►
Description
December 11, 2017 COTW Open Session and Strategic Education Committee Meeting
A
D
A
C
A
C
A
A
H
G
Through
the
board,
all
the
opportunities
that
the
board
has
had
for
participation
and
all
the
opportunities
that
community
members
and
staff
members
have
had
for
participation,
that
was,
in
the
background
action
just
to
make
sure
just
a
little
weekly
happy,
but
all
has
been
done
so
far.
What
we're
recommending
for
the
board
is
that
you
approve
the
strategic
plan
today,
but
that
the
board
comes
back
in
January
and
identifies
your
priority.
So
I'll
talk
with
you
about
three
strategic
priorities.
G
One
is
doing
what
we
need
to
do
to
make
sure
that
many
more
students
are
by
the
end
of
grade
3
2
is
investing
in
attracting
teaching
and
supporting
talented
folks
in
our
district
and
3
is
making
sure
that
we
redistribute
resources,
time.
People
and
money
aim
towards
meeting
the
most
serious
needs
of
our
district.
Those
are
my
three
strategic
priorities.
The
board
has
talked
about
a
couple:
more
strategic
priorities
related
to
the
arts
and
to
choice,
magnet
school
says
they're.
Just
a
couple
of
examples.
G
G
Afford
as
we
as
we
shoe
that,
how
do
we
find
the
resources
to
address
the
strategic
priorities,
because,
if
we're
not
really
careful
in
no
time
at
all,
our
board
way
back
in
the
same
situation,
budget
wise
that
we
were
in
three
years
ago.
So
we
have
to
bring
those
things
forward
to
get
there.
So
today
we're
asking
for
approval
of
the
plan
itself
with
the
understanding
that
the
board
will
set
the
strategic
priorities.
So
how.
G
Far
as
I
know,
they're
exactly
the
same
document
except
the
last
section
on
the
goals
may
have
been
revised
somewhat
weak.
The
final
section,
the
district
goals
and
mega
goals
would
have
been
established
by
base
this
baseline
data
for
this
year.
So
there
may
have
been
some
some
revision.
There
could
have
been
refinements
to
the
plan
and
revisions
in
it.
G
F
G
Okay,
what
you
have
today
to
approve
are
the
high
level
strategy.
The
action
team,
Action
Teams,
came
forward
and
told
you
what
they've
been
working
on,
what
they
recommend
that
you
consider
that
part
you
take
into
consideration
in
January.
You
don't
have
enough
learning
to
do
everything
that
was
in
those
Action
Team
presentations,
but
we
wanted
you
to
hear
the
presentations
before
you
actually
adopt
the
plan,
which
is
what
was
in
your
packets
today.
So.
C
G
F
Right,
so
this
is
the
plan.
The
way
this
interacts
with
the
plan
is
these
are
some
of
these
strategies.
Staff
has
come
up
with
to
meet
the
strategic
goals
in
this
book
here,
yes,
and
how
did
the
strategic
goals
in
this
book
here
get
created?
Those
would
be
those
public
meetings
and
I
think
you
said
the
very
beginning
of
your
presentation.
You
showed
how
that
happened.
Yes,
ma'am.
C
F
Thank
you
so
guys,
so
we're
what
you're
saying
is
action
item
6.1
a
in
our
book?
Michael
you
looking
forward.
I
think
you
have
hard
copies
sakura,
so
this
tells
you
this
tells
you
who
created
this
yes
ma'am
all
right,
then
the
mega
goals
back
here
and
I
guess
because
I
just
want
don't
want
people
to
be
confused.
Why
isn't
this
in
here?
If
this
is
part,
is?
Is
this
something
we're
proving
as
well?
F
I
G
F
Measuring
right
now,
so
everything
on
behind
this
cover
sheet
is
basically
everything
that
we're
capable
of
measuring
right
now,
and
this
would
probably
be
a
good
conversation
to
have
as
well
with
the
evaluation
process.
Yes
and
then
this
is
all
of
the
meetings
that
began
approximately
18
months
ago
and
created
this
document.
Yes,
and
then
this
is
what
your
staff
said.
They
can
do
to
make
sure
these
goals
get
met,
this
imp,
we're
willing
to
fund
and
approval.
Yes,.
G
A
K
K
The
the
district
mega
goals
to
me
should
be,
although
they're
not
it
just,
gives
the
status
support,
but
where
we
are
now
like
the
indicators
in
focus
areas
to
me.
That
seems
like
that
should
drive
our
strategic
plan.
I
know
that
these
documents
are
compiled
by
community
members
and
stakeholders
and
meetings
that
that
have
been
held
under
the
CCSD
umbrella
to
get
a
bigger,
a
bigger
snapshot
of
where
we
are
and
what
we
possibly
need
to
be
doing.
K
But,
like
I've,
said
in
the
past,
I
think
our
fundamental
goal
ought
to
be
done.
Every
char
views
on
grade
level,
I
think
you
can't
get
more
simple
simplistic
than
that.
We
don't
have
that
currently
we're
nowhere
near
that
currently,
and
so
for
me,
the
goals
or
our
strategic
bands
should
be
centered
around
that
effort
and
and
all
of
the
energies
and
people
or
the
manpower
programs
that
are
necessary
for
us
to
achieve
that,
and
my
opinion
ought
to
be
in
this
plan
nf
not
in
here
in
here
and
if
not
in
there.
On
this.
L
F
Think
I
think
you're
I
think
that's
what
it
is
because
I'm
looking
at
this
one
that
says
percentage
of
kids
reading
and
we're
not
happy
with
this.
So
we
have
an
area
that
specifically
talks
about
early
childhood
literacy,
I.
Think
that
that
matches
exactly
what
you
just
said.
We
don't
think
this
is
good,
so
one
of
our
strategies
needs
to
be
a
goal
for
that.
So
I
could
now
that
you
said
that
I
can
actually
see
the
correlation.
F
G
K
My
concern
becomes
our
ability
to
execute
and
because
it's
so
broad
it
does
not
identify.
In
my
opinion,
it
does
not
identify
a
said
school,
they
said
classroom
a
said
Stephen,
and
so
then
my
concern
then
becomes
how
realistic
or
is
our
ability
to
deliver
on
these
plans
and
because
they're
not
specific
enough
for
me,
it
makes
me
feel
as
if
they're
not
specific,
because
we're
not
really
looking
to
do
all
that.
K
We
say
because
it
looks
good
as
nice
and
furnace
is
warm
and
fuzzy
when
we
have
serious
issues
at
some
of
our
schools
and
I.
Wonder
if
I
were
a
principal
of
our
were
a
teacher
in
a
school
and
I
saw
this
plan.
Would
I
in
fact
see
my
needs
the
needs
that
I
see
every
day
in
this
plan
now?
Is
it
address
and
if
it's
not,
when
will
it
be
addressed,
the
board
is
going
on
we're
going
to
set
our
own.
K
You
know
our
own
criteria
and
how
are
we
gonna
do
that
and
we
hardly
ever
agree
on
anything.
So
it
is
something
and
so
I
think
from
from
a
student
standpoint,
how
does
a
parent,
or
when
does
a
parent,
see
their
child's
process,
progress
implementation,
readiness
for
college
students
ready
to
earn
a
high
school
diploma
on
time?
Where
did
they
see
themselves
in
this
plan?
I,
don't
know
if
they
do
I
don't
know.
If
that
plan
is
designed
to
do
that,
much
detail.
C
C
K
C
K
Gonna
miss
this,
even
if
I
don't
even
if
I
don't
vote
for
it
today,
it
will
still
be
approved.
So
then
my
question
still
exists
is:
when
do
we
deliver
Priscilla
maximum
academic
achievement
to
ensure
every
student
is
career,
college
and
citizenship
ready?
Wouldn't
do
we
deliver
that?
When
can
we
expect
that?
No?
No?
No,
that
sounds
good
seriously
guys.
That
sounds
good,
but
that's
not
what
we're
doing
guess.
I
won't.
C
C
C
K
K
F
The
one
thing
Michael
you
need
to
know
is
you
don't
disagree
with
anything
we're
saying,
and
we
don't
disagree
with
anything.
You're
saying
this
is
a.
It
depends
on
how
organized
you
lay
something
out
just
because
I
believe
in
this
plan,
as
a
strategic
plan
doesn't
mean
I,
don't
care
about
the
how
or
drilling
it
down
to.
How
did
we
put
two
teachers
in
certain
classrooms
which
we
did
this
year?
So
we
are
doing
things
this
year
that
we
didn't
do
last
year.
F
That
is,
according
to
the
principles
things
they
believe
in
their
expert
opinion
is
working,
so
I
can't
lie.
I,
don't
want
any
principal
who
sees
this
on
video
to
assume
that
a
blanket
statement,
if
we're
not
doing
it,
we're
not
doing
anything
we're
sitting
in
here
full
of
you
know,
shrimpin
and
cookies.
Those
principals
are
making
an
impact
based
on
the
things
we
put
in
place
for
this
year,
but
I
know
what
you're
looking
for
I
I
would
applaud
the
organization.
F
If
you
don't
think
reading
is
important,
then
you're
not
going
to
make
a
goal
for
saying
who
should
be
taught
to
read.
Then
you're
not
going
to
create
a
budget
that
spends
money
on
reading
and
then
you're
not
going
to
hold
her
accountable
for
who
learned
how
to
read,
and
you
can't
hold
her
accountable
for
who
learned
how
to
read
until
you
create
a
budget
that
says
this
is
a
goal
and
you
can't
create
a
budget
that
says
this
is
a
goal
until
you
create
a
goal
based
on
your
priorities.
