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From YouTube: July 15, 2019 COTW Strategic Education Committee
Description
July 15, 2019 COTW Strategic Education Committee
B
Develop
three
goals:
one
performance
and
one
for
readiness.
This
staff
has
been
charged
with
supplying
specific
measures,
compiling
data
and
developing
annual
targets
and
long-range
plans
that
would
back
up
these
goals
as
part
of
this
process.
The
board
also
wanted
to
provide
a
simple
and
clear
message:
they
could
be
shared
with
stakeholders
that
would
help
explain
these
three
measures.
B
The
results
back
that
would
allow
us
to
fill
in
or
to
set
a
true
target
to
fill
in
the
numbers
of
these
plans.
At
this
time.
We'll
have
preliminary
data
back
from
the
state
and
time
to
allow
us
to
provide
the
information
that
we're
getting
in
the
school
year
so
that
we
can
set
annual
targets
and
also
three-year
goals
for
performance
and
growing.
B
Just
as
a
reminder,
we'll
only
be
focusing
on
the
performance
and
growth
goals,
because
the
last
goal,
the
readiness
goal
that
doesn't
start
until
the
fall
of
2020
due
to
the
regional
accountability
group
and
miss
Ambrose,
still
working
on
the
measure
for
workplace
skills.
That
would
help
establish
the
criteria
that
would
determine
what
a
well-rounded
readiness
for
a
student
would
would
look
like
a
clinic
setting
elementary
middle
and
high.
C
B
So
what
do
you
see
on
the
screen
is
depiction
of
the
readiness
pathway
or
what's
needed
at
each
grade
level,
to
be
on
track
for
college
and
career-readiness?
This
isn't
an
actual
graph,
but
more
of
a
visual
representation
of
a
concept
or
idea
of
how
the
level
of
rigor
actually
builds
as
a
year
progresses
and
as
we
move
across
the
years
or
grades,
the
students
in
school.
B
Our
ultimate
compass
as
a
system,
is
to
prepare
well-rounded
students
who
perform
with
the
reading,
math
and
workplace
skills
necessary
to
attain
a
living
wage
and
be
college
and
career-ready.
As
we
talked
about
these
goals
and
our
purpose
as
a
system,
we
wanted
to
be
able
to
provide
a
simple
metric
that
could
show
a
student's
current
level
of
readiness
and
their
attainment
of
where
they
worried
were
referenced
to
this
trajectory
along
the
pathway
to
college
and
career
readiness,
because
we
know
you'd
be
very
confusing.
B
Looking
at
all
the
different
assessment
results
and
how
these
assessments
change
from
grade
level
to
grade
level
and
then
from
elementary
to
middle
to
high.
We
wanted
to
be
asked,
be
able
to
answer
the
real
question,
and
that
is
simply.
This
is
a
student
ready
for
the
next
grade
level
and
on
the
pathway
to
graduating
college
and
career-ready.
B
How
we
get
to
the
simple
metric
that
can
show
us
that
students
are
ready
at
their
grade
level
or
where
students
are
in
relation
to
the
readiness
expectation.
These
are
some
of
those
measures
that
can
help
us
with
this
task
and
you'll
see
they're
divided
by
on
different
grade
spans
as
well.
We
as
educators
are
trying
to
determine
student's
level
of
readiness
in
comparison.
C
B
Ccsd
students
will
achieve
better
above
the
grade-level
expectations
in
reading
and
math.
Simply
what
does
this
mean?
This
first
goal,
the
premix
goal
focuses
on
reading
and
math
performance
in
relation
to
college
and
career
readiness.
We
have
annual
targets
and
long-range
goals
to
increase
the
percentage
of
students
achieving
at
the
level
that
will
lead
to
readiness
at
graduation.
At
the
beginning
of
each
year
we
will
report
the
number
and
percentage
of
students
performing
at
the
expected
readiness
level
in
these
areas
for
the
district
each
school
and
each
grade.
B
So
what
can
we
expect
in
relation
to
my
sperm,
installer
parents
and
students
will
know
at
the
beginning
of
each
school
year
where
a
child
is
in
relation
to
the
readiness
expectation
for
that
grade
level,
schools
and
teachers
will
be
able
to
share
plan
for
keeping
a
student
on
track
for
readiness
catching
up
a
student
if
they're
not
on
track
and
enhancing
learning
for
a
student.
If
he
or
she
is
ahead.
This
will
facilitate
conversations
about
how
they
can
support
or
assist
a
student
at
home.
B
B
B
This
focuses
on
reading
and
math
grade
occurring
at
a
rate
of
a
minimum
of
one
year
of
academic
growth,
in
other
words,
no
matter
where
a
student
starts,
it's
important
that
he
or
she
grows
at
a
minimum
of
one
year,
just
to
not
lose
ground
in
relation
to
their
trajectory
towards
college
and
career
readiness.
The
idea.
