►
Description
March 11, 2019 COW Opening Items and Strategic Education Committee Meeting
B
A
D
F
G
What
thank
you,
the
mission
critical
items
are
in
your
exhibit
and
I
want
to
say
two
or
three
things.
So
the
first
major
point
every
board
meeting
between
now
and
the
end
of
June.
We
will
have
on
each
one
of
your
agenda.
That's
something
about
the
mission
critical,
this
time,
Iraq
asking
you
to
take
a
look
at
what
the
state
and
currently
do
for
local
running
schools
and
to
ask
with
the
staff.
G
Do
we
want
to
wait
for
the
statement
to
take
action,
or
do
we
feel
that
it's
incumbent
upon
us
to
take
a
look
at
what
our
schools
leave
and
and
take
action
ourselves?
So
I
know
that
he
was
committed
to
putting
What's
in
students,
academic
and
social/emotional
learning
interests
first
as
in
mine.
So
as
we
look
at
what
needs
to
be
done,
I
want
to
first
start
by
saying
almost
everything
you
see
here
is
in
statement
now.
G
Are
damaging
there
is
leading
and
they
take
a
soft
track.
One
of
the
things
that
I
think
we
could
ask
ourselves,
for
example,
at
War
Charleston
High
School,
is
whether
it
could
become
a
school
that
operates
very
much
like
early
college.
High
school
we've
seen
success
of
early
college
high
school.
We
know
that
requests
to
go
there
exceed
the
supplies
ready
and
this
morning
for
today
and
tomorrow
here
in
the
Charleston
area,
there
was
a
national
reading
of
those
who
are
interested
in
youth
apprenticeships.
G
The
model
that
tried
in
Technical
College,
the
Chamber
of
Commerce
and
the
three
local
districts
have
put
in
place
has
become
a
national
model
already.
So
why
wouldn't
we
think
about
converting
from
a
traditional
approach,
a
high
school
like
nor
Charleston
high
school,
that
really
capitalizes
on
all
of
the
opportunities
that
are
available
and
they
hastens
the
chances
for
children
to
be
able
to
move
into
high-paying
jobs.
G
They
get
not
only
their
MacCready
and
career
certification,
they
work,
but
it
gave
an
example
of
a
local
young
man
who
is
in
engineering
leader
at
Clemson
and
the
company
that
he
apprenticeship,
apprenticed
for,
is
paying
a
full
tuition
in
multiple
examples
of
students
who
purchased
their
own
homes
before
the
age
of
22
because
they
participated
in
the
apprenticeship
program.
So
those
kinds
of
ideas
are
the
sort
of
rich
and
robust
and
relevant
kinds
of
ideas
that
we
need.
We've
invited
the
community
men
committees
to
participate
to
take
part.
G
We
are
still
taking
nominations
for
those
committees,
so
any
rumors
that
discord
or
this
administration
has
suggested
closing
Berkeley.
Our
trust
in
high
school
should
be
put
to
rest,
and
so
I
just
want
to
say
that,
in
conjunction
with
mission-critical
actions
and
put
the
policy
on
the
table
for
your
consideration,
whether.
G
After
school
level,
and
so
what
we're
asking
him
to
do
is
build
on
a
policy
that
sends
locally
before
this
date
would
step.
We
want
the
opportunity
to
consider
these
options
and
then
the
very
last
sentence,
compiain
jus,
says
the
board,
with
their
recommendation
from
the
superintendent
would
determine
which
action
is
in
the
best
interest
of
students.
G
B
G
G
G
The
employee
would
have
the
right
to
job
how
amber
ran
a
school
is
going
to
be
reconstituted.
You
give
it
a
notice
early
enough
and
and
that
notice
requires
every
teacher
in
that
school
to
be
evaluated
that
year,
so
that
that's
not
currently
the
case.
Every
teacher
in
every
school
doesn't
have
a
formal
evaluation
and.
I
G
That
the
evaluation
occurs
first
and
the
evaluation
results
take
precedent
over
any
intern
recommendation
to
reconstitute.
So
if,
if
a
teacher
is
evaluated
and
found
not
effective
to
work
in
one
school,
that
teacher
it's
and
able
to
work
in
any
others,
and
so
you
do
that
that
person
is
been
improving.
Yes,
that's
that's!
Yes,
we
have
several
different
levels
of
contract,
so
it
gets
a
little
confusing
it's
hard
to
answer
that
with
any
one
answer.
