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From YouTube: November 12, 2018 COW Superintendent's Report
Description
November 12, 2018 COW Superintendent's Report
A
B
C
So
this
is
an
update
to
the
channel
and
share
a
future
project
so
flipping
over
to
slide
2
and
the
Robin
Mac
I
will
do
just
that
and
the
presentations
in
the
three
sections,
the
first
one
is
to
talk
about
the
need
for
the
future
project.
Number
two
is
in
how
the
project
works
and
then
number
three
key
messages
to
the
to
the
community.
So
on
the
next
slide,
when
I
first
presented
to
the
board
at
the
end
of
August
I
only
share
future
I
had
this
cartoon
up.
C
That
says
that
systems
resist
change
at
least
I
want
you
to
find
the
bold
and
in
a
way,
innovative
way
to
do
everything
exactly
the
same
way.
It's
been
done
for
25
years.
So
what
I
want
to
do
is
I
want
to
explore
live
is
what
that
means
for
education.
This
slide.
Here's
the
assistance,
resist
change,
including
k-12
education.
So,
in
the
second
of
three
workshops
for
the
see
our
future
work
with
scenario
team,
we
had
several
people
come
in
to
sit
in
on
the
panel
discussions.
One
of
those
persons
is
dr.
C
Obviously,
there
are
some
school
districts
that
are
making
progress,
but
there
are
many
they
are
not
making
progress
and
he
said
that
the
rate
that
we're
doing
it
would
take
ten
decades
ken
decades
under
use
to
close
the
achievement
gap
in
the
math
another
five
decades
and
five
decades
to
do
it
in
now.
In
reading.
So
when
thank
miss,
Barton
was
up
here
a
while
ago.
C
She
talked
about
the
south
of
New
South
Carolina
report,
golf
cart
and
that
the
excellence
I
think
said
like
60%,
so
that
that,
just
in
case
you
mean
man
that
his
work
that
he
presented
a
is
doing
is
probably
accurate.
And
so,
when
we
talk
about
when
we
talk
about
down
students,
achievement
based
on
the
needs
of
21st
century
with
this
type
of
timeline
by
the
time,
21st
century
stolen
would
be
kids
to
be
ready
for
the
21st
century.
And
so
this
is
gana
based
on
this.
His
national
research.
C
The
next
slide
here
of
systems
with
resist
changed,
including
CCSD
and
so
I.
Had
someone
go
back
and
take
a
look.
Twenty
years
there
was
a
report
that
was
issued
in
April
1998.
It
was
a
team
of
people
that
were
somewhat
similar
to
the
Clemson
team.
That's
presented
here
back
in
the
summer
and
that
report.
That
study
was
headed
up
by
dr.
C
Charles
Willie,
who
was
the
PhD
at
the
time
at
the
Graduate
School
of
Education
at
Harvard,
and
had
a
team
of
people
and
there's
about
100
90
90
page
report
and
a
lot
of
planes
that
are
in
that
report
are
very
similar
to
you
were
sitting
in
the
airport
last
December
saying
thanks
for
the
function
report.
In
fact,
I
listed.
This
is
a
highlighting
something
in
support.
I
just
listed
some
of
the
highlights
of
the
recommendations.
C
You'll
see
these
here
control
choice
to
ensure
that
low-income
and
none
low-income
students
have
equal
access,
and
so
we're
talking
about
that
now
currently
about
them
in
the
middle
school
curriculum
as
an
example
both
the
advanced
in
folks
and
the
Clemson
study
team.
They
talked
about
board
governance,
and
so
the
1998
report
talked
about
that
act.
340
talked
about
the
county
board
and
it's
just
two
at
least
the
shift
to
focused
alone
long
range
and
short
range
of
policy
matters.
C
That
report
also
talked
about
the
magnet
school
admission
process
and
that
needs
to
be
structured
in
such
a
way
that
prevents
schools
from
drifting
towards
socio-economic
anomic.
On
isolation
and
and
then
also
talked
about
the
need
for
early
childhood
education
strategy
across
the
arc
of
the
county.