B
Will
make
one
full
year's
growth
from
prior
spring
to
the
current
spring?
For
example,
if
this
year's
5th
grader
was
reading
and
math
ready
at
the
end
of
fourth
grade,
then
that
student
should
leave
the
5th
grade.
Reading
and
math
ready
for
6th
grade
will
have
annual
targets
long-range
goals
to
increase
the
percentage
of
students
achieving
at
least
one
full
year
of
academic
growth
that
will
lead
to
readiness
upon
graduation.
B
What
can
we
expect
in
relation
to
the
growth
goal?
Parents
and
students
will
not
only
know
at
the
beginning
of
each
school
year
where
a
child
is
in
relation
to
the
readiness
expectation
for
that
grade
grade
level,
but
also
how
much
he
or
she
needs
to
grow
during
that
school
year
to
be
ready
for
the
next
school
year.
B
Again,
schools
and
teachers
will
be
able
to
share
plans
with
how
they'll
keep
the
student
on
track
for
readiness,
if
they're
already
there
or
catch
up
a
student
if
they're
behind
begin
enhance
that
learning,
so
that
a
student
has
already
ahead
we're
not
in
this
ground,
but
we'll
continue
to
be
ahead.
This
will
facilitate
conversations
with
parents
and
schools
that
they
can
partner
in
supporting
students
and
obtaining
the
bridge.
That's
needed
to
remain
along
that
on
college
and
career
pathway,.
C
B
B
B
Our
plan
is
to
also
incorporate
a
simple
snapshot
of
this
readiness
metric
within
our
current
school
and
the
student
dashboards
within
the
school
year,
and
our
future
goal
is
for
these
dashboards
to
move
from
static
to
something
live.
So,
in
closing,
what
you've
seen
this
afternoon
is
our
attempt
at
crafting
a
message
to
explain
the
framework
for
this
simple
metric
that
can
be
utilized
in
parent
conferences
to
share
current
levels
of
performances
of
performance
and
the
benchmarks
necessary
to
be
college
and
career
ready.
B
B
B
D
B
D
B
D
The
three
goals
are
most
one:
I've
been
reading,
almost
the
same
goals
or
what
closer
closely
related
goals,
what
I'll
say
moving
in
math
and
reading,
which
is
which
are
very
important
and
so
I
guess
what
I'm
asking
is
when
you
get
down
into
the
final
two
we're
gonna
have
a
goal,
for
example,
of
a
10%
increase
in
reading,
for
example,
or
5%
growth
or
20%
group
they're
gonna
bring
it
down
to
something
concrete
that
we
can
actually
see
and
measure
that
it's
so
also
that
the
district
has
to
go.
Thank
you.
D
B
D
E
First
I
thought
part
of
the
map
and
these
presentations
that
we've
received
over
the
last
couple
of
years
talks
about
how
teachers
can
get
some
real
data
back
almost
in
real
time,
and
since
we
were
discussing
the
budget
in
April,
members
of
the
board
have
been
asking
for
any
student
achievement
to
show
that
the
extra
money
we
put
into
last
year's
budget
was
worked,
and
so
now
I'm
hearing.
You
say
that
that's
not
how
it
works,
that
our
schools
still
don't
really
know
where
our
students
landed
at
the
end
of
last
year.
Yet.
B
B
E
And
so
the
regional
accountability
group
is
the
reason
that
you're
delaying
setting
a
college
and
career
readiness
goal,
but
we
have
the
South
Carolina
profile,
the
Graduate.
What
we
have
some
state
mandates?
How?
How
different
do
you
think
your
regional
accountability
thing
will
be
that
we
can't
we
I
don't?
Why
do
we
have
to
wait
another
whole
year
again
after
the
profile
of
the
South
Carolina
graduate
came
out
two
years
ago,
I
believe
and
we?
Why
are
we
waiting
another
year
for
something
else
that
we're
going
to
create.
B
E
B
The
dashboard
has
a
lot
of
different
assessment
measures
on
it
for
parents,
and
sometimes
that
can
be
a
little
overwhelming,
because
there
are
so
many
different
things
on
there.
One
of
the
things
that
we
hope
to
do
with
with
this
or
way
to
enhance
or
improve
what
we're.
What
we're
doing
with
the
dashboards
is
to
provide
this
simple
metric
that
kind
of
for
lack
of
a
better
term
matches
all
that
together,
so
that
you
can
you
basically
just
get
one
simple
metric
that
tells
you
whether
a
student
is
truly
ready
or
not.
B
So
it's
looking
at
all
those
different
measures,
because
we
I
think
about
when,
as
an
educator
I
would
never
want
to
determine
a
child's
readiness
based
on
one
data
point
or
one
measure.
You
always
want
to
look
at
multiple
measures
to
do
that.
This
can
give
us
a
way
that
that
we
can
do
that,
whereas
before
we
weren't
really
looking
at
it
that
way,
but.