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From YouTube: April 16, 2018 COTW Strategic Education Committee
Description
April 16, 2018 COTW Strategic Education Committee
A
B
C
B
D
E
E
E
F
F
B
A
B
D
To
make
sure
that
this
all
kind
of
I'm,
not
okay,
to
explain
that
you
have
to
create
these
courses
when
the
course
codes
don't
exist
at
the
stage.
For
example,
if
I'm
the
principal
of
a
middle
school
and
I
feel
like
I
need
an
additional
riding,
an
elective
course
because
I
want
to
shore
up
my
sixth
graders
writing
skills.
I
have
a
teacher.
That's
certified
to
do
that.
D
I
may
only
give
her
if
she
teaches
full
courses
depending
upon
what
kind
of
schedule
you
run
she
may
teach
for
sixth
grade
I
was
through
sixth
grade
courses
and
made
it
supplement
with
a
writing
course.
So
it's
like
looking
at
the
people
who
thought
your
building
and
their
certification
and
figuring
out.
Where
do
you
need
to
remediate
where
you
need
in
rich
and
what
that
schedule
need
to
look
like.
B
D
Emitters,
so
we
want
to
provide
you
with
a
high
level
overview
of
the
literacy
work,
that's
underway
and
Premier
Li
this
afternoon.
We
want
to
focus
on
the
plans
for
students
needing
intensive
interventions,
one
thing
that
we
know
that
we
did
not
build
out.
The
conversation
to
soccer
news
is
what
we're
doing
for
students
that
are
taking
above
grade
level
in
literacy
or
who
may
get
in
that
area.
But
we
want
you
to
know
that
we
are
doing
that
work
it's
just
today.
D
That
emphasis
is
on
looking
at
interventions
and
how
do
we
think
about
serving
students
who
might
have
an
additional
support
or
perhaps
a
need
some
additional
supplemental
forms?
So
our
second
part
of
this
conversation
will
be
about
taking
work
to
scale
and
it's
a
conversation
I've
had
with
Miss
Jeffry,
and
this
bond
coats
and
they've
helped
me
realize
that
I
needed
a
visual
representation
for
how
we're
going
to
do
that.
If
we're
going
to
tackle
literacy
as
a
system
and
have
a
strong
system
throughout
Russell
County
Schools.
What
does
that
look
like?
D
How
are
you
gonna
make
sure
that
it
permeates
a
system
as
large
as
our?
So
that's
the
second
part,
just
a
small
bit
of
the
conversation
this
afternoon,
but
we
wanted
to
make
sure
they've
been
included
bad,
so
I'm
going
to
turn
it
over
the
other
Lisa
Allison
who
you
met
earlier
in
the
bunch
of
conversations
and
I
believe
you
know,
Emily
woody
and
then
Michelle
we
miss
Watson
and
I
are
here?
Does
the
body
we
kind
of
back
up?
D
J
We
know
that
there
are
specific
concerns
about
the
district's
approach
to
students
with
this
dyslexia
strategies
in
general,
so
we
thought
it
was
important
to
provide
an
overview
of
our
literacy
plan.
So
you
won't
seen
this
part
before
this
is
the
visual
model
that
guides
all
of
our
work
and
learning
services.
So
this
represents
our
multi-tiered
system
of
support
spring
north,
so
we're
using
our
district
data
to
making
sure
that
we're
matching
what
we're
doing
and
multi-tier
just
means
that
everything
is
later
through
a
continuous.
So
we
increase
the
intensity
of
our
support
to
the.
J
Students,
we
also
need
to
provide
professional
development
that
gives
teachers
the
tools
they
need
to
effectively
meet
the
wide
range
of
needs
of
their
students,
and
we're
excited
to
say
that
some
of
that
professional
development
specific
to
dyslexia
has
already
the
CCSD
cohort
to
attend
the
Academy
Lord
Gillingham's
annual
conference.
Just
this
past
week.
That's
the
first
of
many
steps
in
our
training
plan.
J
J
We've
stretched
with
the
next
few
slides
as
a
reflection
of
etem
t
SS
model
they
just
saw
so
every
slide
includes
the
C
major
areas,
but
you'll
see
that
our
approaches
within
each
area
become
more
intensive
cutes.
So
this
one
you
can't
starts
with
the
universal
practices.
The
universal
means,
that's
what
we
do
for
all
students,
all
teachers
and,
as
you
can
see,
from
the
spider
plants
with
a
crew
word
for
universal
core
instruction
into
increased
phonics
instruction.
We've
already
started
that
work
with
you
have
important
phonics
pilot
this
year.
J
It
more
universally.
Alright,
we
recognize
there's
an
even
more
exclusive
structured
products
instruction
in
our
district.
As
we
look
at
assessment,
we
talked
about
this
begin,
the
universe
for
all
students,
so
Universal
screening
helps
us
understand
quickly
and
early
which
students
are
at
risk
for
reading
difficulties.
J
Monitoring,
Lexile
levels
helps
us
understand,
reading
skills
relative
to
the
complexity
of
the
text
and
that's
the
measure
that
we
know
carries
through
all
the
way
through
high
school,
we're
developing
a
structure
for
strong
professional
development
and
the
foundations
of
literacy.
Again,
that
includes
phonics
instruction
instructional
strategies,
which
you
sight.
Sound
movement
touch
to
help
students
connect
language
towards,
and
so
we
call
those
strategies,
multi-sensory
strategies.
J
J
So
this
is
this
call
targeted
or
think
of
that
yellow
zone
in
that
visual
model
for
our
students.
So
we
carry
forward
all
the
areas
but
we're
intensifying
our
focus.
So
our
plan
moving
forward
with
this
targeted
work,
includes
our
end
of
pilot
programs
of
open
court
pilot
programs
for
Gillingham
and
a
literacy
acceleration,
which
is
the
block
outside
of
ela
instruction,
in
which
students
are
flexibly
grouped
based
on
skills
in
need,
and
that
targeted
support
includes
specific
intervention.
J
Curriculum
designed
to
meet
the
needs
of
those
students
and
curve
presented
in
a
very
systematic,
explicit
instruction
way.
You'll
see
that
our
approach
with
assessment
on
this
slide
becomes
more
diagnostic
and
more
frequent.
So
we
can
match
our
intervention
to
specific
specific
areas
of
need
and
then
monitor
our
students.
Part
and
instruction
will
percept,
provide
literacy
teams
with
protocols
for
reviewing
assessment
data
and
guiding
instructional
decision-making
you'll
see
as
part
of
our
plans
for
the
interventionist,
the
miss
Ambrose.
J
G
I
know
the
folks
came
to
speak
to
us
I
think
at
our
last
board,
meeting
about
dyslexia,
usually
important,
being
able
to
address
and
identify
students
who
have
some
learning
difficulties
and
some
issues
about
a
year
or
so
ago.
I
think
Priscilla
and
I
were
working
on
an
initiative
dealing
with
our
students
in
the
area
who
speak
a
healer,
Gullah,
Geechee
or
a
form
of
my
question
is:
are
we
going
to
be
as
deliberate
with
students
who
are
from
the
charleston
area,
who
tend
to
speak
a
different
dialect?
G
D
Have
been
a
progress,
monitor
every
student
and
the
little
we
were
very
intentional
in
designing,
but
in
from
designing
the
planning
and
preparing
to
share
the
information
with
you
this
afternoon
and
the
parents
that
spoke
to
you
at
the
last
board
meeting
we've
used,
they
sent
us
an
email,
they've
done
their
their
homework.
They've
done
their
research.
It
was
very
well
put
together.
We
use
components.
Almost
everything
they
have
in
is
represented
in
this
plan.
We
are
going
to
progress,
monitor
every
student,
every
student
roster.
J
We
look
at
the
next
slide.
This
is
referring
to
specialized
instruction
with
special
education
and,
of
course,
we
remember
that
special
education
is
a
service
not
a
place,
and
it's
the
most
individualized
and
intensive
service.
We
offer
in
our
Parsons
communication
and
collaboration
between
stakeholders
and
again
we're
building
upon
all
of
our
layers
of
support
for
students,
and
that
goes
for
our
special
education
students
as
well.
So
why
many
of
the
action
steps
carry
over?
J
We
do
want
to
highlight
a
few
plans
that
are
unique
to
the
slide,
including
the
dyslexia,
Advisory
Committee
and
the
use
of
specific
curriculum
materials
proven
to
be
effective.
With
students
with
dyslexia,
such
as
the
ordinal.
You
have
based
wills
reading
systems.
We
also
want
to
highlight
the
importance
of
the
alignment
between
special
education
instruction
and
our
core
instruction.
We
talked
about
that
with
our
strategic
plan
and
our
inclusive
practices,
so
always
being
cognizant
and
making
sure
that
those
things
will
live
in
general.
J
Just
a
reminder
that
all
targeted,
intensive
support
should
never
stand
alone
are
outside
of
core
instruction.
These
are
all
layered
upon
each
other,
and
that
is
the
summary
of
our
review.
Of
our
literacy
plan
we'll
continue
to
collaborate
with
our
district
and
community
stakeholders
and
will
believe
this
plan
available
on
our
so.
D
I'm
sure
you're
wondering
how
are
you
going
to
take
that
up
to
scale
in
charlestown,
so
you're
telling
us
you're
going
to
do
this
work?
This
is
your
plan.
How
are
you
gonna?
Do
it
well
in
a
continuous
improvement
model
such
as
Baldrige?
The
first
thing
they
think
about
is
define
what
you're
attempting
to
do.
We've
done
that
through
the
plan
we
pelean,
we
also
intend
to
post
that
plan
on
our
district
website.
We
already
have
it
ready
to
go
or
what
we're
there
at
the
tailor's
team.
D
We
want
to
be
very
transparent
about
what
we're
doing,
but
you've
got
to
take
steps
to
ensure
that
plan
makes
it
across
the
system
and
you've
got
to
make
sure
that
you've
got
training
plans
in
place
and
feedback
moves,
and
then
you've
got
to
realize.
How
does
everyone
title
one
special
education,
the
intervention
programs
core
instruction,
the
the
level
leaders?
How
do
we
all
help
with
a
heavy
load?