F
So
there's
a
process,
and
my
my
hope
is
that
if
we
agree
these
are
the
things
we
want
to
have
happen
in
CCSD.
If
you
don't
think
these
are
the
things
that
should
be
happening,
then
we're
not
gonna
make
goals
for
these
things
that
these
goals
do
get
set
very
quickly
in
January
and
I'm,
saying
that
to
the
person
who's
in
charge
of
creating
the
evaluation
process
Eric,
because
very
quickly
after
you
decide
what
you
want
to
do,
you
better
decide
how
much
of
it
you
want
to
do
and
then
how
to
do
it.
M
A
So
Michael
has
this
feeling
and
I
like
to
judge
with
some
of
your
votes.
You've
heard
it
like
Michael
I
seem
to
agree
with
like
90%
of
things,
but
but
I
tend
to
agree
that,
if
Michaels
feeling
this
way
other
people,
the
people
in
the
community
who
would
feel
the
same
way
and
they
want
to
see
the
rubber
hit,
the
road.
N
D
I
D
In
reality,
the
cpt
plan
is,
is
the
outer
layer,
but
the
the
batch
board
that
drills
down
on
that
component
I
mean
gives
the
parent
a
teacher,
the
student,
a
snapshot
of
where
that
child
is
and
it
and
I
think
that's
I
believe
that's
one
of
the
tool
that's
being
used
to
help
drive,
which
students
need
special
area
or
need
assistance
or
nature
or
whatever.
That
may
be
to
to
caveat
that
same
piece
that
you're
talking
about.
D
F
We
have
a
goal
that
says
every
kid
reads
on
third-grade
level
and
we
have
a
dashboard
for
every
single
3rd
grader
and
a
rule
in
place.
That
says
you
meet
with
the
parents
of
every
single
3rd
grader.
Then
that
is
exactly
what
you're
asking
for
wait.
A
minute
district.
You
said
every
single
3rd
grader
would
read
I'm
here,
here's
my
dashboard.
Why
am
I
not
on
level
but
that
actually
drills
it
directly
to
the
person
Chris.
K
I
just
want
to
say
one
thing
before
it
goes:
Tom
I'm,
not
saying
that
the
plan
is
a
bad
plan,
I'm,
not
saying
that
I
think
Cindy's
right,
I
agree
together.
I
do.
But
what
I
have
seen
in
the
past
is:
we've
set
goals
as
a
district
and
when
it
comes
down
to
implementing
those
goals
or
setting
a
standard
in
which
we
measure
ourselves
I've
heard
from
people
in
this
room
who
work
for
us.
Their
reason
why
we
have
erased
these
goals,
mr.
Miller
or
because
those
kids
are
poor.
K
Well,
because
those
kids
live
in
this
community
to
me
setting
the
goal
reaching
the
goal
with
deliverable
outcomes
and
then
when
we
don't
reach
those
goals
we
step
aside
on
our
responsibility
to
me
is
sickening
I
agree
that
we
there's
a
lot
of
things
that
we
cannot
control
inside
our
system
where
child
lives,
the
family
life.
We
don't
control
that,
but
when
they're
in
our
care
for
180
days
a
year,
we
are
charged
to
educate
and
when
we
do
not,
what
I
have
heard
is
will
mr.
Miller?
K
N
K
M
I
M
L
I
L
We
are
here
today
to
bring
back
information
in
the
original
recommendations
that
we
made
in
August
was
to
for
the
opening
grave
configuration
of
Lucy
Beckham
high
school
to
be
a
phased-in
model
where
we
start
with
9th
and
10th
grade,
and
then
at
11th
and
12th
grade
the
following
two
years,
I
mean
I,
think
you
have
some
background
on
that
should
be
in
your
packet.
We
were
asked
to
go
back
and
do
to
get
more
information.
We
have
two
additional
community
meetings.
We've
had
about
a
hundred
and
fifty
people
attend
those
meetings.
L
We
also
sent
a
survey
out
to
approximately
3000
families
have
about
700
responses
to
that
survey,
and
we
had
a
focus
group
with
some
students
to
get
their
direct
impact
or
their
direct
input
and
opinions
and
what
we
were
presenting.
Based
on
that
information,
we
are
standing
by
the
recommendation
that
we
made
originally
to
phase
in
the
opening
of
epic
to
start
ninth
and
tenth
grade
and
to
face
that
so
the
exact
same
reasons
that
we
had
before
I'm
looking
to
build
ap
and
CTE
programs
of
building
those
programs
would
be
better
proof.
L
We
talked
about
extra
curricular
advance
and
again,
allowing
eleventh
and
twelfth
grade,
because
we're
probably
going
to
have
to
open
with
the
JV
program
for
athletics,
making
sure
that
we
open
with
a
strong
positive
culture
and
climate,
and
if
we
force
students
to
leave
Wando
in
their
junior
and
senior
year,
then
that
could
you
know,
cause
some
problems
or
some
some
issues
and
really
looking
at
the
impact
that
it
would
have
on
window.
Well,
we're
gradually
growing,
it
would
have
allowed
them
to
gradually
decrease
their
population.
So
it
wouldn't
be
quite
as
stark.
L
F
L
O
O
C
Once
I
was
there
where
they
looked
at
MOSI
Khomeini's,
when
they
open
a
new
school,
they
do
12
yeah,
that's
how
they
did
it.
In
Dorchester
County
there
was
a
school
that
did
it
differently
than
that
I
had
lots
of
issues.
The
the
other
issues
is.
There
are
kids
who
have
been
on
a
certain
path.
Rondo
with
a
certain
major
and
they'll
they'll
want
to
be
able
to.
C
O
Understand
what
you're
saying
you
know
my
thoughts
are
that
I'm
wondering
if
the
students
have
the
option
to
stay
at
wander
or
to
tended
to
school
since
the
building's
ready
bill
and
the
money
it's
the
part
of
the
student.
You
know
they're
actually
pretty
mean
things
what
I'm
going
to
get
hit
with,
that
hurt
anything
the
students,
not
they're,
not
in
that
career
path.
What
I
need
to
see
is
I
just
want
to
go
to
bacon.
We
love
that
in
the
day
we.
L
Will
pass,
we
won't
have
the
same
programs
right.
So
if
you're
in
culinary,
for
example,
at
one
day,
we
will
have
culinary
America
and
we
actually
asked
a
group
of
seniors
or
they're,
currently
freshmen
and
95%
of
them.
We
have
small
groups,
but
thirty
kids,
95%
of
them
said
that
they
would
stay
at
one
choose.
K
Saw
on
a
recommendation
that
we're
still
I
believe
waiting
on
the
district
to
constituent
board
to
do
something
with
the
lines
so
I
think
Chris
has
brought
up
a
really
good
point,
so
we're
gonna.
Have
it
really
I,
wouldn't
call
it
a
laxed
transcript
policy,
but
I
would
assume
got
a
student's
ability
to
transfer
either
from
Peckham
to
londo.
A
back
and
forth
would
be
a
little
easier
per
se,
because
maybe
it's
just
the
same
constituent
district.
It's
in
the
same
basically
geographical
area
and
location,
but
based
on
the
needs
of
the
student
I.
K
K
I
L
I
F
I
think
that
the
question
is
when
we
open
Lucy
Beckham,
do
we
put
four
years
worth
of
teachers
in
there
and
every
program
that
we're
going
to
offer
when
it's
fully
staffed?
There's
no
rule
against
that
except
its
money,
and
you
got
to
figure
out
where
you're
not
going
to
spend
money
to
do
that.
I
think
that's
the
conversation
that
each
of
us
has
to
have
before
in
a
drama.
I
F
Know
that
we
can't
draw
the
attendance
zone
lines
if
you
drew
the
attendance
zone
lines
in
any
way,
I
just
don't
know
how
do
you
staff
a
school
when
you
don't
know
who's
coming
exactly?
That's
because
you
don't
know
how
many
eleventh
and
twelfth
graders
are
gonna
want
to
go
to
backup
versus
you.
Don't
know
how
many
years
they're
going
to
be
so
that
Beckham
that
are
going
to
tell
you.
How
dare
you
not
provide
me
transportation
to
what
has
been
my
home
school
with
my
friends
for
the
last
12
years.
O
F
I
think
that
there's
some
logistics
and
it
may
be
worth
it
that
if,
if
the
board
could
get
a
feel
for
what
9th
and
10th
grade
cost
versus
fully
fleshed,
how
soon
we've
got
to
come
up
with
that?
That
could
that
could
help
and
the
only
other
recommendation
I
would
ask
of
the
board
I
know
we
have
a
motion
on
the
floor
in
a
second
is
I.
F
Feel,
like
part
of
the
reason
we
have
a
committee
of
the
whole
structure
is
so
that
we
talk
about
these
things,
but
that
we
go
home
and
have
a
few
weeks
to
think
about
them.
Before
we
have
to
make
that
vote.
We
have
people
who
are
gonna
who
are
who
are
going
to
say
they
didn't
know,
despite
the
fact
that
I
knew
when
I
live,
25
miles
away,
I
mean,
but
that's
human
nature.
I
does
this
decision?
Can
it
be
made
in
January?
K
P
I
F
P
It's
a
foot
the
page
inserted
in
there,
so
you
start
right
there
and
pick
up
those
lost.
That's
deceiving!
Oh
yeah!
So
it's
all
the
red
sides
gonna
stand
out
brief.
I'm,
Jeremy,
CARICOM,
principal
artist,
all
high
school
I
had
two
other
folks
that
joined
me.
We
have
done
a
series
of
meetings
just
getting
information
from
the
State
Department
to
be
aware
of
the
accountability
system.
