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From YouTube: October 28, 2019 CCSD Board Workshop
Description
October 28, 2019 CCSD Board Workshop
A
Yeah
excited
to
have
an
L
miss
today
with
our
review
with
our
data
with
nwea
who's
here
to
present
to
us
just
the
three
of
us
present
right
now,
but
we're
scheduled
to
begin
at
3:30
and
we'll
imagine
that
there
will
be
others
that
will
be
coming
so
again.
We're
glad
to
have
you
here
with
us
a
day
and
we
can
begin.
B
Good
afternoon
mr.
chairman
Reverend
Mac
Board
of
Trustee
members
and
superintendent
passed
away
during
the
first
part
of
this
board
workshop
today,
dr.
Andy
Haggadahs,
with
NWA
research
and
consulting
director
and
dr.
Beth
Tarr
sawa.
The
vice
president
of
research
with
NWA,
will
be
presenting
map
data
related
to
the
NWA
insights
report
and
providing
an
opportunity
for
board
members
to
ask
questions.
Dr.
Andrew,
Haggadahs,
consults
with
educators
across
the
country
and
manages
large
research
projects
focused
on
understanding
the
drivers
for
growth
in
schools
with
differing
levels
of
challenges.
Dr.
B
Haggadahs
is
also
a
brude
superintendents
academy.
Fellow
his
research
on
poverty
and
school
performance
has
been
featured
on
out
in
own
outlets,
such
as
NPR,
education,
dive,
ed
Week
and
future.
Add
dr.
beth
terasawa
leads
a
talented
team
of
researchers
devoted
to
transforming
education,
research
through
advancements
and
assessment
growth
measurement
and
the
availability
of
longitudinal
data.
She
also
collaborates
with
universities,
foundations
and
school
districts
to
produce
rigorous
and
accessible
education
policy.
Research.
Dr.
Tara,
Sawyer's
research
research
focuses
on
issues
related
to
education,
equity,
particularly
those
concerning
social
class,
race
and
linguistic
diversity.
C
Thank
you
so
much.
It's
Buffy
introduced
I'm
dr.
terasawa
out
of
nwaz
research
department,
we're
also
joined
by
Alison
Leavitt
here
in
the
audience
she's
on
our
partner
accounts
team,
and
she
has
been
working
with
Charleston
County
for
for
several
years.
She
actually
oversees
a
lot
of
our
larger
systems
in
the
south
and
as
a
proud
product
of
Charleston,
County
Schools
herself.
So
before
we
start
I
just
wanted
to
take
a
minute
to
introduce
dr.
Haig,
mrs.
work
also
to
ground
us
a
bit
in
the
the
material
we're
about
to
dive
into
it
more
deeply.
C
It's
always
an
honor
for
NWA
to
sit
alongside
board
members,
school
district
administrators
and
principal
and
building
leadership
to
really
kind
of
roll.
Our
sleeves
up
and
dive
dive
deeply
into
the
data
and
understand
patterns
that
we
see
and
actually
patterns
that
that
we
can't
answer
with
our
data.
So
to
begin
with,
dr.
Harris
will
talk
about
some
of
the
national
trends.
C
He'll
also
talk
about
our
measures
to
just
make
sure
we
have
it
the
same
language
and
understanding
of
our
measurements,
as
well
as
the
precision
of
growth
in
which
we
exert
I
also
want
to
take
just
a
minute
to
think
about
what
NWA
and
our
partnering
to
help
all
kids
learn.
Mission
really
means,
and
we
do
really
appreciate
the
opportunity
to
work
with
school
districts
like
yourselves
to
think
about
the
schools
and
the
systems
and
the
kids
and
the
communities
that
we
are
charged
with.
C
Serving
and
I
bring
that
up
partially
to
understand
and
to
give
us
some
grace,
as
we
enter
this
data
to
think
about
the
types
of
communities
that
we
are
interacting
with
and
I.
Think
Charleston,
like
many
of
our
systems,
have
some
of
the
most
affluent
communities
in
the
country,
but
also
have
communities
that
are
serving
historically
marginalized
and
traditionally
underserved
kids,
as
well
as
more
recent
arrivals,
such
as
immigrant,
undocumented
and
Refugee
families
that
bring
sometimes
English
language
learner
resources
and
needs
as
well.
C
So
we
are
charged
still
with
meeting
all
these
kids,
who
are
coming
from
vastly
different
circumstances
and
to
acknowledge
that
a
lot
of
those
inequalities
are
outside
of
the
public
school
system
that
have
residential
and
historically
economic
conditions.
Yet
we
are
again
as
a
public
school
entity
really
charged
with
with
meeting
those
kids
where
they
are
and
with
that
I'll
let
dr.
Haggadahs
take
us
into
Charleston
public.
D
Good
afternoon
everyone
it's
pleasure
to
be
here:
I
apologize
in
coughing
I've
had
to
go
off
for
about
a
week
and
I
just
can't
quite
get
rid
of
it.
So
if
I
stop
Midway
you'll
understand
part
of
my
experience,
we're
doing
board
workshops
is
the
more
interactive
they
are
the
better
off
we
are
so
please
feel
free
to
stop
at
any
point,
ask
questions.
The
intent
of
Beth
and
I
being
here
is
to
really
help.
D
You
understand
the
data
and
understand
what
you're
looking
at
so
then
you
can
make
much
better
strategic
choices
for
the
district
overall,
and
so,
if
you
have
any
questions
at
all,
please
stop
and
ask
what
we
thought
we'd
do
is,
as
as
Beth
said,
is:
go
through
just
some
national
research
first,
just
to
give
sort
of
a
big
perspective
on
things
get
into
a
little
bit
of
our
tool
itself.
That'll
probably
take
about
20
minutes
ish
and
then
from
there
we'll
go
into
Charleston
data
itself
and
getting
into
the
insight
report.
Does
that
sound?
D
You
can
go
play
with
if
you
wanted
to,
but
what
it
shows
is
that
there's
a
very
strong
relationship
between
achievement
and
income
in
a
school
district.
You
know
nationally,
if
average
performance
of
third
graders
you
can
see
like
Milwaukee
and
Chicago,
which
serve
more
students
that
come
from
poverty
as
a
post
and
Rundle
County.
That
is
fairly
wealthy
right
and
so
the
achievement
in
those
has
this
relationship
to
poverty.
What's
interesting
is
that
when
you
look
at
growth
right
so
how
much
kids
in
the
district?
There
really
isn't
that
strong,
a
relationship
between
it.
D
There
is
some
you
can
see
that
there's
sort
of
we're
going
to
draw
a
line
through
there
with
more
wealth
in
a
district
you
can
see.
You
know
some
more
growth,
but
there's
a
nice
distribution
sort
of
a
round
average,
and
so
what
that
means
is
income
in
a
district
doesn't
mandate
how
much
kids
learn
right?
It's
what
happens
in
the
district
and
happens
in
schools,
so
the
best
growing
one,
for
instance,
is
Chicago.
D
D
Similarly,
the
study
that
I
published
in
October
that
got
some
national
press
as
well
did
a
same
review,
but
at
schools.
So
are
the
nice
thing
about
our
database.
Is
that
we
test
about
twenty
percent
of
the
kids
in
the
country,
so
I
took
a
sample
and
got
fifteen
hundred
schools
in
the
sample
and
did
the
same
thing
and
looked
at
the
income,
and
you
can
see
that
there's
a
strong
relationship
between
the
income
in
a
school
right
and
achievement.
So
the
more
money
the
school
has.
D
The
higher
achieving
kids
are
100%
poverty
schools,
their
achievement
is
34th
percentile,
thirtyish
percentile
in
their
neighborhood
and
schools
that
are
very
high.
Wealth
typically
are
in
the
70th
percentile
achievement,
so
major
discrepancy.
But
when
you
look
at
growth
across
the
whole
distribution
of
free
and
reduced
lunch,
you
can
see
that
there
are
wealthy
schools
that
serve
kids
well
and
they're,
wealthy
schools
that
don't-
and
there
are
high
poverty
schools
that
serve
kids
well
and
they're
high
poverty
schools
that
don't
so.
D
So
it's
really
what
happens
in
the
school
for
kids.
That
really
makes
the
determinant
right
so
to
just
explain
that
a
little
bit
more,
let's
dive
into
a
school
a
little
bit.
The
green
bars
represent
the
percentage
of
students
in
the
school
that
are,
if
you're
looking
at
that
left-hand
bar
those
are
the
students
that
are
the
lowest
achieving
kids,
so
kids,
that
are
between
the
1st
and
the
nine
point,
nine
percentile,
the
next
bars
between
ten
and
twenty
twenty
and
thirty,
and
you
can
see
all
the
way
on
the
right.
D
There
are
kids
that
are
90th
percentile
and
higher.