So
in
criticisms
with
this
Jeffrey
and
mr.
turbit?
D
We
realized
that
we
needed
a
visual
stand
for
what
we're
trying
to
do
with
school,
based
industry
based
coaching,
and
they
helped
us
think
about
this,
and
you
clarify
this
and
come
up
with
this
visual
and
that's
really
our
goal.
That's
that's!
What
you'll
see
this
our
budget
plan
for
that
I'm
not
going
to
go
really
deeply.
I
have
a
lot
of
slides
here,
but
do
you
take
the
math
example
and
show
you
the
difference
between
our
current
mouth
support
and
our
proposed
math
support?
We
have
follow-up
slides
out
another.
D
Well,
I'm,
just
showing
you
how
we're
building
out
of
support
this
just
happens
to
be
the
math
example.
Is
it
was
a
literacy?
That's
a
great
question.
Wherever
math
is,
it
was
the
literacy
example.
You
might
have
one
person
up
there
from
actually
would.
If
this
was
the
literacy
example,
it
would
say
one
literacy,
k12
yeah,
but
but
this
one's
my
ass
and
it
shows
you
had
to
and
it's
showing
you
we
took
the
existing
staff.
I
talked
to
you
about
that
this
morning.
D
In
the
budget
we
took
all
the
staff
that
was
on
a
team
associate
for
our
lower
level
than
that
and
repurpose
them,
and
so
we
talked
about
contract
links.
We
talked
about
the
talked
about
equalizing.
Those
we
talked
about
trying
to
build
out.
Support
for
our
goal
is
to
take
those
elementary
schools
and
we
put
back
in
place
seven
elementary
instructional
specialists
that
are
generalists,
don't
work
with
with
four
to
ten
schools.
D
That's
15
schools
at
the
little
park
mo
haben
out
alive,
but
we
try
to
staff
are
not
asked
for
additional
positions
because
we
know
howling
this
budget
areas
and
then
we
have
one
instructional
specialist
for
mathematics
that
rests
on
the
world
of
these
two
individuals
here,
director
for
intervention
services
who
we'll
be
tracking
and
monitoring
every
student
in
our
schools
for
elementary
middle
and
high
for
reading
and
math.
She
has
a
group
around
her
of
two
more
individuals.
They'll,
be
progress.
Monitor
you
see,
you
need
an
intervention,
who's,
making
progress.
D
What
supports
are
needed
and
then
the
director
for
professional
learning
and
that's
Emily
woody,
and
so
what
we
plan
to
do
is
we'll
have
the
coaches,
the
reading
coaches
that
are
in
school
or
elementary
and
middle
level
will
have
three
school-based
high
school
coaches.
That
was
all
but
that
we
kick
it
out
of
the
budget,
we'll
bring
those
individuals
and
twice
a
month
once
with
the
principal
at
the
principal
meeting.
So
we'll
have
the
general
session
talk
about
work.
D
We've
got
that
actually
planned
for
this
week
on
Thursday
and
then
we'll
bring
them
back
a
second
a
second
day
of
the
month
for
training.
So
are
we
going
to
take
work
to
scale
or
we
need
individuals
to
know
dyslexia,
our
theory
and,
what's
best
practice
will
have
them
twice
a
month
for
training
and
so
I'm
not
going
to
walk
through
all
these
slides,
but
you'll
see
here
what
we've
got
a
proposed.
D
The
structure
for
elementary
we've
got
the
structure
for
middle
and
we've
got
the
structure
for
high
and
you'll
notice
on
my
high
school
that
we've
got
not
currently
systematic
got
some
working
progress.
We
currently,
as
a
system,
has
not
made
decisions
about
what
reading
intervention
should
look
like
a
high
school
from
a
systems
perspective.
For
example,
we've
not
said
every
high
school
that
has
students,
they're,
struggling
learning,
to
read
we're
going
to
put
in
our
systems
44
or
in
180.
D
We've
not
been
not
explicit
and
our
high
schools
really
are
asking
for
it,
but
that's
what
that
we
haven't
finished.
We've
been
going
down
this
journey
to
it
as
much
long
as
we
can,
but
that's
next
in
our
key,
that's
mixed
in
the
pipeline,
because
we
know
we
have
possible
students,
that's
permanent
support,
so
that
that
is
bad
and
we're
opening
up
for
questions.
I
am
willing
to
talk
with
any
of
you
about
this
structure,
but
we're
excited
about
this
structure
because
it's
built
on
continuous
improvement.
Science
for
businesses.
I
J
J
L
J
A
K
A
K
I
guess
my
question:
is
you
said
three
years
so
are
we
saying
then
that
it's
gonna
be
three
to
four
years
from
now
before
the
training
gets
to
the
core
level
of
the
classroom,
to
the
teacher
to
effectively
be
able
to
deal
with
a
I
know
shaking
head
now,
but
I
need
you
to
tell
me
after
I
finish
and
if
I
finish
my
statement
to
effectively
deal
with
students
with
dyslexia.
And
how
do
you
you
know?
So?
K
D
About
that
one,
so
I'll
start
and
I'll
ask
charming
and
one
of
the
the
bees
are
bringing
in
that
instructional
coach
out
about
he'll
just
watch
them
on
this.
Releasing
needs
like
this.
We
can
do
intensive
stock
development,
so
there
are
also
strategies,
while
it
may
take
us
a
while
to
get
our
staff
if
we
can't
find
a
certified
trainer
that
would
be
interested
in
one
of
those
positions
already
it'll
take
us
a
while
to
get
that
staff
up
to
par.
D
We
can
still
be
looking
at
the
instructional
strategies,
which
is
the
reason
we
sent
a
cohort
for
training
up
in
Charlotte
just
last
week,
so
we're
looking
at
that
we're
also
looking
at
you're
looking
at
muscle
reading.
How
do
you
implement
that?
That's
that's
aligned
with
what
your
own
strategies
you
can
probably
speak
to
that
better
than
I
can
Lisa.
So
it's
really
a
multi-pronged
approach.
What
curricula
are
we
going
to
use?
What
training
are
we
gonna
offer?
D
What
continuous
ongoing
support
are
we
going
to
provide
how
we're
going
to
progress,
monitor
we're
looking
at
a
new
assessment
system
for
kindergarten
first
grade
that
will
very
early
identify
the
the
big
areas
like
the
phonics
of
phonemic
awareness,
the
fluency,
I
kind
of
think
of
the
other
areas
on
that
assessment,
middle
progress,
Conners
and
the
nice
thing
about
a
an
assessment
like
that.
It's
designed
to
be
like
a
warning
flag.
D
Too
little
working,
and
that
was
that
they
were,
they
were
right
to
ask
and
raise
that
question
to
mugs.
So
how
are
we
gonna
intervene?
She's
also
been
working.
The
two
buddies
have
also
been
working
with
others
they're
trying
to
develop
a
model
for
a
part
of
the
day
if
you're
struggling.
If
you're
struggling
in
your
reading,
you
read
through
and
you
would
get
instruction
with
a
with
a
teacher.
M
D
K
In
the
interim,
until
we
get
these
cool
heart
of
group
of
people
to
the
level
to
where
they
need
to
be
coaching
and
training
other
teachers,
so
so
what
are
we
probably
prepping
our
teachers
now
and
to
be
better
prepared
to
know
how
to
respond
and
how
to
to
reassess
students
with
dyslexia,
I
mean
I
mean
what
are
we
doing
in
the
inner
room
to
get
our
teachers?
To
that
point,
is
that
a
part
of
a
PD
that's
being
developed,
or
so.
D
We
had
a
literacy,
a
balanced
literacy
program
in
Charleston
for
that's
been
in
place
for
a
long
time,
and
so
their
business
is
prehistorical
training
in
Charleston
around
the
notion
of
literacy.
What
fairly
is
nationwide
what's
fairly
new
is
really
understanding
how
you
strain
to
diagnose
and
intervene,
and
so
that's
what
that
assessment
will
do.
You
should
have
that
assessment
ready
to
roll
out
with
all
patrols
around.
We
will
be
offering
professional
development
opportunities
during
the
summer.
We
offer
them
in
the
fall
when
you
return
and
again
our
best
source
of
rhoann.
Anything
out.
D
If
you
look
at
this
visual,
let's
go
back
to
the
elementary
visual,
our
best
source,
it's
going
to
be
pulling
those
instructional
coaches
in
and
pulling
our
intervention
team
monthly
for
meetings,
and
this
allison
is
been
in
a
position
to
January,
so
miss
Allison.
That's
her
I'm
at
Brenda
that
director
for
intervention
services,
that's
her
she's
gonna
have
a
direct
line
to
interventionist
that
are
at
the
district
office
that
are
going
to
track
that
dark,
blues
district
office.
Then,
from
there
we've
got
interventionist
out
the
schools.
D
Do
you
take
something
in
an
organization
as
large
as
ours
out,
because
it's
what
it's
like
a
hospital
system
and
we're
very
Maddox
you've
got
clinics.
You
got
psyched.
How
do
you
do
that?
So
we
tried
to
think
about
the
pointman.
How
do
we
do
that?
We
pull
those
coaches
with
your
in
and
we
train
they
go
back
and
support
the
teachers
who
support
students.
A
L
Drop,
our
literacy
coaches,
you
can
bring
teachers
in
the
summer
for
three
days,
they're
still
getting
ready
to
do
intensive
work
with
this
lecture
that
is
get
on
intensive,
TV
professional
development.
The
best
that
we
know
is
the
job-embedded
piece,
if
that
teacher
in
the
classroom,
with
a
coach
there
to
support
them
and
then
problem-solving
together
with
interventionists
and
other
people
in
the
building.
That's
the
model
for
scaling
this,
rather
than
a
teacher
coming
for
one
or
two
days
to
a
workshop
going
back
and
that
mosey
there
to
come.
K
Not
necessarily
saying
that
you'll
get
it
but
I,
rather
you
ask
for
what
the
perfect
picture
would
look
like
for
me
because,
honestly,
you
know:
if
we're
gonna
do
something,
then
we
need
to
do
it
at
the
level
of
where
we
know
we're
going
to
be
successful
and
and
don't
get
me
wrong.
