►
Description
January 14, 2019 COW Open Session and Strategic Education Committee Meeting
B
C
C
D
E
F
A
D
A
The
next
item
up
we've
got
is
the
strategic
and
committee
just
to
the
presenters
today
and
two
board
members
we're
going
to
try
to
do
my
best
to
follow
our
policy,
which
is
any
item
coming
up
board.
We've
got
two
minutes
per
person
and
up
to
10
minutes
to
discuss
an
item
and
that's
straight
out
of
our
policy.
We
can
vote
to
extend
that
by
an
additional
ten
minutes
for
a
max
of
20
minutes
first
topic.
But
this
is
a
policy
we
have
not
followed.
A
A
A
G
H
H
The
tea
and
learning
services
took
those
recommendations
and
they
started
breaking
apart
and
and
what
they
realized
is
that
we
are
going
to
have
a
very
tight
window
when
that
allocation
process
opens
our
goal,
is
I'm
january
28th
to
bring
you
back
exactly
how
we've
taken
those
recommendations
to
look
at
what's
feasible,
broken
it
out,
for
what
we
can
accomplish
the
first
year
make
some
tweets.
We
think
there's
a
couple
things
that
might
need
a
few
little
tweaks.
H
How
can
we
parse
that
out
from
year
one
year
two
and
there
could
even
be
some
you're
free
but
they've,
been
meeting
in
every
available
moment
that
they've
had
to
come
together
and
break
that
apart
on
the
policy,
actually
reads
that
the
window
has
to.
Then
it
has
to
be
publicized
one
month
prior
to
the
opening
of
that
application
of
window.
We
are
asking
for
two
weeks
if
we
bring
it
to
you
on
january
28th.
We
want
to
be
ready
to
go
by
mid-february
and
all
while
we'll
be
advertising
and
publicizing
those
admission
criteria.
H
I
H
H
Once
we
got
those
recommendations,
we
started
digging
into
what
that
means
and
it
will
just
checks
and
balances
system.
So
what
what
the
committee
did
miss
Nichols
could
not
be
with
us
tonight.
She
chaired
that
committee
I
think
Don
Kennedy
was
involved
in
that
committee.
They
pulled
a
group
of
stakeholders,
both
internal
and
external
stakeholders.
My.
H
As
soon
as
we
got,
those
intentionally
learning
services
was
not
a
part
of
that
because
we're
the
implementers
and
we
wanted
fresh
eyes
and
fresh
perspectives.
So
once
those
were
handed
over
to
us
that's
when
we
started
deep-diving,
we
pick
them
up
that
very
next
day
and
started
digging
in
there
and
they
worked.
They
have
worked
on
top
of
all
their
other
works
budget
and
personnel,
and
some
of
the
other
things
they've
carved
out
time
and
put
a
lot
of
time
and
effort
into
this.
So
I.
B
What
you
want
to
do
and
then
ask
us
I
know
you
guys
have
been
working
hard,
I
get
that,
but
parents
have
been
working
hard,
raising
their
children
and
going
to
their
full-time
jobs.
I,
wonder
I
thought
I
was
very
very
content
and,
and,
as
recently
as
today
have
been
on
the
phone
with
state
legislators
standing
up
for
the
fact
that
we
took
this
into
the
public
arena
in
January
in
December.
For
better
or
worse,
we
did
that
I'm
very
concerned
that
we're
going
to
have
a
different
perspective
going
forward.
E
J
J
Give
you
an
example
of
one
that
might
not
make
sense.
Here's
an
example.
One
was
consider
lowering
the
engines
criteria
for
schools
that
test
to
sixty
five
and
two
to
65th
percentile,
what
that's
one
that
they
might
come
back
and
say
we
looked
at
that.
We
don't
think
it's
going
to
accomplish
your
job.
B
J
B
J
Got
to
come
back,
you
have
to
say,
that's
not
probably
something
we
can
implement
this
year,
because
you've
got
to
expand
capacity
and
you've
got
to
think
about
building
an
ibuprofen
right
up
through
the
high
school
and
you've
got
to
look
at
whether
that
really
accomplishes
your
objective.
You
might
want
to
get
a
good
involved
and
find
out
whether
assigning
students
by
zip
code
makes
a
heck
of
a
whole
lot
more
sense.
I.
B
Completely
adore
you
I
just
know
if
we
left
that
meeting
in
December
thinking
those
conversations
have
been
had,
and
these
were
the
things
we
were
going
to
do,
and
these
are
the
things
we
were
going
to.
These
were
the
things
we
were
going
to
do
immediately,
and
these
were
the
things
we
were
going
to
consider
today.