D
C
1951
act
for
495
created
the
South
Carolina
educational,
Finance,
Commission
to
impart
established
estates
to
legalization
program
sometime
little
bit
about
that.
So
so
my
mother
went
to
elementary
primary
school
in
the
late
30s
early
40s.
She
went
to
a
church
school
room
schoolhouse
when
she
was
ready
to
go
into
middle
school.
C
There
were
no
public,
no
schools
for
blacks
in
Fairfield
County,
where
I
grew
up
before
she
was
what
she
wants,
and
so
a
father
sent
her
to
Ohio
for
middle
school
for
her
countless
living
and
then,
when
she
came
to
South
Carolina
go
to
high
school.
She
went
to
a
private
school
in
and
Canada
mad
that
Mather
things
called
Mountain
Academy,
because
because
schools
didn't
didn't
exist
and
so
in
night
around
1951,
it
was
said
with
the
governor
burns.
C
What's
the
school
district
counties
or
whatever,
and
so
that's
sort
of
like
eviscerated,
that
the
work
of
the
n-double
a-c-p
around
education
and
then
in
1967
I
think
the
one
one
here
is
known
as
my
solid
ation
that
preserved
the
constituent
boundaries
that
you
know
continues
to
remain:
that's
the
chief
obstacle
to
the
integration,
and
so
I
talked
about
those
and
there
there
are
tons
of
other
laws
out
there
in
South
Carolina
that
that
lead
to
this
type
of
result.
Here
now,
thank
you
guys
have
seeing
this.
C
C
So
these
are
all
our
culinary
schools
third
grade,
and
so,
if,
if
the
state
stores
in
the
scoop
on
these
states
course,
if
there's
less
than
20
students
of
a
particular
race
in
the
school,
in
that
great
brother
they're,
not
there's
not
enough
to
report,
and
so
what
this
shows
them
on
the
blue
bars
here.
These
shows
are
seven
days:
students,
former
African
American
standard
one.
You
can
open
to
the
right.
It
shows
the
segregated
schools
from
by
my
standpoint,
now
I'm,
not
making
a
presentation
talking
about
about
integration.
C
C
Yes,
and
so
this
next
slide
here,
it's
a
world
and
now
what
I
did
I
went
back
again,
20
years,
I
just
want
to
see
what
I
got
a
sampling
of
what
was
the
test
all
been
going
on
the
last
twenty
years,
and
this
is
trust
me
Justin
sapling
thank
that
pop
up
on
my
head,
and
so
what
this
shows
here
is
Jones
of
the
reports.
I
talked
about
the
Avery
report,
the
Clemson
study,
the
dr.
Willey
on
the
19
April
1998
report.
It
talks
about
a
lot
of
the
organizations
that
exist
today.
C
With
expenditure,
as
we
spend
about
seven
hundred
fifty
million
dollars
per
year
in
the
district
between
jump,
run
and
all
our
capital
funds
and
others,
we
had
at
one
point
a
few
years
ago,
we're
about
a
billion
dollars
worth
of
debt
it's
coming
down,
but
we
still
have
a
lot
of
dead
out
there.
We
have
EFA
funding.
We
have
the
one
cent
sales
tax
we
have
here
involved
in
I
work.
We
have
all
these
different
programs
on
this
pair.
Those
listed
know
whether
their
mother,
sorry
I'd,
be
magnets,
partial
magnets,
etc.
C
C
Wasn't
it
wasn't
ready
to
come
out
so
so
I
shouldn't
say
that
if
there's
a
lot
of
dedicated
people,
a
lot
of
smart
people,
a
lot
of
programs
a
lot
of
dollars
and
yet
our
progress,
it's
it's
it's
very,
very
slow
in
miss
Barton,
said
in
our
presentation
that
we
need
to
look
at
the
whole
system
and
I.
Think
that
question
came.
C
She
make
that
statement
based
on
a
question
on
the
pension
reform
questions
that
came
up
when
she
said
that
was
only
one
other
one
part
of
it,
and
so
that's
that's
essentially
of
what
the
share
a
future
project
tries
to
do
is
to
take
a
look
at
the
entire
system.
