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From YouTube: June 11, 2018 COTW Work Session
Description
June 11, 2018 COTW Work Session
A
A
B
D
D
The
evaluation
process
in
and
of
itself
should
start
by
setting
goals,
because
you
don't
know
where
you
want
to
rotate
you
there.
So
there
also
a
good
place
to
start
from
the
district,
but
superintendent
feedback
almost
goals
to
make
sure
that
they're,
the
leading
the
district
effectively
designed
whether
it
should
be
based
on
the
possibilities
that
you've
talked
about,
that
a
little
is
wrong
and
also
provide
an
opportunity
to
superintendent
or
dispersant
happen.
Reflection
in
terms
of
development
positively.
D
Talking
about
four
responsibilities
and
all
steps
that
are
abided
the
process,
we
follow
that
you
would
help
identify
both
was
transcendent
areas
of
continuous
improvement.
We
would
contend
that
some
of
that
getting
groove
person
as
well
as
foot
district.
The
divorces
speak
with
one
voice
and
make
sure
that
the
process
is
fair
and
reflects
the
super-intense
Laboral
contribution
to
the
school
district
and
also
that
participate
in
evaluation
of
discussion
and
gap
superintendent
for
the
subsequent
years.
D
As
you
have
my
friends
that
you
would
like
to
accomplish
beyond
the
scope
of
those
in
those
of
the
problem,
I
disappear.
A
super-intense
responsibility
stops
the
to
me
understand
the
evaluation
process
outlined
by
the
board,
with
her
into
it,
to
gather
data
to
prove
that
mess
up
just
working
toward
the
accomplishment
of
those
goals,
developing
and
many
strategies
to
a
lot
of
those
tools
and
performance
of
school
district
in
our
schools
who
reported
on
the
progress
pay
at
the
end,
and
it
comes
with
a
default
evaluation
process.
D
Last
time
we
were
here,
we
talked
about
Enzo
pay,
those
be
the
ones
that
are
currently
in
your
strategic
plans.
We
had
a
tool
at
the
end,
which
was
basically
about
ethical
behavior
and
a
personal
experience.
Super
I
did
highlight
critical
because
of
some
of
the
conversation
that
you
had
my
saucy
about
your
budget
and
those
areas
that
were
approved,
and
probably
one
was
going
one
as
a
relates
to
readiness,
both
warm
as
we
related
to
developing
talent
and
grow
eight.
D
The
annual
evaluation
will
reflect
on
what
conversation
and
keep
words
in
there
to
me
is
which
the
team
would
superintendent
working
together
throughout
the
year.
The
board
should
be
involved
in
conversations
about
those
all
Moines
Hills
and
give
constructive
feedback
to
the
superintendent
for
improvement
would
be
an
executive
session
to
discuss
the
superintendent's
evaluation
as
it
relates
to
those
goals
and
also
share
the
information
executive
session
with
the
superintendent
superintendent
has
the
opportunity
to
respond
to
the
evaluation
and
what
it's
finalized
with
his
son
and
placed
in
the
personnel
file
the
timeline
assembly.
D
What
we
talked
about
the
status
of
goals
in
July
August,
as
I
said
to
you
before
you
have
those
team
ongoing
goals,
but
there
are
any
certain
things
throughout
the
course
of
the
years
that
she
specifically
wants
superintendent
to
work
on.
That
may
not
be
in
the
scope
of
those
jingles
and
he
would
have
the
opportunity
to
do
that.
Immediate
conversation
just
tenable,
but
you
know
where
things
are.
Of
course
the
end-of-the-year
evaluation
would
be
pollinating
event.
D
I
think
that
the
last
time
I
was
here
suppose
we
shared
some
data
for
lunch
with
you,
but
she's
gonna
take
over
just
a
few
guys
to
talk
about.
That
was
very
pleased
with
because
her
sub
worker
was
talking
this
thing
about
not
having
to
wait
until
October
and
November
for
information
and
and
she
is
designed,
she's
staff
at
this.
As
some
indicator
said,
these
marks
could
be
made
information
kit
this
year,
with
the
would
really
enjoy
out
of
each
year
a
compliment.
Her
a
staff.
D
That's
the
50,000
feet
overview
of
it
in
these
another
document.
This
is
your
packet
on
give
some
more
details
and
every
statement
something
like
that.
But
what
I?
Just
you
just
kind
of
the
highlights
of
what
that
process?
I
can
wait
until
after
that
post,
which
excludes
your
next
few
slides
I
can
respond.
Any
questions
that
you
may
have
right
now
with
any
question.
E
C
F
C
F
F
E
G
E
H
Thank
you
at
least
give
you
places,
there's
a
folder
that
has
the
additional
material
things
that
we're
going
to
discuss
in
it.
So
I'm
gonna
start
with
this
page
inside
the
so
we're
in
this
document
for
those
of
you
who
haven't
opened
it
yet
and
I'm
going
to
start
with
the
page
that
matches
the
one
on
the
screen,
the
CCSD
indicators,
the
outcomes
we
see
on.
H
H
Outcomes
we
see
and
if
you
look
on
the
left-hand
side
there,
the
first
B
category
is
student
indicators.
The
second
big
category
is
a
focus
on
equity.
That's
what
you
see
them
on
the
right
in
the
in
the
big
red
stripe
and
the
purpose
right
focus
on
equity.
Those
are
the
measures
that
we
would
be
looking
at.
So
the
doctor
and
I'm
looking
at
has
a
little
blue
sticker
on
the
top,
so
you
can
see
which
okay
and
then
the
next
page
in
that
document.
H
Accountability
measure
there
has
to
be
an
equal
amount
of
support.
So
what
are
the
necessary
conditions?
We'd
need
to
develop
camp
Talent,
there's
another
section
focusing
on
equity
to
create
necessary
conditions
and
then
below
that
in
the
orange
stripe
you
see,
there's
effective,
3,
K,
4,
K
programs.
We
need
to
be
specific
about
what
those
programs
are
and
the
extent
to
which
they
are
effectively
preparing
our
kids
for
success
in
kindergarten
and
beyond.
Then,
on
the
next
page
we
put
a
glossary
of
terms.
H
The
staff
working
on
this
has
developed
a
definition
of
what
those
terms
mean
and
on
the
fourth
page
of
the
outcomes
we
seek
are
some
supporting
conditions
because
you
talked
about
in
the
strategic
plan.
You
have
goals
that
deal
with
operations,
finance
communications
and
legal
services,
so
this
picks
up
those
items.
H
I
pop
this,
in
this
slide,
I
just
show
I've
talked
a
little
bit
about
the
student
readiness
we're
looking
at
early
learning
outcomes
at
the
view
of
their
core
academic
development
and
then,
ultimately,
ultimately,
college
and
career
readiness
and
the
focus
on
equity
and
then
the
talent
development.
So,
if
you
flip
to
the
next
page,
you
see
a
slide
that
looks
like
this.
