►
Description
October 9, 2017 Committee of the Whole Strategic Education Committee
A
C
D
E
B
E
F
F
F
F
The
last
minute
that
was
now
invoices-
this
is
state
assessment
data
and
I've,
asked
these
individuals.
It's
a
community
present
for
a
couple
reasons.
One
the
principals
are
gonna
help
us
with
some
of
the
accountability
components.
We
have
a
new
state
accountability
system.
We
sent
a
group
to
Columbia
to
Train
we're
gonna,
be
working
with
our
principals
and
October
on
that
system.
We're
gonna
be
walking
to
November
and
they're
gonna
help
plan
those
sessions.
F
So
that's
why
they're
present
I
am
Sarah
Campbell
to
be
here,
because
one
of
our
goals
that
we've
already
shared
is
replicating
best
practices
and
they
have
some
best
practices
going
on.
It
means
that
it
and
we
want
to
try
the
laundromat
and
then,
of
course,
Laura
Donnelly
is
knows
all
things
assessment
listening
there
he
goes
Tom
B,
she's,
gonna,
help
me
stay
on
track.
I
have
50,
slides
and
I'm.
Gonna
have
to
move
pretty
quickly
so
see
if
I
get
off
just
just
help
me
get
right
back
on
track.
F
So
here's
what
we're
gonna
do
this
afternoon.
We're
gonna
look
at
state
day
to
live
in
release
today
and
we're
gonna
frame
the
book.
That's
underway
through
the
lens
of
professional
capital,
about
still
undeveloped,
but
for
principals
and
teachers,
we're
gonna
frame
it
through
equity
and
we're
gonna
talk
about
taking
this
prime
assistance
scale.
That's
really
what
dr.
F
Posner
he's
gonna
talk
about
this
afternoon,
she's
not
with
us
I
won't
do
it
justice,
but
I
know
she'll,
be
coming
back
and
having
for
the
conversation
with
us
and
then
finally,
I've
shared
the
data
I
want
to
talk
about
so
much
so
walk
your
our
data.
Is
this
how
we
look?
What
are
we
gonna
do
about
it?
Cuz
I'm
sure,
that's
what
you
care
about
all
right.
So
let
me
tell
you
a
little
bit
about
learning
services
to
form
a
backdrop.
F
I
think
you
know
that
I'm,
a
systems
thinker,
I
think
about
Baldrige
continuous
improvement
processes
when
in
a
Baldrige
framework,
which
is
often
use
in
hospitals
and
business
and
industry
and
in
the
education
setting,
you
think
about
processes.
What
are
the
structures
you
put
in
place?
What
processes
are
you
going
to
monitor
and
track
how
you
gonna
get
the
work
done,
and
then
you
think
about
results?
If
you
say
you're
gonna,
do
it?
You
collect
a
metric
on
it.
I
think
you've
seen
a
lot
of
that
out
of
mr.
F
burrows
Department,
where
he
collects
metrics
and
reports
out
on
how
it's
doing
that's
what
we
want
to
do
inside
learning
services.
We
exist
in
develop
content
and
competencies,
not
just
content,
academic
content.
But
what
are
those?
Why
are
those
soft
skills?
What
are
the
knowledge,
skills
and
dispositions
that
our
students
need
to
know?
We
want
to
support
teachers
as
designers
of
learning
experiences.
They
are
professionals,
we
don't.
We
want
to
provide
overall
support
for
teacher
teaching
and
learning.
F
We've
seen
this
slide
before
these
are
some
of
the
key
findings
from
beyond
islands
of
excellence
from
alerting
first
alliance,
and
we
know
that
districts
that
are
successful
have
had
the
courage
to
acknowledge
their
performance,
whether
it's
good
or
whether
it's
bad
and
they
seek
solutions.
They
put
it
out
there,
they
make
it
transparent.
They
look
at
the
system-wide
approach
for
improving
instruction.
That's
what
our
strategic
plan
in
this
design
will
do.
They've,
instilled
visions
that
focus
on
student
learning
and
guiding
instructional
improvement
again
strategic
planning
where
they
make
decisions
based
on
data.
F
This
is
actually
dr..
Costa
wait,
slide,
I
work
with
her
on
this
on
Friday
and
she's,
basically
after
learning
services
to
ground,
it's
working,
professional
capital
or
talent
development.
So
so,
how
do
we
make
su
in
the
legal
pipeline
that
recruit
supports
retains
and
the
board's
talented
teachers
and
principals
for
every
school?
F
How
do
we
ensure
an
equity
agenda
of
putting
opportunities
and
then
how
to
upscale
all
if
we
do
those
things
that
will
result
in
patinas
improvement,
the
new
state
accountability
plan
was
passed
by
the
education
Oversight
on
September
15,
and
we
had
a
CCSD
all
these
individuals
in
dr.
kathie
year,
she's,
not
it's
just
in
the
audience
or
I've,
asked
her
to
stand.
They
made
a
trip
up
to
Columbia
to
the
education.
Oversight
Committee
meeting
become
familiar
with
that
that
new
framework
in
October
we
have
the
education
oversight
coming
in
the
work
with
dr.
F
post
awaits
a
few
key
leaders
in
the
research
office
to
talk
about
about
the
components
of
that
accountability
system
and
making
sure
we
know
how
progress
monitor.
How
can
we
track
our
students
during
the
year?
What
kind
of
indicators
can
we
look
at
and
make
sure
that
our
students
are
growing
and
not
just
depend
upon
that
state
assessment?
It
is
a
little
here.
We
also
have
dr.
F
Sheila
Quinn
from
the
South
Carolina
State
Department
of
Education
she's,
also
booked
to
be
with
us
in
October,
on
October
26,
but
talk
to
our
principals
about
this
new
assessment
system
and
then
in
November
that
CCSD
team,
these
leaders
at
this
table,
we
will
be
working
principles
to
help
calculate
their
ratings
and
just
deep
into
that
framework,
it's
new.
We
need
to
know
the
components
if
we've
gotta
know
the
rules
of
the
game.
F
If
you're
going
to
do
well
in
the
game,
we
want
to
make
sure
that
our
our
school
leaders
are
equipped
to
do
just
that,
so
now
we're
ready
to
get
inside.
Today.
Again,
this
is
a
high-level
picture.
One
thing:
you'll
notice
that
I
requested
from
the
assessment
department
research
department
that
they
vote
for
us
competitor
in
comparison
data.
We
have
some
comparison
day
that
we
graded
Charleston
and
get
some
school
districts.
One
thing
I
would
like
to
look
at
Laura,
but
I
have
a
list
of
actually
running
list
of
several
things:
I'd.
F
Is
on
competitor
data,
who
are
the
best
systems
in
the
state
who
has
the
best
results?
It's
all
be
looking
at
that.
It's
real,
but
so
far,
she's
right,
she's
ranked
us
in
grades,
three,
three
waiting
on
the
state
assessment
against
other
districts,
and
that
takes
a
lot
of
courage
to
put
that
out
there
on
the
table.
But
if
we're
going
to
get
better,
the
only
way
that
you
do
is
fronting
our
current
status.
F
So
you'll
see
that
in
the
slide
day,
another
piece
of
data
that
we've
talked
about
is
regression
analysis,
where
we
plot
our
schools
against
similar
schools
in
the
state.
All
our
elementary
schools
fought
against
all
elementary
schools
that
exist
all
our
middle
schools,
plotted
against
the
middle
schools
with
with
poverty
faculty
and
see
where
our
schools
fall
out,
because,
again
we're
looking
to
replicate
best
practices
if
somebody's
doing
a
better
job
than
we
are.