That's
coming
down
from
the
state
of,
let
guys
introduce
yourselves
lion,
come
back.
P
Just
wanted
to
start
by
setting
the
goals
we
went
to
the
education
Oversight
Committee,
they
set
those
AOC
goals
for
the
state,
and
that
was
that
by
2035,
the
on-time
graduation
rate
in
state
of
South
Carolina
would
be
90
percent.
They
furthermore
wanted
to
see
that
we
would
see
our
students
increase
every
year,
the
mountain
that
were
college-ready
and
career-ready
and
that
could
enter
into
a
community
college
without
need
for
mediation.
That's
kind
of
aligned
with
what
our
south
ghana
state
plan
was.
P
E
That's
right
so
in
the
next
page,
there's
a
his
to
breakdowns
for
how
a
school
integrated
in
the
elementary
and
middle
schools
are
clumped
together
and
right
at
the
same
way
or
you
have
the
same
calculation.
The
first
way
is
whether
or
not
your
elementary
middle
school
has
more
English
language,
learners,
20
or
more
yes,
well,
students,
your
breakdown
with
the
way
you
are
you're
rating
is
calculated,
is
based
on
Africa
on
academic
achievement
and
academic
growth,
and
that's
80
percent
of
your
total
scores.
So
if
you
have
21
more
yellow
students,
35
percent
of.
E
The
bottom
20
percentile
all
students
scoring
the
bottom
20
percent
and
then
all
students
and
how
they
score
in
their
academic
achievement.
So
it's
important
to
note
about
that
breakdowns
that
all
schools
have
a
bottom
20
percentile.
So
Moultrie
has
a
group
of
students
exploring
about
magnet,
has
a
group
of
students
that
are
the
lowest
20
percent
alligators
in.
E
Twice
finally,
with
20
or
more
ESL
students
that
group
that
cohort
will
month
will
account
for
10%
of
your
overall
rating.
So
that's
the
80%
and
then
finally,
20%
is
school
quality.
So
10%
of
that
20
would
be
the
score
on
esacash
science
and
social
studies,
and
then
the
10%
will
be
on
the
student
survey
that's
submitted
or
the
year
may.
E
E
F
I
E
E
E
F
P
E
E
P
Down
at
the
breakdown
for
high
schools,
how
their
ratings
are
gonna
be
calculated.
25
percent
of
high
schools
will
be
through
academic
achievement.
That's
gonna
be
end,
of
course,
exam
performance
for
students
on
English,
1
and
algebra
1
e
OCS
25%
is
going
to
come
from
our
graduation
rate.
The
state
is
looking
for
a
minimum.
Seventy
percent
graduation
rate
from
our
high
schools
and
are
gonna
award
anything
with
a
90
percent,
graduation
rate
or
above
as
excellent,
an
area
of
graduation
rate
okay
and
then
for
this.
P
K
P
A
measured
by
a
CT,
its
measured
by
9
metrics
that
we're
gonna
we're
gonna
break
that
one
down
in
detail,
but
the
percentage
of
students
at
our
college
and
career-ready
again
5%
at
the
high
school
level,
is
going
to
come
from
that
stool
quality
survey
and
then
10%
in
the
area
of
science.
Social
studies
for
us
that's
going
to
be
evaluated
through
US
history
and,
of
course,
exam
and
biology.
One
end,
of
course,
exam
each
of
those
being
five
percent.
P
When
you
look
at
the
table
below
that,
all
you're
doing
is
when
you
take
out
that
ten
percent
for
English
language
learners,
you
increase
the
graduation
rate
for
those
schools
to
30
percent
of
their
overall
rating,
and
you
increase
their
academic
achievement
in
English
and
math.
Eeoc
is
the
30
percent.
N
The
next
domain
speak
specifically
to
progress.
Students
moving
from
one
year
to
the
next
ryan
alluded
to
it
earlier
when
he
said
that
the
state
is
putting
a
significant
emphasis
on
student
growth
and
movement,
so
much
so
that
they
will
be
counted
in
terms
of
their
reading
and
math
growth,
all
children.
N
How
are
they
moving
from
one
one
year
to
the
next
and
then
again,
looking
at
the
very
bottom
20%,
the
state
law
dictates
that
a
value-added
measure
be
incorporated
into
this
growth
assessment,
and
so
we
believe
that
for
this
initial
1718
year,
that
will
be
evos
specifically
looking
at
growth.
So
if
I
were
to
give
you
an
example
of
how
that
might
look,
a
student
will
take
the
test
say
in
third
grade
get
an
initial
achievement
indicator.
N
F
N
Ethos
it,
if
you
would
recollect
we
had
to
do
some
roster
verifying
to
determine
which
teacher
is
responsible
for
which
academic
areas
so
Eve
us
is
a
very
sophisticated
formula.
That's
going
to
look
at
a
game
space
model,
whereas
I'm
going
to
compare
how
you
didn't
agreed
so
where
you
should
be
performing
in
4th
Korea
is
math
going
to
be
used
to
not
map
at
all.
It's
the
state,
a.
N
F
It
measures
whether
you've
hit
the
that
grade
level
and
that
standard
right,
not
whether
you
grew
the
year.
You
were
in
there
because,
if
you're,
if
you
start
the
fifth
grade
and
you're
a
lot
behind,
then
you
in
the
fifth
grade
and
you're
just
a
little
bit
behind
and
you're
moving.
This
doesn't
have
yes.
N
D
K
N
If
you
would
recall,
we
haven't
had
a
report
card,
it's
2,400
and
we've
had
a
couple
of
bridge
years,
because
we've
had
different
tests,
so
this
is
the
second
consistent
year
of
su
ready.
So
we
feel,
like
se,
ready,
won't
be
the
test
moving
forward
for
the
next
several
years.
Yeah
I
think
your
contract.
I
N
Subject
on
this
year's
data,
the
next
slide
simply
gives
you
an
idea
of
what
the
point
structure
looks
like
so
for
every
child
who
takes
a
test,
they
will
be
assigned
a
point
value
based
on
where
they
score
zero
points,
or
it
does
not
meet
all
the
way
to
three
points
for
exceeding
expectations.
Those
point
values
translate
into
our
rating.
The
rating
is
how
we
will
get
that
excellent
good
average
or
unsatisfactory
rating.
Okay.
I
N
Math
testing
is
a
formative
assessment.
It
gives
us
checkpoints
as
to
how
well
children
are
doing.
Se
ready
is
a
summative
assessment,
which
kind
of
it
accounts
for
the
entire
years
instruction.
So
it's
based
on
everything
you've
done
this
year
in
terms
of
have
you
mastered
the
state
standards
things
we
taught
you
all
year.
Q
O
Q
O
Might
be
an
outline
what
we've
already
yeah
the
meeting
at
Baptist
you'll
be
a
lot
of
the
updater,
and
then
she
really
really
scores
did
not
good
at
all
for
our
schools,
but
you
know,
what's
been
on
the
map:
I
don't
have
to
deal
if
I
get
in
front
of
me
billion
or
another.
What
I
like
about
him
is
that's
when
we
first
saw
it
well.
Q
E
That
won't
do
it
was
within
1%
like
accurately
predicting
how
our
students
are
going
to
perform
on
the
math
test
and
I
can
find
that
out
and
fall
after
the
fall
and
winter
map
test
to
making
the
changes.
Adjustments,
slop,
kids
around
those
schedules
around
teachers
could
adjust
their
curriculum,
the
lesson
planning
to
target
those
students
and
when
three
percent
off
and
three
percent
off
in
ela
and
one
percent
off
the
math
for
two
years
in
a
row.
O
E
E
P
F
So
then,
when
you've
got
these
schools,
where
the
superintendent
has
said
for
several
years,
one
year's
growth
is
not
enough.
You
could
have
a
one
year's
growth,
which
is
a
good
math
because
math
expects
one
year,
but
if
they
started
behind
and
they
grew
one
year,
they
ended
behind
learning.
So
that's
where
you
said:
we've
got
to
get
certain
students
in
certain
schools
to
get
that
year
and
a
half
to
get
them
up
to
the
grade
level.
They're
actually
attending
right.
P
I've
got
two
things
that
will
clarify
an
academic
progress
like
I
said
in
the
first
slide,
it's
gonna
be
based
on
your
algebra
one
in
English,
one
and,
of
course,
exam
performance.
One
thing
that
we
do
not
have
in
the
high
school
because
we
test
each
subject:
area,
math,
English,
science,
social
studies,
one
time
throughout
a
student's
career
you're.
Only
gonna
you're,
not
gonna,
have
any
growth
measurement
at
the
high
school
level,
so
they're
gonna
have
each
of
the
new.
So
there's
that
part
is
not
part
of
our
high
school
accountability
model
whatsoever.
P
Another
big
change,
that's
coming
out
in
this
accountability
model
is
that
we're
gonna
report
out
our
English
and
algebra
and,
of
course,
data
in
our
graduating
cohort
of
students
versus
the
prior
year.
Typically
at
the
high
school
level,
all
the
end-of-course
exams
that
were
taken
this
year
report
out
and
that's
what
we
see
show
up
on
the
report
card
the
subsequent
year
and
from
this
point
forward
we
look
at
cohort
of
students
that
will
go
back.
P
Maybe
they
took
that
end-of-course
exam
year
before
two
years
before
in
some
cases,
four
years
before,
when
they
were
in
eighth
grade,
they
took
that
that
will
report
out
with
that
graduating
cohort
and
the
skill
that
you're
gonna
see
to
get
a
really
mathematical
value,
for
it
is
gonna,
be
based
on
the
letter
grade
that
they
performed
on
that
end,
of
course,
exam.