L
B
J
B
E
I
In
December
and
base
and
what
studied
and
staff
were
saying
here-
these
are
the
things
that
are
being
told
to
us
by
numerous
different
people
from
Clemson
to
advanced
ed.
These
are
the
areas
the
staff
they
are
recommending
that
we
really
look
at.
We
agreed
to
that.
Then
this
group
has
worked
on
it
more
and
we'll
get
into
Wednesday
before
January
28th
the
specific
recommendations
which
would
be
probably
narrowed
down
and
we'll
have
some
that
you'll
say
put
off
and
something
cool
say
make
that
17%
and
wolf
had
that
to
vote
on
On
January
28th.
I
B
Great
but
I
didn't
answer
my
question.
My
question
is:
I.
Wasn't
aware
that
I
needed
to
tell
our
constituents
that
the
consider
was
going
to
be
considered
for
60
days,
I
thought
it
was
going
to
be
considered
for
a
longer
period
of
time
between
December
and
January
28.
Are
you
saying
that
I
need
to
make
sure
everyone's
prepared?
This
could
well
happen
in
2019
year.
I
could
have
been
wrong
in
December.
That's
my
question:
is
it
possible
that
possible
that
these
things
would
be
implemented
each
one?
What.
H
What
we
plan
to
bring
you
is
a
three
year
plan:
I,
don't
see
us
doing
all
of
those
things
or
we're
just
looking
at
the
things
that
were
recommended,
but
we're
gonna
bring
you
a
three
year
plan.
We
we
know,
that's
not
feasible
to
roll
everything
that's
on
there
and
that's
why
I
was
written
in
worded,
would
consider
and
review
and
examine
one.
A
B
M
It's
such
a
major
issue
that
personally
I
won't
want
to
see
us
compromise
quality
for
time
purposes,
I
mean
so.
My
original
question
to
you
was:
what's
the
likelihood
that
you
might
not
be
able
to
get
us
what
you
say.
You'll
get
us
see
that
the
next
meeting
and
then
the
bigger
issue
and
I
thought
I'd
look
through
this
yesterday
was:
are
we
being
reasonable
about
just
the
whole
timeline
period,
so.
H
E
H
I
was
revamped
this
for
multiple
years
and
at
some
point
in
time
we
have
to
just
break
it
out
of
the
can
or
open
it
can
and
get
started
on
the
work.
That's
inside
the
can
and
that's
what
this
team
is
trying
to
do.
They
are
cognizant
that
it
is
going
to
be
a
massive
big
change,
and
so
the
conversations
they've
had
so
far
have
broken
it
up
into
what
they
can
get
accomplished
the
first
year,
what
they
can
get
accomplished
the
second
year,
and
maybe
even
the
term
here.
H
One
of
the
first
aspects
of
this
entire
process
across
the
board
has
to
do
with
what
kind
of
supports
do
we
provide
with
a
central
office
for
our
schools
that
work
has
been
primarily
left
to
the
schools,
so
what
kind
of
Gannett's
and
support
and
who
provides
that
goddess
in
support
and
who
sits
down
and
looks
at
policy
and
sits
shoulder
to
shoulder
with
those
school
teams
and
make
sure
that
we're
following
our
policy
has
written
or
we
bring
the
you're
free
to
revive.
So
the
very
first
part
is
that
part.
H
D
Like
to
say,
this
is
gonna
problem
for
a
long
time
and
to
change
systems.
You
have
to
actually
change
systems,
and
this
is
a
change,
I
respect,
everyone
here
and
the
superintendent
and
whoever
else
is
working
on
it,
the
public's
been
on
it.
This
is
the
change
they're
recommending
and
we
need
to
get
a
backbone
and
say:
okay,
we're
gonna,
try
this
change,
because
what
we've
been
doing
doesn't
work
for
a
lot
of
the
kids
in
our
system.
We've
been
left
out
of
some
of
these
schools,
Reverend
Collins
you're.
Next,
that's.
C
The
man
I
think
you
guys
working
on
this
there's
a
lot
of
toilets,
I
run
through
the
years
too.
You
know
I'm
still
not
satisfied
with
what
I
see.
No
that's
not
to
despit
anybody,
but
on
their
secrets,
but
I.
Look
at
this
I,
don't
see
where
it's
going
to
make
insurance
much
more
diversity
you.
It
is
accomplishing
one
thing
that
I
see
that
you
do
to
try
to
avoid
the
appearance
of
bias.
These
outside
judges.
C
I
think
the
most
we've
got
seen
in
recent
years.
I
love
my
last
year
or
the
year
before,
but
I've.