I
learned
to
fall,
quant
qualify
everything
on
staying
around
this,
but
the
evaluation
takes
precedent
over
our
Constitution.
C
I
J
C
G
G
C
G
K
L
Thank
you,
I
never
heard
of
one
without
don't
trust
enclosing,
but
you
know
in
North,
Charleston,
high
and
I
can
understand
your
vision,
but
when
you
have
a
significant
amount
of
students
there
we're
reading
at
a
fourth
grade
level,
we
have
a
great
gap
to
close
before
we
can
even
go
to
where
the
flights
there
I
understand
the
struggle
there.
That's
why
I
asked
about
the
coaching
teacher
coats
situation,
but
go
on
to
the
Burke
comment.
L
One
on
you
said
that
administration
didn't
say
that
when
the
hostile
Coria
printed
and
so
therefore
must
telling
me
for
a
friend
of
inaccurate
information
and
then
starts
my
community
to
wonder.
What's
going
on,
we
don't
a
print
an
immediate
retraction
to
that
to
that
message.
But
then
it's
not
just
that.
It's
a
lot
of
things
that,
after
the
mayor
I,
know,
are
talking
and
contemplating
about
singles
that
we
sent
out.
A
E
G
This
is
the
fruit
today,
and
it
goes
to
the
in
has
to
go
through
two
meetings
that
would
become
effective.
We
would
do
this
for
the
coming
school
year.
Her
schools
are
fall
into
this
category
if
a
school
has
fewer
than
25
percent
of
its
students
meeting
or
exceeding
expectation
that
school
would
open
this
coming
we're
under
a
plan
of
assistance.
Okay,.
G
And
that's
sort
of
what
mrs.
Ambrose
was
referring
to
when
she
talked
about
the
mission,
critical
actions
and
the
supports
the
schools
need
and
then
the
question
is:
how
much
can
we
do
with
the
resources
we
have,
and
that
leads
to
the
question
or
did
the
solution
set
of
discontinuing
some
of
what
we're
doing.
C
B
C
M
G
B
M
B
M
N
H
O
This
year,
the
state
during
their
caravan
opted
for
seven
courses
that
they
wanted
us
to
make
selections
for,
and
those
were
three
math
courses
Algebra
one
two
and
geometry,
as
well
as
for
CTE
courses,
including
in
computer
science.
We
call
fundamentals
of
computing
and
then
computer
programming
that
books
are
Java
and
C++.
O
O
So
these
are
folks
who
actually
teach
algebra
one
folks
who
are
actually
teaching
the
CTE
courses,
so
they're
familiar
with
the
standards
and
they
evaluated
all
of
those
options.
Then
they
attended
the
caravan,
which
is
where
the
publishers
were,
so
the
publishers
were
able
to
show
them
all
the
different
options
from
there.
O
We
also
had
school-based
reviews,
and
so
each
school
had
some
sort
of
events,
either
in
conjunction
with
a
PTA
meeting
or
some
other
school
meeting
or
had
a
permanent
display
in
their
office
or
another
area
where
the
public
would
be
able
to
come
in,
and
then
we
also
hosted
a
district
public
review
here
in
the
boardroom
as
well
on
February
21st,
so
based
on
the
feedback
from
those
content
area
selection
committee
based
on
input,
we
got
from
the
public.
The
content
area
of
selection
committees
made
recommendations
and
that's
what
we're
here
to
prevent.
I
move.
C
O
E
O
E
Okay,
so
I
guess
what
I'm
back,
where
I
can
use
23
or
so
well,
neither
they
give
their
resources
for
multiple
sources
and
paths
and
finally
give
the
children
but
never
really
use
the
booth.
So
it
gets
a
little
gets.
Five
tonight
use
what
it's
just
going
to
sits
on
the
shelf
somewhere
in
the
classroom.
What's
the
time
doesn't
have
eat
the
purpose
of
what
you're
doing
if.
P
D
E
E
O
Right
now,
the
books
that
we're
recommending
meet
our
current
math
standards.
Unfortunately,
the
adoption
timeline
and
the
selection
timeline
isn't
fully
aligned
with
the
standards.
So
when
standards
are
newly
I
guess
reviewed
and
released,
that
doesn't
automatically
mean
we
get
new
textbooks
at
that
time
they
become
obviously.
