►
From YouTube: May 7, 2018 COW Strategic Education Committee
Description
May 7, 2018 COW Strategic Education Committee
C
D
B
B
C
H
H
I
need
clicker,
so
all
right.
So
if
you
look
at
this
first
slide,
it
kind
of
introduces
its
continues
with
our
multi-tiered
system
that
support
typically,
that
I
guess
wrong
this
at
the
top
right
corner.
We
talk
about
both
ends
of
the
spectrum
will
be
talked
about.
Social
emotional
learning
and
mental
health
talked
about.
We
do
for
all
kids
and
then
we
scaffold
for
the
students
who
are
still
struggling.
So
this
is
just
a
graphic
of
some
of
the
things
that
that
we
have
district-wide
and
the
various
tiers.
H
J
H
H
So
we
have
school
counselors
in
the
school
psychologists
assigned
off
schools.
You
can
also
support
students
on
the
tier
one
level,
so
we
talk
more
today
about
what
we're
doing
on
the
tier,
2
and
tier
3
levels.
Obviously,
our
school
counselors
and
our
school
psychologists
can
provide
additional
work
at
the
school
level,
which
we
won't
be
doing
our
tier
2.
We
also
have
special
and
therapist
who
works
with
groups
of
students
who
are
with
special
needs
who
protect.
You
need
additional
support
for
social
national,
and
then
we
have
district
social
workers
who
can
do.
I
L
L
H
Do
groups
of
students
who
need
another
layer
of
support
and
then,
of
course,
for
our
tier
3
students.
This
is
mostly
focused
on
individual
work
with
students,
and
so
we
have
a
mental
health
counselors
I'm
going
to
go
over
what
those
numbers
look
like
in
a
minute,
as
well
as
telemental
health,
which
is
a
partnership
with
MSC.
Our
special
education
therapists
do
work
one-on-one
with
students
as
well
and,
of
course,
our
social
workers
to
work
with
families
and
students.
H
So
for
our
outside
providers-
the
partnerships
that
we've
worked
on
over
the
last
few
years,
so
communities
and
schools-
you
can
see
the
breakdown
there
in
14
of
our
schools.
The
Department
of
Mental
Health
is
now
currently
serving
students
in
6070
schools
and
then
our
telemental
health
initiative
with
MSC
is
now
serving
students
in
13
schools,
Department
of
Mental
Health
and
the
temperamental
health
are
available
to
any
student
in
any
school,
and
people
will
serve
them
or
telemental
of
this
virtual
service.
But
these
are
actually
schools
with
students
being
served
by
one
of
those
entities.
G
H
I
can
I
can
also
tell
you
tailor.
Mental
health
is
is
a
trauma,
it's
totally
focused
therapy
and
it's
done
virtually
so
we
have
to
screen
the
students
to
make
sure
they
can
handle
a
virtual
experience
for
therapy.
So
the
computers
are
provided
by
MUSC
to
the
schools.
The
school
has
to
identify
a
location
that
has
someone
supervising
right
outside
of
the
area.
So
usually
it's
in
the
guidance
office
or
something
like
that.
There
be
happiness
virtually
with
the
counselor
and
I'm
us
seeing
the
student
at
the
school.
H
H
And
some
of
that
is
grant,
and
some
of
that
is
school
funding
with
their
with
their
funds
and
the
Department
of
Mental
Health
does
Bill
medicator
insurance
for
the
students,
and
it
is
just
like
going
to
a
doctor.
You
have
to
keep
your
appointments
and
you
have
to
see
a
therapist
as
well
as
a
psychiatrist,
Epiphone
every
so
much
it's
like
that.
H
So
it
doesn't
want
to
give
you
kind
of
an
update
on
the
growth
of
our
numbers,
with
mental
health
in
our
schools.
So
you'll
see
in
October
our
open
case
numbers
up
there
937
and
then,
as
of
April
26th
1304.
So
that's
a
growth
of
367
students
is
39%
increase
in
student,
anticipating
a
mental
health
and
it's
broken
down
on
there
by
Constituent
Joseph's.
So
you
can
see
where
the
growth
is
occurring.
Obviously,
District
3
is
it's
really
expanding
as
well
as
sister
time
and
for
those
are
our
largest
3
areas.
I
H
Has
the
school
has
more
cases?
The
council
will
be
there
more
often,
so
they
have
one
or
two
cases.
The
counselor
just
goes
by
meets
with
those
couple
of
students,
but
when
they
get
to
8
or
9,
they
actually
spend
a
whole
day
in
that
school
and
if
they
go
as
they
continually
increase
the
days
of
service
beliefs
and
mental
health,
this
is
based
on
our
global
contract.
They
continue
to
add
counselors
as
needed
with
the
realtor
contract.
H
Some
of
our
schools
have
counselors
based
on
them
funding
them
with
title
one
or
gof
or
whatever
fundings,
and
then
the
global
Congress.
On
top
of
that.
So
in
asking
about
two
days
and
that
counselors
already
maxed
out
the
global
contract
can
have
another
day
at
that
school.
So
we're
not
excluding
the
schools
you
decide
to
purchase,
we
can.
We
can
build
upon
that
for
them.
If
they
we
do
have
some
schools
that
have
purchased
a
couple
of
days
and
have
so
many
kids
they've
got
to
the
Gulf
oil
contract.
H
Now
this
is
telemental.
Health
and
numbers
are
much
smaller,
obviously
now,
because
their
target
population
is
a
different,
it's
very
specific
to
have
to
be
a
trauma
case
and
they
have
to
meet
certain
criteria,
but
you
can
see
the
numbers
from
1617.
We
have
thirteen
students,
and
this
year
we
have
28.
So
we've
increased
those
numbers
perspective
the
perspective
really
well
and
as
a
lot
of
schools,
we've
gone
from
five
schools
to
13,
so
we
are
increasing
that
across
the
district.
That's
why
certain
students
don't
do
well.
H
So
a
couple
of
celebrations
we
do
have
access
to
mental
health,
supports
for
all
students
in
CCSD,
through
the
global
contract,
with
mental
health
and
through
the
telemental
health
MUSC.
The
two
entities
combined
we've
increased
to
three
hundred
eighty
two
more
students
this
year
that
are
receiving
individual
therapy.
H
We
have
67
schools
now
with
the
Mao
Health
presence
on
their
campus
during
the
week
when
we
project
to
maintain
and
maybe
even
increase
our
supports
for
next
year,
which
is
really
important
that
we
can
maintain
those
for
next
year
in
our
schools,
and
we
have
second
step,
which
is
one
of
our
Tier
one.
We
do
with
all
of
our
four
camp
for
K
last
year.
H
If
you
remember,
they
presented
some
data
on
that
and
we
do
have
the
materials
to
expand
that
to
kindergarten
for
next
year
already,
and
so
we
also
are
going
to
have
twelve
people
trained
to
be
trainers
and
restorative
practices.
So
we
can
begin
to
train
ourselves
locally
for
teachers
that
want
to
learn
about
how
to
implement
restorative
practices
into
their
schools
and
then
the
last
slide.
For
this
part,
we
have
some
considerations.
H
We
do
have
to
remember
that
parents
do
have
the
right
to
the
client
services
with
mental
health,
wartella
mental
health,
and
we
have
had
that
occur
very
month.
Then
after
a
while
it
doesn't
happen
a
lot,
but
it
does
happen
sometimes
on
something.
If
you
have
insurance
and
not
Medicaid,
it's
a
sliding
scale
system
times
those
services
they
can
find
under
place.
H
Recorder,
their
money,
more
convenient
dependents,
but
they
they
can
decline.
It's
a
small
percentage.
We
do
need
to
be
thinking
forward
about
the
second
step
expansion.
If
we
want
to
roll
that
into
first
grade
the
following:
what
Nina's
seconds
it's
a
social
emotional
learning
curriculum,
it's
explicit
instruction
for
students
in
the
classroom.
We
have
that
cute
little
caveat
and
recall
we
do
have.
This
is
important
consideration.
We
have
two
partnerships
or
grants
that
fund
mental
health
counselors
at
ends
next
June
of
2019,
so
we
have.
H
The
integrated
system
span,
find
our
grant,
which
provides
counselors
two
full
days
a
week
in
eight
schools,
and
then
we
also
have
the
links
program,
which
is
funded
by
try
United
Way,
which
ends
next
summer
as
well,
and
they
thought
full-time,
counselors
and
studying
schools.