They're,
not
just
one
I
want
two
components:
they're,
not
just
about
the
components
of
the
CCSD,
was
school
board
administration's
on
the
teachers,
but
it's
the
entire
system
here,
where
its
legislative,
all
community,
etc.
C
And
so
what
we
have
is
a
team
of
thirty
people
that
are
from
across
the
community
from
across
the
county.
They
are
supposed
to
be
insightful,
influential
and
interested
in
the
project.
So
we
talked
about
influential,
so
we
had
two
students
that
presented
the
south
this
afternoon,
so
we
have
three
students
as
an
example.
That's
on
the
project
team,
so
those
three
students
they
are
influential
within
their
stakeholder
group
with
others
with
other
students.
C
They
are
individuals
who
agree
that
something
must
change,
but
they
make
vastly
different
on
what
needs
to
change
in
how
the
the
diversity
of
this
group
around
the
diversity
of
thinking-
and
they
saw
the
diversities
with
this
group,
but
the
diversity
of
thinking
is
very
spread
out.
So
no
one's
there,
that's
a
good
thing.
We
have
different
opinions
and
they
about
examples.
Here.
C
Above
of
the
members,
we
have
a
student
from
academic
magnet
and
have
a
student
from
my
birth,
the
students
that
were
here
tonight
we're
talking
about
diversity
and
inclusion,
and
now
these
two
students
here
someone
that
academic
Magnusson,
my
student,
he
limited
about
dahi,
he
doesn't
have
an
opportunity
to
engage
with
students
outside
his
race
student
from
from
Burke
is
an
african-american
student.
He
had
the
same
amount,
the
same
concerns
we
have.
We
have
media
there.
There
are
three
principles:
we
have
parents,
charter,
school,
principals,
school
board
member.
C
We
have
a
rap
artist,
we
have
about
moderates,
we
have
a
serviceman
liberals.
So
again
you
can
see
we
have
a
wide
range
of
the
diversity
on
the
on
the
team,
and
then
we
have
three
workshop
three
two
and
a
half
or
two
of
three
three-day
workshops
rather
and
so.
We've
had
first
workshop
at
the
end
of
September
that
that
workshop
was
to
build
team
trust.
C
So
so
you
can
imagine
with
the
diversity
of
thinking
on
this
team,
how
how
much
time
needs
to
be
devoted
to
time
to
build
of
trust
when
I
was
in
the
Air
Force
I
was
telling
and
they
are
flying
position
with
the
crew
of
17
of
us.
We
got
the
same
mission,
but
there
was
a
huge
effort
to
build
trust
within
that
in
that
and
we
had
the
same
thinking
patterns
around
what
we're
trying
to
get
accomplished.
C
This
team
has
very
diverse
thinking
about
what
they,
what
the
solutions
are,
and
so
we
kinda
go
not
trying
to
develop
the
trust
and
then
the
second
thing
in
workshop,
one
building
a
shared
understanding.
What
what's
actually
happening
in
the
system
versus
just
what
we
think
is
happening,
trying
to
figure
out?
What's
really
going
on
and
in
in
that
work
there
was
a
huge
gap
in
the
team's
knowledge
and
so
to
close
that
gap
in
understanding.
What's
happened
in
the
system
we
devoted
time
in
workshop
to
through
two
methods-
one
here.
C
It's
called
learn
more
about
the
system
through
learning
journeys,
and
so
the
first
day
of
the
second
workshop,
which
was
the
end
of
October.
We
spent
the
entire
morning.
We
broke
up
into
smaller
groups
and
we
visited
these
these
locations
here.
So
we
had
small
groups,
go
to
Brentwood
meeting
street
route
that
Brentwood
and
then
they
left
there
and
went
to
miniature.
We
had
a
team
go
to
academic
magnet
left
there
and
with
the
North
Charleston,
so
you
can
see
down
here
well
how
we,
how
we
did
that
and
then
we
came
back
that
afternoon.
C
We
talked
about
this
start
differences
between
some
of
these
that
some
of
these
these
visits.
We
went
to
a
trying
to
tech
Department
of
Child
Youth
Studies
and
when
we
did
that-
and
we
and
also
much
of
this
harvest
point
child
development.