F
We
need
to
get
on
the
phone
or
go
to
visit
them
and
figure
out
why
we're
also
going
to
do
the
same
thing
for
our
high
schools.
So
here's
what
you
have
inside
the
day
you've
got
on
grace,
III,
3-way,
ela
and
math
in
2009
to
2013.
We
did
pass
in
2014.
We
had
a
bridge
year
where
South
Carolina
was
trying
to
bridge
between
the
past
assessment
into
an
assessment
that
measured
Common,
Core
State
Standards.
So
for
that
year
we
only
measured
the
standards
that
Common
Core
had
in
common
with
our
South
Carolina
State
Standards.
F
So
it's
a
change.
2015
was
a
CT
aspire.
2016
was
SC
ready
at
27
teams
for
their
2017.
They
actually
adjusted
the
scale
scores.
So
if
you
look
at
that,
we've
had
changes
all
along
the
way
since
2013
change
after
change
after
change,
and
so
what
we
need
to
keep
in
mind
is
we
can't
do
comparisons
from
2009
to
2017
the
tasks
kept
changing
the
scores
they
used
to
measure
whether
or
not
you
meant
expectation
or
see
those
expectations.
F
F
You're
gonna
see
you're
gonna,
see
that
for
2017
from
the
2017
okay.
So
here
these
are
the
assessments
so
from
2009
to
actually
2013
you
had
past
2014
was
the
bridge
year.
We
indicate
the
change
in
the
assessment
by
breaking
that
line,
then
you
had
a
CT
aspire
to
what
the
scores
did.
A
more
rigorous
assessment
and
the
state
and
you'll
see
that
we
mirror
the
state
you'll
see
this
climb
up
for
SC
ready
in
2016,
but
they
adjusted
because
the
scoring
levels
that
you
had
to
have
their
new
expectations
or
exceeded
expectations.
F
K
F
K
F
I
L
F
I
I
understand
that
pass
was
measuring.
One
style
of
learning
and
aspire
was
measuring
common
core
standards
over
the
standard
print,
in
the
sense
that,
at
the
end
of
the
fifth
grader
students
still
supposed
to
know
at
the
end
of
the
fifth
grade
today,
the
same
thing
children
at
the
end
of
the
fifth
grade
were
supposed
to
know.
Six
years
ago.
F
I
D
N
I
O
I
think
we're
focusing
on
in
the
last
three
or
four
years
after
the
fridge
here,
but
I
want
us
to
kind
of
look
at
in
2009
to
2014.
If
you
know
the
pack,
the
test
was
the
same.
The
past
test,
but
as
a
district,
you
did
not
see
any
real
inner
line
and
improvement
in
our
sport
right,
but
and
so
whether
it
was
a
drastic
change
or
a
change
from
a
pass
to
aspire.
Of
course,
the
delivery
of
educational
different
pedagogy
was
different
than
winning
one
of
the
children
process.
O
The
information
was
different,
so
you
see
a
drastic
change
in
the
scores.
Then,
within
the
year
for
that
1516
school
year,
you
saw
some
improvement,
not
just
with
us
with
the
state
as
well.
I
know
really
and
I've
heard
this
conversation
before
about
how
it's
hard
for
us
to
meet
the
finish
line
when
the
finish
line
keeps
changing.
But
when
the
finish
line
was
consistent,
we
really
slowed
more
making
the
money,
because.
B
F
O
To
focus
I
think
we
need
to
focus
on
the
fact
that
there's
been
inconsistencies
with
the
testing
and
how
children
are
being
tested,
but
they're
asking
to
know
during
the
test.
But
but
when
we
got
four
five,
six
meters
of
consistency
in
a
test
we
still
weren't
making
the
mark
our
teachers,
our
staff,
just
we
still
were
not
able
to
really
capture
what
we
really
needed
to
capture,
which
is
making
sure
that
children
are
prepared.
But
each
grade
is
to
be
successful
and
it
be
21st
century
learners
and
introduced.
Our
society.
K
Yeah
I
understand
what
you're
saying
a
couple
of,
but
again
this
is
something
I
was
talking
to
educators
over
the
weekend
about
it.
You
know
we
look
at
these
numbers
and
we
talk
about
numbers
numbers
numbers,
but
every
child
is
not
geared
I'm,
not
ready
to
take
tests.
Some
children
don't
take
tests
well,
so
what
are
we
doing
to
prepare
the
child
to
be
a
better
test
taker
if.
K
D
F
P
F
Lost
ground
and
the
state
lost
ground
and
the
state
acknowledged
that
that's
a
problem
they're
trying
to
figure
out
why
you're,
not
quite
sure
it
was
the
first
year
that
they
really
pushed
our
most
districts
tested
online.
We
know
we
had
some
issues
with
with
the
online
assessments,
so
the
state's
actually
trying
to
dig
in
about
and
say
why
do
we
look
that
way?
But
again
we
mirror
the
state.
F
Another
really
big
takeaway,
for
this
particular
slide
is
that
while
we
lost
ground
over
on
the
left,
because
those
are
actually
the
state
percentiles
for
I
mean
that's
actually
the
percents
easily
the
percents
for
meets
expectations
and
above
and
the
lost
ground,
you
can
see
that
we
gained,
on
the
right
hand,
side
with
the
percentiles.
So
what
that
means
is
we
had
to
score
a
bit
better?
They
rescale
the
test.
D
D
F
P
F
F
F
D
F
Alright,
and
so
if
you
look
at
the
next
one,
the
next
slide,
these
are
districts
most
like
ours.
I
asked
dr.
Donnelly
if
she
would
run
these
and
tell
me
how
we
looked
with
districts
that
were
within
our
poverty
ban.
That's
the
way
the
state
was
the
great
school
districts
and
they
rate
schools
that
way
or
they
do
they
still
do
that
lower.
They
did
it
in.
J
F
N
N
I
Me
what's
scary
about
that,
is
it
kind
of
mirrors
the
conversation
we
had
earlier
about
the
rubric?
We,
if
you
say,
sixty
and
we
start
there
you're
almost
saying
the
test
is
exclusionary.
The
chantix
magna,
40%
and
I
are
y'all
willing
to
say
the
test
is
beyond
where
you
can
send
a
South
Carolina
students
to
to
meet
the
standard.
Then
60
is
not
a
good
place
to
start
either.
D
M
F
F
N
F
Grade
7
work.
Forty
three
point:
two:
we
rank
three
and
four
eight
eight
we're
twenty
three
point:
seven
five
two,
you
are
reporting
features
that
parents
will
get
this
year
that
we
wanted
to
be
sure
to
share
with
you
our
quantiles
and
Lex,
all
of
us.
So
when
the
student
reports
are
being
printed
at
the
schools
that
will
include
a
reading
level
and
that's
a
lifestyle
level,
we've
gotten
like
Sol's
off
of
math
before
so
that
that
tool
was
probably
not
new,
but
this
is
the
first
time
we've
gotten
off
this
state
assessment.
F
F
Well
in
that
textbook,
or
they
know
what
you
have
to
be
breathing
where
you
have
to
be
really
to
do
well
on
the
AC
T
or
the
SAT.
So
for
the
first
time
we're
going
to
be
reporting
this
out
to
families,
office
ST
with
the
assessment
and
Kevon
X
and
the
learnings,
and
if
they're
on
the
learning
services,
team
and
you're
doing
this
work.
If
you
just
stay
in
Jennifer's,
we're
gentle.
F
Of
people
that
are
working
with
schools
right
now
to
make
sure
that
they're
ready
to
have
these
conversations
with
parents.
So
what
they've
done
we
learned
about
this
that
this
was
gonna,
be
on
the
test.
Here's
very
recently
on
the
school
report.