I
understand
that
that
cost
is
everything,
but
you
know
at
some
point
we're
just
gonna
have
to
set
aside.
K
You
know
always
saying:
well,
we
don't
have
enough
to
do
this
when
it
comes
to
our
kids
and
it's
always
what
we're
going
to
scale
back
because
of
X
number
of
dollars.
You
know
we
just
got
to
figure
out
how
we're
gonna
do
it,
but
yeah
at
some
point
we're
gonna
say
this
is
what
it's
going
to
take
to
get
us
to
where
we
need
to
be,
and
this
is
the
level
of
staff
or
support
that
we
need
to
make
it
happen.
You
know
I'd.
K
Rather,
you
come
to
me
and
we
just
argue
all
day
long
and
say:
well
we
can't
do
it,
but
but
give
me
the
whole
picture,
you
know
and
then
let
us
come.
Let
us
figure
out:
how
are
we
gonna
do
it?
Because
you
know
at
the
end
of
the
day,
you're
gonna
come
back
and
say
you,
you
know
yeah,
we
need
we
need
more,
so
you
know
you
know,
spread
it
out
line
it
out
and
say.
A
F
J
That
or
definitely
I'm
so
thinking
about
building
those
strategies
and
and
spreading
that.
Well,
you
know
that
that
requires
cross-training.
So
that's
not
just
two
individuals
who
are
responsible
for
delivering.
That
is
making
sure
that
everyone
is
aware
of
and
strategies
that
are
best
practices
for
students.
Implementing
the
embedded
coaching
model
will
definitely
help
with
that
to
spread
that
as
well.
The
visual
impact,
absolutely
I,
hope
so
I
hope
so
we're
striving
for
it.
You
know
that's
our
goal
and
we.
F
D
This
structure
is,
you
can
use
the
conversations
with
you
all
helped
me
realize
on
paper.
This
structure
will
help
the
system
news.
We
share
an
improv
now
I
mean
most
of
learning.
Services
have
to
reapply
for
their
position,
just
because
we
want
to
make
sure
that
you're
possible
sitting
elbow-to-elbow
the
teacher
as
a
thought
partner,
so
they're
launching
that
they
advertise
the
positions
they
start
interviewing
tomorrow,
and
so
we
are
going
to
be
very
intentional
about
how
we
select
a
show.
D
Nglish
Watson
helped
us
figure
out
how
to
use
title
one
money
for
20
of
our
neediest
schools
to
additional
instructional
coach.
So
all
these
structures
that
were
putting
in
place
are
building
it,
so
we
can
do
TD,
I
forever
map
talk
about
this
back
on
the
fall
embedded
PD
during
the
day.
So
all
of
these
structures
are
designed
that
when
you
have
a
init,
Monday
and
I
have
a
wish
list.
So
it's
about
somebody
remembers
Table.
Four
on
the
phone.
Ask
me
about
a
wish
list.
D
D
Is
definitely
another
Amy
we're
in
place
as
she
works
through
this
she's?
Looking
at
the
numbers
of
students
by
school
that
need
interventions,
we
know
that
well,
maybe,
and
we're
looking
for
every
position.
We
can
save
or
move
and
it
become
an
intervention
and
what
will
they
do
to
your
two
to
three
and
then
the
PD,
my
professional
army,
many
of.
B
A
K
M
Okay,
I
want
to
say
hello
to
everybody:
are
you
we're
gonna
go
head
to
or
what
we're
doing
it?
Mary
Ford?
This
is
my
second
part
of
a
first
year
after
appointed
life
here
in
March
after
head
right
there
in
October.
So
let's
go
ahead
and
get
started.
Our
continuous
improvement
cycle
we
used
to
plan
do
on
the
study
piece
of
that
is
also
about
analyzing
and
afters.
Also
about
reflection
in
our
school.
It's
critical
that
we
look
at
everything
closely
and
make
adjustments
if
it
goes.
M
So,
if
you
look
a
plan,
we
analyze
strand
data
for
map
with
our
leadership
teams,
go
improvement.
Council
Charleston,
Promise
Neighborhoods,
which
results
in
one
of
our
partners.
We
analyze
this
aggregated
data
for
SC,
ready
study
trend
data
organized
a
to
organize
the
data
wall
with
map
text
levels.
We
also
have
our
three
blocks
up
there
now
and
our
lecture
notes
our
lecture
level
right
now
and
also
the
oli
levels
that
are
up
there
with
our
students
in
intervention.
We
share
findings
with
our
faculty
and
si
si
meetings
on
the
do
part.
M
We
develop
SMART
goals
and
collaboration
with
leadership
team.
Si
si
si
PN
and
of
course
we
need
them
for
the
renewal
plan.
We
create
areas
of
focus
for
communities
of
practice.
We
meet
there
once
a
week,
all
of
our
grade
levels
needs
and
we
have
close-up
discussion
on
areas
of
concern
or
learn
new
things.
During
that
time
you
can
struck
school-wide
systems
and
expectations
for
all
teams
and
grade
levels.
It's
the
Mary
Ford
way
at
Mary,
Ford
classroom,
instructional
practices
are
refined
and
we
model
the
mastery
teaching
model.
M
So
we
want
that
piece
done
in
every
classroom,
so
our
teachers
have
had
training.
They
use
that
hook
as
a
playbook,
so
that
they're
ready
every
day
with
that
and
I
can
refer
to
it.
In
my
courier,
which
is
sent
out
every
week,
the
classroom
instructional
practices.
We
use
our
instructional
coaches
to
model
lessons
daily
in
classrooms.
Without
a
certified
teacher,
we've
had
three
vacancies
this
year
too
and
Steffan
starting
in
November,
one
in
December,
and
so
we've
had
long
term
visiting
instructors
and
both
of
those
classrooms.
M
M
Just
totally
permeate
your
school
because
it
is
all
of
us
learning
together
and
so
I've
had
my
conversations
with
teachers
fierce
ones
and
sharing
that
they
need
to
be
a
part
of
this,
even
though
they
may
have
been
here
as
long
as
well
at
21
or
27
years.
We
are
still
learning
all
together.
It's
not
something
that
you
can
say.
I'm,
sorry,
I've
done
that
already
it
is
a
together
piece.
M
That's
the
only
way
we're
gonna
be
able
to
reach
every
one
of
our
children
so
that
we're
all
speaking
the
same
language,
so
I'm
so
tickled
that
this
is
the
the
I
believe.
It's
the
only
way
we
should
be
teaching
weaning
in
our
district.
So
Cindy
has
my
support.
If
you
look
at
offer
professional
development
I
believe
it
should
be
in
the
schoolhouse
if
we're
delivering
it,
it
should
be
there
its
finest
enter
teachers
out
and
be
enriched
in
other
places.
But
you
have
to
remember
that
every
teacher
comes
back
with
perhaps
a
different
perspective.
M
We
don't
know
we
don't
if
we're
not
there
as
the
leader
to
hear
and
my
coaches
aren't
there
to
hear,
and
very
often
they
can
come
back
with
a
total
different
internal
process
and
delivering
it
totally
a
different
way,
but
they
think
that's
correct.
That's
right!
There
is
where
the
error
is
and
where
our
gate
it
you
know,
is
either
plummeted
or
leveled
out
or
we're
not
making
the
gains,
because
everybody's
doing
it
their
way,
and
it
can't
be
that
way.
M
So,
when
we
study
and
analyze,
we
have
to
monitor
the
progress,
whether
aimsweb,
how
to
soprano
digital
content.
We
look
at.
We
conduct
individual
data,
SLO
conferences
with
teachers
quarterly
and
those
are
hard
to
have.
You
know
when
teachers
are
not
doing
well
and
not
necessarily
because
they're
choosing
you
have
to
really
look
where
they're
coming
from
you
know
they
haven't
had
the
training
or
they
have
a
follow
through
on
the
training,
but
my
job
is
to
make
sure
they
have
coaching
and
someone
checking
fidelity
of
implementation
at
all
times,
totally
pure
observations
and
fin.
M
A
big
thing,
in
fact,
we're
gonna,
speak
about
that
in
our
collective
leadership
of
a
state
department
that
we
really
encourage
our
teachers
to
go
visit
each
other
first
at
their
own
grade
level
above
and
below,
and
also
as
I
see
things
I
match
teachers
up
with
other
teachers,
strengths
so
that
they
can
go
in
and
visit
and
even
if
it's
one
little
thing
of
capturing,
so
they
can
go
back
to
thrive.
I'm,
not
expecting
them
to
become
that
teacher.
M
I
really
match
them
up,
because
I
think
there's
something
so
refined
about
each
one,
that
it's
a
match
and
you'll
be
able
to
lift
it
right
away
and
then
observations
and
feedback
for
all
teachers
by
principal
assistant,
principal
coaches.
We
observe
all
the
time,
I'm
sure
that
they
don't
like
knowing
that
we
observe
them
more
than
we
need
to.
But
it
is
to
me
it's
wonderful
to
begin
where
the
instruction
is
so
that's
part
about
analyzing
and
then
Act
I
love
the
part
about
scale.
Effective
approximate
scale
effect
practices.
It
is
so
important.
M
We
know
what
we're
looking
at
when
we
go
in
to
look
at
look
at
what
we
want
to
measure
and
so
mesh.
You
have
to
be
able
to
measure
what
you're
examining
so
we
just
or
discontinued
low
or
no
gain
practices,
I
believe
in
sand
to
stop.
When
you
adjust
it.
We
continue
and
that's
important
for
needs
assessment.
M
We
have
taken
so
many
surveys
this
year
that
I
li
have
already
seen
the
one
that
came
in
in
fact
from
advance
I
peeked
at
it
right
away,
because
I
was
so
I
wanted
to
see
what
my
students
said
about
how
they
learn
in
class
teacher
talking
or
cheap.
Well,
we
know,
that's
ineffective,
so
you
know
I
knew
it
was
going
to
say
it
and
my
students
were
right
on
and
that
should
be
something
I'm
celebrating.
But
it's
it's.
M
What
I
see
and
I
wanted
to
make
sure
it
was
a
match
and
my
students
recognized
it
themselves
and
then
the
last
one
we
find
are
we
designed
strategic
plans
at
all
times.
