.
Academically.
When
we
look
at
those
COC
scores,
really
developing
a
really
comprehensive
professional
development
plan
to
build
capacity
within
our
teachers
and
do
that
through
those
professional
learning
communities
to
analyze,
data,
drive
instruction
and
see
overall
performance
across
the
entire
school
increase.
We
look
at
those
AC,
t--
scores
and
developing
college
readiness.
L
So
there's
a
program
that
we've
implanted
this
year
that
we're
in
our
first
year
of
implementation,
I
expect
to
see
some
some
significant
growth
from
the
implicit
implementation
of
that
that's
working
through
grades,
nine
through
12,
giving
students
exposure
to
and
a
CT
like
assessment,
which
is
often
the
kids
first
time
to
set
something
right,
we're
going
to
take
so
when
that
doesn't
happen
until
their
third
year.
In
high
school-
and
they
take
that
first
time,
assessment,
you're
gonna
see
an
implementation
lag
or
a
challenge.
L
Never
a
CT
and
college
readiness
standards
are
hitting
that
closing
up.
I
think
we'll
also
be
able
to
see
our
students
excel
and
be
more
competitive
on
that
college.
Readiness
indicator
also
a
focus
from
our
NIMS
e-grant
on
increasing
the
number
of
students
and
pushing
students
enroll
in
honors
and
AP
coursework,
so
really
pushing
students
to
challenge
them
to
get
into
those
pre
AP
and
AP
courses,
and
that's
gonna,
be
what
is
really
gonna.
Ask
them.
L
M
Hi
good
evening,
thanks
for
having
us
I'm,
always
excited
to
talk
about
small
high
schools.
I've
been
there
for
quite
some
time.
I've
been
there
over
the
years
and
I
sing
to
change
and
add
these
new
majors
or
students
since
I've,
been
there
I
mean
one
initiative
that
we
started
at
stall.
High
school.
We
mean
it
capturing
kids,
heart
we're
in
our
sixth
one
into
our
sixth
year
of
implementation.
It
totally
changed.
Try
by
school,
it
changed
that
students
behaved
is
to
change
how
they
interact
with
each
other.
M
It's
changed
how
they
interacted
with
their
teachers.
Teachers
are
able
to
teach,
students
are
able
to
learn,
and
that's
so
important.
Our
students
are
very
inviting
now
they
are
have
developed
pride
and
everything
of
our
pride
and
managing
their
own
behavior
and
pride
and
inviting
others
into
their
classrooms
and
and
sharing
what
we're
doing
there
before
we
recommend
capturing
his
hearts.
Our
students
would
not
engage
in
competition
with.
M
Would
not
initiate
conversation
with
strangers
now
they
initiate
conversations
when
you
come
into
the
building.
They
greet
you
with
a
handshake,
they
give
you
eye
contact
and
they
are
excited
to
tell
you
about.
What's
going
on
there
in
their
world
at
strong
high
school.
Another
thing
that
we've
initiated
at
Stone
high
school
is
our
at-risk
students.
We
have
students
that
were
at
risk
of
dropping
out.
We
had
students
that
wasn't
successful
in
class,
but
they
were
continuing
to
come.
They
were
continuing
to
fail.
B
M
M
Our
parents
could
be
the
biggest
cheerleaders
of
this
program
and
I
wish.
You
could
hear
from
them
to
tell
you
what
it's
done
for
their
students
they
have
allowed
them
is
allowed
them
to
earn
credits
where
they
were
not
able
to
earn
credits
in
the
traditional
classroom
allowed
some
of
these
graduate
and
allow
those
students
to
earn
from
English
and
math
credits
to
get
on
grade
level.
We
meet
with
our
parents
on
a
regular
basis,
we've
adjusted
our
time,
so
we
have.
M
Sometimes
we
have
six
o'clock
meetings
in
the
mornings,
because
this
allows
parents
to
meet
with
you,
so
they
can
get
to
work,
and
so
they
don't
mind
doing
that.
So
we
have
early
morning
meetings.
We
have
late
afternoons,
parents
are
very
involved,
we
communicate
with
them
on
a
regular
basis,
our
students
even
work
at
home
on
the
weekends
they'll
text.
We
have
a
text
line
set
up
where
they
can
text
us
and
tell
us
that
they
need
to
be
moved
on
our
recess.
M
So
we
do
this
on
the
weekends
and
at
night
these
students
have
developed
a
lot
of
pride
in
themselves.
I
wish
I
could
have
them
speak
to
you
to
tell
you
what
this
program
is
done
for
them.
It's
changed
their
image
of
themselves.
It's
there.
They
feel
like
they
can
be
successful
and
be
happy.
They
work
very
hard
and
Success
Academy
has
changed
tremendously
change
the
lives
of
the
students
and
the
parents.
L
Thank
you,
so
I
just
want
to
set
the
record
straight.
Mr.
Rigsby
does
all
the
heavy
lifting
I
might
have
had
some
ideas,
but
gee
she
carries
it
out.
I
just
highlight
our
mental
health
supports
that
we
also
offer
that
helps.
So
we
have
Department
mental
health
and
MUSC
cope
and
as
well
as
gear
up
and
communities
and
schools
that
support
us
as
well,
for
both
our
climate
culture
and
graduation
rate.
L
So
our
progress
monitoring
for
us
is
in
college
readiness
side
looking
at
cert,
using
that
school-wide
data
to
drive
then
increase
mastery
of
our
college
readiness
standards.
Mts
s
our
multi-tiered
systems
of
support
that
we
implement
to
also
evaluate
overall
school-wide
performance
data
and
then
at
that
classroom
level.
Professional
learning,
communities
that
utilize.
Those
are
our
course
like
teams,
Alvar
one
teachers,
English
one
teachers
that
can
implement
common
assessments
and
use
that
data
to
drive
instructional
practice
every
day.
A
I
Hey
she
looked
around,
let
the
teacher
look
are
something
that
can
we
can
we
get
these
things
on
Google
Docs,
because
we're
always
trying
to
reference
back
to
student
achievement
and
student
plans,
and
we
need
a
one
area
where
all
this
is
dropped
into
so
six
months
from
now
we
can
come
back
and
look
miss
Malone.
Do
you
your
move?
Will
you
go
to
the
fifth
grade.
I
N
I
You
only
gave
us
the
one
year
for
audience.
We
shouldn't
assume
that
the
rest
of
those
didn't
grow
a
year.
Some
of
them
succeeded
absolutely
excellent
excellent.
How
long
do
you
think
it's
gonna
be
before
this
translates
into
those
state
level
tests,
because
we
do
such
a
great
job
with
growth,
but
then
we
have
the
what
people
and
parents
see
is
a
small
percentage
hitting
the
grade
level
at.
G
I
H
That's
you
ready
for
me
as
I
said
before,
because
we
thought
that
third
grade
I
don't
have
that
one
historical
data
to
see
they're
Pumas
that
those
students
will
make
or
time
by
the
time
they
get
to
fifth
grade
if
we'd
have
in
one
we're
near
its
ends.
For
me,
a
third
grade.
Well,
they
go
on
and
you
probably
see
the
growth
of
those
students
as
they
move
on
one
of
the
other
things.
For
me
when
I
look
specifically
at
my
school,
the
stock
data
I
can
say
about
a
year.
H
You
know,
as
we
see
the
declines,
I
have
two
of
three
new
teachers.
So
it's
just
a
matter
of
getting
used
to
the
curriculum
and
then
really
trying
to
target
the
students
to
target
the
students,
but
for
our
teachers
to
understand
explicit,
direct
instruction
and
higher
levels
of
thinking,
because
we
have
to
move
them
at
higher
levels.
B
H
I
O
I
Okay
and
the
other
thing
is
with
stall
high
school,
you
talked
about
the
graduation
rate
and
I
think
you're
talking
about
the
four-year
graduation
rate.
Can
you
speak
to
you
five-year
graduation
rate
or
your
percentage
of
students
that
are
on
non
diploma
track?
So
it's
not
sixty
six
percent
of
a
hundred
percent
of
the
kids?
What's
your
percentage
they're
on
non
diploma
tracks,
we.
I
L
Q
P
Q
Mean
if
you're
gonna
do-
and
you
mention
some
other
schools
that
you're
doing
comparatives
will
play
Georgetown
high
or
whatever
I
think,
if
you're
going
to
do
the
true
apples
to
apples
comparison.
Not
only
should
it
be
a
school
that
marries
your
third
population
and
in
diversity,
but
it
also
should
mirror
your
school
with
the
number
of
students
who
are
on
grade
level
reading,
because
I
think
that
if
you're
going
to
apples
got
an
apple
and
Durant
got
red
degree,
and
so
then
information
would
be
impactful.
L
B
L
Last
year,
that
was
something
that
we
really
focused
on
as
well,
and
it's
all
significant
growth
so
group
to
kind
of
bring
basically
the
whole
team
back
this
year
and
look
in
that
same
way.
As
far
as
I
can
tell
right
now.
This
year
we
got
two
teachers
going
back
to
college,
but
I
mean
I
really
about
for
at
this
point,
that
I
don't
want
and.
L
The
challenge
that
I
get
from
that
I
hear
from
my
teachers
and
didn't
make
in
this
presentation
is,
and
they
Dunstan
presented
about
as
well
as
truancy
so
really
working
I've
put
some
work
with
our
been
working
with
our
adapt
and
they've
supported
us
this
year,
but
kind
of
getting
the
hold
of
that.
