►
Description
May 13, 2019 COW Opening Items and Strategic Education Committee
B
C
B
A
A
D
E
Afternoon,
okay,
just
want
to
be
here
for
Eve.
This
is
something
large
surprise
and
the
monster
expansion
plan
for
d9,
and
we
have
some
concerns
in
regards
to
Laura
Allen.
This
is
where
we
are
at
this
point.
When
flys
was
granted
the
tapes
that
part
of
the
Montessori
program,
the
parents
were
told
that
there
would
be
a
lower
l
class
beginning
school
year,
2019
and
2020.
This
promise
is
definitely
it's
not
how
she
say.
It's
not
sure,
there's
no
insurance.
E
At
this
time,
we've
already
spoken
to
Miss
Middleton
she's,
given
her
recommendation
to
what
she
think
that
it's
best.
However,
the
plan
is
not
what's
promised
to
the
parents
in
regards
to
the
Montessori
program.
In
addition
to
that,
the
plan
will
also
help
to
build
the
students
of
academics
in
the
traditional
classes.
The
plan
that's
presented
by
the
community
members
surprisin
was
asking
for
laura
l
classes
in
the
year
2019
and
2020,
which
is
coming
up,
and
the
classes
will
need
to
have
a
certified
Montessori
teachers
as
well
as
teacher's
assistant.
E
In
addition
to
that,
the
proposal
is
to
add
a
sixth
grade
class
and
by
adding
the
sixth
grade
class.
This
will
allow
the
student
to
have
one
more
year
to
work
in
areas
where
they're
having
difficulties
and
hopefully
help
to
smooth
out
the
transition
to
the
middle
school.
In
addition
to
that,
the
teachers
in
a
traditional
classes
will
be
able
to
continue
their
Montessori
training
so
which
means
that
it
will
prepare
them
well
for
the
rol
Montessori
class.
E
In
addition
to
that,
this
plan
will
also
help
with
what
has
been
identified
at
Marilla,
seen
and
her
see
I'm
understanding
that
the
Laurell
class
was
not
tried
there.
But,
of
course,
these
averages
for
these
schools
are
not
very
high.
So
therefore,
was
thinking
we're
asking
that
you
think
outside
of
the
box
for
Frierson
and
allow
these
to
laurelle
classes
to
come
about.
Sometimes
you
know
we
feel
like
fries
is
treated
like
an
ice
cream
truck.
E
You
know
you're
waiting
for
this
truck
to
come
down
the
road
with
the
ice
cream
and
it
finally
gets
to
your
doorstep
and
then
is
missing
all
the
toppings,
so
in
other
words,
parents
were
told
that
Laura
L
class
would
take
place
in
2019.
But
it's
not
in
addition
to
that,
the
additions
for
the
multi-purpose
room.
It
looks
like
we're
only
going
to
have
maybe
a
classroom,
petition
being
knocked
down
and
then
creating
just
one
multi-purpose
room,
which
is
not
what
we
were
told
and
not
what
the
community
was
driving
after.
E
F
C
C
C
We've
talked
a
lot
about
things
we
needed
to
do
to
improve
student
achievement,
and
we've
talked
a
lot
about
that
and
talked
a
lot
about
that.
We've
made
some
changes,
but
we're
ready
to
make
some
really
radical
and
bold
changes
to
to
impact
student
achievement.
So
that's
that's
what
you're
looking
at
today
and
I
think
the
one
that
you
have
the
piece
of
paper
at
your
your
desk
is
the
most
recent
copy
and
please
anybody,
Todd
Eric,
feel
free
to
jump
in.
A
Yeah
I
just
want
to
make
sure,
as
we
move
forward
that
we
are
are
very.
This
board
has
approved.
Basically
anything
that's
been
brought
to
us
over
the
last
four
years
and
looking
at
we
are
making
on
the
our
most
recent
stats
that
you
gave
making
our
meaning
they.
We
are
making
improvement
in
areas,
but
just
we've
got
a
long
way
to
go
and
I
just
want
to
know.
I
mean
every
principal
and
every
teacher
knowing
from
what
we.
What
should
we
expect
from
the
then?
A
What
should
we
expect
from
staff
at
the
end
of
next
year
and
and
boom
day
1
of
next
year,
so
that
yeah
and
we
respective
principals
and
teachers
like
to
all
of
them,
have
a
directive
as
they
go
in?
This
is
what
we're
we're
hoping
to
see
next
year
in
this
classroom,
whether
you're,
looking
at
year
over
year
or
miss
Jeffrey,
says
more
more
qualitative
of
what
we're
what
we're
teaching
dear
in
the
year,
but
so
that
everybody
has
a
clear
focus
of
what
are
we
doing
going
going
forward
so.
H
H
We
have
the
Clemson
diversity
study,
we
have
the
advanced
edge
study
and
we
have
the
different
scenarios
from
the
future
share
projects
that
have
existed
and
that
will
be
forthcoming
so
so
there
and
we
have
schools
that
have
been
set
with
a
certain
priority
status.
So
so
there
are
clear
indicators
as
to
some
of
the
concerns
that
we
are
facing.
H
Without
a
doubt,
we
knew
of
some
of
these
issues.
We
knew
of
some
of
the
things
that
needed
to
be
changed.
It's
almost
like
a
can,
that's
being
kicked
down
the
road-
and
it's
at
this
point
now
where
we
need
to
pick
that
can
up
and
look
at
it
and
move
forward.
So
these
directives
is
crucial
and
it's
critical
simply
because
not
only
do
we
need
staff
to
know
what
our
expectations
are.
H
So
so
I
think
these
are
some
clear
directors
and
we
can
massage
them
some
more,
but
I
think
we
need
to
be
on
the
ground
ready
moving
forward
simply
because
one
in
this
process,
we
need
to
make
sure
that
that
we
are
being
as
open
and
honest
as
we
possibly
can
and
involving
the
community
and
the
staff
and
the
stakeholders
and
these
decisions
that's
gonna,
be
coming
to
us.