H
So
if
we
were
to
think
about
measuring
our
students,
readiness
as
a
journey
we're
currently
in
Charleston,
if
you
think
of
San
Francisco
as
the
arrival
place
clear
across
the
continent,
we
know
that
our
students
have
to
have
a
Lexile
and
a
quantile
range
of
about
1200
in
order
to
be
able
to
get
a
living
wage
job
if
they
want
to
enter
a
certain
colleges.
They've
got
to
get
that
Lexile
range
up
to
the
1400
range
and
the
quantile
range
up.
Quantile
scores
up
to
the
14-under
ratio.
H
H
If
you
think
of
saying
Memphis
as
the
fourth-grade
stopping
point
Wichita's
an
eighth
grade,
stopping
point
may
be
generous
in
the
course
and
we
still
have
to
get
kids
over
the
continental
divide,
and
the
purpose
of
this
slide
is
to
show
that
if
you
look
at
the
circle
around
Memphis,
you
see
that
blue
circle,
that's
what's
measured
on
the
fourth
grade
test.
The
fourth
grade
test
tells
you
who's
on
level.
Twenty-Eight
South,
Carolina
ready,
will
tell
you
who's
right
in
Memphis
and
who's
within
50
miles
of
Memphis.
What.
C
H
Sc
ready
those
achievement,
tests
are
designed
for
policy
makers
they're
not
designed
to
help
educate
result.
So
if
we
think
of
tests
in
two
different
categories,
there's
one
category
of
tests
that
helps
teachers
and
kids
there's
another
category
of
tests
that
helps
local
and
state
policymakers,
so
South
Carolina
ready
is
designed
to
help
state
and
local
policy
makers,
particularly
state
policy
makers.
So
what
is
missing
from
those
tests
are
where
all
these
kids
are
that
you
see
all
over
this
map.
H
We
have
kids
and
if
you
look
at
the
next
slide,
we
have
kids
who
are
in
Key,
West
kids,
who
are
not
in
this
country.
Don't
speak
our
language,
yet
we
have
kids
coming
from
the
furthest
parts
of
everywhere
and
what
we
need
is
a
GPS
system
to
make
sure
those
kids
are
on
a
trajectory
to
get
to
San
Francisco.
H
Does
that
make
sense
to
you
so
that
state
test?
When
you
emphasize
the
state
test,
we
get
everybody
in
our
system,
focusing
on
those
kids
who
have
any
chance
of
making
it
to
Memphis,
and
we
don't
focus
so
much
on
the
kids
that
are
in
Key
West
or
in
Portland
Maine.
So
when
we
use
those
tests
heavily
as
outcome
measures
for
district
leaders
for
principals
and
in
school
classroom
teachers,
this
is
the
result
we
get.
H
What
we
really
want
to
know
is
what
kinds
of
assessments
can
identify
where
kids
are
and
move
them
toward
that
that
long-term
outcome,
Tony
Wagner
and
Ted
Dennis
Smith
wrote
a
book
called
most
likely
to
succeed.
They,
it
was
turned
into
an
informational
movie,
which
I
think
we
should
try
to
show
regionally
it's
a
public
documentary,
and
we
should
try
to
co-host
that
most
like
that.
H
The
name
of
it
is
most
likely
to
succeed
and
in
the
book
there's
this
quote:
I
wrote
it
down,
so
I'd
be
sure
to
get
it
right
in
2013,
best
standardized
testing
industry
yielded
sixteen
point.
Five
billion
that
same
year,
the
American
cinema
industry
yielded
eleven
point:
five
billion
and
the
National
Football
League
nine
billion
the
end-of-year
testing
business
is
big
business
and
it's
it's
made.
It's
kept
alive
by
federal
and
state
accountability
requirements,
but
it
doesn't
help
one
teacher
help.
H
A
left
silence
want
I'll
measure,
that's
the
point
of
the
realm,
the
common
currency.
So
the
next
page
shows
you
of
the
other
students
in
Hoffman
County
Schools,
who
have
enrolled
in
the
program
called
a
cheese,
3000
and
selected
a
top
career.
Most
of
our
students
chose
video
game
designer
as
their
top
career
and
when
you
look
that
requires
a
1300
Lexile.
So
as
long
as
we're
moving
students
toward
a
1,300
Lexile,
we
know,
and
they
know
how
close
they
are
to
that
goal.
H
H
So
what
we've
done
is
to
pull
from
this
study
the
common
skills
in
high
demand
that
has
been
published
for
our
region
and
a
2016
study
about
what
jobs
are
going
to
be
available
in
our
area,
those
jobs
that
are
most
prevalent
on
the
PowerPoint
slides.
There
are
a
few
another
document
in
your
folder
that
has
a
pink
post-it
note
on.
It
looks
like
this.
It
gives
you
the
Lexile
on
power
rangers
for
a
whole
lot
of
career
opportunities.
H
Those
that
are
highlighted,
yellow
are
the
high
growth
high
opportunity,
jobs
in
our
own
area,
so,
rather
than
trying
to
get
kids
to
score
at
a
certain
level
on
a
fourth
grade
test
or
a
third
grade
test
or
6th
grade
test
is
given
once
a
year.
We
need
to
be
focusing
on
the
extent
to
which
we
are
growing
kids
towards
readiness
for
real
jobs
that
exist
in
our
area.
H
So,
but
this
tool
shows
us
what
the
Lexile
range
with
a
median
for
Lexile
would
be
what
the
median
for
the
quant
our
mathematics
for,
would
be
and
the
highest
high
school
math
required.
So
we
need
to
work
with
our
state
department
they're,
requiring
our
kids
to
take
some
advanced
level
math
courses,
it
don't
serve
all
of
our
kids.
Well,
they're,
not
getting
the
basics
so
when
they
get
out
on
the
job,
employers
are
telling
us.
H
We
need
them
to
have
these
these
fundamental
skills
that
they
don't
have
they've
used
a
graphing
calculator
to
do
some
functions.
They
don't
necessarily
understand,
but
we
need
to
make
sure
that
we
get
the
courses
in
high
school
designed
to
get
kids
ready
at
minimum
levels
and
if
we
shoot
to
get
all
of
them
at
a
12
or
1300
lek,
solid,
quantile
level
they'll
be
able
to
switch
careers
later
on
and
do
whatever
they
want
to
do.
So
that
was
the
purpose
of
these
slides.
H
Just
to
give
you
an
idea
of
what
it
looks
like
when
we
try
to
prepare
kids
for
the
real
world
rather
than
achieving
on
a
on
a
state
test.
So
this
slide
I've
added
three
at
the
bottom.
We
hear
a
lot
about
construction
workers.
Carpenters
laborers
just
wanted
to
point
out.
That's
at
least
an
11:30
elect
I'll
level
and
an
11
60
quantile
level
and
a
high
school
algebra
2.
There
just
aren't
jobs
that
that
pay
well
anymore,
for
people
who
haven't
reached
those
achievement
levels,
and
then
we
put
just
so.