That
step
plays
a
huge
role
in
performance
in
the
classroom,
so
my
teachers
are
saying:
hey.
My
students
are
progressing
and
they're
moving
the
students
I'm
struggling
with
are
the
ones
that
aren't
coming
to
school
consistently.
Q
As
the
kids
are
coming
into
the
high
school,
have
you
guys
has
a
bit
of
information
and
synergy
centered
around
where
the
students
are
coming
from
what
they're
bringing
with
them
and
they
give
to
you
and
how
they
have
been
receiving
or
not,
and
for
filling
in
together.
Providing
the
kind
of
support
that
hasn't
been
a
lot
of
that
I.
Wouldn't.
L
Say
a
lot
the
way
I
described
it.
Definitely
the
there's
collaboration
between
those
our
middle
schools.
Our
primary
feeders
are
coming
out
of
Zucker
and
North
Woods,
so
I
know
those
teachers
and
I've
actually
had
a
couple.
Counselors
move
up
that
that
were
Adela
at
the
middle
grades,
so
I
know
that
we
have
the
collaboration
there.
We
don't
get
together
as
faculty
together
in
collaborate,
but
we
have
in
the
past.
L
In
my
time
there
we've
done
that
several
times,
where
we
kind
of
open
that
dialogue,
but
I,
think
in
terms
of
knowing
the
standards
up
there
mastering
at
the
middle
grades
were
aware
of
that,
and
just
communicating
that
down
of
what
these
are.
These
are
the
central
skills
that
we
need.
We
met
with
them
just
last
month
as
we
start
this
registration
process,
but
that
continually
kind
of
reiterates
expectations
of
this
is
what
they
need,
and
this
is
the
level
of
performance
to
go
into
these
different
courses
when
they
get
to
high
school.
Q
L
L
Hispanic
and
african-american
are
very,
very
similar
and
then
quite
young
and
interesting
enough.
I
didn't
put
the
the
demographic
data
with
our
graduation
rate,
but
highest
graduation
rate
is
with
our
african-american.
Population
middle
is
our
Hispanic
population
and
Caucasian
as
our
lowest
graduation
rate.
I
know
it's
the
smallest
kind
of
n,
it's
the
smallest
number.
So
it's
not
anymore.
It
can
fluctuate
from
time
to
time,
depending
on
what
five
four
so
kids
do,
but
that's
how
our
graduation
rate,
actually
we
see
the
highest
graduation
rate.
Q
J
What
that
means,
yes,
we
would
have
classes
that
would
have
kids
together
that
were
in
the
99
percentile
math
the
same
classic.
They
were
said
of
somebody,
maybe
in
the
20
percent,
our
man
so
teaching
a
classroom
of
30
students,
the
faculty,
the
discrepancies
extremely
difficult
to
do
so
by
tighter
or
flexible
scheduling,
I'm
just
trying
to
make
it
make
it
just
a
little
bit
easier
for
our
teachers
to
to
reach
everybody
and
more
effective.
By
doing
that,
that's.
Q
J
Professional
development
for
the
staff-
not
it's
not
an
area
weakness
I-
want
to
give
them
as
much
as
humanly
possible
with
with
effective
assessment
strategies
and
how
to
use
how
to
use
all
the
tools
that
we
have
to
help
guide
the
way
they're
instructing
their
kids.
It's
just
carving
out
the
time
and
getting
the
people
in
to
do
that.
We've
worked
with
through
multiple
schools
donor,
throwing
money
together
to
clean
in
people
from
outside
to
help
us
out
with
that.
Q
Q
J
Was
80/20
and
last
year's
over
525,
so
this
year,
what
we
did
a
little
bit
differently
to
start
zoning
in
on,
what's
going
on,
is
that
all
teachers,
the
classically,
did
their
SLO
or
add
to
be
the
class
with
the
highest
percentage
of
african-american
students
or
of
the
four
classes
they
teach,
which
ones
which
class
had
an
overall
love
the
lowest
achievement
rate
between
them?
So
they
couldn't.
You
know,
pick
one
class
over
the
other.
It
was
pretty
much
do.
Q
H
B
Q
Right
in
terms
of
the
tier
1,
where
students
need
to
be
I
was
making
it
I
just
trying
to
give
myself
a
rubric
if
that
is
0
to
100,
where
this
didn't
need
to
be.
As
far
as
the
tier
1
is
concerned,
to
try
to
get
myself
some
parameters
on
it,
we
understood
need
to
be
where
you
feel
that
student
witness
additional
support
for
intervention.
Nobody
kind
of
grass
was
for
naught
and
connected
to.
T
P
V
H
W
H
Becomes
a
lot
with
the
young
parents,
because
a
lot
of
our
students
have
never
been
to
see
these
or
kindergarten
words
so
they're,
coming
in
behind
the
involvement
and
really
working
with
our
parents,
that
I
understand
how
important
language
is
at
home
or
a
language
literacy.
That
kind
of
thing.
So
we
really
had
a
part
time
parent
advocate
and
she
is
extraordinary
in
the
relationship
that
she
established
with
their
parents.
So
we
can
build
it
up
becoming
us
establish
that
foundation.
H
It's
going
to
take
care
of
a
lot
of
the
problems
that
we
have
later
on,
so
addressing
the
the
truancy,
even
with
some
of
our
little
ones.
They
missed
30
or
40
days
out
of
school.
So
that
makes
a
big
big
difference
in
their
instruction.
So
we
have
to
think
about.
Is
it
delay
or
is
just
absence?
You
know
with
a
lot
of
our
children,
so
I'm
just
trying
to
figure
out
the
foundational
things
to
get
our
students
ready
what
you
doing,
differentiating.
H
H
Sometimes
it
looks
like
okay,
small
group
but
they're
all
doing
the
same
thing
where
differentiation
actually
means
looking
at
where
the
students
are
and
taking
a
standard
and
being
able
to
bump
that
standards
to
a
simpler
level,
more
concrete
level
and
taking
that
same
standards
and
moving
up
moving
it
to
more
complex,
more
rigorous
type
of
learning
further
for
that
child.
So
that's
where
the
challenges
and
making
sure
that
our
teachers
understand
what
true
differentiation
is
and
integration
because
we
have
to
integrate
as
well.
H
If
we're
going
to
really
make
those
learning
experiences
real
for
our
children.
I
tell
to
you,
because
our
students
come
from
backgrounds
where
they're
not
read
to
they
haven't
been
exposed
to
the
like:
I,
don't
travel
them
like
they
haven't
been
to
a
lot
of
places,
but
if
we
learn
to
integrate
instruction,
where
we
give
our
students
quality
experiences
through
learning
writing
reading
and
all
the
content
areas,
they
will
more
more
than
likely
hold
on
to
those
experiences
that
they
can
build
on
for
future
learning.
H
Q
Was
talking
to
over
the
years,
then
modeling
needs
to
also
take
place
inside
classroom
where
you
have
not
a
classroom,
you
don't
have
a
monolithic
kind
of
classroom
where
all
the
children
come
at
the
same
level.
If
you
have
differentiating
inside
the
classroom
that
the
kids
struggle
some--but
can't
be
supported
by
those
and
they
can
teach
in
the
same
way
and
build
so
does
that
work
or
does
that
exist
when
this
nuclear
tuning
and
learning
where
the
children
who
are
in
particular
classes,
are
coming
all
with
the
same
level?
But
okay,
we're.
E
L
I,
don't
think
that's
yeah
I,
don't
think
how
they
get
that
narrowed
to
where
you
don't
have
that
support
within
that
classroom.
That's
how
quick
to
you
gave
me
enough
time
to
hire
two
so
first,
my
first
person
I
would
I
would
clone
Miss
Gracie,
get
that
instructional
or
that
graduation
support
for
my
students
and
provide
that
kind
of
higher
to
your
intervention
to
really
combat
graduation
right.
My
second
person
I
hire,
is
an
instructional
coach
that
can
work
on
integrating
effectively
digital
content
and
technology
into
the
classroom.
H
Miss
Bowman,
yeah
I
would
say,
in
addition
to
the
support
of
outside
the
school
of
mental
health
or
more
parent
actin,
see
if
I
have
an
additional
reading
and
resentments
like
this
Sanders
here,
who's,
multi-talented
and
flexibility
that
they
have
a
flexibility
to
do
what
needs
to
be
done
when
you
have
a
waiting
list
of
40
students
waiting
to
receive
interventions
at
a
young
level.
You
know:
that's!
Q
I'm
gonna
tell
you
guys,
there's
a
teacher
that
work
center,
really
who
I
met
Michaels
nine,
so
Michael
might
have
been
three,
and
so
you
know
miss
Malone
was
like
Michael.
This
lady
is
so
during
the
summer
before
my
daughter
went
to
school
Angela,
her
teacher
work
with
my
daughter
every
week.
No
way
I
was
already
kind
of
you
know,
but
she's
still
working
with
this
particular
teacher,
so
I
have
first-hand
knowledge
of
the
kind
of
some.
C
C
C
H
B
U
C
U
H
C
Just
give
me
a
minute
all
the
way
along
this
be
paid
everybody
you're
on
when
I'm
getting
it
as
a
job,
ela
430
grades,
I,
think
you
said
it's
what
21.1%
and
math
about
4%
yeah.
We
when
the
kids
go
to
a
middle
school,
especially
after
American
children
and
Hispanic
kids,
to
but
more
American
kids.
There
was
a
way
behind
and
reading
any
la
and
Maya
and
one
of
what
I'm
getting
it
is
wood
with
use.
What
do
you
see
as
the
issue
of
the
problem?