Q
B
B
E
So
much
the
last
week
it's
been
Maya.
What
I've
learned
is
that
the
dollars
of
the
textbook,
the
teachers
that
have
their
own
teaching
style,
which
I'm
not
against
that
of
their
own
I,
got
personal
curriculum.
I
did
feeding
from
and
I
like
this
one
that
out
of
the
district,
coordinated
guy
and
guide
those
teachers
that
this
is
exactly
what
I
want
me
to
teach
where's
that
for
this
wooden
old
man
orphanage.
E
If
anything
officer,
this
is
what
should
be
taught
in
the
classroom
and
not
this
or
that
this
should
be
the
standard
for
your
personal.
So,
when
I
see
that
novice,
what
you
say
about
the
book
some
time
to
get
idea,
if
I
don't
understand
that,
but
similarly
there's
supposed
to
be
some
type
of
syllabus,
some
type
of
guidelines
still
in
place
that
these
are
still
what
we're
teaching
and
where
we're
going.
Is
this
direction
right
here
when
you
have
to
be
have
so
much
freedom?
Look
at
the
pool!
E
P
One
of
the
things
miss
Woody's
been
trying
to
do
and
her
role
is
to
build
out
supports
for
schools.
We
have
academic
standards
provided
to
us
by
the
state.
Miss
Woody's
build
a
team,
that's
working
with
schools
in
the
implementation
of
those
standards,
we're
looking
for
resources
and
materials
that
support
that
standards
and
we're
looking
at
coaching
to
make
sure
that
we've
got
alignment
between
the
written
top
testing.
J
E
Want
to
say
why
is
a
question
right?
We
look
at
our
math
leaders,
especially
for
minority
children,
with
way
of,
as
we
all
tomorrow
in
that
study
from
Southern
Living
we're
doing
the
district
and
not
the
children.
So
we
have
some
gotta
fix
it
some
kind
of
way,
while
the
children
so
far
behind
in
math.
We.
B
I
I
M
I
M
P
P
J
B
P
D
and
a
PhD
all
from
the
University
of
Florida
and
she
works
in
the
licensure
centers
literacy
office,
she's,
a
research
professor
in
the
school
of
special
education.
She
works
with
school
psychology,
early
chocolate
studies
prior
to
joining
the
University
of
Florida.
She
worked
in
the
University
of
Virginia's,
curry
School
of
Education.
She
has
research,
that's
primarily
focused
on
implementing
effective
interventions
for
children
who
are
at
risk
for
learning
disability,
especially
in
the
area.
P
Reading
through
this
work
is
recognized
as
an
international
expert
on
reading
disabilities
and
actually,
over
ten
years
ago,
I
used
to
vote
in
what
she
was.
The
co-author
in
doing
literacy
work,
I,
never
thought
I'd
be
lucky
enough
to
meet
dr.
Paige,
fuller,
she's,
a
teacher,
a
professor
and
author,
an
international
expert,
a
colleague
and
she's,
a
friendly
Charleston,
County,
School
District
we're
just
a
lot
of
she's
with
us
sure
she'll
be
available
to
answer
any
questions
and
I'll.
P
N
N
So
our
work
dr.
pullin
began
around.
How
do
we
guarantee?
How
do
we
move
toward
the
guarantee
of
all
elementary
school
teachers
having
this
foundational
literacy,
skill
abilities
to
teach
children
and
to
read
at
high
levels,
and
so
that
began
our
conversation
and
so
led
to
this
deep
dive
around
literacy
and
what
we
will
where
we
hold
our
barriers
that
we
see,
and
so
we
began
with
what's
now
become
known
as
the
Charleston
comprehensive
literacy
initiative
and
there's
got
multiple
phases
to
that.
N
But
much
of
that
work
this
year
is
taking
place
in
pepper,
Hill
and
Pinehurst,
and
here's
some
pictures
from
the
day
and
therefore
Priscilla
in
the
red
right
there
down
on
the
next
room,
and
so
that's
where
dr.
Pullen
and
her
team
have
been
deeply
embedded
they're,
also
working
with
all
of
our
instructional
coaches.
They
are
working
on
with
I.
N
They
work
with
our
summer
reading
camp
that
we're
doing
our
succeed
summer
reading
camps
for
multiple
phases
of
trying
to
make
sure
that
those
foundational
skills
are
being
taught
so
that
children
will
shore
up
some
of
that.