When
we
first
started
in
workshop,
one
our
range
was
k12
and
then
because
of
these
visits
we
expanded
that
to
pre
k12
and
it's
part
of
our
work
and
then
also
continue
now
learning
about
the
system
at
work.
Job
too,
we
had
these
resource
talents
that
came
in
and
Smith
dumb.
C
In
fact,
this
time
of
the
day
and
we
had
a
45-pound
and
we
had
that
started
at
7:45
p.m.
and
this
is
after
get
it
started
at
8
o'clock
in
the
morning.
I
think
I
got
home
about
11:00
o'clock
that
night,
so
I'm
sure
you
tell
you
who
was
there?
Why
so
dr.
Jessel
on
Gibbs
Brown,
super-tender,
Orangeburg
3,
and
meanwhile
we
invited
her
it's
because
they
are
real.
They
are
wrapping
up
their
consolidations,
so
they
she
said
that
they,
they
aren't.
Bergen
County
I
started
on
that
consolidation
planning
conference
back
in
1979.
C
You
know
so
at
some
point
around
1999
I
think
they
finally
went
from
8
to
3,
and
so
now,
here
in
another
20
years
later,
their
father
could
consolidate
so
next
year
next
fiscal
year
they
are
going
to
Al
it
Consolidated
School
District.
She
talked
about
what
all
the
challenges
are.
You
know
you
got
school
board
members
on
this
boy,
school
board,
members
on
this
board
that
right
in
front
of
the
consolidate
board,
and
so
it
must
be
fun
at
the
endless.
C
Them
because
the
idea
of
governors,
how
do
you
cover
how
you
govern
in
a
you
know
in
a
tough
tough
environment,
Jim
Mane's?
Your
mate
is
the
chief
schools
officer
and
new
tech
Network.
They
do
work
here
in
Charleston,
County,
Birkin
I
think
picnic
Whitney
Simmons
made
one
other
school
Jim
doesn't
live
here,
but
he's
from
here
he
went
to
school
at
Harborview,
then
the
chains
out
middle
school
they
graduate
from
James
Allen
a
high
school
Tracy
Benson
she's,
the
executive
director
of
Warren's
foundation,
she's
our
Tucson
Arizona.
She
was
on
the
video.
C
C
Robert
Davis
he's
the
every
piece
of
retired
CFO
from
Richland
to
and
then
at
one
point
he
was
the
chief
financial
officer
for
all
four,
but
for
the
South
Carolina
Department
of
Education
so
invited
him
down
the
top
and
he
would
talk
about
Act
388
and
so
what
what?
What?
What
what
Bob
said
was
that
he's?
He
tells
a
lot
of
stories,
and
so
he
told
a
story
about
a
QA
date.
D
C
Yeah
and
so,
and
so
at
some
point
after
have
been
adopt
this
law,
the
legislators
invited
there's
some
superintendents
and
some
CFO's
to
come
talk
with
them
to
get
their
get
their
opinion
about
of
the
act
and
I.
Don't
know
you
if
they,
if
things
legislature
thought
it's
going
to
be
a
I,
don't
know
what
they
thought,
but
they
were
right.
They
fight
it
man,
and
so
when
they
asked
Bob
Bob
said
he
was
gonna.
C
He
has
a
filter
on
when
he
speaks,
but
in
here
this
feels
just
went
away
and
he
said
that
what
came
out
of
his
mouth
was
that
that
he
thought
this.
In
fact,
three
day
was
the
second-worst.
Let's
lay
back
the
state
of
South
Carolina
and
that-
and
he
said
he
said
behind
the
the
state's
decision
to
succeed
from
the
Union.
So
so.
E
C
Is
not
a
bob
is
a
very
respected
finance
person,
he's
retired
now
in
the
state
of
South
Carolina,
so
he's
not
something
someone
just
sort
of
like
off
the
wildtype
unperson.
So
he
sees
he's
thought
a
lot
about
this
he's
retired,
but
he
spent
a
lot
of
time
on
the
implementation
process
Bank.
You
know
no
decade
decade
ago
and
then
dr.
