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From YouTube: January 8, 2018 COTW Strategic Education Committee
Description
January 8, 2018 COTW Strategic Education Committee
B
We
have
over
130
nine
buildings,
millions
and
millions
of
square
feet
over
16,000
acres
that
have
to
be
taken
care
of,
and
they
got
the
buildings
up
and
over
in
it
for
the
most
part,
fully
functional
today,
with
some
exceptions,
but
our
bus
drivers
went
out
and
ran
the
route
today
and
we're
not
going
to
be
able
to
run
schools
tomorrow
for
kids.
So
we'll
have
another
teacher
work
day
tomorrow
and
staff
will
report
at
10:00
a.m.
Erica
and
Michael
Reichenbach
are
getting
them
announcer.
D
E
B
C
G
B
C
F
A
J
F
J
They,
but
they're,
not
gonna,
have
election
day
off
and
they
literally
do
not
have
ones
day
off
the
entire
semester
and
I'll
tell
you,
from
a
teacher
perspective
perspective,
that's
very
difficult
to
do
to
have
no
break
no
teacher
work
day.
No,
nothing!
They
also
made
their
weather
makeup
days.
Teacher
work
days
and,
as
you
saw
and
I
think
the
teacher
stakeholders
are
thrilled.
The
fact
that
you
preserve
their
teacher
work
day
we're
able
to
continue
to
honor
that
so
that's
they
tried.
They
tried
every
way
they
possibly
could
they.
J
B
L
M
K
K
K
A
ticket
challenge
go
take
people
to
give
the
school
I'm
wanting
to
come
back
that
morning
and
then
we
come
home
again
and
then
finally,
they
deserve
so
by
that
something
I'm
just
wondering
why.
Why
do
we
even
bother
to
have
these
at
all
war?
Our
partial
days
with
and
whatever
I
think
you
know,
some
of
the
kids
tell
me
that
those
terminals
of
everybody
states,
then
the
debt
isn't
very
little.
Work
is
very
little
session
taking
place
so
I'm,
sometimes
wonder
what
are
we
doing.
J
H
J
Do
that
so
we
only
have
three
early
release
days
on
the
calendar
and
they
are
screw
based
professional
development
time,
and
it's
the
only
time
we
have
during
school,
except
on
the
one
dedicated
day
for
teachers
to
do
any
sort
of
collaboration
and
sort
of
professional
growth.
So
we
really
limited
those
to
just
three.
J
The
half
days
are
at
the
end
of
the
year,
the
last
days
around
exams
for
high
school,
for
instance,
and
this
year,
because
the
winter
break
is
going
to
be
so
late
up
against
Christmas
I
mean
that's
holiday,
you
celebrate,
then
we
had
it
be
on
that
Friday
with
the
number
of
days
we
need.
That
was
a
concession
to
say
because
half
days
count
toward
our
180,
and
so
we
could
make
a
full
day
on
that
Friday.
But
I
think
for
morale
issues
was
really
the
reason
that.
O
K
K
A
parcel
that
it's
the
possibilities
and
you
have
to
I
think
when
you
out
of
maybe
looking
at
maybe
looking
at
it
with
with
teachers
and
staff
in
mind,
but
I'm
actually
able
to
consider
the
whole
picture,
and
apparently
the
students
as
well
makes
everybody
a
full
day.
The
new
kids
are
either
in
school
or
out
of
school.
I've
said
that
I'm
only
one
word
but
I
suppose
we
call
out
of
parents
also
they
might
rather
the
full
they
leave
they're
either
in
school.
Around
school
can.
C
C
P
C
J
J
H
J
I
H
H
J
G
P
Right,
I
think
that
that
is
a
really
important
point.
One
of
the
things
we'll
be
bringing
forward
not
so
much
in
regards
to
the
calendar,
but
we're
gonna
be
talking
to
you
about
structures
for
professional
learning
and
it'll,
be
our
goal
to
do
job,
embedded,
professional
learning
and
ideally,
what
we
would
like
to
see.
P
As
a
team
we'd
like
to
see
schools
get
funding
for
professional
learning
that
can
do
on-site
and
make
it
job
embedded
and
that
they
could
perhaps
release
teachers
during
the
day
some
school
districts
will
bring
in
subs
and
for
blocks
of
time,
maybe
a
half-day
or
just
a
couple
hours.
The
kids
are
still
in
school,
but
those
teachers
are
released
and
allowed
to
do
some
collaborative
work.
So
that's
part
of
the
conversation
that
we
hope
to
have
with
you
in
the
upcoming
months.
It's
not
so
much
a
calendar,
but
it
is
a
resource
and.
G
P
So
what
we
would
like
to
do
is
to
talk
to
the
board
about
our
current
data,
where,
where
we
are
where
we're
gonna
do
that
in
just
a
few
minutes,
get
started
on
that
work
and
you'll
get
additional
information
in
the
upcoming
weeks,
and
it
next
month
saw
Committee
of
the
Whole
meeting.
We
have
short
term
plans.
We
have
long
term
plans,
we.
O
P
P
Saying
that,
ideally,
if
you
look
at
their
experts
on
professional
learning,
yes,
PD
is
job
embedded,
it
occurs.
On-Site
and
schools
receive
funding
and
they
can
bring
in
subs,
but
they
also
can
support
teachers
and
attending
local
and
state
conferences,
and
they
have
a
lot
of
other
strategies
that
could
put
in
place
for
professional,
arming,
okay,.
P
Currently,
we
don't
have
that
structure
in
place,
but
I
have
worked
in
systems
and
I've
seen
other
systems
that
take
a
per-pupil
amount
that
take
a
base
allocation
and
a
per-pupil
amount
and
schools
get
differentiated
dollars
based
on
the
number
of
students.
Maybe
some
differentiation
based
on
the
the
students
challenges
that
they
serve
and
they
have
that
PD.
They
write
a
PD
plan.
They
submit
that
plan
that
plans
aligned
to
the
goals
that
mr.
Miller's
asked
us
to
focus
on
today.
C
F
With
all
due
respect
to
my
fellow
board
members,
I,
don't
think
butts
in
seats
is
all
we
need
to
be
looking
at,
because
there
are
different
situations,
and
maybe
we
do
need
to
tailor
it
based
on
which
school
we're.
Looking
at,
for
example,
my
kids
go
to
a
school
and
gonna,
take
the
AP
exams
and
there's
nothing
to
do
for
the
next
three
weeks.
