►
Description
February 12, 2018 COTW Open Session and Strategic Education Committee
A
A
A
B
A
C
A
C
A
Alright
Reverend
Mac
has
one
change
he'd
like
to
propose,
and
that
would
be
under
when
is
it
operations
9
B,
just
moving
the
district
3
bus
lot
at
James
on
Elementary
discussion
to
the
next
full
board
meeting,
say:
I,
accept
the
amendment
all
right
and
who
had
the
secretary
selected
all
right
all
in
favor
of.
A
A
It's
an
entry
question:
okay,
any
other
questions
that
I
can
answer
or
try
to
get.
You
may
be
pretty
late
all
right,
so
we've
got
a
motion
in
a
second
to
adopt
the
agendas
for
all
portions,
the
Committee
of
the
Whole
meeting.
With
that
one
change
of
moving
the
section
9
B,
the
District
rebus
lot
to
the
next
official
meeting
of
the
board
of
trustees
for
the
Charleston
for
the
Board
of
Trustees.
What
are
we
going
all
right,
so
many
different
fruits,
all
right,
let's
see
yeah
so
all
in
favor
aye,
any
opposed
all
right.
A
C
F
H
I
E
G
To
relocate,
Clark
the
Academy
to
the
main
building
expression,
Megan,
one
two
Ramsey
annex
aggressive
maggot
to
acceleration
Academy
three
rent
space
at
North,
Charleston
high
to
pace
and
rent
space
to
east
light,
Academy
at
Charleston,
progressive,
Academy,
saccade
measure
motion
I'll.
Second,
it
okay.
H
A
C
A
D
K
Okay,
I'm
gonna,
open
the
sec
committee
meeting,
but
I'd
like
to
read
a
statement.
First
I'm
asking
that
the
board
told
questions
til
the
end
of
each
section
and
I
have
a
reason
for
that.
It's
essential
that
the
board
take
the
time
to
understand
the
underlying
issues
and
the
challenges.
The
facts,
not
perceptive,.
K
Life
statement:
it's
essential
that
the
board
take
the
time
to
understand
the
underlying
issues
and
challenges
the
facts,
not
perceptions
that
are
the
primary
contributors
to
concerning
performance
in
some
schools.
Equally
important
is
for
the
board
to
clearly
understand
the
specific
strategy,
steps,
timelines,
milestones,
etc,
resource
requirements
how
and
when
progress
will
be
measured
and
the
anticipated
progress
timeline.
If
we
can
understand
these
things
at
a
fairly
detailed
level
level,
then
more
fact-based
expectations
should
be
in
place.
Management
can
then
execute
the
plan,
and
everyone
can
monitor
progress
against
that
plan
in
a
consistent
manner.
K
K
J
I'm
up
first
and
it's
the
mid-year
check-in
on
a
student
initiative
performance,
so
the
packet
that
I
just
handed
out
to
you
was
in
your
attendant
packet.
But
it's
difficult
for
everyone
to
follow
along
if
I'm
talking
and
you
don't
have
either
your
computer
screen
or
a
pocket
in
front
of
you.
So
five
sections.
J
J
J
Would
ask
if
you
have
any
concerns
about
any
of
the
areas
that
are
on
the
first
$3
piece
of
this
same
kinds
of
you
saw
in
the
job
evaluation
form
you
looked
at
before
the
holidays,
but
you
would
let
me
know,
prior
to
the
next
meeting.
The
whole
purpose
of
evaluating
someone
is
to
coach
them
to
give
them
feedback
to
help
them
get
better
and
I
can't
put
better
if
I
don't
have
feedback,
so
I've
spent
the
last
several
weeks
meeting
with
each
of
you.
J
J
We
reported
on
those
at
the
end
of
first
semester,
and
this
is
the
first
nine
weeks,
and
this
is
our
report
at
the
end
of
the
second
nine
weeks,
and
there
were
seven
goals:
learning
that's
designed
to
improve
the
readiness
of
our
kids,
miss
a
new
initiatives:
Early
College
High,
School,
new
texts
in
the
arts,
some
career
technology
and
so
forth,
safe,
productive
learning,
environments,
recoup.
We
can
reward
talent,
resources
using
resources
more
effectively
and
the
operations
and
facilities
objectives
and
then
communication.
J
So
on
all
those
pages
that
follow
after
this
one,
you
see
those
goals.
All
those
blue
pages
are
the
update,
updated
goal.
So
if
you
have
any
question
about
the
progress
we're
making,
let
me
know
that
the
gray
font
that
faded
font
that
you
see
on
the
blue
pages.
What's
the
progress
that
we
gave
you
at
the
end
of
the
first
nine
weeks
and
the
darker
font
is
the
progress
at
the
end
of
first
semester.
J
So
I
want
to
make
sure
that
this
that
we
talk
quarterly
and
we
don't
end
up
at
the
end
of
the
year,
with
a
huge
misunderstanding
about
the
extent
to
which
we
are
doing
exactly
what
we
all
hope.
We
do.
The
first
section,
it's
a
section
of
the
board,
hasn't
reached
agreement
yet
that
we've
been
developing
this
section.
This
is
about
the
student
achievement
goals,
so
the
goals
that
are
in
this
yellow
part
of
the
document
are
for
further
discussion
on
pages
27
to
30.
J
Six
are
the
goals
that
were
part
of
the
strategic
when
we
share
this
refugee
plan.
We've
shared
these
draft
goals,
the
first
couple
of
pages.
If
you
look
behind
the
first
yellow
page,
first,
yellow
page,
says
student
achievement
goals.
If
you
look
right
behind
that,
you'll
see
some
work
that
Don
Kennedy
has
been
doing.
So
you
see
there
the
priority.
The
first
priority
increased
the
percentage
of
students
who
are
prepared
to
read
you're
prepared,
increase
the
increase,
the
percentage
of
students
who
are
prepared.
J
J
You
can
think
of
those
examples
that
just
say
our
kids
are
newly
ready
to
do
this,
so
we
would
give
you
an
example
of
the
indicators
what
that
might
look
like,
and
we
can
cuz
of
the
really
important
indicators
which
could
be
broken
up
if
you
just
they
could
be
disaggregated
by
race,
gender,
socioeconomic
status
so
forth.
So
you
see
the
measures
that
we're
suggesting.
K
J
We're
just
beginning
to
work
on
that
we're
wondering
if
we
need
to
work
on
lex
isles
rather
than
the
percent
ready
on
the
state
test,
but
we'll
come
back.
That
would
be
a
discussion
for
another
day.
Then
we
have
the
2016-17
results
there.
We
have
some
notes
and
questions
because
we're
still
working
on
this
and
then
in
the
final
column,
which
is
really
important
to
talk
about.
We
have
the
necessary
conditions,
because
if
we
have
a
system,
that's
not
producing
the
results
we
want.
C
J
Have
to
talk,
especially
as
the
sec
meeting
about
what
it
takes
to
change
the
conditions,
so
that
final
column
is
a
column.
That's
been
missing.
So
what's
the
quid
pro
quo,
if
our
teachers
are
responsible
for
producing
student
achievement,
what
are
our
responsibilities
to
make
sure
that
teachers
have
what
they
need
in
order
to
do
that
and
we'll
talk
a
little
bit
more
about
today,
but
but
this
is
how
we'd
like
to
see
the
yellow
pages
represent
what
we
think
make
sense
in
terms
of
the
really
important
goals,
maybe
more
work
but
again.
J
Don
Kennedy
is
working
with
the
company
and
others
on
that,
and
then
all
the
rest
of
that
district,
megajoules
and
the
rest
of
the
yellow
is
what
you've
seen
before.
Then
for
the
strategic
plan,
you
can
see
where
I
just
copy
the
madatha
of
the
strategic
plan,
booklet
and
then
we
get
to
the
green
pages
and
when
you
get
to
the
green
pages,
we're
talking
about
the
importance
of
leadership.
J
So
these
are
some
just
some
big
ideas
for
us
as
a
leadership
team
we've
talked
about
this
before
when
we
look
at
the
research.
Leadership
is
second
only
to
classroom
instruction
in
impacting
student
achievement.
The
only
thing
more
important
than
students
even
is
the
quality
of
the
leadership,
and
that
starts
with
all
about
it.
The
only
thing
more
important
than
classroom
instruction
related
to
student
achievement
is
the
quality
of
the
leadership,
and
that
starts
with
us.
That
starts
with
this
group
as
a
team.
What
do
we
do
together?
J
C
J
Is
really
important
if
you
take
peoples
of
average
achievements
and
give
them
to
teachers
deemed
in
the
top
fifth
of
the
profession,
those
students
end
up
in
the
top
2%
of
student
performers.
If
you
take
students
who
are
deemed
to
be
an
average
achievement
and
you
give
them
to
the
bottom
fifth,
they
end
up
at
the
bottom.
So
when
we
talk
about
the
equitable
distribution
of
resources,
job
number
one
for
us
is
to
recruit,
retain
and
equitably
distribute
talented
teachers
in
our
system.
J
J
Efficacy
is
the
confidence
enthusiasm,
the
belief,
the
certainty
that
we
know
what
to
do
to
make
a
difference
for
kids,
it's
it's
the
collective
competence
of
teachers
in
the
school.
The
collective
efficacy
of
the
teachers
in
a
school
is
the
better
predictor
of
student
success
in
schools,
then
there's
the
socioeconomic
status
of
the
students.
So
if
you
created
a
school
in
which
the
leader,
the
principal's,
the
leader,
15
other
teachers,
are
confident,
we've
got
this,
we
can
do
this.
They're
gonna
make
a
difference
for
kids,
regardless
of
the
kids
home
background.
J
This
is
critically
important,
so
again
we're
talking
about
the
quality
of
the
teaching
surrounded
by
the
quality
of
the
leadership,
but
you
can't
give
what
you
don't
have
so
the
teachers
don't
have
enthusiastic
leaders
who
know
what
to
do
and
how
to
do
it
they're
not
going
to
be
able
to
do
their
best.
So
that
leads
me
to
answering
the
question
that
the
board
chose
for
me.
The
last
time
we
talked
about
the
superintendent's
evaluation.
J
The
board
posed
this
question.
What
can
the
board
do
so?
This
is
my
honest
reflection
in
response
to
that
question.
First,
if
a
hall,
today's
board
notebook,
is
a
good
example.
We
could
use
board
Docs
or
some
similar
program
to
prepare
for
the
meeting
since
we're
using
the
tons
of
staff
time
to
produce
these
these
documents,
for
you
twice
a
month,
so
it's
board
Doc's
would
make
this
easier
for
all
of
us
and
it
would
make
what
we're
doing
more
transparent
to
many
more
people
than
it
is
currently
in
for.
J
And
there
are
other
other
programs
I'm
not
giving
in
the
RFP
process,
but
but
we
may
be,
one
of
the
only
large
school
districts
left
doing
things.
The
way
we
do.
The
second
thing
we
could
do
is
to
self-assess
after
each
meeting,
so
in
the
document
that
I
put
in
the
board
notebook
I
just
think
it
would
be
healthy
if,
at
the
end
of
every
meeting
we
pause
to
say,
ask
ourselves
and
I
suggested
three
questions:
did
all
of
us
arrive
at
the
meeting
prepared
the
materials
were
reviewed.