So
a
being
four
points,
B
3
point
C,
2,
D,
1,
F,
0,
so
I'm
gonna,
look
at
that
graduating
cohort
and
see
the
students
performance
in
each
of
those
areas.
N
Okay,
the
next
category
speaks
to
English
language
proficiency,
and
this
will
be
the
first
time
ever
that
ëall
results
are
being
reported
on
the
state
test,
and
so
it
speaks
to
students
making
annual
targets
targeted
growth.
So
when
children
enter
the
country,
if
they,
if
English,
is
a
second
language
for
them,
they
take
a
test.
It's
called
access
and
they
get
an
initial
score
for
the
SE
ready
purposes.
Are
our
state
accountability
purposes?
N
They
will
have
a
number
of
years
to
meet
their
target
role,
for
example,
if
you've
entered
and
you
test
it
between
a
1
and
a
3,
you
have
5
years
to
make
up
the
ground
you
need
to
make
up.
If
you
scored
over
a
3,
you
will
have
5
years,
and
so
each
year
we
want
to
see
students
making
significant
progress
towards
reading
proficiency
as
English
language
learners.
N
The
next
is
the
school
quality
measure,
and
we
talked
about
this
earlier.
It
will
be
a
survey
the
State
Department
says
is
under
procurement,
so
we
can
really
do,
is
wait
on
their
advisement,
but
we've
taken
surveys
through
the
State
Department
before,
and
so
we
can
anticipate
that
those
questions
will
be
in
general
questions.
Speaking
to
how
safe
do
you
feel
in
your
learning
environment?
Do
your
teachers
advocate,
on
your
behalf,
more
sort
more
or
less
how
students
react
and
respond
to
the
school
settings
that
they're
in.
K
Good
question:
the
sentence
comes
with
the
definition
of
measure
for
English
language
proficiency.
I've
had
several
conversations
with
the
superintendent
about
our
our
potential
Gullah
Geechee
speaking,
students
in
our
system
and
I
know.
It
has
not
been
identified
as
a
identified
language
at
the
national
level,
but
have
we
ever
considered
and
I
don't
know
if
they
allow
us
to
do
that,
to
allow
students
who
we
would
potentially
identify,
as
Gullah
Geechee
speakers,
to
take
this
language
proficiency
test,
because
I,
of
course
not
of
course
being
raised
in
charleston.
K
I
am
acutely
aware
of
some
of
the
language
barriers
that
our
children
are
facing
and
I
find
it
so
ironic
that
in
our
system,
when
we
want
children
to
be
proficient
in
language,
we
have
children
in
our
system
who
we
know,
don't
speak
proper
English.
They
don't
write
proper
English
and
therefore
they
don't
write
properly
in
English.
Therefore,
I
think
it
would
make
it
even
more
difficult
for
them
to
be
proficient
in
English.
K
N
I
N
If
I
had
to
guess
I
would
say
it
wouldn't
be
an
allowance,
but
we
realize
that
there's
a
need
there.
But
if
think
about
it,
if
they're
saying
that
PLL
students
who
don't
speak
English
at
all,
are
being
held
to
the
standard,
I
would
say
that
the
argument
would
be
children
who
speak
English
as
their
native
language
would
have
to
have
the
same
standard.
N
So
I
already
spoke
to
the
procurement
of
the
survey.
The
next
item
is
related
to
preparing
for
success.
It
speaks
to
our
science
and
social
studies
and
in
essence,
it
really
measures
students
the
same
way.
They
measure
ela
and
math.
The
only
difference
is
ela
and
math
is
going
to
account
for
80%
and
science
and
social
studies.
Only
10,
so
I
think
it's
worth
noting.
If
you
look
at
the
point
spread
it
pretty
much
equates
the
same
way.
The
math
and
reading
does
with
zero
points.
N
P
Jeremy,
so
preparing
for
success
and
high
school
is
again
looking
at
the
biology
and
u.s.
history
and,
of
course,
exams
calculation.
The
measurement
is
is
the
same
as
it
is
for
academic
achievement,
just
measuring
those
other
two
content
areas.
So
those
are
each
worth
5%
and
they're
in
the
rating
scale.
The
Student
Success
component,
which
is
the
one
unique
part
from
the
high
school
part
for
middle
and
elementary
schools,
are
looking
at
our
college
and
career
readiness.
P
P
At
this
point,
when
you
look
at
the
metrics
that
are
there
you're
looking
at
students
that
are
performing
at
a
20
or
higher
call
the
school
on
the
AC,
T,
10,
20
or
higher
on
the
SAT
score,
a
3
or
higher
on
an
advanced
placement
exam
in
there
you
have
science,
math
English
social
studies
and
computer
science
for
higher
and
IB
core
coursework
as
well
or
six
hours,
dual
credit,
English
social
studies,
mathematics
or
computer
or
stem.
Excuse
me
ect
there.
Why
20
I
thought
22.
E
P
Twenty
is
the
indicator
that
the
state
came
up
with
there.
There's
a
range
like
18
sometimes
has
looked
at
as
though,
as
the
readiness
indicator
for
English
22
is
the
readiness
indicator
for
mathematics.
So
I
don't
know
if
that's
just
kind
of
looking
at
average
of
those
ones
as
a
twenty
composite,
but
there
are
definitely
other
benchmarks
that
hit
but
I
think
the
state
the
state
came
up
with
that
metric
of
a
twenty
which
prize
it
in
between
that
composite
score.
But
it's
different
for
each
each
area.
I
think
23
is
the
area
for
science.
N
P
The
career
readiness
indicators
are
looking
at
our
students
that
are
completers
with
a
state
or
national
certification
are
primarily
looking
at
national
certifications
for
those
kate
completers,
the
state
is
exploring
a
couple
options
or
we
could
utilize
state
certifications
for
that.
Looking
for
students
who
score
a
31
or
higher
on
the
ASVAB
exam
or
students
who
complete
SC
apprenticeship
programs,
the
primary
source
for
our
career
readiness
indicator
would
be
the
state
assessment
of
work
keys
so
receiving
a
silver
or
higher.
N
This
slide
the
next
slide
is
pretty
much
out
of
order,
but
I'll
speak
to
it
right
now
anyway.
This
just
gives
you
a
look
at
what
the
new
report
card.
The
framework
would
look
like
it's
worth,
noting
that
the
district
in
itself
will
get
an
overall
ratings,
but
every
individual
school
will
we
will
get
if
you
will
an
absolute
rating.
If
you
remember
the
terminology
from
the
last
test,
the
last
a
test
and
then
we
will
get
individual
ratings
for
all
of
the
categories.
N
E
P
And
if
you
look
at
that,
our
scores
are
gonna,
be
really
gonna
run
the
whole
range
of
0
to
100.
You
know
our
we've
talked
about
in
these
meetings
that
the
community
is
gonna,
be
very
in
tune
with
that
same
idea
that
a
sixties
a
passing
score.
Anything
about
that
is
better,
but
we're
really
gonna
use
the
whole
curve
or
the
whole
100
point
range
when
we,
when
we
make
these
ratings,
what
the
state
is
gonna
do
when
they
receive
the
initial
ratings
from
this
school
year.
P
They're
gonna
set
what
they've
kind
of
already
set
up
in
that
bar
graph
there,
which
is
the
top
15
percent
of
point
getters
and
across
the
state,
will
receive
that
excellent
rating
as
a
school.
Likewise,
the
bottom
10
percent,
or
receive
that
unsatisfactory
rating
as
a
school.
What
they're
gonna
do
once
they
receive
that
kind
of
that's
going
to
give
them
their
point
ranges
for
each
of
these
areas
once
they
get
that
initial
rating
they're
gonna
fix
those
point
values.
P
They
said
for
a
minimum
of
5
years
to
allow
school
to
catch
up
so
they're
gonna
base
that
off
of
this
first
report
card
and
the
first
point
getters
and
they'll
into
what
all
as
principles.
What
are
gonna
be
our
goals
to
get
from
one
category
to
the
next,
by
achieving
the
higher
level
points
in
each
of
those
areas
that
have
been
outlined
so.
F
It
this
is
going
to
come
out
next
fall
for
the
1718
school
year.
Yes,
so
next
fall,
we're
gonna
see
something
that
looks
like
this
and
I.
Think
I've
heard
this
before
it.
I
want
to
clarify,
there's
no
way
not
to
have
10%
of
the
schools,
be
labeled,
unsatisfactory,
statewide
statewide,
because
there's
and
they're
gonna
do
that.
So
we're
gonna
have
there's
no
way
not
to
have
ten
percent
of
schools
in
South
Carolina
labeled.
This
way
will
they
immediately
create
that
Points
curve?
F
E
I
F
Q
Q
Very
briefly:
go
over
the
graduation
right
now
when
the
report
cards
were
released
on
November
15.
So
was
the
graduation
rate
there.
So
there's
really
the
first
look
that
we
had.
We
have
already
estimated
it,
but
that's
what
we
knew
exactly
what
it
was.
So
this
chart
shows
you
from
27
all
the
way
to
2017
so
ten
years,
how
much
our
graduation
rate
has
increased
from
sixty
five
point.
Three
percent
to
eighty
four
point:
two
percent
over
those
years,
I
said
twenty
two
point,
nine
point
increase.
Q
So
almost
every
year
it's
grown
them
a
little
bit,
so
we're
pretty
pretty
high
right
now.
It
is
in
fact
the
highest
graduation
rate
that
we've
ever
had
and
if
you
look
at
the
individual
schools,
we
have
six
of
our
fourteen
high
schools
that
are
over
eighty
one
percent
for
their
graduation
rate.