What
what
would
it
take
the
face?
C
St7
third
grade,
to
get
them
reading
up
to
par,
because
once
they
get
wants
to
get
past
that
they're
gonna
they
go
in
the
middle
school?
Well,
actually
this
works,
for
you
is
works
in
your
case.
Goes
you
don't
have
fourth
grade,
so
they
have
to
leave
environment
they're
familiar
with
and
go
to
notice
elementary
or
some
other
school
and
start
over
in
a
lot
of
time.
The
kids
they
regress
I
think
in
their
middle
school.
They
don't
get
that
one-on-one
that
you
need.
C
You
have
to
read
us
kids
skills
and
then
fall
forever
in
from
behind.
So
they
become
in
this
cycle
that
and
they
don't
catch
them,
the
ELA
and
everything
first,
my
second
or
third
grade
is
high
probability.
We're
not
going
to
get
him
at
all.
They're
gonna
stay
down
all
that
school
career,
and
this
is
this
is
what
I
want
to
get
fixed
now
buddy.
What
do
you
think
we
can
do
to
address
that?
What
might
help
your
school
with
the
surgery
reading
in
any
other.
H
B
H
C
C
C
H
A
X
D
P
D
B
B
E
E
E
Y
One
correction
we'll
get
to,
but
some
of
our
bright
spots
were
that
I'm,
higher
than
average
percentages
of
students,
greater
than
50%
met,
exceeded
their
winter
map,
growth
targets
and
Mitte
great
in
reading
first
grade
5th
grade
grade
7
and
great
8th
in
math
kindergarten,
and
then
the
second
one
should
be
great
one
you're,
not
great
too
so
I
guess
a
Python
grade
7
and
your
grade
8.
So
those
are
the
percentages
of
students
that
work
over
50%.
Y
Of
course,
we're
never
happy
with
any
of
that
and
we
always
want
it
to
be
a
little
bit
better,
and
so
the
level,
directors
and
executive
directors
are
doing
a
lot
of
things
and
learning
services,
of
course,
is
pushing
out
a
lot
of
things
this
year
and
continuing
with
things
that
we
started
last
year.
So
some
of
those
things
are
that
we
had
a
targeted
support
team
that
when
we
visit
12
schools,
we
visited
the
leadership
we
talked
about
their
data.
We
visited
all
the
classrooms.
Y
We
were
able
to
sort
of
glean
from
them
their
leadership
style.
What
they
were
doing
in
their
classrooms.
Hello
were
involving
teachers
how
they
were
using.
The
data
and
I
think
you
heard
today
from
the
three
principals,
but
they
are
really
digging
into
data
to
earn
that
data
and
understand
it.
You
get
teachers
to
own
it
and
opportunity
to
and
I
think
that's
been
one
of
the
things.
That's
really
helped
us
this
year,
the
team
that
reviewed
all
of
that
and
then
left
some
positives
and
some
recommendations.
Y
And
then
it's
been
our
job
as
directors
and
executive
directors
to
follow
up
on
that
and
make
sure
that
those
recommendations
are
being
followed
and
checked
into
and
what
we
can
do
to
further
assist
and
make
things
easier
for
the
schools
to
firebase.
So
some
other
things
that
we've
done
is
there's
been
a
lot
more
coaching
this
year,
that's
been
our
real
emphasis,
it's
that
we
are
not
necessarily
their
supervisors.
Y
They
want
to
achieve
that
here
and
just
calling
that
into
focus
for
them,
so
that
they
can
be
that,
along
with
that,
the
mandatory
parent
conferences
in
the
fall
with
the
student
data
dashboards
when
they
were
able
to
see
all
the
data
on
each
child
and
get
those
parents
to
talk
about
that
and
talk
about
how
the
families
could
help
in
getting
they're
dolls.
We've
been
really
excited
about
some
of
the
math
and
phonics
pilot.
Y
It's
been
going
on
this
year
in
many
schools
again
with
a
lot
of
coaching,
a
lot
of
training
and
a
lot
of
teachers
support
as
they
implement
those
and
again
a
lot
of
monitoring
to
see
is
it
being
used
with
fidelity?
Are
we
seeing
any
growth
in
students
as
we
come
back
around
with
that
to
decide?
Do
we
expand
those
projects
and
pilots?
Y
Are
they
being
successful
with
students?
Our
reading
coaches
have
done
a
really
great
job
with
ongoing
training.
This
year,
they've
always
got
a
lot
of
training,
but
that
is
continued
this
year
and
even
a
deeper
level,
and
they
are
being
really
bright
about
taking
it
back
to
the
schools
and
training
teachers
and
working
with
teachers
to
implement
those
great
reading
and
math
strategies.
Y
There's
been
a
lot
of
Oh
gasps,
training
and
math,
and
that
is
an
ongoing
assessment
program
and
our
teachers
have
really
loved
it
and
bought
into
it.
So
almost
all
fourth
and
fifth
grade
teachers
and
then
they've
even
brought
it
down,
for
some
of
them
are
great
teachers
that
they
didn't
bat
training.
Y
K
In
another
tool
that
we
use
so
we're
talking
about
McCall
before
is
the
Dahle
principal
evaluation.
We
do
make
your
reviews
with
all
of
the
principal's
joke,
Kathy,
Michelle
and
I,
and
we
formalize
this
process.
So
it's
a
little
more
consistent.
We
obviously
do
the
mid-year.
We
just
finished
those
in
February
and
the
beginning
of
March,
and
that
starts
with
reviewing
their
academic
goal,
which
is,
is
ninety
five
percent
of
the
time.
K
It
is
a
matte
gold
and
we
reflect
on
sixteen
seventeen
day
and
help
them
create
that
goal
and,
like
Kathy,
said,
have
more
systemic
coaching
conversation.
You
know
it's,
it's
helping
them
figure
out
what
we
need
to
do
as
a
response
to
those
data
points.
We
also
look
at
the
standards
the
artifacts
they've
collected,
whether
they're
a
partial
where
they
were
full
and
then
cities
really
helped
us,
at
least
as
far
as
me
personally,
in
crafting
like
a
data
protocol,
which
is
what
we
use
with
them.
K
We
created
a
Google
document,
for
you
know
the
three
of
us
and
which
and
Joe
and
killed
as
far
as
you
know,
everything
we
wanted
to
hit
with
every
single
principal,
and
it
was
you
know
from
how
many
cots
have
you
completed.
Did
you
do
your
preliminary
evaluations,
your
title,
one
crave
your
spending.
You
know
that
hits
the
effect
of
management
piece,
just
everything
that
we
feel
like
me
to
be
emphasized
and
then
and
assimilate
into
the
data
conversation.
So
it's
kind
of
broken
into
two.
K
You
know
like
housekeeping
making
sure
that
we
have
all
of
our
ducks
in
a
row
per
se
and
then
looking
at
the
data
and
helping
them
identify.
You
know,
patterns
in
their
data,
as
Kathy
said,
the
digital
content
and
how
they're,
using
that
differentiation,
and
also
like
the
last
two
questions,
was:
how
can
I
help
you?
You
know
tell
kind
of
like
how
y'all
do
to
the
principles
when
they
come.
What
are
your
barriers
and
how
can
we
help
you
with
that
and
then
also
concrete
next
steps?
Z
Okay,
so
to
piggyback
on
what
we
said
earlier
about
digital
content,
we
have
a
heavy
focus
on
digital
content.
That
was
a
part
of
the
conversation,
as
Jennifer
mentioned
earlier,
without
principles,
and
not
just
talking
about
the
digital
content
and
usage,
but
the
models
the
way
they're
being
implemented
like
are
you
implementing
the
whole
class
if
you're
doing
it
station
rotation
model
and
having
principals
look
at
in
the
future,
how
they're
going
to
implement
that
to
use
it
more
effectively?
Z
So
when
we
talk
about
digital
content,
we're
pretty
sure
you
all
want
to
speak
about
results.
So
if
you
have
this
document,
if
you
have
this
I
know
you
Michael.
If
you
have
this
document,
you
should
have
had
an
email
to
you.
If
not
I
can
call
us
our
numbers
to
you
and
I
want
to
give
you
two
examples
on
when
it
comes
to
the
digital
content.
If
you
look
at
seventh-grade,
math
I
think
they
said
it
was
email
to
you.
A
Z
Z
So
if
you
look
at
Carrio
at
16%,
everyone
with
me,
yes
and
then
you
look
down
and
see
find
the
other
68
which
is
school
in
the
arts.
You
look
at
those
268
and
see
for
7th
grade
math.
Those
are
the
highest
of
the
highest.
Now
I
can
speak
more
specifically
to
cario
you
all
with
me.
Seeing
those
are
two
68%
highest.
I
can
speak
more
specifically
to
kareo,
because
kareo,
when
speaking
with
Sharon
as
a
part
of
the
mid-year
evaluation,
I
said,
what's
going
on
with
your
7th
grade.
Math,
your
numbers
are
pretty
high.
Z
She
said
those
are
the
teachers
that
have
grabbed
ahold
of
the
digital
content
and
they're,
using
it
effectively.
Now
more
specifically
with
her
7th
grade
math,
she
has
a
teacher
that
time,
a
veteran
teacher
of
actually
she's
a
first
year
teacher,
my
apologies
she's,
the
rookie
Teacher
of
the
Year
for
Kerry,
oh,
and
that
teacher
had
the
highest
percentage
of
scholars
to
in
this
in
the
seventh
grade
for
CPW
classes
to
meet
or
exceed
one
year's
growth
at
the
winter.