They're
just
sitting
around,
they
already
finish
their
class
yeah,
and
then
I
was
thinking
about
my
wife,
who
teaches
over
College
Charleston
she's
she's
I
mean
they
space.
F
They
start
their
school
like
a
month
after
us,
and
they
finish
it
a
month
before
us
I
mean
it
that's
been,
look
very
exams
are
in
April.
So
the
idea
that
you
know
you
just
have
to
have
the
hours
in
my
brother
teach
smarter
and
use
that
time
to
have
develop
and
make
sure
that
our
teachers
have
all
the
skill
sets.
They
need
to
do
their
job
as
well
as
they
possibly
can
versus.
Just
you
know,
having
a
button
see.
C
So
I
think,
and
if
the
board
wants
this
or
if
the
staff
wants
to
do
it
because
I
hesitate
to
say
this
is
what
y'all
should
do
when
it's
not
a
board
action.
But
Michael
asked
a
very
good
question,
because
the
question
he
asked
assumes
that
we're
making
this
decision
and
I
think
it
would
be
good,
because
we
need
to
understand
that
every
single
decision
we
make
is
going
to
negatively
affect
some
things.
It's
an
imperfect
world,
it's
a
bottom
world,
it's
almost
impossible,
so
we
have
to
own
it.
C
For
example,
if
you're
saying
and
here's
here's
one
of
the
reasons
how
many
of
our
teachers
would
continue
working
in
our
district,
if
we
made
all
teachers
for
200
day
contracts
when
they
only
had
one
hundred
ninety
day
contracts
elsewhere,
you
want
ten
more
days
of
professional
development,
make
your
contracts
ten
days
longer.
If
you
want
well,
but
that's
what
I'm
saying
we
need
to
see
what
the
parameters
look
like
you
know,
Chris
says
you
know
we
want
to
see
him
teach
smarter
with
less
time,
I'm,
not
sure
that
we're.
C
While
it's
a
good
theory,
our
state
law
still
requires
180
days.
So,
while
you
think
that's
better
and
I
think
that's
better,
that's
not
all
the
table,
that's
one
of
our
choices,
so
maybe
you
guys
could
put
together
just
for
the
calendar
to
some
of
the
conversations
that
have
come
up.
How
many
professional
development
days
do
you
think
we
need,
and
why
aren't
you
doing
it
budget
while
start
date?
What
would
it
look
like
if
you
wanted
to
do
it?
A
C
C
D
B
A
B
C
B
C
If
it
it
is
possible,
can
the
board
get
again?
What
does
this
mean?
Does
it
mean
when
you
forgive
days?
How
do
you
know?
Can
we
get
something?
So
we
can
tell
our
folks?
This
is
the
this
is
the
number
of
days
kids
were
in
school
in
1718,
you
know
cost
or
any
of
those
parameters,
because
we
think
we
just
forgive
days
just
means
we
don't
make
them
make
it
up.
E
F
So,
basically,
it's
alright.
After
the
first
three
missed
instructional
days,
the
local
board
made
the
chooses
so
wave
up
to
three
additional
instructional
days,
we're
asking
the
CCS
Board
of
Trustees
waive
the
January.
Fourth
fifth
and
eighth
missed
instructional
days.
That's
three
days,
those
three
days
for
students.
We
will
recommend
employees
whose
contracts
are
equal
to
or
less
than
one
hundred
ninety
days
also
have
these
days
wait.
Those
of
us
on
the
this
coming
obviously
super
to
those.
R
C
C
C
C
B
A
H
P
Conversations
with
you
are
causing
us
to
think
about
processes
and
results
and
how
we
can
get
shifts
and
practiced
and
how
we
can
get
different
outcomes,
and
we
had
hoped
today
to
have
for
you
data,
but
the
mother,
nature's
snowstorm
kind
of
sorted
those
plans.
So
we
don't
have
those
data
for
you
today.
We
will
have
them
this
week,
ready
for
the
board
update,
so
we're
gonna
be
releasing
data
Lexile
data,
our
reading
levels,
they're
built
off
of
SC
ready.
P
It's
the
results
of
grades,
three
through
eight,
the
assessment
that
they
took
last
spring
and
what
we've
done
is
look
at
the
bands
for
the
lexos
and
we'll
send
a
real,
detailed
explanation.
But
we've
looked
at
the
percentages
of
students
at
our
own
track
to
be
college
and
career-ready.
So
we're
running
those
data
we'll
be
releasing
them
to
the
principals
we're
going
to
be
working
around
them.
We
plan
to
share
those
data
with
you
and
that's
what
we'd
hope
to
have
today.
P
It'll
be
done
by
school
and
great.
The
second
piece
of
data
we
have
for
you
is
called
a
regression
analysis
and
it
just
simply
means
we've
taken
the
poverty.
We've
looked
at
poverty
in
Charleston,
County,
School,
District
and
across
the
state
we've
looked
at
the
performance
on
SC,
ready
and
end-of-course.
Well,
we're
going
to
do
end.
P
Of
course,
assessments
we've
not
gotten
that
done
yet,
but
we've
plotted
out
where
our
students
fall
and
we
can
see
how
Charleston
looks
in
comparison
to
the
rest
of
the
state
and
there's
a
clear
correlation
between
the
poverty
and
performance
across
the
state.
But
we
see
Charleston's
trendline.
We
see
the
state
trend
on
and
our
goal
is
to
find
individuals
doing
better
with
that
wit
than
we
are
with
with
similar
student
populations
and
seeking
out
what
we
can
learn
from
them.
P
So
those
are
two
pieces
of
data
that
we
planned
the
release,
we're
gonna,
put
them
on
the
website
and
make
them
transparent.
We
believe
in
transparency
and
I
need
to
say
this
to
you.
You
are
going
to
be
concerned
by
some
of
the
things
you
see
in
those
data
and
we
need
to
have
fierce
conversations,
but
fierce
conversations
does
not
mean
you
bludgeoned
the
messengers
and
the
people
trying
to
do
the
work.
P
Putting
that
on
the
table
and
confronting
it
and
working
collaboratively
to
try
to
figure
out
what
you're
gonna
do
so
processes
results
processes
results.
You
are
talking
to
us.
We
are
hearing
you,
we
are
listening
and
that's
what
that
visual
says
and
we're
not
going
to
just
bring
you
those
data
without
telling
you
what
we're
gonna
do
about
it
and
I'm
gonna.