It's
a
very
high,
achieving
kids
right.
So
that's
what
a
profile
of
a
low
achieving
school
looks
like
right.
It's
skewed
down
to
the
low
end
so
that,
overall,
when
you
look
at
their
performance,
its
low-performing
but
they've
got
very
high,
achieving
kids
in
that
school
as
well
right,
so
they
serve
a
whole
distribution
of
kids.
It's
just
they're
more
skewed
to
the
low
end.
The
blue
bars
represent
how
much
growth
there
is
for
each
of
those
groups
of
kids.
D
So
the
zero
axis
is
the
national
average
growth.
So
this
is
a
school.
That's
growing!
Every
group
of
kids,
better
than
average
this
school,
similar
low
achievements,
they're
serving
low,
achieving
kids,
but
that
profile
now
the
lowest
achieving
kids
are
growing.
Even
more
so
that
is,
a
school
we'd
call
doing
catch-up
growth
right
because
they're
all
there
kids
are
growing,
at
least
at
the
national
average,
but
they're
growing,
some
groups
of
kids,
even
more
than
that.
Does
that
make
sense?
D
Okay,
so
what's
interesting
about
thinking
about
these
schools
and
how
they're
serving
the
different
groups
of
kids
is.
If
we
took
that
first
school,
where
their
kids
were
at
like
it
achieving
at
the
20th
percentile
right.
Let
me
go
back
for
a
second
so
that
one
on
the
left-hand
side,
so
their
kids
are
achieving
at
the
20th
percentile
too
low,
but
they're
growing
their
kids
at
the
72nd
on
average,
so
better
than
seven
out
of
ten
right,
their
kids
are
growing
better
than
seven
out
of
ten
kids.
D
The
other
interesting
thing
about
this
is
I
get
a
question
a
lot
like
hey
we're
growing,
really
well,
but
we
don't
see
achievement
for
the
school
really
changing
right.
So
if
I
was
gonna,
put
a
dot
on
there
to
represent
just
overall
achievement
of
that
school,
let's
say
that
would
be
my
dot
right,
it's
sort
of
in
the
middle
and
that
would
be
sort
of
represent
overall
how
that
school
is
doing
right
from
my
engineering
days.
I'd
call
this
a
system,
that's
in
equilibrium.
It's
just
constant
right.
D
You've
got
kids
that
come
in
at
the
same
level.
They
grow
a
lot
they
leave
and
then
the
next
year
kids
come
in
and
kids
leave.
So,
even
though
they're
growing
kids
a
lot
that
green
dot
is
not
going
to
move
so
you're
not
gonna,
see
even
though,
as
school
is
serving
kids
really
well,
achievement
is
gonna
stay
in
that
same
point,
the
only
way
to
move
achievement
is
do
two
things
right.
You
can
either
bring
him
in
a
little
bit
higher
right,
so
invest
in
preschool
early
education
right
and
bring
him
in
higher.
D
Then
you
can
move
that
dot
up
or
grow
them
even
better
than
seven
out
of
ten
right
or
more
consistently
between
grades.
So
so
for
us
when,
when
looking
at
growth,
growth
is
sort
of
a
better
indicator
of
what's
really
happening
within
schools.
Ultimately,
the
outcome
we
want
is
achievement,
but
really
growth
gives
you
a
better
indication
of
what's
happening
in
the
schools
and
how
well
the
students
are
being
served
within
the
school.
Does
that
make
sense?
D
So
the
one
on
the
left
is
that
one
we
talked
about
this
doing
catch-up
growth
right.
If
we
just
looked
at
achievement
and
like
that
state
accountability
system,
rated
that
school
and
F,
because
it's
not
achieving
at
high
levels
but
they're
already
doing
catch-up
growth
like
we
talked
about
right,
the
school
on
the
right
in
this
case
they're,
not
growing
any
group
of
kids
at
the
average
every
group
of
kids
is
growing
below
the
national
average.
D
If
you
look
at
a
state
accountability
system,
when
this
data
came
in
right,
they
were
rated
one
star
which
is
as
low
as
you
could
get.
So
that
was
based
on
achievement
and
it
it
didn't
really
differentiate
growth.
The
state
accountability
didn't
differentiate
on
the
growth,
but
sitting
in
your
chair
or
sitting
in
the
superintendent's
chair.
You
probably
want
to
think
about
those
schools
completely
differently
right.
The
school
on
the
left
is
one
you'd
want
to
support,
because
the
kids
that
come
in
they're
growing
them,
while
they're
doing
catch-up
growth.
D
D
Okay?
Okay!
So
as
an
aspirational
goal,
you
want
high
growth
in
all
your
schools
in
all
grades
in
all
subjects
for
all
kids
every
year.
That's
what
you're
looking
for
right!
If
you
do
that,
then
you're
serving
kids.
Well,
that's
really
hard
right!
That's
why
it's
an
aspirational
goal
to
get
that
to
happen
is
what
we
were
all
shooting
for
in
education.
E
D
There
was
that
call
so
a
friend
of
mine,
Pompey's
aunt,
who
was
superintendent
at
Boston
Public
Schools
back
in
the
2000s.
He
was
noted
at
the
time
because
he
was
superintendent
of
Boston
Public
for
eight
ten
years,
which
is
typically
unheard
of.
He
was
a
gentleman
and
made
amazing
changes
in
Boston
Public.
One
of
the
things
that
he
imparted
to
me
is
that
it's
important
for
districts
to
set
their
strategies
and
stick
with
it
because
change
takes
time
and
if
things
keep
changing,
then
educators
can
become
cynical
about.
D
You
know:
what's
the
new
program
coming
in
this
year,
and
so
really
it's
the
the
change
and
all
the
bumps
in
the
road.
If
we
can
turn
around
those
low-performing
schools
based
on
a
commitment
and
then
staying
focused
to
that
commitment,
that's
how
he
found
the
best
results
when
he
was
working
with
the
Boston
okay,
so
that
sort
of
wraps
up
the
national
perspective
piece.
Do
you
have
any
questions
on
that
part?
Did
all
that
make
sense?
Was
that
worth
your
time
for
me
to
do
that?
Yes,.
D
D
You
which
is
a
differential
item
functioning,
but
basically
what
it
means
is
we
check
to
see
if
boys
and
girls
answer
the
question
differently
or
do
african-american
students
and
white
students
answer
the
question
differently
right,
so
we're
checking
to
make
sure
that
the
items
themselves
respond
uniformly.
Regardless
of
who
answers
the
question,
so
then
we
put
them
into
operation
and
then
there
in
the
tests
and
available
for
kids
to
see
right.
So
that's
how
we
make
sure
that
the
test
is
not
slanted
towards
one
group
of
students
or
another.
D
G
G
You
said
you
unpack
the
standards
and
states
write
their
standards,
and
then
those
standards
creates
textbooks
and
those
textbooks
generally
have
chapters
and
some
reason
questions.
How
come
you
create
your
own
questions,
as
opposed
to
using
the
ones
created
within
the
textbooks
that
have
been
approved
by
the
states
that
back
it
up?
One
more
approve
the
standard.
D
Yeah,
basically,
there
are
ones
that
are.
We
call
formative
item
banks
where
some
other
vendors
have
ones
where
you
can
pull
questions
from
their
item
bank
and
create
a
teacher
created
test,
for
instance,
aligned
to
standards.
But
we
want
our
items
to
be
secured
so
that
kids
don't
know
them
in
advance.
So.
D
So
we
do
it
for
security
reasons,
but
even
if
a
kid
sees
a
question,
we'll
lock
it
out
for
them
for
14
months,
so
that
they
can't
see
it
again
so
that
the
next
time
they
come
in
we're
getting
a
true
measure
of
what
they
know
and
can
do
rather
than
oh
yeah.
I
saw
this
one
I
know
the
answer
is
a
and
moving
on.
F
You
said
that
you
do
bias
or
bias
reviewing
or
testing
of
your
questions
and
I
heard
a
couple
of
things.
I've
also
taught
urban
rural
because
that
there's
so
many
bias,
biases
and
I
have
read
standardized
tests
that
I
think
were
very
culturally
biased.
So
how
do
you
do
that?
Or
how
many
things
can
you
test
for
yeah.
D
So
Beth
and
I
joke
that
she
would
be
my
color
commentary.
You
know
when
I'm
explaining,
so
please
don't
pin
anytime.
So
before
will
calibrate
an
item
to
say
what
number
it
is.
We
have
to
have
at
least
about
1,500
responses
from
kids,
okay
and
then
we
take
those
1500
responses
and
we
slice
them
by
different
sets
of
data
that
we
have
about
kids,
race,
gender,
you
know,
location,
etc,
etc.