So
that's
why
I
said
we
can
maintain
or
even
grow
for
next
year,
but
when
those
two
programs
come
out,
we're
looking
at
a
deficit
of
15
schools
that
have
pretty
good
tent
services
right
now
so
planning
forward.
We
have
to
think
about
how
we're
going
to
fill
that
gap.
H
G
F
G
G
H
So
the
global
mental
health
contract
is
actually
not
funded,
with
Gio
up
its
funded
with
mattress
money
from
the
state
and
it
is
funded
for
next
year.
The
two
grants
one
grant
has
some
carryover
that
what
may
allow
us
to
expand?
That's
where
the
expansion,
my
guns,
okay,
right,
okay,
so
there's
not
a
budget
I
know
Dan
gof
formulas.
N
I
N
N
N
H
The
measurement
for
this
is
individual
therapy,
and
so
obviously,
students
and
parents
can
come
out
of
that
when
they
want
to-
or
in
says,
sometimes
we
don't
have
a
complete
player.
Miss
diagnose,
oh,
that
is
tough
to
measure
progress,
but
most
of
those
referrals
come
out
of
the
multi-tiered
systems
of
support
team,
doing
the
individual
problem
solving
on
a
students,
and
they
made
a
referral
for
this,
and
so
that
team
tracks
that
student
intervention
at
the
school
level.
H
They
usually
look
at
discipline
or
time
out
of
class
and
those
kind
of
things
to
the
school
tracks
that
individual
student
data
and
that's
how
they
got
to
needy
a
tier
3
intervention.
So
they
would
have
started
with
what
they
do
for
all
students.
Then
it
would
have
most
likely
move
them
into
a
group
or
counseling
in
one
of
those
groups
we
talked
about.
If
they
weren't
successful,
based
on
the
measures
they
selected,
they
would
have
been
moved
into
the
tier
3
group.
H
If
a
student
does
have
mental
health,
serious
mental
health
issues,
the
council
may
continue
for
years,
and
so
you
still
may
see
spikes
in
their
behavior,
particularly
to
trauma-focused,
because
things
can
remind
them
of
those
trauma
events.
So
we
do
see
students
who
do
really
well
and
have
you
know
six
months
of
really
improved
data,
academically
and
behaviorally
and
then
something
occurs
and
they
have
a
decline
again.
So
the
long-term
data
is
really
hard
to
collect.
We
kind
of
live
in
these
short
six
weeks
cycles
with
kids
on.
N
But
if
you
think
as
a
system,
you
need
to
be
able
to
identify
and
if
it
gets
to
a
place
where
we're
not
able
to
provide
that
level
of
what
they
need
to
be
able
to
make
sure
that
they
can
get
that
assistance
somewhere.
So
everybody
to
see
that
MUSC
is
working
with
the
telehealth
to
tell
them
that
to
help
ease,
are
we
looking?
N
H
M
H
Talked
to
them
a
few
times
about
looking
at
interns
coming
in
to
help
and
the
schools
as
far
as
therapy.
So
there
are
some
conversations
we
do
have
an
MoU
for
the
telemental
health,
but
we
would
need
to
expand
that
and
we're
currently
working
on
the
next
MoU
with
department
of
mental
health
as
well
and.
H
B
H
G
I
think
the
reason
we
Pro
I
think
correct
me
if
I'm
wrong.
The
reason
we
provide
mental
health
services
to
our
students
is
to
help
them
pass
school
to
help
them
take
advantage
of
the
opportunities
that
a
k-12
education
offers
as
opposed
to
having
these
traumas
or
whatever
overwhelm
them
to
the
point
that
they
cannot
focus
on
learning.
So
from
that
standpoint,
is
there
I
mean
I
feel
like
that,
ought
to
be
quantified
somehow
in
a
reduction
of
expulsion,
suspensions
or
increasing
grades
of
something,
because
the
purpose
is
so.
G
G
H
We
can
measure
the
individual
students
growth
on
grades
and
academic.
Their
attendance
particularly,
is
an
important
indicator
as
well
as
referrals
I
know
that
most
time
we
think
about
when
the
mental
house
is
involved,
the
students
are
acting
out.
We
have
a
large
number
of
students
who
are
receiving
mental
health
counseling
because
of
internalizing
behaviors
cutting
attempts
of
suicide,
drug
use,
those
kind
of
things,
and
so
it's
not
always
a
disciplinary
action
at
school.
That
means
that
they're
going
to
have
mental
health
services,
so
I
think
to
look
at
impact
on
education.
H
G
Just
thinking
that
it
works,
if
you
go
into
an
area
we're
going
to
have
to
decide
on
a
fixed
budget
where
to
take
money
from
in
order
to
put
money
to
like
we
need
to
get
ready
for
funding
that
as
the
as
the
the
leaders
of
the
districts,
you
don't
need
to
get
ready
to
explain
how
this
is
more
valuable
than
something
spending
the
money
on,
because
it's
not
we're
going
to
go,
find
new
money.
That's
something
else
is
going
to
have
to
get
less
money.
I
think.
G
B
B
I
N
Q
R
H
And
they're
going
to
talk
about
I'm,
just
going
to
start
out
why
they
come
up
mr.
Brue,
you
can
go
ahead
and
advance
to
the
next
time.
So
the
progressive
discipline
plan
is
a
doctrine
that
we've
been.
You
know
working
on
and
revising
for
the
last
few
years
and
just
as
a
reminder
it
has
behaviors
and
as
responses
for
administrators
to
God
cuz
administrators
to
deepen
their
processing
conference
referrals,
administrators
economics
assigned
a
more
exclusionary,
the
consequence
that
is
on
there
without
permission
from
their
executive
driver.
So
if
it
says
a
detention,
they
can't
move.
H
H
So
when
you
look
at
when
you
look
at
the
PDP,
when
you've
got
to
come
on
email,
a
lot
of
boxes,
the
expectation
is
that
giving
all
of
the
things
in
those
boxes,
the
interventions
and
the
consequences.
So
I'm
just
going
to
go
over
there
to
really
quickly.
Then
they're
going
to
take
over
from
me
mr.
Priven,
so
on
our
elementary
project
team.
We
don't
have
all
these
members
here.
Then
we
do
have
ringing
horn.
Did
we
teach
that
wall
Hill
Kayla
goodwine?
It
works
in
my
department
and
Siobhan
Coakley.
H
It
works
in
my
department
and
then
Natasha
Joanie's
who's,
an
AP
manager.
We
have
other
people
on
our
team
who
couldn't
join
us
today,
first
day
of
testing
and
then
our
secondary
team.
We
have
some
of
our
members
of
a
secondary
team
with
us
today
with
Jared
Smith
who's,
an
AP
at
Waldo
and
Jermaine
Joyner
May,
the
Iguana,
and
we
have
mr.
militant
use
a
teacher
at
Guerra.
So
this
is
just
a
small
piece
of
our
team
they're
going
to
have
over
our
process
for
this
year
and
over.
S
S
T
From
September
until
April
April
17th,
the
project
teams
met
for
all
day
retreat.
Our
goals
were
to
align.
The
new
state
regulations
create
banding
of
similar
tools
from
level
one
and
level
two,
and
we
launched
ins
our
conversation
regarding
our
Universal
procedures
by
level.
What
is
it
that
we
would
like
to
provide
for
interventions
and
consequences?
April
17.
O
The
major
changes
to
the
2018-19
PDP
level
changes
clarify
definitions,
added
combs,
the
vehicle
demanded,
in
fact
to
the
feasibly
explained
and
subsequent
slides.
I
want
to
say
that
in
general
we
came
with
your
verify.
You
see
the
feedback
with
different
teacher
groups
and
district
administrators.
We
can
start
with
the
South
County
State
Department
of
Education
to
make
sure
our
level
of
mind
and
we
bravely
met
as
a
group
to
possible
changes.
O
E
Right
badly
the
something
as
new
in
the
PTP
dish,
yeah
proposed
PDP.
This
year
we
looked
at
some
of
the
PDP's
across
the
district
and
had
some
feedback
from
some
of
the
teachers
and
other
members
of
our
schools,
and
what
they
wanted
to
do
is
take
some
wildlife
behaviors,
that
they
have
different
code
coding,
definitions
and
banded
them
into
run
areas
so
that
we
provide
and
tests
up
at
the
timely
responses
of
interventions
to
those
behaviors.
E
E
E
I
U
The
major
changes
we
made
to
the
elementary
community
we
started
looking
at
the
banding
sites.
We
decided
to
be
on
fireworks
and
miscellaneous
weapons
because
they're
similar
indecent
exposure
and
pornography
obscene
gesture
to
her
family
and
alcohol
and
drug
usage.