C
Hanes,
Maharis
I
talked
to
talk
to
you
all
about
him
and
it's
time
like
a
well-tended
case
in
five
decades,
get
things
going
and
then
Alan
workshop
to
then
we
developed
the
first
I'll
talk
about
scenarios
exactly
first
iteration
of
scenarios
and
we're
going
through
those
now
in
the
next
workshop.
It
comes
up
at
the
end
this
month
and
final
workshop,
finalize
the
scenarios
and
develop
their
implementation
strategies.
C
So
on
the
next
slide
here
talk
about
the
structure.
Other
scenarios,
I,
don't
have
a
lot
of
detail,
Guffey
still
developing
those,
so
we
would
have
four
scenarios.
One
scenario:
s
example
scenario:
one
they'll
have
different
their
help
from
appropriate
names.
We
just
place
all
those
now.
One
scenario
would
assume
essentially
a
status
quo,
that
we
don't
have
much
progress
over
over
the
next
dumb
X
number
gear,
and
so
the
scenarios.
E
C
You
can
see
here
they
need
to
be
relevant
relevant
to
what
we're
doing
here
in
Charleston
County
with
education.
They
need
to
be
possible.
That
means
that
they
could
actually
happen.
So
these
are
stories
about
what
might
happen
in
future,
and
it's.
If
you
look
at
the
history,
it
is
positively
possible
that
we
will
have
a
system
that
doesn't
change,
and
so
we
want
to
be
realistic
about
that.
They're.
C
Challenging,
though,
is
that
if
you're
gonna
change
the
system,
you
know
the
doctor,
not
something
that's
gonna
happen
easily,
and
they
need
to
be
clear,
maybe
to
present
them,
and
it
also
need
to
be
each
one
need
to
be
distinct
from
from
from
the
other
three
and
so
each
on
the
left-hand
side.
There's
a
set
of
seven
seven
variables
that
we've
identified
and
you
can
see
what
they
see
they
can
see
them
here
and
each
of
those
to
make
us
variables
need.
C
C
Policy
structure,
so
how
about
decisions
regarding
regarding
the
November,
2020
school
sales
tax
book
recommended
play
out
in
each
scenario?
Yes,
for
example,
and
so
here
here's
from
a
governance
standpoint
from
a
government
standpoint,
whether
the
school
board,
without
a
county
or
without
from
a
government
standpoint,
one
of
the
ways
that
the
scenarios
would
be
used
is
that
as
you
as
you
make
decisions,
you
would
weigh
those
decisions
against
each
of
these
variables.
C
So
if
I
decide
this
way,
and
then
that
means
that
I'm
more
than
likely
going
down
this
particular
path
of
scenario,
one
versus
I'm,
if
the
board
makes
a
decision
in
a
different
or
a
different
decision,
it
may
be
going
down
scenario
three.
So
this
is
a
way
for
for
the
board
for
the
administration,
for
the
community
to
take
a
look,
how
we
might
make
make
decisions
same
thing
with
another
example:
allocation
of
resources
so
advanced.
They
talked
about
the
index
and
equities
of
allocation
of
allocation
of
resources.
C
So
I
have
part
one
of
my
part
of
my
team
team.
Now
doing
a
rated
student
funding
exercise
analysis
to
take
a
look
at
equitable
funding.
So
as
we
bring
that
to
the
school
board,
you'll
have
an
impact
on
which
was
one
of
these
pants
will
go
down
same
thing
with
the
pedagogy
same
thing.
Without
racism
and
discrimination.
C
C
C
Now
that
doesn't
mean
that
if
we
take,
we
select
the
right
scenario
and
put
read
the
community
input
very
hard
on
that
scenario,
that
we
won't
have
changes
and
improvements
until
2035,
but
there
be
milestones
along
the
way,
so
I
thought
the
minute
ago,
I
mentioned
a
minute
ago
about
the
2022
referendum.
So
that's
something
that
has
to
happen
in
in
about
two
years
in
this
month
and
and
so
so,
whatever
happens
with
that
referendum,
that
would
be
a
milestone
in
the
2020
for
implementation.
But
it's
a
2020
for
went
over.