J
J
Second,
where
we
disciplined
and
sticking
to
the
agenda
time
frames,
did
we
avoid
going
off-topic
and
third,
if
we
could
ask
ourselves
at
the
end
of
every
meeting,
what
good
did
we
accomplish
for
students
at
this
meeting
and
if
not
for
students,
what
did
did
we
accomplish
for
teachers?
It
would
make
a
big
difference
if
we
try
and
missile
in
ourselves.
If
we
were
these
disparate
people
with
the
same
thought
taking
disparate
action,
the
third
thing
we
could
do
is
leave
as
a
United
team
with
the
superintendent
each
with
their
respective
roles.
J
The
board
has
a
role
in
the
superintendent
has
a
role
with
strong
collaboration
and
mutual
respect
and
Trust,
and
under
that
set
targets
and
debt
and
defying
clear
goals
to
reach
them,
so
we're
not
eating.
We
know
who
made
it.
We
know
who
we
didn't
and
we
can
analyze
what
what
helped
or
what
went
wrong.
That
would
really
be
helpful
to
have
collaborative
conversations
with
the
staff
about
the
strategies
we
put
in
place
to
reach
the
ball.
What
worked,
and
why
did
it.
L
J
That's
timely
as
a
board
coach
and
provide
constructive
feedback,
be
our
coaches
and
help
us
get
better
and
do
it
along
the
way.
A
third
thing
don't
allow
any
distractions
to
get
in
the
way
of
the
work
for
kids,
because
there
are
all
kinds
of
political
distractions
every
single
day.
People
with
agendas
that
have
absolutely
no
good
thing
to
do
for
kids
and
have
everything
to
do
with
adults
and
finally
under
lead
is
the
United
team
care.
J
About
the
district,
its
people,
its
integrity
and
its
reputation,
and
the
fourth
thing
would
be
to
help
keep
the
main
thing.
The
main
thing,
which
is
just
another
way
of
saying
we've,
got
to
keep
our
focus
on
students
and
teachers
and
provide
the
very
best
environments
in
which
to
learn
and
work
through
skins
and
under
that
I
listed.
Four
things
try
to
avoid
micromanaging,
even
though
I
know
that's
hard,
because
your
constituents
don't
understand
what
you
do
and
they
hold
you
accountable
for
some
things
that
give
in
and
that's
a
theory.
J
To
start
with
this
start
with
a
third
thing
is
to
try
to
refrain
from
what
I
call
task
creep,
asking
the
staff
to
do
extra
work.
That
doesn't
add
value
to
the
mission
and
was
never
anything
that
the
whole
wor
agreed
on
to
start
with
and
finally
help
the
district
build
capacity
to
educate
all
students
well
by
committing
to
hiring
developing
and
retaining
talent.
J
So
that's
my
mid-year
discussion
of
the
students,
superintendent's
evaluation
and
as
I
mentioned,
you
have
two
weeks
sort
of
look
at
that
and
I
will
be
available
early
on
February
26
to
meet
with
any
of
you,
your
you
have
finance
workshop.
That
starts
at
one
o'clock
noon
that
day,
for
anyone
who
wants
to
come
in
and
give
me
feedback
and
I'm
happy
to
have
the
discussion
publicly
if
you
would
like,
because
everyone
needs
to
understand,
what's
going
right,
what's
not
and
where
we
have
our
differences
of
opinion.
So
thank
you.
Miss
Jeffrey,
I'm,
finished.
G
So
micromanage
and
the
keys
I
mean
I
think
it
is
hard
cuz
you
enough
people
that
are
holding
us
accountable.
Bunch
me
if
we
don't
go
to
your
office
and
you
need
a
winna
factors.
I
think
we
also
all
be
comfortable
for
you
all.
If
you
feel
like
way,
we
away
in
the
weeds
for
you
or
to
say
to
us
you're
in
the
weeds,
what
up?
J
And
I
look:
if
we
could
talk
about
this
sometime,
here's
what
I
think
would
work
if
you
get
a
call
from
an
upset
upset
constituent
in
it
most
of
the
time
their
calls
are,
are
well
grounded
that
they
do
have
reason
to
be
concerned.
We
would
appreciate
it
if
you
would
say
I'm
going
to
give
you
a
number
to
call
and
give
them
the
number
for
the
superintendent's
office.
J
If
you
don't
hear
back
from
someone
within
24
hours,
call
me
back
and
let
me
know,
and
if
this
matter
isn't
resolved,
to
your
satisfaction,
let
me
know,
but
I'd
ask
you
just
to
refer
through
our
offices,
because
we
have
many
many
fine
and
we
work
extended
hours
trying
to
make
sure
they
they
handle
these
these
matters
appropriately
and
it
allows
us
to
know
what's
going
on
and
to
be
consistent
there
as
it's
humanly
possible
to
be
so.
Thank
you,
Eric.
Yes,.
N
You
possibly
maybe
have
IP
for
what
is
a
a
demo
of
bullet
doc,
so
that
we
can
kind
of
review
that
to
see
exactly.
You
know
how
this
actually
works,
and
that
way
we
can
have
a
better
assessment
when
we
do
talk
about
it.
As
far
as
reducing
the
people,
I
asked
that
maybe
she
would
pass
IT
or
whomever
to
send
us
a
video
or
a
sample
of
hood
novice
that
we
may
be
able
to
review
it
prior
to
the
next
meeting.
G
M
H
Think
we
think
if
we
go
to
you
what
to
get
the
printers
in
place,
we
can
just
print
out
whatever
we
need.
Our
selves
and
walk
have
to
use
all
the
dark
events
like
the
Chavez
booth
back
here.
That's
too
many
pages.
You
gotta
give
us
a
nice
print
data.
Then
we
get
this
print
on
what
we
actually
need.
What.
H
J
Yes,
thank
you.
Two
other
points
I'd
make
about
some
sort
of
program.
Is
it
we
waste
a
lot
of
time
as
that
staff,
putting
these
documents
together
going
back
and
forth,
but
we
just
have
one
place
to
do
them
online.
That
would
would
reduce
our
time,
which
has
nothing
to
do
with
printing
or
not
planning
the
other
people.
That's
really
nice
is
if
you're
a
member
of
the
public,
and
you
look
up
say
that
January.
J
You'll
see
the
agenda
there
and
it's
a
live
link.
So
if
you
click
on
an
agenda
item
it
will
open
up
to
that
section
of
the
video
you
can
see
exactly
who
said
what
and
then
you
can
see
the
action
that
was
taken.
So
it's
just
really
easy
to
search
to
look
back
at
historically.
What
did
we
do
and
why
so
it's
it's
up
to
the
board,
but
we
will.
We
will
arrange
a
demonstration
of
some
sort.
You,
okay.
O
P
O
But
she'll
English
walked
and
I
are
gonna
tee.
This
up
we're
gonna
talk
about
multi-tiered
systems
of
support
and
we're
going
to
talk
about
the
continuous
improvement
efforts
that
we're
putting
in
place
and
then
I'll
go
around
when
we're
ready
to
talk
about
teacher
evaluation,
we'll
let
each
team
member
introduce
themselves.
So
here's
what
we're
going
to
do
this
afternoon,
we're
gonna
talk
about
those
principal
presentations
that
will
occur
March
through
June,
as
well
as
build
the
foundation
for
that
PDS.
A
plan
that
continuous
improvement
plan.
O
You
made
a
recommendation:
we've
acted
on
it,
so
I
want
to
share
with
you
what
we've
got
planned
for
the
rest
of
this
year
and
how
they
will
be
segue
and
looking
on
how
we
get
that
underway.
For
the
Fall
we're
going
to
talk
about
teacher
evaluation
and
those
supports
and
expanded
a
debt
plan,
we're
gonna
talk
about
a
data
center
to
make
that
data
transparent.
We
are
loading.
Data
on
the
website
have
laptops
for
you
today.
O
We're
gonna
put
in
front
of
you
and
allow
you
the
opportunity
to
dig
inside
some
statistical
analysis
where
we
compare
all
our
elementary
or
middle
and
all
our
high
schools
to
other
schools
like
that
in
the
state
using
using
poverty
is
a
a
factor,
but
I
want
to
be
clear,
transparent.
We
do
not
believe
that
sorry
is
a
causal
factor.
We
just
think
we
have
to
acknowledge
it
and
we
have
to
look
at
who's,
doing
good
work
with
similar
poverty
levels
and
try
to
replicate
that
with
inside
our
system
and
outside
our
system.
H
O
It
if
we
don't
think
that
it
calls
it
it's
like
a
sentence
that
says
that's
the
outcome
you're
going
to
get.
We
think
we're
gonna
impact
that
and
then
we're
gonna
share
some
PBIS
information
and
then
we're
going
to
talk
about
routine
approval,
electives
and
honors
courses.
That's
an
action
that
you
take
each
year,
let's
back
up
just
a
moment
over
on
the
right-hand
side
of
that
screen,
and
you
had
this
handout
in
your
folder.
O
You'll
see
a
little
thing
that
looks
like
a
speedometer
on
a
car
and
that
comes
from
John
Patti's
work,
John
Hagee's,
a
museum
research
for
over
a
decade
he's
been
working
on
what
gets
the
biggest
impacts
in
schools
and
he's
been
combing
through
the
data.
He
did
his
first
publication
in
2009
and
he's
looked
at
all
the
actions
that
schools
may
take,
and
what
he's
determined
is
that
if
you
can
hit
that
point
for
that,
that's
the
that's
the
zone
of
desired
effects
that
you
really
are
beating
the
odds.
O
If
you
hit
point
for
so
he's,
looked
at
things
such
as
reading
strategies
and
he's
looked
at
response
to
intervention
and
he's
looked
at
all
those
things
we
talked
about
and
he
was
given
them
a
weighted
value
based
on
looking
at
multiple,
multiple,
multiple
points
of
data,
so
our
goal
is
to
think
as
a
system.
What's
gonna
have
the
biggest
impact
in
Charleston
for
students?
How
can
we
beat
that
threshold?
How
can
we
really
try
to
have
a
large,
visible
impact
and
two
of
those
things
we're
going
to
talk
about
today?
O
The
first
is
collective
teacher
advocacy
and
the
superintendent
already
talked
about
that
and
a
lot
of
strategies
roll
up
in
teacher
efficacy.
It's
teachers
having
a
voice
like
you
here
this
afternoon
when
we
talked
about
teacher
evaluation,
its
setting
goals
and
having
some
consensus
around
those
goals.
It's
teachers
having
knowledge
of
one
another's
practice,
it's
having
cohesiveness,
they
all
know
what
they're
trying
to
accomplish
and
they
all
help
the
heavy-lift.
It's
responsive
leadership
and
it's
effective
intervention.
O
O
And
I
can
provide
that
t.
If
you
have
any
interest,
you
will
see
dozens
and
dozens
and
dozens
of
strategies
that
second
strategy,
when
this
Jeffrey
and
I
met
that
actually,
this
visual
is
a
result
of
our
work
together.
Classroom
behavior
that
effect
size
is
a
point
eight
to
a
point.
Six
three
and
his
lines
of
publication
he's
dropped
that
down
a
little
bit,
but
that's
because
he's
rolled
all
that
up
in
the
teacher
advocacy
one
of
the
conditions
in
that
school
that
allow
it
to
be
successful.