I
want
to
point
out
that
some
I've
seen
it
in
the
press
that
some
folks
think
that
the
change
in
the
grading
scale
impacted
the
graduation
rate,
so
that
change
happened
last
year
in
1617
when
these
kids
were
seniors.
Q
D
I
Q
I
K
Then
my
next
question,
then,
would
be
if
the
gap
has
reduced
by
some
small
points.
My
next
question
is:
how
how
do
we
do
it?
What
did
we
do?
What
happened
at
those
schools
that
created
a
even
if
a
small
integer
of
a
spike
in
grad
rate,
what
was
done
differently
that
so
that
we
can
attest
or
point
to
as
to
why
we.
K
Know,
cuz
I,
don't
I,
don't
like
I
guess:
I,
don't
worry
I
would
prefer
the
conversations
to
be
centered
around
the
graduation
rate
over
the
last
10
years
has
increased
by
20-something
points,
and
this
is
why
it's
increased
right
right
because,
just
to
say
it
increases
one
thing
that
that
boiling
it
down
and
really
finding
out
exactly
what
was
being
done
differently,
that
burn
or
Charleston
stall,
Baptist
cells,
st.
John's
to
get
a
3%
increase
in
african-american
students,
graduation
rate
and
10%
of
Hispanic
students.
Q
G
I
G
I
G
K
The
second
time
is
the
school
that
they
record,
and
so
he
was
talking
about
how
well
the
students
do
back
to
school.
They
got
a
higher
graduation
rate.
So
then
my
question
was
well
then
how
well?
What
are
students
doing
on
an
SAT?
How
well
are
they
doing
on
the
AC
T
test
and
they're
not
doing
as
well
and
I
said?
Well,
because
there's
always
going
to
be
a
correlation.
K
You
can't
do
really
well
your
grant
if
your
grad
rate
is
really
high,
then
your
other
test
scores
that
are
associated
with
that
should
be
high
as
well
tired
and
if
they're
not
well,
then
there's
something
we
need
to
take
a
look
at
so
as
I
looked
at
you
know.
Data
like
this
I
want
to
know.
How
are
our
students
doing?
K
How
did
they
do
at
let's
say
Baptists
Hill
or
the
ego's
with
the
ELC
how'd
they
do
when
they
came
in
the
back
door
sill
as
a
9th
grader,
how
many
students
reading
on
grade
level?
How
many
students
were?
You
know,
eighth
grade
seventh
grade
sixth
grade
and
when
they
came
in
what
intervention
did
we
provide
them
that
provide
the
school
to
the
student?
So
then
that
student,
when
they
took
that
the
EEOC
did
they
pass
it
the
first
time?
K
K
G
F
O
F
O
Q
O
O
O
O
Yeah
but
I'm
so
bill.
You
know
you
don't
have
a
turn
like
the
TV
in
a
16-7
olds.
No
one
knows
no
matter,
they
saw
it
from
the
more
recent
numbers,
but
numbers
are
much
higher
and
what
I
want
to
say:
20
September,
27
percent,
27
points,
difference,
I,
think
between
oh
I,
don't
buy
to
science
and
math.
These.
F
F
K
G
Does
anyone
it
is
to
start
with
this
was
from
Karen
Chenoweth,
who
is
working
with
us
here
in
Chenoweth
about
continued
I
wrote
a
book
called
it's
being
done.
She
studied
schools
where
students
of
color
and
poverty
are
achieving
at
high
levels
and
research
that
she
has
continued.
Since
so
she
is,
has
agreed
to
work
with
Charleston
County
Schools
she's
agreed
to
hold
the
convening
year.
Cities
had
a
couple
of
phone
calls
with
her,
but
we
liked
this
quote
from
Karen.
G
Believe
their
students
are
capable
of
great
things,
so
Cindy's
admonition
to
us
today
is
to
get
on
the
numbers
and
get
to
what
is
happening
to
make
a
difference.
It's
the
systems
and
processes
that
we've
put
in
place
using
the
data
to
guide
those
discussions
and
the
decisions,
so
data
systems
processes
build
the
culture.
It
doesn't
happen
the
other
way
around.
We
don't
try
to
build
a
happy
culture
and
then
get
to
systems,
processes
and
data.
H
So
as
we
build
out
the
theory
of
action
that
details
the
years,
as
you
see
the
learning
service
and
the
on
leverage
gears,
these
are
some
of
our
interventions
that
we've
put
in
place
to
address
those
areas
of
needs,
such
as
target
support
for
debt,
which
is
the
principal
evaluation
system.
The
data
teams,
the
PLC's
in
a
media
structure
and
the
coaches
so
and
I'll
start
with
actually
the
data
teams.
So
this
year,
for
the
first
time
we
have
on
the
learning
services,
division
have
come
together
and
broken
into
various
teams.
H
Social
studies,
early
childhood
everything,
poverty-
will
look
what's
happening
within
our
schools
as
a
whole
across
the
board.
We
also
looked
at
we
put
in
targeted
support,
so
we
identified
ten
schools
who
we
said
we
would
address
it's
hard.
We
were
going
to
schools
as
a
team
me
put
the
composable
shoulder-to-shoulder
and
let's
look
at
data,
what's
happening
in
your
building.
How
can
we
help
you
where
your
strengths?
Where
are
your
weaknesses?
H
We
also
could
set
our
meeting
structures,
our
principals
meetings,
leadership,
team
and
learning
services,
meaning
it's
focused
on
day.
You
know,
what's
going
on
in
the
district,
where
our
weaknesses,
where
our
strengths
again
so
we're
focusing
on
a
core
core
focuses
on
student
achievement,
weaknesses,
our
strength
and
also
leadership,
we're
how
are
we
performing
as
a
career?
But
how
are
we
supporting
and
helping
our
schools
we're?
H
H
How
are
they
helping
the
teachers
shoulder
to
shoulder,
so
we
would
like
to
make
that
more
coherent
and
bringing
that
together
within
the
within
the
district
under
district
leadership,
and
provide
training
and
assistance
so
that
when
they
do
deploy
into
the
schools,
they
are
helping
in
a
universal
structured
way
in
a
meaningful
way.
These
are
the
people
we
most
that
most
teachers
respect.
These
are
all
steam,
educators.
G
So
that
they
use
that
learning
services
is
trying
to
put
together
to
use
our
base
on
parent
in
of
its
work
and
that
work
is
outlined
in
front
of
you.
They
focus
closely
on
what
students
need
to
learn.
They
collaborated
on
how
to
teach
it
there's
less
frequently
to
see
a
student
had
learning,
they
use
data
to
find
patterns
over
instruction
and
they
build
relationships,
but
they
didn't
start
by
trying
to
build
relationships.
They
started
confronting
the
data
and
having
fierce
conversations.
G
Fused
conversations,
don't
mean
that
they're
impolite
or
that
they're
brutal,
but
they're
courageous,
and
you
confront
the
facts,
not
confront
one
another
in
building
relationships
that
make
it
clear
that
we're
here
to
work
together
to
support
kids.
We
don't
have
to
necessarily
like
one
another,
but
we
do
have
to
work
together.
That's.
G
H
We
talked
about
phase
one
work.
Well,
we
worked
on
the
targeted
supports
when
the
teams
we
went
to
schools
to
work
with
the
principal
the
leadership
teams
and
staff
to
dig
down
into
the
classrooms
and
look
at
the
day.
You
know
what's
working,
what's
not
working?
How
can
we
help
you
as
a
team
and
they're
going
to
talk
about
that?
H
And,
as
you
know,
the
target
ten
to
twelve
target
schools
that
we
are
visiting,
we
visit
the
first
semester
of
phase
one
and
then
the
second
semester
we'll
be
visiting
some
more
teams
as
well,
but
I'm
there
that
schools
identified
us
burned.
Shakur
embarrassin
James
Simmons
managers
satisfied
Northwoods,
one
inside
Simmons,
painting,
bonds.
F
I
P
H
So
the
phase
two
as
linen
and
work
with
the
principles
and
shared
information,
the
conversation
to
a
way.
We
also
came
back
with
some
recommendations
to
leave
the
leadership
team
and
again
they
will
talk
about
this
process
and
the
phase
to
work
again.
We
will
go
back
in
to
reflect
refine
and
again
approach
the
same
schools
to
see
how
far
have
we
come
in,
supporting
and
making
making
games
in
student
progress
so.
D
H
R
R
It
was
an
exciting
day
for
us.
We
are
focused
totally
on
the
child
and
making
all
decisions
based
on
children,
not
adults,
and
the
first
thing
I
want
to
talk
about,
is
building
and
cultivating
and
maintaining
a
culture
and
climate
of
care,
respect,
compassion
for
all
children
and
families,
and
we
do
this
by
creating
systems
that
have
to
be
in
place
for
every
group
of
folks
in
the
school,
so
we're
all
in
the
same
Accord.
And
yes,
it
takes
courageous
conversations.
R
So
I've
done
a
courier
for
over
25
years
as
a
building
principal
and
I've
been
set
to
many
schools,
so
everybody
from
the
cafeteria
staff
to
my
day,
boarder
to
office
volunteers.
Even
the
reading
people
know
exactly
what
is
happening
in
the
school
at
all
times,
otherwise
we
can't
respect
each
other,
our
time,
meetings
that
have
to
take
place.
So
we
have
to
know
that
and
then
the
second
piece
is,
is
the
courageous
conversations
with
communities
of
practice
and
what
we
have
is
we've
started
to
call
PLC's
communities
of
practice.
R
That's
the
newest
word
at
the
federal
legislation
and
because
I'm
part
of
a
collective
leadership
grant
that
we
have
at
the
district.