C
C
E
C
C
E
C
Too
far
out
to
the
TSP
the
so
we
we
will,
this
will
take
a
lot
of
unity.
Communicating
this
year
future
key
key
messages
that
are
shaping
up
right
now
and
they
will
they
will
he'll,
be
more
fully
developed
instead,
community-owned,
not
just
a
CCSD.
It's
the
notion
that
it's
a
the
entire
system
is
a
component
of
several
components
of
the
system,
and
it
says
right
here:
we
are
microcosm
of
the
community
and
we
cannot
just
fix
it
without
the
whole
system.
We
need
to
rethink.
We
divide
redefine
our
community.
C
We
need
to
have
more
active
civic
engagement,
so,
for
instance,
I
was
out
dinner
with
sax
much
time
but
calm
at
dinner.
Yesterday
and-
and
so
there
I
was
talking
with
the
lady,
she
say:
y'all
haven't
done
it
with
her.
She
would,
she
would
say
she's
a
doctor
over
at
MUSC.
So,
and
so
she
was
telling
me
about
her
tax
bill
and
she
didn't
know
much,
but
she
didn't
understand
it.
C
So
in
her
story,
so
I
said
she's
a
doctor
in
see
how
they
educated,
but
she
doesn't
understand
help
and
she
has
no
clue
about
how
I
create
a
compact
education
in
Charleston
County,
knowing
no
clue
at
all,
and
so
there's
a
huge
part
about
doctors
are
communicating
in
order
to
get
active,
civic
engagement,
and
so
with
that.
So
so
the
question
is:
what
is
our
shared
future?
Do
we
have
the
will
to
change
our
education
system?
C
If,
yes,
in
2035
will
be
a
bright,
it
would
be
bright
for
all
of
our
babies
that
are
being
born
this
year,
2018.
If
no,
then,
then
the
legacy
continues
that
with
the
historical
legacy
continue,
but
in
either
case
in
either
case.
What's
the
other
pastors
go
down
and
we
look
beyond
sheriff,
you
see
what
questions
ma'am.
D
C
What
good
question
so?
What
comes
with
the
group?
Two
things?
One
is
degrees
with
the
set
of
scenarios
for
scenarios,
one
like
I
said
it
would
be
maintaining
the
status
quo,
which
none
of
us
want
that
and
then
the
other
three
would
be
plausible
scenarios.
That
would
lead
to
better
outcomes
for
our
students
and
for
our
community
and
then
what
from
that
point
then
is
made
to
less
through
the
civic
engagement.
C
C
So
scarce
vote
was
last
weekend.
Not
people's
talk,
briefed
me
on
that
today.
You
know
they
have
if
they
had
four
legislators
up
there
on
a
panel
discussion
up
in
Myrtle
Beach,
and
you
know:
Tom
I
just
activate
a
Twitter
party,
so
we
have
to
engage
beta,
make
those
changes.
So
the
scenarios,
hopefully
will
be
a
avenue
for
stewing
people.
What
the
Stars
all
compensation.
D
F
C
This
particular
clip
is
not
gonna
impact,
it.
The
group,
the
group
will
say
if
we,
if
we
want
to
only
reallocation
of
resources
here,
if
we
want
to
make
sure
that
we
have
the
adequate
of
resources
to
educate
our
children,
then
we
need
to
have
relief
on
the
act
388.
We
need
to
have
act
really,
and
so
there
needs
to
be
some
groundswell
of
support
for
that
to.
D
C
A
Third
column
are
these
recommendations
from
the
advanced
said
accreditation
report,
then,
in
the
final
column
of
the
ownership,
there
are
some
goals
that
we
believe
represents
those
recommendations,
I'm
not
going
to
go
through
all
of
them
tonight,
but
I'm
going
to
say
just
a
word
about
some
of
them.
We
cannot
take
on
any
more
goals,
because
these
are
too
many.
These
are
too
many
because.
A
A
It's
two
pages
and
here's
one
page
you
can
see
this
page
has
two
red
areas
on
it.