Let
Michele
talk
about
that.
Just
a
bit
like.
N
N
You
know
we're
able
to
use
some
title
one
funds
to
support
initiatives
such
as
coaching
of
our
principals,
our
teachers
and
our
instructional
coaches,
who
were
there
and
how
they
can
better
serve
our
students,
academically
I'm
in
the
classroom
and
also
themselves
looking
at
data
coming
to
analysis
as
to
what
should
we
be
addressing
here's
the
problem?
What
do
we
need
to
put
in
place
to
address
those
problems
and
those
issues
so
that
PE
that
we're
hoping
we're
going
to
come
back
with
a
plan?
N
Of
course,
we
are
in
conversations
and
what
we're
looking
to
launch
this
in
the
summer
when
our
principals
three
other
the
classrooms,
but
we
also
going
to
do
just
begin
with
the
embedded,
embedding
it
into
classrooms
with
the
teachers
and
the
principals
of
the
schools
and
then
full
launch
into
the
summer
months
as
well.
I
should
have
started
their
first
in
January
and
the
classrooms
and
then
into
the
song.
So.
P
E
G
G
Mentioned
to
him
that,
within
the
conversation
of
Education
and
children
and
student
performance,
that
when
we
talk
about
the
lack
of
performance
or
struggling
students,
educators,
oftentimes
have
equated
poverty
to
low
performance
and
because
of
that
line
that
educators
have
drawn
they're,
trying
to
I
think
identify
solutions
and
strategies
that
will
somehow
implement
those
two
things:
poverty
in
performance,
and
so
he
said
to
be
in
medicine.
He
says:
Michael
correlation
does
not
necessarily
mean
causation,
and
so
I
said
well
well,
explaining
he
said.
Look
just
because
a
child
or
student
comes
from
a
poverty
background.
G
A
G
Says
there
must
be
other
variables
in
place
that
creates
that.
So,
when
you
started
talking
about
you're
gonna
bring
back
this
data.
The
first
thing
my
mind
started
thinking
about
was
not
just
in
the
miss
Watson
restarted,
also
when
she
said
that
we're
gonna
look
at
strategies
from
principals
and
teachers
and
how
we
deliver
instruction.
Probably
one
school
versus
another
schools,
are
really
really
interested
in
what
that
looks
like
more
so
than
poverty.
In
my.
N
As
is
so
interesting
because
when
when
dr.
Ambrose
was
when
Miss
angeles
was
talking
about
that
data,
when
she
wouldn't
it's
presented,
you
will
see
that
we
have
some
actual
title
of
schools
and-
and
that
was
kind
of
like
when
she
was
doing
like
that
it
was
time
you'll
be
surprised
to
see.
Yet
they
awesome.
So
what
are
they
doing
in
the
school?
What
are
they
doing
into
their
and
their
delivery?
Yeah
we
can
capture
and
replicate
or
train
and
provide
professional
development
in
providing
it,
and
it's
phone
dial
or
performance
is.
I
P
I
just
wanted
to
add
you're
exactly
right
and
I
need
to
share
a
personal
story
with
you.
My
father
was
employed
on
the
naval
base
here
in
Charleston
he
was
injured
and
while
he
was
injured,
we
lived,
we
barely
had
enough
food
coming
in
on,
but
that
it
means
I
couldn't
learn
so
I
have
to
believe
everyday.
Their
kids
out
there
just
like
me
who
who
they're
depending
upon
us,
given
the
best
we
can
give
them
so.
E
P
All
right,
so
we're
ready
we're
ready.
This
leads
us
right
into
that
next
part,
which
is
the
template
for
the
principle
board
presentations
in
the
show.
If
you
could
stay
here,
because
you
have
so
much
to
add
and
I'll
ask
I'll
ask
the
executive
directors
and
the
directors
and
the
room
if
they
come
up
to
the
table,
there's
plenty
of
room
and
I'd
like
them
to
come
up.
P
For
this
conversation,
we
we
thought
about
the
request,
our
principal
sort
of
gave
a
state
of
the
school
address
to
the
board
and
in
thinking
about
that
and
I
got
your
email
this
morning,
mr.
Miller
I've
printed
it
and
I'm
actually
highlighting
it,
because
I
think
we
can
take
what
you
have
there
and
build
out
in
this
process
we're
trying
to
figure
out
processes.
We're
not
talking
just
about
a
presentation
to
come,
speak
to
you,
we're
talking
about
processes
for
improvement.
So
what
I
have
on
the
screen?
P
The
first
server
on
the
left
hand
side
is
the
plan.
Do
study
act
and
I'm
putting
it
up
there
because
it
is
based
in
business
and
industry
and
it
grew
out
of
the
efforts
to
improve
the
Japan
economy,
the
Japanese
economy
after
World
War
two,
and
so
what
happened
is
an
American
went
over
to
Japan
and
he
worked
with
business
and
industry
leaders
and
he
took
a
beginning
of
this
cycle.
It
was
called
something
outs
at
the
time
and
he
built
this
out
and
after
he
did
that
work.
P
Japan's
automobile
industry
certainly
suddenly
became
noticed
around
the
world
and
places
like
Ford
started,
using
Japanese
parks
and
their
cars.
They
had
a
high
level
of
quality
and
they
did
this
process
this.
This
plan,
this
study,
what
you're
getting
implement,
well
plan,
implement
study
and
make
adjustments
as
necessary,
and
they
I
had
that
Illustrated.
P
The
earlier
slides
and
you'll
see
it
in
just
a
moment,
but
it's
rapid
iteration,
looking
at
what
you're
getting
making
it
making
adjustments
what
school
districts
across
the
country
have
tried
to
do
is
whether
they're
using
lean
or
where
they're
using
Six
Sigma
or
whether
they're
using
Baldrige
they've,
tried
to
replicate
that,
but
the
Carnegie
Foundation
out
of
all
California
based
at
Stanford,
has
come
up
with
this
six
step
process.
That
really
is
helpful
to
schools.
P
It's
probably
one
of
the
most
helpful
visuals,
but
it
talks
about
see
your
systems
and
I
think
the
board
does
a
really
good
job
in
Charleston
to
see
in
the
system.
You
know
our
strategic
challenges,
you
know
our
advantages,
you
know
where
we
need
to
go
and
improve
second
step.
Let
me
well
it's
on
that.