H
H
We
have
tools
in
our
system
and
the
next
page
will
show
you
one
of
them
that
tracks
the
extent
to
which
our
kids
are
ready.
There's
up
I
should
mention
this
page
in
your
handout.
It's
not
on
this
slide,
but
the
pages
in
your
handout.
It
shows
you
what
we
could
do.
This
page
happens
to
come
from
Berkeley
County,
but
Dorchester
for
Dorchester
to
Charleston
and
Berkeley
are
working
together
to
see
if
we
can
create
this
kind
of
local
accountability
system.
H
It
shows
the
high
school
courses
and
the
additional
graduation
requirements,
which
is
primarily
what
we're
looking
at
now,
but
on
the
right-hand
side
it
shows
the
opportunities
for
credential,
so
students
could
actually
leave
with
an
American
Welding,
Society
credential
or
a
national
center
for
construction
education
and
research.
Credential
they're
going
to
get
a
higher
pay
paying
job
in
welding
if
they
have
that
credential
than
if
they
do
not
and
then
at
the
bottom
it
begins
to
show
you
the
Lexile
and
quantile
ranges.
That
would
be
that
a
student
should
shoot
for.
H
So
that's
where
we're
trying
to
get
to
tie
all
these
pieces
together.
So
our
system
makes
sense
for
kids,
it's
not
just
accumulating
24
Carnegie
units.
It's
getting
ready
to
do
something!
That's
a
huge
shift
in
the
thinking
in
our
system.
It's
huge!
So
the
next
the
slide
that's
on
the
screen
now
shows
you
one
of
the
tools
that
we
use
with
kids
are
beginning
to
use
in
August
about
ninety-eight
percent
of
our
kids
weren't
using
this
tool.
So
the
gray
shows
the
kids
who
are
not
using
that
tool
in
August
September
October
November.
H
So,
as
you
see
that
gray
gets
smaller,
you
know
that
more
of
our
kids
were
using
the
tool
and
the
blue,
green
and
light
gray
show
you
what
percentage
of
our
kids
are
achieving
at
all,
along
whether
they're
in
third
grade
or
sixth
grade
or
eighth
grade
who's
on
who's
on
that
track.
On
that
trajectory
trajectory
to
be
college
and
career-ready,
so
we've
never
had
these
tools
before
they're
new
in
our
profession.
This
is
huge.
We've
told
our
teachers,
their
job
is
to
deliver
grade-level
standards
and
you've
heard
that
last
spring.
H
When
you
heard
teachers
come
to
the
board
and
say
they
told
you,
map
test
isn't
aligned
to
the
South
Carolina
standards,
because
I
teach
fourth
grade,
and
these
are
my
standards
and
kids
are
scoring
here.
That
tells
us
that,
our
as
all
across
this
country,
our
teachers
have
been
taught
to
teach
the
grade
level
standards,
we
need
to
be
able
to
personalize
reach
where
kids
are
and
move
them
forward,
regardless
of
where
they
are
that's
a
very
different
kind
of
system.
So
we
now
have
better
tools
to
use.
This
shows
us.
H
H
Is
and
one
of
the
software
programs
that
kids
use
is
called
the
chief
3000th
if
you're
teaching
biology
the
the
program
adjusts
automatically
it's
a
you're
teaching
on
deoxyribonucleic,
acid,
DNA
and
RNA.
The
student
can
read
about
that
the
lesson
on
their
Lexile
levels.
So,
if
you're
at
a
1,400
Lexile
level,
that
program
delivers
the
lesson
to
you
at
a
1,400
level,
if
you're
at
an
800
level,
that
program
delivers
the
content
to
you
at
an
800
that
commented
on
an
individual
basis
and
on
an
individual
device
or
at
a
computer
in
the
classroom.
Right.
C
H
F
F
H
I
F
F
I
F
F
H
H
So
what
we're
trying
to
do
is
create
a
system
where
the
learning
is
all
at
at
least
eleven
or
twelve
hundred
level,
which
means
the
system
has
to
change,
but
that
requires
disruptive,
transformative,
systemic
change
and
I'm
suggesting
we
can
start
doing
that
and
we
can
drive
it
with
the
right
kind
of
indicators.
So
that's
you
couldn't
have
set
us
up
better
for
the
next
few
pages.
So
thank
you
always
going
ahead.
So
this
page
that
I
had
clicked
on
is
an
example
of
how
we
know
bike.
H
So
far.
We
have
not
been
able
to
show
how
technology
distribution
in
our
district
has
impacted
achievement,
but
we're
beginning
to
put
together
the
staff
principals
teachers
are
beginning
to
put
together
the
right
combination
of
tools
and
approaches
to
do
that.
So
we
know
that
three
of
our
highest
performing
students
were
at
Mathilda
Dunstan
at
Moultrie,
middle
and
hada
me
through
a
combination
of
the
time
they
spent
and
their
teachers
arranging
them
to
spend
time
and
arranging
great
classroom
instruction.
H
We
have
a
third
grade
student
at
Mathilda
Dunstan,
who
group
545
Lexile
points
between
August
and
May,
a
student
at
Moultrie
middle
440
and
a
student
at
Garrett,
Academy
470,
so
you're
going
to
see
in
just
a
little
bit
why
that
is
significant.
We
can
look
at
it
at
the
individual
student
level.
We
can
look
within
a
classroom.
H
This
page
shows
the
college
and
career
Lexile
levels
and
just
gives
an
explanation
of
the
various
Lexile
scores
and
and
what
you
can
do
with
a
particular
Lexile
score.
So
if
you
look
at
the
third
column
over
after
high
school
university
requires
about
a
14
and
13
or
1400
Community
College
about
a
1300,
the
military
somewhere
between
11
and
1200,
for
for
minimum
entry
and
with
any
hope
of
being
successful,
then
you
begin
to
look
at
the
technological
and
legal
tests
that
have
to
be
taken.
H
What
it
takes
to
read
the
these
newspapers
or
perhaps
a
little
biased.
But
what
is
it
to
read
certain
newspapers
and
then
an
entry-level
career?
We've
already
looked
at
that,
but
you
see
what
has
to
happen
beyond
high
school
for
kids
to
keep
growing,
to
be
able
to
to
do
what
they
want
to
do
next.
The
next
page
shows
you
the
proficiency
ranges
for
each
grade
level.
H
So
this
is
what
we
look
at.
We
look
at
pages
and
pages
and
pages
of
these
things,
so
women
when
we
create
this
document
for
you,
it
tells
you
that
the
number
of
our
students
to
move
forward
legs
off
to
a
certain
range,
a
certain
point.
These
are
the
kind
of
charts
we
take
them
from
and,
as
you've
pointed
out,
this
is
not
an
exact
science.
It
probably
never
will
be,
but
it's
it's
far
enough
along
it's
at
least
twenty
years
old
now,
so
that
we're
getting
some
pretty
reliable
predictability
out
of
these
scores.