Z
R
B
U
Z
Z
Sorry,
okay,
so
I
could
do
one
more
example
and
then
I
will
let
Michelle
go.
So
if
you
want
to
look
I'll
talk
about
our
targeted
support,
schools,
we've
been
speaking
about
them.
You
know
today
all
day
today
as
well,
but
if
you
want
to
look
at
math
against
seventh-grade
math,
you
wanna
look
at
North
Woods,
which
is
a
middle
school
targeted
support
school.
You
want
to
look
at
North
Woods.
You
got
North
Woods
north,
which
should
be
down
there
with
41%.
Z
You
want
to
look
at
Morningside
that
has
51%,
and
then
you
want
to
look
at
Simmons
Pinkney
that
has
57%
Simmons
Pinckney
has
been
implementing.
You
know,
digital
content,
for
you
know
a
couple
of
years
now
and
you
see
they
have
the
highest
percentage
with
that
use
of
digital
content.
Now,
when
you
look
at
Morningside
in
North,
Woods
Morningside
to
be
more
specific
about
them,
we
went
in
as
a
part
of
the
target
support
of
visit,
and
that
was
a
conversation
we
have
with
them
is
what
are
you
doing?
Z
What
you
did
over
the
digital
content
and
that
coaching
that
Jennifer
spoke
about
was
a
great
time
to
say.
We
need
to
look
at
your
digital
content,
how
how
are
you
implementing
it
and
what
we
did
it?
That's
who
was
lead?
There
was
an
issue
with
Chromebooks,
so
we
sat
down.
We
divided
the
Chromebooks
up
to
the
GL,
a
math
teacher,
so
we
could
expose
those
scholars
to
digital
content.
So,
at
the
last
principals
meeting
we're
giving
away
awards
up
to
schools
that
have
high
digital
content.
Z
Decided
that
they
wanted
to
take
more
of
a
slower
approach
and
then,
after
we
had
the
mid-year
meeting
and
she
saw
the
data
from
Simmons,
Pinckney
and
northward
I
mean
Morningside.
She
went
back
in
and
said:
oh
no,
we
need
to
step
up
our
game
with
digital
content,
so
the
meetings
are
very
productive
and
we're
seeing
a
lot
of
correlation
to
use
the
use
of
digital
content,
and
you
know,
outcomes
on
our
formative
assessments.
So
I'm
gonna
pass.
N
Portion
of
the
conversation
I'm
speaking
to
the
lowest-performing
20%
of
students,
as
it
relates
to
overall
achievement
as
I
work,
it
revolves
around
increasing
students.
Growth
is
not
newest,
not
novel.
Our
work
is
always
revolved
around
moving
students.
If
you
would
recall
our
state
report
card,
Green
has
always
had
an
absolute
reading,
which
is
now
called
achievement,
and
we
have
the
growth
rating,
which
is
now
referred
to
as
progress.
N
What
is
different,
what
is
new
is
that
this
particular
instrument,
this
new
framework
being
pushed
out
by
the
state,
is
accounting
for
the
lowest
performing
20%
in
multiple
measures.
Those
students
will
count
in
the
absolute
achievement
rating.
They
will
count
twice
in
the
growth
rating,
and
so
the
push
by
the
concern
is
amplified
in
terms
of
schools,
making
sure
that
they
have
a
solid
plan.
N
Purposeful
work
around
moving
our
boys
and
girls,
who
are
in
that
bottom
quintile,
and
so
the
directors
and
executive
directors
have
given
our
principals
information,
our
directives,
encouragement
toward
three
specific
action
items.
We
have
asked
them
to
make
sure
they
access
data,
central
which
has
a
listing
of
who
those
bottom
20%.
Pardon
me
the
lowest
performing
20%
are
who
are
those
kids
and
to
make
sure
that
you're
sharing
that
information
with
your
leadership
teams,
your
data
teams,
your
MTS
s,
multi-tiered
systems
of
support
teams
to
recognize
or
acknowledge?
N
Do
your
continuum
of
support
in
the
in
the
building
in
your
respective
building?
Is
there
a
plan
for
these
particular
students?
What
are
we
doing
in
these
last
90
days
to
make
sure
that
our
boys
and
girls
have
an
intervention,
a
program,
some
layer
of
support
to
make
sure
that
they're
moving
and
then
to
just
show
us
what
that
action
is
or
what
that
plan
is
it
will
it
be
like
Nolensville
to
every
non
homeroom
certified
staff
member
in
the
building,
pulling
a
small
group
making
sure
that
they're
getting
instruction
at
their
level?
N
E
You
and
we
could
have
allowed
the
assessment
office
to
review
these
data
with
you,
but
it's
really
important
that
the
that
the
individuals
that
work
with
principals
most
closely
and
the
teaching
and
learning
team
understand
they
stayed
on
what
they
mean.
So
that's
why
we
flipped
it
today,
but
but
we
wouldn't
have
a
day
without
these.
Ladies.
A
E
N
E
Take
that
test
we
were
to
all
sit
down,
take
the
test.
It
would
level
us
out,
and
it's
been
a
long
time
since
I
had
out
number
one,
let's
just
say,
we're
middle
school
or
taking
the
math
test.
It's
gonna
give
us
based
on
all
the
means
of
students
in
that
database,
a
target
for
what
typical
growth
is
and
if
you
can
exceed
that
you
beat
that
odds.
E
B
AC
E
Are
thinking
about
what
are
the
supports
we
have
to
put
in
place
and
tip-in
and
I
like
simple
USAToday
kind
of
leadership
and
I
do
subscribe
to
New
York
Times
I
do
subscribe
to
The
Washington
Post,
however,
I
do
like
this
it's
a
day.
We
charted
this
day
in
this
way,
so
we
could
scan
visually
who's
getting
the
most
growth.
You
got
that
that
we
can
look
at
it
by
grade
level.
We
can
see
two
instance
students
where
they
come
in.
We
know
how
much
Brown
she
made
up.
E
E
AC
E
K
W
I
E
There's
the
blinking
studying
robot
knows
that
Lincoln.
If
he's
still
in
the
room,
he
knows
that
liking
study
inside
out
and
he
uses
it
pretty
to
predict.
They're
gonna
show
you
a
chief
3000's
afternoon
and
and
and
I
hope
the
Wando
teachers
feel
here.
He
uses
it
to
predict
in
the
course.
Okay,
it's
a
digital
adaptive,
digital
content,.
D
E
C
C
B
E
E
B
U
R
U
M
B
E
That
conversation
last
week
and
we
said,
hey
we-
and
this
was
a
great
little
opportunity
for
conversation.
We
say
to
the
principal:
let's
look
at
your
percentage
meeting
growth
targets.
Well,
you've
got
some
work
there,
let's
look
at
well,
then
the
principal
said
I
have
increases
in
point.
I
said:
don't
talk
about
the
points?
Did
you
move
that
needle
on
that
percentile?
Yes
and
then
the
principal
we
asked
the
strategies.
E
A
AC
Q
P
R
Q
This
thing:
never
students
are
not
making
great
proficiency.
Those
are
two
one
and
one
equals
two,
so
read
the
one
away,
and
so
look
at
the
growth.
If
you
have
the
first
thing
up
the
it
is
okay.
Well,
that
means
that
those
students
were
behind
good
enough
when
you
got
them
hit
or
right
hundred
eighty
days
worth
of
construction
with
the
growth
yeah
you
exceeded
that,
but
he
still
did
not.
Q
On
proficiency,
yeah
I'm,
not
saying
that's
a
bad
thing,
I'm
saying
we
beat
the
word.
We
need
to
read
that
up,
because
those
numbers
look
good
right,
but
if
then
in
those
numbers
are
subgroups
and
how
are
the
subgroups
doing
in
that
work
right
in
those
particular
schools
and
our
principals
really
understanding
exactly
how
deliberate
instruction
must
be
to
move
those
companies
and
if
they
don't
understand
that
we
need
to
have
a
conversation,
because.
AC
S
N
AD
So
I've
shown
this
slide
before
and
I
always
want
to
put
it
back
in
front
of
you,
because
we
have
to
start
thinking
that
behavior
is
a
curriculum
that
we
can
teach
just
like
we
teach
reading
it's
like,
we
teach
math,
just
like
we
teach
swimming,
we
can
teach
behavior
and
there
are
curricular
approaches
to
behavior,
and
so
we're
going
to
go
through
some
of
those
today.
There's
a
real
mindset
shift
that
has
to
occur
to
understand
that
students.
AD
Don't
come
necessarily
to
the
table
with
all
the
things
we
need
and
that
can
be
as
at
four
year
old
or
14
years
old,
that
we
can
still
teach
them
behavior
and
how
to
to
assimilate
into
the
school
and
have
positive
behavior.
So
that's
you
know,
that's
my
favorite
slide
so
earlier
you
saw
it
appear
that
tried
the
triangle
on
its
side,
which
is
up
in
the
corner,
which
is
how
we
refer
to
our
groups
for
academics,
a
lot
when
we
talk
about
behavior
week.
We
sometimes
just
talk
about
this
triangle.
AD
So
what
we're
focusing
on
today
would
be
the
social
emotional
supports
that
we're
providing
to
schools
and
so
in
our
triangle,
wits
in
tears,
just
like
the
one
that's
on
its
side,
so
the
green
zones
are
the
same.
That's
what
we
do
for
all
students
and
you
can
see
at
the
bottom
on
the
left
we
talked
about
tier
1,
tier
1,
is
what
we
do
for
all
kids.