Seen
like
two
like
their
victims,
kids
get
in
three
four
five
I
haven't
seen
very
many
kids,
get
attacking
them
in
high
school
I'm
sure
they
didn't
have
any
more
last
job.
Suppose
we
did
some
things
with
the
choice:
the
top
two
choices:
I,
don't
know
where
the
producers
muscles
results
or
not.
Sometimes
even
the
top
two
choice
produce
Naumann
artists,
kids
behind
me,
some
behind
more
of
the
same,
so
we're
gonna
be
diverse.
C
In
what
we're
doing
you
have
to
be
radical
and
drastic
changes,
if
even
work
to
me,
this
is
how
we
do
it.
We
have
a
centralized
testing
place.
You
come
sit
down,
you
take
your
test
or
you
do
it
online,
so
I
got
a
private
school
setting.
Take
your
test,
no
give
me
the
files,
our
names
but
sit
down,
boarding
a
bit
superintendent
put
them
all
in
the
hands
everybody
qualified,
then
you
pulled
out,
give
it
be
fearful.
Everybody.
C
E
C
We
select
a
certain
amount
of
missing
and
we
do
put
the
private
schools
aren't
the
biggest
advantage
they
always
get
in
together.
They
get
at
least
25%
of
our
seats.
I
got
any
bad
every
year,
at
least
when
I
was
late
about
high
schools
and
we
had
them.
We
have
to
weigh
that.
Well,
I,
don't
knock
he's
had
at.
C
C
I'm
trying
to
move
along
but
but
I
need
to
be
respect
to
the
time.
Also
like
everybody
else
so
absorb
it
would
be
great,
then,
the
system
that
the
private
schools
will
get
one-fourth
of
our
seats
in
the
Magic
School
spectacular
men,
that's
guaranteed
to
be
treated
and
a
we
fix
that
by
giving
our
kids
a
one-point
advantage
for
meeting
our
schools
for
the
past
three
years
past
three
years.
That's
not
going
to
change!
C
You
have
to
change
that
by
changing
the
play
system,
but
they're
gonna
be
the
system
we
like
it,
we're
not
creating
schools
before
prior
for
private
schoolers
you're
in
school,
who
the
public
is
I'm
gonna
go
to
public
school.
This
is
what
types
of
rain
for
work,
so
we
fix
that.
The
other
thing
is
we
gotta.
Have
diversity
in
judges
must
have
diversity
in
judges.
To
me,
that's
critical
person
in
judges,
diversity
in
judges.
You
said
nothing
about
that.
A
C
A
N
E
C
J
I
B
A
E
I
A
Got
your
policy
just
got
irrespective
of
the
time
limit.
We've
got
a
policy
of
each
area
being
ten
minutes,
total
two
minutes
per
person
and
the
intent
there,
so
everybody
can
can
ask
can
say
their
piece
or
get,
but
if
all
this
whole
court
for
nine
minutes,
then
we'll
be
here
through
the
night.
It
decreases
the
effectiveness
overall,
though,
of
our
meeting
your
policy,
bonds
or
principally,
but
then
also
that's
listed
on
the.
K
N
You
so
listen
here.
Let
me,
let
me
also
add,
is
I
I
just
applaud
every
board
member
to
be
considerate
policies
that
we
have
set,
and
that
would
be
fair,
respected
to
forward
to
the
chair
and
each
committee
as
we
move
forward
and
if
they're
questions
that
he
asked
and
you
do
that
according
to
the
binding
of
the
policy.
N
Now,
if
that
is
not
the
case,
then
we
need
to
change
the
policy,
but
you
cheer,
the
committee's
are
binding
to
the
policies
that
are
set
and
we
we
have
to
govern
ourselves
accordingly,
okay
and
we
have
to
be
respectful
of
one
another.
That's
that
is
just
important
I
understand
that
education
is
important
and
that's
the
business
of
the
work
that
we're
doing
so.
We
just
need
to
want
to
do
our
homework
prior
to
coming
and
making
sure
that
we
ask
questions
that
need
to
be
asked
to
those
that
need
be.
N
Ask
open
that
you
can
do
that,
but
talking
over
one
another
while
another
is
talking
or
over
talking,
the
next
one
wins
the
time
I've
had
it.
That
is
downright
disrespectful
and
rude.
So
we
just
need
to
respect
one
another
as
we
move
forward
in
this
concept,
because
we're
wasting
time,
educating
and
training
ourselves
how
to
people
remember
how
to
properly.