We
have
been
talking
about
the
mission-critical
action.
We've
been
talking
about
bold,
innovative
moves.
H
We
talked
about
making
changes
in
the
district,
so
we
need
to
be
clear
as
to
what
it
is
that
we're
looking
for
as
we
move
forward.
So
there
shouldn't
be
any
any
hiccup
come
June
24th
as
to
what's
expected,
as
we
move
forward
so
summer.
I'm
excited
about
this
piece
as
we
can
continue
to
massage
it
moving
forward.
B
And
while
I
surely
appreciate
where
this
is
going,
which
it
needs
to
get
on
a
piece
of
paper
but
I
think
what
what
is
this
is
a
little
bit
disconcerting
for
me.
Is
we've
answered
these
questions,
so
why
are
they
being
asked
again
to
come
back
again?
This
is
everything
that
the
board
has
approved
for
next
year.
In
theory,
since
December
of
2018
in
our
strategic
education
committee
meetings,
we've
approved
a
multi-year
plan
for
magnet
schools.
B
We
approved
a
10
bullet
point
process
for
how
to
make
that
more
equitable,
so
I,
don't
know
what
address
problems
created
by
magnet
and
partial,
magnet
and
choice.
Schools
are
I,
thought
we'd
already
been
down
that
road
and
I
guess
I'm.
Looking
for
more
SMART
goals,
we
approved
10
items
in
December
that
were
10
items
of
the
first
of
a
3-year
choice,
magnet
revitalization
plan
or
whatever
you
want
to
call
it.
B
We
we
wrote
a
policy
for
underperforming
schools
and
we've
never
before
it's
even
published
we're
talking
about
going
to
the
last
line
and
looking
for
outside
entities
to
come
in
so
I
appreciate
this,
but
it
just
seems
that
we're
we're
asking
the
same
questions
when
we
got
those
answers.
I
could
I
could
give
you
those
he
I
mean
I
went
through
last
night
from
November
of
2018
April,
we
decided
Lex
aisles
were
the
guiding
standard
of
whether
a
student
needed
to
grow
one
year
or
more
than
one
year.
B
We
we
have
a
multi-year
plan
for
increasing
professional
development.
That's
part
of
the
C
CLI.
That's
also
part
of
the
round
table
communications
that
came
out
of
the
magnet
school.
It's
part
of
the
career
technology
offerings.
That
said
when
we
approve
those
in
December.
It
said
if
you
approve
these
as
programs
for
North
Charleston
and
West
Ashley,
we
need
to
start
with
the
fifth
and
sixth
graders,
but
we're
going
to
get
something
in
June
after
the
budgets
approved
and
I.
Don't
see
us
talking
about
fifth
and
sixth
graders
get
the
smart
goals.
B
I
see
the
same
use
of
pronouns.
We
have
CCSD
went
into
a
virtual
learning
partnership.
We
were
going
to
expand
online
learning,
that's
sort,
I'm
kind
of
questioning.
What
is
these
aren't
the
specifics
we've
already
approved.
So
how
do
we
build
on
this
when
we've
got
that?
Why
are
we
building
on
all
the
things
we'd
already
approved?
B
So
for
that
reason,
I
just
kind
of
think
we
need
to
and
I
appreciate
what
Eric
said.
I
mean
we
have
the
comprehensive,
the
Charleston
comprehensive
literacy
initiative
that
we
were
told
in
March
was
year
one
and
year
two
was
going
to
have
additional
funding
in
this
budget,
but
I
don't
see
anything
in
here
that
says:
we've
decided.
This
is
one
of
the
ten
bold
recommendations,
so
I
guess
I'm
I'm
ready
for
us
to
quit.
B
Having
drafts
of
pronouns
and
start
saying,
you
approved
the
C
CLI
year,
one
yes,
we're
gonna
put
him
in
eight
schools
next
year
or
the
programs
at
North
Woods
or
the
teacher
coaching
programs
that
were
at
Pinehurst
and
pepperhill
I
thought
we
had
already
said.
Those
were
the
bold
things
we
were
going
to
do
so
I'm
for
us
to
it.
B
I
just
feel
like
we're
were
I
feel
like
we've
said
yes
to
enough
things
in
the
last
five
months
that
we're
beyond
getting
the
board
to
approve
a
draft
of
addressing
problems
and
and
I
mean
I
understand
where
this
is
going
and
I
think
it's
great
to
get
it
down
to
one
page.
But
it
feels
like
we're
not
building
on
what
we've
already
said.
Yes
to
so.
H
I
definitely
appreciate
all
that
you've
just
said
and
and
getting
ahead
of
and
surmising
what
you
just
said.
It
is
the
goal
of
this
board
to
to
outline
into
bullet
just
what
you
just
said
for
staff
to
start
working
on,
because
you
come
June
25th.
Those
are
exact
things
that
that
we
are
expecting
staff
to
have
outlined
in
place
ready
to
move
forward
as
we
have.
These
different
indicators
come
before
us
comes
you
in
24,
so
so
this
is-
and
this
may
not
be
spelled
out.
H
You
know,
bullet
by
bullet
as
to
what
you
just
defined
with
fifty
sixth
graders,
but
it's
included
inclusive
of
this,
and
and
these
are
the
expectation
that
we're
expecting
to
come
forth
as
we
look
forward
back
from
staff,
so
I'm,
definitely
not
in
for
kicking
the
can
down
the
road
I
believe
we
have
picked
a
can
up.
I
think
we
need
to
have
clear
indication
of
where
we
are
and
how
we're
moving
this
this.
These
different
areas
of
concerns
that
we
know
needs
to
be
addressed
by
this
district
for
our
schools.
C
C
Got
it
just
real,
quick,
I
think
what
we're
trying
to
do
here
is
that
I
have
something
driven
by
the
board.