What
we
do
in
our
schools
to
teach
them
math
to
teach
them
readings,
use
them
behavior.
So
it
includes
academic
standards.
AD
We
have
a
set
of
standards
to
teach
reading.
In
first
grade,
we
should
also
have
a
set
of
standards
on
what
behavior
we
teach
in
first
grade,
and
so
we
have
some
various
steps
that
we
put
in
place
in
the
last
two
years
to
really
make
sure
that
all
of
our
students
at
Tier
one
are
receiving
appropriate
curriculum
from
behavior.
AD
O
O
My
name
is
Erin
Mathison,
coach
and
I
work
with
very
principles
and
I
work
with
them
implementing
a
a
certain
theater
intervention
support.
So
I'm
gonna
speak
to
miss
Bai.
Today,
how
can
we
give
your
interventions
and
supports
in
or
PBIS
you've
a
broad
range
of
systemic
and
tear
the
interventions,
some
strategies
that
are
preventive,
proactive,
positive,
predictable
and
instructional?
O
What
this
slide
is
showing
us
today
are
the
port
overarching
elements
around
PBIS.
These
elements
are
sisters,
practices,
data
outcomes,
the
systems
are
what
the
what
you
do,
so
that
these
are
the
standard
structures
that
support
staff
and
instruction
school
walking.
The
practices
are
how
we
do
what
we
do.
So
these
are
how
we
are
teaching
all
students,
school-wide
behaviors
and
those
expectations.
For
example,
the.
B
O
The
evidence
that
derives
the
decision-making
across
all
of
the
tiers,
it's
how
it
is,
how
we
know
the
what
our
systems
and
the
how
our
practices
are
actually
working
by
supporting
staff
unit
behaviors
and
using
database
problem-solving
systems
practices.
Nuevas
work
together
to
produce
students
that
are
socially
confident
and
hygiene.
A.
S
Good
afternoon,
I
am
Tasha
Joyner
and
I
support
three
of
our
top
talent
middle
school,
two
of
our
top
channels,
my
school.
So
what
we're
going
to
talk
about
is
the
eight
components
of
the
basics
of
PBIS.
So,
first
and
foremost,
we
know
that
we
have
the
support
of
our
school
leadership
with
this
PBIS
school-wide
system.
Second,
we
have
a
leadership
team
that
is
comprised
of
all
of
the
important
personal
personnel
that
are
involved
in
the
decision-making.
That's
going
on
in
the
building.
What
our
curriculum
is.
S
Procedures
are
routines
in
the
classroom
and
in
other
settings
are
based
on
the
procedural
teams
in
there
based
off
their
interests.
While
we
learn
this,
we
want
to
encourage
that
positive
change
and
some
of
the
things
that
we
use
is
in
the
form
of
celebrations,
positive
acknowledgments
tokens,
tickets
and
positive
or
to
ones
while
we're
encouraging
that
positive
behavior.
We
know
that
we
have
to
discourage
that
on
one
with
unwanted
behavior
by
doing
some
pre
correction
and
also
some
reteaching,
but
all
of
it
is
based
on
the
mentors
and
with
anything
that
we
do.
S
X
S
With
those
full
wide
expectations
like
we
have
mentioned,
we
have
our
matrices,
which
is
our
curriculum
for
teaching
and
expectations.
Just
like
we
have
our
curriculum
for
academics.
This
is
our
curriculum
for
teaching,
within
that
we
have
our
adult
common
language
that
all
teachers
are
using
and
all
about.
Then
all
staff
that
refers
back
to
that
each
of
those
teaching
expectations.
X
Am
the
economists
will
climate
coordinator,
our
implementation
plan,
so
PBIS
implementation
into
the
summer
of
2016,
but
the
two
day
full
of
team
training
for
all
of
our
elementary
middle
schools?
So
our
elementary
middle
schools,
all
across
Charleston
County,
are
currently
in
year,
two
of
implementation
and
our
high
schools
receive
the
two
day
team
training
in
the
spring
of
2017
and
began
their
year.
One
of
implementation
of
this
school
year
2017-18
and
with
that
to
support
the
rollout
of
PBIS.
X
The
school
climate
coaches
have
worked
with
all
school
teams
that
will
facilitate
the
completion
of
a
tool
called
the
tiered
fidelity
inventory
TFI.
So
the
tiered
fidelity
inventory
comes
from
the
technical
assistance
sector
and
it's
used
to
provide
an
efficient
measure
to
gauge
that
fidelity
of
implementation
and
sustainability
to
PBIS
that
tier
fidelity
in
Victoria
is
divided
into
three
sections
with
correlate.
The
three
tiers
of
supports
within
our
schools,
and
that
is
data
presented
here,
shows
the
district
average
percentile
score
for
the
tiered
ability
inventory
at
our
elementary
middle
and
high
school
level.
X
The
blue
graph
represents
the
score
at
elementary
and
middle
for
their
first
administration
in
the
fall
of
2016,
and
then
you
can
see
the
growth
made
at
both
of
those
levels
when
administered
again
in
the
spring
of
2017.
In
the
orange
grass
research
out
of
PBIS
Technical
Assistance
Center
states
that
a
score
of
70%
or
higher
of
implementation
will
result
in
improved
student
outcomes.
Overall,
so
high
schools
all
completed
their
first
team
scoring
from
the
TFI.
X
AE
Hi
I'm,
Heather,
Anderson
and
I
also
serve
as
a
district
climate
page
I
support
eight
schools
implementing
our
social
and
emotional
learning
curriculum
second
step.
So
Castle
is
the
collaborative
for
academic
and
social/emotional
learning.
Then
that
defines
this
process
through
which
students
in
adults
acquire
and
apply
knowledge
of
attitudes
and
skills
necessary
to
understand
and
manage
emotions
set
and
achieve
goals.
Have
empathy
make
and
maintain
positive
relationships
and
responsible
decision-making.
These.
AE
Five
core
competencies,
see
Castle,
provides
a
unique
combination
of
research
practice
and
policy
to
support
high
quality,
social
and
emotional
learning.
Sexual
and
emotional
learning
Kirkuk
castle
recognizes
second
step
as
a
research-based
data-driven
curriculum
that
aligns
with
castles
five
core
competencies.
The
second
step
curriculum
is
a
universal
that's
at
Tier
one.
We
keep
talking
about
classroom
based
program
designed
to
increase
the
student's
school
success
and
decrease
problem
behaviors
by
promoting
social
and
emotional
wellness
and
self-regulation.
AE
Research
states
that
forty
percent
of
students
across
the
country
come
to
our
schools,
chronically
disengaged
students
and
gain
engaged
and
social-emotional
learning
gain
a
23%
increase
in
social
and
emotional
skills,
which
equates
to
being
able
to
work
in
a
group
setting,
accept
respect
and
understand
differences
and
relate
to
one
another.
These
are
skills
that
are
needed
for
success
in
and
out
of
the
classroom.
AE
AF
Here,
though,
you
have
attentional
so
so
so
important,
just
as
we
do
have
test
attentional
literacy,
numeracy
instruction
after
reviewing
the
review
review
316th
data
last
year,
including
the
suspensions
data
for
poor
girls,
if
we
realize
need
to
provide
a
consistent,
intentional
social
skill
instruction
across
the
gender,
we
need-
and
we
want
all
four
K
teachers
to
make
sure
they're,
inventing
social
learning
everyday
in
collaboration
with
the
Department
of
alternative
perking
services.
Second
step
early
learning
kits
were
purchased
for
all
4k
4k
teachers.
AF
We
provided
initial
training
in
August
and
we've
done
a
follow
at
premium
February.
Our
departments
have
worked
together
to
provide
ongoing
implementation,
support
and
conduct
conduct
fidelity
observations
as
I
go
and
I
go
into
classrooms
across
the
district,
exciting
to
see
teacher
no
matter
where
I
go
in
the
district,
using
them
more
common
rules.
They
use
attention
scopes.
If
you
see
children
going
like
this,
for
yours,
go
like
this
they're
using
their
intent
to
scopes
and
to
focus,
makes.
AF
Have
the
attention
and
use
puppets
on
the
occassion
way
to
act
out
the
lessons
or
their
target
skills?
Teachers
are
always
referring
to
second
step
lessons
in
other
parts
of
the
day,
so
they
may
teach
it
in
the
morning,
but
then
outside
they
a
conflict
maker
and
they're
calling
attention
to
it
at
that
time.
Students
are
also
using
those
skills
when
they're
interacting
with
peers
and
adults.
Most
importantly,
as
you'll
see
in
the
next
slide,
the.
AF
To
challenging
behaviors,
we
see
in
our
four
years
program
the
most
important
thing
I
can
tell
you
is
our
CD
teachers.
These
are
some
quotes,
I've
gotten
from
my
CD
teachers,
there's
one
a
bunless
slide,
but
another
one,
second
step
that
teaches
students
how
to
ask
for
help
think
speak
kindly
and
appropriately
to
peers
an
adult.
It's
ironic,
because
this
morning,
I
was
that
many
use
and
I
was
a
teacher
that
birth
grade
to
CT
this
year
and
one
of
the
things
we
talked
about
and.
O
AF
AD
So
Kim
mentioned
the
data,
so
we
did
have
4k.
We
have
hat,
we
have
4k
suspensions
and
last
year
in
2016-17,
11%
of
referrals
for
four-year-olds
resulted
in
suspension
for
challenging
behaviors.