How
are
the
teachers
work
as
a
team?
O
O
This
is
a
visual
that
you've
seen
us
talk
about
a
lot
and
I
really
like
this
visual,
because
it
it's
about
supports
for
all
students
when
an
RTI
first
rolled
out
response
to
intervention,
it
was
a
triangle
and
it
talked
about
struggling
students.
We
use
this
visual
in
Charleston,
you
stand
for
all
students,
we
don't
want
to
put
a
ceiling
on
learning
and
we
believe
that
poor
woodside
a
great
level
instruction,
plus
differentiation,
enriching
your
students
that
work
above
level
and
then
remediating
for
students
that
are
working
below
level.
O
So
how
do
we
grow
all
students
and
not
put
a
ceiling?
So
we're
not
saying
tss
people
think
oh
she's,
talking
about
struggling
students.
You
know
when
we're
doing
our
work
in
learning
services.
We're
gonna
be
looking
at
program
reviews
within
the
next
18
months
for
gifted
students,
as
well
as
students
that
are
struggling.
It's
our
goal
to
grow
them
all.
R
Okay,
so
what
can
the
board
do
to
help
learning
services?
Be
effective,
we're
asking
participation,
examination
of
our
current
contacts
data?
We
are
sharing
data
with
you,
we've
been
sharing
the
data
with
you,
it's
important
that
we
be
very
transparent
with
the
state
of
and
and
so
we've
had
individual
school
presentations
talking
about
their
school
data
and
we've
also
placed
the
data
on
the
website.
So
we're
trying
to
very,
very
transparent
with
that
data
and
helping
us
move
forward
in
the
right
direction.
We
also
as
soon
as
you
provide
our
support
and
input.
R
As
Suzanne
Lowe
stated
earlier,
we
talked
about
the
John,
Hay,
t,
visual
learning
and
the
two
themes,
the
collective
teacher,
efficacy
and
the
classroom
behavior.
It
is
what
our
teachers
know
and
do
and
care
about
and
how
they
present
and
how
they
teach
it
and
looking
at
all
the
strategies
and,
what's
working,
what's
not
and
what's
important
in
the
classroom.
R
O
O
So
we
did
that
through
a
zoom
that
was
a
like
a
webinar
and
interactive
webinar
feature
with
volunteers
off
the
teacher
cabinet.
If
they
volunteered,
we
asked
them
to
join
us
on
that
day,
and
so
we
rolled
through
a
draft
and
got
to
weigh
and
input
and
we
refined
it
and
made
it
better.
Then
we
took
it
to
the
principal
cabinet
and
got
their
input
as
well,
and
then
we
took
it
live
face
to
face
both
of
those
first
two
with
the
cabinet's
or
zoom
meetings
where
we
could
roll
through.
O
Would
you
take
their
questions
in
the
chat
box
and
then
we
could
respond?
We
did
a
lot
of
follow-up
after
hours,
so
they
put
something
in
that
chat
box
and
we
needed
that
thinking
expanded.
We
either
made
a
phone
call
or
an
email,
and
we
made
ourselves
available
to
take
their
questions
and
then
last
week
we
rolled
it
out
at
the
teacher
cabinet
and
these
it
was
here
today
volunteered
to
come
in
off
the
principal
and
teacher
cabinet.
O
So
this
is
what
we
were
working
towards
and
I
can
give
you
the
entire
slide
out
in
a
board
update.
So
you
have
it,
but
you've
got
the
abbreviated
version
in
front
of
you
and
your
materials
today.
Well,
no,
you
don't.
We've
got
it
in
the
update.
So
what
you
have
is
here
on
the
screen.
So
basically
we
try
to
look
at
the
changes
that
the
state
was
making
towards
teacher
evaluation.
O
We
try
to
think
about
given
opportunities
for
feedback
and
then
we
try
to
break
it
out
by
contract
level,
because
if
you're,
a
continuing
contract
teacher
and
that's
the
bulk
of
our
teachers
in
the
system,
that's
over
2,000,
well
how
the
exact
numbers
come
in
an
upcoming
slide.
You
care
about
you.
What
would
seem
pretty
good
if
you're
a
first
year
teacher
you
care
about
you
what's
important
to
you?
O
The
state
actually
has
to
submit
a
plan
and
South
Carolina's
a
heavily
regulated
state.
They
pretty
much
outline
for
you
what
it
is
you
need
to
do
in
teacher
evaluation.
Our
overarching
goal
is
to
focus
on
not
focusing
on
evaluation
inspection,
but
really
that
culture
of
collaboration
and
continuous
improvement,
that's
the
heart
of
what
John
had
he
talks
about
what
he
talks
about
teacher
efficacy,
collected
teacher
efficacy.
So
we
tried
to
put
an
emphasis
on
coaching
and
growth
and
continues
refinement
of
practices.
Q
This
graph
right
here
will
walk
you
through
how
an
indigent
out
each
of
the
ends
first
year,
a
contract
level
from
the
initial
certificate
at
the
induction
level
to
the
continuing
certificate
after
they
have
some
experience.
So
a
teacher
comes
in
first
year
as
an
initial
certificate
of
induction
not
talked
about
some
of
the
things
that
that
that
teacher
has
to
Romania.
Q
But
it's
basically
it's
a
formative
year,
they're
learning
and
they
have
a
mentor
and
a
prescribed
program
most
of
our
teachers
that
move
for
this
to
their
second
year
and
move
to
annual
status
and
that
annual
years
they'll
go
through
formal
evaluation
and
most
of
our
teachers.
The
bulk
of
them
will
be
successful,
not
it's
our
hope
and
they
will
move
into
continuing
contract
per
year.
Q
If
a
teacher
does
need
some
additional
support,
they
can
have
a
year
where
we
have
called
an
annual
diagnostic
and
that's
another
formative
year
where
they
have
a
mentor
and
they're
offered
a
lot
of
successful
coach
units
and
planning
for
them
to
be
successful.
There
is
an
annual
GDP
content,
as
teachers
are
on
that
and
that's
those
teachers
that
have
moved
from
the
induction
to
the
annual
they
pass
their
formal
evaluation,
but
we're
waiting
for
them
to
perhaps
finish
get
the
score
in
from
appeal.
Q
What
here's
that
we
want
to
make?
It's
that
trusting
candid
you'll
be
implementing
the
requirements
for
the
state.
Expand
me
to
death
exactly
as
outlined
by
state
I'm,
going
to
do
exactly
like
a
safe
sex
I'm
not
going
to
do
any
one
of
the
ones
the
same
place,
but
we're
certainly
not
mean
anything
like
this
a
crime,
and
so
they
they
outline
what
you
have
to
do
at
every
contract
level.
That's
what
they
shred
boxes
are
the
very
first
one
is
induction,
and
what,
as
we
do,
the
induction
teachers
get
a
masters.
Q
Q
This
is
about
five
sites
that
say
the
same
thing
in
some
different
roles.
This
is
ccsd's
and
the
state
required
expanding
the
death
for
the
formative
years.
That's
where
you
get
the
community
block,
that's
Amir
and
the
angle
diagnostic,
the
induction
teachers
will
be
applied
to
complete
the
tips
program.
We
have
that
in
Austin
County,
with
regular
cohort
meetings
and
mentor
and
during
the
big.
The
big
difference
is
that
safety
you've
heard
of
safety.
Q
That
was
the
teacher
evaluation
that
the
state
used
there's
no
longer
than
to
be
used
in
the
state
of
South
Carolina,
moving
to
South
Carolina
teaching
standards,
4.0
you'll
hear
that
referred
to
its
s,
CTS
4.0
or
even
s
CTS
4.0
rubric,
and
during
that
you,
the
gut
teachers,
will
have
to
four
observations.
Interesting
and
exciting.
Q
Part
of
this
is
that
the
very
first
observation
that
the
teacher
gets
and
say,
and
then
an
amount
visit
which
is
unlike
what
we
did
with
safety,
the
principal
and
more,
the
evaluator,
the
teachers
sit
down
and
have
a
pre-observation
conference.
We
would
say
Todd.
What
are
you
teaching
the
motel
show
me.
Your
lesson
plan
tell
me
about
your
class
eyes.
The
evaluator
will
get
to
know
a
little
bit
more
about
what
you're
planning
to
teach
I
can
offer
some
suggestions.
Q
And
then
I
come
and
observe
that
the
evaluator
will
come
and
observe
and
there's
a
there's,
a
very
detailed
blueprint
that
you
will
have
to
that
you'll
be
following
you,
the
observer
and
at
the
end
of
that
you'll
within
five.
You
have
to
go
back
to
that
teacher
at
the
post
observation
conference.
So
it's
called
a
pop
cycle
of
pre
observation
and
observation
and
a
post
observation
and
the
first
one
in
the
preliminary
period
between
September
and
December
is
announced.
Q
You'll
have
another
one
of
those
final
period
from
January
to
March
or
April,
and
that
would
be
just
a
observation
and
a
post
and
a
post
observation.
That's
unannounced,
all
teachers
in
South
Carolina
will
be
required
to
do
an
SLO
student
learning
objective
plays
are
required
by
the
state.
This
is
interesting
to
note
here
that
the
number
of
teachers
in
Charleston
County
this
year
that
are
in
induction,
we
have
about
300
teachers
and
Charleston
Canada,
and
they
have
her
operate
on
the
induction
contract
and
we
have
15
federal
high
annual
diagnostic.
Q
Q
It's
very
interesting
to
note
that
we
have
500
teachers
approximately
this
year
that
are
on
the
annual
contract
they're
undergoing
formal
evaluation,
and
we
expect
the
majority
of
those
folks
to
be
successful
and
move
on
to
continuing.
There
are
10
teachers
only
on
annual
and
in
all
of
Charleston.
There
are
20
teachers
that
are
continuing
formals,
so
the
number
of
teachers
in
our
district
and
the
number
of
teachers
on
continuous
long
20
this
year,
one.
Q
Those
are
the
teachers
that
have
achieved
continuing
contract
status.
If
you
remember
that
graph,
we
start
with
induction.
We
move
to
annual
induction
your
success
that
you
live
to
annually,
have
formal
evaluation,
you're
successful
you
move
to
continuing
and
that's
where
the
bulk
of
our
teachers
all,
but
if
you're
experienced
some
difficulty
there
and
after
poaching
and
lots
of
discussion
and
multiple
data
points,
you
may
be
referred
to
go
through
a
formal
evaluation
and
right
now
we
have
20
teachers.
O
All
right,
so
this
slide
was
one
that
we
did
a
deep
dive
with
with
all
the
groups
we
talked
to.
We
asked
them
first
to
look
at
that
yellow
bubble,
because
basically,
this
is
the
bulk
of
our.
This
slide
pertains
to
the
bulk
of
our
teachers
2250
around
continuing
GBE
contracts,
an
approximately
65
are
on
the
annual
GBE,
and
then
we
drew
their
attention
to
the
bottom.
O
The
important
note
now
you
can't
read
it
so
I'm
gonna
show
you
what
it
says:
learning
services
will
provide
assistance
to
principals
and
instructional
coaches
in
supporting
teachers
in
writing,
their
own
student
learning
objectives
or
selecting
them
from
an
exam.
Thank
our
teachers.