It's
in
that
blue
square
embrace
measurement.
How
are
you
progress
monitoring
just
like
in
the
Japanese
automobile
industry?
How
are
you
looking
at
quality
and
making
adjustments?
How
are
you
progress,
monitoring
every
single
student?
P
How
do
you
learn
through
discipline
inquiry?
What
are
your
structures
and
processes
you're
putting
in
place?
Do
you
have
them
defined?
You
know
what
it
is
you're
supposed
to
be
doing.
How
do
you
organize
those
networks?
How
do
you
be
problem-centered?
What
are
your
three
to
five
goals
and
then
how
are
you
gonna
look
at
variability?
P
How
do
you
look
at
where
you're
getting
really
great
results
and
where
you're
struggling,
because
your
your
goal,
the
reason
we're
plotting
those
schools
across
all
schools,
every
elementary
school
and
in
Charleston,
the
plotted
against
elementary
schools,
mistake
middle
plotted
against
middle
high
school
plotted
against
high
school?
The
reason
we're
doing
that
is
so
that
we
can
see
who's,
getting
good
results
by
the
results
and
trying
to
replicate
the
best
practice
and
that's
what
they
did
when
they
were
building
out
these
models
in
Japan.
So
what
you?
P
What
you
see
here
is
we've
taken
the
concept
that
came
out
of
the
board,
instead
of
just
thinking
about
a
presentation,
we've
trying
to
think
about
a
process
overall
data
analysis,
establishing
goals
and
strategies
and
progress,
monitoring
and
progress,
monitoring
along
the
way.
What
what
assessments
do
we
have
to
get
rapid,
quick
data
on
students
to
see
if
what
we're
doing
is
working,
and
so
that's
that's
really
our
goal
and
what
I
have
to
share
is
this
is
going
to
be
big
massive
work.
P
This
really
does
shift
the
work
of
the
people
around
the
table.
I've
been
having
conversations
with
the
team
inside
learning
services
about
what
it
means
to
supervise
principals
and
what
you
pay
attention
to,
and
it
also
shifts
the
the
role
of
that
building
principal
it's
not
just
about
how
well
you
can
manage
your
building,
but
it's
how?
Well
you
build
capacity
with
your
teachers.
How
do
you
enable?
How
do
you
remove
the
roadblocks?
Have
you
put
learning
up
front
and
center?
P
That's
really
what
we're
looking
for
and
our
principals
going
forward
and
what
we're
going
to
coach
for
that's
what
we're
going
to
try
to
strive
to
coachable.
So,
if
you
look
at
these
slides,
you
can
see
the
blueprint
we
are
going
to
dig
inside
the
data
and
mr.
Miller
that
email,
you
said
we're
building
out
a
calendar
of
data.
You
can
look
at
the
beginning
of
the
year.
What
can
you
look
at
during
the
year?
Why
do
you
look
at
it
the
district
level?
P
Why
do
you
look
at
it
school
level
and
then,
when
we
visit
the
schools,
we're
going
to
be
having
conversations
around
those
data,
so
those
were.
You
did
a
lot
of
work
for
us.
We
that's
really
quite
hot,
that
job
really
quite
helpful.
We
had
just
had
some
conversations
about
building
out
a
calendar
that
had
all
that
in
it,
and
you
did
a
lot
of
that
work.
So
that's
really
great,
so
I've
printed
that
out
we'll
be
looking
at
it,
we'll
be
figuring
it
out
and
and
building
out
what?
P
How
do
we
look
at
data
all
year,
long
establishing
the
goals?
What
are
the
three
to
five
things?
You
can
do
as
a
building
principal
to
really
move
your
school
forward
and
we
plan
to
really
look
at
the
data
and
know
the
data
so
that,
if
you
say
you're
working
on
XYZ,
we
agree
that
XYZ
is
what
you
really
need
to
be
working
on
strategies.
What
how
are
you
gonna
get
that
and
that's
probably
an
area
that
we
have
the
most
work.
P
Autonomy,
however,
what
the
literature
pretty
much
says
is
that
strong
systems
have
a
poor
curriculum.
Then
you
have
neighbors
do
know
they've
identified
what
it
is.
They
want
students
to
know
it's
a
core
and
then
they've
got
differentiation
of
that
curriculum
for
really
hot,
even
students
and
for
students
who
may
be
struggling.
They
have
alternatives,
so
some
autonomy,
but
but
us
we
really
need
to
think
about
being
a
school
system
rather
than
a
loose
grouping
of
schools.
P
I
mean
that's
what
I
heard
the
board
say
all
right,
and
then
this
is
probably
the
most
important
part,
the
progress-monitoring,
to
really
make
sure
that
we've
got
steps
in
place
to
monitor
students
progress
all
along
the
way.
Are
we
looking
at
my
data
at
the
individual
student
level?
Are
we
are
we
looking
at
digital
content
data?
P
L
This
is
this
continuous
improvement
science
as
an
opportunity
to
align
and
streamline
our
work.
I
think
it's
going
to
afford
us
the
opportunity
to
do
three
things
to
build
capacity
in
terms
of
collaborative
leadership.
The
process
will
encourage
principals
to
work
with
teams
and
all
stakeholders
versus
be
principled
in
her
office
figuring
out
who's
and
strategies
on
their
own
it'll
also
provide
for
transparency.
L
H
D
D
P
Is
it
time
down
to
so
so
we
are
I
really
probably
need
to
bring
in
here
and
create
of
all
the
work
we've
got
underway
and
learn
services
because
they
all
fit
together
like
years,
the
targeted
support
that
we're
doing
and
going
out
into
schools
and
giving
feedback,
and
we
can
show
you
examples
of
where
dr.
rheems
isn't
at
the
table,
but
he
just
recently
shared
with
me,
where
he's
gone
back
to
to
middle
schools
and
sat
with
them
and
gone
over
that
feedback
and
took
a
team
in
there
with
him.
P
So
those
targeted
support
meetings,
we've
identified
an
additional
layer
of
schools.
Now
it's
a
total
of
21
schools.
We
started
with
12.
We
now
have
21.
Our
goal
is
to
do
coaching
so
we're
restructuring
staff
starting
when
we
came
back
from
the
holiday
we've
got
two
staff
members
that
will
take
16
elementary
schools.
We've
got
staff
members
who
will
take
middle
schools
and
we've
got
staff
members
who
will
be
working
out
at
some
identifying
high
schools.