It's
matching
adults
that
are
at
the
school
already
that
we
felt
viable
that
should
stay
and
be
part
of
our
school
and
grown
them
to
excellence.
And
then
we
have
our
new
teachers
coming
in
it's
a
it's
collaborative,
really
high
way
of
them
working
together.
So
we
get
the
best
result
and
it's
really
focusing
on
their
talents
in
respecting
that
the
second
areas
maximize
them
instructional
minutes
for
improvement
of
academic
performance.
R
We
don't
take
children
out
of
classrooms.
We
have
a
schedule
that
it's
fixed
I've
shared
with
the
teachers,
what
we
teach
when
and
why
it's
consistently
better
in
that
order,
even
though
they'll
write
to
me
sometimes
in
a
family
economy,
can
we
change
I'll
say
no,
it's
non-negotiable,
and
so
you
have
to
have
some
non-negotiables
when
you're,
when
you're
not
doing
well,
then
there's
some
things
you
just
can't
leave
wiggle
room
for
when
things
are
wobbly,
then
we
get
back
together
and
look
at
our
data
or
MTS
s.
R
Team
is
probably
one
of
the
strongest
I've
been
a
part
of
starting
last
year.
So
we
really
look
at
all
students.
We
have
names
up
on
the
board,
we're
looking
to
see
how
many
referrals
they
have
have
they
decrease.
What
do
we
have
in
place
who's
in
our
breakfast
club?
Why
is
that
best?
And
we
make
sure
that
we
really
put
the
child
first
to
make
sure
it's
good
for
them?
If
it's
not
good
for
them,
then
we're
not
doing
what's
right.
R
If
I
see
that
student
too
much
and
I
know
to
notice
them,
then
we
have
not
served
them
well
when
I
don't
notice
the
child.
That
means
the
learning
they're
in
class
and
everything
is
going
well
and
that's
really
I
just
said
that
to
two
children
this
morning
again
the
scheduling
is
critical.
Everybody
was
a
little
bit
nervous
when
I
first
made
this
change
this
year,
but
everyone
says
they
like
it
better
because
they
don't
feel
like
they're
getting
grumpy
teachers,
somebody
rule
in
their
eyes,
not
knowing
what
you're
taking
them.
R
No,
they
can't
come
so
now
all
services
are
being
delivered,
whether
it's
after
school
during
lunchtime,
but
not
during
instructional
minutes,
so
we
can't
say
they're
not
being
taught,
and
then
the
third
thing
is
acquiring
and
developing
teacher
talent,
bridging
collective
leadership
for
quality,
human
capital
and
I.
Just
so
believe
this
that
we
are
there
to
groom
with
the
coaching
model
if
we're
not
shoulder
to
shoulder
with
the
teachers
and
I
get.
R
We
have
four
coaches
that
I
have
in
my
school
and
then
I
have
teacher
effectiveness,
coach
and
I
also
have
communities
in
school
or
counseling,
so
they
all
have
counseling
degrees
behind
it.
So
it
really
supports
my
guidance
teams,
so
we
have
opened
again
a
continuum
of
care
of
adults
that
really
support.
R
So,
if
I
really
schedule
carefully
every
teacher,
even
though
we
don't
have
two
teachers
in
our
room,
we
have
an
extra
adult
in
every
room
all
day
long
and
that's
what's
key,
you
have
to
just
get
a
little
well
so
that
you
make
sure
you
have
that
support
the
other
piece.
Is
we
don't
make
excuses
at
our
school?
You
cannot.
We
just
don't
admire
any
problems.
It
takes
a
lot
of
energy
and
a
waste
of
the
time
to
stay
on
something
and
not
move
forward.
R
B
Evening
to
everyone,
'we
have
not
spoken
to
speaking
from
from
burns
elementary.
When
the
targeted
team
came
in
to
visit
our
school,
it
was
pretty
much
a
listening
session.
They
were
listening
to
us
trying
to
stand
this
fool,
I
understand
what
we
were
doing
in
the
building
and
we
had
three
focus
to
come
out
when
the
person
was
building
capacity
and
the
teachers
that
we
have
and
hiring
teachers.
B
Secondly,
what
we're
looking
at
is
building
partnership
with
our
parents,
inviting
our
parents
and
making
sure
every
classroom
has
a
rule.
Parents
also
communicating
to
her
parents
exactly
what's
happening
in
the
school.
Are
they
sharing
at
that
school
data?
Sharing
the
map,
data
sharing,
how
we
have
indiscipline,
how
we
handle
map
scores-
and
it
was
amazing-
showed
map
scores
to
our
parents
or
to
its
two
months
ago-
is
the
first
time
they've
ever
seen
it
from
the
time
they
had
a
child
entered
school.
B
So
that's
a
big
eye-opener
for
them,
for
our
parents
and
the
final
thing
that
we're
looking
at
improving
impugn
is
the
co-teaching
model
page
some
people
say
all
the
co-teaching
model,
their
work
at
work,
it's
kind
of
like
an
arranged
marriage.
You
just
can't
put
two
people
together
and
expect
it
to
work.
You.
K
B
So
for
us
it
is
ongoing.
It's
looking
at
our
teachers,
personalities
looking
at
how
the
best
they
plan
together.
If
they
don't
plan
together,
they
can't
deliver
the
lesson
together.
So
we
look
at
planning
in
lesson
and
delivering
in
the
home
and
with
that,
we
hope
that,
with
everyone's
participation,
focusing
on
these
three
things
that
we
are
going
to
see
some
improvement
that
burns
out.
B
H
J
K
Think
if
dorita's
point
is
taken
as
they
move
forward,
they
go
to
schools.
If
you
go
to
a
school
and
your
concern
is
the
children
and
not
you
you,
you,
you,
you
bad
person,
you're
a
bad
person,
I
think
the
information
can
be
received
in
love,
because
it's
about
the
fact
that
you
have
to
love
the
students
enough
to
recognize
where
they
are
and
where
they
aren't
and
how
to
get
them
to
where
they
need
to
be,
and
so
I
appreciate
the
leadership
that
the
TV
you
guys
have
shown
at
your
respective
schools.
K
M
R
S
Miss
Jefferies
John
Reed,
thanks
for
having
us
I'm
going
to
introduce
my
colleague,
Jeff
Schuler
in
a
minute,
but
I
want
to
first
tell
you
what
the
math
pathways
project
team
is
and
then
what
it
has
done.
For
years
ago,
the
college
presidents
of
nine
universities
established
the
post-secondary
education
consortium,
which
is
one
of
four
such
groups
that
cradle-to-career
convenes
in
this
region
and
as
all
of
them
do
they
follow
a
defined
and
rigorous
process
to
understand
the
metrics
that
attach
to
attainment
from
cradle
to
career
and
then
dive
into
project
work.
S
That
seems
to
have
the
potential
to
move
the
needle
so
that,
for
example,
the
kindergarten
readiness
Network
another
of
ours
is
responsible
for
bringing
in
the
reading
by
third
project
to
agreement
amongst
the
four
school
districts
and
is
now
funded
by
the
Trident
nighted
way
and
at
the
district
high
school
graduation
Network
has
a
project
to
increase
FAFSA
completion
in
all
four
districts,
and
last
year
we
ran
a
pilot.
We
doubled
actually
the
school's
doubled
the
number
of
FAFSA
completions
with
support
from
us
and
we're
now
scaling
that
project
across
the
region.
S
The
low
country
education
consortium
is
nothing
more
than
the
four
school
superintendents
meeting
together
as
a
group,
and
we
worked
with
them
on
the
reading
life,
we're
working
with
them
now
on
a
joint
initiative
around
principle
development.
So
the
math
pathways
project
team
is
an
example
of
another
project
area
that
we
support.
S
Two
years
ago,
a
team
of
college
professors
and
the
math
specialists
from
the
for
school
districts
began
meeting
on
the
basis,
and
this
was
president
stds
idea
on
the
basis
that
high
school
graduates
need
to
be
more
ready
for
college
math
and
colleges
need
to
be
much
more
ready
to
receive
the
graduates
that
they
get.
So
a
joint
effort
was
to
be
more
than
just
hammering
away
at
the
districts
to
get
better
since
that
began.
S
Jeff
Shore
to
my
left
he's
a
retired
executive
from
Boeing
has
been
leading
that
group
in
a
way
that
has
caused
a
lot
of
progress
and
that
the
math
professionals
seem
to
enjoy,
and
so
with
that
I'm
going
to
turn
it
over
to
Jeff
and
have
him
speak
to
you
about?
It
was
the
recommendations
that
they
have
made,
some,
which
are
quite
specific
to
the
strategic
planning
of
the
board.
Thanks.
U
U
Particularly
in
those
STEM
related
fields,
as
it
relates
to
math
to
be
ready
for
those
jobs
that
are,
we
have
a
need
for
across
this
region
in
all
the
companies
there
that
are
here
today
and
they
kind
of
in
the
future,
and
so
we,
as
John,
said
the
colleges
in
the
state
and
the
for
school
districts
locally,
we've
been
meeting
for
a
couple
years
now,
your
representative
for
Charleston
County,
School
District,
is
Kathy
Danvers.
You
know,
she's
been
a
great
participant
and
has
provided
a
lot
of.
U
Been
working
on
for
this
last
couple
years
and
there's
four
major
initiatives
that
we've
been
working
and
implementing
as
it
relate
for
this
program
and
I'll
try
to
quickly
go
through
each
one
of
those
and
give
you
a
status.
Some
are
up
for
review
and
hopefully
implementation.
Others
have
already
been
committed.
The
first
one
that
I
wanted
to
talk
about
today
is
one
I
know:
we've
released
this
proposal
and
I
believe
it's
in
their
hands.