That's
a
one-page
that
really
does
encompass
all
the
things
we've
talked
about
in
last
year.
It
might-
and
we
can't
get
everything
on
one
page
but
clearly
directs
to
staff
and
lets
the
public
know
that
we're
going
to
continue
to
be
making
radical
changes,
because
we
don't
want
things
to
continue
to
be
stagnant
at
certain
schools
and
in
certain
achievement
levels.
C
D
D
B
Mr.
chair,
if
you
would
indulge
me
I
I
do
wish
that
you
guys
would
reconsider
the
language
of
or
a
culture
that
says
schools
have
to
prove
to
be
deserve
to
stay
open
and
get
more
along.
The
lines
of
needs
to
be
the
adults
in
the
building
have
to
prove
they
deserve
to
be
educating
the
children
in
that
school.
If
we
have
to
school
sizes
and
school
locations
are
shouldn't,
be
tied
to
something
that
says
the
school
has
to
justify
being
I.
Just
don't
feel
like
that's
a
culture
that
I
we
want
to
write.
B
A
B
A
I
I
Particularly
yeah,
so
I've
asked
the
team
to
join
me
at
the
table.
This
is
just
a
part
of
the
learning
services
team.
We
have
more
staff
members
in
the
audience
and
together.
This
is
our
best
thinking
about
how
we
can
really
drive
and
strive
for
continuous
improvement.
Next
year
and
you're
gonna
hear
some
some
clear
things:
you're
gonna
hear
what
are
the
action
steps
we're
doing
for
continuous
improvement,
you're
gonna
hear
us
turning
that
answerability
screw
or
the
accountability
screw,
and
what
I
mean
by
that
is
tightening
up
procedures,
processes
and
routines.
I
I
don't
mean
nailing
people,
that's
not
what
I
mean
I
mean.
Turning
that
accountability
screw
means
we're.
Gonna,
tighten
up
some
of
our
procedures
and
our
processes
and
our
routines
and
expect
some
changes.
So
we're
gonna
talk
about
that.
We're
gonna
talk
about
how
we
identify
gaps,
root
causes
and
those
strategies
and
I
need
to
share
that
this
work
is
based
on
work.
That's
happening
nationally
right
now.
The
Carnegie
Foundation
out
of
San
Francisco
area
is
really
looking
at
business
and
industry.
I
Best
practices
for
continuous
improvement,
they're
synthesizing
that
work
and
school
districts
across
the
country
are
taking
that
information
and
trying
to
nail
down
what
it
is
they're
going
to
do
to
get
changing
the
schools.
So
that's
what
we
want
to
talk
to
you
about
this
afternoon
and
I'm
not
going
to
go
over
every
slide.
What
I
thought
I
would
do
I
know
you
all
do
your
homework
because
I
get
questions
at
night,
Sunday
and
I
get
emails.
I
I
I
Some
work-
that's
going
on
right
now
at
Stanford
in
the
Graduate
School
of
Education
in
the
Graduate
School
of
Business,
and
the
research
coming
out
of
there
is
pretty
clear.
Equity
is
access.
Excellence
is
what
you
do
daily
in
the
classroom.
How
do
you
improve
instructional
practice
in
those
classrooms?
What
are
the
supports?
How
do
you
get
teams
of
teachers
working
together
collaboratively?
How
intentional
are
you
with
your
strategies,
so
we're
going
to
talk
today
about
how
we're
building
out
excellence?
I
If
you
look
in
your
folder
and
the
only
reason
I
gave
you
that
folder
was
I
thought
there
are
some
accompanying
materials
that
you
might
want
to
see
and
I
thought
you
might
want
to
see
this
larger.
So
you
could
read
it
so
if
you
open
up
that
folder
and
take
this
out,
this
is
where
we're
going
to
talk
from
right
now.
At
this
moment
there
are
for
continuous
improvement
next
year
learning
services
and
in
cccc.
The
first
is
data
analysis.
We're
gonna
do
plan.
Do
study
act
at
each
school
site.
I
We
did
that
this
year,
that's
from
business
and
industry,
but
it
simply
means
you're
gonna,
look
at
where
you
are
look
at
your
gaps,
develop
those
strategies
and
figure
out
what
you're
gonna
do
and
then
you're
going
to
test
it
and
make
adjustments
throughout
the
year.
We're
gonna
do
data
analysis
at
the
principal
meetings.
That's
something
we've
done
that
we
will
continue
to
refine
we're
going
to
look
at
gaps
in
comparison
to
where
we
want
to
be
we're.
Gonna
walk
you
through
in
just
a
few
moments
an
example
from
a
PDSA
plan.
I
We
did
this
year
with
elementary
schools.
We
had
an
app
it.
We
had
an
epiphany,
we
realized
we
had
some
tightening
up
to
do
on
those
PDSA
plans
and
we'll
talk
about
that.
We're
gonna
align
those
SLO
s
to
PDSA
plans
and
we're
going
to
have
continuous
teams
of
teacher
meetings.
Those
teacher
teams
are
gonna
meet
with
their
principals
and
meet
with
their
instructional
coach
and
continue
to
look
at
data.
The
second
category
is
collective
educator
of
efficacy,
and
that
is
working
with
those
instructional
coaches.
I
That's
our
professional
learning
plan
for
the
district
Emily
woody
and
her
team
they're.
Building
that
out.
The
learning
services
team
last
week
realized
that
all
this
priority
money
that's
coming
into
the
schools
from
the
state.
A
good
thing
for
them
to
focus
on
would
be
professional
learning
in
their
schools.
So
how
can
we
make
sure
those
plans
line
up
with
where
their
weaknesses
are
we're?
I
Gonna
talk
about
that
instructional,
coaching
model,
collaborative
planning,
Tom's
you've
got
the
CELTA
Court
for
the
tri-county
region,
the
leadership
development
that
Nichols
is
working
on
with
John,
Reid
and
others,
and
then
we've
got
vertical
alignment
of
the
curriculum.