C
We
also
have
some
external
bias
review
so
in
particular
states
or
contracts
that
we're
working
with,
so
you
can
imagine
like
with
Alaska
or
with
our
Bureau
of
Indian
education,
for
example.
There
are
some
cultural
lenses
that
we
add
in
addition
to
our
kind
of
our
standard
master
database,
and
so
we
have
these
measurement
or
psychometric
properties
that
make
sure
that
roughly
gender
and
racial,
ethnic
and
socio-economic
background
differences
don't
exist.
But
then
we
can
have
an
external
measure
above
and
beyond
that
for
say
different
animals.
C
F
D
A
certain
thing
children
should
know
like
fractions,
is
a
fourth-grade
thing
right.
We
don't
look
at
it
that
way.
We
look
at
it
in
terms
of
kids
of
different
ages,
can
have
different
ability,
levels
and
know
different
things.
So
what
our
test
will
do
is
it
will
ask
a
question
and
if
the
student
gets
it
right,
the
next
question
will
be
a
little
bit
harder
and
if
the
next
question
is
right,
it'll
be
a
little
bit
harder
and
if
they
get
that
wrong,
the
next
question
will
be
a
little
easier.
D
And
so
our
question
creates
a
custom
test
for
each
student
with
the
idea
of
let's
measure
each
student
accurately
same
amount
of
error
around
the
measurement,
regardless,
if
they're
a
student,
that's
low,
achieving
like
a
202
or
that
they're
high,
achieving
like
a
236,
we're
gonna
measure,
those
kids
with
equal
precision
once
we
know
where
they
are,
then
we'll
put
it
into
a
context
right.
So
once
we
know
where
a
student
is
then
we'll
say:
oh
that's
about
average
for
their
grade
or
that's
a
really
high,
achieving
third
grader
or
wow.
D
D
Generally,
we
predict
whether
a
student's
proficient
or
not
proficient
85.
Eighty
percent,
eighty
seven
percent
correct
yep.
So
if
you
just
have
one
data
point
about
a
kid,
you
can
do
a
lot
of
things
right.
You
can
use
that
data
point
to
say,
let's
screen
for
gifted
and
talented,
let's
look
at
their
grade
reading,
let's
differentiate
our
instruction
and
put
kids
in
flexible
groups
based
on
similar
achievement
levels.
Let's
look
at
them
for
college
readiness.
Let's
see
how
they're
going
to
do
on
state
tests.
D
D
Other
programs
that
are
there
for
kids
to
you
know,
spend
some
time
working
by
themselves
right
with
technology
to
to
improve
and
when
we
give
a
number
to
a
teacher,
the
numbers
important
for
some
uses,
but
for
teaching
what's
important
is
typically
that
developed
column
right
there.
So
for
students
like
a
205
student,
they're
right
in
the
middle
of
that
developed
column,
that
means
that
they
know
enough.
They
have
enough
background
to
work
on
identify
acute
or
obtuse
angles,
but
they're
not
so
far
along
that
that
would
be
boring
for
them
right.
D
So
we
want
to
work
with
students
to
develop
their
skills
right
in
that
zone
of
proximal
development,
which
is
what
we
measure
right,
and
so
we
give
that
information
to
teachers
and
they
can
see.
Okay,
I
can
reinforce
right
angles,
but
I
can
move
on
to
identify
acute
obtuse
angles
with
kids
and
what's
coming.
Next
right
is
identifying
perpendicular
lines
and
all
that
stuff.
So
this
is
information
provided
to
the
teachers
to
help
them
with
instruction
in
their
classroom.
D
Once
we
get
to
data
points
now
we're
talking
about
growth
right.
So
if
a
student
has
a
202
one,
we
measure
them
the
first
time
in
a
two
sixteen
when
we
measure
them
second
time
in
mathematics.
You
know
they've
grown
14
points,
just
like
a
kid
with
height
right
measurement.
One
point
in
time:
you
measure
them
another
point
in
time.
D
You
can
look
at
changing
learning
over
time.
You
can
do
program
evaluation.
You
can
do
all
kinds
of
stuff
with
the
growth
data,
so
how
we
put
the
numbers
in
context.
We
have
to
figure
out
what
typical
is
right.
We
have
to
figure
out
what
sort
of
average
growth
for
a
kid
would
be,
and
so
there's
four
factors
that
go
into
it.
One
is
well
what
grades
the
student
in
the
second
is
well,
what
subject
are
we
talking
about
right?
So,
okay,
we're
gonna
talk
about
what
typical
growth
would
be
for.
D
Fourth
grade
math,
but
then
we
get
unique
in
that.
We
start
looking
at
okay,
well
where's
the
student
starting
what's
their
starting
achievement,
so
we'll
look
at
what's
typical
for
a
low,
achieving
student.
What's
typical
for
a
high
achieving
student
and
we
take
that
into
account
and
then
we
also
take
into
account
how
much
time
has
elapsed.
So
if
a
student
has
29
weeks
of
instruction
or
a
student
has
35
weeks
of
instruction,
you'd
expect
the
student
who
has
35
weeks
to
have
grown
more
right.
So
we
take
all
that
stuff
into
account.
D
D
So
now
you
can
compare
the
growth
of
any
of
your
students
to
kids
across
the
country
right
where
we're
taking
into
account
where
they
start
taking
into
account
how
much
instruction
they've
had.
So
it's
a
very
robust
way
of
looking
at
student
performance
and
identifying
are
the
are
the
kids
in
your
district
growing.
The
way
you
expect
them
to
write
or
the
way
we
typically
see.
D
H
D
So
it
C
so
it
so
it's
easier
to
move
an
individual
student
a
lot
than
it
is
to
move
a
whole
classroom
or
a
whole
grade
a
lot
right,
and
what
that
looks
like
in
that
picture
is
you
can
see
how
compressed
the
yellow
is
when
we're
talking
about
grade
level
growth,
and
so
if
a
kid
grew
like
two
more
points
than
typical,
their
growth
would
be
62nd
percentile.
So
you
know
better
than
six
out
of
ten.
D
H
I
D
I,
don't
want
to
say
that
I'm
saying
from
a
data
perspective,
it's
harder,
the
bigger
the
number
the
harder
it
is
to
see
the
movement
in
the
data
educationally
depending
on
your
context,
and
why
you're
putting
groups
of
classes
together
educationally
it
may
be
a
great
thing
to
do.
I'm
just
saying
from
a
data
perspective,
the
larger
the
group
is
the
harder
it
is
to
move
the
number.
D
I
want
to
I
want
to
be
careful
because
we're
here
to
talk
about
the
data
and
not
necessarily
what
best
practice
is
educationally
in
a
classroom,
because
that
sort
of
depends
on
the
context.
What's
right
for
this
group
of
kids
in
this
school,
with
the
kids
they're
serving
and
the
teachers
you
have
and
all
that
so
I
guess.
My
point
is
just
the
larger
you
have
the
harder
it
is
to
move
that
number
up,
and
so
you
may,
as
you're
thinking
about
evaluating
grades
and
classes
and
schools.
D
D
A
perfect
lead-in
to
the
slide,
which
is
then
goal-setting,
depends
on
your
context.
It
depends
on
your
schools
on
the
students
you're
serving
it
depends
on
where
your
schools
are
starting
depends
on
what
the
past
success
of
your
past
efforts
were
how
much
resource
you're
investing
in
the
change,
the
power
of
the
strategies,
you're,
picking
how
those
strategies
have
worked
for
other
people
right,
so
all
those
things
sort
of
come
together
as
you're
having
conversations
between
the
board
and
administration
on
okay.
So
we've
got
our
strategic
plan
we're
setting
goals.
D
D
You
might
pick
a
professional
development
strategy
right
where
you
can
begin
over
a
year
or
two
years,
depending
on
how
its
rolled
out
to
begin
to
see
changes
in
the
classroom
in
terms
of
teachers
behavior,
but
it
may
take
a
little
while
to
actually
see
the
numbers
change,
so
you
may,
as
you're
laying
out
the
numbers
say:
okay,
we're
gonna,
be
steady,
steady,
steady!
Now,
we're
gonna
see
the
bump
in
your
feet.
D
G
And
specifically
to
the
South
Carolina
standards,
we're
fixing
to
go
into
some
some
data
about
spring
fall
to
spring
in
South,
Carolina
fall.
The
spring
is
in
fall.
You
are
a
proficient
third
grader
sitting
in
a
fourth-grade
class
in
theory
and
at
the
end
of
that
year
you
were
a
proficient
fourth
grader,
getting
ready
to
walk
out
of
that
fourth-grade
class.
How
is
your
growth
pointed
points
aligned
to
that
so.
G
D
Great
question,
so
we
do
something
called
a
linking
study
where
we
take
our
scale
and
we
take
a
whole
pile
of
kids
in
South
Carolina
that
we've
gotten
from
all
the
districts
were.