You
would
never
just
sit
back
and
watch
not
ever
and
even
when
I
went
in
I
didn't
watch.
I
knew
what
needed
done
immediately
and
then
you
move
forward.
I,
don't
need
to
watch
it.
I
need
to
make
sure
that
it's
moving
forward
and
the
next
piece
we're
talking
about
our
to
your
trend.
Data
make
sure
I
put
that
up.
N
M
Your
trend,
data
SC
reading
tunics
in
the
2016-17
point
8
met
last
year.
Only
five
point:
eight
men
were
exceeded
and
in
SC
reading
math
in
two
thousand
sixteen
twenty
two
point:
four
met
or
exceeded
and
2017
seven
point:
seven
why
the
drop
well
the
year
before
in
sixteen
the
spring
of
sixteen,
they
were
still
taking
paper
on
pencil
test.
M
We
the
first
time
art
students
and
teachers
used
Chromebooks
or
iPads
as
a
class.
Are
you
in
any
use
was
last
year?
Believe
me,
there
was
panic.
There
was
a
sense
of
panic.
We
wouldn't
have
the
machines
and
materials,
and
the
second
thing
is
the
teachers
didn't
have
training,
nor
did
students
so
talk
about
hunt-and-peck
and
leaving
the
blind
by
the
blind
even
this
year,
when
we
had
the
option
to
see
if
they
wanted
paper
and
pencil.
My
teachers
looked
at
me
straight
in
the
eye
and
said:
why
would
we
go
backwards?
M
We're,
but
we've
done
it.
Even
though
the
data
didn't
come
in
2016
against
us,
I
they
said
we
need
to
go
forward
if
you're
saying
go
forwards
were
going
forward
and
so
their
first
time
to
take.
It
was
really
last
year
with
Chromebooks
ipads
getting
on
locking
them
up.
Just
everything
was
brand
new
for
ana
pro
the
students
and
it
and
again
I
really
my
part
eight
for
them,
but
it
is
what
it
is.
M
So
if
you
look
down
below
the
comparative
data,
I
use
meeting
screen
as
my
measure
of
school,
because
it
is
in
my
zip
code
and
it
is
behind
my
school
or
across
the
street
for
me,
and
so
am
I
my
daughter's
there,
so
I
love,
Sara
and
I
love.
What
they're
doing
so,
my
students
have
my
teachers
are
visited
and
we're
using
many
of
the
things
that
they
do
at
their
school
at
our
school.
So
if
you
look
at
17
proficiency,
CCSD
was
forty
five
point
three
grades.
M
Three
through
eight,
we
afford
those
three
to
five
arts
was
five
point.
Eight
meeting
street
they
learning
have
played.
Three
was
twenty
nine
point,
two
artists,
two
point:
one
huge
discrepancy
huge
and
my
teachers
have
to
be
reminded
in
this-
that
you're
really
in
front
of
them
to
know
st.
children
same
school,
zip
code,
its
lose
no
excuses.
M
If
we
look
at
our
two-year
map
trend,
one
year
map
growth
in
reading
of
2016
was
38.8.
In
2017
we
made
some
gains
at
46.0
1.0
map
growth
in
math.
We
were
twenty
eight
point:
nine
went
backwards
to
fifteen
point
seven
now,
knowing
math
is
really
a
critical
material.
The
teachers
and
I
talked
quite
a
bit
about
what
we
were
gonna
do.
The
district
of
course
came
up
with
the
pilot
bridges
I
right
away,
signed
up
for
it,
because
I
didn't
care
for
the
math
program.
M
I,
never
particularly
liked
that
one
adoption
that
we
were
in,
and
so
we
picked
up
one
of
the
bridges.
If
you
jump
down
and
look
at
our
math,
you
know
winner.
Eighteen,
we
went
from
fifteen
point
seven
to
twenty
nine
point.
Six,
so
that's
already
an
increase
that
it
really
was
the
kindergarten
first
grade
and
a
third
for
second,
even
though
we're
going
in
and
doing
a
lot
of
the
bridges
components
with
our
district
leading
coach
she's
doing
that.
M
For
me
we
don't
have
the
teachers
that
took
the
training,
so
we're
doing
it,
but
we
made
ourselves
as
we're
coming
just
about
so
I.
Just
wanted
you
see
see
that
we
did
go
backwards,
foot
back
and
reading,
but
again
with
three
teachers
out
I,
think
that
has
something
to
do
with
it.
Wouldn't
just
look
at
our
students.
You,
the
next
one,
is
data
analysis
comparative
data.
If
you
look
at
the
Yale
a
mountain
two
thousand
seventeen
years
of
growth
CCS,
he
was
at
56.2%,
Mary
Ford
was
at
46%
and
meeting.
M
She
was
at
52.2%
math
map
paint
of
2017,
one
year's
growth,
CCSD
53.1
Mary
Ford,
fifteen
point,
seven,
which
we
saw
earlier,
maybe
between
seventy
seven
point,
two
we're
gonna,
probably
look
at
Eureka,
that's
the
math
program.
They
use
it's
really
skill
and
drill.
It
is
automaticity.
It's
helping.
Students
build.
M
So
we
are
we're
gonna,
look,
no,
no
forgiven
at
bridges,
but
I'm
looking
at
it.
I
feel
like
if
we
don't
have
that
some
we're
gonna
fit
in
our
relate
our
after-school
extended
a
program
we
need
somewhere
for
students.
The
mistake
has
consistency,
some
of
the
babies
all
the
way
up
operation
boards
today
with
my
assistant
principal,
which
we
use
a
Montessori
which
are
all
operation
boards,
is
just
nothing
but
the
facts.
M
Eight
different
ways
of
brush
model
of
them,
which
is
tactile,
but
if,
if
we
don't
do
what
what
other
people
are
doing,
especially
like
meaning
street
we're
just
saying,
I'm
ignoring
that
so
and
they
have
used
that
one
only
that's
been
their
only
now
program
for
the
left.
Well,
this
is
Amy's.
Fourth
and
the
map
results
indicate
a
decline
in
your
long
map
birth.
Not
that
I
need
to
read
this
to
you
and
grades
four
and
five
display
the
greatest
increase
in
year-long
growth
in
reading.
D
M
M
But
with
our
SP
ready
map,
yes,
sign
ons,
you
ready
at
least
30%
of
our
students
will
achieve
or
exceed.
One
year's
growth
on
math
math
by
spring
2018,
and
at
least
50%
of
our
students
will
achieve,
makes
the
money
one
year's
growth
on
reading
that
by
spring
2018.
In
writing.
We
just
looked
at
our
samples
that
our
coach
took
down.
M
Or
the
writing,
based
on
SE,
ready
and
spring
2018
by
5%,
based
on
what
I
saw
just
recently
when
I
examined
all
of
the
writing
that
the
students
turned
in
we're,
not
writing
an
upper-crust
and
they
just
need
to
do
the
worksheets
have
just
better
to
just
know.
Those
can't
even
have
anything.
Nothing
can
be
run
unless
it's
a
workbook
or
it's
in
a
copy
book,
so
reduce
the
number
of
Castro
manners
referrals.
It's
just
way
better
than
10%.
We
have
I
think
as
a
Friday.
We
might
have
had
47
suspensions
for
the
whole
year.
M
School
we've
really
developed
a
culture
for
it's
a
learning
culture,
so
at
our
school
is
quiet.
Kim
Foxworth
stopped
in
the
other
day
to
visit
you
question
literally,
it's
amazing,
so
everybody
that
comes
in
from
the
district
gets
it's
a
push
for
me,
I'm
close
to
it
Willis
upstairs.
So
she
can
tell
you
it's
a
magnificent
different
from
a
year
ago,
when
I
came
to
the
second
floor,
master
upstairs
so
we're
just
so
we're
so
proud
we're
proud
of
our
students,
we're
proud
of
our
teachers,
our
parents.
They
can
I
had
a
very
hard
conversation.
M
This
morning
my
parent
was
so
polite.
My
office
staff
was
so
polite.
Everybody
used
grace
and
courtesy
because
that's
the
innovation
take
plate
and
so
and
I
thought
my
messages
on
Saturday
when
I
call
out
I
talked
about
that,
and
so
many
of
their
parents
are
saying
this
coming.
When
you
call
you
inspire
me,
we're
so
glad
you
called
us
on
Sunday
I.
Wait
for
your
call,
so
that
to
me
is
most
important.
That's
what's
making
the
change
in
the
behaviors
in
our
school,
the
bolson
data
will
be
share
with
leadership
team.
M
Si
si
si
p.m.
and
with
faculty
and
staff.
One
thing
that's
so
important:
our
multi-tiered
systems
are
MTS
s
system
we
meet
every
week,
so
we've
got
our
individual
children,
behavior
children.
We
have
a
matrix
with
our
literacy
interventions.
Anybody
who
goes
anywhere
whether
it's
reading
partner
your
names
down
and
everything
there
guess,
there's
something.
We
get
a
whole
lot
of
services.
You
know
dancing
the
nurse
if
they're
in
mental
health,
that
they're
in
guidance.
M
M
This
is
my
favorite.
The
high
growth
strategies.
I
just
have
to
thank
our
district
for
allowing
us
to
participate
in
the
pilots.
The
bridges
have
already
showed
gains
in
math
provide
everyday
mounts,
I
bought
or
I
should
say:
I
CPM
funded
every
day,
math
for
our
program
fifth
grade
excused,
because
that
was
what
they
knew.
It's
a
successful
program
and
so.
M
The
district
had
provided
for
us
I'm
doing
it
not
to
that
it
was
our
new
signal,
reading
the
phonemic
awareness
and
phonics
open
court
or
one
of
their
part
of
the
pilots.
For
that
they're
really
workshop.
The
only
thing
I
did
right:
Amy
school
uses,
wouldn't
wisdom,
I'm
going
to
look
at
that
program,
but
it's
really
the
units
of
instruction,
which
is
the
same
thing
in
our
guided
them
kind
of
literacy
program.
We
use
right
now,
literacy
by
design,
just
somebody
writes
their
lessons
for
them
and
then
writing
Lucy
Calkins
a
writer's
workshop.