Continuing
to
flush
out
what
is
it,
what
is
it
that
we
want
to
teach
in
our
core
curriculum?
I
How
would
provide
interventions
and
supports
when
students
aren't
making
progress
down
at
the
bottom
targeted
support
as
we
started
a
targeted
support
process
two
years
ago
and
Charleston's
had
processes
previously,
but
we
placed
instructional
coaches
at
the
neediest
schools.
These
Louisville
leaders
walk
those
schools.
They
met
with
principals,
they
knew
what
it
was
they
were
working
on
and
they
constantly
coached
and
gave
the
principals
feedback.
I
You
saw
some
good
gains
last
year
when
we
looked
at
the
outcomes
at
the
end
of
the
year,
we
made
gains
in
almost
every
category,
so
they've
continued
to
do
that,
we're
going
to
tighten
that
up
and
refine
those
processes
and
then,
finally,
what
quadrant
four
is
answerability
that
setting
up
the
processes,
the
procedures
and
the
structures
to
ask
the
really
hard
questions-
and
this
has
some
tweaks
in
it.
From
from
what
we
did
last
year,
we
expect
you
to
hold
us
accountable
for
changes.
I
What
are
you
changing
next
year,
because
that's
what
we're
gonna
talk
to
the
principals
about
you're
gonna,
look
at
their
data
and
say:
what
are
you
changing?
What
routines,
what
processes,
what
procedures?
What
are
you
changing
for
next
year?
So
what
you'll
see
there
we're
going
to
bring
the
principals
in
for
sort
of
a
state
of
the
school
conference,
with
a
team
and
in
your
folder
you've
got
samples.
Our
goal
is
to
give
these
out
in
August
when
they
come
back
and
say
this
is
what
we're
gonna
ask
you
about.
I
This
is
what
we're
gonna
ask
you
to
demonstrate
we're
gonna:
ask
you
to
bring
it
not
make
up
anything,
bring
in
your
daily
work
with
you
when
you
come
in
and
we're
gonna
bring
those
principals
in
groups
of
three
to
seven
and
have
them
give
peer
input
and
feedback
and
we're
going
to
give
them
feedback
and
it's
around
what
gaps,
what
root
causes?
What
are
they
changing
in
the
building,
so
you
can
see
those
sample.
Questions
are
marked
draft
we're
open
to
any
any
suggestions
or
feedback.
I
Our
team
and
learning
services
we'll
be
refining
these
questions,
for
our
goal
is
to
bring
them
in
at
least
two
times,
maybe
three
times
next
year,
because
we
want
to
see
them
progress,
monitoring
that
PDSA
plan.
So
again,
this
is
just
refining
tightening
up
that
answerability.
Tightening
up
that
accountability.
Turning
that
screw,
like
a
quarter,
turn
to
a
half
turn
tightening
up
those
processes.
I
We're
gonna
give
you
an
example.
Now,
let's
go
to
the
example
slide,
this
is
missus.
These
are
real.
This
is
real
from
multiple
schools.
We
kind
of
pulled
it
together,
but
we
do
school
last
year
that
was
relatively
high
performing
low
average.
On
the
state
report
card
the
map
data.
Every
year
the
students
were
in
the
school
or
these
particular
schools
that
the
scenarios
based
on
those
students
median
percentile,
went
down.
So
they
were
not
growing
the
students.
I
We
noted
that
we
did
have
a
conference
with
school
leaders
last
year
and
we
talked
about
that,
but
this
year
we're
going
to
zero
in
on
what
are
you
changing
and
then
we're
gonna
monitor
for
it?
So
I'm
going
to
turn
this
over
to
Michelle
Simmons
now
and
let
her
talk
about
the
work
she
did
when
she
pulled
out
of
that
school's
PDSA
plan
and
what
kind
of
refinements
were
making
for
next
year.
So.
F
As
Michael
she
spoke
about
SMART
goals,
so
that's
one
of
the
key
purposes
for
our
PDSA
playing
identifying
where
our
gaps
are,
where
our
problems
of
practice
lie
and
going
from
there
to
establish
what
are
the
goals,
what
other
strategies
and
the
priorities
that
we
believe
will
make
an
impact
if
done
well,
and
so
we've
done
the
example.
You
just
heard
on
the
samples
the
schools
is
relatively
high.
F
Performing
generally
speaking,
boys
and
girls
are
performing
at
math
or
above
in
terms
of
needing
standardized
state
expectations,
but
we
also
want
to
make
sure
that
every
student
in
leadership
growth
start
where
you
are
at
August,
but
by
the
end
of
the
year,
you've
grown
a
year
within
a
year's
time.
So
that's
where
this
school
has
a
challenge,
so
the
hole
where
the
survey
was
by
spring
of
2019.
For
weeks,
a
minimum
of
65
percent
of
the
students
agree
to
suffice
to
meet
their
target
group.
F
They're
established
growth
based
on
end
immediate
targets
in
both
reading
and
math,
and
so
in
terms
of
root
cause
and
the
gap
that
persists
in
the
school
about
42%,
in
that
40%
ingredient
are
actually
on
track.
At
the
mid-year
point,
when
we
took
the
deaths
at
winter
time,
a
root
cause
that
we
identified
the.
D
F
So
the
school
has
a
reading
coach
who
will
be
able
to
provide
classroom
teachers
with
training
and
copied
effectively
offer
that
differentiation
of
students
pair
observations
within
the
building
when
you
find
a
classroom
or
an
instructor
who's
doing
it
well
less
mastered
differentiation,
exposing
the
masses
to
that
strategy.
To
that
practice,
and
then,
coupled
with
the
implement,
you
know
bridges
program
as
well
as
the
adaptive
digital
content
that
does
allow
classroom
teachers
in
the
perche
in
a
meaningful
way.