That's
some
green
areas
and
it
works
just
like
everybody
else's
report
card,
nickname,
I'm,
sherry
peach
night
and
then
the
other
page
has
this
sort
of
red
area
and
down
here
at
the
bottom.
This
red
area
is
about
the
district's
curriculum
and
it
says
basically
that
we
have
only
recently
come
out
of
the
situation
where
we
had
five
different
zones
in
our
in
our
system.
Each
of
those
zones
had
a
leader
each
leader
had
their
own
curriculum
specialists.
E
A
We
have
a
unified
aligned
curriculum
and
we
aren't
providing
our
teachers
enough
clear
direction
on
materials
and
the
opportunity
and
support
on
pegging
time
to
get
this
work
done
so
goal
number
two
is:
it
is
primarily
about
getting
that
curriculum
in
place
and
getting
it
aligned.
You
can
charge
a
page
to
I
want
to
bring
your
attention
to
the
fourth
bullet,
provide
summer
development
programs
for
teachers,
focusing
on
reading,
mathematics,
the
content
and
process.
A
The
process
would
mean
more
during
measurements,
across
cultural
understandings,
social,
emotional
engagement,
some
of
the
things
you
heard
about
tonight,
but
include
stipends
for
the
teachers,
and/or
graduate
credit,
so
they
we
are
recognizing
the
importance
of
this
work
and
the
importance
of
their
time
in
donations.
The
next
bullet
is
about
revisiting,
magnet
and
choice
schools.
We
see
that
here
and
report
after
report
that
doesn't
mean
to
damaged
or
destroyed
the
good,
but
it
means
it
should
be
cordoned
off,
so
some
students
can
access
it,
but
not
others.
A
Number
three
is
about
a
safe
and
supportive
inclusive
learning
environment.
We
have
to
work
on
building
a
culturally
diverse
curriculum.
I
was
at
something
we
had
a
nightmare.
The
speaker
said
that
research
that
has
been
done
shows
that
in
traditional
textbooks,
95
percent
of
the
heroes
are
one
color
and
one
gender,
and
that
we
simply
have
to
make
sure
that
we
represent
the
contributions
of
all
from
the
get-go.
On
the
next
page
page
three
number
four
attract
develop:
retaining
rewards
talented
teachers.
A
G
A
About
four
teachers
for
page
number,
three
number,
five
aligner
system,
components
and
resources,
so
the
first
bullet
says
we
should
adopt
one
or
more
shared
features
and
work
by
implemented.
Well
ii
saw
that
leaves
are
really
critical
and
I
I
don't
want
anybody
anywhere
to
say
they
did
not
know
what
you
were
talking
about.
Does.
A
The
optimal
curriculum
and
school
drives,
as
well
as
resources
required
reimagine
the
building
plan
to
meet
the
facility
footprint,
that's
needed.
That
means,
if
we
find
we
can
deliver
those
rich
arts
programs
to
all
middle
school
children.
We
have
middle
finger
the
size
of
about
eight
hundred.
We
need
to
try
to
build
our
future
middle
schools
at
the
size
of
about
eight
hundred.
What
does
that
mean?
Specifically,
specifically,
that
would
mean
do
we
continue
to
look
at
middle
schools
that
are
parts
of
programs
that
have
sometimes
fewer
than
a
hundred
children
in?
A
The
next
to
the
last
bullet
on
the
bottom
of
page,
three
lay
out
a
plan
to
retire
the
debt
as
quickly
as
possible,
and
then
the
last
bullet
on
page
number,
three
begin
to
work
on
state-level
reforms,
and
you
call
that
the
idiot,
but
there
are
others
on
the
next
page
page
for
the
second
bullet,
down
a
line,
major
systemic
functions,
including
board
governance.
The
goals,
the
superintendent's
expectation,
is
an
evaluation
that
is
directly
taken
from
from
some
herbage
from
either
advance
that
or
the
Clemson
study.
A
But
when
I
showed
you
these
red
areas,
you
and
I
got
two
of
those
red
areas.
It's
it's
being
a
leader
15
that
put
Service
Above
Self,
that
puts
passion
for
students
above
personality
that
puts
the
important
goals
above
this
nonsense
that
we
have
discussions
around
this
table
and
not
about
this
table.