So
now,
if
those
all
follow
agenda
and
balance,
we've
also
made
level
adjustments
to
my
pinch,
spit
and
computer
violation
based
on
feedback
we've
received
on
some
of
those
from
level
one
to
level
two,
because
we
move
her
vanity
tour
students
from
one
to
two
other
one.
U
We
decided
to
change
off-limits
so
that
are
reflected
the
high
school
definition
is
ahead
and
given
some
work
and
then
major
disruption,
obscene
gesture
computer
violations
and
hit
kick
pushed
all
needed,
just
some
more
clarification
based
on
feedback
waivers,
any
positive
added
the
level
two
could
or
stealing
since
the
level
three
theft
and
washing
head
and
deleted
cutting
class.
Just
for
a
second.
U
U
V
And
the
slide
you're
gonna
see
here
is
going
to
premiere
a
lot
of
what
she
just
shared
with
secretary
Schools,
make
the
changes
that
left-side
section
amazing
foods.
We
have
think
bandit
codes
they're
there
before
in
the
level
one
section:
cutting
activity
in
class,
leaving
class
off-limits
parking
violation,
driving
violation
and
failure
to
comply,
detention,
violation
and
then
there's
four
that
are
going
to
be
in
the
level
two
section.
V
That's
going
to
be
alcohol,
drug
usage
in
tobacco
robbery,
forgery
and
fraud
get
kicked
push
my
pitch,
spend
and
cutting
school
leaving
school
did
not
band
anything
in
the
love
of
three
area
of
the
PDP
and
the
middle
section.
You're
going
to
see
definition,
changes
that
we
did
again
with
feedback
from
principals
assistant
principals
teachers
and
just
many
many
discussions
at
our
meetings.
We've
made
adjustments
to
the
definitions
for
those
that
are
listed
in
the
column
and
the
next
section
of
her
level
adjustments
per
mistake.
V
Down
again,
we
dropped
profanity
to
student,
which
wasn't
level
twos
previous
to
a
loved
one,
that
Tamar
Sinise
welcome
or
level
2
up
to
a
level
3,
and
that
is
part
of
the
state
code
issue
that
we
are
allowing
ourselves.
The
last
section
you
see
the
top
parts
and
easily
decoders
we
also
returning
for
ordering
was
dropped.
This
would
be
using
all
the
limits
in
the
secondary
PDP.
V
We
did
find
that
statement
that
we
added
for
violation
of
medication
policy,
and
ultimately,
we
found
that
there
was
some
confliction
with
students
that
were
found
over
the
counter
medications.
That
was
originally
in
this,
our
possession
as
a
level
3
offense,
and
we
believe
that
there
was
intervention.
G
E
I
H
N
N
If
you
have
to
follow
the
big
the
limits,
will
it
help
you
acclimate,
embarrassing
climate
is
a
little
difficult.
You
might
have
six
chains
or
five
chances
to
do
something
and
then
that
helps
create
a
better
skin
climate
I
understand
we're
going
to
keep
children
opportunity
to
be
in
a
class
but
they're,
not
in
class
they're,
not
in
class.
N
We
can't
educate
them,
I
understand
that,
but
obviously
there's
been
some
pushback
against
the
ability
for
children
to
constantly
and
some
people
that
say
constantly
misbehave
or
break-ins
policy
in
our
district
and
be
able
to
still
be
in
class.
So
for
those
of
you
who,
on
this
committee,
do
you
see
this
plan
as
it
if
you
have
to
implement
it
as
a
school
administrator?
Is
this
plan
good
to
create
speed
culture
in
school
time?
N
V
A
teacher
he
didn't
just
simply
discussing
so
we
did
tease
out
for
lovers
as
a
PvP
and
the
teacher
managed.
These
truly
is
a
way
to
educate
young
people.
Babe,
there's
just
a
lot
of
really
minor
behaviors
that
we,
you
may
be
referencing
something
about
paper
or
something
that
could
be
disrupting
class.
That's
not
a
disrespect
and
that's
something
that
you
really
spent
a
lot
of
time
as
a
committee
trying
to
tease
out
what
is
disrespected.
What
is
first
is
just
disrupting
plots
and.
V
Of
a
school
I
feel
have
to
take
the
document
now,
if
you
want
to
go
back
and
have
some
courageous
conversations
with
teachers
to
say
this
is
really
not
about
two
minutes.
This
isn't
illusive.
Okay,
let's
really
look
at
what
took
place.
I
do
believe
with
the
appropriate
education
of
this
chief
of
staff.
This
absolutely
we
can
create
a
more
positive
culture
for
day
where
students,
talent
is
hormoz
news
berger
and
I
have
discussion
of
muffins
we're
talking
about
restorative
justice
practices
across
the
country,
which
one
of
Justice
practices
is
absence
of
concept.
V
M
I
think
that
we
can't
just
look
at
the
PDP
in
isolation.
So
when
we
look
at
a
school
we're
talking
about
positive
climate,
we're
talking
about
MTS,
Seventeen's,
working,
deliberately
planning
and
working
to
help
students
we're
talking
about
PBIS
we're
talking
about
positive
culture,
positive
language,
that's
uses
we're
out
of
school,
so
I
cannot
be
just
the
BGP
and
that's
it.
You
have
to
to
discipline
us
to
teach
and.
M
We
teach
we
reteach,
we
learned,
we
teach
students
what
it
means
to
be
respectful,
what
it
means
to
not
be
respectful
that
can
include
role
modeling
that
can
include
peer
shadowing
that
can
include
a
peer
of
teaching
a
student.
How
to
be
respectful
or
not.
You
know
when
not
to
use
when
we
shouldn't
use
profanity
so.
M
I
didn't
have
this
BDG,
but
we
had
a
PDP,
because
at
the
time
we
were
able
to
create
our
own
and
I'm,
not
saying
it
was
the
best
because
it
probably
wasn't
in
hindsight,
but
at
least
we
also
had
the
PDP,
coupled
with
our
PBIS
culture
and
everything
else
that
went
with
a
positive
school
culture.
So
I
want
to
make
sure
that
we
I
feel
like
as
a
committee.
We
want
this
to
be
done
in
tandem
with
other
aspects
of
positive
school
culture
and
I
hear
you
about
about
the
six
times.
M
But
if
you
look
at
the
PDP,
it
also
talks
about
reteaching
each
time.
It's
special
in
our
elementary
kitv's.
It
talks
about
what
it
means.
So
students
know
when
I
should
you
know
to
behave
like
this
and
when
to
you
know
be
that
morning
thought
we
would
call
it
coast
with
you
and
middle-class
norms,
and
maybe
that
was
acceptable
at
your
home
when
you
get
to
the
door
morning,
stop
middle
school
this,
which
would
we
expect
you
to
do
so
I
just
I,
think
that's
how
I
perceive.
N
It
as
an
administrator
and
a
person
estimates
isn't
happening.
You
know
the
dissolute
plans.
Policy
have
to
be
in
place
and
I've
had
this
conversation.
Thinking
I
wasn't
so
certain
that
we
needed
I
think
we
needed
to
Universal
PDP
across
the
across
the
district.
I
think
the
issue
is
making
sure
that
every
single
principal
follows
the
PDP
plan
as
it's
written
and
I.
N
Don't
know
if
you
can
be
romantic,
I
don't
know
if
there's
any
way
this
team
or
we
can
make
sure
that
in
every
single
scenario,
that
the
principal
yep
they're
dealing
with
the
students
asleep,
who
has
a
weapon
on
campus,
that
we
will
follow
this
to
the
lab
and
obviously
they're
making
here
a
few
different
they're
different
levels
of
offenses
and
so
the
safest,
a
weapon
is
when
that
weapon
is
found
on
a
student.
It
does
does.
Does
no
that's
the
PDP,
you
come
identify
that
once
it's
found
that
SRO
gets
involved
of
office
calls.
N
This
is
police
and
somebody
gets
arrested,
there's
a
police
report,
and
so
how
do
you
make
sure?
Aren't
this
peaceful
to
say?
So?
How
do
we
make
sure
that
every
single
principal?
It's
following
this
to
the
letter,
so
it
is
equity
across
the
district
as
it
comes
to
punishment,
regardless
of
which
school
you
attended.
Where
you
live,
income
a
family
so
know
so
so.
H
I
I
H
We
are,
if
you
remember
each
time
then
before
you
would
talk
about
in
the
past.
We
even
have
a
system
to
do.