B
I
really
just
want
to
say
I
thought
I
was
coming
here
today
to
approve
a
policy
waiver,
and
this
is
written
that
says
these
were
the
things
approved
at
the
December
17th
board
meeting.
There
is
no
indication
that
a
board
member
should
have
come
here
today,
prepared
that
these
things
were
going
to
change
in
two
weeks.
I.
N
Understand
that
all
I'm
talking
about
its
entirety
as
we
can
forward
that
that's
how
we
open
govern
ourselves
now,
can
this
particular
case
questions,
whereas
I'm
just
saying
do
respective
to
the
chair
of
the
committees
as
we
move
forward,
so
that
these
questions
can
be
asked
and
answer
can
be
written
can
be
rendered
back
on
to
us.
That's
all
I'm
saying
so,
but
if
they're
questions
about
what
is
presented
before
us
today,
that's
why
we
have
staff.
Here
we
have
the
superintendent
here.
N
D
H
L
This
is
Lee
Ann
Marie
and
she
is
on
staff
Cochran
elementary
school.
She
was
a
nationally
recognized
teacher
for
her
gains
with
student
achievement,
and
now
she
is
the
instructional
coach
in
that
school.
In
an
effort
to
build
more
capacity
for
more
teachers
to
impact,
then
more
students,
so
she's
joining
us
today.
L
She
is
a
representative
of
our
coaching
structure
at
the
school
level,
where
we
believe
that
this
structure
gets
us
more
of
the
job
embedded,
deep
sort
of
changes
and
impact
students
that
we
are
seeing
this
year,
so
we
invited
her
to
join
us
in
case.
You
have
questions
about
that
as
we
talk
about
literacy,
so
we
gave
you
a
lot
of
details
in
the
more
document
today.
We
just
want
to
highlight
some
of
those,
and
the
slide
that
you
see
up
here
has
got
a
couple
of
those
on
that.
L
So,
first
of
all,
the
focus
for
us
around
anything
in
curriculum
is
to
have
a
well-defined
aligned
curriculum
for
all
students.
That's
an
equity
issue
that
they
all
should
have
access
to
that.
So
the
green
on
that
sideways
diamond
represents
the
core.
What
what
happens
for
all
students
in
our
system,
and
so
our
work
now,
is
to
ensure
that
there's
a
strong
poor
foundational
literacy
curriculum
being
implemented
in
our
schools.
So
that's
for
all
students
to
start
off
with
and
then.
P
As
we
move
out
from
the
green
toward
the
red,
we
want
to
make
sure
that
those
students
needing
additional
supports
in
either
direction
that
we're
making
sure
those
supports
are
aligned
to
that
core.
And,
of
course,
we
want
to
also
make
sure
that
we're
being
intentional
about
meeting
the
specific
needs
of
students
with
dyslexia.
L
Our
particular
focus
for
next
year
is
around
high
school,
so
we
recognize
that
students
who
have
struggled
in
the
past
on
all
of
a
sudden
get
to
high
school
and
everything's
okay,
and
we
don't
have
the
supports
in
place
right
now
that
they
need
in
the
way
that
we
would
we
would
want.
So
we
are
advocating
in
our
budget
next
year
to
have
instructional
coaches
in
each
of
the
high
school.
Someone
like
I.
G
L
But
in
our
high
schools,
because
we
have
them
in
elementary,
we
have
middle,
but
we
do
not
have
them
in
high
school
currently
also
as
part
of
that
work
in
high
school,
it
is
coursework
that
earns
grad
credit
for
students.
That's
in
an
accelerated
path,
not
catching
in
a
remedial
loop
or
students,
then
will
ever
struggle
to
graduate.
So
that's
the
things
we're
exploring
now,
for
instance.
One
of
those
examples
is
the
state
now
allows
read
180,
which
is
a
curriculum
to
count
for
English
one
credit.
L
So,
instead
of
putting
students
in
a
remediation
environment
when
they're
not
quite
ready
coming
out
of
middle
school,
this
is
a
way
that
they
would
still
earn
the
grad
credit
and
it
accelerates
them
into
the
pathway.
So
we
get
them
to
things
like
dual
credit
options
as
early
as
possible,
instead
of
them
always
having
to
be
doing
a
catch-up.
So
those
are
some
of
the
things
that
working
at
we've
been
doing
in
literacy
and
the
next
steps
that
we're
looking
at
for
next
year.
L
L
Have
a
muse
okay,
so
we
have
instructional
coaches
in
all
the
elementary
schools
and
all
the
middle
schools.
But
we
do.
We
only
have
them
in
three
high
schools
currently,
and
that
was
part
of
the
targeted
support
work
that
we
did
last
year,
and
so
we
want
to
round
that
out.