So
our
goal
is
to
get
inside
those
schools
and
look
for
this
list.
What
data
analysis
did
you
do?
P
What
strategies
do
you
have
in
place?
How
does
your
master
schedule
support
learning?
Are
you
analyzing
your
discipline
data
or
your
social-emotional
of
curriculum,
look
like
in
your
effort,
so
we're
trying
to
do
a
really
kind
of
comprehensive
systemic
systems,
kind
of
approach
to
all
of
this
work?
So,
yes,
but.
C
E
C
E
C
There
in
charge
of
we
have
we've
had
situations
where
certain
levels
get
the
information,
but
then
we
have
no
way
of
knowing
with
other
people,
come
back
and
say:
well,
we
weren't
talking
it
ended
there
and
so
clearly.
Is
there
a
mechanism
to
hold
people
accountable
to
make
sure
the
teachers
know
this
understand
it
and
have
the
supports
necessary
to
execute
it?
So.
P
Michelle
brought
this
with
her
and
I'm
gonna.
Ask
him
Wilson
to
take
it
up
and
pass
it
around.
The
horseshoe
will
be
bringing
this
back
and
we've
got
it
prepared
for
the
principal
meeting
this
week
and
at
the
top
of
learning
services.
Strategic
priorities
is
answerability
accountability
and
we
should
call
it
answerability
at
the
beginning,
because
it's
asking
those
questions
and
putting
putting
what
putting
it
out
front
what
you've
got
to
tackle.
What
is
it
that
you're
really
trying
to
work
on
and
mia
trying
to
transparent?
P
So
yes,
the
other
thing
is,
we
would
like,
for
principals,
at
least
in
the
school
series
identified,
to
bring
in
a
teacher
leader
with
them
to
the
principal
meeting.
The
principal
meetings
in
the
morning
are
really
about
shape
and
culture
and
work,
and
this
Thursday.
We
have
an
expert
coming
in
on
reading
levels
and
how
that
you
can
take
that
information
and
that
make
that
actionable
for
improvement
towards
college
and
career.
P
P
This
space
won't
hold
us,
but
we
really
like
for
the
principal
to
come
to
the
principal
meeting
and
bring
with
him
or
her
a
teacher
leader
in
their
building
so
that
when
they
go
back
they're
going
back
together
and
that
way
we
think
it
will
eliminate
some
of
the
breakdown
in
communication,
because
the
prince
was
gone,
it's
a
really
hard
job.
It
really
is
the
hardest
job
I've
ever
held.
It
was
hard
the
principle
I
left
some
days.
Thinking
I've
got
nothing
to
give
anybody.
Don't
anybody
get
in
my
face?
I.
P
P
So
we'd
like
to
set
up
a
coaching
structure,
we're
gonna,
be
looking
at
every
staff,
member
inside
learning,
services,
making
some
adjustments,
making
some
shifts
and
roles
and
titles
and
we're
gonna
be
looking
at
school
staff
and
and
what
their
roles
are
and
really
try
to
restructure
that
to
get
out
where
we
need
to
put
our
focus
and
energy
and
effort.
So
yes,
ma'am.
That's
our.
C
Custom
I,
you
know
I'd
like
to
see
something
I
think
some
of
the
board
would
that's
what
is
the
piece
where
you're
going
to
the
people?
You
expect
the
information
to
be
given
to
and
watching
how
they
execute
it
as
and
to
determine,
rather
than
having
someone
go
with
you
and
believing
that
it's
going
to
go
them
yeah,
because
we're
gonna
get
the
phone
calls
of
the
idea
know
we.
P
I
P
So
if
we
once
you
get
this
feedback
and
tell
us
you're
ready,
we
will
make
sure
we
start
lining
principals
up
to
come
present
and
we'll
roll
this
process
out
we're
planning
to
talk
about
it
on
Thursday
and
the
information
you
sent
mr.
Miller
we're
going
to
take
that
and
try
to
embed
it
into
a
calendar
of
this
is
what
we
recommend
you
look
at
when
this
district
work
on
data
school
work
on
data.
A
B
H
R
Here
this
afternoon,
to
introduce
to
you
two
new,
exciting
programs
coming
to
Johnson
County
School
District
for
the
starting
the
spring
semester,
I
provided
in
my
board
agenda
item
packet,
you'll,
see
their
names,
Accuplacer
boot
camp
and
opportunity
now.
So
what
I
like
to
first
do
is
talk
about
what
Accuplacer
boot
camp
is
about,
because
that
kind
of
segues
into
the
opportunity
now
program.
So
what
is
Accuplacer
well
Accuplacer
is
a
computer-based
test
that
measures
reading
and
writing
and
mathematics
and
our
students
in
Charleston
County,
School
District.
Take
that
test.
R
What's
the
purpose
of
that
test?
Well,
that
test
is
used
for
several
reasons.
One
is
schools
like
trident
Technical,
College
and
other
post-secondary.
Universities
determine
the
level
of
achievement
and
the
level
of
performance
of
students
to
decide
whether
they're
ready
to
take
those
upper-level
courses
required.
R
So
so
the
students
have
to
achieve
a
minimum
score
on
the
Accuplacer
test
to
begin
enrollment
and
registration
and
participate
in
that
coursework.
Also,
some
youth,
apprenticeship,
programs
and
apprenticeship
opportunities
use
the
Accuplacer
as
a
benchmark
to
determine
whether
the
child
has
the
this
in
the
knowledge
and
the
skills
and
the
abilities
to
begin
the
internship
apprenticeship
type
activities.
Also,
some
schools
use
Accuplacer
as
a
sort
of
intervention
tool
for
remediation
and
to
get
kids
up
to
speed.
R
You
know
how
well
are
we
doing
what
we're
supposed
to
be
doing
and
then,
at
the
same
time
get
them
to
a
level
where
they
now
meet
those
minimum
requirements
so
that
they
can
begin
dual
credit
course
work.
Apprenticeships.
It
basically
is
a
key
that
unlocks
a
lot
of
doors
and
a
lot
of
pathways
for
our
children.
So
this
is
a
program
that
was
presented
by
try
to
attack
through
the
generosity
of
a
Bank
of
America
grant.
So
this
is
something
that
you
know
it's
it's
it's
it's
a
great
package.
R
R
G
G
G
You
mentioned
that
the
program
was
funded
through
a
grant
mm-hmm.