They
huddled
around
the
table
last
week.
They
are
working
on
video
clips
and
different
training
materials
and
things
that
they
can
provide
our
teachers.
F
We
want
to
make
sure
we
have
those
conversations
with
families
that
they
know
where
you
have
to
get
at
the
end
point:
what's
the
endgame
that's
important,
but
if
you're
not
all
not
trajectory,
if
you're
off,
that
doesn't
mean
it's
not
attainable,
it's
just.
We
want
to
be
transparent,
you're
in
elementary
school
and
say:
hey.
We
don't
know
what
it
is
you
want
to
do
someday.
We
want
you
to
know
that
one
of
the
things
you
need
to
monitor
is
you
work
your
way.
F
Matriculate
through
the
system
move
up
through
middle
school
and
move
up
to
high
schools,
you
need
to
think
about
where
you're
reading
we're
gonna
give
some
tips
on
how
you
can
improve
for
it
and
how
you
can
improve
in
that
area.
But
this
is
where
you
need
to
be.
This
is
the
ultimate
end
of
a
year,
and
we
want
to
make
sure
that
that
we
provide
you
with
information
all
on
the
way
about
where
you
are
and
things
you
can
do,
so
that
you
can
learn
and
grow
and
ringing
in
mountains.
F
So
that's
two
new
features
of
this
assessment
and
we
we
want
to
be
very
careful.
This
is
this
is
why
this
is
so
important,
just
because
you're
not
reading
reading,
if
you're,
not
in
that
yellow
band
in
second
grade,
that
does
not
mean
it's
not
a
teen
involved,
it
does
not.
It
may
mean
you
have
to
work
a
little
and
we
need
to.
We
need
to
progress,
monitor
you
all
the
way
along
the
way.
All
your
teachers
will
need
to
work
with
you,
but
it
does
not
mean
that
you
cannot
obtain
it.
F
F
O
F
F
And
we
are
working
through
the
strategic
planning
efforts
on
a
lot
of
these
strategies,
but
we're
going
to
we're
going
to
talk
with
you
in
just
a
bit
about
where
schools
are
and
how
we
can
support
schools
or
have
great
challenges,
and
there
are
things
besides.
Just
academics
in
the
price
range.
If
we
have
needs
in
this
system
response,
just
improve
an
instruction
and
we're.
H
The
question
was
specifically:
how
do
we
respond
to
the
data
and
I
wholeheartedly
believe
and
I
do
believe.
The
leadership
believes
it
as
well,
because
I
saw
it
in
the
slices
that
development
is
our
focus,
equipping
our
teachers
with
the
tools
and
the
skills
and
the
strategies
that
they
need
to
develop
competent
learners
and
I.
O
H
Would
be
for
sure,
unencumbered
time
for
development
I
know
counties
around
us.
You
just
asked
about
Dorchester.
They
have
built
into
their
master
schedule
a
lot
of
times.
I
know
we
have
maybe
two
or
three
a
year,
but
some
districts
have
one
a
month
where
they
have
that
time
for
teachers.
The
development.
N
F
J
F
F
F
And
sitting
waiting
and
where
do
we
have
additional
challenges,
and
how
can
we
try
to
tackle
that
so
she's
done
some
beginning
analysis
thing:
we've
got
teams
working
on
looking
at
the
data,
but
we
want
to
see
this
looking
a
little
bit
better
than
it
well
a
lot
better
than
it
does.
We've
got
that
truck.
There
should
be
average.
This
is
a
nice
visual,
because
what
she's
done
is
all
the
week
when
she
says
that
we're
reading
at
the
53rd,
if
we've
had
a
three
thirty
up,
excuse
me
55th
percentile
of
the
state
ranking.
F
Alright,
so
we
have
the
same
information
for
Maya.
You
did
the
same
thing
and
on
once
again
we're
trending
up
on
past
we
were
trending
slightly,
had
a
little
slight
increase
and
we
were
mirroring
the
state.
It
does
not
lose
as
much
Brown
doing
that
bridge
year,
where
we
measure
Common
Core
State
Standards
in
a
spire,
we
did
have
lower
scores
that
we
did
take
a
dip
and
we
continued
to
slip
with
the
SC
ready.
F
F
That's
a
great
question,
but
I'm
gonna
show
you
where
we
are
on
a
national
comparison.
This
is
a
state
bill
since
we're
we
almost
eight
assessment,
but
what
the
SC
ready
does
is
give
us
a
quantile
and
then
they
they
put
us
into
their
database
and
I'm,
not
a
statistician.
That's
not
my
background
that
you
will
see.
We
look
better
on
the
national
comparison
than
we
do.
The
state
compare
and
we
we've
called
and
we
asked
about
hey.
D
F
Listen:
let's
look
at
this
I
think
this
is
the
chart
that
you're
looking
at.
If
you
know
yes,
which
you
know
above
left
hand,
side
is
you've
got
the
percent,
scoring's
meets
expectations
or
above
and
we
do
have
some
ring
there
and
then,
on
the
right
hand,
side
you've
got
the
percentile
ranking
and
remember.
We
saw
a
discrepancy
in
that
on
the
reading,
for
the
math
state
went
down
again,
we
murdered
the
state
state
went
down
in
Grade
three,
we
went
down
in
Grade,
three
state
went
down
in
grade
four.
We.
B
N
F
State
went
down
in
Grade
seven
and
we
went
beyond
in
Grade
seven
so
again.
The
construction
of
that
task,
when
we
near
state
results
at
closely
the
thing
that
I
take
away
from
this
is
that
up
and
we
we
Lauren
I,
talked
about
this-
we're
glad
we
held
on
to
the
math
assessment,
because
it's
a
national
test,
but.
Q
F
Q
F
F
I
You
know
in
the
last
two
years
we
as
a
board
it
kind
of
gotten
away
from
talking
about
rankings
and
percentiles,
because
we
wanted
to
get
to
the
meat
of
what
it
really
means
and
in
my
correct
that
thirty
nine
percent
of
the
kids
leaving
the
eighth
grade
last
year,
we're
ready
to
leave
the
eighth
grade
in
math.
They.
I
I
B
E
F
I
A
Q
I
Q
F
I
B
F
Ma'am,
unless
you
can
pause
there
for
just
a
minute,
so
this
the
federal
government
requires
that
you
have
that
system
in
place
and
that's
the
accountability
system.
Every
state
in
the
country
has
it.
Every
state
in
the
country
has
to
submit
it
to
Washington,
to
see
that
all
has
to
be
approved
and
that's
our
accountability
system
and
it
meets
the
requirements.
This
assessment
support
about
accountability
system.
So
it
is
a
measure
we're
going
to
look
at
absolutely
it.
S
F
F
F
I
K
F
You,
a
competition,
I
sure
hate
me,
but
I
would
love
to
sit
down
and
have
that
conversation
after
you
and
one
of
the
things
I've
asked
dr.
Donnelly
to
do
is
to
plot
all
our
schools
and
the
plot.
Our
growth
we've
got
some
sample
charts.
We
can
show
you
and
it's
not
about
gotcha,
it's
about
figuring
out
who's,
getting
it
done
and
and
how
okay.
Q
N
F
And
then
there's
the
percentile
ranking,
we
did
the
same
thing
we
wanted
to
see
anywhere.
This
is
the
again
with
that
accurately
before
she
aggregated
three
three
way
to
show
us
where
we
are.
We
looked
at
the
corner
tall.
Now
again,
that's
a
that's
a
scale,
a
vertical
scale,
it's
a
national
scale
and
we
look
better
on
the
national
scale
than
we
do
on
the
state
task
and
the
State
Department
has
not
explained
that
to
us.