We
want
instructional
coaches
in
all
of
our
high
schools
so
that
we
build
that
job-embedded
capacity
not
to
come
to
a
workshop
every
once
in
a
while.
But
people
like
the
end
to
be
there
to
help
with
the
work
on
a
day-to-day
basis.
H
Believe
if
I
could
add,
all
of
this
were
they've
been
working
on
strengthening
the
core
curriculum
for
all
students.
They've
been
working
on
interventions.
You
can
see
that
what
they
did
on
this
Lexia
you'll
recall
that
we
had
dyslexia
parents
that
came
and
spoke
before
the
board.
We
really
listened
to
what
they
had
to
say
and
design
strategies
to
get
at
the
supports,
because
they
were
really
right.
They
had
some
excellent
suggestions.
H
We've
got
training
going
on
and
going
each
II
read
to
succeed
with
the
instructional
coaches
and
I
do
want
to
give
miss
Marie
a
chance
to
talk
a
little
bit
about
her
work
with
teachers
and
some
of
the
big
aha
she's
had
this
year.
We
were
just
delighted
to
see
her
in
this
role
in.
Could
you
share
just
a
bit
and
made
me
about
God
heard
you
talking
about
your
outstanding
games.
Q
Okay,
I,
so
I
started
off
I've
been
at
the
same
school
since
2012,
so
I've
taught
at
Cochrane,
I
left
in
2015
I
had
a
pretty
mature
son
and
then
I
came
back
and
I
taught
for
two
years
and
then
now
I'm
the
coach
at
the
same
school.
So
a
lot
of
the
teachers
that
are
there
already
have
relationships
with
so
as
far
as
like
coming
in
as
a
coach,
I
feel
like
my
job
has
been
somewhat
easy
as
far
as
transitioning,
because
most
of
the
teachers
know
me
there.
Q
So
as
far
I've
taught
the
bridge's
curriculum
last
year,
for
example,
so
this
year,
I'm
going
in
on
modeling
lessons
I'm
helping
the
teachers
with
the
we
have
a
lot
of
new
teachers
at
our
school
who
are
not
familiar
with
the
curriculum,
so
I've
been
able
to
fill
the
gaps
pretty
quickly.
So
now
we're
having
we're
map
testing
now
and
so
a
lot
of
the
teachers
are
having
those
aha
moments
for
me,
being
like
the
proctor
or
being
in
the
classroom
with
them
and
they're,
actually
seeing
the
gains
that
their
students
are
making.
N
John
know
she
was
next,
so
is
there
a
plan
or
some
type
of
reading,
intervention
for
kids
coming
out
of
middle
school
into
high
school?
The
reason
I'm
asking
a
question
because,
with
some
kids,
we
can
actually
go
into
college
or
even
better
try
to
attack
the
majority
of
students
end
up
in
some
type
of
reading
prevention
type
course,
because
they're
they're
not
able
to
transition
and
I
guess.
My
question
is:
is
there
any
type
of
simulation
there
for
us
with
kids
coming
from.
H
Some
of
the
work
myself,
seven,
her
team-
are
doing
their
progress,
monitoring,
they're,
taking
a
look
at
the
data
throughout
the
year
and
determining
how
many
students
are
reading
on
level
on
how
many
needs
support
and
then
they're
out
working
with
the
schools.
And
these
would
you
like
to
say
anything
about
that.
Well,.
P
So
it
moves
outside
of
purely
intervention
into
really
looking
at
core,
having
a
flexible
way
to
meet
the
needs
of
all
students
and
so
that
they
don't
get
stuck
so
that
we
can
move
a
different
way
on
the
pathway.
After
we've,
progress,
monitored
and
assess
where
students
are-
and
that
has
to
continue
not
just
from
our
incoming
freshmen.
Although
that's
where
the
bulk
of
our
study
needs
to
be
on
their
data,
but
then,
as
they
move
forward
each
year
to
see
them.
What
do
we
need
to
do
to
meet
the
needs
of
the
students
and.
L
That
read
180.
Is
it
designed
to
do
exactly
what
you
said
it
it
and
our
adaptive
digital
content
that
we
talked
about
last
year?
That
hits
individual
needs.
While
you
remain
in
core
instruction,
so
that
again,
you're
not
pulling
out
and
missing
core
instruction
you're
getting
the
approach
for
both
of
those.
At
the
same
time,.
B
R
B
That,
okay,
so
you're
not
planning
to
do
that,
but
you're
planning
to
ask
us
to
budget
that-
and
it
may
or
may
not
happen
depending
on
that.