M
That's
just
is
going
to
be
what
we
use
next
year
and
use
the
Metro
Tech's
to
model
writing
and
then
behavior
supports
with
our
great
success.
If
you
look
at
those,
that's
really
why
it's
happening.
It's
non-negotiable.
Our
systems,
thinner,
nice,
forceful
and
then
the
final
pieces
are
progress.
Monitoring
tools!
That's
where
MTS
s
is
so
important.
That's
what
we
really
analyze.
Look
at
her
look
at
all
of
the
data
that
we
have.
If
we
need
to
change,
we
make
those
changes
we
adjust.
We
just
met
with
the
math
with
our
math.
M
You
know
see
a
teacher
this
morning
to
get
his
form
student
he'll
work
with
28
students
right
now
right
before
the
test,
so
they're
right
on
the
bubble.
Hopefully
they're
gonna
make
those
games,
because
in
the
classroom
where
they
are
there's
so
many
students
they
have
to
meet
their
needs.
That
they're
not
and
then
my
last
thing,
burners
I
can't
say
enough
about.
We
had
91
percent
of
our
parent
conferences
in
October,
maybe
a
little
bit
higher.
We
did
it
again
for
third
next
year,
we'll
do
it
every
quarter.
M
G
Thank
you
for
the
work
you're
doing
I
know
I've
been
to
visit
you
a
couple
of
times
and
you
probably
spend
the
night
at
the
school.
Some
nights,
and
so
I
want
to
I
appreciate
the
work
and
dedication
in
the
school
and
you've
addressed
it
in
your
presentation
about
the
low
scores
that
you've
seen
and
you
give
you've
given
some
explanation
with
the
test
going
from
paper
to
electronic.
M
G
Know
it
doesn't
matter
but
I'm,
but
but
I
do
want
to
say,
though
it
doesn't
matter,
because
I
think
we
do.
We
want
all
of
our
children,
no
matter
what
school
they
attend
to
do
extremely
well,
and
we
need
to
be
able
to
make
sure
that
we're
purposeful
in
that
endeavor.
However,
each
school
is
uniquely
different
and
so
the
things
that
you
might
do
at
East,
Cooper
Auri,
you
wouldn't
do
at
meri
forward.
So
what
kind
of
things
that
you
think
you
would
you
can
do?
G
That
would
have
some
serious
I'm,
not
gonna,
say
immediate,
because
I've
always
been
told
mr.
Meanor
got
away
three
to
five
years
and
I've
been
on
the
board
six
years
and
so
I'm
still
waiting
and
I'm.
My
frustration
level
is
at
an
all
time
high,
and
so
just
simply
for
you,
they
look.
What
programs
initiatives
that
you
can
think
of
could
be
used
at
your
school
to
give
your
children
the
kind
of
not
just
support
and
not
intervention,
but
the
kind
of
results
that
we're
looking
for
it.
M
Has
to
be
our
teachers
have
to
be
consistent
in
their
instruction.
What
a
line
is
belonged
with
the
teacher,
whether
we
have
one
or
two
teachers
in
our
classrooms
and
they
have
to
know
how
to
teach
and
be
able
to
accept
feedback.
We
have
to
really
look
at
them
and
give
them
ample
time
to
well.
It
really
shouldn't
be
that
long
to
change
I'm
just
saying
it
should
not
be
that
long
to
change,
I
believe
if
I
go
in
and
make
a
recommendation,
then
the
recommendation
should
move
forward
also
through
modeling.
M
They
should
be,
but
I
should
be
able
to
watch
them
to
see
what
they're
doing.
Somebody
else
should
be
able
to
watch
it
and
see
it
this
mutagos
in
off,
and
she
can
tell
me
right
away
and
I'll
hurt
me
what's
needed,
I
mean
she
can
examine
something
and
see
it
me
that
fast,
because
she
teaching
me
all
day
long
she's
been
a
teacher
in
the
school
forever.
M
M
You
how
that
they
have
a
whole
line
of
difference,
they're
different
things,
but
it's
really
about
instruction
about
practice
doesn't
get
better.
We
do
I
just
want
to
help
to
be
able
to
take
a
teacher.
It
isn't
going
to
follow
and
respect
the
wishes
of
our
district
and
they
need
to
be
moved
out
and
I
mean
I've.
G
Had
conversations
not
not
just
with
you
guys,
even
at
my
daughter's
school,
when
I
tell
you
know
my
daughter's
personal,
the
same
thing,
if
this
isn't
a
picture
in
my
daughter's
school-
and
it
says
it's
a
picture
of
a
teacher
within
a
student
in
under
it
and
big
bold
letters
that
says,
good
teaching
is
good.
Teaching
is
good
teaching,
and
so
it
has
to
start
with
our
teachers
and
I
understand
that
you
know
children
bring
all
these
variable.
All
these
different
things
to
the
classroom.
M
G
If
we
don't,
if
we're
not
intentional,
with
our
teachers,
how
they
deliver,
if
they
love
children,
can
the
child
can
determine
if
a
child
loves
you,
they
know
that
you
love
them.
They'll
walk
through
a
burning
building
for
you,
but
the
child.
Just
does
it
if
the
child
realizes
that
you
just
don't
care
the
child
checks
out
at
an
early
age
and
so
I
agree.
We
think
that
we
need
to
be
very
purposeful
and
deliberate
when
finding
teachers
that
not
to
do
the
work
and
they
need
stamina.
G
M
A
A
E
A
A
O
Nathan
Nelson
I
am
the
principal
that
was
pregnant
and
we're
in
our
third
year
as
a
school
and
we've
seen
some
great
successes.
We
offer
our
scholars
a
record
of
education
curriculum
at
our
core
classes,
as
well
as
on
fine
arts
classes.
So
I'm
not
going
to
read
all
of
my
notes
for
you.
If
you
would
see,
the
first
line
is
our
the
way
that
we
continuously
improve
our
school
now
cycle
and
I
just
want
to
point
out
that
we
continuously
study
and
monitor
our
data.
O
Data
has
been
a
huge
push
in
our
school
and
how
we
effectively
use
dick
data
and
with
our
leadership
team,
really
looking
at
what
it
is
that
we're
doing
act,
skill
and
our
effective
practices.
If
it's
not
working,
you
need
to
get
rid
of,
it
are
either
redefined.
What's
working
so
I'm,
just
gonna
move
quickly
to
the
next
slide,
we'll
just
slide
to
and
just
talk
about,
our
math
trip
three-year
metric
I'll
go
for
the
2017-2018
school
year
in
reading
account
followed
in
sixth
grade.
O
We
anticipate
that
at
least
sixty
percent
of
our
scholars
in
seventh
grade
would
meet
or
exceed
their
growth
target
from
fall
to
spring
in
reading,
and
so
you
will
notice
in
the
2016-17
50
six
point.
Eight
percent
of
our
scholars
met
or
exceeded
their
growth
target
in
reading,
but
after
the
fall
of
2017
winter
map
assessment,
we're
currently
at
51
point
six
percent
of
our
scholars,
I'm
already
meeting
their
growth
for
the
year.
So
we're
not
going
to
stop
there.
We
have
more
work
to
do
there
in
eighth
grade.
O
We
anticipate
that
at
least
54%
about
eighth
grade
scholars
will
meet
or
exceed
their
growth
target
for
the
fall
to
spring
and
reading
as
measured
by
the
nwea
map
for
the
2017-18
year.
This
is
based
on
des
forests.
Current
scores
for
nwea,
currently
our
last
year,
I,
should
say:
2016
8
17,
51
%,
51.7%
of
our
scholars
in
eighth
grade
met
or
exceeded
their
growth
target.
In
reading
after
the
fall
2017
winter
math
assessments
53.5%
how
our
scholars
have
already
met
or
exceeded
their
growth
target.
O
You
have
map
testing
coming
up
in
April
and
May
and
so
we're
looking
to
exceed
those
goals.
Okay,
if
you
look
at
our
math
and
a
map
for
math
in
sixth
grade,
we
anticipate
that
at
least
53
percent
of
our
sixth
grade
scholars
will
come
to
will
meet
or
exceed
their
growth
target.
If
you
look
at
our
fall
to
spring
up
last
year,
you'll
notice
that
50%
of
our
scholars
didn't
meet,
so
our
goal
was
50
and
we
met
that
goal.
O
However,
after
the
fall
and
spring,
we've
noticed
a
decline
in
that
so
far
and
we're
at
43.6%,
but
we
are
working
to
make
sure
that
we
still
need
that
53%
for
our
six-week
scholars
and
seventh
grade.
We
anticipate
that
at
least
61
percent
of
our
seventh
grade
scholars
will
meet
our
seed,
their
growth
target
and
from
fall
to
spring
of
this
year,
you
notice
last
year,
2016-17
our
seventh
grade
scholars
58.1%
met
their
goals,
as
of
currently
from
our
last
map
administered
test.
O
56.7
of
our
scholars
have
already
met
their
goals
and
our
goal
for
the
year
is
61%,
so
they're
low
shy
of
that
boat
as
we
are
right
now.
If
you
look
for
eighth
grade,
we
anticipate
that
at
least
54
percent,
and
we
had
this-
is
the
area
that
I
really
wanted
us
to
focus
on
as
a
school
as
well
math
across
the
board.
We
are
doing
well
and
reading.
So
we
wanted
to
continue
that
trend,
but
we're
willing
to
look
at
our
math
and
what
we
were
doing,
not
adding
more
things.
O
But
how
are
we
teaching
math
so
in
eighth
grade
54%
of
our
students
meeting
they're
far
exceeding
their
growth
target
form
fall
to
spring
is
our
goal
as
we
stand
right
now
from
our
class
administered
test,
we've
succeeded
our
spring
goal
at
54,
we're
already
at
57
point
one.
So
that
was
a
huge
success,
but
the
teacher
and
the
students
and
I
have
discussed
that.
That's
still
not
enough,
so
we're
going
to
continue
get
out
three
years
Trent.
O
You
will
find
that
during
the
2015-16
school
year
in
reading
48.9%
of
our
scholars
from
six
to
eight
grade
made
their
one
year
of
growth
map
Welton
reading
for
the
fall
to
spring
during
the
2016
school
year,
and
so
last
year
that
was
2015.
But
last
year
52
point.