What
about
the
ability
to
sustain
that
weekend,
training
after
the
grant
runs
out?
What's
the
duration
of
the
grant
and
will
is
there
any
additional
funding
that
will
take
the
place
of
the
grant
for
the
grant
sunsets
or
the
district?
Take
all
the
cost.
H
B
Well,
we're
gonna
see
if
it
makes
a
difference.
If
it
does
I
mean
if
you're
gonna
go
to
a
criterion
based
evaluation
system,
one
of
the
most
important
criteria
we
could
select
the
high
school
level
is
the
percentage
of
your
high
school
student
body.
They
can
better
time
a
technical
college
without
having
to
take
remedial
courses
right.
So
if
it
works,
my
recommendation
would
be
to
lose
the
money
that
we're
spending
on
other
things.
Oh,
this
is
more
important
than
gaining
one
more
Carnegie
unit,
yeah.
G
G
There
any
potential
to
maybe
introduce
something
like
this
to
other
technical
colleges
or
schools
around
the
tri-county,
like
let's
say,
Miller,
Mott
or
ECPI,
and
and
just
seen
a
bit
because
I'm
assuming
trying
to
tech
went
after
this
grant.
Maybe
but
this
particular
in
mind.
Obviously
you
know
a
lot
of
students,
so
it
kind
of
makes
this.
G
County
but
I
would
assume
that
if
I
was
the
president
of
Miller,
Mart,
ECP
I,
probably
say
you
know
what
maybe
we
can
work
for
a
grant
and
maybe
do
something
similar.
So
are
you
looking
at
introducing
modulus
of
this,
but
this
having
conversations
with
the
other
technical
schools
around
town
to
see
something
like
this
could
be
beneficial
in
as
well.
That's.
H
R
Thank
you
so
much.
My
next
program
I
want
to
introduce
to
you
is
called
opportunity
now
and
it's
similar,
it's
a
great
segue
from
Accuplacer,
because
this
program
was
presented
by
trying
Technical
College
I
provided
a
document
for
you
in
attachment.
It
is
a
CNC
operator
bootcamp.
So
what
is
CNC?
So
that's
computer
numerical
control.
That's
basically
programming
machines
to
do
the
work
that
humans
do.
R
Basically
what
we
want
to
do
at
Stahl,
high
school
is
select
us
invite
a
select
group
of
students,
those
students
who
did
not
meet
the
minimum
score
on
the
Accuplacer
exam.
We
want
to
invite
them
into
a
CNC
operator
boot
camp
with
trying
technical
college.
So
what
is
this
CNC
operator
bootcamp
its
I
provided
a
double-sided
page,
but
in
a
nutshell,
it's
a
one-week
fast-track
program
for
students
to
receive
technical,
raining
on
a
high
skill,
high
demand
and
high
wage
occupation
going
forward.
Students
would
be
transported
to
try
the
Technical
College.
R
G
R
Cnc
operator
boot
camp
would
be
12
to
18
students,
the
the
other,
the
the
Accuplacer
boot
camp.
My
understanding
is
that
all
tenth
and
eleventh
grade
students
will
be
tested,
I'm,
not
sure
exactly
how
many
will
be
in
those
remediation
classes,
but
significantly
more
than
the
CNC
operator
campus.
At
this
time,.
R
R
R
M
Just
as
a
reminder
avid
this
is
our
avid
update
stands
for
advancement
via
individual
determination.
There
should
be
two
handouts
in
your
packet
that
has
a
snapshot
of
South,
Carolina,
avid
snapshot
and
then
also
a
path
to
success,
just
an
avid
snapshot
that
we
wanted
to
reference
and
then
I'll
talk
more
specifically
about
CCA,
CCSD
added
Vita
in
just
a
moment.
So
real
quick
just
as
a
reminder.
We
currently
have
added
in
six
schools.
M
Five
of
those
schools
are
in
their
second
year
implementation
and
that
is
back-to-school
middle
high
school
hot
gap,
middle
school,
Morningside,
middle
school,
Simmons
Pitney
in
Saint
John's
and
in
Early,
College,
High
School's
in
their
first
year,
implementation
and
just
as
a
reminder
on
st.
John's
high
school
is,
thankfully
funded
warmer,
the
EDA
grant,
and
then
this
year
we
have
over
2,000
students
that
are
enrolled
in
these
added
classes.
M
Among
the
six
schools
good
news
to
share
this
year,
we
thankfully
were
able
to
have
around
four
teachers
certified
avid
points
that
were
allocations
that
were
provided
to
four
of
the
six
avid
schools.
So
the
administrators
were
extremely
happy
about
that
because
it
increased
the
fidelity
needed
for
the
program
implementation.
So
we
had
those
added
allocations.
That
was
super
helpful
and
then
also
a
mr.
M
cannon
in
November
took
four
of
the
six
out
of
schools,
including
teachers
and
a
couple
of
administrators
to
Blythewood,
to
visit
a
national
demonstration
school
Kelley
mill
middle
school,
which
was
great
for
the
teachers
to
see,
and
then
early
college
high
school
plans
to
take
a
group
in
February
to
Horry
County
to
see
their
school
in
action
so
moving
forward.
Where
are
we
on
February
16th
here
for
our
professional
development
day?
We
are
having
an
avid
workshop
for
all
of
our
added
schools.
It's
going
to
be
held
at
st.
M
John's,
High
School,
and
it's
going
to
be
a
chance
for
all
of
the
abbot's
schools
to
come,
the
teachers
to
come,
and
actually
some
avid
schools
outside
of
the
region
might
also
participate,
and
it's
on
designing
instruction
centered
around
wicker
wicker.
It
stands
for
writing
inquiry
collaboration
organization
and
reading,
which
is
the
foundation
for
avid
those
are
the
strategies
that
are
really
built
around
that
curriculum,
and
so
that's
going
to
be
helping
the
teachers
and
also
the
students
have
that
growth
mindset
and
understanding
how
it
works.
We
also
mr.
M
cannon
is
working
on
a
district
avid
meeting
with
our
added
schools.
There
is
a
certification
piece
that
involves
collecting
data
and
that's
the
big
piece
that
we're
working
on
now
from
a
district
support
standpoint
and
how
we
can
best
collect
data
to
share
with
you.
That
demonstrates
the
academic
success
of
the
avid
students
and
that
we
hope
at
the
next
mean
that
we
can
provide
that
data
to
you.