H
So
for
every
grade
level,
we
know
which
students
fall
far
below
which
are
approaching
the
target,
who
meets
the
target,
who
exceeds
the
target,
and
you
can
well
imagine
that
each
of
those
groups
of
students
needs
different
approaches.
Another
thing
we've
often
done
is
to
select
one
curricular
program.
The
entire
district
that
same
curricular
program
does
not
work
well
to
teach
reading
to
those
who
are
come
to
us
succeeding
and
those
who
come
to
us
falling
far
below.
H
We
need
a
much
more
intentional
and
intensive
phonics
program
for
those
who
are
falling
far
below
so
our
district
has
to
differentiate
the
instruction
and
we
have
to
give
teachers
the
kinds
of
conditions
and
tools
so
that
they
can
personalize.
That's
not
the
way
we
organize
and
distribute
and
schedule
kids,
so
it
it
requires
that
all
of
us
begin
to
rethink.
So
this
page
shows
why
personalization
is
important.
The
next
page
that
you'll
turn
to
at
the
saying
you
won't.
H
That's
an
excellent
question:
I
think
that
it's
unreasonable
to
expect
teachers
on
top
of
everything
else,
they're
doing
to
research
which
programs
are
most
effective,
I
think
that's
the
district's
job,
that's
the
job
of
our
research
and
development
department
and
it's
capably
led
by
by
the
people
who
are
in
this
room,
but
I
do
think
that
our
district
has
a
responsibility
to
say
if
you
have
a
fourth
grader
who's
reading
before
a
beloved,
385
Lexile
level.
Here's
the
approach
we
recommend-
and
it
includes
some
of.
C
Those
teachers
we
went
think
of
it
in
the
library
crunches,
and
so
if,
if
I've
got
20
kids
that
are
doing
this
well,
here
are
the
here's.
The
curriculum
approach
that
works
for
these
kids
and
I've
got
ten
kids
in
my
classroom
that
are
doing
this.
So
I
can
use
two
different
approaches
to
curriculum
in
the
same
classroom
based
on
where
the
kids
are
so,
instead
of
just
one
curriculum
for
third
graders
there'd
be
options
right.
F
H
H
You
heard
people
talking
about
Horton
Gillingham
discipline
gets
results
with
kids
with
with
these
kinds
of
characteristics
and
that
this
achievement
level,
then
here's
a
way
to
get
at
that
and
when
I
was
teaching
I
would
have
loved
to
have
had
kind
of
a
menu
of
options
and
I
always
think
we
have
to
be
open
to
discovery
and
we'll
talk
about
that.
A
little
bit
more
I
think
that's.
This
is
the
true
profession
of
teaching.
We
haven't
had
the
tools
to
make
it
work
like
it.
It
could.
H
We've
used
a
lot
of
rhetoric
in
the
past
about
personalization,
but
we
didn't
have
the
tools
to
make
it
possible
for
teacher
to
actually
do
that.
Cisco's
going
back
to
your
comments,
yes,
and
if
the
teeth
of
teachers
in
that
has
four
sections
of
that
particular
grade
level,
or
course,
there's
no
reason
why
those
kids
can't
get
it
be
exchange
so
that
teachers
really
develop
expertise
in
teaching
one
particular
content.
A
teacher
may
become
a
tremendous
expert
in
teaching
fractions
where
another
teacher
becomes
the
expert
in
teaching
slope
I
just.
B
What
I
hear
you
say,
I
totally
get
that
but
I
feel
like
what
we're
used
to
the
$50,000
level.
I
feel
like
now
we're
at
the
hundred
thousand
feet
whatever
level,
because
because
the
way
education
is,
is
we
stay
tall
all
of
our
3,000
teachers,
here's
a
template
or
who's.
Here's,
our
cookie
cutter
or
whatever
my
words,
not
when
you
do
it
and
the
places
where
we
have
people
really
excel
is
when
those
teachers
are
using
the
curriculum
we
have,
but
also
identifying
hey.
This
is
really
what
this
kid
needs.
B
B
E
E
E
E
E
The
SAT
scores
were
to
standard
within
the
math
scores
there,
CSC
ready,
which
would
said
when
I
think
gives
us
a
true
picture,
but
Westerners
really
are
academically
in
a
met
that
math
majors
with
where
they
have
what
they
grew
in
that
year
so
forth.
At
times
you
I'm
not
opposed
to
using
some
lets
out
at
some
point
I,
but
I
think
it
might
be
mr.
mark
if
we
meet
just
that
preparing
kids
from
upper
job
market
and
not
beyond
that,
but
I
think
we
needed
that
car
accommodation.
E
Where
were
always
s
here
is
a
math
and
then
it's
a
mini
stomachs
out
in
some
areas.
The
short
for
your
accommodation,
but
for
me
to
like
Saturday's
as
I
got
I.
Could
you
say
game
changer
I
come
in
I
have
to
refocus
on
the
next
higher
area,
nine
point
out
areas
which
I'm
not
I,
don't
think
I'm
quite
but
period
forward
in
that
regard
with,
but
I'm
much
more
familiar
with
the
standardized
testing.
That's
used
all
over
the
country,
so
I
hope
we
can.
E
At
the
end
of
the
day,
we
can
come
up
with
some
kind
of
a
median
where's.
We're
not
relying
on
just
like
sound
a
little
point
out
alone,
because
that's
not
going
to
tell
us
that
mean
that
display
your
skills
or
superintendent
of
how
well
you
move
to
this
you're,
something
you
may
believe
able
than
ten
times
better
than
what
I
have
imagined,
but
I
put
anyway.
Something
that
accurate
everything.
F
H
F
I
A
A
H
The
state
will
continue
its
own
rating
system.
Excuse
you
all,
but
the
state
will
continue
that
rating
system
and
we'll
have
all
that
information
and
people
choose
to
move
their
children
to
schools
for
all
kinds
of
reasons.
But
when
we
want
to
say
to
someone,
let's
look
at
the
kind
of
growth
that's
occurring
in
your
neighborhood
school
with
kids,
who
are
just
like
yours,
and
we
need
to
own
that
whatever
it
is.
This
begins
to
give
us
a
way
to
have
a
different
conversation.
I
H
The
next
page
just
shows
you
how
much
growth
is
needed
to
meet
college
and
career
readiness
targets.
So,
as
you
see,
the
blue
would
be
the
expected
growth,
where
kids
would
would
normally
some
of
the
page
that
looks
like
this.
It's
called
how
much
growth
is
needed.
Okay
and
the
blue
would
be
what
we,
what
would
normally
we
would
expect
to
happen.
The
green
shows
what
has
to
happen
so
now.
H
You
begin
to
see
why
the
jumps
like
the
ones
we
just
saw
are
really
critically
important
and
why
it's
important
for
us
to
understand
where
that's
happening
with
whom
and
under
what
conditions,
so
that
we
can
reward
that
behavior
and
do
whatever
it
takes
to
create
conditions
to
to
scale
it.