U
The
first
piece
of
that
is
that
all
students
should
complete
4
credits
of
math
in
high
school,
including
Algebra
one
algebra
tune
geometry
and
a
fourth
higher
level
math
course
beyond
algebra
2.
So
that's
the
first
recommendation
and
proposal
that
we
have
the
second
one
is
that
all
students
should
enroll
in
and
complete
a
math
course
in
each
year
of
high
school
students
to
complete
required
math
credits
prior
to
ninth
grade
may
receive
graduation
credit
for
that
coursework.
U
U
Is
several
the
students
today
complete
their
requirements
ahead
of
graduation
that
at
the
end
of
their
senior
year
and
there's
a
there's,
a
gap?
That's
created
between
that
time?
We
complete
those
courses
and
one
they
either
one
begin
their
career
or
two.
They
enroll
in
either
a
two-year
or
a
four-year
college
or
university,
and
during
that
period
of
time
where
there
is
a
gap
where
we
have
seen
and
they
are
seeing
difficulties
in
we
of
those
math
skills
and
when
they
go
to
those
movements
that
those
colleges
or
universities
or
they
go
into
their
careers.
U
There's
difficulty
in
the
case
of
blue
colleges
and
universities
passing
the
placement
exams
in
those
those
institutions.
So
that's
the
second
piece
of
that
recommendation.
The
third
students
planning
on
pursuing
a
STEM,
related
career
career
should
take
an
algebra
based
course,
preferably
precalculus
as
their
fourth
level
math
course,
and
if
precalculus
is
completed
prior
to
senior,
students
should
enroll
in
and
complete
an
additional
algebra
based
course,
and
then
the
last
piece
of
that
first
recommendation.
U
U
Should
include
a
final
course
exam
that
is
a
common
across
the
district
and
in
this
case
the
Charleston
County
School
District,
and
it
is
aligned
exclusively
to
the
to
the
set
of
priority
standards
that
are
set
for
that
course.
So
we're
looking
for
a
consistent
exam
and,
of
course,
exam
across
the
school
district.
For.
I
L
O
Sorry,
yes,
sir
I
do
agree
that
within
the
the
man
which
is
every
year,
we
perfect
more
than
just
one
to
be
able
to
put
the
pom-pom
finding
it.
Also,
then,
the
two
thousands
without
teaching
enough
laughs
in
middle
school
and
then
the
kids
with
the
high
school
and
I
see
algebra
or
pre-algebra
upon
this.
Rather
they
start
off
Berkeley
right
away
because
becomes
the
leader
so
late
in
the
career.
So
it's
cozy
w.
Now
we
got
a
few
minutes
cools
the
magazines
teach
algebra
in
middle
school
and
those
get
in
poverty.
O
O
U
O
O
M
M
T
James
Santee,
as
of
right
now
does
not
because
they
did
not
have
a
teacher
and
they
just
got
a
bathroom.
We
are
looking
at
the
plan
for
st.
James
sanity
and
Simmons
pink
need
to
offer
Algebra
one
second
semester
and
we're
looking
at
that
seat
on,
because
that's
a
requirement
for
them
to
have
that
outdoor
one.
So.
F
O
T
O
Is
it?
Is
it
certain
student
singing
it'll
say?
Well,
yes,
sir
certain
students,
so
so
they're.
So
again
back
not
more
so
they
don't
hold
the
general
population
not
to
get
out
there.
One
day
they
only
as
soon
as
that,
Sue's
there
and
what
I'm
getting
at
is
really
almost
the
whole
Middle
School's
completed
not
a
class
year
idea,
but
they
all
need
to
be
taking
it
up.
O
A
S
A
different
one,
I
think,
there's
I.
Think
Reverend
college
is
a
legitimate
question.
Moving
about
the
readiness
of
eighth
graders
or
ninth
graders
to
take
algebra
tonight,
Jeff
is
gonna
talk
about
algebra
nation,
which
is
now
algebra.
Nation
has
an
online
yeah
and
that
on-ramp
is
designed
for
the
people
that
just
aren't
quite
ready
to
step
into
algebra
1
and
it's
it
demonstrates
first.
If
there's
a
lot
of
need
for
that,
our
evidence
says
milah
grades
math
needs
a
great
deal
of
attention.
S
T
O
F
U
J
F
But
that
I
was
going
to
ask
in
Reverend
Collins
is
correct.
This
board
has
said
we
want
algebra
in
the
eighth
grade
levels.
So
how
can
you
align
your
suggestions
to
assume,
and
maybe
this
is
where
you
need
to
come
and
talk
to
the
board
but
assume
algebra
twos,
the
lowest
level
algebra,
that
a
high
schooler
needs?
If
lies,
Reverend
Collins
is
saying
he
wants
every
eighth
grader
to
take
Algebra.
F
One
is
so
help
us
figure
that
out
he
Reverend
Collins
is
saying
it
as
if
students
not
taking
algebra
1
in
the
eighth
grade
is
something
we
are
withholding
from
students
and
hurting
them.
On
the
other
side
of
the
coin,
we
know
that
there
are
high
schools
in
our
district
that,
if
you
haven't
had
Algebra
one
at
the
end
of
the
eighth
grade,
you
know
you
either
can't
get
in
or
you
are
not
set
up
for
success.
F
So
do
we
want
to
be
algebra-ready
after
every
kid
leaves
the
eighth
grade?
Do
we
want
to
make
it
a
mandatory
for
all
eighth
graders?
How
does
that
fit
in?
And
that's
that's
where
I
want
to
hear
the
conversation,
because
Reverend
Collins
is
indicating
that
we're
doing
something
negative
to
the
kids.
If
we
don't
make
sure
they
all
take
out
you
the
one
by
the
end
of
the
eighth
pray,
where
does
algebra
fit
into
the
scheme
of
getting
ready
for
high
school?
Can.
D
F
S
U
U
F
I
F
O
Facility
facility,
well,
the
point
I'm
making.
Is
this
I?
Don't
have
it
in
front
of
me,
but
again
we
had
to
deal
at
the
data
sheets
and
I'm
conducting
students
we're
doing
horrible
and
man
crossing
Connie.
Let
me
low
low
numbers,
it's
hard
knows
better
than
I
did
very
low
numbers
behind
all
the
electric
roots
and
and
Spanish
kids
are
doing
a
little
better,
but
still
nice
in
there
good
enough.
O
We
were
waving
honey
man
and
did
this
was
important
to
me
that
these
kids
get
our
face
felt
in
this
mail
you
get
caught
up
so
can
have
an
event
didn't
get
exposed
to
it
once
get
exposed
to
math
and
out
of
in
geometry.
They
get
function
then,
but
late
in
high
school,
when
they
got
the
football
and
the
basketball
and
the
cheerleaders
and
their
friends
and
be
a
person.
It's
hard
to
be
dedicated
to
start
learning.
Man.
M
U
U
Project
read:
it
has
since
been
implemented
across
the
whole
state
of
South,
Carolina,
now
I
believe
most
all
the
counties
are
now
implementing
the
eligible
nation.
I
believe
that
right,
in
fact,
at
the
time
we
were
looking
at
this
sixty
the
eighty
six
districts
had
put
this
in
place
and
I.
Think
it's
even
gotten
larger
since
then,
but
the
state
had
has
chose,
had
chosen
three
South
Carolina
districts
for
intensive
professional
development,
with
the
teachers
and
County
being
one.
There
was
actually
three
high
schools
of
North
Charleston
Burke
installed.
U
High
schools
that
were
receiving
and
have
received
intense
implementation
is
support
for
this
program
and
I.
Don't
there
was
a
a
pep
rally
here
about
three
weeks
ago.
I
believe,
and
those
of
you
that
were
able
to
attend
it
was
just
me.
I
was
amazed,
was
Kim.
I
was
like
I
said.
I
was
principal
for
the
day
for
two
years
here,
while
you
were
as
well
here
who
talked
about
this
high
school
and
some
of
the
challenges
here,
but
it
was
amazing
to
see
the
students
in
this
auditorium
who
were
excited
about
this
implementation.
U
I
J
U
U
Implementation
continue
to
do
that
rather
than
but
we're
also
wanting
to
see
a
Spanish
version
of
those
algebra
nation
videos
that
we
can
use
here
in
Charleston,
School,
District
and
the
region,
and
also
for
them
to
develop
additional
math
subjects
such
as
algebra,
2
geometry
and
precalculus,
and
they're
off
working.
That
now
and
to
speak
to
the
questions
about
middle
school.
We
also
have
put
a
recommendation
to
that
glass,
Center
Institute,
to
begin
to
and
asking
them
to
look
at
middle
schoolers
and
putting
a
math
program
in
place
for
middle
schools.
U
They've,
not
that
they're
not
wanting
to
get
too
far
into
this
information
in
the
implementation
and
then
go
off
into
similarities.
They
want
us
to
get
this
in
place,
but
they
will
look
at
the
middle
schools
and
seeing
if
there's
a
program
that
they
can
develop
for
the
middle
school
grades.
So
that's
the
recommendations
where
we
are
in
algebra
nation
here
in
Charleston,
School
District
and
some
recommendations
we
put
forth
some
are
being
worked
and
some
are
others
are
still
being
looked
at
by
that
institution
John
did
you
want
to
add
anything
there?
No.
S
K
So
when
I
hear
the
concern
of
students
being
able
the
gap,
if
she
does
complete
there
for
Carnegie
units
of
math
prior
to
you,
graduated
from
high
school,
that
there's
a
gap
when
they
go
into
college
readiness,
taking
an
aptitude
test
and
so
on
and
so
forth,
so
I
was
asking
Kim.