Those
read
that
we've
been
seeing
so
here's
the
vision
for
that
kind
of
nicely
encapsulated
about
our
vision,
about
working
with
C
CLI,
and
they
also
have
nice
graphic
here
about
them.
S
Up
on
the
board
right
now,
we
all
see
our
journey
at
pepperhill
and
then
we're
just
going
to
tell
you
a
little
bit
about
that.
So,
in
the
beginning
of
the
school
year
in
August,
we
launched
with
an
initial
training
with
after
Poulin
and
her
team.
They
came
and
provided
a
day
and
a
half
of
instruction
for
our
teachers,
not
only
on
the
model,
but
also
the
background
foundation
of
what
they
needed
to
know
with
literacy
and
then
from
there
we
had
our
teachers
create
a
database
group.
S
We
looked
at
our
fall
data
and
instructed
them
to
try
to
pick
their
bubble
group
of
kids.
So
not
the
kids,
who
are
already
gonna,
get
the
extra
health
and
intervention,
but
that
other
group
that
they
singled
out
as
meaning
the
extra
help
to
get
to
grade
level.
So
we
had
every
classroom,
choose
one
group
and
then
we
started
coaching
cycles
with
them
where
Stacey
and
I
went
in
and
we
helped
with
modeling
and
planning
and
working
through
using
it
so
from
there.
S
That
leads
to
our
next
stop,
which
was
that
we
established
model
classrooms
for
each
grade
level.
We
picked
one
teacher
who's,
a
real
go-getter
with
literacy,
and
we
helped
them
to
really
try
to
start
perfecting
the
model
in
order
to
bring
others
and
to
see
them
and
to
more
about
it.
And
then
we
continued
and
one
of
the
essential
things
about
this-
was
that
dr.
booth,
poulin
and
her
team.
We
had
their
continued
support.
S
They
kept
coming
back
to
not
only
provide
PD,
but
they
also
went
into
our
classrooms,
to
model,
to
observe
and
to
give
feedback
which
helped
build
capacity
and
Stacey
and
I
to
do
the
same
and
then
around
December.
We
started
to
do
a
needs
assessment
with
our
teachers
and
see
what
areas
they
needed
help
in
and
that's
where
we've
been
targeting
them
and
then
on
that
February
15th
date.
The
dr.
Poole
ins
team
created
sessions
that
were
really
individualized
to
what
our
teachers
needed
to
move
forward
with.
T
It
so
after
that
we
started
building
capacity,
so
we
initially
had
one
group
within
each
classroom
and
then
we
want
to
expand
that
across
groups
and
across
grade
level,
so
that
we
have
more
and
more
teachers
and
students
experiencing
this
model.
So
we
have
lots
of
teachers,
observing
these
model
classroom
and
then
going
back
and
trying
to
implement
the
things
within
their
classrooms
with
their
students
right
now,
we're
just
working
on
strengthening
our
practice
and
scaling
to
serve
more
students
within
our
school.
We
have
a
couple
quotes
from
teachers
that
I
want
to
point
out.
T
It's
refreshing,
but
more
than
just
a
one,
stop
PDE.
So
as
a
former
CCSD
teacher
and
the
coach
a
lot
of
times,
we've
got
that
a
couple
days,
Beauty
and
then
it's
off
to
your
classroom
and
go
implement
this
model,
and
we
want
to
see
success.
This
model
is
not
like
that,
so
we
have
support
every
month
along
the
way
and
to
me
if
we
want
to
close
that
achievement
gap,
that's
the
way
to
do
it.
We
need
ongoing
support
and
then
another
teacher.
This
kind
of
support
is
crucial
to
implementing
the
model.
P
I
would
like
to
point
out
that
the
two
coaches
at
this
school
that
was
a
part
of
our
targeted
supports
for
schools
and
working
with
Michelle
English
Watson
and
her
team.
We
were
able
to
pull
Tata
one
set
aside
dollars
to
provide
some
additional
coaches
to
the
schools
that
need
for
not
a
penny
less.
So
they
have
a
primary
code
to.
H
They're
ready
for
question
296
I
went
to
both
of
these
schools
and
I
watch
this
and
what
I
was
looking
for
when
I
go
to
schools
to
see
what
kids
are
truly
enjoy,
and
that
means,
when
eight
of
us
walk
around
age
at
which
they
did
house
and
I'm
an
early
child,
even
though
I
never
taught
each
other.