A
If
we
are
going
to
have
to
raise
ourselves
to
a
higher
level
of
service
in
whatever
ways
it
takes
by
working
across
our
past
differences
and
coming
together
to
serve
children
as
long
as
we're
here
together
we're
going
to
have
to
and
serve
together
or
this
one
is
not
going
to
get
all
kinds
of
excuses
for
it,
but
the
problem
will
be
us
I,
just
wanna
make
sure
I
I
emphasize
that
I.
Take
five
is
the
last
thing.
I
want
to
talk
about
it,
this
meetings
right,
it's
the
first
bullet.
A
Identify
and
address
any
school
that
is
not
continuously
improving
student
success
rates
at
a
satisfactory
pace
present
a
variety
of
options,
grouping
the
needs
of
such
schools,
including
closing
them,
if
they're
not
serving
students.
Well,
we
cannot
allow
a
school
that
is
existing
year
after
year
after
year
and
not
serving
students
well
to
continue
on
its
current
trajectory.
That
is
the
most
unpopular
thing
to
say,
and
to
do
it's
not
a
popular
to
set
say
at
least
that
in
a
lot,
but
we
haven't
done
very
much
about
it.
A
So
these
are
the
kinds
of
goals
that
we're
putting
before
you.
We
didn't
write
them
so
that
we
could
pass
them
easily
on
an
evaluation
we
broke
them
because
we
proved,
but
that's
what
he
expects
us
to
and
that
we
can
do
in
2018
what
we've
not
been
able
to
do
in
the
past.
So
this
is
the
important
message
tonight.
We've
ran
these
goals
back
or
whiteboards
up,
and
we
don't.
We
can't
get
from
them
on
how
we're
going
to
do
this
right
now.
I
just
want
us
to
get
really
clear
on.
A
What's
what
are
we
willing
to
commit
to
you
together
and
then
we
can
have
lots
of
robust
spirited
and
difficult
discussions
about
how
to
get
it
done.
Also
in
a
super
Dennis
report
to
Mike
I
think
even
mentioned
before
I
forget
it,
the
East
Cooper
monitoring
charter
school
needed
to
come
back
to
the
Board
for
approval
of
their
primary
program,
their
funding
three
and
four-year-olds,
and.
E
E
A
A
G
G
E
A
E
A
A
A
B
G
B
F
F
F
F
Me
please!
So,
unless
you
come
this
news
number
six
or
that
one,
it's
all
identified
address
schools.
It
is
going
like
it
is
improving
student
success
rate
satisfied.
They
face
the
presented
around
options
to
address
in
either
such
schools,
including
holding
schools
that
are
not
serving
soon
as
well.
So
when
I
see
that
as
a
gold
thing
speech
fiber,
they
promise
it's
gonna
be
well
I
see
that
as
a
goal
that
the
possibility
for
those
who
might
possibly
that
what
have
you
done
already
to
improve
that
school.
What
is
the
goal
for
that?
F
School
must
have
only
speak.
Have
you
have
a
good
a
team
in
a
school
teacher?
Coaches
have
the
professional
development
that
we
provide
additional
teachers,
their
teacher
system,
teachers,
additional
administrators.
So
the
goals
that
me
matter
when
people
dislike
that
he's
talked
about
possibly
cousins,
who
never
take
this
little
general,
but-
and
normally
this
do
not
speak-
is
normally
a
school
to
spend
on
the
African
urban
school,
predominantly
in
here
so
she's
in
there
over.
F
That
would
be
the
case
if
he's
like
that
folder
school
but
colder
little
doesn't
mean
they're
the
children,
and
so
they
get
served
better,
but
it
doesn't
mean
they
get
sent
somewhere
else,
but
to
address
to
address
the
other
problem.
I
think
that
when
you
go
in
the
day
a
remake
digital
resources
so
back
on
the
table.
Another
main
is
brief:
a
Bricklin
combination
to
give
it
the
kids,
get
additional
resources
to
teachers,
and
then
we
see
some
results
coming
in.
So
so
what
I'd
like
a
new
look
will
be
loneliness,
but
everyone
did
first.