F
F
Or
are
asked
to
respond
to
what
happened
right
now?
What
did
go
so
well,
that's
what
we
want
to
see
you
want
to
be.
We
want
to
be
a
principal,
be
able
to
ascertain
that
my
teachers
need
more
instruction
than
this
or
we
need
more
strategies
of
math
and
that's
what
we
believe
that
coaching
platform
will
allow
us
to
do
in
concert
with
the
classroom,
teachers,
the
teacher
leaders
and
with
the
principal
the
building
level
principals
and.
I
So,
if
I
could
just
go
back
to
those
four
priorities,
there
were
a
couple
things
I
should
have
said
that
I
want
to
make
sure
I
say
that
PDS
a
plan
is
how
its
Japan
got
its
automobile
industry
at
the
top
in
terms
of
the
automobile
manufacturing.
I
mean
there's
research
behind
that
that's
how
they
were
able
after
World
War,
two
to
really
raise
the
level
of
the
quality
of
automobile.
They
were
manufacturing
in
Japan
its
efforts
to
means
work,
so
we
know
that
PDF
say
for
almost
any
kind
of
improvement
model
you
use.
I
That
is
the
foundational
building
block
for
that.
Looking
at
what
you're
going
to
do,
looking
at
your
gap,
figuring
out
what
you're
going
to
do
monitoring
along
the
way
and
making
adjustments?
That's
not
for
the
foundation,
we
want
to
stitch
those
plans
together
and
what
I
mean
we'll
put
them
in
a
PDF,
so
that
any
district
staff
member
that
walks
that
building
could
have
access
to
it
and
you
can
pull
in
real-time
now,
of
course,
that
those
plans,
change
and
they're
livable
breathable
documents.
I
But
we
think
we
can
do
it
in
a
way
that
you
can
have
access
to
it,
so
you
can
have
engage
in
dialogue
with
the
principles
if
you're
out
in
the
schools
fixing
the
second
thing
that
the
professional
development
is
so
important.
That
district
plan
is
going
to
form
the
foundation
for
collective
educator
advocacy.
Those
school
professional
learning
plans
are
just
super
important.
Emily
Woody's
got
a
plan
that
she's
building
out
that's
addressed
an
are
root,
cause
he's
owned,
the
district
rival
the
targeted
supports
we
started
some
of
that
word.
I
We're
gonna
continue
to
try
to
refine
it,
and
then
that
answer
ability
this
one
this
next
little
nugget
I
want
to
share
is
probably
the
key
linchpin
for
that
and
it's
the
fact
that
we
plan
to
build
out
a
scorecard,
and
that
may
not
be
the
right
term
in
business
and
industry.
They
call
it
balanced
scorecard,
they
aggregate
a
lot
of
metrics
and
they
evaluate
that
business
ministry
on
how
well
it
does
on
that
scorecard.
For
us,
it
may
be
called
something
else,
besides
a
scorecard,
but
we
want
to
aggregate
right
now.
I
The
principal
evaluation
system
in
South
Carolina
says
you
write
one
goal
or
you
write
two
goals
or
you
write.
Maybe
three
goals.
We
know
that
in
terms
of
moving
a
school,
you've
got
primary
data,
that's
an
elementary
school.
You
and
you
see
some
of
the
samples
of
data
on
that
principal
protocol
for
the
conferences.
You've
got
state
assessment.
You've
got
math.
You've
got
a
lot
of
things,
attendance
discipline.
Those
are
all
things
that
you
need
to
pay
attention
to.
We
talked
to
the
State
Department.
I
Last
week
we
asked
for
permission
instead
of
writing
a
goal,
because
I
may
write
a
goal
about
third-grade
reading.
When
I've
got
reading
issues
all
across
the
board,
we
ask
for
permission
to,
say:
hey.
Our
goal
is
going
to
be
we're
going
to
move
in
a
half
or
two-thirds
of
the
goals
that
are
listed
on
that
on
that
scorecard,
and
the
state
approved
that
she
said.
That
was
fine.
We
feel
like
that,
will
give
us
more
traction.
It
gives
us
more
answer
ability
points.
It
gives
us
metrics
to
have
conversations
around
and
metrics
to
monitor.
I
So
those
are
big
strategies
and
then
the
final
one
is
that
the
level
leaders
have
worked
on
what
they're
calling
standard
operating
procedures
are
non
negotiables
and
what
that
means
is
that
it's
a
basic
set
of
expectations
expected
elementary.
They
expect
at
middle
and
the
expected
high
school
and
we
plan
to
get
feedback.
We
like
to
use
peer
review
in
our
learning
services
team
meeting
we
take
things
in
and
our
peers
that
maybe
aren't
sitting
at
this
table
has
a
perspective.
Buffing
Roberts,
Robin
Jones.
They
have
perspectives
rich
Gordon.
I
You
know
it's
not
negotiable,
but
they
may
think
of
some
things
that
we
need
to
tweak,
but
some
things
we
need
to
add
or
a
different
way
to
phrase
something
so
I
know
that
they
have
meetings
playing
with
their
levels
to
talk
about
these
but
they're.
Basically,
a
set
of
non-negotiable
city
hundred
operating
procedures
and
I'm
gonna.
Let
them
speak
to
those.
J
Identify
that
if
we
focused
on
three
areas
to
do
climate,
your
collaboration
and
curriculum-
and
we
really
did
that
intensely-
we
can
make
a
big
impact
on
student
outcomes.
So
when
you
think
about
those
three
areas,
the
undergirding
thing
is
continuous
improvement,
which
is
PDSA
that
supports
it,
and
so
we
know
that
the
three
areas
along
with
PDS
they
can
help
us,
make
some
gains
and
mix
some
impact
into
outcomes
in
our
schools.
So
you
look
at
these
standard
operation
operate
receives
our
SOPs.
Have
a
funny
story
about
that.
J
You
know
we
really
looked
at
each
of
our
learning
communities,
but
we
also
thought
about
this
year.
