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From YouTube: April 8, 2019 COTW Strategic Education Committee Meeting
Description
April 8, 2019 COTW Strategic Education Committee Meeting
B
The
flyer
that
was
sent
to
me,
as
well
as
community
through
churches
and
things
that
other
organizations
and
I'm
not
going
to
read
it
in
full,
but
I
can
part.
It
says
all
can't
see
more
trusted.
Community
members
are
invited
to
attend
the
first
three
meetings
between
allergy
to
expression,
for
example.
It's
this
is
not
a
district
meeting,
but
an
opportunity
for
an
independent
towards
directly
to
the
school
board,
invited
and
encouraged
by
them.
So
just
wanted.
You
see
a
simple
miscommunication
as.
B
To
the
public
community
meetings
per
district
for
their
listed
there,
April
9th
May
7th
in
June
of
for
the
facilitators
do
plan
have
a
immediate
with
educators
for
teachers
and
principals,
those
major
to
be
determined,
and
then
the
small
group,
the
group
for
which
you
offered
suggestions
to
be
a
part
of
they
will
meet
as
often
as
needed
and
as
determined
by
the
facilitators.
We
don't
have
all
of
those
dates.
I
can
tell
you.
The
public
community
meetings
are
going
to
be
held
at
North,
Charleston,
High,
School
and
the
time
for
those
movies.
B
There
are
six
to
7:45
district
in
the
public
community
meetings.
There
are
two
that
are
planned
thus
far
on
April
22nd
and
second,
they
already
planned
a
meal
for
their
teachers
and
principals.
The
date
for
that
meeting
is
April
29th,
and
they
too
will
have
meetings
with
the
smaller
group,
as
even
in
those
dates
that
the
parents
will
know
when
they
are
district
20.
The
public
meetings
are
held
on
April
18th
in
16,
I'm
district
20
is
already
planned.
B
Meetings
for
teachers
and
principals,
that's
on
April
25th
and
that
meeting
will
be
held
at
Burke
high
school.
The
time
is
6
to
7:45.
The
facilitators
will
take
take
the
lead
in
making
sure
that
you
notices
are
on
are
sent
out
in
and
everyone
who
should
attend.
These
meetings
know
about
them
well
in
advance
and
district
9.
There's
a
public
community,
that's
already
scheduled
for
April
the
19th
in
their
other
rings.
B
But
again,
they
too
are
making
certain
that
those
are
interested.
Parties
will
be
able
to
attend
the
meeting
on
the
19th,
I,
think
Jones
and
all
of
the
music
started
6
o'clock
to
allow
parents
and
family
members
and
community
members
who
want
to
attend
enough
time
to
get
off
working
and
be
able
to
get
towards
minutes,
as
it
relates
to
the
other.
Important
dates
just
want
to
share
that
all
of
the.
B
B
E
F
G
B
B
J
J
However,
and
I'm
a
Gamecock
too
behind
schedule,
mr.
Briggs
I'm,
sorry
Dean,
Peterson
I've
been
talking
for
a
couple
several
months
about
a
teacher
residency
program
here
in
Charleston
and
a
partnership
and
just
really
excited
about
the
the
possibility
of
this
partnership.
So,
for
the
sake
of
time,
I
will
turn
it
over
to
you.
Thank
you.
J
A
You,
ladies
and
gentlemen
of
the
board,
superintendent
post,
we'll
wait
for
this
invitation:
I'm
George
Peterson
I'm,
the
founding
dean
of
the
College
of
Education
and
a
few
years
ago,
based
on
the
needs
of
the
state,
because
we
are
land-grant
institution
we
looked
around
and
saw
a
critical
shortage
of
teachers
and
being
a
research
institution.
We
began
to
look
at
what
our
research-based
initiatives
that
would
allow
us
to
address
this
in
a
systematic
and
sustainable
fashion.