Definitely
training
and
I
saw
really
good
work
going
on
in
the
classrooms,
with
the
teachers
and
I
love.
The
Rubens
and
Kevin
I
think
this
answers
your
question
about.
B
H
B
L
Some
stuff,
you
still
know
that
and
that's
some
of
the
things
we're
talking
about
tonight-
is
that
we
have
to
engage
kids
at
age
level
too,
as
always
to
give
them
the
necessary
information
and
tools
that
they
need
before
they
get
to
school.
So
they
can
be
honest
right.
So
that's
the
discussion
that
we're
having
in
our
community
now
of
how
to
make
sure
that
we
get
into
that
see
thoroughly
as
possible
and.
V
F
V
A
number
of
teachers,
in
addition
to
the
CCL
I
project,
the
pre-k
teachers
and
last
year
and
this
year
are
going
through
professional
development
as
well.
And
what
we
found
after
looking
at
those
data
is
that
the
children
who
are
in
the
teachers
classrooms,
who
receive
the
PD,
we're
23%
less
likely
to
be
in
the
lowest
tier.
And
there
were
17
percent
more
likely
to
be
in
the
highest
tier
with
the
greatest
movement
from
the
from
the
bottom
tier
to
the
middle.
But.
D
F
V
B
L
L
In
that
possible
I
know
it's
the
long-range
goal
book
as
it
possible
that
the
least
they
care
that
are
in
Charleston
County
can
all
be
on
one
front:
formatted
blade
to
deal
with
kids
that
coming
to
their
environment,
making
kind
of
help
lessen
the
loan
again
get
ready
into
the
right
school
system.
I
mean.
N
L
H
B
M
P
Is
when
we
got
started
dr.
Poole
and
working
with
Emily?
What
is
we
felt
like?
We
could
do
a
deep
dive
first,
build
capacity
in
two
schools
through
their
coaching
that
it
would
be
something
that
we
could
scale
so
we're
gonna
continue
plans
and
to
partner
with
dr.
Poole
in
13
next
year.
We're
still
flexing
that
out
what
that
looks
like,
but
this
booty
bring
some
energy.
D
P
Or
at
least
once
a
month
they're
coming
in
and
so
we're
doing,
a
lot
of
data
analysis
under
they've
got
date.
Analysis
plan
would
suck
coming
Thursday
with
the
principals
they've
been
working
with
Miss
Roberts
they've
been
working
with
a
lot
of
leaders
and
you
promised
not
to
interfere,
but
they've
got
that
work
plan
and
then
those
countries
come
back.
You
know,
findings
that
would
cost
of
a
moving
at
our
data.
P
F
P
F
F
V
V
Add
to
that
and
jessica
has
really
been
such
a
strong
supporter
of
this
work
and
we
really
truly
become
I,
think
a
team
and
so
I'm
certainly
committed
to
Charleston
working
here
and
to
what
we're
presenting
in
Cambridge
the
summers
the
work
from
summer
camp
last
year,
where
75%
of
the
students
who
attended
summer
camp
and
where
we
use
this
model
actually
met
the
state's
criteria
to
be
promoted.
Rather
so
780
whiter
sentence
a
consumer
in
danger
being
retained.
That.
B
M
C
Here
providing
a
train-the-trainer
sort
of
model,
so
we
can
build
our
own
trainers
and
you
can
go
away
and
we
can
do
this.
What
does
it
look
like
when,
when
you're
done
with
a
school,
they
stay
and
continue
doing
this
with
all
the
teachers
every
year?
Is
there
plans
in
your
budget
to
try
to
expand
this
to
another
school
next
year,
because
remember,
we've
got
three
times
the
number
of
asks.
That's.
We
do.
W
C
M
C
N
Development
may
tricks
online
modules
that
are
that
follow-up
piece
that
can
also
help
build
the
capacity
of
coaches.
So
if
there's
a
particular
area
of
struggle,
then
there's
best
practice
already
modeled
on
a
video
form.
So
that's
another
way
to
get
at
the
large
number
of
schools
that
we
need
to
address
this
with.
But
our
plan
right
now
is.
U
V
Also
do
a
deep
dive
work
with
the
coaches
in
the
target
assistant
schools,
so
they
are
all
getting
the
PD
ongoing,
PD
and
they'll
have
access
to
this
online
comprehensive
online
professional
development
system
early
results
from
that.