Nor
can
the
company
that
produces
that
scale.
F
So
again,
another
reason
why
we're
holding
on
to
the
math
assessment
and
the
data
and
the
kinds
of
information
we
get
out
of
there.
You
can
see
we're
all
over
the
place.
So
that's
why
each
grade
level
looks
okay,
all
right,
the
science
and
the
social
studies.
Here's
what
you
need
to
know
about
that
I.
D
D
F
Right
so
the
science
and
social
studies,
2009
2014,
all
students
in
grades,
four
and
seven
and
half
of
the
students
in
grades,
three,
five,
six
or
eight
day
they
took
social
studies
or
took
the
science
in
2015
to
2017
science
and
social
studies,
all
students
in
grade
four
through
eight
twenty
seventeen
was
the
first
year
the
majority
of
the
students
took
it
online
is
required
by
law.
We
can
see
that
98%
of
the
kids
to
get
online
2017
for
science,
news
science
standards
that
were
assessed
with
new
scores.
F
So
again
you
can't
make
comparisons
over
the
years,
because
you've
had
news,
cut,
scores,
new
expectations,
look
at
a
hand
to
2018
science,
all
students
in
grade
four
six,
eight
social
studies
and
grades,
5,
&
7,
again
same
time,
trend
over
time.
Think
about
the
changes
in
the
assessment.
You
see
that
break
in
the
line,
and
you
can
see
that
we
went
from
three
levels
previously.
F
Previously
we
had
three
levels:
only
one
was
not
yet
now
we
have
four
levels
and
those
are
exceeds,
needs
approaches
and
does
not
need,
and
only
two
of
those
levels
will
meet.
The
expectation
you've
probably
heard
a
principal
talk
about
that.
The
other
night
at
the
dipped
end
board
meeting
SC
social
studies.
I,
don't
know
of
it
tops
off
like
that.
F
You
can
give
us
a
summation
again
for
this
thing
that
you
already
have
given
us
same
thing
over
time.
We
didn't,
we
didn't,
show
very
much
improvement
high
school
either.
The
force,
examination,
programs
and
I
need
to
tell
you
you
do
not
have
the
11th
grade
a
CT,
we're
gonna
release
it
today
and
have
it
for
you.
The
state
pull
back
the
step,
maybe,
like
the
other
thing
I
need
to
share.
Is
we
got
these
data
later?
F
D
F
May
have
contributed
so
you
don't
have
to
grade
right,
yeah,
we're
bringing
that
to
you.
You
don't
have
a
lot
of
great
a
CT
we'll
bring
that
to
you
as
soon
as
it's
released
and
we're
keys.
We
release
this
morning.
I
don't
have
it
in
here,
but
you
got
an
announcer
support,
Keats.
We
we
gave
that
to
you
earlier
so
here
you
want
me
to
speed
up
because
I
know
you
want
to
talk
about
what
we're
going
to
do
and
I
understand
you.
J
F
So
here's
what
you
need
to
know
about
this
slide.
We
anticipated
we
declining
in
a
course
because
they
had
new
cut
scores
in
English
one
and
out
of
the
one
that
state
was
adjusting
these
assessments
to
make
them
more
rigorous.
You
had
to
be
performing
at
a
higher
level
to
get
to
get
a
passing
or
to
get
the
Amit's
expectation.
Good
ELC
is.
N
O
B
F
A
D
I
F
O
I
F
D
A
F
N
B
F
And
I
want
to
share
with
you
that
we
are
currently
working
to
do
some
analysis
on
the
gaps
in
existing
offerings
in
our
high
school
by
high
school,
and
also
looking
at
gaps
in
annoyance.
So
we've
started
some
of
that
conversation
and
some
of
that
work
and
it's
Jeffrey
and
mr.
Miller
have
seen
some
of
that,
or
at
least
they
that
we've
talked
to
them
about
some
of
the
work
we've
got
underway
in
this
area.
So.
I
F
F
G
So
good
afternoon,
thank
you
guys
for
having
us
here
today.
We're
excited
to
talk
about
our
data
so
far
and
how
it
fits
into
this
larger
picture
and
before
I
start
into
that,
though,
one
thing
I
want
to
share
is
that
the
reason
why
we're
here
it
is
we're
Princeton,
because
we're
a
Charleston,
County
public
elementary
school.
Sometimes
people
get
confused
and
think
we're
a
charter
school
or
think
we're
a
private
school.
There
is
a
private
school
that
is
part
of
our
network.
G
That's
downtown
called
meeting
Street
Academy,
but
we're
the
public
elementary
school
in
North
Charleston,
and
so
our
kids
come
from
an
enrollment
zone,
just
like
all
other
neighborhood
schools
in
Charleston
County,
and
we
specifically
launch
this
project
in
that
neighborhood
because
of
historic
challenges
with
getting
kids
on
grade
level
and
that
neighborhood
and
so
one
of
the
things
that
folks
often
ask
is
well.
You
know
you
have
enrollment
tests
to
get
in
and
we
don't
all
of
our
kids
if
they
live
in
our
neighborhood,
they
go
to
our
school.
G
We
have
the
exact
same
demographics
as
all
of
our
surrounding
neighborhood
schools
and
same
level
of
special
ed
populations
and
ëall
populations,
and
you
know
families
getting
free
and
reduced
lunch,
and
so,
when
you
look
at
our
kids
compared
to
other
tattooin
schools
in
North
Charleston,
it
really
is
an
apples
to
apples
comparison
because
they
are
neighborhood.
Kids,
just
like
all
other
schools
and
I
sort
of
apologized.
But
I
don't
want
to
add
fuel
to
the
fire.
G
But
I
brought
map
data
because
it's
really
easy
to
compare
not
just
across
time
but
also
across
the
nation.
And
so
we
can
look
at
how
we're
doing
not
just
compared
to
Charleston
County,
Schools
or
South
Carolina,
but
schools,
nationwide
and
I.
Didn't
we
didn't
break
down
a
ton
of
different
ways,
but
that's
what
we're
looking
at
and
as
we
also
talked
about,
it's
really
easy
for
teachers
to
understand
what
gaps
they
need
to
fill
about.
Looking
at
this
data
because
they
can
go
in
and
look
at
a
kid's
score
and
be
like
all
right.
G
G
So
all
the
other
neighborhoods
schools
surrounding
us
they're
in
the
bottom,
20th
percentile
in
the
country-
and
so
this
you
know,
gives
you
a
really
good
comparison
to
how
we're
doing
just
outside
of
South
Carolina,
because,
as
you
guys
have
seen
on
the
test,
is
that
CCSD
is
mirroring
a
lot
of
what
South
Carolina
is
doing.
And
when
you
even
look
at
how
South
Carolina
is
doing
source
the
country,
that's
even
when
it
gets
a
little
bit
scarier.
These.
G
G
Yep
and
I'll
go
grade
by
grade,
and
so,
if
you
look
this
or
right
side,
you'll
sort
of
see-
and
these
colors
really
matter
since
this
line
right
here,
if
it's
green
and
blue
and
I,
don't
know
what
y'all
talked
about
before.
But
green
means
it's
above.
The
50th,
percentile
and
blue
means
it's
above
the
75th
percentile
and
one
of
the
really
neat
things
about
math
is
that
y'all
asked
the
question
of
what
it?
G
What
should
it
be
and
with
SC
ready
it's
hard
to
answer
that,
because
it's
not
pegged
to
national
norms
and
standards,
but
with
map
they've
done
that
correlation
study
of
math
and
the
AC
T.