So
this
year
that's
been
reduced
to
3%
and
not
just
reduced,
but
the
behaviors
have
been
reduced
and
we're
not
seeing
the
behaviors,
and
these
are
very
high
level
behaviors
of
a
cause
of
suspension
for
a
four-year-old,
but
we're
seeing
a
reduction
in
even
those
assaulting
teachers.
Community.
AD
Q
AE
There
are
16
elementary
schools
that
applied
for
the
second
stuff
pilot
program
last
spring
as
klonda
coaches.
We
support
school-wide,
tiered
implementation
of
second
step
to
include
working
with
teacher
and
school
counselor
teams
to
create
best
practices,
sustainable
systems
along
with
accountability
and
fidelity
of
the
second
step
curriculum.
AE
AD
T
AE
Working
with
the
middle
school,
that's
a
second
step,
the
new
middle
school
second
step
program
instead
of
a
first-of-its-kind,
the
social-emotional
curriculum
is
web-based
and
it's
responsive
to
both
the
needs
of
the
student
and
the
facilitator
or
the
teacher
for
each
grade.
The
program
is
loaded
with
a
year
of
weekly
second
step:
lessons,
advisory
activities,
professional
learning
and
resources,
such
as
ways
to
academically
integrate
the
objectives
that
they're
working
on
during
the
week.
The
middle
school
curriculum
has
four
units,
mindsets
and
goals,
values
and
friendships,
emotion,
management
and
pure
conflicts.
A
short
yeah.
AD
AD
F
We
support
multi-tiered
systems
of
support
of
positive
behavior
intervention,
support
teams
by
systematically
reviewing
data
across
all
the
tiers,
and
we
use
the
data
to
support
problem
solving
at
each
level.
We
work
with
individual
teachers
and
grade
level
teams
for
life,
coaching
in
a
collaborative
and
supportive
manner.
We
forgot
practical
professional
to
to
produce
results.
Climate
coaches
were
killing
alongside
teams
to
support
our
administrators
teachers
and
staff.
Turn
ability,
create
positive
planets
and
meet
the
educational
needs
of
every
child.
AG
Within
the
department
of
alternative
programs
and
services,
we
currently
have
three
schools
school-based
social
workers
who
support
our
top
talent,
schools,
three
social
workers
who
are
organized
by
region.
We
serve
the
remainder
of
the
district
as
one
of
the
community
based
social
workers.
Our
job
is
to
collaborate
with
the
multi-tiered
system
of
support
in
the
positive
behavior
intervention,
support
teams
and
provide
critical
support,
students
and
English.
This
may
include
assistance
linking
to
community
service
providers,
basic
needs,
financial
services,
psychoeducation
for
parents
and
families
regarding
mental
health,
diagnosis,
the
importance
of
home-school
communication
and
regular
attendance.
W
Providing
school-based
social
work
services
allows
us
to
be
a
part
of
the
MTS
s,
multi-tiered
systems
of
support
framework,
to
provide
essential
information
to
better
understand
factors
such
as
cultural,
economic,
family,
health,
societal
and
other
factors
that
affect
a
student's
performance
and
behavior.
We
do
many
things
to
help
the
child
as
a
whole.
We
do
companies
as
well
needs
provide
crisis,
intervention
and
other
services.
We
bridge
the
gap
between
the
home,
school
and
community.
We
participate
in
special
education
assessment
meetings
as
well
as
IEP
meetings.
W
We
assist
parents
and
accessing
and
utilizing
school
and
commune
two
resources,
for
example
parenting
resources.
We
help
with
economic
factors
with
rent
and
utility
assistance
as
well.
We
help
with
Medicaid
applications
and
referrals
for
mental
health
services,
so
we
are
instrumental
in
furthering
the
mission
of
schools
to
provide
a
safe,
supportive
and
inclusive
environment,
but
every
student
and
adult
in
the
system.
Together
we
have
served
a
total
of
two
hundred
and
twenty
four
individual
students
during
the
first
semester
and
providing
services
to
a
total
of
148
students
via
our
school
bride
and
LTSs
support.
AH
Good
afternoon
I'm,
Rebecca
Gracie
and
together
with
Erin
and
Donald
in
frigid
Tommy,
we
are
the
behavior
specialist
when
schools
decision
or
the
determination
that
they've
exhausted
all
their
resources,
they
will
submit
a
referral
to
us
for
our
services
and
the
behavior
specialists
provide
that
targeted
and
intensive
intervention
for
students
who
are
demonstrating
tier
three
behaviors.
So
that's
up
at
the
very,
very
tippy
top
of
the
triangle.
So
the
type
of
intervention
that
we
provide
is
direct
support
to
students,
teachers
and
specific
student
teams.
AH
AH
We
also
provide
consultation
for,
and
development
for,
IEP
goals,
functional
behavior
assessments,
behavior
intervention
plans
and
crisis
plans
on
a
larger
scale.
We
also
attend
school-based,
NTS
s
and
PBIS
meetings.
We
provide
support
and
professional
development
on
a
school-wide
level
and
we
also
provide
professional
development
for
on
a
variety
of
behavioral
topics
on
the
district-wide
level
and
I.
E
C
E
G
Okay,
so
you
will
be
hearing
from
three
of
our
standing
teachers
who
will
discuss
the
use
of
digital
content
and
instructional
tool
and
we
used
to
achieve
3000
in
their
classroom.
We
have
surely
rods.
Bronze
leaves
iPods
I'd,
ronsley
and
Kelsey
Baldwin
from
Simmons
Pinckney
middle
school,
who,
who
will
present
the
bulk
of
this
presentation
and
then
Patrick
mock
Martin
from
Wando
High
School
will
discuss
the
use
in
his
high
school
in
his
classroom
as
well:
okay
and
okay.
So
here
we
have
the
academic
learning
time
and
differentiation
visuals.
G
So
as
students
understand
the
purpose
of
the
lesson
and
the
content
of
the
lesson,
it
must
be
meaningful
and
appropriate
for
them,
so
students
must
be
actively
engaged
in
the
content
and,
as
a
result,
the
student
experience
a
high
degree
of
success.
No
two
children
are
alike
and
based
on
his
preference.
This
principle
differentiated
teaching
and
learning
is
a
key
to
ensuring
that
children
have
multiple
options
for
taking
in
information
in
making
sense
of
the
concepts
you
heard
about
differentiated
learning
throughout
many
of
the
presentation.
G
This
is
one
way
that
we
will
see
it
in
action
through
digital
content.
So
it's
it's
effective
and
it
supports
individual
and
diverse
students
in
the
classroom.
The
teachers
required
to
be
flexible
in
the
classroom
and
in
the
approach
so
that
children,
what
children
will
learn,
is
the
content.
How
the
children
will
learn
is
the
process
and
how
they
will
demonstrate
them.
Learning
is
the
product
and
we
will
go
in
you'll,
see
this
in
this
next
presentation.
Okay,.
E
We've
talked
and
shared
information
with
you
about
Lexile
levels
and
I.
Want
you
to
imagine
just
for
a
moment
that
you
are
a
student,
and
you
know
that
your
teachers
been
having
conversations
with
you
about
your
reading
level.
Your
teachers
also
talk
with
you
about
what
reading
level
you
need
for
the
SAT,
a
CT.
You
children's
have
conversations
with
you
about
what
it's
going
to
take
to
be
able
to
read
a
newspaper,
what
it's
going
to
take
to
be
able
to
read
a
college
textbook,
whether
it's
a
two-year
college
textbook
or
a
four-year
college
textbook.
E
Sometimes
those
two-year
college
textbooks
are
much
more
rigorous
because
they
have
technical
vocabulary.
You've
ever
tried
to
read
an
HVAC
book,
you'll
see
the
vocabulary,
the
Senate
structure,
but
but
either
way
it
takes
a
very
high
reading
level
to
be
able
to
work
well
in
those
in
that
in
that
textbook
in
that
resource.
So
here
we
have
two
students
here:
they're.
Fourth
graders
you
have
little
Julianna
was
a
450
Lexile
and
you
have
JD
with
a
1050
Lex.
All
we
don't
want
to
put
a
ceiling
on
either
Julianna
or
or
or
Jaden.
E
G
When
you
receive
your
textbook,
I
asked
us,
and
is
it
bring
back
memories
when
you
are
in
the
classroom
Wow,
so
we
use
textbooks
were
seen
at
the
foundation
for
instruction
American
schools
and
in
the
classroom.
I
was
in
the
classroom
teaching.
Basically,
we
taught
directly
from
textbooks
today.
Students
see
themselves
as
digital
natives
and
the
first
generation
that
grew
up
surrounded
by
technology
like
smartphones,
tablets
and
e-readers
I
mean
I,
have
a
four
year
old.
Who
will
take
my
cell
phone
and
God
knows
how
she
gets
into
it.
I.
B
G
It
was
locked
but
she's
in
action.
She
has
doubt
she's
downloading
things,
but
with
the
rise
of
the
Internet
in
the
online
content,
teachers
have
found
new
sources
to
support
student
learning
in
digital
lessons
to
present
information
through
dynamic,
interactive
features
like
simulations
and
videos
that
those
books
that,
in
your
hand,
cannot
do
so
we're
going
to
go.
We're
going
to
have
this
presentation
and
I
promise
you.
You
will
be
wowed
by
the
divisor,
the
information
that
will
be
shared.
G
If
you
would
look
at
this
picture
the
classroom
of
yesterday
and
the
classroom
of
today,
the
classroom
today
has
certainly
involved
from
what
it
looked
like
in
the
early
1900s
in
the
picture.