This
is
brand
new,
but
this
is
going
to
be
what's
what
makes
this
scalable
and
sustainable
our
early
results
in
Florida,
where
we're
piloting
at
teachers
grew
made.
Substantial
growth
in
their
knowledge
and
I
actually
am
looking
up
going
to
be
calculating
effect
sizes
for
the
first
hundred
fifty
teachers
and
their
students.
V
This
after
on
their
student
outcomes,
so
teachers
who
actually
went
through
this
online
professional
development
is
it
actually
changing
to
their
their
knowledge
and
teachers,
went
from
an
average
33%
on
three
tests
to
about
87%
on
post
tests
and
then
we're
looking
at
the
gains
for
the
students
this
afternoon.
So
and
that's
that's
what
we'll
be
offering
to
these
teachers
as
well
and.
A
B
P
I
P
F
N
B
N
Other
thing
we
saw
to
is
that
the
they
both
these
tools
have
pretty
large
vol
populations.
So
we
wanted
to
see
what
this
had.
The
effect
would
be
on
is
that
particular
student
population,
you
know,
and
that
accountability
takes
into
both
of
those
and
the
sea
of
that's,
perhaps
something
we
tweak
in
our
service
model
for
reall
students,
so
that
was
another.
Can
you
define
denial
of
English
language
learners
and
that's
a
growing
population
take.
X
B
N
U
N
U
Okay,
good
banana
little
talking
minutes,
it's
alright
and
what
in
the
units
that
are
being
taught
within,
are
all
of
our
grade
levels,
little
school
paid
for
all
the
way
up
until
I.
Stick
the
last
slide
when
there
is
actually
just
an
overview
of
the
topics
that
we
are
currently
is
it
within
our
curriculum
that
falls
under
the
state
kinds
of
health
standards.
F
U
Started
in
November,
and
obviously
you
guys
said,
the
textbooks
are
out
of
date
and
we
don't
have
a
lot
of
resources.
This
was
a
way
to
get
all
of
our
teachers,
some
type
of
coherency
within
our.
They
have
a
guide
as
to
what
they're
teaching
in
extra
resources
that
they
can
use
that
follow.
That
state
conference
with
plans
that
website
that
you
see
for
the
high
school
will
be
a
similar
one
in
the
works
right
now
for
the
middle
school.
P
N
X
X
Today
we
have
some
staff
here
as
well
as
within
our
department
and
we're
going
to
go
through
part
of
the
services
that
we
offer
and
so
the
results
that
succeed.
So
first
we'll
start
with
the
bagging
machine.
It
is
our
interim
climate
coordinator
he's
going
to
talk
a
little
bit
about
multi-tiered
system
of
support.
R
Right
now,
I'm
to
the
self
assessment
of
Mt
SS
notice,
the
Sam
is
completed,
each
fall
with
an
individual
and
team
rating
and
then
the
district
climate
tips
you'll
meet
with
mgss
lead
teams
at
all
schools
to
facilitate
the
consensus
process.
There
are
six
domains
which
represent
the
six
critical
concerns
of
the
NGSS
framework
and
those
six
are
leadership,
building
capacity,
infrastructure,
communication
and
collaboration
database
problem
solving
and
three-tiered
instruction
intervene
and
data
valuations.
The
grass
displayed
here
represents
a
district
average
score
for
each
domain
and
differ
all
implementation
total.
R
So
our
overall
implementation,
total
has
increased
from
69%
in
fall,
2017
to
76%
in
fall
of
2018
and
the
largest
domain
increase
was
in
building
capacity
and
infrastructure
for
implementation,
which
had
a
9%
increase.
Also
exciting
news.
This
went
to
our
district
was
selected,
be
part
of
the
State
Department
of
Education
is
mgss
code
work
has
developed
a
district
mt
SS
team.
That's
currently
participating
in
these
state
trainings
to
support
future
and
to
assess
work
here
and
Charleston
County
and
part
of
that
framework.
H
Q
J
The
research
on
students
who
actually
take
part
in
a
social
and
emotional
learning
curriculum
and
that's
what
SEL
is,
is
found
short
and
long-term
benefits
and
improvements
in
mental
health,
social
skills
and
overall
academic
achievements.