Likewise,
is
that
read
180
going
to
be
a
budget?
Yes
offering
that
you're
going
to
ask
us
to
do
and
these
because
we
need
to
start
keeping
track
cuz.
You
just
gave
us
ten
other
things
that
are
budget
items.
19
20
are:
do
we
need
to
consider
that
instructional
coaches
for
high
schools
will
be
coming
to
us
as
a
budget
item
protect.
S
C
P
H
C
C
C
E
S
P
We
have
a
process
for
identifying
students
with
learning
disability
in
reading
and
dyslexia
and
through
the
school
system,
and
so
we
have
that
we
use
all
available
information
and
sometimes
a
private,
physician
or
psychologist
has
made
a
diagnosis
already
and
that
school
team
reviews
that
information,
but
according
to
ID,
a
law.
We
follow
the
federal
law
and
our
state
law
and
her
tear
iya.
It's
a
team
based
decision
and
a
team
based
determination
as
to
the
type
of
services
that
a
student
would
receive.
D
A
A
I
K
F
Gonna
dive
in,
if
that's
okay,
you've
seen
this
slide
for
early
college
high
school
next
steps.
We
are
in
the
midst
of
working
on
budget
requests
for
the
coming
year,
and
early
college
falls
under
learning
services
for
a
big
chunk
of
what
they're
doing
they're
gonna
roll
out
year
three
next
year.
It's
exciting
that
they
won
a
over
$600,000
for
your
grant
and
Vanessa
Denny.
The
principal
is
going
to
just
share
some
other
highlights
from
early
college
high
school,
so.
T
C
T
You,
but
we
have
the
Obama.
We
just
took
Algebra
one
this
morning
and
I'm
still
waiting
on
two
scores,
but
preliminary
reports
show
that
we're
gonna
have
about
an
eighty
five
percent
pass
rate.
We
were
already
aware
that
algebra
is
our
weak
area
in
general.
Accuplacer
has
told
us
that
for
the
last
two
years,
but
we're
really
proud
of
our
eighty
eighty
five
percent
pass
rate.
C
T
T
We've
got
a
strong
partnership
with
the
city
of
Charleston.
They
helped
us
with
something
that
we
call
gap
time.
So
that's
the
time
that
Trident
Tech
is
not
in
session,
but
CCSD
is
so.
We
have
kids
who
are
scheduled
to
dual
credit
classes,
but
those
dual
credit
classes
aren't
meeting.
They
do
enrichment
activities,
they
visited
the
dot
Street
Theatre
for
a
behind-the-scenes
tour.
They
visited
the
Charleston
Museum
for
a
behind-the-scenes
tour.
T
Other
highlights:
eighty-three
percent
of
our
freshman
demonstrated
college
readiness
on
Accuplacer,
which
means
that
they'll
place
immediately
into
ooh
transferable
college
credit
classes
at
Trident,
that
was
in
the
area
of
sentence,
skills,
97
and
reading
comprehension
and
again
75
in
elementary
algebra.
So
that
continues
to
be
our
low
point.
What
we're
doing
to
address
our
low
points
that
we're
also
really
proud
of?
Is
we
have
something
that
we
call
academic
lab
at
early
college
and
we've
got
a
certified
teacher
staffed
in
our
lab
every
period
of
the
day
and
there's
a
25
24
hour.
T
Turnaround
for
students
who
are
recommended
for
intervention
might
be
that
they
failed
an
assignment.
You
know,
failed
a
test
failed
to
turn
in
an
assignment
so
that
the
teacher
just
doesn't
have
any
data
about
how
they
were
doing,
or
it
could
be
anecdotal
data
that
the
teacher
was
walking
around
the
class
and
noticed
that
there
were
some
extra
needs.
So
we
schedule
those
students
in
academic
lab
during
the
second
half
of
their
avid
class.
So
they're
not
pulled
out
of
a
core
content
area.
Class
avid
is
proving
to
be
also
very
successful
for
our
students.
E
F
K
Just
briefly
facility
space
for
them
in
the
following
two
years
will
be
a
big
challenge
and
it's
something
we're
working
with
the
academic
side
on
ideally
we'll
be
able
to
stay
on
the
Palmer
campus.
Realistically,
we
probably
will
need
space
elsewhere,
whether
it
be
this
coming
year
or
for
the
following
year.
So
the
two
avenues
that
were
pursuing
one
is
rental
space
across
the
street.
K
In
the
cigar
factory
first
floor,
it's
right
across
the
street
from
the
college
campus,
where
in
fact,
students
that
got
off
the
bus
would
be
able
to
use
the
same
bus
stop
instead
of
walking
left
they'll
walk
right
into
classrooms.