Ask
for
the
opportunity
to
write
their
own
goals
relating
to
their
students
that
they
teach,
rather
than
just
be
able
to
go
into
a
bank
and
pull
out
something
that
was
already
there.
They
wanted
to
personalize.
It
was
request
they
made.
It
makes
sense
to
us.
O
O
So,
if
you're,
if
you're
continuing
contract,
it's
not
your
certificate
renewal
year,
you'll
write
this
student
learning
objective
and
you
still
will
have
classroom
visits
and
observations
from
a
variety
using
a
variety
of
tools
that
are
maintained
at
your
school
and
those
may
be
the
ally,
not
the
advanced,
and
that
we're
going
to
talk
about
just
a
few
segments
in
the
future
of
this
meeting.
It
could
be
longer
class
observation
tools.
It
could
be
peer
observations
because
remember,
teacher
efficacy
is
looking
at
each
other's
practice.
Q
And
then
Cindy
touched
on
this
a
second
ago.
This
is
a
heart
continuing
contract
teachers
that
are
up
for
recertification
and
overunity
just
do
what
every
certified,
who
never
do
so
much
learning
outside
the
classroom
with
Egypt
through
the
graduate
credits
or
other
professional
development,
and
they
also
have
to
have
a
two
full
period:
observations
using
the
South,
County
teaching
standards
that
pre
observation,
observation,
post
and
then
the
observation
and
post
observation
and,
of
course,
the
essay.
There
are
only
about
500
teachers
every
year.
O
We
provided
our
contact,
information
and
people
did
write
us
and
we
did
return
halls
at
the
end
of
the
workday
or
during
the
day.
Even
so,
we
had
some
feedback
and
the
slide
deck
that
I'll
get
yeah,
not
even
send
that
out
ahead
of
time.
If
you
don't
want
to
wait
to
the
update,
but
we
had
fa
Q's
in
there.
So
as
the
the
cabinet
groups
generated
questions,
we
had
a
few
questions,
but
I
will
tell
you
that
was
a
better
document.
I
Just
wanted
to
note
this
I
teachers
back
up
more
they're,
really
excited
about
the
idea
create
they're
huge
when
you're
invested
in
what
can
be
evaluated
on
makes
it
to
be
different.
So
that
was
a
big
takeaway
from
that
means.
The
idea
of
coaching
first-year
teachers
being
able
to
announce
we've
come
together
figure
out
when
I
first
observation,
who
V
thinks
all
that
stress
and
anxiety
off
when
the
first
commentator
does
walk
in
the
room,
so
it
just
takes
the
edge
off.
T
And
I
agree
with
Ryan
I
think
it's
very
important
for
teachers
to
know
as
administrators
that
we're
there
to
support
them
and
to
help
them
do
the
job
that
they've
been
charged
to
do
in
the
classroom
and
that's
through
a
lot
of
coaching
being
in
the
classroom
being
present
being
visible
to
the
teachers
and
the
students.
So
when
that
evaluation
time
happens,
then
they're
more
comfortable
that
they
know
that
they're
going
to
get
the
support
they
need.
They
can
offer
that.
P
T
As
teachers
is
very
important
that
we
continue
to
grow
and
the
only
way
that's
going
to
happen
is
that
we
have
that
time
to
sit
and
collaborate
and
find
out
their
needs
and
to
continue
in
that
process,
because
in
the
end
we
want
them
to
be
successful
in
the
classroom
and
if
they're
successful
the
students
are
successful.
So
that's
what
it's
all
about.
U
Before
about
how
to
make
sure
where
we
need
our
cage,
the
creation
and
enrichment
and
this
process
allows
for
teachers
to
experience
that
too,
that
teachers
on
all
ends
of
the
spectrum
are
going
to
be
getting
talents
they'll
came
to
get
better
and
better
to
get
Rapinoe,
so
that
can
keep
that's.
What's
so
great.
U
E
Okay,
we
don't
need
a
ton
of
support,
but
yet
we
still
have
to
be
evaluated
and
we
still
have
to
have
good
conversations
about
what
is
working
and
what
is
not
working
and
those
things
are
kind
of
out
there.
But
yet
they
brought
us
in
and
said:
here's
what
we're
looking
at!
Here's
what
we
would
like
to
do.
What
are
the
questions?
What
are
the
concerns
and
they've
even
tasked
us,
as
as
teachers
and
as
principals,
to
go
back
and
explain
this
process
so
that
there's
clear
communication
through
this
transition
I
think.
Q
One
just
additional,
and
is
that
because
we're
not
going
to
have
safety
evaluation,
we're
moving
to
the
center
my
teaching
standards,
it
will
require
that
everyone
that
evaluates
teachers
plus
his
assistant
principal
others,
go
through
a
pretty
rigorous
training.
It's
three
full
days
and
pass
an
examination
become.
M
M
K
T
Problems
in
the
classroom,
I
would
say
that's
one
of
the
ways
that
I
do
as
a
principal
being
able
to
see
the
talents,
that's
their
school,
so
to
be
able
to
provide
peer
observations
for
them.
I'm,
seeing
the
strengths,
those
teachers
that
are
really
talented,
that
can
be
of
support
for
those
teachers
right
there
to
build
them
as
well.
Q
G
Then
my
other
question
is:
we
may
not
really
be
able
to
answer
this,
but
earlier
today,
dr.
poster
weight
gave
us
the
information,
the
impact
on
student
performance,
its
quality
teachers.
So
if
you
take
people
have
average
achievement
and
give
them
to
teach
your
team
in
the
top
fifth
of
the
profession,
they
end
up
in
the
top
ten,
but
student
performers
I
full
heartedly,
support
and
agree
with
that.
Sometimes
it
concern
tonight
I
think
we
have
fantastic
teachers
and
I
want
to
help
our
teachers
to
get
better.
G
K
Q
Think
I'm
very
hopeful
about
this
new
teacher
evaluation
stuff
going
to
teaching
standards
allow
for
the
for
the
evaluator
the
pencil
in
most
cases,
to
have
this
pre
observation
conferences
to
talk
about
the
practice
to
observe
an
aim
to
give
feedback
in
within
a
five
to
seven
day
window
and
the
past
we
would
come
and
observe.
I
might
observe
you
in
September
or
early
October.
You
don't
know
how
you
did
so
I
see
till
I
have
that
post
observation
in
December
because
we're
not
a
lot.
It
was
because
it's
not
a
formative,
and
it's
not.
Q
You
know
where
you
get
some
some
feedback
they
don't
not
in,
and
so
hopefully
that
will
help
teachers
get
better
along
the
way
and
you've
tried.
The
whole
thing
is
to
and
continuous,
improving
and
growing
our
teachers,
making
everybody
and
I
think
he
said
it
fast
about
you
know
we
have
great
to
get
greater,
never.
O
Something
Priscilla
miss
Jeffrey,
read
the
beginning
of
the
meeting
is
important
to
she
talked
about
really
looking
at
the
factors
that
are
contributing
to
perform
it
and
we've
had
targeted
support
teams
going
out.
We
visited
twelve
schools
and
we've
had
follow-up
visits.
We've
got
teams
going
out
the
level
directors
and
executive
directors
are
going
out
and
working
with
them
and
we
left
recommendations
and
we'll
have
combinations.
O
There
are
good
things
going
on
in
every
one
of
our
schools,
but
there
are
also
factors
like
in
two-thirds
of
your
staff
turns
over
and
you're
starting
a
new
every
year
that
that's
a
huge
detractor
more
sixteen
after
these
are
numbers,
I
remember
off
the
top
of
my
head.
Sixteen
new
teachers
and
a
building
in
taxes
and
strains.
K
O
Median
schools
are
being
served
by
your
newest
teachers.
Those
are
the
kinds
of
things
we
know
they
literally
are
out
and
we're
getting
hearing
up
at
March,
we'll
start
towards
the
end
of
March.
We'll
start
our
separate
rounds
of
those
visits,
but
every
one
of
those
schools
is
unique.
It
has
different
challenges
and
we
try
to
make
our
record
of
thousands
and
education
of
what
what's
getting
in
the
way.
Thank
you
forever
cause.
If.
H
I
can
be
the
presentation.
I
want
excuse
a
couple
things.
How
long
does
it
take
the
move
from
induction
teacher
to
the
next
level?
Will
it
be
contact
with
they'll
be
like
yeah.
H
U
I
H
V
K
O
H
Then
buckets
of
abalone
well,
did
you
have
do
the
subs
also
get
training?
Do
they
get
of
by
the
teachers
heart
strong?
Are
the
deliver
to
smitten
those
days
where
you
have
professional
development,
a
bit
Coast
in
any
kind
of
way?
Will
what
do
the
Serbs
get
if
I'm
not
getting
to
what
Conservative
Party
through
I'm
trying
to
see
do
they
get
any
support?
Also
individuals
about
no
I.
H
Schools,
yes,
Serbs
in
here
a
muffin,
a
clients
too
much
that's
right.
Three
months
in
the
classroom.
V
M
V
Get
more
data
on
that,
but
there
Kelly
services,
employees
and
Kelly
provides
training
for
subs
and
the
training
ranges
whether
you
have
a
certified
teacher
drug,
because
we
just
increase
the
salaries
reps
on
over
the
is
in
fact,
more
certified
certified
teacher
coming
into
the
same
training
that
another
stuff
I
need.
You
doesn't
have
the
experience
so
that
should
you
have
it,
you
can't
answer
my
voice
in
them.
So.
V
H
To
give
another
dagger
virus
understand,
that's
what
I
want
to
know
so
that
the
world,
then
we
have
a
lot
of
Serbs
in
other
schools,
especially
I,
see
them
what
a
lot
of
power
one
schools
blown
over
they
everywhere,
but
I'm
just
wondering
time
about
the
impacted
test,
scores
I've
seen
some
public
is
you're.
Reading
this
book
today
take
a
break
play
anymore,
some
of
it
again
reverent.
H
C
H
N
Miss
Ambrose,
I
guess
this
is
my
2018
question
and
probably
at
every
Committee
of
the
Whole
meeting,
and
that
is
yeah.
What
can
we
do
as
a
board
to
help
support
these
initiatives
and-
and
that
will
be
my
question
throughout
this
year,
so
with
that
in
order
for
us
to
be
able
to
implement
these
initiatives
and
the
works
behind
the
scene
and
being
able
to
to
make
these
things
work,
then,
then
the
question
has
to
come.
N
What
is
it
that
the
board
must
do
in
order
to
make
these
things
happen
and
I
guess
it
takes
a
lot
of
the
gears
that
you
talked
about
what
he
might
have
different
meetings
to
make
these
things
work
and
bringing
it
together
and
I
guess
that
will
be
important
for
me
if
you
always
have
an
answer
to
that
question.
Whenever
presenting
these
types
of
data
or
our
presentation,
because
at
the
end
of
the
day
we
have
to
figure
out
how
we're
going
to
make
these
things
work
effectively
from
the
board
standpoint.
So
that's
my
question.
O
It's
about
that
teacher
voice,
and
it's
about
that
teacher
working
side-by-side
with
someone
who
can
really
get
in
and
work
elbow
to
elbow
with
other
teachers
and
think
about
what
what
the
data
say
where
we're
putting
all
our
areas
of
work,
with
the
emphasis
on
what
instructional
strategies
based
on
the
data
do
we
need
to
focus
on
and
refine
it's
Charles
County
School
District
structuring
itself
to
do
that.