While
you
guys
are
talking
about.
Excuse
me
for
being
rude,
but
I
was
trying
to
figure
out
who
sets
the.
K
It
will
have
a
semester,
a
year-long
course
if
we
said
that,
then
the
question
that
I
have
is
are
we
as
a
district
gonna,
look
at
instead
of
having
math
taken
in
a
semester
where
a
kid
could
take
for
Carnegie
units?
Basically,
in
two
years
or
in
a
year
having
when
we
were
in
school,
talk,
we
took
I
took
Algebra
one
algebra
teacher
for
the
whole
year.
Is
that
something
that
we're
going
to
look
at
possibly
doing
district-wide
or
what
still
allow
schools
to
set
their
own
standard
when
it
comes
to?
M
J
Based
on
my
experience,
having
a
4x4
schedule
allows
more
flexibility
and
allows
students
to
a
student
who
really
excels
in
math
to
take
more
math
and
accelerate.
All
the
way
through
is
not
only
a
B
cactus
but
BC
calculus
and
go
on
up
through
and
then
taking
dual
enrollment
and
all
that
it
also
allows
those
students
who
just
want
to
take
one
math
each
year.
J
Do
that,
but
also
incorporate
things
like
pre-engineering,
some
of
those
science
courses
more
electives,
the
it
also
allows
the
fine
arts
programs
to
be
built
in
that,
so
a
modified
4x4
schedule,
which
has
year-long
courses
quart
of
courses,
semester
courses,
all
the
different
types
allows
a
lot
more
flexibility
versus
having
an
all
year
course
when
you're
in
an
all
year.
Of
course,
you
sign
up
for
seven
courses
at
the
beginning
the
school
year,
and
you
take
them
all
the
way
through,
like
the
majority
of
us.
So.
K
K
So
if
the
goal
is
to
prepare
children
for
careers
beyond
high
school,
where
they
need
to
be
stronger
and
math
focus,
having
a
have
enough
having
a
schedule
that
allows
for
flexibility
is
one
thing
Todd,
but
if
the
children
that
we're
seeing
that
you've
identified
are
not
particularly
ready
for
college.
Because
of
that
same
flexibility,
then,
is
the
flexibility
at
some
point
hurting
the
students,
not
necessarily
supporting
them
in
the
way
that
we
intend
well.
T
I
think
at
some
point
you
have
to
start
your
individual
districts
math
pathways.
You
know
Michael,
which
means
that
if
a
scholar
has
maxed
out
on
math
traditionally
what
we
pick
a
time
on
is
once
they're
done
with
like
that
Algebra
one
that
altitude,
that
geometry,
you
know
and
they'd
have
taken
that
precalculus.
We
have
to
start
looking
at
different
masses
like
vectors
and
different
things
of
that
nature,
and
that's
a
math
pathways
issue
that
we
have
to
address
within
the
district
and
look
at
once.
T
You
get
those
kids
that,
according
to
that
schedule,
you
know
that
four
by
four
that
gives
a
net
flexibility
once
they've
maxed
out
on
that
math.
What
are
some
other
offerings
we
can
provide
to
them
and
that's
part
of
what
we
would
propose
to
support
this
initiative
is
looking
at
our
math
pathways
and
saying:
okay,
we
know
we're
going
to
have
scholars
that
have
gotten
to
that
point.
So
now,
what
do
we
have
to
offer
them?
T
G
T
And
I
wanted
to
bring
some
clarity
just
like
the
gentleman
said
earlier.
You
know
we
don't
have
out
of
a
nation
at
the
middle
school
level.
We
have
it
at
the
high
school
level,
because
going
back
to
also
what
Priscilla
said
you
have
to
look
at
the
levels
of
where
kids
are
just
placing
the
kids
in
algebra
doesn't
mean
that
they're
going
to
be
successful,
because
if
they're
not
successful,
they're
going
to
have
to
take
it
again
in
either
it
anyway.
You
have
scholars
that
we
look
at
their
skill
set.
We
look
at
where
they're.
E
T
We
said
this
child
is
ready,
found
the
ones
that
we're
going
to
place
a
minute.
So
those
would
be
the
kids
that
will
fall
into
that
category.
That
I
just
spoke
about
that.
We
need
to
think
of
some
more
pathways
to
them,
because
they're
gonna
max
out
on
their
math,
and
we
want
them
to
have
four
years
of
matched.
You
know
through
high
school.
So
just
to
let
you
know
traditionally,
scholars
do
not
take
out
the
one
in
a
quit,
but
we
do
have
that
offering
for
those
scholars
that
are
ready
for
it.
But.
J
A
A
U
T
S
F
Not
to
go
too
far,
but
if
we're
starting
to
do
things
that
say:
math
pathway,
math
pathways
and
district-wide
and
recommendations,
I
put
it
back
to
y'all.
Do
we
need
to
have
all
of
our
high
schools
on
the
same
basic
scheduling
thing
I
mean
we
can't
have
some
four-by-fours
and
some
semesters
if
we
want
to
be
consistent
well,.
G
U
Briefly,
that
tribal
tech
we
they
instituted
through
this
math
pathways
project,
a
remediation
course
called
it's
a
boot
camp.
It's
two
boot
camp
and
many
of
the
students
that
will
attempt
trident
tech
will
go
through
this
brief
young
and
they
have
seen
as
a
result
of
this
there's
an
active
placement
test
that
they
take
today,
and
they
have
seen
that
like
points
for
this
boot
camp
42%
of
those
that
took
that
course
improved
one
level
and
another
13%
increased
by
two
levels
in
the
math
placement
of
courses
and
training.
F
U
Next
thing
I
wanted
to
cover
is
going
down
even
further
down
into
the
kg
3
kg
roots
for
I'll
mention
that
last
summer.
Thank
you,
Charleston
County,
School
District.
We
instituted
a
two-week
program.
It's
called
ongoing
assessment
project,
it's
a
gap,
Oda
P
as
the
acronym,
and
we
have
two
cohorts
last
summer
of
students
of
stuckness
students,
teachers
and
what
it's
doing
is
focused
on
those
elementary
teachers
who
must
teach
all
courses,
including
math,
and
it's
focused
on
getting
those
teachers
to
become
even
more
proficient
more
proficient
in
teaching
math
courses.
U
Their
math
courses
are
math
construction
that
they
have
in
those
grades
and
they
saw
great
results
out
of
that.
Those
first
two
cohorts
and
the
teachers
spoke
very
highly
of
that
program.
So
what
we
like
to
do
is
look
at
continuing
that
program,
moving
forward
obtaining
additional
funding
to
support
those
all
those
elementary
teachers
going
through
that,
what's
called
a
gap,
training.
I
S
Well,
just
just
you
may
be
aware
that,
at
the
request
of
that
same
group
of
college
presidents,
we
pulled
together
the
deans
of
six
colleges
of
education
in
the
state
and
mapped
out
for
them
just
how
acute
the
shortage
is
not
just
for
math
but
across
the
state
and
how
much
force
that's
going
to
gather.
This
district
has
experienced
that
as
well
and
despite
its
best
efforts,
it
still
got
bowls
to
fill.
S
So
among
the
recommendations
that
that
Google
Dean's
made
was
to
address
the
compensation
forty,
you
may
have
seen
over
the
weekend
my
board
positioning
itself
in
support
of
the
recommendation
of
the
superintendent
to
increase
starting
salaries
by
four
thousand
dollars,
and
there
were
other
aspects
of
the
recommendation
which
we
don't
need
to
talk
about.
The
work
on
math
teachers,
just
a
part
of
a
much
larger,
very.
I
U
Don't
just
say
we're
focused
right
now
in
two
areas:
one
is
the
Citadel
is
a
part
of
our
thing.
We
have
a
representative
professor
from
the
Citadel,
and
she
is
working
with
Charleston
County
School
District
in
developing
a
program
of
providing
future
positions
when
they're
still
at
the
student
level,
in
the
colleges
to
come
in
and
hopefully,
hopefully
get
received
some
compensation
for
that,
but
also
get
the
mentoring
and
training
that
they
need
as
they're
going
through
college
and
so
they'll
be
ready
when
they
come
out
to
teach
in
the
transplant
school
district.
U
The
other
piece
of
that
is
it
is,
is
really
with
the
retention
side
of
this,
and
we
believe
that
we
need
to
publicize
math
and
teaching
much
more
than
it
is
today
and
the
importance
of
it.
One
of
those
ways
is
to
recognize
your
top
math
professionals
in
the
ring
in
the
school
district,
and
so
we're
putting
in
place
and
and
probably
will
be
conducting.
The
first
awards
ceremony
is
a
way
of
publicizing.
S
U
Out
in
the
community,
with
the
importance
of
the
math
and
recognizing
the
best
teachers
and
the
recognition
program
that
will
probably
occur
in
October
of
next
year,
that'll
be
the
first
of
hopefully
many.
The
last
guy
Larry
I
want
to
talk
about
is
you've
talked
about
math
pathways
and
specific
math
pathways.
U
The
team,
the
MPPT,
the
math
path
after
his
project
team,
has
always
felt
in
putting
in
place
a
mapping
process
where
a
student
and
the
guidance
counselors
and
the
teeth
and
the
parents
can
actually
see
if
I
want
to
go
into
this
career
or
I
want
to
obtain
this
degree.
These
are
the
math
courses.
I
must
take
from
the
time
I
entered
high
school
all
the
way
through
high
school,
and
if
I
choose
to
go
on
to
college
those
math
courses
at
those
colleges
here
in
the
state
and
that
they
will
take
to
achieve
that.