A
So
we
began
to
look
at
the
notion
of
teacher
residency
and
teacher
residency
for
some
of
you
are
familiar.
Some
of
you
are
not,
and
I
won't
delve
into
the
weeds.
It
is
a
program
that
really
enhances
the
quality
of
the
preparation
of
teachers,
their
attention
and,
of
course,
instructional
capacity
of
in-service
teachers.
A
The
tip
of
the
spear
at
Clemson
University
is
dr.
Michelle
cook,
my
associate
dean
of
undergraduate
programs
and
I'm
going
to
ask
her
to
give
you
the
lion's
share
of
the
presentation.
I
will
just
say
that
the
press,
the
program
currently
is
in
full
swing
with
seven
upstate
school
districts.
We
are
finishing
the
first
year
and
it
the
data
we
have
collected
thus
far
and
will
contain
to
collect,
indicates
it's
very
robust.
A
It
has
met
with
wild
success
and
we
are
thrilled
to
death
to
think
about
partnering
with
Charleston
and
thinking
about
how
it
might
be
applied
and
modified,
because
the
Upstate
is
not
Charleston
and
the
needs
of
this
district
begin
to
address
the
visionary
thoughts
and
processes
of
your
superintendent
and
the
Board
of
Education.
So
with
that
said,
let's
can
we
go
so
why
teacher
residency?
It
is
a
vehicle
to
recruit
more
diverse
teachers
and
high
needs
fields
and
locations,
but
the
research
will
say
now
for
those
of
you
from
a
theresa
teacher.
A
Residency
has
been
going
around
the
country
for
15
years
from
Boston
to
Dallas,
to
Memphis
to
California
a
lot
of
places
have
it
and
what
the
research
has
says
is
that
a
resident
teacher
that
is
prepared
in
this
model
by
the
third
year
they
are
a
more
effective
instructor
than
more
traditionally
based.
Teachers
are
traditionally
prepared
teachers.
It
is
mentoring
for
new
teachers,
but
it
is
also
increasing
the
capacity
of
your
in-service
teachers
in
the
Upstate.
A
We
call
the
master
teachers,
but
we
think
they
could
be
called
teacher
leaders
that
would
be
probably
more
online
with
some
of
the
state
nomenclature.
Those
teacher
leaders
come
back
and
they
receive
some
education,
so
their
capacity
is
also
increase.
It
increases
the
retention.
The
normal
turnover
for
teachers,
as
you
probably
well
know,
is
two
to
three
years.
The
research
on
teacher
residency
says
that
there
are
ten
years
between
seven
and
ten
years,
the
the
data
that
we
have.
It
says
it
costs
the
district
about
eighteen
thousand
dollars
to
replace
a
dis,
replace
a
teacher.
A
So
you
extrapolate
that
out.
It
becomes
quite
a
pricey
item.
It
increases
student
achievement
the
research
has
shown
by
the
third
year.
The
resident
teacher
are
actually
better
instructors
and
students
are
doing
well
and
I
know
that
that
is
the
heart
of
this
school
districts,
efforts
to
bring
along
systemic,
profound
and
sustainable
change,
and
then,
of
course,
it
builds
instructional
capacity
in
the
district.
A
So
these
are
some
of
the
reasons
why
teacher
residency
and
some
of
the
reasons
that
we
have
taken
this
on
and
begin
to
have
these
conversations
across
the
state,
because
we
believe
and
folks
that
are
informed
about
this
model-
are
also
understand
its
capacity
to
change
the
instructional
outcomes
of
schools.
So
I'll
turn
it
over
to
dr.
Michelle
code.
K
We
are
looking
at
a
unique
model.
It
will
not
replicate
exactly
what
we're
doing
in
the
Upstate,
but
with
Charleston
County
Schools
and
we're
looking
at
really
to
focus
on
a
particular
school
in
the
district,
so
that
we're
looking
at
teacher
retention,
we're
looking
at
student
outcomes,
but
now
we're
also
talking
about
teacher
recruitment
and
school
improvement.