So
that's
what's
really
important,
but
it
does
require
that
we
think
differently.
Think
about
all
the
different
questions
you've
raised.
It
requires
everyone
to
think
differently
about
the
system,
and
that
is
uncomfortable
and
as
you,
you
are
realizing
unpopular,
so
the
next
page.
H
It
shows
how
do
I
set
growth
targets,
and
we
don't
need
to
go
into
all
of
this
today.
I
just
wanted
to
show
you
some
of
the
research
that
sits
behind
this,
so
that
we
we
can
work
with
teachers
to
learn
to
do
this,
but
those
us
us
coming
into
the
profession
haven't
been
to
do
this,
so
this
takes
professional
development
time
it
takes
supports
its.
H
We
have
to
make
sure
that
all
the
kids
in
our
system
have
access
to
these
kinds
of
tools
and
that
the
tools
they
have
access
to
are
shown
to
be
successful
with
kids,
who
are
achieving
where
they
are.
The
next
page
table
three
expected
reading
gains
versus
reading
gains
needed
to
each
college
and
career-ready.
It's
just
another
way
to
display
that.
So,
if
you're
in
second
grade
and
you're,
it
shows
what
your
target
range
is.
It
shows
your
annual
expected
growth
in
the
blue
and
over
in
the
green.
H
H
Every
single
person
in
this
is
here
to
show
improvement
on
the
end
of
the
year.
This
is
this
is
the
way
we
want
to
see
the
improvements
shown
and
if
we
didn't
gain
in
one
year,
let's
look
at
where
things
are
working
and
try
to
do
more
of
that
it
it's
the
way
every
profession
works.
It's
the
way
the
medical
profession
got
to
be
the
medical
profession,
and
it's
it's
now
our
job
to
try
to
build
this
kind
of
system.
H
The
exciting
news
is
that
Dorchester
to
Dorchester
for
Berkeley
and
Charleston
are
all
I
have
pledged
to
work
together
to
pool
our
resources
to
try
to
develop
this
kind
of
system.
That
then,
would
feed
into
a
regional
progress
report.
That
would
be
what
cradle-to-career
and
other
local
organizations
trying
to
show
progress,
that's
being
made
would
use,
rather
than
using
only
the
state
end-of-the-year
measures
which
miss
a
whole
lot
of
our
kids.
H
So,
on
this
progress
report,
look
you
have
achievement
rather
columns,
which
is
what
you
were
asking
about,
but
you
also
have
gap
closing
and
that's
just
as
important
as
achievement
over
on
the
right
hand,
side
you
have
graduation
rate,
which
is
what
our
state.
You
are
currently
measures,
but
you
also
have
who's
leaving
prepared
for
success,
because
that's
very
different
from
the
graduation
rate.
Our
graduation
rate
is
much
higher
than
our
rate
of
kids,
who
are
leaving
us
prepared,
prepared.
H
Those
things
have
become
unsynched
over
the
years.
So
the
last
thing
I
simply
wanted
to
say
day
with
respect
to
the
superintendent's
evaluation.
Is
this
what
gets
measured
gets
done,
but
that's
the
simple
truth
of
it.
So
we
need
to
make
sure
that
on
this
chart
we
have
in
the
red
and
the
purple
on
this
first
tape.
The
real
high
leverage
activities
are
going
to
make
a
difference
for
kids,
who
are
currently
not
doing
well
in
our
system.
So
we
help
those
kids.
H
It
helps
everybody
in
this
system,
because
the
same
kinds
of
techniques
apply
to
those
who
are
reading
above
grade
level.
We
want
to
see
growth
for
them.
Many
of
them
are
languishing
and
not
accelerating
as
they
should.
So
that's
the
first
point.
What
gets
measured
gets
done.
So,
let's
make
sure
we
get
the
right
measures
in
here
and
then
I
just
want
to
say.
H
In
my
view,
performance
assessments
for
anybody
in
the
system,
the
superintendent
or
anybody
else
need
to
focus
on
the
indicators
that
will
most
powerfully
leverage
the
right
kinds
of
system
change,
because
the
system
was
never
designed
to
bring
all
kids
to
high
levels
of
achievement.
It
was
not
designed
for
that,
but
that's
what
we
want
the
system
to
do
so.
We
have
to
create
the
expectation
that
all
children
will
leave
this
school
district
ready
to
step
productively
into
the
next
post-secondary
endeavor.
Everybody
in
the
system
has
to
understand
where
we're
succeeding
and
expand.
What
works?
H
That's
the
whole
point
of
this:
it's
not
to
shoot
people
who
don't
get
it
right
the
first
time,
but
where
is
this
working?
Let's
reward
and
expand
that
and
then
the
third
thing
we
began
to
do
last
year
and
accelerated
this
year
is
channeling
our
resources
toward
those
approaches
that
are
working.
So
when
we
find
something
that
works,
let's
do
more
of
that
do
less
of
what's
not
working.
And
finally,
this
is
really
important.
H
H
By
definition,
it
makes
people
uncomfortable
and
it
it
causes
some
reaction,
and
we
have
to
understand
that
that
that's
going
to
happen
and
make
sure
that
we're
having
the
response,
the
reaction
about
the
right
things
that
are
headed
in
the
right
direction
and
I
hope
that,
as
we
revise
the
superintendent's
evaluation,
we
really
can
focus
on
those
outcomes.
That
might
be
a
little
scary
to
focus
on,
because
the
system's
not
ready
to
do
them.
But
we
do
it
anyway,
because
it's
the
right
thing
to
do
so.
Thank
you.
H
E
Do
we
really
think
that
or
do
we
feel
there?
Let
me
have
stats
that
are
almost
in
the
officers
student
population
we
really
respectively
get
to
see
the
tangible
changes,
as
supposedly
had
at
the
first
path
record
any
schools
to
receive
to
reach
everybody.
Like
suppose,
I
have
you
been?
Some
schools
are
five
percent
or
ten
percent
spending.
H
I'll
make
for
very
quick
statements
about
that
one.
The
system
isn't
designed
to
bring
all
kids
to
high
levels
of
achievement
because
it
was
designed
like
an
assembly
line,
and
we
use
the
bell
curve
of
achievement.
By
definition,
the
bell
curve
finds
out
how
many
kids
are
on
ahead
of
the
middle
and
how
many
kids
are
behind
the
middle,
regardless
of
their
absolute
achievements.
You're
always
going
to
have
a
life
that
succeed
and
have
to
fail.
That's
the
way
a
normal
distribution
works.
H
That's
the
whole
research
upon
which
education
is
is
based
and
our
measurement
tools
are
based,
for
the
most
part,
certainly
norm
reference
measure
tools
and
tools
to
measure,
and
then
that's
the
we
give
all
the
kids
the
same
amount
of
time
conditions
to
learn,
regardless
of
where
they
were.
When
they
came
to
us,
it's
it's
an
Emily
line
system.