Work
and
I
think
the
board's
been
in
newbee
clearly
and-
and
you
used
to
have
this
structure.
O
L
O
Windage
is
closed
and
I
have
asked
the
staff
to
neatly
upon
that
window.
Closing
Ortiz
yeah
we're
doing
some
charts
with
arrows
the
president's
containing
about
them
that
we're
plotting
where
we
were
when
we
started
we're
quadding
the
growth
and
then
we're
comparing
that
to
some
of
the
strategies
that
we
put
in
place
to
see
who's
getting
the
best
results
when
you
relocate
them
as
I
know
the
windows
closed
in
before
closing
and
we're
getting
ready
to
turn
that
dead.
That's
a
good
appropriate
question.
Mr.
Miller.
K
W
Evaluations
since
I've
been
in
the
war
part
and
having
been
new
since
I
can
ever
remember,
there's
always
been
some
method
or
some
form
of
evaluating
teacher
teacher
performance
and
so
aligning
ourselves
with
new
state
standards.
Kinda
makes
sense,
because
I
guess
the
state
will
set
the
tone
of
how
teachers
will
be
evaluated
in
what
manner
what
it
looks
like
and
how
it
folds.
W
Maybe
I'm
just
missing
something
because,
based
on
those
numbers,
our
students
should
be
performing
at
a
much
higher
level,
so
I
need
to
figure
out
or
I
need.
Somebody
to
tell
me
how
can
the
numbers
that
we
have
and
our
achievement
get
to
be
so
large,
but
then
we
don't
have
the
same
ratio
or
seemingly
similar
amount
of
teachers
on
formal,
because
I
I
would
have
to
equate
if
we
had
tier
five
teachers
all
across
the
district,
that
we
would
have
tier
five
performance
students
all
across
our
district
and
every
school
right.
W
O
W
Well,
there
could
be
to
me
that
would
be
identifying
every
single
student
where
they
are
when
they
come
into
my
classroom.
If
I
were
teaching
anise
and
in
the
fall
spring
and
fall
winter
and
spring
determine
next
students,
growth
and
proficiency
based
on
my
efficacy,
as
a
teacher
right
have
been
evaluated.
W
K
There,
if
you're,
a
tier
5
teacher
and
you
have
a
variety
of
25
kids
in
your
classroom
and
you
are
fabulous
teacher
that
doesn't
mean
there's
other
issues
around
the
students
in
front
of
you.
Besides,
that
you're
a
great
teacher
that
they
bring
to
the
classroom
that
you
may
or
may
not
be
able
to
address.
That
includes
other
things
that
are
going
on
in
there
a
lot
of
things,
a
lot
of
things
and
I.
Don't
looking
for
blame
teachers
or
hold
teachers
accountable
for
the
for
the
stumbling
blocks
that
some
kids
have
well,
there's.
W
O
They've
got
to
have
time
to
plan.
They've
got
to
have
professional
learning
opportunity.
You
have
to
you've
got
all
of
these
things
going
on
in
the
background
that
make
and
enable
a
teacher
to
be
even
more
effective
than
here,
and
he
or
she
can
be
typically
by
themselves.
The
structures
have
to
be
there.
So
I
think
you
asked
a
really
a
really
important,
great
valuable
question.
I
think
the
question
is,
what
can
Charleston
do
to
make
sure
the
structures
are
there?
Do
we
value
professional
learning?
Do
we
have
coaching
going
schools?
W
You
can
have
them
so
far.
You
say
and
I
want
to
put
words
in
us.
So
are
you
saying
they
don't?
We
were
to
implement
the
things
you
just
listed,
make
some
what
Priscilla
just
said
about
teachers
teaching
and
not
being
able
to
identify
and
adjust
other
variables
that
are
outside
of
their
control?
If
we
put
those
systems
in
place,
then
our
team
in
Capernaum
numbers
across
the
district,
are
going
to
go
up
unequivocally
solely
based
on
those
systems
that
you
dis,
mention
I,.
M
M
T
Much
sir
I
think
they're
just
a
lot
of
factors:
I'm
speaking
for
from
my
school
being
a
Title
I
schools,
96%
of
my
students
being
tighter
one,
the
teacher
turnover
it's
hard
to
build
a
sustainability.
You
stay
where
I've
started
or
with
my
professional
development
we're
going,
and
then
I
have
to
do
it
all
over
here,
because
other
teachers
are
coming
in.
Some
of
my
teachers
are
not
starting
with
the
same
token,
they
started
the
year
with
that's.
M
T
Thing
that's
a
gourd.
This
took
this
class,
has
changed
transient,
large
transient
population
so
and
when
they're
coming
behind
the
eight-ball
and
we're
looking
at
you
know
my
second
graders
or
third
graders
reading
on
a
kindergarten
level
and
I'm
glad
our
history
is
focusing
on
growth,
because
we
have
to
take
that
chop
of
where
they
are
and
move
them.
That's
the
key.
Are
they
moving
that
we're
not
going
to
pull
them
right?
T
Where
they
are
so
then
you
know
there
are
a
lot
of
factors
but
and
it's
a
challenge
for
teachers
and
it's
hard
and
I'm
going
to
push
my
teachers
because
we
have
work
to
do
what
I
said
my
school.
We
don't
pity
we
empower
we're
going
to
give
them
the
tools
they
need
to
be
successful,
but
we
understand
that
there
challenges
there
and
we
have
to
be
able
to
tell
our
story
and
look
at
that
soft
data
that
you
don't
see.
We
just
look
at
that
number.
T
T
E
So,
in
a
perfect
world,
that
question
makes
absolute
sense
and
every
teacher
that
is
a
high-performing
teacher
can
produce
whatever
you
want
to
see
on
paper.
But
the
reality
is,
is
a
teacher
observation
only
focuses
on
me
and
what
I'm
doing
and
so
is
the
beginning
of
my
lesson.
There
did
I
state
my
objective:
do
I
have
my
students
engaged
because
it
doesn't
only
look
at
my
instruction.
It
looks
at
my
behavior
what
systems
are
in
place
in
my
classroom?
E
Am
I
effectively
using
the
data
to
plan
which
we'll
talk
about
and
those
pre
conferences
and,
like
she
just
said
it's
about
growth.
So
when
we're
in
a
classroom,
we're
teaching
students
who,
who
are
two
or
three
grade
levels
behind
I
can
deliver
a
beautifully
crafted
lesson
to
students
who
are
below
level
and
reading
in
math
or
even
a
great
on
level
lesson
in
science
of
social
studies,
but
the
reality
is:
is
the
data
that
we're
looking
at
is
a
student
regardless
of
where
they
are
on
their
own?
E
When
we
give
them
those
sweet
by
law,
we
go
here,
you
go
and
we
step
away.
I
mean
it's
gotten
to
where
the
teachers
in
our
building
have
asked
for
Proctor's
forestry
map
testing,
because
they're,
given
an
iPad
in
a
classroom
which
is
fine.
It's
a
great
system.
I'm,
not
saying
that
having
the
iPads
for
testing
is
not
good
because
it
solved
a
few
little
issues,
but
teachers
are
asking.
May
I,
please
have
an
adult
in
the
classroom
so
that
my
integrity
is
not
called
into
question.
E
If
a
certain
group
of
students
make
tremendous
growth,
and
so
we
go
from
teachers
giving
instruction
and
answering
questions
and
pulling
things
out
of
students
and
guiding
their
instruction
to
a
moment
where
a
student,
regardless
of
their
age,
is
asked
to
perform
completely
on
their
own,
with
no
support
in
place.
So
I
think
that
no
idea,
the
question
is
a
good
question,
but
the
reality
is
is
renewables
when
you
ask
that
question,
it's
two
different
things:
I.
W
Think
he
made
a
very
valid
point
Dennis
there
too,
when
we
talk
about
students
who
are
in
our
buildings
in
the
Nok
one
grade
level
and
they're
being
asked.
Teachers
are
still
being
asked
to
move
those
students
forward
with
growth
and
proficiency
when
they're
below,
where
they
should
be
to
even
be
in
that
class.
So
I
think
another
layer
of
this
has
to
be.
How
do
we
as
a
district
address
that
concern?
W
How
do
we
make
sure
that
every
single
student,
that's
in
Janice's
school,
is
on
grade
level,
so
the
teachers
who
can
teach
of
efficacy
and
have
the
passion
to
teach
you
see
that
you
see
that
translated
in
student
growth
and
student
proficiency,
because
if
we
don't
have,
we
can
have
all
those
other
variables.
But
if
Michael
my
daughter
sees
two
years
behind
on
reading
in
Lexile
and
math,
the
teacher
can
be
teaching
her
butt
off,
but
Michael
can't
grab
it
because
she's
not
that
she
used
to
be
so.
W
I
think
that's
something
that
we
also
have
to
look
at
as
a
layer
of
this,
because
we
can
do
a
little
teacher
support
they
want.
But
if
students
aren't
ready
and
they're
not
grade
ready
and
our
reading
on
grade
level,
it
makes
teaching
even
more
difficult,
which
makes
that
outcomes
even
more
harder
to.
T
W
T
C
L
Hit
it
right
on
the
head,
just
be
my
lady
wife,
for
the
teacher,
my
sister
was
a
principal
teacher.
You
said
in
a
perfect
world,
you
could
say
when
we
talk
around
this
table.
Theory
it's
great,
but
it
all
depends
on
the
climate
of
the
school
climate
of
the
principal
machine.
Missus
look
together
go
on
back
to
Jackie,
Brown
Tara.
This
is
principal
Mitchell
Jackie
had
a
great
team,
they
pulled
together.
L
The
union
I
can
remember,
my
wife
come
home
crying
you
know,
because
she
had
to
make
sure
to
seat
all
her
class
and
brought
them
along.
So
kids,
her
stuff
couldn't
make
its
own
kids.
She
has
been
at
the
tournament.
You
cannot
everybody
on
one
lasted
and
said
you
can
teach
someone
mention
about
the
same
with
me.
No
I'm,
not
a
teacher
but
I
understood
down
to
my
household.
L
Well,
we
have
to
what
I
like
to
see
done
is
particular
schools
again
look
back
for
what
they
have,
how
we
can
bring
them
along
if
we
don't
build
a
strong
team
to
implement
these
policies,
we're
not
gonna
get
anywhere.
I'm
gonna.
Take
you
three
years
so
now
we'll
be
saying
the
same
old
thing
again,
so
cool
to
make
of
them
are
long.
H
M
C
Q
H
Mothers
in
the
mr.
Miller
as
this
question,
which
is
very
good
question
rebel
when
the
kids
forward.
You
know
something
that
you
don't
consider,
often
we're
looking
at
outcomes
but
but
I've
learned
it
they're
going
to
visit
schools.
H
What's
a
major
major
contributor,
the
brothers,
a
good
teacher
or
not
as
effective
teacher
and
that's
a
the
student
behavior,
the
behavior
is
a
significant
role
and
then,
when
I
went
to
the
school
last
week,
I
saw
children,
but
their
habit
of
their
sleeping
I
saw
five
or
six
the
south
ones
out
someone
on
the
cell
phone
I
painted
changes.
You
know
that
was
back
and
forward
and
I
said
to
myself.