You
know,
lots
and
lots
of
districts
in
South
Carolina
uses.
So
we
take
all
this
data
from
all
these
different
places,
and
then
we
look
at
here
was
what
they
got
on
the
state
test:
there's
what
they
got
on
our
test
and
we
line
them
up,
and
then
we
provide
to
you
if
a
student
in
third
grade
is
at
this
score.
D
G
Use
if
I
look
at
your
map
score
I
know
that
you
are
we're
South
Carolina,
which
we
all
know.
Students
grow
at
different
stages,
so
that
I'm
not
saying
they
should
be
there.
But
we
know
what
South
Carolina
says.
A
third
grader
sitting
in
a
fourth-grade
class
for
the
first
day
should
know
in
theory,
because
they're
getting
ready
for
a
4th
grade.
Sc
ready.
Does
your
map
test?
Tell
that
teacher
the
student
is
there
is,
is
ready
to
start
the
first
day
of
fourth
grade
aligned
to
the
South
Carolina
standards.
D
D
D
Okay,
so
now
we're
gonna
get
into
your
data.
How
have
I
done
so
far?
Are
you
guys?
Okay,
okay,
all
right
so
so
we
created
this
report
called
an
insights
report
like
a
couple
of
us,
got
in
a
room
and
started
drawing
up
what
would
be
useful
information
for
a
superintendent
and
a
school
board
to
give
you
sort
of
a
high
level
flyover
of
what's
going
on
in
your
school
system.
D
It
is
supposed
to
be
easily
understandable.
I
hope
it
is
that
way.
It
represents
both
achievement
and
growth
data,
but
remember
that
this
is
only
map.
Data
right
and
so
school
performance
is
more
than
just
map
data.
It's
not
you
know
we're
a
good,
robust
data
source.
We
think
we're
the
best
at
what
we
do,
but
that
doesn't
mean
that
that's
all
that
a
school
is
so
schools
need.
D
D
So,
throughout
the
report
we're
going
to
use
language
that
says
this
is
about
average
write.
The
achievement
of
these
kids
is
about
average,
these
the
growth
of
these
kids,
it's
about
average,
or
it's
slightly
above
or
moderately
above
and
in
the
report.
It
will
give
you
this
little
key,
but
we
use
it
consistently
throughout
the
report
to
just
put
some
numbers
into
sort
of
common
language
for
people
right.
These
are
based
on
just
some
standard
statistical
numbers.
We
can
argue
if
you
like
them
or
not,
but
it's
just
a
way.
D
The
report
goes
second
through
eighth
grade
for
you
and
it's
somewhere
between
3,500
and
4,000
kids
that
were
tested
per
grade
in
reading
and
in
math,
and
so
all
those
students
will
not
necessarily
be
represented
in
the
data,
because
a
lot
of
the
data
is
about
growth
and
for
growth.
You
need
to
have
tested
the
kids
both
in
the
fall
and
the
spring
so
because
of
mobility
or
other
reasons
right,
kids
may
may
not
have
all
of
them.
D
But
that
gives
you
a
representative
idea
about
how
many
kids
per
grade
actually
is
represented
in
the
data.
So
the
first
part
of
the
report
hits
an
executive
summary
and
I've
just
taken
excerpts.
That
I
think
have
some
interesting
stuff
for
you
in
them.
So
the
first
part
of
the
report
in
the
executive
summary
is
just
one
page
and
it
basically
says
that
the
achievement
of
your
district
is
slightly
above
average,
but
growth
is
about
average
nationally.
I
D
G
D
J
G
J
D
D
This,
the
next
one,
if
you
were
just
like
the
country
you'd,
be
like
that
far
left
bar
where
you've
got
25%
of
the
kids
in
the
bottom.
Quartile
you've
got
50%
in
the
middle
and
you
got
25%
at
the
top
right.
Does
that
make
sense?
The
next
bar
over
district
says:
okay.
You've
got
22
percent
of
your
kids
that
are
in
the
bottom
quartile,
so
you've
got
slightly
less
low.
Achieving
kids
than
what's
typical
for
the
country
and
you've
got
slightly
more
high,
achieving
kids
than
what
would
be
typical
for
the
country.
D
Okay,
so
those
are
the
kids
you
serve
in
the
district.
The
question,
then,
is:
how
do
you
do
with
them?
And
so
then
that
gets
us
to
growth
and
so
for
your
lowest,
achieving
kids.
You
can
see
you're
growing
them
at
about
the
46th
percentile,
so
slightly
less
than
typical,
where
your
highest,
achieving
kids
you're
growing.
It's
a
56th
percentile
slightly
better
than
typical.
E
F
F
D
E
D
J
C
D
So
those
are
the
kids
you
serve
and
how
well
they're
doing
in
reading
and
math.
This
one
tells
you
how
they're
growing
at
the
bottom
of
page
five,
one
other
thing
to
note
that
sort
of
in
the
text
they're
on
page
five
is
people
are
often
concerned
about
their
very
lowest,
achieving
kids
right
so
and
your
very
highest,
achieving
kids,
so
you've
got
about
fourteen
percent
of
kids
that
are
greater
than
the
90th
percentile.
So
you'd
expect
ten.
D
If
you're
like
the
country,
you've
got
fourteen
percent,
so
you've
got
a
good
portion
of
very
high
achieving
students,
you're
growing
them
at
the
56th
percentile,
still
in
that
about
average
range,
but
topping
out
of
the
about
average
range.
The
bottom
decile
you've
got
just
about
the
same
percentile
as
a
country
right,
there's,
ten
percent,
there
you've
got
ten
percent
you're
growing
those
students
at
the
44th
percentile,
so
working
down
towards
the
slightly
less
than
average,
but
still
in
that
about
average
range.
The
difference
between
the
two
of
them
is
a
slight
difference
right.
D
So
what
this
does
is
it
puts
your
schools
as
a
dot.
Each
school
is
a
dot
and
then
pages
eight
nine
beyond
that,
go
and
list
the
individual
schools,
but
it
puts
them
on
a
dot
where
you've
got
achievement
on
the
vertical
axis
and
growth
on
the
horizontal
axis.
So
what
you'd
like
is
you'd,
like
all
your
schools
to
be
in
that
upper
right
hand,
quadrant
right,
you'd,
like
all
your
schools,
to
be
high,
achieving
high
growth
schools.
D
D
D
What
one
other
little
sidebar
I
want
to
say
just
as
a
as
a
indication
that
there's
a
story
behind
the
story,
I
told
you
I
did
that
national
study
right
and
so
I'm
working
on
the
next
steps
of
it
and
I
just
happened
on
my
computer
to
have
South
Carolina
data
and
math.
So
this
morning,
sitting
in
my
hotel
room,
I
just
sort
of
opened
it
up
and
I
ran
the
data
and
I
was
looking
for
schools
that
were
low
achievement
but
whose
growth
had
been
approved
improving
over
years.
Does
that
make
sense?
D
J
D
Right
and
if
you
want
kids
achievement
to
go
up
year
after
year,
you've
got
to
get
them
over
the
fiftieth
percentile
right.
If
you
get
it
at
50,
they
stay
the
same,
so
you
want
to
get
them
over
so
that
they
can
their
achievement
can
go
up,
but
you've
got
some
stories
underneath
the
data
right
is
my
point
right
that
there
are
some
stuff
going
on.
I
I
D
It
depends
right.
You
would
hope
that
all
those
measures
line
up
but,
for
instance,
classroom
grades,
are
often
impacted
by
more
than
just
academics,
but
I,
don't
know
your
grading
system
here.
Sometimes
people
aren't
standards-based
grading,
sometimes
they're,
not
right,
but
sometimes
attendance
factors
into
grades
or
homework
completion
factors
into
grades
where
what
we're
doing
is
doing
in
an
assessment
of
their
only
their
knowledge
in
reading
or
knowledge
and
math
at
a
point
in
time,
so
yeah.
D
D
You
can
overlay
to
say
yep
the
compared
to
the
country
they're
doing
great
compared
to
the
state
they're
going
to
be
proficient
compared
to
college
readiness,
they're
on
track
for
Harvard,
right
or
they're
on
track,
for
you
know
for
any
other,
four-year
institution
right.
So
those
are
different.
Overlays
you
can
put
over
the
data.
G
G
M
D
G
D
The
little
dash
is
what
we
would
expect,
based
on
where
the
bar
is
set
in
South
Carolina
and
then
the
standpipe
near
the
yellow
or
green
color
is
how
we
say
you
will
do
as
a
district
overall
in
that
grade
in
that
subject.
So
you
can
see
a
couple
of
things.
One
is
that
the
where
the
standard
is
set
by
the
grade
is
not
consistent
in
your
state
and
it
isn't
in
any
state.