So,
basically,
if
you're
in
the
blue,
you
are
on
the
path
to
scoring
an
AC
T
score,
that
is,
college
ready
at
a
rigorous
college
and
if
you're,
the
sort,
that's
of
75th,
if
you're
at
the
85th
percentile
you're
on
your
way
to
getting
a
24
on
the
AC
T,
which
would
guarantee
you
with
the
life
scholarship.
G
G
It
would
be
awesome
if
at
least
50
percent
of
our
kids
were
in
blue,
so
half
of
our
kids
are
on
the
radio
really
rigorous
college
education
and
75%
of
our
kids
are
blue
and
green
and
so
I'm
still
not
okay,
with
25
percent
of
our
kids,
risking,
not
graduating
from
high
school.
But
knowing
you
know
some
significant
challenges
you
know,
kids
have.
That
is
way
better
than
where
we're
at
now.
G
D
G
We
have
15
full
days
a
year,
a
meeting
street
to
help
teachers
with
professional
development.
We
do
a
half-day
once
a
month,
full-day
a
quarter
10
days
before
the
school
year
in
two
hours
a
week,
and
so
we
have
I
think
a
can.
It's
like
eight
times
the
number
of
hours
of
professional
development
than
Charleston
County
teachers
get.
Don't
quote
me
enough?
It's
it's
just
a
lot
more.
You
start
school
this
year.
We
also
go
to
school
longer
and
we
get
a
school.
It's
only
a
week
longer.
G
K
G
The
other
thing
that's
great
about
math
tests
is
that
you
can
look
at
growth,
one
of
the
things
that
s
si
ready
for
su
pass
and
it
historically
it's
hard
to
measure
growth
because
it
changes
from
year
to
year
and
their
benchmarks
change.
And
so,
if
you
look
on
the
side
here
on
the
right
we
used
has
the
highest
median
student
percentile
in
the
district
and
our
downtown
school
is
right
there
with
Sullivan's
and
not
pleasant,
and
we
have
closed
abus'd
and
meaning
straight
Burtonwood.
G
Is
we're
close
we're
not
there
yet
I
can
talk
about
some
of
those.
You
know
challenges
were
having,
but
we're
getting
close,
but
it's
you
know
close
to
double
of
what
other
North
Charleston
title.
One
schools
are
doing
in
terms
of
median
student
achievement,
but
the
one
of
the
things
that
I
love
the
most
is
looking
at
growth,
because
a
lot
of
our
kids
come
in
way
below
where
they
need
to
be,
and
so
it's
not
just
about
where
they
are
today.
G
But
how
much
are
they
growing
and
how
fast
they're
growing
and
really
excited
that
Brentwood
was
the
had
the
highest
growth
numbers
of
any
school
in
the
district
and
sadly
the
schools
in
North
Charleston
are
not
not
not
growing,
but
they're
losing
ground.
So
if
you
have
a
median
years
of
growth
achieved,
that's
less
than
1.
G
One
is
that,
as
a
lot
of
North
Charleston
schools
have
is
we
have
a
lot
of
attrition
students
moving
mobility
of
families,
and
so
our
third
grade
is
the
grade
that
has
the
least
number
of
kids
since
the
beginning,
you
know,
and
so
our
kindergarteners
they
haven't
ever
been
behind
because
they
did
early
childhood
with
us
or
3
&
4
year
program,
but
our
3rd
graders,
a
lot
of
them
haven't
been
with
us
and
came
behind,
and
then
also
these
third
graders.
We
didn't
have
them
when
they
were
little.
So
we
didn't
happen.
G
I
G
We
follow
the
state
guidelines
for
what's
required
for
elementary
schools,
so
we
there's
a
minimum.
You
know
number
of
minutes
and
of
PE
and
social
studies
and
science,
and
so
we
meet
those
basic
state
requirements.
But
one
of
the
things
that
makes
us
different
is
that
we
are
allowed
to
choose
what
what
curriculum
we
use
during
those
times,
and
so
that
is
different.
So
we
use
a
different
math
program
than
the
district.
A
different
reading
program
in
industry.
I
I
G
G
More
like
the
math
program
we
use,
for
example,
it
is
really
hard
to
teach
like
I
mean
our
teachers.
It
is
like
a
running
joke.
They're,
like
new
teachers
like
you're,
gonna,
hate
Eureka,
it's
so
hard,
it's
going
to
like
you're
being
miserable
for
the
first
three
months
of
school
and
then
they're
like
eventually
you
don't
love
it,
because
it
kids
do
so
well,
and
so
it's
a
really
big
change
process
to
use
a
curriculum
that
is,
that
hard
to
teach
and
that
different
from
what
most
teachers
are
traditionally
trained
to
teach.
G
E
I
So
then,
I
guess
that
and
I'm
looking
over
discussion
is
another
time.
It's
obviously
much
harder
to
teach.
Obviously,
in
theory
means
that
the
teachers
applying
to
you
know
that
they
could
teach
and
easier
for
Rick
ulam
if
they
have
a
job
somewhere
else.
Yet
you
still
choose
to
use
that
curriculum.
So
there's
gonna
be
some
value
somewhere.
Yeah.
O
G
I
G
J
J
O
G
J
G
J
P
Get
to
do
minute,
so
slash
was
my
first
year
at
the
middle
school
level
and
really
diving
in
deep
with
the
with
the
map
scores
and
how
they
for
they
could
se
readiness
he
passes.
So
I
was
interested
to
see
with
their
predictive
their
predictions.
Just
how
close
they
were.
They
said
that
math
could
predict
within
eighty
five
percent.
P
They
were
one
percent
off
in
predicting
our
math
scores
and
there
were
three
percent
off
in
predicting
ela
doing
that
second
year
in
getting
some
real
teacher
by
and
with
just
how
accurate
they
were
again,
it
was
within
1%
of
that
and
three
percent
of
ela,
so
with
additional
time
and
professional
development
of
teachers
to
really
help
understand.
Math
testing
I
feel
like
they're
gonna,
see
those
scores
skyrocket
this
year
right.
D
K
D
F
This
is
I've
talked
to
you
about
processes.
We
are
putting
processes
in
place.
So
what
these
are
data?
What
are
we
gonna
do
we
do
have
district
level
data
teams
working
on
the
intra
analysis
for
reading
math,
social
studies,
science,
the
discipline,
the
social-emotional
learning
the
climate
early
childhood
Fine,
Arts
we've
got
teams
working
inside
body
services,
and
then
they
have
a
task.
It
is
come
back
and
tell
us
what
our
strengths
are.
What
are
our
opportunities
for
improvement?
It's
a
Baldrige
term.
F
What
are
the
strategies
that
we
put
in
place
and
we
are
greeting
those
schools
on
this
distributor
or
like
this,
because
this
you
talk
to
me
about
this
performance
and
growth,
where
our
schools
on
performance
and
growth,
then
we're
gonna
identify
the
12
schools
are
so
that
needs
some
additional
supports
and
and
think
about
as
a
system.
How
do
we
help
with
that
heavy-lift?
What
is
it
that
we
need
to
do
and
we're
gonna
try
to
replicate
best
practice,
you're
looking
for
pilots
inside
the
data
that
shows
that
things
are
working
through
Meeting.
F
Brentwood
is
agreed
that
we
can
go
in
with
a
protocol,
we've
developed
a
protocol
and
they
were
let
us
come
in
and
run
through
that
protocol
with
them.
So
we
can
calibrate
what
our
expectation
is.
What
should
we
see
in
terms
of
the
leadership
team?
What
are
their
subs
look
like
and
then
do
they
have
subs?
Do
they
have
all
their
vacancies
filled?
Those
are
the
kinds
of
questions
we're
gonna
be
asking,
and
so
you've
got
the
district
data
team.