So
the
second
step
curriculum,
which
is
the
curriculum
we're
talking
about
for
social-emotional
learning,
supports
our
MTS
s,
that
multi-tiered
system
of
support,
and
also
the
behavioral
piece,
which
is
the
positive,
behavior
and
engines
and
supports
it,
supports
the
framework
and
encourages
dialogue,
engagement
and
skill
practice.
So
it
has
an
important
parent
piece
to
so.
There
are
various
stakeholders.
J
Today
we
have
all
of
our
CD
classes
implementing
in
their
second
year
of
second
step,
we
have
all
of
our
kindergarten
classes
throughout
the
district
implementing
the
first
year.
Second
step,
we
have
25
elementary
schools
who
are
implementing
second
step,
and
we
have
six
middle
schools
who
are
implementing
the
social,
emotional
learning
curriculum.
Second
step.
X
B
W
So
if
you
want
to
go
back
in
one
side,
I'm
calling
you
now
in
the
principal
of
North,
Woods
middle
school
and
I've,
been
there
two
years
this
past
February
and
as
you
can
tell
from
2016
to
our
current
year,
2018
19,
our
OS
s,
ISS
and
conditional
suspension
days
have
all
decreased
dramatically
and
that
has
a
direct
correlation.
We
are
doing
restorative
practices
paired
with
second
steps,
we're
part
of
a
pilot
program
with
second
steps
on
the
social,
emotional
learning
curriculum,
and
we
paired
that
with
restorative
practices.
W
So
our
teachers
not
only
use
restorative
circles
or
administrators
use
restorative
circles
to
try
to
combat
before
we
have
to
apply
a
discipline
consequence.
We
try
to
solve
the
problem
and
let
all
parties
be
heard
and
then
once
a
week
they
get
the
second
step
curriculum
in
their
intervention
class
and,
as
you
can
see,
it's
it's
working
in
our
school.
D
K
I'm
Erin
tights,
I'm
I
teach
fifth
grade
in
North
Charleston
Elementary
second
step
is
my
second
year
teaching
it
and
it's
not
just
the
lesson.
I
do
on
Monday.
It's
part
of
my
whole
classroom
foundation
and
it's
helped.
My
students
be
able
to
really
work
out
through
problem
solving
strategies,
name
their
emotion
and
self-regulate,
of
their
emotions
in
the
classroom,
which
is
obviously
evident
for
our
level.
One
and
two
referrals
have
dramatically
decreased
and
our
math
growth
has
increased
the
most
this
year
compared
to
our
past
years
and
our
Charleston
since.
X
I
specifically
to
the
graphs
where
those
are
just
a
few
of
our
pilot
schools,
but
those
numbers
are
numbers
of
students
whose
Perls
it's
on
the
left
of
our
middle
schools.
You
can
see
two
years
data
and
then
the
green
is
this
current
year.
So
that's
the
actual
number
of
students
who
receive
referrals
being
reduced,
but
that's
what
we
would
like
to
see
is
that
the
number
of
students
having
incidence
the
native
referral
is
reduced
so
that,
therefore
the
teachers
have
lessons
right
and
Morken
can
get
done
in
the
classroom.
X
We
also
want
to
talk
a
little
bit
about
some
district-wide
data
that
we
have
at
this
point
a
year,
so
it's
students
without
a
single
incident.
So
far
in
this
school
year,
our
440
1503,
which
is
83
percent
of
the
student
population,
has
a
zero
referrals.
Last
year
at
the
end
of
the
year,
we
were
at
72%.
So
we
have
a
couple.
T
X
X
And
then
we
want
to
share
with
you
the
types
of
referrals
that
we're
seeing
across
the
district.
So
this
is
broken
out
by
level,
so
the
elementary
level
most
referrals
are
kick
kick
push
student
at
the
middle
school
level.
That's
refusal
to
obey
at
the
high
school
level,
its
refusal
to
obey
and
then
for
our
charter
schools,
its
refusal
to
obey
and
then
in
our
alternative
or
special
schools.
It's
also
refusal
to
obey.
X
F
B
P
X
Y
Afternoon,
I'm
Tasha
joiner
I
am
one
of
the
district
climate
coaches
as
well.
So
what
you
see
on
this
slide
is
the
school
supports
and
services
that
we
provided
during
the
first
semester.
So
a
part
of
our
department
is
to
offer
a
wide
variety
of
services
that
provide
prevention
and
intervention
supports
to
not
only
students
but
teachers,
administration
and
families
across
the
CSD.