That's
what
I'm
talking
about
the
second
thing,
I
will
say,
is
in
an
ideal
world.
It
would
be
wonderful
to
have
all
kinds
of
role
models
for
all
kinds
of
children.
I
I
H
Ideally,
we
would
want
that.
The
third
thing
I'll
say
is
that
all
high
school
has
very
few
teachers
of
Hispanic
origin,
but
it's
all
high
schools,
valedictorian
and
salutatorian
are
both-
has
spent
non-english,
non-native,
English
speakers,
so
I
think
people
of
different
cultures
and
backgrounds
can
teach
children,
and
then
the
last
thing
I'll
say
is
we
have
to
do
a
better
job
of
getting
all
of
our
our
different
populations
of
kids,
ready
to
go
into
teaching
and
wanting
to
go
into
teaching.
That's
a
long-term
process.
J
J
H
F
H
At
the
end
of
the
day,
we
have
to
really
make
informed
decisions
about
the
metrics
that
we
need.
So
did
you
want
your
book,
your
doctor,
to
take
your
blood
pressure
last
time
and
this
time
right
or
shall
we
skip
that
part?
And
that's
you
know
it
said:
dilemma
we'll
just
have
to
figure
out
what
measures
really
help
people
grow,
kids
and
figure
out
where
they
are.
If
you
don't
do
the
GPS,
locator
you're
gonna
start
working
with
kids
and
not
know
where
they
are
or
not
know
where
they
finished.
F
A
B
H
F
K
H
Sorry,
those
are
two
different
questions
and
I
just
want
to
be
really
clear,
because
I
was
caught
off
guard
by
this
once
before
so
I'm
going
to
be
abundantly
clear,
the
answer
is
not
all
of
our
teachers-
no
they're,
not
they
don't
all
come
to
us
with
the
background
knowledge
to
understand
what
this
means.
It's
a
relatively
new
tool
and
we
have
to
help
people
be
able
to
help
our
kids.
That's
an
investment
we've
got
to
make
and
I
might
be
something.
B
To
do
you
know,
PTO
I
mean
PTA
training
or
something
for
parents,
so
they
understand
it.
Systemic
yeah
and
just
real
quickly.
I
have
to
say
this
to
get
this
on
the
record.
Reverend
Collins
your
assumption
that
students
can
only
learn
from
teachers
who
are
of
the
same
color
is
just
it
just
really
bothers
me
to.
B
I
B
G
E
G
H
Yes,
sir,
there
are
some
peer-reviewed
articles
that
will
say
that,
particularly
for
populations
of
African
American
children
that
are
are
located.
A
high
concentration
in
one
school
that
having
an
african-american
staff
is
beneficial
and
you
can
see
some
achievement
gains
in.
There
are
some
peer-reviewed
articles
that
will
say
that.
E
E
B
E
F
H
F
E
F
Kid
we're
the
console
plug
players
about
schools
that
have
high
populations
of
African
American
students,
and
yet
we
have
12
13
14,
15
percent
of
our
teachers
being
African
American.
It
would
lend
what
to
say
their
schools
will
have
high
populations
of
African
American
students,
but
have
higher
populations
in
percentages,
because
staff
gets
it
school
leaders
that
do
not
look
like
them.
They
may
have
been
a
level
of
apathy.
That
said.
Well,
you
know
these
kids
poor,
word
you're
black.
What
more
do
you
expect?
F
I
F
Know
how
to
make
those
games,
then
that's
a
function
of
the
teachers
leader
in
the
district
not
being
able
to
provide
them
because
necessary
to
make
those
games.
If
the
district
did
make
the
provide
that
kind
of
information
and
those
kinds
of
these
certain
things
that
could
be
proven
to
do
that,
and
it
still
wasn't
done
then
I
don't
know
who
to
blame
are
the
who
should
get
the
one
but
I
feel
survival.
I
F
F
F
People
didn't
damnit
leg
if
people
are
offended
by
the
artery,
because
we
can't
have
the
kind
of
gaps
that
we
have
in
our
system
and
we
all
not
be
offended
by
that,
and
the
teachers
in
our
classrooms
are
not
yet.
The
leaders
at
the
schools
are
not
that
people
get
offended
because
reverent
comments
by
saying.
Oh,
this
fool
had
predominantly
white
staff.
The
schools
of
the
students
are
all
black
schools,
but
I'm
performing
4:52
leave
the
Nexen
making
a
finding
but
putting
a
pushing
aside.
F
F
A
A
A
K
There's
a
variety
of
reasons:
their
parent
and
grandpa
died.
They
go
to
go
to
a
funeral
there's
a
variety
of
reasons.
You
don't
see
those
it's
the
stage
I'm,
not
making
any
excuses.
Why
people
are
on
the
stage
we
will
not
know
until
September,
because
there's
skin
tumors,
who
maybe
need
one
to
credits
over
the
summer
to
give
their
determine
the
actual,
accurate
numbers
and
believe
me
at
the
end
of
the
year,
everyone
works
in
high
school,
tries
to
get
that
all
together,
though
the
kids
aren't
always
on
the
same
pages.
They
don't.
K
K
Nobody
it's
time,
that's
what
you
Rita
is
offering
us,
and
these
people
sitting
out
here
are
professionals
and
I'm.
A
professional
and
I'm
insulted
every
time.
Someone
questions
the
professionalism
of
educators.
They
do
know
what
they're
doing.
Yes,
they
can
work
with
teachers
and
principals
and
stuff
to
develop
things
in
schools,
and
you
know
what
these
guys
are
doing
it
every
day
and
for
people
to
sit
here
and
deny
that
they're
doing
that
is
I
have
to
defend
Memphis.
It's
that's
what
they
do.
A
C
It's
not
Charleston
County
school
system
I
mean
three
children
from
the
same
house.
One
went
to
college
when
never
graduated
from
high
school
and
one's
a
laborer.
The
house
wasn't
the
difference.
The
schools
weren't
the
difference.
We
all
went
to
the
same
schools.
The
difference
was,
if
you
weren't
ready
to
absorb
that
lesson
and
move
on
there
wasn't
anything
to
catch
you
back
up
and
I
can
I.
Can
we
can
speak
to
those
examples
of
realities
over
and
over
and
over
again
it's
it's.
It's
a
says.
C
On
the
fact,
can't
the
system
catch
each
of
those
children
individually,
or
should
we
all
fit
into
this
one
thing
and
no
I,
don't
believe
that
prestige
needs
to
have
a
more
diverse
teaching
program
in
order
to
attract
Caucasian
students.
Nor
do
I
believe
that
the
reason
their
achievement
is
below
what
it
should
be
is
because
they've
given
up
on
poor
Black
Tie
of
one
students,
it's.
E
C
C
Object
is
to
create
what
is
the
most
important
outcomes.
My
fear
is,
we
have
an
entirely
too
many
things.