These
are
artifacts
Michele,
English,
Watson
and
Kevin
eat
some
and
Emilia.
F
You
helped
facilitate
this
meeting
along
with
that
team
that
stood
up
just
a
moment
ago.
Those
are
artifacts
that
we
from
the
actual
meeting
we
had
so
in
the
process
of
that
these
are
the
planning
documents
and
so
in
these
three
different
words
though
Alexander
there's
school
and
actually
as
a
team,
can
operate
and
think
about
what
we
expect
to
see
when
we
go
in
school.
That's
got
a
lot
of
challenges.
You
know
thanks.
Some
of
them
have
vacancies.
Some
of
them
have
to.
D
F
They
have
different
challenges
that
they
have
a
becaus
because
they
have
challenges
that
doesn't
mean
that
we
give
them
over
challenge.
Just
that
means
we
didn't
even
figure
out
what
supports
do
they
need
so
there's.
Actually
a
document
in
your
folder
that
looks
like
this
and
it's
a
self-assessment
at
UVA,
a
purse
full
of
education
at
University
Virginia,
the
schools
tell
us
the
surveying
style.
What's
getting
your
way,
are
you
growing
all
students?
We
plot
this
on
green.
We
go
in
if
they
toss
that
got
a
lot
of
vacancies.
F
We
can't
get
substitutes
or
three
of
my
teachers
in
third
grade
or
a
maternity
leave.
We
asked
HR
to
go
in
these
schools
with
us
to
help
us
hear
what
the
schools
have
to
tell
us
what
is
getting
in
their
way,
and
so
we
run
through
protocol.
You've
got
sample
feedback,
I've
done
this
and
we're
gonna
make
sure
these
schools
have.
B
F
J
V
What
programs
activities
we
could
use,
and
so
the
goal
then
became
what
would
be
the
most
monumental
program
to
improve,
and
so,
as
a
committee,
starting
with
our
school
improvement
council,
our
PTA,
our
friends
at
Ryerson
group
back
in
early
spring
of
2017,
we
hosted
a
number
of
meetings
and
the
last
three
meetings
were
community
meetings
to
talk
about
what
Montessori
would
look
like
at
fryer
sense,
and
so
we
introduced
the
model,
the
school
improvement
council,
friends
of
fire
son
DJ.
Everyone
agreed
after
those
three
meetings
that
they
wanted
to
see.
V
V
The
wadmalaw
community
to
have
Frierson
become
a
Montessori
School,
but
then
the
John's
Island
constituency
joined
us
and
decided
that
they
also
wanted
to
see
Frierson
as
a
Montessori
School,
and
so
tonight
we
have
a
few
members
of
the
wadmalaw
and
John's
Island
group
who
are
here
to
talk
a
little
bit
about
their
desire
to
have
Frierson
as
a
Montessori
School.
So
the
next
part
of
our
presentation
talks
a
little
bit
more
about
the
logistics.
W
W
Of
course
it
fourth
in
fifth,
it
would
add
six,
because
that's
really
the
true
Montessori
model,
but
in
2018
19,
which
is
big
next
year
to
begin
phasing
out
the
non
Montessori
classes
by
grade
level
each
year
and
we
would
start
with
discontinuing
Head
Start,
which
would
art,
be
our
three-year-olds
and
then
child
development,
which
will
be
the
fours.
And,
of
course
you
have
those
students
that
would
be
those
would
be
the
fours
and
fives
moving
up
into
the
Montessori
environment.
W
So
this
is
the
levels
of
the
timeline
of
a
five
year
span.
You
would
have
open
with
two
primary
classes
21
to
23
in
each
class,
then
in
2019
you
continue
the
two
primary
classes,
but
add
that
lower
elementary
classic
for
those
first
graders
moving
up,
because
you
want
that
model
to
continue.
You
would
have
14,
probably
first
graders,
but
you
would
probably
pull
2nd
and
3rd
we'd
have
to
look
at
that.
W
That's
something
that
I
do
not
have
is
like
children
that
are
currently
in
Montessori
in
a
community
and
Marilla
saying
that
might
want
to
come
back
to
the
island.
So
that's
something
that
we
could
look
at
and
then
add
the
third
primary
in
2020
and
one
lower
L
again
and
then
continue
with
three
primary
to
lower
L
and
you're.
Our
last
word:
we
believe
adding
our
upper
L
at
the
very
end
as
children,
age
up
and
as
we
do
this,
we
would
be
taking
off
three
and
four-year-olds
and
adding
your
fives.
W
Q
W
Shows
how
you
basil,
okay,
the
cost
I,
could
up
here
teacher
training
per
teacher.
We
would
train
we
train
here
in
Charleston.
We
have
two
training
sites
here,
and
so
we
would
start
our
training
with
our
teachers,
and
then
we
have
concrete
and
curriculum
materials
for
two
classes,
which
would
be
a
little
over
10,000.
The
furniture
and
wooden
materials
would
be
around
65,000
and
your
total
cost
would
be
eighty
seven,
three,
two
one,
two
open
two
primary
classes
I
had.
L
V
V
L
That
Montessori
is
a
bigger
classroom.
The
kindergarten
classrooms
were
say
what
displace
aren't
big
enough
the
third
year
when
they
expand
a
lower
L.
The
classrooms
are
much
smaller
so
similar
to
what
we've
done
it.
Her
C
and
E's
Cooper
Montessori
they've,
had
to
do.
Reconstruction
of
large
rooms
make
one
room
out
of
two,
basically
so
the
first
the
first
year
they
could
do
first,
two
years
they
could
do
it
just
fine,
because
the
kindergarten
classrooms
are
large
amounts
and.
W
A
Q
V
Do
we
feel
as
though
this
would
capture
the
number
of
students
that
are
choosing
to
leave
the
island
one
to
go
to
other
Montessori
schools,
but
who
have
also
chosen
not
to
go
to
any
of
our
public
schools
on
the
island
and
again,
families
can
share
that
with
you
in
terms
of
their
concerns
and
what
they
would
like
to
see
happen.
Also
on
the
island.
J
J
You
may
need
something
that
really
many
to
specialize
in
something
like,
for
example,
Montessori
with
science
monitor
with
bullets
on
Meyer,
because
because
our
kids
are
really
struggling
with
math
and
science,
especially
title
in
schools
and
I.
Think
that
to
me,
whatever,
whatever
we
spend
money
on
for
your
school,
that
has
to
really
be
attractive,
really
attractive.
Magnet.
That's
gonna
blow
kids
from
other
areas
that
we
go
to
private
school
code
that
will
come
before
us
and
that's
what
France,
where
they're
good
at
Jane's
out
and
one's
gonna
hop.
J
If
you
something
like
that
or
what
would
apply
the
peas,
so
so
I
don't
know,
I,
don't
know
them
from
the
studies.
I've
done
the
numbers
of
Montessori
schools.
Not
all
of
us
is
a
top
performing
then
I'm,
honest
over
yes
I'm.
Some
someone
doing
very
well
somebody
doing.
Okay
and
I
didn't
have
one
or
two
that's
doing
really
good,
but
but
the
Montessori
alone
didn't
reduce
the
degrees
or
the
results.
But
it's
a
nice
attractive
style
that
Marisol
and
I.
V
R
V
Done
a
good
job
with
personalized
learning
last
year,
I
focused
on
making
sure
that
teachers
were
prepared
and
truly
implementing
personalized
learning
using
the
iPads.
This
year
we
are
in
our
first
year
of
the
talent
development
Academy
I
felt
my
feeling
was
we
needed
to
boost
the
rigor
glove
of
rigor
and.