We'll
also
have
to
look
at
other
district
space
as
a
possibility,
so
that
is,
this
will
probably
be
from
a
facility
perspective.
Our
number
one
this
year
we're
working
aggressively
with
this
team.
K
C
Thank
you
for
the
good
information,
so
this
this
data,
you
give
an
essay
replace
how
many
students
189
okay
up
the
ones
that
you
said
you
had
to
pack
100%
end,
of
course,
in
English
one.
What
are
the
numbers?
One
of
those
I'm
gonna
babies,
I'm
gonna,
miss
these,
and
these
and
I
give
me
those
be
able
to.
T
E
T
E
T
C
B
B
Just
a
couple
of
things
and
I
saved
it
for
here,
because
I
thought
it'd
be
better
for
a
whole
board
to
learn
at
the
same
time,
I'm
hearing
that
the
gifted
and
talented.
Can
you
explain
to
us
that
that
thing
we're
gifted
at
some
of
some
parrots
are
telling
me
that
has
someone
once
called
their
child
gifted
and
talented
they're
being
excluded
from
the
application
process,
while
they're
still
getting
letters
asking
them
to
a
class
and
what
what
was
the
confusion?
I.
H
B
H
Sure
it
is
because
we
look
last
year.
The
second
part
of
that
has
to
do
this
is
that
centralization
of
processes,
miss
Denny's,
outstanding,
just
outstanding
I've
worked
in
other
systems
with
early
classes.
She's
outstanding,
however,
in
some
of
the
other
systems
in
which
I
worked,
staff
inside
the
district
office
would
help
her
with
that
process
and
give
her
a
roster
of
students.
We
were
talking
earlier
about
the
centralization
of
that,
like
the
magnet
choice
and
some
of
the
application
processes.
That
is
an
example.
H
B
E
H
B
B
The
the
concern
is
that
if
someone
has
their
child
assessed
for
gifted
and
talented,
there
are
very
smart
children
in
average
schools
all
over
Charleston
County
that
are
very
smart
and
are
not
applying
to
our
what
we.
What
we
know
are
those
schools
everybody
wants
to
get
in
for
at
academics,
we're
going
to
hit
a
wall
where
we
understand
you
don't
want
gifted
and
talented
kids,
but
at
the
same
time
on
us
they
don't
want.
Please
let
me
keep
talking
that
we
have
that
moniker,
that's
creating
some
concern.
B
H
H
B
I
just
want
to
clear
that
you
have
a
preset
budget
that
the
board
approved
four
full
years
for
implementation
last
year.
I
know
that
you
exceeded
that
request
and
we're
giving
some
reasons
why
the
original
request
will
you
be
exceeding
that
request
for
your
next
year's
budget?
We're
working
on
that
yeah.
H
B
There
would
be
a
section
conversation,
but
it
seems
to
me
this
conversation.
We
originally
started
it
that
Palmer
campus
was
not
supposed
to
be
the
permanent
home
of
this
school
that
we
had
in
fact,
and
it
was
discussed
on
camera
in
public
that
tried
it
at
rivers
would
be
the
ultimate
location
or
have
we
abandoned
that
because
we're
now
talking
about
leasing
some
of
the
most
expensive
dirt
in
the
history
of
Charleston,
or
that.
H
K
K
H
As
we
get
started
of
miss
Randall's,
also
a
part
of
this
work,
she
revealed
let
them
describe
some
of
the
work
they've
been
doing
with
the
business
community,
but
first
we'll
share
that
Joe
and
Michelle
after
Williams
and
Simmons
applied
to
this
aasa.
That's
the
national
superintendent's
Association
they
applied
to
for
a
cohort
on
a
principal
supervision
program
and
it
was
competitive
across
the
nation
and
they
were
sort
of
a
person.
Elected
and
I
know.
We're
gonna
have
some
other
folks
that
apply
in
the
future.
I'm
sure
they
too
will
be
selected.
H
R
The
talent
development
initiative
aligned
to
us
our
strategic
goal,
number
four
that
speaks
of
implementing
a
pipeline
that
recruits
supports,
develops
top
talent
and
so
CCSD
Sharon
and
I
senators.
Well,
dr.
Costa,
we
have
been
partnering
with
the
local
business
community
by
name
tri-county
trailer
cradle-to-career,
along
with
some
of
our
higher
ed
leaders,
to
develop
a
platform
that
develops
aspiring
principals
sitting
principals
and
principal
supervisors,
and
so
the
work
is
out
of
the
University
of
Washington,
their
Center
for
educational
leadership
and
Joe
and
I
right
now
are
participating
in
the
principal
supervisor
piece.