Referrals
in
that
was
the
same,
so
we
now
have
everybody
using
the
same
system
for
referrals,
so
at
least
you
have
record-keeping,
but
in
that
we
still
have
some
schools
that
aren't
using
our
system.
So
we
are
really
working
school
by
school
to
make
sure
administrators
understand
and
follow
and
use
the
tools
we've
given
them.
We
do
monitor
monthly
for
fidelity.
We
sample
a
few
referrals
from
every
school
in
our
office.
H
It's
really
time
intensive,
because
we
have
to
look
and-
and
we
send,
that
information
back
to
the
schools
to
process
themselves
and
kind
of
see
hey.
You
know
you
had
80%
of
your
referrals
interviewed
were
followed
the
PPP,
so
we
have
been
doing
that
communication
in
the
school
year.
I
think
it's
improving,
but
obviously
sometimes
the
case.
Look
at
it
isn't
it
wasn't
followed,
and
so
the
child
did
later
and
said:
that's
what
we're
working
on
we're
actually
doing
other
left
chalo
to
the
exception,
as
it
does
address
a
couple
of
those
so.
M
You
heard
about
easy
and
how
we've
been
working
really
scent:
Akkad
January
2016
at
the
team,
and
so
with
that
being
said,
we
actually
have
to
now
figure
out
the
robot.
You
want
to
be
strategic
and
our
rollout.
We
want
to
roll
out
with
fidelity
because,
as
mr.
bilham
point
out,
we
want
to
make
sure
the
tools
are
implemented
with
ATP
with
fidelity.
So
we
do
have
some
trainings.
We
plan
to
create
a
discipline
procedures
handbook
a
manual
for
school
administrators.
So
what
it
looks
like,
then
you
see
a
student
who
leaves
campus.
M
What
happened
is
at
school,
a
B
and
Z.
We
want
to
publish
PD
P
for
all
staff.
We
have
a
training
set
up
as
Coakley's
working
on
training
for
us
to
all
work
on
and
she
started.
It
brings
our
administrators,
so
the
administrators
can
roll
out
the
PDP
to
the
staff
because,
as
you
know,
we're
actually
rolling
out
for
all
staff
in
the
community.
M
We
plan
to
review
data
to
make
sure
that
schools
that
need
targeted
support
when
we
look
at
those
months
that
reports
because
see
trend
sometimes
so,
maybe
our
school
needs
more
support
on
groups.
How
do
I
develop
groups
at
my
school
level?
What
can
I
do
to
help
students
not
reach
that
third
or
fourth
occurrence
the
project
team
that
we
have
the
two
project
teams
that
we
have
continued
to
meet
monthly,
to
develop
surveys,
analyze
data
and
discuss
the
EP?
So
we
have
a
lot
of
work
to
do.
M
G
Absolutely
right,
what's
on,
that,
slide
is
exactly
what
you
can
do,
which
is
look
for.
Trends,
try
to
provide
support,
overcome
the
obstacles
that
are
stopping
the
fidelity
of
action,
but
on
this
side
of
the
table,
dr.
post
away.
When
does
this
become
an
execution
Airy
mandate?
When
does
this
wind
is
enough
consistently
not
having
these
processes
used,
become
your
side
of
the
table,
which
is
not
training
and
set
up,
but
accountability
for
not
doing
the
job
there
since
once
to
establish.
D
Would
really
like
for
Jennifer
to
describe
what
we
did
last
Wednesday
and
I
love
all
we
talked
about.
We
were
trying
to
get
it
that
we
had
a
retreat,
that
we
took
the
learning
services
core
leadership
team
off-site,
and
we
had
this
very
counter
conversation.
What
are
the
expectations?
What
do
we
expect
without.
G
H
Talk
about
that
sure.
So,
no
one!
That's
why
we're
developing
the
mandible,
because
we
all
have
one
Carboni
and
so
that's
step.
One
is
making
sure
expectations
are
known,
and
then
we
even
ask
to
provide
feedback
to
the
level
directors,
good
things
that
we're
seeing
in
schools
as
well
as
areas
that
we
would
like
to
see
growth
and
so
that
we
in
our
meeting
we
were
talking
about
how
that
might
work.
How
that
might
work
picture.
H
We
bring
some
forms
for
communication,
so
they
have
that
information
from
various
departments,
not
just
my
department
in
writing
of
areas
of
improvement,
and
then
my
team
also
meets
quarterly
with
the
executive
directors
of
the
schools
and
we
go
over
Mt,
SS
PBIS
and
this
information
with
them.
We
started
that
this
in
the
second
and
third
and
the
third
fourth
quarter
this
year
to
see
how
that
would
go,
and
that
was
really
beneficial.
H
C
V
V
C
Oh
yeah
that
amendment
what
their
conference
you
know
that
depth
occurred
at
the
young
age
of
these
kids
start
doing
this,
and
the
parents
allow
them
to
continue
doing
it.
There'll
be
a
major
problem
in
in
middle
and
high
school.
They
may
not
even
make
it
through
I
didn't
learn
it
at
a
young
age.
I
fell
off
into
some
of
the
high
schools
and
I've.
Seen
though,
teachers
tell
students,
put
this
away.
Put
your
cell
phone
away.
Stop
meeting
in
class.
C
Tough
haven't
spent
a
lot
of
time
talking
back
and
forth
the
same
handful
of
students,
you
know
so
I
said
I
said.
Then
why
is
it
while
the
children
afraid
of
the
discipline
I?
Was
he
disturbed
while
she's
aligned
this
in
the
classroom?
To
begin
with,
it's
also
saw
that
in
how
in
the
high
school
level
I
want
I
want
to
be
strict,
they
would
give
a
more
further
requirements.
It's
build
to
stop
doing
it,
suck
it
up
in
the
class
or
you
personally
teach
it.
C
I
want
the
students
or
I
wanted
to
affect
the
parent,
but
never
as
a
president
X,
the
parent
it
they
had
to
respond,
because
it's
ago,
be
cantankerous,
can't
pay
teachers
to
teach
a
class
and
babies
the
students
ain't.
No,
they
just
can't
do
that.
It
so
I
want
the
parent
to
be
accountable
for
the
behavior.
No.
C
It
be
to
the
behavior
something's
gonna
happen,
especially
a
lotta.
These
young
boys
better
getting
in
so
much
trouble
if
they
feel
like
they
can
get
by
with
in
mother,
goes
to
work
on
home,
they're
out
of
school
and
there's
no.
It
may
not
be
husband
enough
at
the
house,
but
am
I
gonna
disturb
you
for
good
job,
but
you
better
come
in
looking
about
these
and
talk.
People
have
I
got
if
I
might
inconvenience
you
you're
going
to
make
some
changes
on
home.
C
You
made
time
to
come
for
the
school,
so
I
want
the
parent
to
be
also
where
the
plant
bear
the
burden.
Making
these
students
behave
that
there's.
No,
that's
your
job!
Take
your
child
eat
in
school
and
not
to
teach
the
job.
They
have
to
follow
instructions
and
I.
Don't
know
how
you
can
tidy
and
I'd
like
to
see
that
tied
in
some
kind
of
way,
when
some
man
is
like
conference
or
enter
the
family
got
to
come
in,
it
could
even
be
that's
the
kind
of
couldn't,
but
somebody
gotta
convert.
B
C
E
I
can
address
that
didn't
have
a
lot
of
these
things,
especially
at
the
high
school
level,
addressed
it,
and
it
may
not
be
that
exact
terminology
for
you.
So
if
you
look
at
the
hospital
PDP,
we
have
conditional
suspensions
and
the
conditional
students
Christian
the
majority
of
are
mandated
parents
meaning
years.
C
E
C
H
C
T
C
H
C
O
N
B
R
Early
pages,
like
third
grade
for
free
and
disciplined
things
become
learned,
behavior
I
think
what
happens
now
is
that
you're
dealing
with
children
that
have
a
lot
brawling
at
home,
so
I
think
the
teacher
one
needs
to
learn:
I
guess
to
restore
justice
practice,
but
a
better
understanding
of
identifying
social
issues
in
her
classroom
that
pertains
to
that
child.
Sometimes
they
may
not
need
to
be
a
discipline
action
if
the
child
has
gone
through
something
traumatic
at
home.
Freedom
I've
been
talking
to
talk
now.
Let
me
finish
in
the
Drina
zone.
R
We
have
I
can
adjust
identify.
What's
in
my
area,
you
know
you
have
some
kids
for
multiple
family,
home
and
I
just
explained
this
weekend
to
a
group,
and
you
have
kids,
sometimes
we're
from
different
parents,
and
they
are
frustrated
about
their
home
environment
and
then
they
come
to
school
and
and
that
they
act
out
at
school.