H
I
said
how
in
the
world,
but
it's
good
to
make
it
and
if
you
teach
to
be
held
accountable
for
these
kids
I,
don't
have
a
means
that
needs
parents
know
what's
going
on
or
they
can
take
a
ticket
video
featuring
the
show
them.
What
the
student
is
doing.
What
well
the
grades
on
a
kind
of
pool,
but
but
I
was
very
disturbed,
but
when
I
saw
these
are
big,
kids
I
mean
high
school
level.
Here's
a
lot
I'm
with
disobeyed
instructions,
teacher
separate
your
phone
away.
H
They
didn't
move
that
camera
right
under
this,
but
I
care
all
this
data
on
us.
They
don't
learn
in
it's.
Also,
all
these
faculty
considered
when
you
in
evaluating
teacher,
see
my
kind
of
students
in
have
rather
rivers,
not
even
an
episode
of
the
student
girl
obedient
over
any
follow
instructions
or
or
just
don't,
try
it
all
like
this.
We
had
some
I
just
didn't
care,
just
weren't
trying
so
with
what
he
could
do
with
that
situation.
To
get
these
students,
when
you
see
those.
K
H
Getting
how
are
they
effective,
yeah
I'm?
Getting
it
you
know,
do
you
have
anything
that
could
be
this?
Is
the
teachers
should
be
doing
or
can
do
when
you
have
a
students
that
just
don't
follow
instructions
just
all
they
may
be
sitting
there
sleeping,
but
we
have
someone.
Just
sleep.
I
saw
some
just
sleeping
we're
disturbing
the
Clampetts,
we're
learning
anything
either.
Then
you
know
others
own
on
the
phones
playing
games
such
as
up
online
I
was
talking
out
loud
I,
don't
know
what
it's
gonna
help
out
of
a
teacher
really.
C
M
Q
K
P
G
O
We're
ready
for
the
next
item
and
that
next
item
it's
because
you
asked
for
principal
presentations.
We
build
out
that
PDS,
a
Michele's
Simmons
just
going
to
show
you
an
exemplar
and
when
we
look
at
the
data
this
afternoon,
you'll
notice
versus
quo
is
an
exempt,
are
in
the
state
of
South
Carolina.
You
will
see
your
school,
so
Michele
now.
Remember
you
to
give
them
a
really
high-level
overview,
because
this
is
what
they
can
expect
from
the
principal's
that
will
be
coming
behind.
You.
S
Okay,
so
I
am
here
to
talk
about
the
principal
presentations
that
will
be
rolling
out
in
subsequent
months
and
so
I
prepare
a
package
or
a
bottle.
If
you
will
that
you
can
expect
to
use
as
an
example
of
what
to
eat
what
you'll
hear
and
what
you
will
see
from
our
principals
moving
forward,
I've
been
external
Park
Elementary
for
the
last
seven
and
a
half
happy
years,
and
so
this
next
slide
just
shows
the
profile
of
sono
Clark,
the
demographics
in
terms
of
teachers.
S
My
experience,
how
long
after
there
my
teaching
experience
as
well
and
who
we
are
as
a
school.
As
you
probably
already
know,
we
are
a
title
in
school.
We
always
hover
around
90
percent
in
terms
of
our
poverty
index,
majority
african-american
student
body,
and
you
can
just
read
for
yourself
the
makeup
of
the
school
along
with
being
a
title.
One
school
we've
also
been
a
national
Blue,
Ribbon,
School
and
so
I'm
really
proud
that
we
found
a
way
to
reconcile
the
idea
of
high
poverty
with
high
achievement.
S
They
aren't
exclusive
of
one
another
and
SONA
Park
has
proven
that
year
after
year,
so
I
want
to
frame
our
conversation
today,
not
so
much
about
the
presentation
itself,
but
around
the
idea
of
continuous
improvement.
We
have
introduced
and
encouraged
our
principals
to
really
embrace
the
idea
of
continuous
improvement.
S
The
model
they're
using
is
PDSA,
and
so
it's
a
framework
just
a
simple
structure
that
will
inform
the
goal-setting
the
analysis,
the
study,
the
monitoring
of
the
work
that
we
do
on
a
daily
basis
planning,
is
really
being
aware
assessing
where
you
are
as
a
system
or
as
this
in
terms
of
a
school
faculty,
then
doing
what
are
we
going
to
do
to
make
it
ends?
That's
the
programming
that
the
initiatives
and
the
pilots
that
you
bring
on
to
a
school
studying
looking
at.
What's
working,
we
have
the
progress
monitor
to
determine
what's
working,
who.
C
S
S
So
now
looking
at
the
data-
and
this
is
being
honest
and
transparent-
the
good
the
bad
be
a
different
about
where
we
stand
in
terms
of
SC
ready
achievement.
So
we
have
administered
SC
ready
for
two
consecutive
years,
and
this
is
what
you
see
here:
2016
and
2017
and
goldenrod.
You
see
our
most
recent
data
now
I
will
say
that
the
forty
point
three
in
reading
and
the
forty
one
point
one
in
math.
That's
not
our
goal,
we're
not
satisfied!
S
So
the
data
is
just
numbers
unless
you
look
at
it
in
context
and
so
I
compared
what
we're
doing
at
zonal
park
in
comparison
to
ccsd's
data
and
I
chose
Meeting,
Street
Academy,
because
they're
doing
tremendous
work
edits
at
Meeting
Street
and
we're
trying
to
scale
and
benchmark
off
of
their
work.
So
I
thought
that
would
be
a
good
starting
place
to
compare
what
we
do
at
Stone,
no
parking.
S
So
if
you
look,
we
are
competitive
and
right
on
track
right
on
the
same
mark
and
a
lot
of
instances
with
meeting
Street
Academy
and
with
the
district
again
in
my
mind
as
a
principal
and
as
a
leader,
I'm
always
shooting
for
80%
and
above
the
way
told
me
that,
but
that
in
my
mind
when
would
be
sufficient
if
80%
or
above
was
meeting
or
exceeding
standards.
So
of
course
we
have
a
ways
to
go
but
again
in
context.
S
The
work
we're
doing
at
the
school
is
tremendous
I'm
going
to
move
right
along
because
we
don't
have
a
lot
of
time.
But
the
in
terms
of
the
findings
from
the
data
I
mentioned
a
few
moments
ago.
We
did
show
incremental
growth
in
reading
and
that's
what
you
can
expect
about.
A
three
I
think
five
might
even
be
a
stretch
in
terms
of
what
kind
of
growth
you
can
expect
from
year
to
year.
S
I
have
to
note
that
we
did
see
a
decline
in
May
Maddox
from
2016
to
2017,
and
we
have
work
to
do
around
mathematics,
I
think
not
only
in
the
school
around
the
county.
We
have
a
tremendous
challenge
with
mathematics.
But
again
when
you
look
at
the
regression
analysis,
that
shows
not
only
schools
in
Charleston
County,
but
around
the
state
of
South
Carolina.
The
data
is
called
regression
analysis.
S
We
are
one
of
the
top
performers
in
the
state
of
South
Carolina
and
when
we
look
at
the
district
standing
as
well,
we
are
comparable
to
the
district
standing.
That's
se
ready.
Moving
on
to
a
two-year
look
at
our
map
data,
we
were
looking
at
the
amount
of
students
who
were
making
that
year's
growth
in
both
reading
and
mathematics,
and
so
I
have
to
again
note
that
we
didn't
do
as
well
in
2017
as
we
did
in
2016,
but
that's
shaped
around
programming.
S
Work
have
three
plus
years
of
experience:
there's
not
one
person,
a
teacher
in
the
building,
and
so
it's
not
the
personnel
I'm,
confident
in
the
staff
and
the
staffing
it's
about
finding
the
right
systems,
the
right
programming,
that's
going
to
be
successful
for
our
boys
and
girls.
When
I
get
to
talk
about
the
strategies,
you'll
hear
more
about
what
I
believe
will
be
successful,
while
boys
and
girls
or
data
analysis
in
the
finance
continued.
This
is
a
comparative
again
at
our
map
data
compared
to
CCSD
and
Main
Street
Academy.
S
If
you
will
notice
B
again,
are
you
know
we're
making
ground
there's
some
areas
that
we
of
course
need
to
work
on?
Overall,
we
start
declines
in
reading
and
math
polls
respectively.
Our
students
in
grade
one
to
tremendous
work
at
seventy
three
point:
seven
and
eighty
nine
point
five
in
reading
and
math,
and
we
know
that,
in
terms
of
proficiency,
we're
approaching
the
standard,
that's
the
idea
to
show
rolled
and
to
move
more
boys
and
girls
to
proficient
and
advanced
levels.
S
X
S
So
the
reading
and
Apple
rules
are
associated
with
60%
or
more
of
our
students
exceeded
meeting
are
exceeding
that
one
year
target
growth.
S
Writing
is
another
area
that
could
be
pretty
challenging,
for
students
being
able
to
excel
at
composition,
and
so
I
included
a
writing
goal
as
well
in
terms
of
the
text
dependent
analysis,
making
sure
more
of
our
boys
and
girls
are
proficient
at
writing
and
then
looking
at
suspension.
That's
always
an
area
that
is
panted
hand
with
achievement
overall
discipline
and
order
in
the
building
and
achievement.
S
So
what
are
the
strategies?
The
high-yield
strategies
that
are
going
to
that's
going
to
allow
us
to
continue
to
move
in
an
upward
trajectory,
so
I
will
just
pinpoint
a
couple
of
the
ones
that
I
feel
most
passionate
about.
That
I
feel
will
be
successful
at
the
school
level
and
the
first
is
we
always
talk
about
their
learning
services
team.
What
are
those
things
that
will
give
us
the
biggest
bang
for
our
buck?
S
Well,
it's
very
strong
and
phonics
and
phonemic
awareness,
so
it
gives
the
students
a
very
strong
foundation,
moving
forward
from
kindergarten
through
second
grade
by
the
time
they
leave
second
grade.
They
are
fluent,
they
are
reading.
We
have
challenges
with
comprehension
and
I.
Think
that's
a
refrain
that
you
hear
from
many
principals.
But
what
we
found
is
that,
focusing
on
that
phonics
phonemic
awareness,
fluency
vocabulary
instruction
those
five
big
ideas
of
reading.
S
It
has
been
very
beneficial
for
our
boys
and
girls
and
then
writing
having
teachers
study,
go
into
classrooms
and
observe
their
colleagues
who
are
doing
a
good
job
and
utilizing
the
experts
in
the
building,
like
their
reading,
coaches
to
model
and
team
teach
with
our
teachers
and
discipline.
A
huge
effort
for
us
this
year
has
been
mental
health.
We
feel
like
coupled
with
PBIS.
E
S
S
And
progress
monitoring
tools:
how
will
we
ensure
that
the
work
we're
doing
is
paying
off
and
making
a
benefit
for
our
students
we're
using
map?
Of
course,
we
just
finished
an
administration
I
think
the
window
closes
on
Wednesday,
actually
fountas
and
pinnell
text
leveling.
That's
just
giving
teachers
more
information
about
reading
behaviors
so
that
we
can
move
them
along
the
continuum
of
the
successful
at
negotiating
text
aimsweb
using
primary
grades.
Dra
development
of
reading
assessments
used
at
kindergarten
and
my
aps
for
our
four
year
olds.