We
see
a
classroom
in
the
past,
with
students
of
sitting,
focusing
on
the
teacher
in
the
front,
with
a
pocket
shot
in
front
of
the
classroom,
with
very
little
engagement
and
papers
in
front
of
them
doing
work.
But
today,
in
the
classroom,
the
classroom
of
the
day,
you
see
content,
digital
learning,
engaging
students
with
immediate
response,
time
and
information.
AI
Okay,
so
right
here
you
see
the
typical,
like
Sal
arranged
for
a
seventh
grader,
what
is
highlighted
in
red
and
so
each
of
those
grades.
It's
gonna
be
like
Lexile
breakdown
as
they
go
through
this.
The
Lexile
range
for
the
book.
You're
looking
at
right
now
is
an
eight
ninety,
and
so
that
calls
right
above
kind
of
from
the
seventh
eighth
grade
level.
So
it
would
not
touch
all
of
those
students
where
they
were
at
this
point.
AI
AI
E
AI
AI
AA
N
D
B
AI
AI
Yeah
so
they're
actually
their
diagnostic,
they
take
which
we'll
get
to
it
shows
or
it
good.
It
goes
ahead
and
test
them
to
know
where
their
lifestyle
is.
So
it's
just.
We
go
in
and
check
the
data
and
we
kind
of
know.
Okay,
how
do
we
meet
their
needs?
How
do
we
group
them?
How
do
we
do
the
small
groups
when
it's
all
right
there
for
us.
AB
This
is
an
example
of
my
seventh
grade
class.
This
would
be
what
the
scatter
plot
looks
like
right
after
they've
taken
their
their
pretest
or
their
level
set,
and
that's
what
she
was
making
reference
to
is
that
achieved
3000
sort
of
gives
them
several
different
questions
in
reading.
It
might
talk
to
them
about
cause
and
effect.
It
might
talk
to
them
about
summarizing
problem
solution,
and
it
just
gives
them
a
series
of
questions,
and
so,
when
it's
done,
that's
how
their
level
their
level
set
up.
That's
how
the
Lexile
is
established,
and
so
in
particular.
AB
AI
Instead,
the
parent
letter
on
the
right
it
shows
like
we
saw
the
parent
involvement
aspect
if
the
parent
wanted
to
go
in
and
the
parent
wanted
to
check
their
students,
progress
helps
them
at
home.
Anything
like
that.
It
is
right
there
they
are
able
to
do
so
on.
The
left
is
just
a
glimpse
of
the
vocabulary.
So
the
highlighted
words
they
can
click
on
the
word.
They
can
see
the
definition
they
can
it'll
pronounce
it
for
them,
whereas
in
the
textbook
the
vocabulary
will
flip
to
the
very
back
and
see
it
in
the
glossary.
AB
AB
So
they'll
get
a
series
of
those
questions
and
from
those
questions
it
will
develop
their
lifestyles
so
ones
at
150,
Lexile
and
then
Ashley
is
at
a
12:05
and
so
on
and
so
forth,
and
so
every
time
they
get
a
lesson
it's
going
to
be
right
at
their
Lexile
so
that
they
can
it's
a
level
of
their
comprehension.
So
it's
not
just
a
level
of
them
being
able
to
phonetically
pronounce
the
words
it's
the
level
at
which
they
can
comprehend.
AB
AB
AB
This
is
what
you
would
get
and
on
the
achieve
3000
they
might
get
it
at
on
the
eighth
grade
level,
which
might
be
at
a
10
10
or
a
10
10,
or
something
like
that
once
we've
gotten
them
to
there
when
I
do
achieve
3000
I
use
the
mastery
teaching
model
or
gradually
saluteth
instruction
and
so
I
gradually
get
them
to
the
stretch.
Article.
B
AI
AB
Achieve
3000
sorta
has
five
generally
steps
for
general
rules
that
they
like
to
use
for
the
students
being
able
to
perform
at
grade
level,
and
they
take
them
through
a
series
of
steps,
so
in
step
number
one.
This
is
what
the
screen
looks
like
when
the
student
opens
up
their
individual
achieved.
3000
account
they'll
see
a
before
reading
poll,
a
lot
of
teachers
and
myself.
AB
We
use
that
to
create
the
interest
in
the
reading
like
they
might
see
this
right
away
when
they
come
in
the
classroom
and
they
can
respond
to
it
individually
on
their
own
and
then
we'll
have
a
class
discussion
kind
of
just
set
to
the
purpose.
Then
they
read
the
actual
article
at
their
Lexile
and
then
the
activity
is
where
they
actually
respond
to
the
comprehension
questions
on
their
Lexile.
After
reading
their
poll,
then
we
have
a
discussion
to
see.
How
do
you
feel
differently
now
about
this
particular
thing
than
you
did
before?
AB
When
you
read
the
article,
the
thought
question
is
geared
to
writing.
They
respond
in
writing.
They
use
context
evidence
and
actually
everything
there
isn't
a
different
slide,
but
they
use
the
information
from
the
first
from
their
article.
It's
then
saved
as
a
draft
format
on
their
thought
question.
So
then
they
put
together
a
complete
writing
package.
Did
you
want
to
say
no.
AI
AB
At
this
I
call
those
little
blue
things:
radio
buttons
for
recycle
buttons,
I'm,
not
exactly
sure
which
one
they
look
like,
but
uh-huh.
Here
they
can.
We
can
kind
of
check
their
pulse
for
where
they
are
with
their
comprehension.
They
get
the
ability
to
summarize
each
article
and
they
do
it
themselves.
So,
once
we've
taught
the
skill
of
summarizing,
they
can
now
go
in
and
they
can
click
on
the
radio
button
and
they
can
summarize
a
paragraph
at
a
time
themselves.
AB
They
have
an
opportunity
to
generate
questions
and
show
their
ability
for
higher-level
thinking
and
Bloom's
taxonomy,
where
they
create
their
own
based
on
what
they
read
and
then
setting.
The
purpose
is
how
they
create
the
information
as
a
draft
that
is
then
saved
and
carried
over
for
the
thought
question
for
them
to
use
to
collaborate
with
their
writing.
AI
B
AB
AB
Do
have
an
opportunity
to
market
the
text
when
their
energy
3000
they
can
highlight.
They
can
mark
different
things
that
are
important,
so
they
can
come
back
to
them
at
a
later
time
and
reference
them.
When
they're
responding
to
particular
comprehension
questions,
it's
a
sample
of
one
of
the
activity,
questions.
AB
This
is
how
they
formulate
their
writing.
So
when
you
get
to
the
thought
question
that
little
button
that
says
include
in
your
answers,
this
is
here
toward
their
lifestyle.
So
all
the
students
may
have
to
respond
to
the
prompt,
that's
in
the
fought
question,
but
some
students
at
a
different
lifestyles
need
to
be
able
to
respond
at
their
lifestyle.
They
have
the
same
information.
They
still
have
to
indent
their
paragraphs.
AI
AB
That's
the
stretch
article
which
is
going
to
be
on
their
grade
level,
so
notice
the
difference
in
how
it
looked.
They
don't
even
have
radio
buttons.
They
don't
have
the
vocabulary,
because,
when
you're
on
grade
level,
the
assumption
is
by
now
you've
gone
through
enough
on
your
own
Lexile
level
that
you
are
ready
for
the
grade
level.
Information.
If
you
want
to
be
funny.
AI
AB
AI
This
is
how
it
would
access
all
of
the
reports.
We
can
see
how
they're
doing
on
activities
seen
if
they're
getting
the
standards,
just
everything
they're
mastering
or
they're,
not
getting
we're
able
to
go
in
and
see
so
we
can
further
group
them
into
station
rotation
and
things
like
that.
So
it's
meeting
each
and
every
individual
students.
I
AD
AB
When
they
get
there
guess
to
answer
your
question,
but
what
happens
is
so
when
they
get
there
beginning
Lexile
achieve
3,000
of
after,
like
four
to
six
weeks,
we'll
go
in
and
adjust
their
Lexile.
So
when
we
have
said
when
they've
completed
a
lesson
and
then
we've
pulled
off
smart,
our
small
groups
and
I
can
see
that
little
Johnny
was
struggling
with
cause
and
effect.
AB
Now,
Johnny
and
I
have
a
mini
lesson
on
cause
and
effect
and
then
he'll
be
I
will
assign
little
Johnny
another
lesson,
so
he
can
practice
it
again
on
him
up
on
his
own.
After
about
four
to
six
weeks,
achieved,
3,000
will
adjust
their
Lexile
either
up
or
down
so
the
student
and
and
see
how
they're
performing
and
continue
to
grow
their
lifestyle.
Thank.
D
AI
And
so
here's
just
the
graph
of
one
of
my
classes,
they're,
like
sales
I've
shown
the
last
time
I
was
updated
and
then,
where
they
are
in
terms
of
far
below
approaches,
meets
or
exceeds.
It
also
gives
a
life
cycle,
so
whenever
we
conference
with
students
and
I
showed
them
okay,
here's
where
you
are
right
now
to
your
Lexile
here
is
your
goal.
I
can
see
that
and
it's
also
knowing
how
to
read
the
article
and
things
like
that.
So
what
we
do
is
the
gradual
release,
and
so
we
might
free
to
sit
down.
AI
AJ
And
the
data
that
we
get
from
the
achieve
3000
exercises
really
can
empower
our
instruction
and
allow
us
to
to
help
students.
So
when
I
get
my
students
to
begin
this
year,
it's
my
first
year
using
a
cheat
3000
I
had
them
all
take
the
level
set
which
gives
us
a
Lexile.