This
past
year,
when
we
went
through,
we
did
all
learning
walk
with
our
principals.
We
had
our
coaching
conversation
with
our
principals
and
things
that
we
saw
that
weren't
consistent
across
all
schools
that
really
really
really
needed
to
be
implemented
and
horeb
us
to
make
the
game
that
we
need
so
that's
kind
of
how
we
approached
this
process
and
how
we
look
to
move
forward
next
year
without
making
some
impacts
on
student
outcomes
in
all
of
our
students.
J
I
G
Want
to
add
a
couple
of
things
if
you
notice
the
goal
in
the
example
just
given
that's
a
rather
audacious
goal
to
achieve,
and
that's
one
of
the
things
that
we're
working
to
do
is
to
have
the
expectations
be
much
more
ambitious
than
previously.
They
might
have
been
that
three
percent
gain
five
percent
gain
and
also
the
fact
that
the
team
works
very
closely
together
to
be
sure
that
vertical
alignment
is
in
place.
It
works
so
much
better
with
continuity
across
the
grade
levels
and.
I
It's
trying
to
get
its
theory
of
what
we
believe
about
continuous
improvement.
That's
what
school
districts
across
this
country.
Many
of
them
are
working
on,
not
all
of
them,
but
many
they're,
trying
to
say,
okay,
water,
the
levers
we
can
put
in
place.
What
are
those
hinge
points?
What
can
we
monitor?
What
can
we
expect
to
really
support
continuous
improvement
and
the
very
last
slide
is
sort
of
like
a
launch
of
the
major
pieces
of
work
and
all
that,
while,
while
we're
rolling
this
PDSA
out,
we
plan
to
make
sure
Emily
was
goodies.
I
Team
knows
what's
in
the
PDSA
buffy
roberts
is
team.
Assessment
evaluation
will
make
sure
we
know
what
data
to
look
at
what
mine,
Robyn
Jones's
team
will
support
through
the
virtual
school.
She
will
know
what
our
weak
points
are
in
the
district
and
how
her
team
can
support
our
rich,
scored
and
CTE.
We'll
know
what
metrics
we
want
to
look
at
for
CTE.
I
So
all
of
those
folks
and
learning
services
are
going
to
collaboratively
work
together
and
again
we're
tightening
up
the
expectations,
the
processes,
procedures
and
the
routines
and
we're
going
to
look
for
change
when
these
principals
come
in
we're
gonna
say
what
are
you
changing
before
it?
Job's
said
something
to
me
today
was
that
we're
going
to
do.
J
But
sometimes
they're
repeating
some
of
the
same
things
being
them
past,
so
you
have
to
ask
them.
What
are
you
going
to
change
enough?
What
are
you
going
to
do
because
a
lot
of
times
what
you
do
may
have
already
been
done,
and
we
don't
see
the
impacts
that
we
need
on
student
outcomes.
So
that's
the
terminology
that
we're
looking
to
use
on
next
year.
What
are
you
going
to
change
and,
of
course
we
need
to
know
you're
going
to
change
something.
First,
we.
I
Will
have
a
team
that
reads
these
PDSA
plans
sets
across
the
division
and
learning
services
and
outside
the
division
we
will
set
aside
a
day
or
days
where
we've
read
these.
These
schools
will
get
feedback
and
we
will
have
to
know
their
data
before
we
give
them
the
feedback.
We
have
to
know
what
their
data
say.
We
have
to
know
which
school
has
a
weakness
in
what
area
and
we
have
to
make
sure
that
they
target
that
weakness
and
so
that,
that's
in
a
nutshell
and
we'll
take
any
questions,
you
might
have
a
question.
C
So
help
me
to
understand
what
you
all
talked
about.
Give
me
an
example
of
what
this
all
these
different
steps.
What
will
change?
What
might
change
it's
just
that
for
a
student
in
the
classroom,
I
mean
how
does
that?
What's
a
specific
kind
of
example
that
you
can
give
me
on
what
would
be
different
once
we're
doing
this?
What
would
be
different
for
a
student
in
the
classroom,
I'll.
I
Start
and
then
I'll
ask
them
to
jump
in,
but
the
example
that
we
gave
you
that
schools
problem
when
you're,
not
growing
your
students
and
you're
below
average
on
the
state,
s-see,
ready
and
yeah.
The
student
progress
is
the
category
when
you're
below
average
or
average
you're,
not
growing
your
students.
So
if
you're
not
growing
the
students,
you're,
probably
teaching
in
the
middle
or
teaching
at
the
low
end
or
teaching
up
a
high
end,
but
you're
not
meeting
every
student
where
he
or
she
is
so.
I
We
expect
to
see
differentiation
strategies
that
might
be
in
middle
school,
a
flex
period,
dr.
william
ii,
really
like
schools
to
build
in
a
segment
of
time,
and
I
let
him
talk
about
that
in
just
a
moment
where
they
really
go
in
their
leader
enriched
or
a
mediate
or
they
reteach
they
pre
teach.
He
likes
to
see
that
in
the
schools
that
that
might
have
gaps
and
where
their
students
are
where
they
should
be
or
where
they
want
them
to
be.
The
other
thing
would
be
small
group
instruction.
I
Do
you
have
time
where
you
it's
not
just
all
whole
group?
It's
some
small
group
instruction,
that's
tailored
you
may
have
regrouping
Lisa
Allison
and
her
team's
been
working
on
interventions
where
teachers
trade
students
during
a
period
of
the
day
so
that
they
go
to
a
they
go
to
another
classroom.
They're
calling
it
walk
to
read
where,
if
I'm
reading
below
level
I
got
like
I
have
a
period
of
time
that
maybe
thirty
minutes.
I
Where
are
teachers
teaching
me
on
my
level,
yeah
they're,
exposing
me
to
grade-level
content
but
they're,
also
filling
in
any
gaps
on
my
half.