We're
measuring
or
we've
got
to
weigh
them
very
carefully
because
you
and
we're
talking
about
the
the
measurements
if
having
a
student
leave,
career
and
college-ready
is
the
most
important
thing,
but
there
are
30
things
being
measured.
You
couldn't
literally
not
focus
on
that
and
still
have
an
excellent
evaluation
result.
That
is
a
concern.
I
have
when
I've.
C
Of
these
we
might
want
to
discuss
how
do
we
pair
these
down
and
assume
because
I
realize
early
education
is
an
absolute
indicator,
and
we
also
know
that.
There's
a
group
that
believes
that
all
of
those
games
are
lost
by
the
fifth
grade
and
there's
a
group
that
believes
all
of
those
gains
won't
show
up
again
until
the
fifth
grade.
C
So
maybe
you
do
cake
and
you
do
fifth
grade,
and
you
assume
that
the
second
and
third
and
fourth
have
to
be
working
to
get
there,
but
I
don't
want
to
come
up
with
measurements
in
which
there's
50
measurements,
when
there's
only
one
necessary
result
from
k-12
education.
So
I
would
advocate
that
we
talked
seriously
about
how
many
things
we
measure
and
how
we
rate
them
so
that
the
most
important
things
don't
get
measured
with
the
same
intensity
as
other
things.
A
J
With
so
then
time
this
back
and
supertintin
valuation-
yes
I'm
talking
about
with,
presumably
with
this
these
metrics
going
to
be
tied.
If
they're
tied
to
an
individual
student
and
to
the
teacher
end
of
the
principal,
then
the
next
question
is:
what's
acceptable:
growth
for
a
child,
for
a
classroom
for
a
school
and
for
the
superintendent,
so
I
would
just.
How
are
you
going
to
come
through
with
the
proposal
for
that?
That's.
H
Are
targeting
established
targeting
professional
development
to
build
the
skills
that
teachers
need
in
order
to
personalize
and
differentiate
toward
college
and
career
readiness?
Generally
speaking,
Cindy
Ambrose
and
staff
have
been
working
on
on
increasing
understanding
of
what
lifestyles
mean
how
to
use
them
and
how
to
what
have
metrics
work.
We
have
not
had
any
discussions
about
tying
specific
kinds
of
growth
measures
to
to
evaluation
for
anyone
other
than
the
superintendent.
Okay,.
J
H
Teacher
the
teachers
we're
going
to
talk
about
that
today.
The
Adept
program
evaluates
teachers
on
four
things,
planning
the
instruction
that
occurs,
the
environment
in
the
classroom
and
their
professionalism,
and
so
we
have
to
be
really
careful.
We
do
need
to
discuss
it,
but
not
in
a
threatening
way.
J
C
H
H
K
J
H
Just
between
you
teacher,
the
discussion
around
instruction
is:
what's
the
instruction
effective?
How
do
you
know
if
the
instruction
was
effective,
you're
looking
at
results,
and
we
need
to
be
able
to
do
that
in
a
non-threatening
way
and
in
a
way
that
rewards
and
acknowledges
those
of
just
patients
who
are
making
a
tremendous
impact
and
using
their
expertise
to
expand
practice.
J
J
L
L
Pretends
to
pull
the
acquirable
problem
for
us
to
try
just
recruit
more
african-american
teachers,
one
of
one
of
the
things
that
that
we
ought
to
look
at
a
path
forward,
as
a
government
board
is
to
find
ways
we
educate
kids
every
day.
That's
the
business
that
we're
in.
So
what
we
are
to
be
doing
is
as
a
as
a
county
board.
L
Trustees
is
look
at
ways
of
how
we
can
partner
with
with
our
area
colleges
and
in
line
ways
of
directly
pad
for
those
that
are
they're,
rising,
seniors
and
promoting
them
to
go
into
education,
so
that
we
can
kind
of
fill
that
that
low
number
of
students
that's
gone
into
education
I
think
we
have
an
opportunity
to
to
make
good
or
to
do
better
than
presented
before
us.
The
other
thing
is
is
that
we
have
to
be
mindful
that
we
are
not
we're
educating
every
student
that
walks,
through
those
doors
and
as
board
of
trustees.
L
That's
our
passion,
but
but
the
goal
is
not
to
is
not
to
just
see
a
American
teacher,
but
I
think
the
goal
is
to
make
sure
that
we
have
the
highest
qualified
individuals
inside
classrooms,
making
sure
that
we're
teaching
all
of
our
students
know.
So
that's
right,
I
believe
that's
what
the
goal
there.
So
so,
if
we
go
back
to
September,
2015
Cindy
I
got
you
in
this
one.
If.
L
L
Is
a
problem
and
that
we
needed
to
do
something
about
it?
Now
it's
not
going
to
happen
overnight,
but
I
believe
that
we
have
been
at
least
I
can
speak
myself
from
from
that
point,
on
trying
to
find
ways
of
working
with
the
superintendent
and
staff
on.
How
can
we
make
things
better
for
all
students,
but
then
on
how
we're
able
to
close
the
achievement
gap?
L
I
believe
that
the
statue
like
Priscilla
said,
has
been
working
tirelessly,
along
with
the
superintendent
trying
to
find
ways
of
closing
this
gap
and
I
believe
that
we
have
a
plan
in
place
now
moving
forward
after
redefining
and
looking
at
ways
of
areas
that
was
lacking.
Where
would
you
better
move?
It
I
know
I'm
already
over
my
two
minutes,
but
but
I
believe
that
we
have
done
Network
so
Rizzoli
as
a
board.
I
think
we
are.
We
have
to
just
roll
up
our
sleeves
and
just
say
to
superintendent
and
to
staff.
L
Thank
you
for
the
work
you've
done.
Luke
tell
us
what
we
need
to
do
so
that
we
can
push
to
achieve
to
move
this
bar
up
and
change
those
numbers
to
where
there
are
loans
or
whatever
becoming
behind.
If
we
keep
going
back
and
forth
about
this
fighting,
we
will
never
get
the
work
done.
That
really
needs
to
be
done,
and
it's
not,
but
us
it's
about
the
students
and
it
is
about
every
child
that
enters
into
his
classroom.
So
I
think
that's
where
our
energy
needs
to
be
focusing
on.
L
K
I
K
F
E
Right
now,
the
producer
mr.
Ito,
mrs.
gold,
went,
for
example,
on
evaluations
that
super-thin
ago
anybody
weights
are
born,
and
it
says
maximize
academic
achievement
to
ensure
every
student's,
career
college
and
solicit
already
student
readiness,
but
you
have
they
had
this
before
selections.
Probably
like
the
like
the
down
tenet.
Like
the
my
question,
is
we
take
the
data
from
these
pages
a
year?
E
Probably
I'll
be
I'll,
be
addressed
in
a
we
addressing
the,
for
example,
the
third
grade
and
the
first
grade.
They
three
and
I
really
put
their
all
into
one
all
into
one
point
or
in
one
question
and
and
a
single
answer.