The
added
support
that
avid
center
is
providing
some
additional
support
for
us.
M
We've
asked
them
to
come
in
and
do
some
classroom
observations
to
help
some
of
our
avid
teachers
and
how
they
can
better
their
strategies,
so
they're
going
to
be
coming
in
soon
and
then
also
they're
going
to
be
helping
us
with
that
certification
in
that
data
piece
once
again,
Maurice
is
working
with
Murphy
Jenkins
he's
our
how
to
contact
fantastic
to
help
us
with
that.
There's.
M
H
M
G
M
E
C
So
when
you
talk
about
expanding
this
or
rolling
it
out,
how
does
this
fit
into
other
programs?
For
example,
stall
has
one-to-one
I
visited
small
and
the
students
have
to
do
one-to-one.
The
students
are
in
control
of
their
own
training
pace,
they
maintain
their
own
log
of
what
they've
accomplished,
and
so
that
sounds
like
what
avid
is
doing
to
certain
extent.
So
how
does
this
blend
in
or
how?
If
we
go
to
expand
it
or
choose
schools,
not
to
put
it
in
why?
You
know
we
sure.
E
M
Was
one
of
the
first
questions
actually
at
several
administrators
asked
Nick
Nelson
at
Simmons
beginning
and
what
we
found
is
a
lot
of
them
do
a
lot.
For
example.
Blended
learning
is
a
huge
piece
and
added.
Well,
that's
a
huge
initiative
in
the
district.
I
think
the
the
foundation
of
avid
and
how
its
carried
out
I
mean
it
touches
on
each
piece.
That's
already
being
done,
I,
don't
know.
If
there's
more,
it's
a
good
description.
I
M
So
that's
the
piece
that
we're
working
on
right
now,
data
does
excuse
me
avid,
has
some
data
requirements
that
we
have
to
collect
from
the
schools
and
we're
meeting
with
the
different
abbis
schools
coming
up
here
in
the
next
couple
of
weeks
on
how
we
exactly
want
to
align
that
to
make
sure
that
it's
consistent
across
each
school,
because
every
every
school
currently
is
doing
it
a
little
differently.
For
example,
st.
M
K
M
B
A
B
E
H
S
To
just
do
our
public
ellaby
little
storm
one
coherent
panel.
Second,
one
is
a
parent
of
a
student
who
attended
that
middle
school.
They
visited
her
child
was
now
successfully
beyond
high
school
and
in
college
and
the
student.
The
mom
spoke
on
behalf
of
a
student
expressing
how
valuable
the
strategies
from
added
that
she
had
learned
in
middle
school,
carried
her
along
the
way
and
throughout
college
and
many
of
her
college
peers
were
interested
in.
S
How
did
she
approach
study
and
how
did
she
approach
organizing
her
complicity
notes,
for
instance,
as
there
is
a
specific
note,
setting
taking
protocol
called
Cornell
news
that
student
I'm
used
to
really
help
her
way
that
he
never
appears
in
college
learned
from
that
she
was
a
very
respected
middle
school
and
the
school
in
and
of
itself
was,
is
now
an
added
school.
So
in
every
classroom
in
every
pocket
on
the
school
they're
implementing
strategies
and
our
team
that
we
took
from
Charleston.
E
C
M
A
good
question
so
avid
is
used.
It's
year-long
is
it's
embedded
into
the
schedule,
so
they
have
an
added
class
every
day
and
it
should
be
year-long
in
high
school.
They
get
a
credit
for
it
and
elective
credit
and
then
middle
school
same
thing.
Well,
they
wouldn't
get
credit,
but
they
have
it
every
day.
K
M
Some
schools
have
that
point.
They
now
have
an
elective
teacher
that
teaches
that
curriculum
at
the
same
time,
there's
other
teachers
that
have
gone
to
training
in
the
school.
That
also
are
teaching
those
same
strategies,
which
is
great.
So
not
only
that
advocate
students
are
getting
it,
but
all
the
students
in
the
school
are
getting
it,
but
then
there's
also
it
let's
say
Heisley
be
that
might
be
teach
have
be
an
English
teacher,
but
it
also
might
have
a
section
of
avid
and
so
they're
kind
of
it
depends.
K
M
M
P
I
do
need
to
share
that
the
funding
the
funding
that
supported
the
teachers
going
to
the
training
is
title
two
and
we
are
watching
to
see.
What's
gonna
happen
with
title
2
funding,
that's
our
primary
pot
of
money
for
professional
learning,
title
2,
and
if
we
lose
that
that's
going
to
have
a
disastrous
impact
on
on
the
professional
learning,
we
can
offer.
A
Q
So,
just
to
give
everybody
some
background,
I
have
this
lengthy
purpose
and
overview
here
for
you
of
what
Early,
College
High
School's
mission
is
but
I
think
most
simply
stated.
Our
mission
is
to
take
students
who
are
at
the
end
of
their
eighth
grade
year
achieving
and
what
we
like
to
call
the
academic
middle
and
by
the
first
semester
of
their
10th
grade
year.
We
have
them
ready
to
achieve
and
pass.
The
Accuplacer
is
placed
in
dual
credit
courses
that
try
to
protect.
Q
We
have
some
really
really
exciting
celebrations
from
our
first
semester
that
I'd
like
to
share
with
you.
We've
received
three
internal
awards
from
CCSD
one
in
the
area
of
from
the
department
of
exceptional
children.
Our
teacher
received
that
award
and
the
other
two
are
in
the
area
of
digital
learning
for
November
and
December.
We
see
we
received
awards
for
Alex,
which
is
a
math
digital
learning
content
platform,
and
in
December
we
received
an
award
for
use
of
new
reading,
which
is
an
English
digital
learning
platform.
Q
C
Q
Q
These
are
our
highschool
love
in
chess
and,
of
course,
exams
that
every
single
student
in
the
descent
test,
one
of
my
I-
have
to
brag
a
little
bit
she's.
Not
here
I
would
have
had
her
accompany
me
today,
but
one
of
our
students-
who's
home
high
school,
is
actually
North,
Charleston,
High
School,
exactly
exactly
it's
where
I
came
from.
She
has
two
jobs
after
school
does
not
have
an
internet
connection
at
home
and
she
earned
a
100%
on
her
English
one
and,
of
course,
which
is
just.