So
the
teacher
she's
not
equipped
to
care
to
deal
with
that
she
tenant
ends
me
it's
a
rob
discipline
when
it
doesn't
need
to
be
so.
E
I
think
that
goes
back
to
what
saying
we
can't
look
just
at
the
PDP
to
change
behavior
when
we
have
a
look
at
our
school-wide
systems,
and
so
we
have
things
in
place
like
our
social,
emotional
learning,
MTS
PBIS,
school
culture,
type
things
and
more
specifically,
individual
problem
solving
for
some
of
those
kids.
So
a
lot
of
times
we
identify
those
issues,
we'll
be
doing
those
problem
solving.
Sometimes
it
comes
directly
to
us
from
a
specific
behavior
and
then.
E
R
R
E
I
I
H
U
O
I
G
Time
and
and
and
subtract
an
update
and
really
appreciate
how
to
use
this
team,
so
I
I
don't
want
you
to
go
back
in
because
we'll
change
anything
in
this
to
implement
your
next
steps.
As
you
said,
you
would
and
then
just
send
it
to
us,
but
I
don't
want
y'all
to
go
back
you're
right
any
proposals
for
changes
and
bring
it
back.
Okay,.
X
About
cutting
class
and
this
one,
just
as
a
parent
I've
noticed
it
when
kids
go
to
take
their
AP
test,
take
through
academic
competitions
do
other
things
as
a
parent.
You
get
that
damn
call.
It
says
you
need
to
write
a
letter
to
tell
why
you're
gay,
how
can
the
teachers
don't
know
or
the
principal
doesn't
know
your
kid
is
out
there
representing
the
school?
Why.
H
W
W
Word
that
the
cathode
on
the
PDP
angry
barrage,
good
and
obvious
reasons
you
ask
the
practitioners
to
develop
and
maintain
and
refine
the
PDP.
So
we
listen
very
intently
to
feedback
from
teachers
in
principle.
So
one
issue
that
didn't
come
up
today
that
we
are
going
to
form
out
very
small
committee
of
probably
three
teachers
and
three
parents
to
look
at
is
the
use
of
cell
phones
and
of.
P
I
W
I
W
So
we
will
have
two
or
three
staff
members:
do
it
there
they've
already
begun
they'll
be
doing
some
research
on
from
when
we
started
choice,
why
we
started
choice,
what
we
were
trying
to
accomplish,
where
we
are
now
with
choice.
So
as
you
look
at
at
sort
of
the
bullets
I'd
like
to
just
review
them,
which
we
will
bring
something
back
to
the
world,
we're
ready
for
your
input,
you're,
not
ready
for
others
to
help
us
yet.
W
So
we
want
to
help
you
clarify
in
2018
the
goals
and
purposes
that
you
hold
the
values
you
hold
around
school
choice
and
then
we're
going
to
take
some
guesses
about
what
those
are
and
the
report
we
bring
to.
You
will
suggest
to
you
the
extent
to
which
we
think
we
are
or
are
not
meeting
those
goals,
the
perhaps
unanticipated
or
unforeseen
and
unintended
consequences
of
school
choice.
We'll
look
at
the
impact
on
neighborhood
schools,
and
then
we
outlined
some
of
the
questions
that
we
will
asked
it
small
group
to
complete.
W
We
anticipate
having
our
first
report
rate
for
the
board
in
late
July
or
early
August.
Our
timeline
will
be
for
the
board
to
take
action
by
October,
which
is
required
in
order
to
make
changes
for
2019-20
school
year.
So
when
we
say
we
mean
all
facets
or
school
choice,
magnet,
partial
magnets
charters,
who's
in
buildings,
who's,
not
constituent
magnets
and
student
transfers-
are
a
form
of
choice.
W
W
B
C
G
C
W
Know,
sir,
we
try
to
do
just
a
one-page.
The
summary
page
says:
here's
what
here's
why
the
year
and
you
can
watch
what
it
should
come
on
thursdays
and
before
if
we're
incomplete
or
unable
to
delivered
on
Thursday,
we'll,
let
you
know,
and
if
you'll
email
me
I'll,
try
to
sing
it
right,
whatever
ready
make
sure
you
get
it.
Okay,.
D
J
Good
afternoon,
many
years
elementary,
many
years
elementary
of
the
school
that
is
committed
to
educating
our
students
are
committed
to
learn
and
parents.
Our
community
support
I've
written
a
brief
invitation
to
the
board
and
to
the
superintendent
our
romantic
luxury
weights.
From
year
to
year,
we
kind
of
averaged
about
to
10
and
17
18
rounds
over
190
of
our
students.
Our
poverty
index
is
95
percent
based
on
our
1711
dashboard,
and
we
have
a
population
of
90
point
to
us
and
african-american
to
expand
Rick
Warren
right
five
percent.
J
Today,
our
continuous
improvement
cycling.
Our
planet
many
use,
is
to
analyze
the
needs
within
the
data
to
support
individual
growth,
mat
and
FC,
ready
with
leadership
teams.
Our
plan
is
also
to
implement
project.
That's
learning.
In
grades,
three,
through
five
using
stem
our
plan,
a
mini,
uses
to
organize
and
display
data
and
share
with
the
stakeholders
at
faculty
and
PTA
meetings.
Our
plan
is
to
collaborate,
our
continuous
collaboration
with
Baptists
in
mental
high
to
increase
student
participation
in
our
rise
program
in
the
fall
of
2018.
J
What
do
we
do
and
many
hues
we
develop?
We
are
developing
currently
our
play
books
and
our
playlists
that
are
personalized
to
the
map
continued.
We
have
visited
schools
like
ours
that
have
shown
gains
and
NC
ready.
Our
do
is
to
utilize
PLC
meetings
to
today
data
digs
into
data
visualized
growth
plans.
Our
other
do
and
many
use
is
to
offer
personal
development
based
on
on
identifying
problems
of
practice
and
structure
and
PBIS
and
project-based
learning
many
things
we
are
studying
our
progress
monitoring
our
aimsweb.
We
have.
First,
we
have
digital
content.
J
Reports
are
writing
samples
and
they
use
the
study,
be
done,
data
team
conferences
to
improve
our
individual
student
growth.
Our
action
we
grow
is
to
be
learners
to
improve
the
educational
outcomes,
our
action
and
we
use
to
adjust
or
discontinue
low
to
no
gain
practices,
and
our
act
is
to
align
our
strategic
plan
with
our
title
this
year.
J
Let's
take
a
look
at
the
data
analysis
and
finding
our
comparative
data
we
took
to
schools
and
our
district
data.
This
is
our
growth
is
one
point
year:
growth,
CCSD
of
56.2%,
near
2017,
stone
on
parts,
growth,
49.5%
meeting
street,
a
52.2%
in
mini
humans
and
sixty
five
point:
two
percent.
We
took
our
math
year
growth
from
last
year.
That
is
also
on
our
dashboard
CCSD,
a
53.1%
Stano
parka
51.2
meeting
street
at
77
points.
I
J
J
I,
it
was
very
interesting
to
see
those
trend
lines
and
we
had
a
principals
meeting
and
I
just
wanted
to
go
over
this,
because
sometimes
we
don't
understand
poverty.
You
don't
want
to
say
that
there
are
some
certain
effects
in
there
that
affect
learning,
and
if
you
can
take
a
minute
and
look,
we
are
over
the
district
line,
even
though
that
number
four
meets
and
exceeds
is
only
seventeen
point
six,
but
that's
where
we
are.
We
are
over
there
in
line.
J
We
are
next
to
the
state
line
and
I
did
scatter
out
schools
and
trying
to
find
schools
like
ours
and
our
team.
A
couple
of
our
teachers
are
chips
into
Mount
Zion
because
they
did
better
on
their
se.
Ready
and
I
wanted
them
to
talk
to
those
teachers
and
I
talked
to
miss
Fordham
and
to
explain
what
were
some
things
that
they
were
doing,
that
we
can
work
and
they
were
doing
more
towards
their
culture
and
PBIS.
We
when
we
talked
about
our
playbooks,
we
learn
about
play
books
and
playlists.
A
little
bit
more.
J
We
went
to
East
I,
rebelled
elementary,
a
very
diverse
school
in
North
Carolina,
and
we
brought
that
back
and
we're
going
to
be
ready
to
use
those
playlists
with
our
continuum
to
make
sure
our
kids
grow,
because
we
don't
want
to
see
that
we
don't
want
to
see
that.