R
G
A
great
day
everyone,
so
the
first
thing
we
want
you
to
realize
about
a
ESA
is
no
matter
what
platform
your
inter
under
a
ESA,
it
always
focuses
on.
Like
Michelle
said
you
know,
growing
leaders,
so
you
know
when
you
grow
your
leaders.
You
are
one
of
the
fix
student
outcomes,
so
that's
the
main
thing
that
they
are
focused
on
with
a
si
and
also
they
focus
on
that
by
using
a
continuous
improvement
model.
E
G
So
with
that,
they
look
at
the
continuous
improvement
model
as
well.
So
when
you
look
when
you
think
about
student
outcome,
they
say
there
are
two
things
that
affects
student
outcomes
heavily.
Of
course
the
first
would
be
having
a
strong
instructional
leader
in
the
second
would
be.
You
know
the
quality
of
your
teaching.
Your
classrooms
are
having
strong
quality
teachers.
G
They
say
that
the
having
the
strong
college
teacher
has
the
most
effect
on
student
outcomes,
but
I
think
sometimes
the
two
can
kind
of
change
they
can
interchange,
because
in
order
to
have
a
strong
teacher,
you
need
to
have
instructional
and
instruction
leader,
that's
strong
in
those
content.
So
speaking
about
that
leadership
piece
when
it,
when
you
talk
about
the
instructional
leaders,
they
have
goals
with
a
saying.
The
first
is
to
help
the
principal
excuse
me
to
identify
that
they're
important.
G
Instructional
leadership
should
be
that
principals
primary
focus,
but
you
also
have
those
other
things
you
need
to
worry
about,
but
they
should
be
and
they
should
be
supporting
instructional
leadership.
So
we
have
a
pilot
as
a
part
of
a
ESA
where
we
focus.
We
learn
about
this
process.
With
two
principals
Michelle
has
identified
hers
and
I
have
identified
mine
and
one
of
the
things
they
told
us
was
that
we
can
utilize
some
of
these
things.
G
You
know
a
piecemeal,
but
don't
delve
into
the
process
with
all
the
administrators,
because
it's
very
time-consuming
so
we're
using
some
of
the
things
that
we
learned
with
all
of
us
leaders,
but
we
have
a
pilot
rinsable
that
we're
focusing
on
to
fully
understand
and
learn
this
whole
concept
about
coaching
individuals,
so
they
they
can
in
turn
go
back
and
co-state
teachers.
So
we
can
affect
our
student
outcomes.
It's
a
very
great
process,
we're
working
with
people
from
across
the
nation.
G
We're
learning
a
lot
and
something
as
simple
as
not
thinking
about
it
may
sound
like
it's
really
simple,
having
an
agenda
every
time
meet
with
a
school
leader,
because
it
keeps
you
on
task,
but
the
first
thing
a
principal
wants
to
do
when
you
walk
in
and
tell
you
about
all
the
facility
issues,
all
the
issues
with
the
parents,
all
the
issues
with
student
behaviors,
and
so
you
give
them
some
time
with
what
I
call
there's
a
brain
dump.
So
I
give
them
about
15
minutes
to
do
a
brain
dump.
G
H
Miss
Moreno
a.m.
estimates
have
been
working
on
with
the
Committee
on
principal
competencies
and
they've
gotten
input
from
from
the
principal
leaders,
but
it's
what
are
the
skills
and
knowledge
in
that
you'd
expect
our
principals
to
have
and
they're
going
to
be
sharing
that
with
the
other
districts
across
the
region.
The
ones
involved
in
this
collaborative
is.
B
J
That
for
districts,
that
two
districts
in
Dorchester,
Berkeley
and
Charleston
are
collaborating
with
the
business
community
to
set
up
this
separate
pipeline
training
model,
and
this
is
the
first
set
this
summer.
They
will
offer
to
train
about
45
of
our
sitting
principals
to
take
them
through
this
initiative,
so
that
our
sitting
principals,
they
can
serve
in
an
advisory
capacity.
They're
committing
to
raising
$500,000
to
create
a
an
institution
that
certifies
principals.
J
Try
to
create
a
career
with
a
nationwide
search
for
a
leadership
program,
a
interviews
that
in
several
different
programs
they
selected
this
one.
This
will
this
will
sit
external
from
any
existing
education
bureaucracies
and
it
will
train
people
to
lead
the
kinds
of
change
that
results
in
higher
levels
of
achievement,
particularly
for
those
children
who's.
Historically,
the
not
reserved
I'm.