So
it's
that
data
digital
contents.
Another
way
to
do
that,
because
adaptive
digital
content
will
serve
the
student
where
he
or
she
is
so.
Those
would
be
the
things
we've
got
identify
that
root
cause,
and
this
is
an
example
and
then
we've
got
to
make
sure
the
strategies
lined
up
with
a
root
cause
and
I'll.
Ask
this
team
to
add
anything.
They
would.
J
J
Right
now
we
have
more
kids
coming
in
that
are
below
grade
level
that
you
do
coming
in
that
are
on
our.
You
know
it
seen
in
the
grade
level
standards.
You
know
that
two
or
three
intervention
teachers
in
the
building
cannot
help
us
that
problem.
So
a
lot
of
things
that
are
a
lot
of
recently
seen
a
part
of
our
school-wide
interventions.
J
As
a
result
of
you
know
walking
around
to
some
schools,
you
see
that
as
present
in
some
schools
and
it's
not
it
in
others,
but
the
other
piece
on
top
of
that
is
that,
even
though
it's
present
sometimes
they're
not
doing
what
they
should
during
that
period.
So
that
was
one
of
the
things
that
I've
put
on
my
my
SOPs
for
next
year
and
also
thinking
about
what's
done
in
those
classrooms
during
that
time
period,
working
with
Lisa
Allison
Department.
J
To
make
sure
we
have
some
some
some
solid
programs
inside
of
those
classrooms
to
help
impact
student
outcomes,
so
that's
sort
of
where
we
are
as
level
leaders.
When
we
talk
about
you
know,
how
does
this
make
sense
of?
How
does
this
look
on
next
year?
So
there's
identified
something
that
we
know
we
did
not
see
in
place
and
across
all
schools
and
making
sure
that
we
have
in
place
the
schools
that
need
them,
and
another
example
is
that
Michelle
and
I
hid
in
an
ASAS,
a
Institute
or
developing.
J
How
individuals
at
coach
principals
and
my
focused
principal
was
an
hour
at
Northwoods,
and
a
part
of
our
process
was
that
we
perform
learning
walks,
and
so,
when
I
left
I
said
you
know
what
I
would
like
for
you
to
do
this
with
your
admin
staff,
but
also
learning
walks
identify
your
hips
of
opportunity,
an
empire
some
sprint.
So
if
you
have
a
teacher,
that's
really
good,
you
can
get.
Other
teachers
are
going
invert.
J
That
teacher,
but
after
I
left
that
she
participated
in
that
process,
she
hurt
identify
that
there
was
an
issue
with
differentiation,
but
also
depth
of
knowledge.
So
what
she
did
was
they
looked
at
their
lesson
plan
template
decided,
they'd,
create
a
lesson
plan
template
that
they
would
kind
of
pilot
this
year
with
a
few
teachers
and
then
look
at
making
some
changes
implementing
that
in
the
next
year.
So
here
again
that
was
a
process
that
they
utilize
that
was
acceptable
for
them
that
we're
looking
at.
C
Okay,
those
are
great
examples.
That's
what
I
was
looking
for.
I
just
have
a
quick
follow-up
question.
So
I
know
a
lot
of
and
I'm
Michael
paying
by
in
the
spot,
but
a
lot
of
work.
Members
go
and
visit
schools
and
we
had
some
board
members
who
visited
a
high
school
and
they
went
into
a
10th
grade
class
social
studies
classroom
and
they
the
rigor
just
wasn't
there.
They
were
doing
fill
in
the
blanks
and
and
some
of
the
content
somebody
didn't
have
right.
So
how
do?
C
I
I
would
like
for
shared
Randall,
to
talk
to
you
about
some
collaborative
work.
She
did
with
the
principals
and
a
lead
teacher.
We
don't
have
instructional
coaches
at
all
the
high
schools,
but
she
did
have
them
bring
in
someone
with
him
and
I'd
like
her
to
talk
about
how
she
worked
a
little
bit
on
rigor
and
then
I'll
go
back
to
the
curriculum
part
right.
G
We
have
been
working
this
year
with
some
of
the
through
the
principles
to
impact
some
teachers
and
instructional
coaches.
For
that
very
reason,
but
I
did
want
to
piggyback
on.
What's
already
been
said,
part
of
the
goal
for
next
year
is
to
have
principals
fine-tune
what
they
are
focuses
because
often
it's
it
tends
to
be
so
spread
out
that
it's
not
really
impactful.
G
So
yes,
one
of
the
areas
for
high
school
is
that
rigor
piece
that
we're
going
to
drill
in
and
really
hit
hard
with
progress
monitoring,
but
getting
the
different
groups
whether
it's
dead
learning
services
are
across
learning
services
with
everybody
understanding.
Just
those
simple
goals
is
a
huge
step
forward
and
we
are
really
counting
on
that
to
have
the
most
impact
in
the
year,
but
that
having
the
principals
and
the
teachers
ask
for
a
training
on
rigor
and
I
figuring
out.
I
That
we
look
at
the
how
and
the
what
the
white
being
the
most
important
starting
point:
what's
the
curriculum,
Emily
Woody's
teams
working
on
defining
that
curriculum
in
her
school
of
her
district
based
instructional
facilitators,
they're
out
working
with
our
schools.
This
is
a
first
year
this
past
this
current
year
that
we've
ever
had
that
in
in
that
form.
Since
I've
been
here,
we
may
have
had
it
at
some
point
in
time,
but
we
may
have
also
lost
it
because
we
just
had
a
different
model,
also
the
how
what
are
the
instructional
strategies?
I
How
do
you
really
impact
what's
happening
in
that
classroom
and
we
believe
instructional
coaches
that
are
in
the
budget
for
high
school
will
make
a
tremendous
difference
when
we
can
pull
them
from
the
high
school
monthly
right
now
we're
pulling
them
with
the
principal
for
principal
meetings
and
emily
has
a
separate
meeting
day
they
come
in
and
they
work
with
the
district
base.