But
that's
what
poverty
says
that
we
are
over
those
trend
lines
in
the
district,
but
we
still
can
improve
and
math
it's
our
strength.
You
wouldn't
think
that
when
we
talk
about
math
in
the
district,
because
math
has
many
useless
strengths,
we
were
better.
I
C
J
I
J
J
So
to
ensure
this
will
happen,
we
want
to
assure
that
at
least
50%
of
students
that
Mayhew's
and
scored
and
continue
to
score
in
the
41st
and
91st
percentile
and
reading
and
math,
and
we
want
this
to
make
this
continuous
yearly
year,
and
we
want
to
do
this
at
the
beginning
to
the
end
by
2019,
and
this
is
Matt
and
we
want
to
increase
the
number
of
students
scoring
meets
and
exceeds.
We
know
that's
very
important
and
we
look
at
that.
J
If
they
would
combine
our
approach
our
scores,
we
would
look
way
better
so
that
data
looks
way
better
when
they
combined
approach
meets
and
needs,
so
it
will
be
low.
It
is
that
17.6
we
want
to
get
this
year
to
27
points
or
more.
We
also
increased
the
number
of
students
scoring
meets
or
exceeds
an
FC
ready,
math
at
twenty
four
point,
two
to
33
or
22.
J
J
Reading
writing
in
this
I
just
heard
you
finish
about
discipline
in
order
to
have
a
team,
and
you
have
to
have
the
discipline.
So
we
provide
a
ray
of
PBIS
support
and
development
in
our
school
culture,
and
you
can
see
it
at
many
speak
use.
Most
kids
are
happy
when
they
come
to
school.
They
want
to
be
at
school
good
morning,
miss
berries
good
morning.
Yes,
we
say
those
things
they
let
men
use.
We
want
to
hire
collaborate
and
school
best
based
mental
health.
J
Just
like
you
talked
about
today,
we
want
to
implement
school-wide
norms
and
procedures
across
our
grade
level.
You
know
there
are
some
things
that
we're
going
to
work
on
next
year
to
ensure
that
we
want
to
review
behavior
strategies
that
support
the
needs
of
our
students.
Then,
moving
on
to
math
and
reading,
we
utilize
adaptive
digital
content.
Most
of
the
we
we
like
comm.
We
are
a
console,
Khan
Academy
and
content
differentiy
and
groups
based
on
the
Mac
continuum.
Our
map
continuum
has
become
a
very
important
tool
at
our
school.
We
design.
J
So
those
play
sheets
look
like
with
it
where
the
students
are
active
there
on
red.
They
have
like
a
peep
place
if
they're
on
green
or
green.
If
there
are
blue,
they
you
play
sheet
and
they
work
on
their
individualized
learning.
At
that
time.
Writing
continue
to
look
at
the
samples
and
utilize
question
stands
to
improve
and
we
usually
try
to
get
some
of
those
through
the
New
York
Times,
The,
Learning,
Network
reading
prompts
and
utilize
digital
content
for
writing
prompts.
J
We
use
math,
of
course,
measures
of
academic
progress
and
web
bus
for
our
Tier
three
students,
and
we
get
just
received
first
about
a
month
ago
and
sit
down
and
train,
so
we
could
catch
some
things
that
we
may
not
have
caught.
These
are
digital
content
or
DRA,
and
my
egg
these
in
the
younger
grades,
it
is
important
to
have
a
leadership
team
that
meets
we
meet.
J
G
B
J
P
My
name
is
Sharon
Randall
I'm
finishing
the
fifth
year
as
principal
I
have
with
me
my
right-hand
person,
Sheila
Osborne,
who
is
Carrie
OHS
reading
coach,
there's
nothing
that
we
talk
about
here,
that
she
hasn't
been
directly
involved
and
creating
doing
so
I'm
very
happy
to
have
her
here
today.
How
do
we
work
on
continuous
improvement?
Hereo
has
about
eleven
hundred
ninety
five
students.
P
P
P
P
With
that
initiative,
we
had
access
to
Kendra
Murphy
from
the
EdTech
department
as
well
as
element,
and
both
of
those
groups
were
very
valuable
to
us
this
year
and
teaching
our
teachers
about
what
it
really
means
to
differentiate.
Sometimes
they
talk
a
good
game,
but
how
do
you
take
a
class
of
30
and
35
and
really
drill
down
and
impact
instruction
based
on
a
student's
actual
working
level?
P
So
we
worked
on
that
this
year
we
implemented
some
specific
strategies,
of
course
we're
going
to
let
her
turn
it
just
as
needed
and
based
on
the
results,
and
we
have
some
really
good
results
this
year,
we're
going
to
continue
building
on
our
gains
this
year.
So
let's
look
at
some
of
the
data
points
on
the
next
page,
the
2-year
trend
and
South
Carolina
ready.
That's
the
state
test
that
we
actually
started
again
today.
P
The
results
don't
come
back
until
October
in
November,
so
you're,
looking
at
16
and
17
data
there
we
did
see
a
drop
last
spring
in
ela
over
11
points.
However,
we
grew
in
math
almost
two
points
which
is
wonderful
achievement,
they're
comparative
data
as
far
as
the
South
Carolina,
School,
Report,
Card
or
state
report
card.
Rather,
we
are
not
contained
compared
against
Lang
and
Moultrie,
even
though
there
are
sister
schools
and
district
two.
P
We
always
have
friendly
competitions
with
those
two
schools,
so
they're
included
here.
Do
you
see
that
we're
neck
and
Blayne
for
south
carolina
already
in
ela
military
was
ahead
of
us
a
little
bit
but
I'd
love
to
show
it
highlighted
in
green
that
we're
well
ahead
and
now,
even
though
Lang
always
gets
those
national
stem
awards,
we're
still.
B
P
The
next
page
shows
a
multi-year
math
growth
trends.
How
many
of
our
kids
are
reading
that
one
year,
nwea
math
growth
target,
I've
included,
16,
17
and
18
preliminary
spring
growth
data,
and
you
see
that
for
every
year
we're
making
improvements
in
moving
ela
or
I'm.
Sorry
reading
and
math
I
also
broke
out
one
of
our
subgroups
as
far
as
state
accountability
and
that's
african-american
versus
white
and
I
did
this
to
show
that
we
have
actually
closed
that
achievement
gap
between
african-american
and
white
and
reading.
P
But
we
are
a
ways
and
often
math,
and
we
continue
to
struggle
with
that,
and
that
is
going
to
be
one
of
our
primary
goals
next
year
to
close
that
particular
achievement
gap
that
you
see
has
been
plaguing
us
for
the
past
three
years.
So
we're
going
to
get
serious
to
try
to
close
that
particular
area
for
the
coming
year.
P
Going
on
to
the
next
page,
just
some
comparative
data
with
Legon
moultrie
again,
this
is
for
math
one
year
growth
targets
and
if
you'll
notice,
in
parentheses,
that's
what
we
have
for
this
year.
So
big
gains
for
us
from
one
year
to
the
next.
For
that
one
year's
growth
of
our
students
were
very
proud
of
that,
but
just
looking
at
2017
data,
we
were
ahead
of
Lang
and
Moultrie
more
reading,
but
behind
Lang
in
Moultrie
for
math
one
years
wrote.
P
Going
onto
the
next
page
to
talk
about
our
SMART
goals,
we
have,
as
I
said
earlier,
kids
achieving
at
very
high
levels:
I,
don't
care
what
class
our
kids
are
in.
We
want
the
expectations
to
be
very
rigorous,
so
at
minimum
our
kids
should
be
meeting
a
70%
success
target,
whether
it's
one
year's
growth
in
reading
and
math
math
or
meets
and
exceeds
in
ela
and
math.
So
those
were
our
goals.
This
year
we
clear
sipping
it
down
to
those
primary
goals
and
that's
driven
everything
that
we
are
doing
in
the
classroom
this
year.
P
P
As
Miss
Barry
said
a
second
ago,
we
don't
have
any
secrets
at
kurios
and
we're
sharing
this
data
with
our
school
improvement,
Council
ppso
before
their
intuitive
various
ways.
Of
course,
our
PTSO
is
offering
some
wonderful
incentives,
through
teachers
and
students
to
meet
those
short
and
long
term
goals,
hey.
What
are
Carrie
oast
hi
Joe
strategies
this
year?
You
see
that
we've
broken
it
into
four
specific
areas
and
there's,
of
course,
some
overlap.