V
The
teachers,
and
so
our
partnership
with
the
College
of
Charleston
over
the
next
two
years,
will
increase
the
rigor
and
in
talking
with
miss
Conroy,
for
example,
who
says
basically
we
go
in.
We
teach
teachers
how
to
teach
as
Montessori
teachers,
and
then
we
increase
the
rigor
I've
done
the
backwards,
design
model
I
focused
on
rigor,
and
then
they
would
go
in
and
and
we
talked
the
Montessori
mom.
J
J
I
The
right
yes,
so
that
was
where
I
worked,
I
was
interested
in
hearing
you
have
a
specialization
for
like
little
words
is
what
Reverend
College
said,
something
to
attract
them,
and
it's
the
one-to-one
personalized
learning
current
and
that
didn't
produce
the
attraction
uux
had
hoped
for.
Is
that
one
of
the
reasons
we're
looking
at
another
style
so.
V
There's
been
an
express
desire
to
have
Montessori
as
one
of
the
strategies
that
we
would
be
using
and
so,
in
addition
to
the
one-on-one,
as
you
said,
we're
not
going
to
raise
the
level
of
rigor
the
raise
the
level
of
student
achievement
until
we
truly
capture
a
lot
of
the
areas
that
are
the
weaker
areas
for
our
students.
So.
I
I
W
Means
that
they
are
using
their
Chromebooks
or
the
iPads
for
certain
things,
especially
in
the
older
grades
like
our
fourth
fifth
and
six,
are
using
the
Chromebooks
and
for
Google
classrooms.
They'll
get
their
assignments
on
there.
Instead
of
a
written
piece
of
paper,
where
it's
a
work
plan,
it
would
be
on
there
they
would
go,
they
would
have
videos
from
science
or
social
studies
to
watch
and
respond
to
and
Alex
math
they're
doing
Alex
map
on
it.
So
there's
different
things
that
they
would
do
during
the
day.
W
W
W
B
O
I'm
pretty
sure
the
folks
here
today
are
here
because
of
in
support
of
the
Montessori
concept
that
Frierson,
but
as
I
look
at
our
data
within
our
district
and
students
who
mere
the
students
who
attend
Frierson
now
and
I
want
to
sorry
schools.
We
are
not
properly
serving
those
children,
so
my
question
then,
is
whether
or
not
creating
Montessori
at
Ryerson
is
about
delivering
a
better
academic
environment
which
is
Strickland
said,
or
is
it
really
about
making
it
more
attractive
for
others
to
come?
O
If
this
is
about
raising
student
achievement
based
on
our
data,
Montessori
has
not
done
that
for
children
like
the
children,
feel
currently
attend,
Friar's
finding
support
the
community
says,
but
from
the
data
perspective,
it
does
not
I'm
hoping
that
with
the
addition
to
a
Montessori
on
the
campus
that
it
won't
increase
enrollment.
But,
ultimately,
for
me
it's
not
about
having
more
children
in
the
building.
O
It's
about
doing
really
well
with
the
cheesy
that
we
do
have
there
with
consistent
leadership,
because
if
you're
going
to
be
the
principal,
then
we
even
make
sure
that
you
want
to
be
not
you.
We
need
to
make
sure
that
the
board
and
the
superintendent
would
make
sure
that
you
stay
there
to
get
your
Montessori
certification.
There's
no
reason
to
have
a
principal
there.
Who's
not
certified
in
Montessori
they're,
going
to
make
sure
that
the
teachers
get
the
same.
Training
can.
J
B
I
X
Is
still
out
of
out
of
DL
Frison
and
we've
had
numbers
of
dialogues
with
community
people
with
the
parents
with
the
administration,
because
we
know
moving
forward,
and
this
venture
is
for
inquire
and
joint
effort
with
everyone
at
the
table.
So
it
is
our
hope
that
dr.
Venkman
will
be
there
for
a
long
period
of
term
and
moving
the
school
forward.
We've
looked
at
what
Montessori
offers
the
concept
that
embrace
and
the
development
that
we
move
forward
with
our
kids
by
all
means
academic
is
always
top
and
priority.
X
We
have
told
african-american
and
Caucasian
families
that
goes
to
schools
off
the
outer
and
attend
school
on
James
Allen,
West
Ashley
Johns
Island.
So
we
do
have
a
mixture
of
both
that
migrate
off
video.
The
goal
is
to
make
this
do
Leo
fries
and
a
Montessori
School
for
D
90,
where
our
kids
on
Johns
Island
and
was
able
to
attend.
It
gives
another
option
to
the
community
as
well
to
where
you
can
attend
a
Montessori
School.
X
D
X
Coates
as
we
move
forward
and
in
making
sure
that
we
reach
the
masses,
so
we
have
a
number
of
community
people
here
today
that
a
highly
supporting
by
all
means
you
can
talk
about
changing
a
school.
You
want
to
make
sure
that
you
know
you
have
the
community
support,
because
if
you
don't
have
the
community
support
you
know,
then
there
will
not
be
a
need
to
continue
to
move
forward,
and
we
have
that.
So
that's
why
this
is
important,
but
it's
more
than
just
more
than
just
increasing
the
numbers.
X
It
is
definitely
about
making
sure
that
we
give
that
rigor.
Academic
teaching
inside
the
classroom
and
dr.
Ficklin
has
has
made
a
commitment
to
move
this
forward
and
along
with
staff,
to
making
sure
that
we
reach
every
every
every
student.
So
I
don't
want
to
make
this
as
being
that
we're
trying
to
serve
a
certain
type
of
people
by
all
means
we're
trying
to
reach
all
students
and
if
that's
and
if
we
can
keep
them
only
out
and
making
it
a
community
school
by
far
that's
what
we're
pushing
to
keep.
D
X
I'm
glad
dr.
pickling
a
sitting
here,
so
she
can
attest
it.
A
statement
I'm
about
to
me
I've
made
several
calls
to
dr.
fegoli
to
say
here
is
here's
a
step
that
we
tried
to
move
our
direction
that
we're
trying
to
move.
Will
you
be
committed
to
moving
this
forward
if
we
can
get
this
approved
and
Benjamin
and
through
the
board
and
making
this
a
success?
And
dr.
pickling
has
said?
Yes,
she
is
committed.
So
as
long
as
we
give
the
support,
there
doesn't
need
it,
we
can
make
it
happen.
C
Currently
many
of
the
students
are
leaving
our
island
to
attend
Montessori
schools
in
other
areas
with
new
home
construction
and
growth
on
John's,
and
while
young
families
have
voiced
a
strong
desire
to
have
a
Auri
school
within
the
community,
Frierson
as
a
Montessori
would
keep
students
from
leaving
district
9
and
encourage
new
top
newcomers
to
attend
their
local
schools.
This
would
result
in
increased
student
population
which
Frierson
has
the
capacity
to
accommodate.
C
In
addition,
statistics
demonstrate
that
Frierson
student
current
students
would
receive
academic
benefits
from
a
Montessori
School,
according
to
a
study
done
in
the
National
Center
for
Montessori
and
public
sector
of
December
of
2016.
The
findings
were
that
african-american
students
in
public
Montessori
schools
perform
significantly
better
than
their
counterparts
in
traditional
schools.
In
conclusion,
students
moving
to
and
staying
in
their
own
community
because
they
have
the
choice
of
a
Montessori
School
and
the
academic
advantages.
The
current
and
future
students
at
Ryerson
would
receive.
C
B
A
R
R
That
we
have
fought
for
years
rising
not
to
bust
our
children
from
the
island
over
to
John's
islands,
but
addition
to
that
this
one
also
create
a
problem
as
far
as
the
Arobin
north
for
a
price
and
if
those
two
age
groups
for
it
to
be
moved.