Team
and
they're
constantly
talking
about
rigorous
assessments
are
talking
about
curriculum,
they're
talking
about
instructional
strategies
and
supports
how
to
support
new
teachers
how
to
support
struggling
teachers.
B
You
know
I've
been
sitting
here:
googling
student,
achievement,
accountability
and
I
would
ask
you
guys
to
go.
Look
at
your
presentations
to
us
in
December
of
2017
January
of
2018
in
March
of
2018
I've
been
looking
at
what
you
said
was
going
to
happen
at
the
end
of
this
school
year.
If
those
things
weren't
implemented,
right,
Todd
and
I
kind
of
want
to
know,
are
you
saying
all
that
got
done
right?
B
So
you've
changed
your
mind
and
you're
going
to
do
this
stuff
now,
because
we're
not
here,
we
heard
this
at
the
beginning
of
last
year
and
now
we're
getting
a
presentation
that
says
we're
going
to
do
this
starting
next
year.
What
happened
this
year
for
the
folks
that
did
or
didn't
meet
these
kinds
of
goals
and
strategies
you
guys
laid
out
for
us
in
March
of
2018?
So
this
is
this.
I
B
A
I
mean
mod
just
made
blunders
looking
through,
like,
for
example,
I'm
looking
at
one
elementary
school
that
one
point
two
percent
of
that
african-american
students
are
reading
on
and
with
a
side
I'm,
not
picking
out
outliers
I'm
picking
up
ones
with
a
sizable
population
for
for
men
meeting
exceeding
the
grade
level.
At
a
you
know,
high
school
average
nine
point:
three
percent
of
our
african-american
students
are
college
ready
by
our
testing,
but
some
schools-
it's
seven
percent.
It's
six
point,
eight
percent
I
mean.
Are
we
addressing
that?
F
Leadership,
part
of
I
think
the
solution
is
also
equipping
out
principals
to
be
the
instructional
leaders.
So
we
depend
on
the
contrary
of
coaches
from
Emily
woody
staff,
but
the
collaboration
with
the
tri-county
creator
to
career
is
to
impact
and
to
empower
principals
to
go
into
a
classroom
like
Miss
Darby,
just
described
and
identify
that
deficiency
herself
or
himself
so
that
they
can
coach
their
teachers
and
our
charge
then,
is
to
be
in
buildings
enough.
Where
we
cannot,
we
can
assist
principals
and
identifying
gaps
or
deficiencies
in
a
way
they
can
be
impactful.
F
F
That
can
identify
gaps
on
a
spot
and
do
something
about
it,
and
so
for
principals,
who
were
deficient
in
categories
at
the
end
of
2018.
They
had
goals
established
to
prioritize
work
and
so
support
professional
development.
That's
the
layer
that
the
level
leaders
provide,
and
so
at
the
end
of
19
we
do.
It
expect
to
see
a
difference.
Incremental
change.
I
know
the
small
three
to
five
point.
I
And
I
know
they've
had
what
the
literature
calls
fierce
conversations
and
they're
not
fear,
speaking
as
they
address
the
elephant
in
the
room
and
if
the
elephant
in
the
room
is
low
student
achievement.
All
of
these
individuals
at
this
table
have
talked
to
me
about
that
and
I
know
that
they've
gone
out
and
met
with
their
principals
and
they've
talked
to
them
about
where
they
were
on
the
school
report
card.
Working
with
this
robber's,
she
told
us
or
if
Mark
gave
us
the
data
on
where
we
feel
short,
how
many
points
they
had
to
move.
I
K
I
John,
what
we
see
in
this
answerability
column
is
we've
got
fidelity
part
one
of
our
key
phrases
next
year
will
be
fidelity.
If
you,
if
you're
an
open
court
school,
we
expect
fidelity
if
you're
a
breach
of
school,
we
expect
fidelity,
not
that
we
haven't
we're
just
gonna
get
version.
2.0
is
gonna,
be
a
little
more
intentional.
B
I
Still
will
our
goal
I
don't
know
that
we'll
get
there
next
year,
but
eventually
we
want
it
to
be
live
and
interactive
like
an
a
real-time,
not
a
PDF,
that's
Miss
Roberts
has
talked
to
me
about
that.
We
didn't
think
we
could.
Vendor
was
gonna,
be
able
to
get
us
there
next
year,
but
long
term
we'd
like
what
to
be
ongoing
and
a
parent
could
log
in
and
actually
see
the
progress,
his
or
her
child
made
and.
B
That's
the
side
mirabile,
but
the
board
approved
and
gave
y'all
funding
and
the
access
and
the
ability
to
do
it
twice
a
year
with
parent
meetings
in
the
middle
of
the
year.
We
didn't
do
that
this
year.
Are
we
going?
Did
we
do
that
in
December
of
this
year,
with
every
teacher
met
with
every
student,
every.
I
F
B
We
had
a
presentation,
one
last
question:
we
had
a
presentation
from
a
principal
last
spring
and
I
honestly,
it's
a
downtown
elementary
school,
but
it
had
an
amazing
programming
process
from
data
monitoring.
That
was
the
word
that
y'all
used
and
in
what
the
hell
was
a
room
where
they
had
all
the
students
achievement
consistently
on
the
walls,
and
they
were
constantly
going
through
that.
Well,
that
was
spring
of
last
year.
Is
that
going
did
that
get
rolled
out
in
every
elementary
school?
This
is
this
school
year.
F
So
they
live
a
little
different
from
building
to
building,
and
so
part
of
our
work
is
to
make
it
standardized.
But
everybody
has
a
wall,
everybody
has
data
binders
and
are
able
to
speak
to
the
data.
We
still
want
to
grow
our
individuals
and
our
leaders
in
terms
of
now
you
know
the
data.
What
are
you
going
to
do
about
it
meaningfully?.