These
supports
and
trainings
for
schools
can
be
address
through
the
DAP
support
request
form
which
is
found
in
data
central.
Y
X
Across
the
district,
most
of
a
lot
of
that
work
is
done
by
our
climate
coaches.
We
have
two
of
them
here
today.
We
also
have
our
social
worker,
our
behavior
specialists,
I,
do
want
to
thank
the
school
representative
came
today
and
I
think
it's
important
to
highlight
the
good
work
that
they're
doing
and
just
remind
us
all
that
research
is
very
clear
that
when
you're
making
climate
change
in
the
school
for
elementary
middle
schools,
it's
a
minimum
of
three
to
five
years.
X
So
we
believe
we're
beginning
to
see
some
of
the
it's
about
in
our
elementary
and
middle
schools
and
for
our
high
schools,
it's
five
to
seven
years,
which
seems
like
a
long
time,
but
we
are
moving
in
that
direction.
During
this
first
semester,
we
provided
over
50
professional
development
sessions
on
days
where
we
could
do
that.
But
then
we
also
support
schools
and
principals
in
the
building,
and
we
have
actually
to
this
date,
worked
with
or
trained
3911
individuals
and
that
they
could
come
more
than
once
and
they
count
more
than
once.
X
So
we
do
look
forward
to
coming
back
to
committing
the
whole
next
month
to
give
you
more
information
on
our
remaining
areas
of
support,
which
would
be
mental
health.
Our
PBIS
initiative,
our
positive
behavior
initiative,
our
drug
and
alcohol
supports
and
truancy,
and
then
dr.
Criswell
also
mentioned
that
there
is
inquire
about
the
bullying
task
force
and
where
we
are
in
that
work.
So
we've
been
meeting
formally
32
of
us
monthly
to
work
on
this
and
we're
working
on
constant
some
groups.
One
would
be
a
shared
definition.
What
is
bullying
look
like?
X
So
those
will
be
coming
forward
to
the
board
shortly
and
then
prevention
and
intervention
curriculum,
as
well
as
a
protocol
there
lines
to
our
risk
assessment
protocol
so
that
all
of
our
risk
assessments
threaten
suicide.
Bully
all
look
the
same,
don't
have
to
figure
out
why
everything
looks
different,
so
our
plan
is
to
have
all
of
that
information
to
the
board
and.
E
B
W
E
B
W
Sort
of
a
wash
I'm
gonna
say
we
I
really
just
observed
for
the
last
few
months.
17:18
school
year
we
only
implemented.
We
started
to
roll
out
for
started
practices
only
and
I
told
the
staff
it
was
going
to
be
with
Muskoka
a
three
to
five
year
process.
We
were
slowly
rolling
it
out.
We
also
started
PBIS
in
2017-18,
and
then
this
year
we
jumped
on
top
of
that
and
and
jep's
and
capturing
kids
hearts.
So
it
all
sort
of
falls
into
the
umbrella
and
miss
Joyner.
Is
our
climate?
W
E
C
W
E
E
W
W
E
E
E
W
B
W
What
we
you
know
if
you
want
the
students
to
buy
in
and
you
want,
the
teachers
just
buy
and
you
have
to
do
it
with
both
levels.
The
students
love
PBIS
because
they
get
rewarded
for
doing
great
things,
and
we
recognize
when
someone
that
maybe
doesn't
get
recognition.
It's
finally
doing
something.
Positive
and
the
teachers
get
the
same
recognition,
so
we
do
PBIS
with
them
little
things
down
to
monthly
awards.
We
have
these
monthly
awards
and
our
faculty
meeting
and
the
teachers
vote
on
it.
W
Restorative
circles
are
started
just
as
practice.
However,
it
goes.
Is
it
sometimes
it's
team
building
building
community?
So
you
a
lot
of
teachers
use
circles
in
the
morning
just
to
check
the
temperature
lots
of
different
ways.
They
can
do
you
just
go
around
in
a
circle
and
give
a
one
to
five
one:
I'm,
not
ready
for
the
day
I'm
having
a
tough
time,
five
I'm
super-pumped
and
just
gauging
the
temperature
they'll
do
a
thumbs-up,
thumbs-down
middle
of
the
road,
so
teachers
use
it
as
building
climate
within
the
classroom.