D
D
And
then,
when
you
get
to
page
14,
now
we're
starting
to
break
things
down
lower
mr.
Rollins
hood,
like
you
asked
about
you
know,
are
we
getting
down?
How
we
doing
by
grade,
for
instance
right
so
you
can
see
by
grade
reading,
is
fairly
constant
at
50th,
percentile
or
higher,
typically,
where
math
isn't,
particularly
in
some
of
the
lower
grades,
and
so
you
know,
if
you
want
to
improve
achievement
of
kids
that
are
in
the
lower
grades,
you've
got
to
get
that
growth
number
up,
at
least
at
the
fiftieth
percentile
or
higher.
D
I
Know
a
book:
well
you
what
you're
saying
those
consider
the
path
across
the
countries,
what
you're
saying
after
students
like
fifty
percent,
so
if
the
use
of
your
life,
if
you
went
to
the
two
percent,
so
so
look
there's
a
second
half
when
you
have
when
you
have
done
four
grades
and
I
condemn.
These
are
usually
more
than
I
have
two
students
usually
a
lot
higher
than
that.
D
D
If
they
does
that
make
sense:
okay,
okay,
so
if
they
learned
a
little
bit
more
than
average
than
their
peers,
their
achievement
relative
to
everybody
else
will
go
up
a
little
bit
if
they
learn
a
little
bit
less
than
their
peers.
Their
achievement
will
go
down
a
little
bit
compared
to
everybody
else.
So
if
you're
trying
to
make
achievement
go
up,
the
first
thing
you
have
to
do
is
get
growth
higher
than
average,
and
so,
if
average
is,
you
can
use
different
words,
typical
50th
percentile
all
means
the
same
thing.
D
Question
so
it's
it,
you
would
expect
where
a
kid
that's
in
the
middle
might
make
six
eight
points
growth.
The
kid
that's
at
the
top
might
only
make
two
points
growth
right.
However,
we
take
account
into
account
where
the
kid
starts.
When
we
say
how
well
has
this
kid
done
compared
to
their
peers?
So
when
we
say
you
know
what
your
top
performing
kids
are
growing
at
the
70th
percentile.
That
means
that
your
top
performing
kids
are
growing
better
than
seven
out
of
ten,
which
is
great.
D
D
D
D
So
I
I
want
to
give
you
a
two-part
answer,
part
an
part.
One
answer
is
we
don't
know
because
we
don't
know
your
context,
there's
lots
of
research
out
there
about
what
is
the
most
effective
practices,
and
you
know
I'm
sure
that
your
superintendent
and
staff
are
well
versed
in
those
and
are
doing
their
utmost
to
help
those
students
grow.
We
don't
know
Charleston
context,
I,
don't
know
your
school,
so
it's
very
difficult
for
me
to
make
any
comment
on
that.
D
The
other
part
of
my
answer,
though,
is
we
have
in
our
research
department,
just
initiated
things,
something
we
call
school
research
partnerships
and
we
have
had
one
established
for
about
three
years
with
the
Santa
Ana
School
District
in
California,
and
we've
done
some
work
about
with
them
on
like
early
warning
indicators.
So
if
a
student
is
gues
disengaged
from
our
test,
if
they're
just
rapidly
guessing
the
answers,
that's
a
sign
that
their
attendance
may
be
a
problem
that
their
discipline
may
be
a
problem
and
their
academic
engagement
may
be
a
problem.
D
So
it's
a
little
early
warning
system
well
that
research
partnership
has
gone
so
well
that
we
have
now
this
year,
expanded
it
to
Elgin
School
District,
which
is
the
second
largest
district
in
Illinois.
They
have
50%
of
their
incoming
kindergarteners,
have
English
language
learners
and
they
have
an
amazing
dual
language
program,
so
we're
gonna
help
them
evaluate
that
the
other
thing
is.
We
had
a
phone
call
not
too
long
ago
with
your
staff
and
said
we
would
love
to
engage
with
you
and
the
research
partnership
as
well.
D
So
we
would
bring
our
research
staff
to
bear
to
help.
You
answer
important
questions
for
you,
so
that
you
can
make
changes
and
understand
what's
working
and
what
isn't
and
dive
into
some
of
those
things
as
best
as
we
can
help
you
and
then
the
things
we
learn,
we
would
like
to
share
nationally
as
well.
So
hopefully
that
is
a
you
know.
It's
it's
just
part
of
our
mission
to
go.
Do
that
sort
of
work,
so
we
would
love
it
if
you
guys
would
join
us
in
that
effort.
E
F
D
F
D
C
I
think
it's
really
important
when
we're
thinking
about
school
boards
and
district
administration.
You
have
multiple
data
points
to
look
at.
So
a
lot
of
emphasis,
especially
in
the
media
state
level,
is
on
proficiency,
and
that
is
a
very
real
consequence
and
we
know
can
predict
longer-term
outcomes,
but
if
you're
trying
to
catch
kids
up,
so
we
think
about
that
quadrant
report
you're
serving
those
kids
that
are
coming
in
with
just
you
know:
diversity
of
different
levels
of
income,
different
levels
of
resources
or
pre-k.
C
So
it's
not
so
much
where
the
kids
are
coming
in
from
it's.
How
are
your
moving
those
kids?
So
we
want
to
see
high
growth
in
all
kids
and
so
the
question
about
talented
and
gifted
really.
You
can
answer
those
kinds
of
questions
here
and
in
Charleston
it
looks
like
you're
doing
a
relatively
great
job
with
your
your
highest,
achieving
kids,
that's
not
the
case
in
a
lot
of
places.
C
It
also
looks
like
some
of
the
kids
are
coming
in,
with
the
most
adversity
are
continuing
to
struggle,
and
so,
when
you
make
resource
decisions
or
programmatic
having
multiple
indicators
from
not
just
the
state
proficiency,
because
that
will
some
of
those
outliers,
your
kids
you're
missing.
What's
going
on,
and
you
may
be
missing
some
really
important
learnings
in
those
schools
that
are
making
great
gains
for
kids
they're,
maybe
not
quite
proficient
yet.
C
But
if
we
don't
look
at
multiple
measures,
you're
not
going
to
get
under
the
hood
of
what's
really
going
on
and
so
part
of
this
presentation,
and
we
really
appreciate
the
opportunity
to
talk
about
these
things
and
work
alongside
its
to
understand
more.
What's
going
on
to
scale
lessons
that
are
being
learned.
H
C
Charleston's
not
unique
in
this
pattern.
I
think
what
could
be
unique
is
what
are
we
doing
to
get
growth
on
the
lower
end
right?
So
what
are
we
doing?
Where
are
we
scaling
and
and
Charleston
of
any
place?
Has
the
the
diversity
and
heterogeneity
to
be
able
to
answer
the
questions?
A
lot
of
districts
don't
have
that
they're
are
serving
entirely
urban
centers
high
levels
of
poverty
or
are
nested
with
really
elite.
Suburban
schools
Colston
serves
all
of
these
right,
so
you
can
answer
with
greater
specificity.
What
you're
doing
right
in
certain
places?
Okay,.
N
Just
a
quick
question
and
I
apologize
for
arriving
late
on
the
last
slide
that
we're
referring
to
right
now
are
these
comparative
to
national
averages.
So
these
achievement
levels
and
growth
levels
are
against
national
averages
for
everyone,
or
are
we
saying
in
the
case
of
Hispanic
and
african-american
they're
performing
lower
than
their
their
peers
nationally,
which.
D
N
D
K
You
have
student,
a
and
B
to
here
by
the
end
of
the
year,
like
we've
been
doing
this
for
three
years,
and
and
some
of
these
schools
are
small
enough
and
by
grade
you
can
say,
that's
one
teacher
right
here.
What's
going
on
here,
I
feel
like
unless
we
do
our
part
on
the
with
a
premise
principle:
the
teacher
relationship.
What
else
would
y'all
add
beyond
that.
K
D
To
me,
the
closer
you
can
make
change
to
the
student,
the
more
impact
you're
gonna
have
right
and,
for
instance,
Chicago
that
we
talked
about
at
the
very
beginning.
That's
doing
so
well.
Their
theory
of
action
is
principles.
It's
all
about
principles,
getting
the
right
principles,
supporting
principles
having
the
right
kind
of
leadership.
That's
their
theory
of
action
and
they've
been
on
that
train
for
a
very
long
time.
So
my
experience
with
school
boards
is,
you
know
your
role
is
governance
and
oversight
right.
D
K
D
E
K
K
D
D
D
G
You
do
that
research.
Do
you
do
it
for
that
district
or
you
again,
trying
to
nationally
norm
that
I
mean
I'm,
not
sure
how
many
Elgin
school
districts
you're
going
to
find
out
there
to
nationally
norm?