S
This
information
is
shared,
presented,
study,
analyzing,
a
variety
of
formats,
starting
with
our
third
literacy
team
meeting,
where
we
talk
about
kids
on
an
individual
basis
in
terms
of
what
intervention
is
warranted,
what
intervention
is
working?
What
needs
to
be
monitored
and
adjusted,
and
that's
pretty
much
the
presentation
in
a
nutshell,
and
so,
if
you
had
any
questions
actually
happening
tomorrow,
they
might
know.
I
went
through
that
pretty
quickly,
but.
N
So
my
20
18
question:
what
can
we
do
as
a
board
to
help
support
this
initiative
and
and
I
don't
want
it
to
be
a
repetitive
question
as
to
something
that's
not
positive,
because
truly,
if
we're
going
to
is
a
lot
of
work,
that's
being
placed
behind
these
efforts
and
presentation,
you're,
just
not
presenting
these
here
for
us,
and
you
have
research,
and
you
have
not
only
presented
the
problem
before
it
presented
a
solution
as
well
too.
So
so
as
a
board.
How
can
we
support
this
initiative
and
from
your
viewpoint
so.
N
N
So
so
this
is
going
to
be,
in
my
opinion,
a
very
process
to
use
process
of
trying
to
really
drill
down
and
define
where
our
resources
dollar-wise
means
to
lie
in
order
to
to
move
this
forward,
so
that
we
can
make
sure
that
we're
gaining
the
growth
that
we're
talking
about
and
so
standing
in
and
moving
it
forward.
So
so
all
of
this,
the
work
is
great,
but
we
have
to
figure
out
how
we're
going
to
make
it
work.
I.
M
S
Ways
to
bring
the
opportunities
into
the
school
level,
so
we're
not
asking
for
a
lot
of
money
to
send
people
out
of
the
system,
so
we
can
do
the
work
inside
the
system
and
that's
what
we're
hoping
for
with
the
PDSA
cycle.
As
principals,
you
know
determine
what's
successful
in
their
building.
Hopefully
we
can
attach
some
development
to
that
to
that
work
and.
N
W
When,
when
the
principal's
did
their
presentation
in,
are
they
going
to
say
or
bring
to
the
board
just
that
that,
in
my
building
I
believe
we
need
X,
Y
&
Z
here
is
why
care
best
practices
and
I
believe
we
have
these
positions,
or
this
in
our
building.
I
could
produce
the
better
outcome,
because
I
think
having
the
principal's
do
a
presentation
to
us
and
not
give
us
what
they
believe
they
need
in
their
building
to
be
successful
doesn't
make
sense.
W
It's
like
we're
wasting
their
time,
because
we
need
to
know
what
you
need
and
so
in
their
presentations,
I'm
hoping
they're
going
to
tell
us
after
they
make
the
presentation
of
during
the
presentation
the
Miller
I
need
an
additional
reading.
Coach
I
need
an
additional
psychologist
or
whatever,
and
this
is
why
I
need
them,
because
best
practices
would
say
in
my
building
in
my
beads
are
here.
W
This
drives
outcomes
and
those
outcomes
and
those
positions
have
a
a
financial
impact
and
I
think
that
would
help
us
make
those
decisions,
because,
at
the
end
of
the
day,
everything
should
be
driven
around
student
achievement
and
outcomes
for
students,
and
so
the
budget
should
also
kind
of
play
into
that
as
well.
So
we
can
see
we
are
committed
to
education
and
committed
to
outcomes
of
our
students
when
we're
brought
that
kind
of
information
from
our
principals
and
then
we
don't
answer
the
call
or
at
least
understand
what
the
thank.
O
S
O
G
O
Do
have
data
for
you
that
we
want
to
show
you,
but
but
it's
live
data.
Yes,
computers
ready
to
go.
We
have
course
code
approvals,
but
we
need
we
need
you
to
prove
some
courses
and
then
we
have
an
advanced
and
update
and
really
quick.
So
I
would
suggest
that
we
call
that
data
to
the
end,
because
you're
gonna
get
involved
into
that
game.
You
have
lots
of
questions,
I,
think
so.
That's
okay,
but
I
would
like
you
just
stay
near
these
two.
Ladies
you're,
going
to
help
us
with.
O
R
R
O
It
is
a
way
that
you
can
help
us
Andy,
Charleston's
Romania.
The
state
produces
a
current
course
coding
manual
with
some
definitive
source
codes,
but
we
need
our
own
courses,
for
example,
there's
of
course,
at
Wando
they
teach
every
year.
That's
a
research
course
and
the
state
doesn't
have
a
code
that
pertains
to
that.
That's
the
kind
of
thing
that
we're
bringing
forward
to
you
locally
board,
approve
courses,
so
that'll
be
up
there
for
second
reading.
That's
really
kind
of
routine.
N
Taught
in
our
schools,
and
only
is
only
more
focused
on
in
the
month
of
February,
opposing
to
any
other
time
throughout
the
year.
Lately
is
because
a
question
that
always
get-
and
it's
not
an
answer
that
answer
that
that
I
have
on
the.
Why
and
I
guess.
That's
the
opposing
question
that
I'm
asking
is,
is
how
do
we
embed
more
given
the
makeup
of
our
district
in
the
population
in
which
we
serve?
How
do
we
begin
to
look
at
ways
of
implementing
more
afro-american
studies
within
our
schools
versus
to
what
we're
doing
today?
N
O
N
O
A
Questions
about
to
think
about
the
step.
Further
I
have
myself
some
things
on
social
media
that
was
about
I,
guess
the
state
standards
talking
about
you
know.
Certain
things
aren't
mentioned:
there's
no
restriction
that
our
teachers
can't
if
they
want
to
go
and
teach
about
historical
figures
and
kind
of
go
outside
of
what
the
state
says.
So.
O
O
Y
Y
Internationally,
nationally
accrediting
organization,
you
might
be
familiar
with
it
because
we
all
if
you
win
South
Carolina,
even
if
he
were
anywhere
in
the
United
States,
he
had
northeastern
Association
or
Southern
Association.
All
those
entities
that
came
together
under
one
umbrella
called
it
van
said
so
when
you
think
of
that
you've
probably
seen
it
before.
Maybe
the
name
this
change,
but
it
is
the
most
recognized
of
the
accrediting
organizations
international
at
the
gap
and
events.
Y
It
is
includes
processes
that
are
vetted
that
are
research-based
for
looking
at
schools
looking
at
districts
looking
at
district
systems
and
it
is
conducted
in
a
manner
that
is
consistent
across
every
minute.
So
what
I
want
to
talk
to
you
about?
Just
to
give
you
a
little
background,
so
you
know
what
accreditation
is
I
do
believe.
Most
people
and
I
think
it's
in
your
board
packet.
Y
So
it
looks
at
three
different
areas
that
looks
at
leadership
capacity
and
then
settle
on
a
capacity
and
lots
of
resources
and
you've
been
talking
about
that,
but
most
of
what
we've
done
today.
So
it
is,
it
is
right
in
line
with
what
you
want,
I
believe,
that's
what
you
can
said.
You
want
it
when
you
go
through
the
packet
that
you
have
to
we'll
talk
about.
Basically,.
Y
Introduce
this
to
I
think
their
teachers,
we've
already
been
speaking
with
principals,
to
make
sure
that
they
understand
the
tools
that
we'll
be
using
the
tools
to
make
sure
we
have
some
reliability.
All
the
principals
will
go
through
the
training
as
far
as
how
it
looks
in
their
schools,
I
believe
the
board
will
also
go
through
a
little
bit
of
a
training
because
look
at
schools
and
look
at
classroom.
They
will
look
at
board
meetings
and
will
look
at
how
resources
are
allocated.
So
all
of
this
is
a
part
of
that
continuous
approval
process.
Y
If
you
would
look
on
the
next.
The
reason
we
should
take
on
undertake
accreditation,
of
course,
is
to
make
sure
that
we
are
performing
the
best
to
all
of
us
collectively
and
comparing
us
with
other
districts
and
other
agencies
indices.
We
will
be
using
surveys.
You
will
have
surveys,
I
know
that
I
believe
you
had
a
good
response.
All
the
teacher
surveys
and
will
be
looking
into
the
data
will
be
looking
at
environment.
Y
Students
learn
within
if
you
would
go
to
the
next
page
under
the
Elliott
this
quickly,
because
another
go
to
the
next
page
of
million.
We've
been
talking
today
a
little
bit
about
observing
teachers.
The
Elliott
is
a
tool
that
is
used
to
look
at
classroom.
Environments
looks
at
it
through
the
lens
of
the
students.
So
you
will
hear
the
word,
and
you
were
here
about
the
Elliott
tool
and
that
Elliot
tool
really
had
seven
different
areas:
seven
different
ways
to
look
at
an
environment
and
it
really
takes
a
snapshot
up
on
all
the
children
being.
Y
Z
Y
Y
When
we
go
through
this
process,
that
I've
had
the
pleasure
of
serving
on
a
few
of
the
teams
that
have
visited
school
districts
in
September,
23rd
24th.
This
district
will
never
come
and
they'll
scatter
around
the
district,
and
we,
of
course
want
to
make
sure
all
of
our
schools
are
aware.
We
don't
want
anyone
is
teachers,
anyone
to
think
that
they're
looking
at
something
that
they're
not
looking
at
they
have
this
instrument.
They
will
know
what
the
elders
looking
at.
Y
So
that's
one
of
the
reasons
you
want
to
make
sure
we
start
early
to
make
sure
it's
comfortable
living
with
with
the
tool
and
with
the
whole
process.
So
when
the
team
comes
in
school,
select
those
schools,
predetermined
and
every
schools
were
represented
all
of
Thompson
camp,
so
they'll
get
a
snapshot
of
what
we
all
look
like.
Y
P
Y
The
logo
right
in
the
front,
but
you
go
around
the
state
of
South
Carolina.
You
go
run
in
United
States.
Leave
it
internationally.
You'll
see
that
that
flag
flying
there
with
a
bad
credit
and.
B
Y
C
N
To
take
this
piece
with
the
board,
if
effective,
board,
governance,
observation
and
I
don't
know
what
the
process
is
gonna
be
as
far
as
this
is
concerned,
but
I
think
one
thing
would
be
I
guess
very
prudent
is
to
have
the
board
each
individual
board.
Member
gave
a
self-evaluation
of
these
questions.
Y
N
C
H
J
X
We'll
be
drawn
through
several
parts
of
the
presentation,
in
that
the
next
board
unit
will
actually
go
through
the
tool
so
we'll
go
through
that
together
and
then
also
just
wanted
to
share
that
there's.
Also
a
leadership
team
that's
convening
and
on
March
14th
for
their
first
movie,
we'll
have
for
me.
K
O
O
AA
AA
Gonna
start
us
off
by
walking
you
through
two
analyses,
I've
done
and
then
Lisa
is
gonna
take
over
for
me
and
talk
to
you
about
how
we're
using
that
work
with
the
guide
on
principle
conversations.
So
the
first
thing
I
want
to
tell
you
a
little
bit
about
is
Lex
aisles.
If
you
haven't
heard
that
term
before
it's
really
popular.
So
if
I
give
you
a
little
overview
of
what
a
Lexile
is,
it
serves
two
purposes.