So
prior
to
that,
we
would
have
to
go
into
map
data
and
level
and
dig
through
the
enrage
system.
It's
really
laborious.
AJ
So
the
chief
3000
gives
us
we're
working
like
silent
day
one
and
then
we
can
set
goals
and
work
as
we
go
through
so
as
I
signed
students
to
achieve
3,000,
they're,
constantly
moving
towards
a
higher
Lexile
score.
So
now,
all
of
my
students
that
should
Luck's
out
games
even
easier
I,
actually
had
150
students
and
an
honors
level
class
on
that
they'll
notice.
But
you
can
override
an
honor
of
recommendation
or
map
school.
AJ
I
have
a
huge
variety
I
put
1
to
the
4th
grade.
Reading
level
and
I
have
students
who
were
reading
a
college
level
and
beyond.
So
this
has
been
amazing
in
years.
Past
I
would
just
have
to
say
you're,
not
you're,
just
not
doing
very
well
in
reading
comprehension
assessments,
you
know
and
as
we
leap
up
towards
the
EOC,
it's
like
I,
don't
know
what
to
tell
you
to
do.
I
feel
so
empowered
this
year.
AJ
AI
T
B
AJ
When
a
student
gets
their
level
set,
they
don't
one
of
the
things.
I
think
that
I
was
that
printed
about
having
students
label
mr.
likes
out
right
now
on
this,
and
they
will
quickly
do
that.
So
the
between
three
thousand
puts
it
into
a
career
and
college-ready
system,
so
they
accept
to
put
in
their
careers
old
interest
before
it'll
tell
them
and.
AJ
To
their
career
goal
expected
lifestyle,
so
it's
kind
of
nice
that
it's
not
just
anthem
with
like
sauce
for
move
on.
It
does
give
them
expected
Lexile
range
for
their
career
and
they
can
track
that
too.
So
it's
their
lifestyle
goes
off.
They
can
go
back
into
the
system
to
see
how
much
closer
have
gotten
to
their
from
your
goal.
That's
up.
J
E
Basically,
this
digital
content
provider
has
worked
with
the
research
oncology,
career
and
she's
worked
with
the
researchers
that
developed
the
Lexile
framework,
meta
metrics.
So
together
they've
done
a
lot
of
analysis.
She
sent
us
a
lot
of
reading
material
doc
just
over
the
weekend
for
us
to
send
out
and
share
with
our
teachers,
but
basically
it's
looking
at
where
our
students
are
thinking
about
where
they
want
to
grow
to
in
terms
of
a
career
and
helping
them
progress
monitor
along
the
way.
U
A
E
I
know
that
the
team
that
the
EdTech,
the
innovation,
additional
learning
teams
in
the
room,
but
it's
my
understanding
that
we've
just
now
really
gotten
started
I
went
back
Cindy.
You
wanted
me
back
to
some
board
meetings
a
couple
years
ago
and
I
noticed
that
only
two
schools
at
that
time
in
2015
or
early
2016,
one
reason
a
chief
three
thousand,
but
now
we
have
it
on
and
we
our
high
schools,
have
access
to
it
as
well.
E
AJ
AJ
Don't
think
that
adaptive
technology
is
a
panacea
for
education
and
when
I
saw
that
there
was
a
parallel
and
I
said
this
to
you
between
these
reading
comprehension,
the
old
school
tests
right,
we
get
from
the
textbook
with
the
collection
textbook
reading
time
range
of
tests
are
in
that
to
three
thousand
I'm
like
now.
I
can
use
this
to
improve
test
scores
and
you're
the
you
see
what
I'll
do.
Q
Q
Where's
there
a
balance
when
it
comes
to
exactly
how
much
technology
do
you
use
to
drive
instruction
and
then
push
to
do.
An
achievement
versus
I
saw
I,
saw
a
picture
in
somebody's
office
the
other
day
and
said
good
teaching
is
good.
Teaching
is
good
teaching
right
and
so
I'm
wondering
as
we
become
so
tech
savvy
in
every
aspect
of
our
lives
that
the
technology
starts.
To
do
things
that
maybe
good
old-fashioned
teaching
needs
to
do.
I
can
see
as
a
benefit.
Q
E
I
could
describe
what
an
ideal
what
an
ideal
blended
learning
classroom
looks
like
when
you,
when
you
start
that
lesson
for
the
day.
Think
of
that
DOM
and
that
green
is
good,
solid,
grade-level
standards
base
what
yours
what's
your
charge
of
teaching.
We
start
your
lesson
off
for
the
first
10
or
15
minutes,
and
they
and
teach
that
mini
lesson.
And
then
you
release
that
responsibility
and
you'll
have
an
innate
Nelson
pin
descries
I
see
him
nodding
his
head
because
he's
got
this
going
on
in
his
building.
They
some
students
go
to
the
computer.
E
V
What
it
does
is
teachers
or
small
groups,
while
the
digital
content
is
kind
of
assisted
in
and
really
find
out.
What
that
student
is
that
teacher
now
sits
for
checking
for
understanding
to
make
sure
that
that
student
is
understanding
so
in
no
way
or
we
would
place
in
the
teacher.
What's
no
teachers
if
I
couldn't
place
you
our
just
our
TA,
didn't
sign
all
of
the
Nanyan
project,
so
we
want
to
always
mentioned
as
there's
10
to
15
minutes
of
direct
instruction
and
then
for
closure.
There
was
another
5
to
10
minutes.
X
AK
There
is
an
established
process
or
the
textbook
adoption.
This
state
actually
approves
a
certain
set
of
books
that
meet
their
standards,
so
we
can
only
adopt
off
that
state
approved
list,
so
they
released
that
list
to
us
in
December
and
we
started
requesting
review
copies
for
each
school
that
offered
those
courses
this
time
around.
The
courses
were
all
primarily
aimed
at
high
school
and
a
couple
middle
school,
but
those
schools
got
their
review
of
the
courses.
AK
There
was
a
textbook
Caravan
and
where
the
publishers
come
and
they
kind
of
do
their
sales
pitch
to
show
all
of
the
connections
that
they
can
offer.
There
were
representatives
from
each
school
at
the
caravan.
Those
caravan
folks
became
that
point
of
contact
and
shared
that
information
with
other
teachers
in
their
buildings.
Each
of
the
curriculum
specialists
developed
their
own
textbook
review
for
those
teachers,
so
it
was
based
on
the
standards,
so
the
teachers
were
looking
at
how
well
that
particular
text
paired
up
with
our
current
standards.
AK
Those
reviews
were
gathered
back
the
curriculum
that
specialists
had
all
created
a
review
committee,
so
each
school
had
a
chance
to
give
input.
But
then
there
was
a
smaller
committee
that
was
going
through
all
of
that
they
also
took
into
account
any
pub
like
input,
so
each
school
also
hosted
some
sort
of
new
event.
It
was
usually
in
conjunction
with
another
school
event,
so
they
knew
there
would
be
quite
a
few
people
in
attendance
boy.
They
put
a
display
up
in
the
office
with
the
review
sheets.
AK
So
that
way,
anybody
who
walked
into
the
front
office
was
able
to
do
that.
So
we've
got
our
list
of
everything
that
was
up
for
adoption
Spanish
one
through
four,
including
AP
French,
one
through
four,
including
ap
German,
one
through
four
chemistry,
one
and
two,
including
honors
sections
same
thing
with
physics
or
physical
science.
Those
are
the
specific
recommendations
that
the
curriculum
specialists
and
their
review
teams
have
come
up
with
and
then
on.
AK
The
following
page
or
following
slide
is
the
full
report
that
Katie
finds
McCormack,
whose
new
world
language
coordinator
and
Rodney
Moore
who's
the
science
coordinator.
They
actually
came
up
with
a
short
report
that
explains
why
they
particularly
chose
each
of
their
titles.
I
do
want
to
point
out
that
right
now
these
are
the
ones
that
are
up
for
adoption.
We
are
putting
in
our
official
selections
after
board
approval
at
the
end
of
this
month,
but
there
is
no
guarantee
of
state
funding.
AK
So
when
funding
does
we're
feeling
pretty
confident
about
the
ones
that
are
there,
but
we
just
have
to
put
that
out
as
a
caveat
all
the
time.
So
we
don't
want
everybody
thinking.
Oh
yeah,
we're
getting
Spanish
one
books
when
they're
there
might
not
be
funding,
but
the
thing
is
we
do
have
that
selection
in
place.
So
if
we
don't
get
funding
this
year
and
we
get
it
the
following
year,
we'd
have
that
selection
argument
actually
on
March
2nd.
AK
They
released
an
additional
list
of
courses
that
are
also
up
for
selection
and
the
curriculum
specialists
are
going
back
through
a
very,
very
similar
process
that
involves
the
committee's
teacher
input,
public
feedback,
and
these
are
what
are
considered
low,
enrollment
courses.
So
they
didn't
necessarily
know
if
there
would
be
funding
and
the
publishers
didn't
get
invited
to
the
caravan
just
because
not
every
school,
even
in
a
large
district
like
Charleston
offers
it
so
across
the
state.
AK
There
wasn't
that
interest,
but
we
are
still
going
through
that
selection
process
review
copies,
getting
public
input,
teacher
input
with
that
and
those
will
be
presented
in
May
and
that
will
still
allow
materials
to
be
ordered
in
June.
And
if
there
is
funding
for
those
students
would
have
those
in
hand
before
the
school
year
begins.