Are
you
doing
a
good
job
with
your
dual
and
dual
language?
Education?
So
does
your
research
shift
when
it
comes
into
something
like
that,
or
are
you
literally
comparing
that
to
other
districts
with
the
same
demographics,
doing
dual
language,
education.
E
D
Programs
and
your
performance
bringing
all
the
tools
that
we
have
to
that
and
then
the
conclusions
we
hope
would
be
and
solid
enough
to
generalize
for
the
population.
To
say:
we've
learned
this
about
dual
Lange,
about
dual
language
programs
in
Elgin
and
we've
tweaked
this
and
that.
But
here
are
some
lessons
about
how
to
take
care
of
English
language
learner
students
more
broadly.
C
Another
comment
to
mr.
Garrett's
component
and
that's
also,
what
are
we
doing
kind
of
beyond
the
research
in
particular
districts
and
I,
would
say
things
one
of
the
issues
with
data
is
that
often
they're
done
to
teachers?
So
how
do
you
get
teachers
to
be
empowered
right
so
when
I
and
I'm
a
parent
where
my
kids
taking
maps?
C
K
C
Down
like
how
we
trickle
down
essentially
empowering
data,
so
often
it's
punitive,
so
often
we're
going
out
or
changing
leadership
based
on
these
measures.
So
how
can
we
think
about
changing
the
culture
in
the
school
and
in
a
district
to
really
buy
in
where
parents
are
getting
reports
and
they're
having
conversations
with
their
teachers?
Teachers
have
professional
learning
opportunities
to
come
together
and
problem-solve
and
not
be
defensive
about
their
data.
C
C
And
opportunities
to
do
that
and
and
I'll,
let
you
speak
to
Allison
more
about
that,
but
there
are
things
besides
the
research,
the
data
is
actually
not
the
really
interesting
part.
The
question
is:
what
are
we
doing
in
our
buildings
to
drive,
change
and
I?
Think
that's
a
bigger
the
meteor
topic.
If
you
will
yeah.
D
For
me,
the
data
just
provides
a
window
into
what's
happening
right
and
it's
that
window.
That
then,
requires
a
response.
When
you
look
through
it
and
you
see
it,
what
are
you
gonna
do
right
and
that's
really
what
map
does
is
it
provides
a
phenomenal
window
into
what's
happening,
but
then
it's
up
to
you
to
figure
out
okay.
Now
what
do
we
do?
What
do
we
celebrate?
What
things
are
going
great?
What
things
do
we
need
to
move
on
tomorrow.
H
E
H
E
G
D
So
the
the
answer
is:
yes,
there
are
competitors.
When
people
put
out
RFPs,
there
will
be
other
people
that
bid,
but
I
left
a
20-year
career
in
nuclear
power
and
a
six
year
career
in
public
education
to
come
to
NWA
nine
years
ago,
because
I
think
we're
the
best
of
what
we
do
right
and
we're
the
only
ones
that
have
research
like
this
right.
It's
a
huge
differentiate
or
a
non-profit
or
mission-driven.
That's
why
we
make
phone
calls
and
say:
how
can
we
help
you
so
so.
H
A
Any
further
questions
again,
thank
you
so
much
for
presenting
to
us
today
in
feeling
on
our
questions.
We
really
do
appreciate
the
data
that
you
have
shared
with
us
today
and
I'm
sure
it's
been
helpful
to
every
board
member
and
we'll
we'll
be
in
touch.
Thank
you
so
much
all
right.
Thank
you.
Is
there
any
questions.
P
B
G
Q
L
G
G
So
we
send
this
data
up
to
be
analyzed
and
it
comes
back
but
I
I'm
struggling
with?
Does
it
follow
the
child
or
are
these
school
generalizations,
because
a
lot
of
kids
to
take
map
in
the
fall
take
it
at
one
elementary
school
and
they
take
math
in
the
spring
at
another
elementary
school?
Does
that
data
follow
that
child?
And
how
do
we
get
a
clear
picture
of?
Are
we
looking
at
schools
that
don't
grow?
Are
we
looking
at
children
that
don't
grow.
I
B
G
Do
this
protocol,
but
you
give
us
school
report:
how
does
that?
How
do
you?
How
do
you
carry
that?
The
kid
took
the
map
in
and
in
it's
because
it
seems
to
be
that
as
we
get
to
the
lower
performing
we're
getting
to
the
more
transient
and
more
critical
to
know,
is
this
child
growing
and
if
they
started
the
year
at
pepperhill
in
the
end
of
the
year
at
north
austan
elementary
school
who's
got
the
who's
got
the
Ritz
for
the.
B
I,
do
okay
so
good
afternoon
during
this
part
of
the
workshop,
we'll
have
an
opportunity
to
walk
through
our
se
ready
data
results
for
elementary
in
middle
and
we'll
also
look
at
our
end.
Of
course,
examination
results
for
high
schools.
The
data
that
we'll
share
today
will
be
broken
down
by
ethnicity
or
race,
for
each
school,
at
the
elementary
middle
and
high
school
levels,
and
you'll
see
that
some
schools
that
are
listed
have
no
far
on
some
of
the
graphs
because
of
population
for
that
specific
subgroup
or
sub
population
would
be
too
small
to
display.
B
B
Okay,
so
what
you
see
on
the
screen
and
then
the
handout
that
we
provided
are
the
results
for
the
sub
population
of
white
students
in
their
performance,
onesi,
ready
ela
for
grades
335
across
the
district.
The
blue
represents
the
percent
of
students,
not
meeting
grade-level
expectations
as
a
spring
of
last
year,
and
the
lightest
green
on
the
graph
indicates
those
students
that
are
approaching
those
growth,
grade-level
expectations
and
then
the
median
and
medium
and
dark
green
represents
students
meeting
and
exceeding
the
grade-level
expectations.
I
B
B
Right,
the
blue
represents
not
meeting
the
grade-level
expectation
and
then
that
light
green,
the
very
lightest
green.
Is
there
a
protein
grade
level
and
then
the
medium
green
means
that
they're
meeting
and
then
that
darkest
green
would
mean
that
they're
exceeding,
and
so
you
can
look
across
and
see
kind
of
where
those
those
colors
fall.
So.
G
J
J
G
The
fifth
grade,
you're
taking
SC
a
USC
ready
in
the
fifth
grade
and
you're
approaching
what
that,
when
you
enter
the
fifth
grade
next
year,
you'll
not
quite
be
a
fifth
grader
but
approach
you
being
a
yo
I'm,
gonna
I'm,
trying
to
see
where
that
fits
in
cuz.
They
take
it
at
the
end
of
the
year,
you're
measuring
their
ability
to
go
next
year,
they're
meeting
it
or
they're,
not
meeting
it.
What's
this
approaching
do
so.
G
B
H
H
B
And
then
this
graph
actually
shows
the
sub
population
for
black
or
african-american
students
and
their
performance
on
SC,
ready
math
for
grades
3
through
5
in
general,
for
SC,
ready,
ela
and
math
in
elementary
school.
The
percentage
of
black
or
african-american
students
and
Hispanic
students
scoring
meets
or
exceeds
is
lower
than
that
of
white
students.
The
gap
between
white
and
black
student
performance
is
almost
identical
in
ela
and
math,
and
the
gap
between
white
and
Hispanic
student
performance
was
slightly
larger
in
ela
when
compared
with
math.
I
I
I
I
G
G
B
N
N
I
think
one
of
the
challenges
you
face
here
is,
for
instance,
whether
it's
white
students
or
african-american
students
is
that
a
population
of
550
or
500.
So
this
graph
isn't
with
all
due
respect,
is
not
as
helpful
in
telling
me
where
we
stand,
because
if
three
white
students
are
at
Mary
Ford
and
they're
all
doing
well,
that
looks
great
on
paper,
but
that's
three
people,
it's
not
300,
so
I
think.
L
A
As
we
continue
on
and
I
know,
there's
a
lot
of
questions
and
concerns,
as
we
begin
to
see
these
these
number,
these
data
in
the
chart
and
graph
the
way
it
looks
so
everyone
gets
excited
about
them
and
as
we
go
along
well,
so
we'll
have
to
tweak
it
a
little
bit.
So
we
can
kind
of
get
defined
numbers
that
we're
looking
at.
So
that's
what
we're
saying,
but
what
I
would
ask
board
members
to
do
those
too?
A
B
Okay,
so
now
we'll
focus
on
middle
schools,
we
have
the
the
same
representations
in
the
the
color
scheme
that
we
showed
you
before.
Remember.
The
blue
represents
the
students
not
meeting
those
grade-level
expectations.
The
lightest
green
would
indicate
their
students
for
approaching
and
medium
and
dark
represent
median
exceeds.