Nine
percent
of
our
scholars
made
the
one
year
growth,
which
is
a
full
point,
percentage
point
increase
okay,
currently
for
the
fall
to
winter,
that
we've
not
taken
our
spring
map
scores.
O
We
set
at
fifty
five
point
two
percent
of
all
scholars
meeting
their
one
year,
growth,
which
is
a
two
point.
Three
percentage
point
increase.
So
while
we
could
rest
on
that,
we're
not
going
to,
we
still
have
more
work
to
do
in
the
2015
school
year
in
math
forty
eight
point:
three
percent
of
scholars
met
or
exceeded
their
growth
meant
the
one
year
ago,
I
should
say
in
math
and
for
the
fall
to
spring
doing
2016.
O
Forty
six
point:
three
of
our
scholars
met
the
one
year
growth,
and
so
we
saw
that
that
was
a
decline,
two
percent
here,
four
percentage
points,
and
so
currently
for
the
fall
to
winter.
We
are
at
51.1%
for
all
of
our
scholars
meeting
their
one
year,
growth,
which
is
a
four
point.
Eight
percentage
point
increase.
So
while
we're
pleased,
we
still
have
more
work
to
do.
I'll
bring
you
to
this
point.
O
So,
while
we're
seeing
great
growth
without
map
map
does
not
always
measure
grade-level
content
to
our
school
met
in
the
beginning
of
the
year
devised
a
plan
to
really
look
at
our
South
Carolina,
ready
and
passports,
because
our
goal
is
to
get
kids
to
master
state
assessments
as
well.
So
that
was
a
huge
shift
for
us.
O
Also
I
want
to
bring
up
that
the
South
Carolina
South
Mountain
did
we
scale
to
South
Carolina
ready
assessment,
which,
if
you
look
across
the
state
across
the
district,
there
was
a
decline
in
our
sports,
but
it
still
falls
on
us.
So
we
want
to
make
sure
that
students
are
ready.
So
in
2016-17
point
one
percent
of
our
students
met
or
exceeded
on
South
Carolina,
ready
ela
and
last
year
we
saw
a
significant
decline.
Decrease
seven
point:
two,
a
percentage
point
where
only
nine
point:
nine
percent
of
our
students
met.
O
So
that
was
a
area
of
opportunity
or
a
growth
that
we
know
that
we
needed
to
identify
as
a
school
data
analysis
for
slide
number
five
and
also
up
up
there.
This
school
is
compared
to
ours,
but
I'm
quite
sure
that
I
don't
have
to
take
that
time
to
to
show
you
that
data.
But
you
can
see
that
there
was
a
decline
in
on
areas,
but
particularly
the
service
pregnant
theta.
So
that's
what
we
wanted
to
to
improve.
A
O
Slide
5
is
xy5
in
2016
twelve
point,
six
percent
of
our
scholars
met
or
exceeded
on
the
South
Klein
already
math
assessment
in
2017
we
had
a
declined
by
seven
point:
three
decreases
percentage
of
point
compared
to
other
schools
like
ours.
So
we
knew
that
once
again,
that
was
an
area
that
to
work
on
slide,
5
talks
about
our
high
yielding
strategies
and,
as
you
can
say,
I
stated
before,
while
we've
seen
great
growth
on
our
map
area
of
growth.
For
us,
it's
still
making
sure
that
students
master
state
assessments.
O
So
that's
what
our
focus
is
going
on.
So
to
do
that
I
met
with
our
leadership
team,
as
well
as
our
school
improvement
councils
to
really
look
at
what
we're
doing
as
a
school
part
of
that
was
being
intentional
and
not
just
having
our
scholars
again
meet
map,
but
also
great
leveller.
So
we've
consulted
with
three
educational
companies,
one
of
them
being
education
element
who
assists
us
with
the
implementation
of
our
personalized
learning
models.
O
The
other
being
new
tech
who
assists
us
with
the
implementation
of
our
project,
learning
project-based
learning
model
and
our
sixth
grade
team
will
chair
that
on
for
us
next
year
and
also
Abbott
as
a
school-wide
strategy
for
our
students,
which
stands
for
advancement
via
individual
determination
who
assists
us
in
implementing,
including
writing
inquiry
collaboration
organization
and
reading
strategies,
which
they
call
wicker
as
well
as
they
look
at
making
sure
that
they
mentor
and
have
first-time
students
who
have
never
been
to
college,
get
on
to
college
campuses.
So
we
focus
on
that.
O
O
So
we
wanted
to
be
intentional
about
focusing
on
our
barber
students
and
once
again
that
students
in
for
this
assistant
percentile,
so
we
created
the
RTI
model
at
our
school,
with
targeted
instruction
with
n
elements
and
our
personalized
learning
initiative
that
we're
meeting
the
needs
of
all
of
our
students
and
accelerating
their
learning.
So
we
use
digital
platforms
to
help
that,
but
we
also
use
a
lot
of
small
groups
of
testing.
So
I
have
five
minutes:
I'm
gonna
move
through
this.
O
We
also
created
flex
day
schedule
which
gave
students
90
additional
minutes
a
week
for
instruction
in
ela
and
math.
We
implemented
for
those
students
in
20,
percentile
or
nine
weeks,
math
and
ela
intervention
classes.
We
partner
with
captioned
his
heart
to
look
at
our
social
and
emotional
part,
because
we
understood
that
it
was
really
a
cultural
shift
that
we
need
to
make,
and
so
we
will
Bend
attention
about
building
relationships.
O
The
way
that
we
continue
tomorrow,
progress
monitor
is
not
just
after
map
has
been
administered,
but
during
our
MTS
s,
meetings
which
happens
every
week.
We
look
at
how.
How
are
we
using
it
to
students
out,
depending
on
their
map
scores?
So
that's
done
on
a
bi-weekly
basis,
a
tenth
ESS,
also
IEP
meetings
are
another
way
that
we
progress,
monitoring,
see
how
students
are
doing.
G
Thank
you
for
the
information
you
mentioned
a
lot
of
information
about
the
growth
of
your
students.
How
was
the
proficiency
levels
coming
as
well
I
know.
Obviously
you
want
to
see
one
year's
worth
the
growth,
but
are
the
kids
are
the
same
percentages
on
proficiency
aligning
itself
with
the
growth
and,
if
not,
what
do
you
see
you?
What
do
you
think
you
need
to
do
to
kind
of.
O
So
we've
looked
at
our
data
and
we
notice
that
the
longer
student
stays
within
our
school,
the
better
chances
they
are
our
mastering
have
an
actually
on
grade
level
content.
So
one
of
the
things
that
our
teachers
and
I
started
doing
this
quarterly
benchmark
assessments.
Those
quarterly
benchmark
assessments,
are
based
totally
on
grade
level
assignments.
This
week,
students
are
preparing
to
take
a
benchmark
assessment
with
South
Carolina
pass
inside
flying
already
assessment,
so
they're
already
practicing
looking
at
their
scores
as
far
as
what
they
would
have
made
on
the
South
client
assessment.
O
Next
week,
teachers,
what
post
student
individually
go,
were
standards
at
MJC
that
students
master,
so
accordingly
benchmarks
was
before
one
of
them.
We
also
have
after-school
tutoring
that
we've
had
all
year.
Also
in
addition
to
that,
we're
starting
a
test
prep
pass
test.
Prep
week
this
dismal
average
for
20
days.
We
call
that
we
need
a
countdown
to
testing
so
each
day
after
school,
these
students
are
coming
to
us
to
really
work
on
their
deficit
and
grades
out
the
status.
So
that
was
one
thing
that
we
want
to
be
intentional.
G
O
All
right
now
I
need
to
pull
back
because
I
did
not
put
that
data,
but
the
last
time
we
did
our
achieve
data.
She
2008
of
my
teachers
presented
and
the
number
of
students
who
were
close
to
grade
level
was
increasing.
So
we
did
see
is
a
state
we
increase.
If
I
can
get
that
back
to
you.
It
was
on
the
last
PowerPoint
from.
D
B
O
We
have
satisfied
is
one
of
them
Mitchell
miniature.
We
also
have
some
CPS
students
and
so
I've
been
really
working
because
I
didn't
talk
about
this,
but
really
working
with
our
feeder
school
principals
talk
about
things
that
we
can
do
to
have
a
protocol
articulation
with
those
students
so
that
when
they
come
to
us,
we
already
know
what
to
do
to
meet
with
them.
Next
month,
our
MTS
s
team
will
go
into
this
in
schools
as
well,
so
we
can
quickly
identify
students.
B
Q
O
O
But
what
we
have
been
intentional
about
is
really
looking
at
our
digital
platforms
and
all
of
our
feeder
schools,
k12,
not
just
the
elementary
school,
but
the
high
schools
and
we've
been
offering
with
the
help
of
Title
one
our
summer
programs
that
really
give
us
time
to
really
look
at
our
tier
two
and
Tier
three
students
so
that
we
don't
have
to
make
up
as
much
ground
in
the
school
year.
That's.
O
Several
factors
complain
to
that
student
being
transit,
also
looking
at
just
our
instructional
model,
I
think
this
year
as
a
school
we've
been
more
intentional
about.
What
does
that
look
like,
instead
of
putting
the
student
on
digital
platform?
How
are
we
using
those
digital
platforms
to
get
the
best
out
of
our
students
and
also
conferencing
with
students
and
parents?
It
was
really
surprising
to
me
that
many
of
our
parents
just
didn't
know
we
have
to
do
XYZ
to
get
Johnny
after
far
as
well
so
partnering
with
our
stakeholders.
O
So
we've
been
a
little
bit
more
intentional
and
we're
not
at
the
woods
yet,
but
this
is
our
third
year
and
so
I'm
looking
to
see
some
great
strides
with
our
feeder
schools
as
well
as
all
school.
So
it's
just
not
one
size,
but
all
we
just
teachers
are
coming
in
on
Saturdays
and
meeting
with
students,
so
we
whatever
we
need
to
do
the.
Q
O
Yes,
sir,
we
have
several
students
who
are
a
few
students
who
are
now
changed
in
their
their
belief,
because
it
also
stops
a
bill
in
that
culture.