It
has
been
introduced
to
me
that
there's
a
possibility
of
considering
having
head
start
as
a
Montessori
we
can
muster
into
into
that
that
group.
R
R
D
R
Was
done
in
our
school
improvement,
crossover
she
and
has
explained
to
us
in
full
what
her
plans
are
and
making
sure
that
we
meet
this
goal
I'm
very
concerned
whether
or
not
it's
a
black
child
whites,
how
it
really
doesn't
make
any
difference.
It's
a
point
that
at
this
time,
I'm
not
learning
the
Montessori
setting
how
we're
gonna
make
sure
this
child
learn.
She's
done
that
before
we
will
move
forward,
but
what's
very
important,
which
has
been
mentioned.
We
must
not.
She
must
not
mean
she
cannot
move
and
be
placed
somewhere
across.
R
That
a
prized
misfortune
of
many
changes
with
different
principles
and
has
already
shown
that
if
you
have
a
stable
principle,
such
as
dr.
Ficklin,
with
all
of
her
knowledge
and
wisdom,
that
she's
already
brought
in
and
I've
already
seen,
the
changes
within
the
parents
I've
seen
the
changes
within
the
community
I've
seen
the
changes
even
than
the
students
and
they
love
her
and
the
stability
that
she's
already
brought
to
school.
For
the
parents.
They
love.
D
R
D
R
S
Thought
I'm
the
education
chair
for
the
South
Island
Association,
and
what
I
think
on
John's
Island,
where
the
fastest-growing
specifically
area
in
Charleston
County
in
terms
of
development
bottom
law
is
also
a
part
of
our
district.
Our
neighbor
across
the
bridge,
but
I
want
to
say
that
today
we
had
lots
of
families
because
of
the
agenda
running
along
that
couldn't
attend
from
John's
Island.
S
They
put
their
comments
in
and
I
think
on,
John's
Island
that
we
have
modeled
what
it
looks
like
for
a
community
to
come
together
between
all
races
and
class
and
talk
about
tough
discussion
about
what
kind
of
schools
we
want
to
see
on
our
island.
The
facts
are
that
the
folks
who
live
on
John's,
Island
in
terms
of
development
are
predominately
Caucasian
and
what
they
want
for
their
children
is
for
them
to
attend
school
in
a
school
that
looks
like
what
they're
gonna
work
in
the
21st
century.
In
that
diversity
does
bring
education
to
children.
S
It
increases
academic
achievement
and
having
the
Montessori
and
another
option
in
the
portfolio
is
what
folks
want
to
do.
I
think
what
uni
is
unique
about.
It
is
that
the
schools
that
have
the
predominant
areas
of
development
angel
oak,
specifically
a
Mount
Zion
art.
These
are
families
who
are
interested
in
traveling
out
to
inaudible
off,
to
increase
enrollment
and
take
their
children
to
have
this
opportunity
for
education
and
diversity,
and
that
fearing
unique
to
thank.
Y
A
little
bit
hold
I'm
here,
I
asked
to
represent
those
parents
that
have
small
children
that
would
send
their
kids
in
Pryor
said
if
it
was
monastery
school,
so
I
have
a
three
and
a
half
year
old
and
also
18
month
old.
We
are
one
of
the
200
people
from
Johns
Island
that
actually
applied
to
get
our
child
Jackson
into
one
of
the
monastery
schools
in
downtown
Charleston
or
James
Island,
and
we
did
not
get
in
either
one
of
the
school.
Y
So
we
were
willing
to
drive
about
30
minutes
through
traffic
there
and
back
onto
the
island.
There
are
200
of
us
that
are
asking
for
this:
please
bring
it
to
John's.
Island
I
know
that
there
will
be
enough
people
to
go
there.
The
question
then,
would
be
do
the
academics
appointment
and
to
me
I
would
say
yes
for
montessori.
We
know
that
this
is
a
tried
and
true
method
that
has
been
around
for
over
a
hundred
years.
Y
That
has
pretty
proven
not
to
teach
to
the
test,
but
to
actually
teach
the
kids
in
a
more
I
guess
organic
natural
way
through
kinetics
and
things
that
they're
supposed
to
be
using
to
learn
and
they
don't
teach
for
tests,
but
guess
what
statistics
show
that
they
actually
do
perform
better,
even
though
they're
not
being
taught
to
the
test,
so
I
think
that
the
other
thing
we're
after
is
not
just
academic
results
but
John's
Island
is
a
very
diverse
community.
We're
not
a
lot
of
white
people.
Y
We've
got
Spanish,
we've
got
black
people,
we've
got
white
people,
we
want
us
all
to
be
going
to
the
same
schools.
We
don't
want
to
go
downtown
or
dry
thirty
minutes
and
then
not
spend
time
with
our
kids.
Once
we
get
home
from
work,
we
want
to
go
to
school,
be
bustling
full
plate
on
the
same
buses,
and
we
want
to
be
in
a
monetary
environment
that
fosters
that
cultural
diversity,
like
you,
have
kids
that
are
learning
from
one
another.
It
doesn't
matter
what
the
color
of
their
skin
is.
Y
The
teacher
is
very
sobering
over
them.
The
authoritative
figure
they're
learning
from
each
other,
so
what
they
are?
It's
really
really
hard
in
my
opinion
to
if
you've
got
a
mentor,
mentee
type
situation
like
you
do,
and
the
most
or
eval
curriculum
to
bully
that
same
child
that
has
taught
you
math
or
to
bully
the
child.
That's
your
mentee!
What
I'm
saying
is
I
think
that
love
story
will
actually
help
us
come
together
as
a
community
and
come
together
between
races
and
enjoy
school
together.
T
Like
Elizabeth
I
live
on
John's,
Island
and
I'm
in
my
forever
home
there
with
two
boys,
young
boys
I
have
a
five
year
old
and
an
almost
three
year
old
and
I'm
just
here
to
communicate
my
intent
to
put
my
three-year-old
in
the
Montessori
School
here
at
Ryerson.
If,
in
fact
it
happens,
we
have
applied
to
Marilla
sane
twice
with
my
five
year
old
and
we've
been
unsuccessful
by
a
mile
both
times.
Basically
I
was
not
even
close.
T
My
oldest
son
is
now
attending
Charleston
collegiate,
which
I
feel
fortunate
about
that
I
think
he's
getting
a
good
education,
but
we
are
in
a
position
to
wonder
if
we
can
afford
it.
Put
two
children
there
and
I
think
that
those
for
most
folks
finances
are
a
huge
consideration
and,
as
a
result,
I
think
that
everyone
would
benefit
from
having
more
options,
and
this
is
a
short
drive
for
John's
Islanders.
It's
actually
against
traffic,
which
we
can
recreate
I.
D
E
On
a
constituent
schoolboy,
as
the
vice
chair,
we
have
communicated
dr.
Conroy
came
out
to
fries
and
twice
I
mean
I
signatures.
Parents
came
out,
she
explained
it
gave
parents
some
time
to
think
about
it,
and
then
the
d9
held
the
board
at
st.
John's
high
school
and
the
numbers
turned
out
really
great.
Now
at
first
I
was
a
little
hesitant
because
Frison
isn't
you
know
30
years
and
I
moved
here.
E
P
E
P
E
To
all
these
different
schools
when
we're
bringing
them
into
our
district,
so
we
having
a
wide
opening
but
where
our
kids
to
go
if
they
don't
fit
in,
but
wherever
we
go.
If
you
go
to
Angel
a
large
diversity,
when
you
go
to
Mount
Zion
lodge
diversity,
why
not
price
it?
Because
we
all
can
sit
it?
One
is
not
John's
Island,
burka
Swapnil!
It's
why
Angela.