P
B
B
And
this
last
one
for
middle
grades
shows
you
black
or
african-american
students
and
their
performance
on
se,
ready
math
in
general
for
middle
schools
for
se,
ready,
ela
and
math.
We
see
the
same
trends
that
we
saw
in
grades
three
through
five,
the
percentage
of
black
or
african-american
students
and
Hispanic
students
scoring
meets
and
exceeds
is
lower
than
that
of
white
students.
The
gap
between
white
and
black
or
african-american
student
performance
is
almost
identical
in
ela
and
math,
and
the
gap
between
white
and
Hispanic
student
performance
is
slightly
larger
in
ela
compared
with
math.
B
All
right
so
now
we
ship
to
high
school
performance
for
the
end-of-course
assessments.
This
worked.
Similarly,
as
far
as
the
color
combinations,
the
blue
represents
the
percentage
of
students
earning
an
F
or
or
failing
to
pass
the
assessment
for
EEOC.
In
this
case,
it
was
or
end,
of
course,
exam
in
this
case
it
be
English
one.
The
lightest
green
on
the
graph
indicates
students
are
earned
a
D
on
this
particular
assessment,
which
is
considered
passing
the
dark.
B
B
B
B
And
finally,
black
and
african-american
student
performance
I'm
in
summary,
for
high
school
for
grades
9
through
12
in
general
for
es
C's
at
the
high
school
level.
We
again
see
the
same
kinds
of
trends
that
we
saw
in
grades
3
through
5
and
6
through
8
for
se
ready
the
percentage
of
black
or
african-american
students
and
Hispanic
students
scoring
C
or
higher,
which
in
this
case
would
be
considered.
The
expectation
is
lower
than
that.
If
they're
white
white
counterparts,
we
also
see
the
gap
between
white
and
black
student
performance
is
similar
across
English.
B
Okay,
so
some
overall
patterns
and
trends
we
do
acknowledge.
We
do
know
that
there
is
a
readiness
gap
that
exists
between
black
and
African
American
students
and
Hispanic
students
and
white
students.
We
are,
we
know
that
the
gap
exists
for
both
ela
and
math
and
that
for
Hispanic,
students
is
slightly
larger
for
ela
I.
B
We're
building
a
high
qualified
teacher
workforce
through
strong,
develop
strong
professional
development
opportunities
and
we're
collaborating
with
higher
education
institutions.
To
do
so.
We're
redesigning
supports
for
teachers
so
that
we
can
be
sure
that
they're
receiving
the
resources
they
need,
such
as
planning
time
and
tools
and
materials
and
again
professional
development.
B
We're
also
aligning
school
curriculum
to
ensure
that
all
student
piqué
3:12
exit
with
the
skills
that
are
identified
by
local
businesses
and
industry,
such
as
those
of
the
Charleston
Metro
Chamber
Chambers,
common
skills
in
high
demand,
like
communication
and
creativity,
and
being
on
time
we're
establishing
that
talent.
Development
pipeline.
That
grows,
leaders
at
all
levels
and
we're
investing
in
those
opportunities
for
leaders
and.
B
One
last
thing
I
wanted
to
share
with
you:
I
wanted
to
take
this
opportunity
to
share
some
or
highlight
some
of
the
other
resources
that
we
have
for
accessing
some
summarized
data
I
think
this
can
be
really
helpful.
The
assessment
evaluation
departments
launched
the
CCSD
public
interactive
data
center.
This
allows
you
to
filter
information
and
customize
your
graphs
and
tables
by
many
different
filters
by
grade
level
by
ethnicity
by
a
specific
school.
B
There
are
lots
and
lots
of
ways
that
you
can
filter
this
data
and
in
your
materials
you
do
have
a
link
to
the
site.
It's
easy
accessible.
Also
in
our
website.
The
department
is
also
currently
working
on
assembling
the
school
dashboards
for
you
that
will
provide
in
the
next
week
or
so
as
a
board
update,
we'll
make
sure
that
we
have
those
bound
copies
for
you.
You
also
have
in
your
packet
two
other
resources.
You
have
a
schools
like
us
handout.
That
report
is
for
elementary
middle
and
high.
B
It
provides
some
summarized
report
card
ratings
and
information
by
similar
poverty
levels.
You'll
see
achievement
growth
and
overall
ratings
highlighted
for
your
elementary
and
middle
schools
and
then
achievement
college
and
career
readiness,
graduation
rate
and
overall
ratings
for
our
high
schools.
B
In
addition,
you
do
have
the
report
card
ratings
overall,
summary
handout,
also
in
your
packet.
This
provides
you
with
an
at-a-glance
summary
of
overall
report
card
ratings
for
elementary
middle
and
high
all
of
these
resources
and
summarized
data
reports
that
we've
shared
today
are
intended
to
provide
you
with
the
information
that
you
requested
at
our
last
meeting.
I
hope
that
this
is
helpful.
I
I
do
hear
that
there
are
some
other
things
that
you
would
like,
and
we
can
certainly
help
you
with
that
as
well.
I
N
Follow
up
on
the
earlier
comment,
which
is
some
combination
of
things,
because
I
think
it
would
be
instructive
if
we
were
able
to
see
where
a
school
you've
got
all
the
different
subgroups.
But
then,
if
we
know
the
population
of
the
subgroup
and
that
school
might
be
doing
better
than
another
one
and
maybe
there's
something
to
be
learned,
so
I
think
if
we
could
just
get
that
data
in
a
simple
form.
Let
me
know
thank
you.
L
N
L
N
L
L
E
I
P
I
I
I
L
P
The
students
are
transient,
and
so
they
come
and
go
throughout
the
year.
So
typically,
we
look
at
students
who
are
there
prior
to
the
45th
day,
and
our
office
assessment
office
can
pull
the
data
for
those
students
for
us
so
that
we
can
see
the
scores
for
the
students
who
we've
had
the
majority
of
the
year.
I
P
Not
marry
now
the
program
is
doing
so.
That's
one
of
the
challenges
with
the
setup
of
alternative
schools
and
through
the
state
is
that
they're
still
connected
to
their
home
schools.
So
there
is
no
state
report
card
for
those
programs.
All
their
scores
go
back,
so
we
would
have
to
pull
that
data
internally.
Can't.
I
I
I
I
Know
I
get
I
get
a
little
disturb.
Well,
I'll
see
is
gonna
this
kind
of
data,
but
not
does
I
can
America
for
any
children.
Let
me
have
a
school
where
for
most
of
the
children
or
academically
deficient
and
we
in
the
school-
and
we
are
artists-
opposed
to
continuing
all
the
all
year
long
if
I
give
they're
making
the
true
changes
that
gotta
be
made
and
something
gotta
be
done
different.
I
What
we're
doing
make
summers
make
some
gains
if
it
means
puttin
three
teachers
in
one
classroom,
you
know
having
six
assistants
whatever
it
takes.
We
got
to
make
some
gains
somewhere.
We
can't
this
is
not
acceptable.
You
gotta
do
better
I'm,
not
fussing
at
you.
I
know
you
just
kidding
that
you
just
get
him
a
little
bit
of
okay,
miss
Cara,
just.
K
Question
with
respect
to
like
not
getting
to
using
scores
against
teachers
like
dr.
Beth
was
mentioned,
but
as
we
have
our
parent-teacher
conferences
next
week,
our
teachers
ready
and
just
speed
for
explaining
to
parents
where
they're
behind
and
need
what
they
can
do
to
tell
their
job
growth
they're
behind.
Yes,.
R
Sir,
they
are
we.
We
actually
discuss
that
at
our
last
principals
meeting
with
our
principals
and
our
coaches
from
those
buildings,
and
so
they've
been,
you
know,
briefed
on
how
that
should
occur.
We
have
a
folder
full
of
resources
for
teachers
to
utilize,
along
with
videos
that
show
them
how
to
conduct
those
conferences.
Okay,.
K
G
G
But
it's
not
helping
us
with
the
decisions
we're
gonna
get
asked
to
make
in
the
next
thirty
days,
and
so
we
need
to
see
just
like
Chris
said
you
know
if
our
the
Reverend
Collins
mentioned
the
african-american
students
that
Simmons
pick
me
well
good
news,
Reverend
Collins,
every
single
non
african-american
student,
every
single
one
is
is
fail,
is
failing
and
we
don't
know,
that's
one
student
or,
and
certainly
when
you
have
statistically
does
it
work.
We
still
have
to
make
these
decisions,
so
we
need
some
help
as
a
board.
G
That
shows
us
the
true
why
we
should
shift
how
we're
educating
kids
we
know
we
have
to,
and
we
know
we
should,
but
we
need
something
that
tells
us
what
what
to
shift
it
to
and
right
now.
We
just
know
that
there
are
certain
schools
in
which
a
majority
of
the
children
are
not
learning
and
it
could
be
ten
kids
or
100
kids.