What
kids
want
to
take
those
type
of
assessments,
but
with
us
practicing
test
taken
even
math,
we're
going
into
test
taker
mode
this
year.
We've
also
been
intentional
about
test
taking
strategies,
because
we
knew
Howard
students
struggled
with
that,
so
not
just
with
personalized
learning
and
project
face,
but
we
also
made
that
a
part
of
our
strategic
plan
is
how
to
prepare
students
for
taking
those
assessments.
Thank
you.
O
H
A
H
A
P
M
P
So
for
Baptists
Hill
right
now,
as
far
as
the
planning
is
concerned,
all
of
our
teachers
participate
one
way
or
another
in
various
committees,
beginning
with
our
academic
leadership
team
meetings,
we
have
department
teams
at
the
high
school
and
at
the
middle
school
level.
Of
course,
we
have
our
grade
level
teams.
We
also
have
a
team
that
is
in
charge
of
our
climate
and
culture,
with
our
PBIS
and
in
CSS.
P
I
mean
quarterly
with
our
title,
one
team
and
our
sixteen
to
go
over
data,
and
we
also
make
sure
that
we
collect
and
share
our
student
data
with
our
PTSA
and
our
PTA
meetings.
So
we
take
the
opportunity
to
do
that
as
well
as
Tibor.
One
information
is
shared
with
our
PTSA
board,
as
well
as
the
general
public
when
they
attend
our
report.
For
excuse
me,
progress,
report,
distribution
and
PTA
meeting,
which
is
once
every
nine
weeks
for
do.
P
We
have
developed
SMART
goals
that
was
developed
along
with
our
leadership
team,
and
we
have
focused
our
areas
of
study
through
our
professional
learning
communities
to
match
what
the
initiatives
that
we
have
going
on
in
the
school,
and
we
also
like
to
offer
opportunity
for
my
star
teachers
to
go
and
receive
training
and
then
bring
that
back
to
other
teachers
in
the
building.
For
studying.
We
monitor
for
the
most
part
how
our
students
are
perform.
P
The
use
of
digital
content,
I'm
presenting
on
the
high
school,
so
the
high
school,
is
a
little
different
than
the
middle
school
middle
school
I
think
they
have
a
little
bit
more
opportunity
for
progress
monitoring
for
the
for
the
high
school.
We
monitor
how
our
students
are
performing
a
lot
based
on
the
digital
content
that
they're
using
achieve
3000
alex
edgenuity
in
math
and
also
another
program
called
I
Excel.
P
They
give
the
teachers
immediate
feedback
on
on
how
students
are
performing
and
the
leverage
where
they're,
excelling
and
then
levels
where
they
need
intervention
as
far
as
act.
What
we
do
we
model
and
increase
effective
practices,
in
particular
my
teachers,
who
are
good
at
certain
practices,
I
asked
if
they
would
actually
lead
our
teacher
curriculum
teams
which
meet
every
Thursday.
We
alternate
between
the
middle
school
and
high
schools
of
those
teachers
actually
lead
those
professional
development
sessions
and
share
strategies.
P
We
have
made
a
point
at
Baptists
Hill
that
we
have
committed
to
certain
initiatives
and
we
don't
change
those
every
year.
We
monitor
and
we
adjust
those
initiatives
because
we
want
to
be
able
to
actually
measure
their
effectiveness,
and
so
we
constantly
ask
that
our
teachers
just
use
deeper
implementation
and
evaluate
the
programs
that
we
have,
and
if
we
find
that
something
is
ineffective,
we
stop
it,
but
what
we
have
in
the
building.
We
feel
like
we're
making
progress
in.
So
that's
that
next
slide.
P
The
three-year
demographic
trend.
I
chose
two
pieces
of
data
specifically
to
share
with
you
for
our
demographic
demographic
breakdown,
just
to
show
that
the
number
of
students
of
african-american
students
we
have
has
been
pretty
steady
at
that
bazzill.
The
enrollment
of
our
white
students
is
declined
and
our
hispanic
population
is
growing
right.
Now,
at
the
high
school
we
have
about
250
of
students
there,
our
poverty
index
still
hovers
around
86%
and
the
year
that
I
arrived.
P
The
two
pieces
of
data
for
achievement
that
I
want
to
share
with
you
is
our
data
for
work
piece,
and
even
though
this
year
does,
the
assessment
has
changed,
but
it
is
still
supposed
to
measure
the
same
skill
sets
for
college
and
career
readiness
in
1415
about
42%
of
our
students
were
able
to
score
a
silver
or
above
in
1617.
It
was
forty
one
point,
two
percent,
and
that
was
just
our
11th
graders,
taking
the
test
the
first
time
when
they
took
the
test.
P
The
second
time
we
were
able
to
increase
that
to
about
50
percent.
So
a
lot
of
when
it
comes
to
assessment,
I've
heard
it
a
number
of
times.
A
lot
of
it
depends
on
their
exposure
to
the
test
once
they
are
exposed
to
it.
What
to
expect
generally,
they
performed
better
for
a
CT
about
this
hill.
Our
composite
score
is
about
fourteen
point:
seven.
On
average,
the
district
average
is
about
nineteen,
so
our
students
are
still
performing
below
the
district
average,
and
my
goal
is
for
our
kids
to
perform
where
the
district
is
performing.
P
Ultimately,
so
that's.
That
is
also
our
ultimate
goal
for
our
immediate
goal
for
2017-18
I
would
like
our
students,
because
we
have
a
similar
demographic.
Our
kids
should
be
performing
at
the
same
level
as
a
school,
same
military,
magnet
and
military
magnet
right
now.
Composite
a
CT
score
is
about
a
fifteen
point
one.
So
that's
our
immediate
goal
for
a
CT
next
I
am
proud
to
say
that
over
the
course
of
the
last
three
years,
we've
been
able
to
triple
the
number
of
students
that
are
taking
college-level
courses
at
the
st.
P
Paul
parish
of
tribal
Tech,
which
is
located
about
a
mile
from
our
school
and
also
we've
been
able
to
increase
the
number
of
students
enrolled
in
our
AP
courses.
It's
been
a
real
focus
for
us,
we
are
an
avid
school,
and
so
we
are
changing
the
culture
and
the
mindset
of
our
kids
to
get
prepared
for
college.
So,
for
me,
as
a
building
leader,
it
was
important
to
match
what
we
are
telling
them.
P
P
Our
SMART
goals,
which
was
developed
along
with
our
academic
leadership
team
and
our
school
improvement
Council,
is
to
increase
our
graduation
rate,
which
is
standing
in
about
eighty
two
point.
One
percent
to
eighty
five,
as
I
stated
earlier,
to
move
our
AC
T
composite
score
from
fourteen
point,
seven
to
fifteen
point
one,
and
then
I
want
my
first
time,
it'll,
be
when
tests
this
year,
but
my
first
time
tests
when
test
takers,
the
eleventh
graders
I,
want
them
at
50%
and
hopefully,
if
they
get
to
take
the
test.
P
The
second
time
will
be
at
60
or
75,
but
fifty
percent
our
high
yield
strategies.
We
focus
a
lot
on
professional
development.
Some
of
the
conversations
around
the
table
has
been
what
what
do
you
feel
like?
You
need
professional
development?
Is
it
for
Baptist
Hill,
the
majority
of
the
teachers
when
I
arrived
were
first-year
teachers.
If
they
weren't
first-year
teachers,
they
were
new
to
the
state
or
some
new
to
Charleston
County,
so
part
of
it
is
just
getting
them
accustomed
to
the
way
that
we
work
and
also
as
first-year
teachers.
P
Even
when
I
was
a
person,
your
teacher,
you
don't
know
what
you
don't
know.
You
think
you
know,
but
professional
development
is
all
the
time
it's
needed,
as
miss
Ambrose
stated
earlier.
Having
that
coach
to
work
elbow
to
elbow
with
the
first-year
teacher,
so
they
understand
how
to
you
know
what
does
this
formative
assessment
tell
you
about
what
the
needs
are
of
your
students,
so
professional
development
is
very
important
to
us
in
one
of
the
strategies
that
we
use.
A
P
Weren't
happy,
but
we
we
launched
that
this
year
we
purchased
a
CT
test
breakfast
for
all
of
them.
They
also
had
access
to
the
career,
ready
101
to
give
them
the
exposure
to
what
the
a
CT
actually
looks
like
for
college
and
career
readiness.
I
just
told
you
that
one
and
for
college
and
career
readiness
will
continue
through
Abid
building
that
that
culture
of
college
readiness
to
increase
our
dual
enrollment,
and
also
the
island
in
AP
AP
courses
under
climate
and
culture.
We
have
implemented
two
things
to
address
the
culture
at
that
facility.
P
We
feel
like
both
of
them
have
been
successful.
That's
capturing
kids
hearts
this
year.
All
of
my
high
school
teachers
will
go
to
a
training
right
after
school's
out
and
my
middle
school
has
been
completely
trained
in
it
and
they
will
begin
the
second
level
of
capturing
kids
arts,
and
we
know
that
that
has
really
turned
the
culture
of
the
school
around,
as
well
as
our
PBIS
team.
Working
with
having
a
solid
PBIS
process,
I
mentioned
avid
earlier.
We
are
one
of
the
schools
in
Charleston
County
that
has
really
thought
into
avid.
P
We
believe
in
it.
The
strategies
are
great
for
our
kids
and
also
great
for
teachers
to
learn
what
strategies
help
kids,
whose
family
is
not
the
process
of
going
to
college
for
our
graduation
rate,
to
increase
that
we
have
initially
used
edgenuity
to
offer
courses
for
four
classes
that
I
can't
offer
at
that
facility,
because
I
can't
I
don't
have
enough
teachers
to
offer
those
thank
you
ma'am
and
to
and
to
offer
kids
who
were
not
successful
the
opportunity
to
take
content,
recovery
or
credit
recovery
instead
of
failing
the
course
all
together.
P
We
have
a
dynamic
team
people
from
the
district,
come
to
see
our
team
in
action,
and
they
have
been
very
successful
in
helping
to
identify
students,
identify
school
level
data
and
help
us
to
identify
areas
of
weakness
that
we
need
to
address
and
the
and
then
I
also
use
career,
ready,
101,
which
was
a
tool
provided
by
the
AC
T
for
all
of
our
11th
graders.