If
they
answer
all
the
academic
question,
are
we
doing
that
way
over?
It's
gonna
be
broken
up.
We
can
look
at
if
they're
greeted
to
look
at
the
fifth
grade
and
look
at
the
first
grade
and
I
kind
of
give
a
score
in
that
area
would
be.
What
did
you
have
in
mind.
D
D
E
It's
without
the
prisoners,
I
guess
the
plan
I
think
that's
a
that's
a
she's
doing
extremely
well
in
eighth
grade,
but
maybe
Peregrine's
needs
a
whole
lot
of
work.
Then,
if
I
have
to
pick
one
breed,
but
when
opportunities
to
get
rid
with
that,
that
makes
it
kind
of
difficult
if
it's
all
in
one
box,
whereas
I
may
want
to
get
vaccinated
for
one
category,
but
I,
don't
think
it's
extern
another
category,
I
guess
that
that
be
more
like
a
summary.
The
weeds
away
is
written.
Now
by
though
I
wanted
to
be
I.
E
Don't
think
I
like
it
to
be
a
summary
that
then
it
comes
as
that
much
data
maybe
had
maybe
had
to
find
some
ways,
but
some
of
them
together
and
bricks
up
in
there,
but
not
necessarily
ever
each
little
thing.
We
do
I,
don't
necessarily
in
that.
But
I.
Don't
pretend
open
all
that
getting
in
one
box
in
one
question,
then
we
assign
a
score
get
that
way,
other
those
other
little
bit
different,
but
but
for
me
to
create
a
challenge.
C
C
D
D
G
D
D
D
I
D
Going
to
do
it,
that's
it
is
that
designed
to
help
kids
I,
don't
think
so.
I
never
had
not
just
in
South
Carolina,
but
across
this
country.
If
you
look
at
test
scores
the
last
10
15
years
the
day
to
support
their
basement,
it
slash
them
in
where
you're
looking
so
do
you
continue
just
say?
Well,
let's
work
hard
or
let's
create
something
different.
That
looks
like
kids
differently
in
their
learning
processes
that
we
moved
implored
to
be
that
list
of
things
that
they
said.
I
C
How
do
we
take
all
this
and
turn
it
into
an
evaluation
tool?
That's
the
question.
Christa's
Chris
was
literally
talking
about
what
we
what
we
measure
on
the
evaluation
tool,
but
at
some
point
we've
got
to
come
up
with
the
document
and
I
think
we're
no
closer
to
that.
Now
that
we
were
the
beginning
of
this
conversation,
oh
I.
C
There's
no
help
so
so
what
so?
It's
once
when
Christmas
is
ending
once
it
pair
down,
because
I
think
we
got
to
have
a
lot
of
a
lot
of
valve
value
and
a
lot
of
weight
to
the
things
that
matter.
The
most
Chris
wants
to
see
the
intermediate
scores
and
raise
those
because
it's
not
okay,
if
it's
just
eighth
graders
doing
well
of
sixth
graders
aren't.
Where
are
you
Kay,
my
Eric?
Well,
I.
C
L
D
You're
gonna
measure
all
these
things
and
you
have
a
hard
time.
So
what
is
the
common
thread
with
the
organization
in
your
community
in
strategic
life?
That's
why
you'll
take
off
that's
there's
team
now.
Can
you
fit
these
pieces
and
part
of
what
type
of
clothes
way
to
give
you
with
all
that
information?
It's
just
more
data
forms,
but
I
think
your
evaluation
piece
consider
all
those
10
goals
and
I
mean
there
is
what
you
say
you
are
about
and
if
that's
the
case
then
that's
it
soldier.
You
can.
L
C
C
If
50%
of
these
are
being
done,
then
someone's
going
to
come,
look
at
this
and
say
no
ineffective,
because
only
fifty
percent
of
this
is
being
done.
If
fifty
percent
of
this
is
being
done,
then
someone
else
could
say:
well,
you
know
what
it
was
forty
percent
last
year,
so
that
is
highly
effective.
We've
increased
it.
I
C
That's
where
I
struggle
is,
while
this
is
very
tangible
information
and
it
is
exactly
how
it
should
be,
and
it
should
be
very
black
and
white
in
terms
of
if
you
expect
seventy
five
percent
of
something
and
you
get
sixty
two
percent,
you
didn't
meet
the
goal.
Didn't
take
you
out
back
to
shoot
you,
but
you
know
so,
no
time
to
say
you
did
the
Gulf
so
right
now,
we've
got
very
specific
information,
but
we
don't
have
a
way
to
say.
C
I
H
It's
in
that
you,
if,
in
the
June
25th
meeting
the
board,
were
to
approve
this
plan
generally
this
written
in
draft,
then,
if
for
the
July
committee
of
the
whole,
the
staff
could
take
each
of
these
ten
goals
to
come
back
and
propose
the
indicators
that
would
be
underneath
of
them.
Using
many
of
the
items
from
this
document
dispersed
throughout
narrowing
to
those
that
we
feel
are
the
highest
leverage,
activities
and
outcomes.
Would
that
work?
The.
J
H
E
C
Before
we
send
them
to
start
shooting
arrows
in
the
dark
on
the
measurements,
for
this,
do
we
need
to
be
give
them
better
direction,
or
do
we
not
care
that
they're
going
to
go
shoot?
Air
is
in
the
dark
and
on
June,
like
you,
said,
we're
pausing
on
July,
they're
gonna
come
back
and
say
no
to
this
ad.
This
do
that
or
should
we
get
more
we've.
B
Talked
about
this
I
think
we've
talked
about
this
for
probably
seven
months.
I
think
that
staff
has
a
pretty
good
consensus
of
where
we
are
on
different
things
and
we've
got
all
this
data
from
dr.
bridges.
I
think
we
Eric
and
I
can
work
with
staff
and
bring
back
something
that
then
we
can.
We
can
vote
on
and.
E
Semester
this
then,
when
we
meet
for
the
next
meeting,
it's
when
we
talk
about
this
Kent's
back
now
and
dr.
Briggs
begin
to
work
on
implementing
they're,
putting
those
goals
and
evaluates
a
piece
now
let
us
get
it
refined
a
little
slide
over
the
next
to
least
start
working
on
an
item
that's
been
awaiting
that
won't
become.
E
Just
witness
what
I'm
saying,
if
you
go
ahead,
start
giving
us
your
thoughts
of
where
you
kind
of
could
be
the
seed,
knives
Pearlie
and
the
earliest
benefits
good.
To
that
way,
with
me,
come
back,
we've
had
one
piece
but
dealing
with
and
we
can
edit
it.
We
can
shoot
it
up
or
down
or
you
can
fix
it,
but
I
want
to
keep
meeting
again
average,
never
some
of
the
weeks
but
same
thing.
Over
and
over
again
the
pilot,
the
pilot
I
kind
of
here
Cindy.
You
know
we
get
have
a
reason.