We
need
more
specific
data.
If
you're
going
to
ask
us
to
make
radical
changes
to
how
we
improve
this.
H
A
It's
definitely
clear
that
that
we
need
a
deeper
dive
into
the
numbers
as
to
where
we
stand
academically
with
the
different
to
make
up
of
the
races.
I'll,
be
perfectly
honest
with
you
and
you're,
just
the
presenters
right,
I
leaned
over
to
the
superintendent
and
I
said
to
her.
This
report
sickens
my
stomach.
Thank
you
to
the
point
of
the
fact
that
we
have
to
aggressively
find
a
way
to
attack
this
achievement
gap
that
has
been
lingering
for
50-plus
years.
Just
didn't
happen
overnight.
Right,
so
we've
been
kicking.
A
A
I.
Concur
that
it's
important
that
that
we
have
a
deeper
dive
into
the
numbers
as
to
where
and
I
believe.
I
said
this
at
the
last
meeting
too,
specifically
where
the
issue
lies
and
within
the
school
to
zero
it
down
to
the
bare
bone
so
that
we
can
capture
those
students.
Now
we
will
continue
to
see
the
numbers
that
we
see
now
at
the
high
school
if
we
don't
to
them
at
the
elementary
school.
A
So
we're
going
to
be
making
some
some
real.
Bold
changes
have
real
soon,
but
but
it's
very
important
that
that
we
do
know
that
where
the
numbers
currently
lie,
that
these
changes
that
we're
going
to
be
making
is
going
to
have
a
greater
impact.
In
closing
where
the
gap
is
to
making
sure
that
we
have
the
adequate
resources
that
we
need
within
the
various
schools.
A
And
if
we're
going
to
be
successful
in
doing
that
and
really
see
the
growth,
and
you
really
see
the
measure,
then
we
have
to
make
sure
that
that
we
have
just
all
of
the
not
saying
that
the
information
is
not
accurate
but
a
more
deeper
dive
into
the
numbers
so
that
we
can
say
why
we're
doing
a
and
B
in.
Why
we're
making
this
type
of
decision?
When
I
said
decision.
I'm
talking
about
the
board
so
with
more
data
were
able
to
be
more
successful
in
this
measure.
F
A
F
Thank
you
for
your
work.
I
I
agree
that
we
have
to
do
something
and
I
also
know
that
there's
been
some
proposals
made
by
the
superintendent
of
things
we
can
do
in
their
bold
changes
and
we've
been
receiving
a
lot
of
pushback
from
certain
members
of
the
community
not
to
make
the
changes
and
I
hope
that
this
information
gives
all
of
us
the
backbone
to
do
the
changes
that
we
need,
because
we
have
50,000
kids
that
we
need
think
about,
and
we
get.
F
G
M
I
guess
that
brings
me
to
this
question.
I
have,
and
you
may
not
have
an
answer
for
it,
but
as
educators,
when
you
got
this
data,
how
can
you
relate
what
this
data
means
to
some
of
the
recommendations
that
are
on
tape?
I
mean:
do
you
have
any
way
of
looking
at
the
recommendations
that
we
are
being
bombarded
with
in
terms
of
changes
in
schools
and
that
kind
of
thing,
and
can
you
tie
that
into
how
that
may
or
may
not
help
with
any
of
this?
For.
K
G
K
G
K
K
Doesn't
matter
to
y'all,
because
it's
we
sign
up
for
this,
we
are
getting
a
try.
I,
don't
know
if
you
can't
imagine
how
much
we're
being
bombarded
by
stuff
and
five
years
ago,
six
years
ago,
we
voted
on
what
the
recommendation
was
for
early
childhood
to
fix
everything
we
wouldn't
be
seeing
results
by
now.
Six
years
ago,
based
on
the
2000
seat,
expansion
of
CD
classes,
hadn't
worked
out.
Our
numbers
look
similar.
They
are
improving.
K
E
K
D
K
K
H
H
Q
Q
That
will
tell
you
that
it
signals
for
us
that
things
are
not
going
as
well
in
that
school
as
we
want
them
to.
The
other
document
is
something
that's
unique,
but
is
really
important
and
I
want
to
make
sure
that
we
understand
how
to
read
it.
It's
this
document
that
looks
like
this
that
has
all
these
boxes
we
heard
earlier
today.
We've
we've
heard
all
of
our
lives
about
their
relationship
between
poverty
and
achievement
and
the
role
of
public
schools.
In
changing
that
pattern,
each
row
shows
you
a
school.
It
starts
with
beust
Academy.
Q
It
compares
any
other
schools
like
us,
like
East
Academy
in
this
region
of
Dorchester
Berkeley
and
Charleston.
County
has
an
eleven
point:
six
nine
percent
poverty
rate,
so
the
first
column
tells
you
that
the
achievement
of
all
of
those
schools
that
have
only
eleven
point,
six,
nine
percent
poverty-
is
excellent.
The
next
column
shows
you
growth
or
progress.
Q
That
shows
you
how
much
progress:
Daniel
Island
in
Berkeley,
County,
Mehring,
Tintin,
Berkeley,
County
and
then
three
other
schools
in
that
category
in
Charleston,
County
are
making
versus
beust,
and
the
third
column
shows
you
over
all
I
wanted
you,
if
you
would
to
flip
to
just
about
the
fourth
page
from
the
back
you'll
find
the
middle
school
ratings.
There
I
think
it's
maybe
the
third
place
in
the
back,
and
you
see
a
school
that
was
mentioned
just
a
moment
ago.
Q
You
see
Simmons
Pinkney,
Simmons
Pinckney
sits
with
a
ninety
eight
point,
one
seven
percent
poverty
rate
that
is
the
highest
poverty
rate
in
the
state
for
any
middle
school
anywhere,
there's
no
middle
school
in
the
state
that
has
that
kind
of
poverty
rating.
In
fact,
there
were
no
middle
schools
in
our
region
with
that
kind
of
poverty
rating,
so
we
had
to
go
outside
of
our
region
across
South
Carolina,
looking
at
other
middle
schools.
With
that
poverty
rating,
we
see
that
the
achievement
is
unsatisfactory.
The
growth
is
average.
Q
There
are
three
schools
in
the
state
that
have
better
growth
in
Simmons
Pinckney,
but
three
schools
that
have
worse
growth
in
Simmons
pickney.
So
that's
what
the
kind
of
analyses
that
we
are
doing
are
are
based
on
a
number
of
factors.
It's
it's
a
very
complex
process,
trying
to
figure
out
where
good
things
are
happening
and
where
they're
not
we'll
bring
you
any
information
you
want,
but
I
think
what
would
be
most
helpful
to.
Q
You
would
be
for
us
to
bring
you
our
analyses
generalized
with
with
the
the
rationale
beneath
them
because
of
this,
and
this
and
this
with
as
much
backup
data
as
you
want.
But
there
are
hundreds
and
hundreds
of
pages
that
you
have
to
go
through
to
even
get
to
this
point.
But
this
is
one
of
the
best
documents
I
have
ever
seen
and
I
just
want
to
make
sure
that
we
all
understand
how
important
it
is
because
it
looks
at
apples-to-apples.
Q
What's
the
poverty
rating
and
how
well
are
other
schools
growing
children
versus
our
schools,
because
we
intend
to
be
the
fastest,
improving
School
District
in
the
state,
and
that
means
that
every
school
has
to
be
top
of
group
in
terms
of
the
rate
at
which
they're
growing
students
and
that's
the
real
challenge
for
us.
We
are
not
growing
students
as
quickly
as
and
as
adeptly
as
we
need
to
in
all
of
our
schools.
So
thank
you
for
taking
just
that
little
extra
bit
of
time
to
talk
about
those
documents.
Q
Q
R
Q
Q
That
was
the
primary
part
of
the
research
at
that
NWA
was
going
to
help
us
with
as
well
as
are
looking
at
the
programs
that
we're
using
it
was
at
one
point
nationally.
We
moved
to
a
balanced
literacy
approach.
Teachers
generally
didn't
have
a
lot
of
materials
to
use
that
were
prepared
for
them
to
teaching
to
teach
literacy.
Q
I
I
When
the
I'm,
just
considering
the
yeah,
missing
critical
plans
and
was
Priscilla
missing
the
while
ago,
there's
been
differently,
you
know
what
I'm
gonna
consider
those
missing
critical
plans.
They'll
ask
myself,
ask
myself
the
question
I
said:
well,
what
have
we
tried
that
didn't
work?
What
new
digits
have
been
put
in
the
classrooms
already,
the
beginning
manually,
have
you
put
in
any
new
programs?
Bubbly
really
ramped
up
on
reading
program,
a
math,
we're
gonna?
Have
we
really
went
to
working
on
classrooms
said?