AA
AA
The
second
piece
is
that
it
describes
the
reading
ability
to
students,
so
we
can
use
that
for
dual
purposes,
to
figure
out
the
complexity
of
the
text
and
then
also
where
students
are
reading
so
I
see
ready
for
ell
last
spring
was
the
first
time
that
su
ready
provided
Lexile
scores
on
that
assessment.
So
we
wanted
to
make
sense
of
that
data.
For
you,
in
order
to
do
that,
we
wanted
to
determine
our
students
reading
on
grade
level
according
to
their
Lexile.
AA
Unfortunately,
the
state
nor
SC
ready
neither
one
of
them,
provide
a
framework
to
tell
us.
How
do
you
take
that
Lexile
score
and
determine
if
it's
on
grade
level,
so
in
order
to
categorize
students,
Lexile
scores,
we
went
to
meta
metrics
this
work,
they
produced
two
different
frameworks
for
categorizing,
lies
and
Joanna.
Can
we
tell.
O
AA
And
it's
actually
just
gonna
refer
you
to
this
page,
because
if
you're,
looking
in
the
middle
of
this
page
here,
you'll
see
a
table,
so
that's
the
table
that
we
use
and
I
mentioned.
There
were
two
different
frameworks
for
you,
so
meta,
metrics
I
think
it's
important
to
note
that
we're
actually
using
the
most
rigorous
Institute.
AA
And
there
is
no
framework
within
South
Carolina
for
interpreting
black
tiles
in
terms
of
translating
them
to
grade
levels.
So
this
is
the
best
we
could
do
and
again
it's
a
very
rigorous
framework.
I
provided
some
examples
of
books
at
the
bottom
as
well,
and
you
can
take
a
look
at
those
and,
if
you're
familiar
with
them,
you
might
be
surprised
in
some
cases
what
students
are
being
expected
to
read
in
each
grade
level.
So
I
think
that's
important
to
keep
in
mind
as
they're
looking
at
the
data.
AA
AA
Many
schools
that
have
great
dreams
that
we
actually
had
to
put
those
paragraphs
on
three
different
pages
in
order
for
you
to
be
able
to
read
them.
So
the
first
page
is
our
high
poverty,
schools
and
they're
in
alphabetical
order,
so
that
goes
from
schools,
age.
Well.
The
second
page
is
also
high
poverty,
schools
from
M
through
Z
and
then
the
third
page
is
our
grade
three
low
and
medium
poverty.
Schools.
It's
gonna
follow
the
same
order
for
each
grade
level
on
the
x-axis
of
the
bottom
you're
going
to
see
the
school
name.
AA
AA
The
light
blue
is
on
track.
The
dark
blue
is
they're
actually
ahead
of
where
they
need
to
be
for
their
grade
level
in
terms
of
reading
ability.
The
first
two
bars
on
every
grade
on
every
graph
are
going
to
give
you
a
point
of
comparison,
so
that
first
bar
in
page,
one
is
all
grade
three
students
in
the
district,
and
that
second
bar
is
all
of
our
grade.
Three
students
who
are
in
high
poverty,
schools.
C
AA
Next
thing,
you're
gonna,
see
in
your
packet
and
we're
gonna,
give
you
a
little
more
time
to
delve
into
this
cuz.
I
know
this
is
15
pages
long.
The
next
thing
you're
gonna
see,
is
just
a
one-pager.
We
did
something
a
little
bit
different
here.
We
also
wanted
to
give
our
high
schools
some
data.
So
while
we've
done
there
is
we've
taken
the
students
who
took
SC
ready
last
year
as
eighth
graders
and
we
figured
out
where
did
they
end
up
in
high
school
this
year
as
9th
graders
and
so
for
their?
L
AA
AA
AA
AA
Like
I
said
you
can
we
can
zoom
in
a
little
bit
more
on
your
own
laptops,
so
this
is
going
to
be
a
scatter
plot
that
you're
looking
at
here.
It's
a
lot
of
dots
on
the
x-axis
for
each
one
of
these
graphs
that
we're
gonna
look
at
is
the
poverty
index
for
each
school.
That's
the
percentage
of
students
that
are
in
poverty
for
that
school
and
in
the
y-axis.
What
we're
gonna
look
at
is
results
from
FC
ready
from
last
year.
This
is
the
percentage
of
students
that
scored
met
or
exceeds
it's.
AA
This
data
is
for
the
full
state,
so
you
see
a
whole
lot
of
dots
here.
All
the
dots
that
are
in
grey,
our
schools
that
are
not
CCSD
schools
and
the
blue
dots
are
CCSD.
Schools
do
folks
already
have
this
up
on
their
laptops
here.
Are
you
looking
at
it?
Okay,
great
great
and
the
two
trend
lines.
You're
gonna
see
those
there's
one,
that's
gray,
so
that
describes
the
trend
for
for
all
all
schools
within
the
state,
so
a
trend
line
sort
of
captures.
AA
O
AA
AA
AA
Do
you
know
it's
math
if
you
look
at
the
title
of
the
figure
up
at
the
top,
so
it's
grades
6
through
8,
20,
17,
SC,
ready
math.
If
you
want
to
see
other
subject
areas
and
other
grade
levels,
you're
gonna
have
to
scroll
down
to
the
right-hand
side
of
your
screen
all
the
way
at
the
bottom,
and
can
you
scroll
to
the
right
hand
at
the
bottom
and
we'll
show
them
where
the
other
subjects
are
great.
AA
So
there's
links
right
there
at
the
bottom,
where
you
can
see
grades
3
through
5
and
you
can
see
ela
versus
math
on
there
and
if
you
go
back
to
the
initial
link
where
we
started
at
to
begin
with,
this
was
all
se
ready.
We
did
the
same
thing
for
AC
T,
so
that
would
be
the
comparable
piece
for
high
schools
where
we
graphed
achievement
on
SC
AC
T
from
last
year
against
poverty.
P
AB
What
we're
trying
to
do
is
to
build
a
culture
first
of
all,
to
have
a
deep
understanding
with
me
that,
in
order
to
guide
our
instructional
decision,
the
principal's
have
already
had
a
first
pass.
With
this
data,
they've
been
able
to
look
at
it
play
with
them
a
little
bit
the
same
way
that
you
all
are
doing
here
today
at
the
next
principals
meeting.
AB
Thinking
about
it
and
then
the
goal
is
to
develop
action
steps
so
that
when
we
leave
the
meeting
when
we
leave
our
homework,
I've
shared
ownership
that
we
take.
This
action
steps
back
to
our
school
and
we
say
what
next?
What
else
do
we
need
to
know?
What
else
do
we
need
to
discuss?
Who
else
do
we
need
engages
stakeholders
and
partners
in
order
to
move
this
conversation
forward
into
actions
that
change
our
instructional
decision-making
to
better
support
our
students?
AB
O
Data
transparency,
circling
back
to
the
nadir
repeatedly:
we've
got
a
team
inside
learning
services
working
other
than
work
that
we
can
assign
out.
So
we
ask
that
teacher
leader
and
the
principal
to
go
back
and
do
something
with
it.
It
may
be
to
contact
the
school
with
similar
poverty
statistics
as
your
school
to
figure
out
what
they're
doing
it
may
be
to
contact
Michelle
Simmons
to
find
out
with
this.
If
you
find
her
now,
do
you
want
you
to
look
for
her
blue
dot?
It
is
way
up
there
and.
B
O
It's
miss
Malone's.
It
way
up
there,
but
to
contact
schools
that
are
getting
really
great
results
and
figuring
out.
How
do
we
try
to
get
rid
of
the
variability?
How
do
we
try
to
have
consistency
across
a
horrible,
so
it's
working
one
of
those
strategies,
so
we're
excited
about
it
and
we're
excited
about
being
transparent.
This
is
David
enter
bet.
We
could
amount
of
done
about
Erica,
Taylor's
team
they're,
actually
building
that
out
for
us.
So
as
we
release
day,
don't
we
just
want
to
make
it
really
transparent,
you
put
it
out
there.
O
O
If
you
have
that
going
on
and
then
of
course,
classroom,
behavior
will
be
looking
at
that,
so
we're
building
on
instructional
strategies
and
structures,
we'll
be
talking
to
you
about
the
organization
of
learning
services
and
what
it
might
look
like
going
forward.
We've
got
some
some
grant
funds
that.
C
O
Got
some
decisions
that
we're
gonna
have
to
make
with
the
limited
staff
members
that
we
have?
How
do
we
deploy
those
staff
and
what
are
those
structures
look
like?
We
want
to
continue
with
the
phonics
in
the
math
Collins
good,
solid,
core
curriculum,
that's
the
heart
of
what
you
need
to
have
in
place.
The
reason
our
results
look,
the
way
they
do.
My
supposition
is
and
I
think
my
team
and
the
team
and
learning
services
would
agree.
Is
our
core
is
not
strong
right
now
and
not
talking
curriculum
and.
C
O
D
O
Is
not
a
complete
roll
out?
What
we're
trying
to
do?
Is
it
really
that's
a
really
great
question?
It
is
trying
to
do
a
pilot,
so
we
can
progress
monitor
because
the
state
will
be
going
through
an
adoption
in
a
couple
years
and
will
already
have
knowledge
of
these
programs.
We
think
they're,
really
good
programs
they've
been
vetted
and
we'll
know
them
when
it
gets
ready
for
the
adoption.
But
yes,
we're
gonna
have
a
little
expansion,
but
probably
probably
not
a
lot
like
like
right
now.
I,
don't
know
unless
you
can
come
up
Watsa
money.
G
O
You
roll
out
an
adoption
in
the
system,
decides
it's
about
a
million
dollars,
but
it's
a
complete
roll
out
it's
for
an
elementary
and
then
we
are
looking
at
to
continue
the
data
analysis
mark
so
next
month.
We're
planning
to
bring
teachers,
Laney,
berry
and
her
team
are
looking
at
digital
content
or
analyzing.
The
data
on
that
they're
gonna
be
usage.
Looking
at
the
results
we're
getting
out
of
that,
we
wanted
to
get
you
hear
from
teachers,
because
that
digital
content
helps
you
deliver
record.
It
helps
you
differentiate.
O
G
J
Thank
you
so,
when
we'll
make
sure
that
you
have
access,
as
we
said,
the
public
will
have
access
to
these
regression
analyses,
but
just
for
today,
the
sort
of,
if
you've,
never
looked
at
these
sorts
of
data
before
the
important
thing
is
when
you
see
that
that
blue
line
celebrate
all
the
schools
that
are
above
that
blue
box
know
that
it's
there
near
the
blue
line.
There
that's
about
average
performance.
But
what
you
really
need
to
talk
with
us
about
is
those
schools
that
are
covering
their
lingering
below
that
blue
line.
J
Means
that
the
kids
in
that
school
are
not
performing
comparably
kids
like
them,
in
schools
like
theirs
throughout
the
state,
and
so
that's
in
addition
to
closing
the
achievement
gap
among
our
own
candy,
we
need
to
look
at
our
art
is
getting
a
fair
shot
for
getting
access
opportunity
compared
to
their
peers.
So,
but
it's
really
really
important,
as
we
started
in
this
season,
that
you
look
at
those
blue
dots
that
are
lingering
significantly
below
that
line,
because
that's
what
we
looked
at
last
year
and
that's
what
we'll
be
looking
at
again.
This.