And
it
gave
them
diagnostic
tests
and
tools
to
tell
them
where
they
were
expected
to
perform
and
from
there
gave
them
the
opportunity
to
do
interventions.
P
P
Right
now,
I
have
instructional
coaches
from
the
district
that
come
in
I
have
a
full-time
master,
reading
teacher
on
staff
and
then
I
have
a
literacy
specialist
that
comes
in
to
work
with
my
I
swim
team.
But
my
school
has
been
identified
by
the
learning
specialist
program
to
actually
I'll
have
someone
in
my
building,
which
I'm
extremely
excited
about.
Q
I
C
H
P
C
Right
so
the
reason
I
ask
this
is
because
I've
got
a
kind
of
a
feeling
that
schools
that
are
kind
of
geographically
remote
and
have
small
population
number
ones
that
we
certainly
should
give
some
extra
attention
to,
because
that's
kind
of
you
know
yeah
I
just
feel
like
we
do
that,
because
you
get
it,
it
allows
more
kids
to
get
an
opportunity
when
they
have
to
go
so
far.
What
is
one
thing
that
we
could
do
to
help
you
guys
and
help
your
school.
P
P
You
have
the
magic
wand
and
I've
asked
and
I
feel
like
I'm.
Getting
the
support
that
I
asked
for
a
plane
was
the
coaching
I
need
that,
because,
as
a
principal
trying
to
run
the
school
means
that
I
don't
have
the
time
to
spend
elbow
to
elbow
with
teachers,
and
that's
the
only
way
they're
gonna
get
better.
I
A
N
N
The
cute
thing
about
our
work
is:
we
were
founded
by
the
kind
of
school,
the
city
of
Charleston
city
of
North
Charleston
in
Johnson
County,
to
support
some
of
our
teas
have
this
to
other
schools
in
the
district,
but
we
have
a
budget
annual
budget
of
about
1.3
million
dollars.
Actually
this
fiscal
year,
but
you'll
see
that
over
a
million
dollars
goes
to
support
some
key
initiatives
in
our
schools,
and
those
initiatives
include
our
after-school
program,
our
summer
programs
school
day
initiatives
and
with
the
partner
with
principals
to
provide
additional
resources
that
they
might
need.
N
The
school
district
invests
about
150,000
dollars
and
two
of
CBN's
programs
which
allows
us
to
raise
an
investment
and
return
over
a
billion
dollars
back
attune
articles.
They
return
to
the
next
slide
I'll.
Just
the
next
couple
of
slides
I'll.
Take
you
through
the
specific
initiatives.
Our
expanded
learning
time
is
our
after-school
program.
N
Where
we
serve
about
three
hundred
and
seventy-five
students
each
day,
it
is
unique
in
which
it
engages
20,
CPM
funded,
certified
teachers
that
and
then
we
are
strategic
about
that,
because
that's
important
that
our
teachers
are
certified
and
they're
able
to
link
what
students
are
learning
during
the
school
day
to
the
academic
needs
during
the
after
school
programs.
We
also
work
to
close
the
opportunity
gap
by
providing
enrichment
providers
and
we
pay
about
almost
almost
twenty
original
providers
that
provide
stem
arts,
music,
sports
and
other
activities
to
each
of
our
students.
N
Every
single
day,
80%
of
the
enrichment
providers
focus
on
STEM
program
because
we
think
that's
vitally
important
that
our
students
have
exposure
to
those
concepts.
The
after-school
program
continues
to
be
a
hit
with
students.
Our
attendance
is
strong
and
I
think
that's
because
students
know
that
they
have
to
be
in
school
during
the
school
day
to
participate
in
the
after-school
program.
N
We
put
the
bill
if
you
will,
for
almost
80%
of
this
very
expensive
program
and
ccsd's
office
of
expanded
learning.
Time
supports
about
25%
of
the
work.
This
collaborative
relationship
I
think
is
vitally
important
because
it
really
shows
the
true
essence
of
our
partnership,
where
there's
skin
in
the
game.
There's
joy,
collaboration,
there's
partnerships
and,
and
our
students
of
course,
win
in
the
end,
which
is
why
we're
here
is.
N
Is
he
embedded
in
the
hundreds
and
fifties?
Absolutely
we
are
engaging
with
the
College
of
Charleston
to
do
some
outcomes,
evaluations
for
our
programs.
We've
already
done
a
pre
survey
on
satisfaction
with
our
students
and
and
we're
also
doing
some
focus
groups
with
our
parents
again
to
ensure
that
we
are
meeting
the
needs
of
the
participants.
N
N
Last
year
we
were
able
to
really
slow
that
down
and
I.
Think
next
year
or
this
summer,
we'll
be
able
to
do
that
even
more
and
therefore,
last
year,
63%
of
our
students
made
their
growth
targets
and
record
98%
of
them
made
their
growth
targets.
Last
year,
we
partnered
with
metanoia
during
the
hearing
school
program
where
they
focus
on
the
love
of
reading
and
we
hired
certified
teachers
to
focus
on
the
technical
aspects
of
reading
this
year.
N
We're
going
to
almost
triple
the
number
of
students
that
were
serving
at
Mary
Ford
as
well
as
at
Sanders.
Quite
the
two
schools
are
very
different,
as
you
all
know,
we're
going
to
have
a
four
week
summer
program
at
Mary
for
five
weeks
at
Sanders,
five,
we're
going
to
do
a
teacher,
residency
and
partnership
with
the
school
district,
where
we
will
model
the
two
teacher,
the
master
teacher
in
the
novice
teacher
concept
I'm
during
the
after-school
programs,
and
hopefully
those
will
help
strengthen
the
the
duo
teacher
model
inside
the
classroom
in
the
fall.
N
We're
really
excited
about
these
programs
and
I
think
the
key
part
of
this
is
we're
able
to
bring
a
lot
of
resources
around
the
table.
There's
some
tie
the
one
funds
that
principals
are
pouring
in
we've
applied
for
reaches,
see,
grads,
21st,
century
grants
and
then
CPN
is
also
doing
some,
some
additional
fundraising
to
ensure
that
we
have
the
resources
needed
for
the
summer
program.
N
Next
is
our
school
day
initiatives,
and
this
is
where
we
are
listening
to
principals.
We've
offered
I
think
in
a
more
intentional
way,
but
we've
offered
principals
at
AmeriCorps
and
at
Sephora
a
pot
of
funds
to
use
at
their
discretion
each
of
these
schools
this
year
of
had
$50,000
that
they
could
use
to
do
whatever
they
thought
needed
to
be
done
at
the
schools
and
next
year,
we're
budgeting
to
do
it
more
than
50
thousand,
because
we
understand
that's
just
a
drop
in
the
bucket
I'm
Mary
Ford.
N
Miss
Conroy
has
used
her
funds
to
expand
some
staffing
I
think
you
all
heard
from
a
couple
of
principles
here
that
professional
development
is
vitally
important
and
our
resources
have
been
used
to
provide
some
support
for
trainings
and
curriculum
and
additional
books
and
also
I
think
if
you
all
have
been
able
to
attend
Mary
forward.
One
of
the
things
that
they're
doing
now
is
the
weekly
celebrations,
where
students
kind
of
shout
out
where
they're
going
to
college
or
when
they're
graduating
from
high
school,
but
also
build
and
strengthen
the
school
culture.
N
We
provided
the
uniforms
for
that
and
those
are
things
that
are
died
in
her
school
budget.
Those
are
things
that
she's
asked
us
to
to
help
support
the
the
school
culture.
Matt
Santos
cried
the
principal
they're
going
to
use
his
funds
in
a
very
different
way.
These
are
supporting
some
small
group,
emotional
health,
counseling,
cultural
competency,
trainings
for
the
educators,
and
there
is
a
very
strong
fatherhood
program.
That's
happening
at
that
stander
supplied.
N
That
bill
that
would
ultimately
benefit
the
students,
of
course,
and
then
our
our
program,
our
longest-serving
program,
is
our
kids
well
school-based
health
clinic.
We
support
five
schools
burns.
We
expand
in
our
kids,
walk
clinic
to
have
a
presence
at
burns,
I
guess
about
two
years
or
maybe
three
years.
Actually
there
are
some
Head
Start
programs
that
we
support
you'll
see
the
kinds
of
services
that
are
offered
over
a
thousand
students
are
enrolled.
Utilization
as
high
MUSC
remains
a
really
strong
partner
in
that
and
I.
N
N
We
do
a
series
of
events
and
activities,
social
studies,
Bowl.
We
have
a
partnership
with
Historic
Charleston
Foundation
in
the
Charleston
Museum
and
it's
a
jeopardy
style
event.
We
had
it
in
a
a
March,
I'm,
sorry
and
as
you'll
see,
300
plus
people
were
in
the
room.
We
have
cultivated
a
really
strong
partnership
with
gemin
mix
and
they
provide
a
full
dinner
for
most
of
our
community.
Our
family
engagement
activities.
N
N
Yes,
he
is
working
very
closely
with
Ambrose
and
bill
Prettyman
and
bringing
other
volunteers
around
the
table.
There
is
also
a
guide,
a
team
of
CCSD
principals
and
leadership,
team
members
and
community
partners.
This
is
all
in
alignment
with
the
work
through
to
try
to
County
cradle-to-career,
there's
they're
doing
you
all
doing
some
internal
assessment
of
your
talent,
development
systems
and
also
some
volunteers
are
doing
some
research
on
best
practices
and
high
performing
high
poverty.
Schools.
N
C
N
So
next
year
2018-19,
we
need
your
continued
investment
of
one
hundred
and
fifty
thousand
dollars
to
allow
us
to
continue
to
raise
additional
monies
to
do
the
things
that
we
talked
about
earlier
and
to
expand
upon
that
work.
Our
expanded
learning
time,
our
after-school
programs.
We
will
continue
to
serve
our
students
again
north
of
three
hundred
and
seventy-five
students.
Every
single
day
we
hire
counselors.
We
hire
certified
teachers
and
bring
in
the
original
partners,
and
it
is
really
designed
to
support
the
academic
experience
and
close
opportunity
gaps.