C
Q
Also,
really
proud
of
the
culture
that
we're
building
I
had
one
student
who
had
to
have
his
Chromebook
taken
away
for
a
lengthy
period
of
time
and
when
he
finally
got
his
Chromebook
back
and
walked
into
class
his
classmates
cheered
for
him.
They
got
up
out
of
their
seats
and
cheered
for
him.
There
was
no
snickering,
there
was
no
jeering,
there
was
no
teasing,
so
I'm
really
proud
of
our
culture.
We
have
I,
send
out
weekly
emails
to
parents,
you'd,
be
amazed
at
how
much
response
I
get
from
that.
Q
Just
just
having
the
ability
to
click
reply
and
ask
a
really
quick
question
is
wonderful.
We've
all
got
an
open-door
policy,
one
of
my
students,
parents,
mom,
came
in
and
she
was
crying
and
said
her
son
didn't
go
to
school
last
year.
His
absence
rate
was,
you
know
he
was
considered.
Definitely
truant
and
he's
missed
two
days
of
school
this
year,
and
he
was
so
nervous
about
that,
and
it
was
because
he
had
a
fever,
so
we're
making
I
think
a
really
big
difference
for
kids,
which
is
what
it's
about.
Q
We've
got
an
active
PTA
and
student
council
and
an
active,
avid
Advisory
Board.
Another
point
of
pride
I
have
only
processed
16
total
discipline
referrals
this
year,
nice
16,
it's
not
all
roses
and
sunshine,
although
most
of
it
is
so,
we've
got
some
opportunities
for
improvement.
I
think
we
learned
a
lot
about
the
right
fit
this
year
for
our
students
and
for
our
teachers.
Q
One
of
the
things
we're
going
to
do
is
we're
going
to
beef
up
the
interview
process
for
kids,
we're
going
to
add
a
teacher
recommendation
component
to
our
application
process
and
I'm
gonna
craft
questions
differently
for
faculty
and
have
current
faculty
members
involved
in
hiring
decisions
for
next
year.
Time
was
a
big
issue:
we've
already
fixed
this
for
next
year,
but
we're
going
to
adjust
our
schedule
so
that
our
students
have
the
opportunity
to
take
to
Trident
classes
per
day
their
schedule
their
bell
times.
Q
If
you
will
that's
not
what
they
call
them,
but
it's
what
we
call
them
their
bell
times
doing,
align
with
our
so
we've
already
made
that
fixed
and
I.
Think
Abbott
is
a
real
opportunity
for
improvement,
I'm
proud
of
what
we're
doing
without
it
and
I'm
proud
of
where
we
are
with
it.
But
it
has
the
potential
I
think
to
be
the
missing
link
for
kids
when
you're
talking
about
taking
that
middle
performing
student
and
asking
them
to
perform
at
a
dual
credit
rate
from
tenth
grade
on.
Q
Q
One
of
the
things
that
I
did
not
at
the
beginning
of
this
journey
is
that
college
textbooks
come
with
online
software
codes
and
those
need
to
be
purchased
each
semester
for
each
child.
That
was
an
aha
moment
for
me
that
I
want
to
make
sure
it
doesn't
catch
anybody
off-guard
in
the
next
school
year,
2018-19
will
be
furnishing
for
more
classrooms
and
allowing
the
teachers
in
those
classrooms
to
have
an
allowance
for
a
start
up
classroom
after
2018-19
there'll
be
no
more
furnishing
costs.
Q
Technology
will
be
fixed
after
2021
we're
going
to
expand
our
internet
network
to
the
new
classrooms
that
will
inherit
next
year
and
we'll
obviously
require
a
new
teacher
computers,
docking
stations
document
cameras
and
the
like.
We
currently
don't
have
any
display
that
is
able
to
be
manipulated
by
our
teachers.
So
we
are
in
need
of
some
sort
of
interactive
display
in
all
of
our
classrooms
and
then
of
course,
student
Chromebooks
are
a
big
piece
of
our
program.
Some
of
what
we
do
is
one-to-one.
Q
Q
C
So
piggybacking
on
what
he
says
when
we
started
this
venture,
because
we
know
from
what
we're
going
to
hear
later
is
that
our
system,
state
county
revenue
is
not
keeping
up
with
what
we
spend
on
programs
and
pay
in
salaries
as
it
grows.
So
we
were
given
a
outline
of
what
it
would
look
like
when
this
was
fully
functional.
That
involved
the
cost.
Are
you
talking
about
new
things
that
were
not
in
that
fully
functional
cost,
or
we
haven't
seen.
H
B
Q
B
Q
C
The
added
rent
is
built
into
next
year's
budget
when
we
saw
this
the
added
etc.
The
last
question
is:
you
said
that
there
would
be
an
addition
of
a
teacher
recommendation
piece
to
the
application
and
and
including
teachers
and
some
hiring
decisions.
I
want
to
make
sure
that
adding
the
teacher
recommended
piece
kind
of
raises
bells
to
us
when
we
have.
E
C
An
issue
with
magnet
schools
and
partial
magnets-
that's
something
you
have
to
do
this
to
get
in
and
something
you
don't.
This
is
a
very
pure
program
that
is
for
first-generation
college
potential
students.
Can
we
add
the
teacher
recommendation
and
stay
true
and
pure
to
the
purpose
of
why
we
did
the
early
college
high
school
I
just
want
to
make
sure
we
don't
as
we
grow.
We
don't
lose
sight
of
that
very
important
reason.
We
started
this
journey
so.
Q
I
think
that
we've
been
really
focused
on
making
sure
that
we
hold
true
to
our
original
goal.
What
we
hope
to
garner
us
as
a
faculty
is,
you
know
we
lost
15
students
very
quickly
at
the
beginning
of
the
year
and
I
think
it
was
a.
It
was
a
best-fit
kind
of
issue
where
they
didn't
realize,
necessarily
that
the
workload
was
going
to
be
as
intense
as
it
is.
If
you
look
at
our
EOC
s,
our
kids
took
some
pretty
intense
classes,
this
semester
for
first-time
freshmen.
Q
They
didn't
realize
that
they
weren't
going
to
have
sort
of
the
gymnasium
or
the
cafeteria
aspect
of
that
traditional
high
school
and
so
we're
looking
to
Gorner
kind
of
more
insight
into
the
type
of
student
as
we
accept
them
into
our
program.
But
it's
really
important
I
think
to
remember
that
the
rubric
as
it
stands
now
has
a
28
different
component
right.