P
P
We
do
some
of
the
math
trend
and
analysis
was
to
help
determine
where
to
put
kids
on
a
digital
content,
and
we
become
quite
successful.
Mrs.
Osborne
hasn't
become
quite
successful
with
that
this
year,
as
I
said
earlier,
we're
a
personalized
learning
school
this
year
and
in
our
minds.
This
initiative
continued
our
discussions
with
differentiation
with
rigor
and
with
student
engagement.
So
we
are
excited
to
be
part
of
this.
P
We're
excited
for
the
extra
support
that
comes
with
that
and
our
teachers
are
having
real
conversations
about
what
it
means
to
differentiate
and
we
look
forward
to
next
year.
When
we
talk
to
that
school
of
Virginia,
they
said
when
they
works
year,
two
and
personalized
learning.
They
really
began
to
see
some
real
benefits
of.
P
How
do
you
get
teachers
to
attend
PE,
take
it
seriously
and
make
in
the
middle
of
an
already
stressful
year,
I
have
to
tell
you
a
little
bit
of
history
at
Korea.
We
implemented
instructional
rounds
a
couple
of
years
ago,
where
I
hosted
groups
of
teachers
to
go
around
and
see
each
other
in
action,
but
we
were
looking
for
specific
things.
P
We
were
looking
for
engagement
and
rigor
how
high
students
were
working
on
Bloom's
taxonomy
at
that
time
and
through
that
we
begin
to
feel
build
trust
between
our
teachers
to
collaborate
with
each
other
so
fast
for
two
years,
and
we
implemented
tech
Tuesdays
to
use
our
in-house
talent
for
teachers
to
begin
to
learn
from
each
other,
so
those
teachers
who
were
making
off-the-charts
games
and
digital
content.
Other
teachers
started
to
come
in
here
what
they
were
doing
and
how
they
were
implementing
it.
P
Are
these
P
DS
during
their
planning
period
once
every
two
weeks
so
at
first
it
did
not
go
over
well,
but
when
we
learn
that
they
were
learning
tips
and
tricks
to
actually
save
them
time
and
teaching
and
to
be
more
successful,
so
we're
definitely
going
to
continue
that
initiative
next
year.
I
also
had
very
specific
learning
targets
for
our
teachers,
with
personalized
learning
learning
what
the
four
core
world
was
and
how
that
fit
into
what
they
were
already
doing,
and
they
also
had
to
continue
those
peer
observations
and
collaboration.
P
We
spent
a
lot
of
time
this
year,
getting
kids
to
make
short
and
long
term
goals
for
their
own
learning,
and
they
are
really
excited
in
meeting
those
targets,
whether
their
grades,
math
testing
results
or
we
hope
to
see
in
the
future
of
the
South
Carolina
ready
progress,
but
that's
built
off
of
our
PBIS
system
off
of
generally.
What
we
try
to
espouse
as
a
school,
which
is
capturing
kids,
hearts
positivity,
as
a
choice
and
service
to
others,
is
something
we
strive
to
do.
P
We
think
in
that
area.
We
test
all
of
our
teachers
to
be
supportive
of
teaching
informational
text
and
vocabulary
strategies,
whether
they're
in
science,
class,
social
studies
or
related
arts,
and
we
think
that
their
support
and
collaboration
with
eoeo
math
teachers
has
been
very
useful
for
our
school.
How
do
we
progress,
monitor,
of
course,
look
at
any
component
of
math
and
we
we're
doing
it
fall
winter
and
spring
to
see
how
we're
progressing?
P
P
K
I'm
thrilled
to
share
with
you
some
of
the
work
they're
committing
to
a
story
to
last
year
at
st.
John,
it's
become
very
personal.
You
know
it's
India
and
that
commitment
signing
a
world
beyond
just
raising
student
achievement.
So
we
do
a
two
time.
A
year
plan
do
study
act
cycle.
We
figure
that
visit
marking.
You
know
by
January,
that's
not
back
into
a
study
mode,
so
two
cycles
per
year
we
have
a
flat
leadership
structure
when
we
are
doing
our
planning.
K
Our
teachers
belong
to
professional
learning
communities,
but
also
everybody's
welcome
to
be
on
that
leadership
team
at
35
teachers.
So
we
just
all
come
one
come
all
we're
going
to
talk
about
school
achievement
and
what
our
plans
are.
Our
school
improvement
council,
our
title
1
and
our
parent
club
PTSA
we're
all
engaged
with
our
planning,
and
we
share
all
of
our
surveys
based
on
our
climate
students.
K
K
We
study
the
data
as
it
comes
in
we've
increased
the
amount
of
data
that
we're
using
incorporating
the
math
data
and
our
additional
survey
data
so
that
we
can
evaluate
how
students
are
progressing,
particularly
with
the
dnf'd
list.
We
can
get
students
who
are
just
not
making
progress
and
circling
back
on
them
and
then
our
act
is.
We've
got
a
very
aggressive
work
plan
for
the
next
five
years.
K
However,
we're
not
going
to
keep
it
keep
it
the
same
if
it
doesn't
work,
that's
for
a
lot
of
practices
that
don't
work
and
scale-up
practices
that
do
I'm
gonna
show
you
a
little
bit
of
data,
so
you
can
get
a
sense
of
what
st.
Johns
it
looks
like
our
enrollment.
You
can
see
is
I
like
to
say
it's
at
an
all
time.
High.
K
76.2%
poverty
and
our
last
graduation
rate
was
seventy
nine
point.
Two
percent
up
from
fifty
six
percent,
which
is
borderline
I.
Think
one
of
the
things
that
we
have
said
in
the
past,
oh
no
longer
say
is
that
our
sample
size
is
so
low
and,
as
a
group
of
students
drop
out
or
fail,
it
really
swings
the
data,
but
we
didn't.
I
K
Aren't
where
they
need
to
be
I
hate
I
compared
them
with
the
schools
that
look
similar,
Island
based
on
pottery
and
I'm,
ranked
with
poverty.
So
you
can
see
the
st.
John's
is
a
60
point.
2
in
reading
in
the
66
points
that
this
year's
isn't
a
lot
better
and
I'll
go
into
why
that
is,
and
then
our
acct
composite
score
again.
That
for
comparison
purposes,
were
effectively
like
learning,
but
at
sixteen
seventeen
we
need
to
have
much
bigger
goals
for
for
achievement.
K
You
start
practicing
that
stuff
in
fifth
grade
one
of
these
slides
at
this
moment
slides
I'm,
really
proud
of
the
viewership,
the
rigor
in
our
schools
trying
to
get
students
to
do
as
much
dual
credit
as
possible.
We
have
a
great
partnership
with
Triton
and
we
have
some
great
donors
who
are
making
it
a
possibility
for
our
students
to
take
as
many
online
courses
as
possibly
as
we
try
again.
So
we
can
see
that
we're.
K
I
K
Single
day,
you
start
as
freshman
one
of
the
cultural
shifts
that
we
have
to
have
ours,
PACA
and
we'll
have
outer
school
on
Saturday
classes,
and
this
is
something
that
matters
to
you
so
over
time,
we'll
get
that
people
turned
into
place
all
right
and,
of
course,
exams.
It's.
Let
me
to
talk
a
little
bit
about
this
one
of
the
challenges
we
have.
K
O
I
K
My
map
that
are
in
the
25th
person,
as
they
won't
as
a
PTO,
see
we're
developing
some
early
warning
systems.
Bootcamps
summertime
things,
it's
some
carrots
and
sticks
that
you
know
don't
get
to
take
a
English
one
unless
you
all
apply
without
taking
the
boot
camp
in
the
summer.
We
need
our
kids
to
really
develop
those
skills
and,
of
course,
we'll
use
the
adaptive
digital
time.
K
K
Moving
forward,
so
we
we
have
identified
a
work
plan
that
focuses
on
three
very
specific
areas:
raising
academic
achievement,
increasing
stakeholder
engagement
and
providing
stick
to
the
other
programs.
That's
a
bit
of
edge.
It
would
be
make
for
us.
We
need
to
significantly
improve
our
enrollment.
We
can't
until
our
student
achievement.
K
We
can't
bring
more
students
in
by
enticing
additional
programs
without
the
students
in
place
further.
So
our
our
strategy
is
very
comprehensive
that
we've
got
it's
a
plaintiff
spinning
on
academic
achievement,
get
people
really
excited
about
being
an
Islander
and
coming
back
to
their
table
and
having
programs
that
are
unprecedented.
It's
a
high
lift!
O
K
K
K
Stakeholder
engagement,
we're
using
making
use
of
a
lot
of
opportunities
of
Johnson
Island
walk
a
lot
where
people
want
to
help.
So
we
moved
from
about
seven
registered
volunteers
to
about
seventy
registered
voters
this
year,
while
doing
all
sorts
helping
out
in
algebra
from
coming
to
Saturday,
school
and
hanging
out
with
our
students,
and
sometimes
just
taking
on,
am
an
intern.
K
Our
communication
strategies,
social
media
we've-
got
constant
contact
the
newsletter
that
goes
out
so
between
all
that
we've
got
about
six
hundred
followers
that
check
in
on
how
we're
doing
at
st.
John's
high
school
and,
of
course,
our
brand
recognition
is
going
to
be
all
about
where
students
do
so.
I've
got
a
cohort
of
about
150
students
that
we
want
desperately
want
to
change
the
brand
st.
John's
high
school
and
so
we're
gonna
start
mobilize
they're
out
in
the
community.
People
get
a
sense.
K
Our
dual
credit
opportunities
are
going
to
expand
I'd
like
to
see
that
we
have
more
on-site
teachers
for
dual
credit
rather
than
just
online
programs.
Our
career
technical
education,
rich,
has
been
phenomenal,
trying
to
bring
things
that
kids
want
to
do
and
then
align
with
career
clusters
so
that
we
have
an
elaborate
CGE
Pro.
It's
not
there
yet
and
then
we've
got
a
huge
push.
K
I
have
a
teacher
named
Tonya
McIntyre,
who
goes
out
and
specifically
finds
the
term
clubs
that
will
weakly
enter
several
students
and
they
take
an
early
out
in
real
jobs
and
like
Kiowa,
Motor
Company's,
all
throughout
HR,
some
Boeing.
So
that's
really
our
strategies
for
this
year.
I,
don't
see
that
any
of
those
will
change.
We
are
going
to
have
to
double
down
on
our
Freshman
Academy.
K
Okay,
like
I,
said
we
are
using
the
math.
Now,
we've
done
it
for
all
of
our
freshmen,
so
we
can
compare
their
progress.
We,
if
we're
gonna,
monitor
how
they
did
in
our
middle
school.
We've
got
in
launcher
how
they
do
in
our
school,
so
we've
done
all
of
our
freshmen
and
the
next
year
as
sophomores
as
well
as
it
was
for
those
two,
and
then
we
use
the
three
day,
CT
a
CT
battery
assessments.
For
that
our.
K
K
F
B
A
B
Q
F
N
N
K
So
all
year,
so
what
Travis
and
I
are
in
communication
all
the
time
to
make
sure
that
one
our
programs
are
aligned
so
that,
like
our
algebra,
if
he's
better
on
it
now
for
one,
because
the
similar
expectations
of
what
my
kids
need
to
do
in
algebra,
1
or
8th
grade
math
and
so
on.
So
our
path
teachers
are
meeting
together
is
a
long-term
solution,
because
it's
just
a
cumulative
effective,
missing
skills
along
the
way.
K
So
we
really
have
to
use
our
summer
time
as
any
to
capture
one
of
the
things
that
I'm
doing
specifically
making
sure
that
the
parent
is
totally
engaged
in
understands
of
business.
That
this
is
a
problem,
so
I'll
meet
with
all
freshmen
parents
and
her
students
or
with
our
app
data,
is
about
mid-year
and
look
at
their
GP
even
understand
when
she
is
then
those
eyes
open
wide.
What
do
you
mean
a
lot
of
you.
K
I
N
As
it
pertains
to
your
math
yeah
presentation,
what,
if
some
of
the
strugglers
you're
seeing
with
the
students
and
what
strategies
you
think,
then
they
say
you've
been
there
five
years,
something
you've
been
able
to
see,
sets
of
trends
and
teacher
company
going
influx
of
that.
So
what
was
the
strategies
in
animal
before
well.
I
P
And
hoping
they're
getting
in
it
with
what
we're
providing
the
other
kids
is
not
working.
Obviously,
so
the
targeted
instruction
that
I
mentioned
during
the
presentation.
We
have
to
be
doing
that
on
a
regular
basis
and
find
a
way
to
do
it,
we're
not
taking
all
of
their
related
arts,
which
is
their
you
know,
kids,
love
related
arts
and
middle
school,
so
it
is
carving
out
lunch,
opposite
tuck
from
lunch.
P
Maybe
that's
25
minutes
and
doing
a
daily
basis
and
do
that
targeted
instruction,
but
they
obviously
need
more
support
over
time
than
the
one
or
two
days
here
and
there
that
I
mentioned.
So
it's
beefing
up
what
that
intervention
is
and
having
it
ready
to
go
at
the
start
of
the
year,
but
I
do
think
it's
gonna
take
one
one.
All
year
long
I'm.
N
Articles
about
principals
and
school
districts
looking
at
students
who
all
fit
a
certain
cohort
and
kind
of
together
some
say,
you're
advanced,
you
say:
look
at
you
mentioned
being
able
to
push
your
advance
to
mrs.
to
challenge
them
in
ways
that
are
really
sustainable,
that
meaningful
for
them
that
the
same
time
kind
of
captured
the
students
who
are
struggling
a
little
bit.
So
what
are
your
thoughts
on
grouping
students
based
on
the
cheap
and
in
an
effort
to
raise
achievement?
Cuz
I
think
they've
been
arguments
for
both.
N
T
P
N
So
what
what
are
some
of
the
challenges
that
you
see?
I
know
you
mentioned
several
times
in
your
presentation.
You
mentioned
poverty.
In
certain
time,
people
say
that
somebody,
but
I
think
higher
education
tend
to
be
always.
He
quit
low
performance
with
poverty
and
I.
Think
this
it
might
estimates,
that's
always
an
easy
out,
because
it's
easy
to
say
what
these
kids
know
is
my
mom
cook
for
in
kept
biting
the
sixty
smooth,
relatively
african-american,
who
are
poor,
Katie,
and
so
what
strategies
are
you
using
to
your
own
words?
J
When
I
change
this
to
Canada
focus
where
teachers
from
shut
their
door
and
they're
isolated
and
say
these
are
owned
by
kids,
so
everybody
at
my
school
have
to
work
on
the
team
and
I
kind
of
build
on
your
strengths
as
a
teacher,
because
in
college,
if
you
teach
it
even
yours,
you
always
go
to
you
straight.
So
we
try
to
use
teachers,
strengths
and
work
together.
B
J
Personalize
things
for
them,
I
need
math
teachers
that
work
together
just
like
in
the
middle
school
I
need
to
lose
great.
Whoever
is
great
at
reading.
Let's
meet
on
once
you
teach
the
reading
in
those
grade
levels
and
the
reading
teachers
work
together.
So
it's
not
just
personalizing
learning
for
the
students,
but
it's
also
personal
I
think
that
before
the
teachers
too,
because
I
remember
out
the
middle
school
teacher
one
subject,
if
I'm
teaching
on
subjects
it's
gonna
get,
you
know
pushed
aside
so
I
read
when
he
did.
J
I
J
So
we
vertical-align
doing
a
rise
program.
This
is
our
second
year,
I.
Think
the
district
4.
Let
me
have
some
freedom
to
do
that
and
where
we
at
when
you're
at
the
fifth
grade
level,
we've
tracked
your
scores
all
the
way
in
math
using
math
and
some
other
indicators,
especially
your
character.
If
you
can
go
into
that
middle
school,
bring
the
parents
in
the
parents
love
it
to
see
their
kids
move
the
middle
school
a
little
earlier.
J
B
J
J
J
Think
I
have
the
right
teachers,
teachers
in
the
Younger
Academy.
That
will
make
sure
those
kids
are
you
kidding
what
they
need
and
so
far
are
you
know
our
test
scores
even
in
the
younger
aides,
are
way
above
maybe
some
of
the
rest
that
we
do
teach.
We
can't
say
we
can't
teach
them
how
to
write
their
name,
because
you
know
I've
noticed
that
my
cd3
teacher
and
a
lot.
J
J
B
You
thank
you.
I
really
have
run
out
of
time.
Yes,
I
got
a
message
from
Jennifer
Coker,
so
I
have
one
more
thing
to
say:
we
are
have
been
working
on
all
year
in
a
gun.
Violence,
prevention,
curriculum
K
through
12,
and
we
are
that
we're
continuing
to
fine-tune
it.
I've
been
part
of
some
part
of
that,
and
so
that's
just
a
piece
of
information
it'll
be
implemented
in
the
fall
right,
hopefully,
hopefully-
and
it's
and
it
came
from.