K
Design
team,
where
Clemson
and
members
of
the
school
district
and
members
of
the
community
and
even
teachers
themselves
a
part
of
this
design
team,
where
we
cook
co-construct
aspects
of
the
program.
We
have
experience
with
teacher
in
the
Upstate,
but
we
also
recognize
that
there
are
other
experiences
knowledge
that
we
need
for
in
the
way
we
envisioned
this
program.
Is
you
know
through
program,
evaluation
and
data
collection?
This
model
hasn't
been
done,
so
this
is
really
an
opportunity
to.
K
So
we
are
looking
at
recruiting
recently
graduated
already
certified
first
year.
Teachers
to
work
in
I
need
schools
under
the
mentorship
of
a
teacher
leader
and
master
teacher.
So
the
thing
that's
unique
about
our
residency
approach
is
that,
yes,
we
are
focused
on
that
novice
teacher
and
in
this
particular
program
the.
K
Teacher
who
may
have
already
decided
that
administration
is
not
the
path
for
them.
You
know
a
higher
ed
degree
is
not
the
path
for
them
that
they
really
want
to
focus
on
coaching
within
their
own
context
within
their
own
schools,
and
so
this
the
opportunity
to
do
that.
We
will
put
two
ibis
residency
program
to
our
meed
in
teaching
and
learning
in
a
particular
strand
within
that
program,
and
we
are
running
that
program
successfully.
K
It's
the
number
one
master's
of
that
program
in
the
nation,
according
to
the
US
News
&,
World,
Report,
and
so
finally,
again,
we've
shared
some
of
the
benefits
of
this
model,
but
it
really
allows
an
experienced
teacher
and
a
novice
teacher
to
approach
the
classroom
with
a
co-teaching
model
and
the
benefits
are
Teufel.
They
go
both
ways,
and
so
that's
what
we're
finding
with
our
vet
convenient
collection
with
our
residency
model
running
in
the
Upstate
are
our
newly
certified
novice
teachers
are
better
prepared
because
of
that
in
a
residency
experience.
K
Increasing
the
instructional
capacity,
I
will
say
one
of
the
one
of
the
reasons
why
we
lose
master
teachers
is
because
the
districts,
then
you
know,
realized
that
this
teacher
has
been
elevated
at
this
coaching
level
and
they
may
not
be
a
master
teacher
because
they
found
an
instructional
coach
in
position
and
then
obviously
the
state
and
national
model
for
school
improvement.
The
difference
in
our
approach
here
is
not
right.
Now
we're
working
with
seven
districts
in
the
Upstate,
so
we're
working
at
one
district
in
one
school.
M
N
A
Our
initial
time
frame
and
we're
very
thankful
because
we
will
begin
to
have
a
design
team
and
the
design
team
will
be
made
of
personnel
from
Charles,
Johnson,
County,
Schools
and
Clemson
to
begin
to
discuss
what
the
elements
are
and
the
aspects
of
them.
We
have
many
of
the
processes
and
some
of
the
dispositions
and
so
forth,
but
to
begin
to
think
about
what
that
would
actually
look
like
in
Charleston
and
begin
to
have
that
conversation.
A
So
we
actually,
prior
to
this
presentation,
have
already
set
up
dates
for
those
meetings,
beginning
those
meetings
and
then
the
process
then
would
begin
with
the
school
district
to
begin
to
think
about
teacher
leaders
and
resident
leaders
as
well
as
building
leaders
that
may
want
to
be
engaged
in
this
at
the
outset.
So
the
process
at
this
point
is
some
very
intensive
planning
over
the
next
few
months
with
you,
with
the
hope
of
being
ready
to
begin
to
bring
on
the
the
resident
teachers
and
the
masters
teachers
in
spring,
and
then
at
that
point.
Okay,.
O
My
question
is:
how
do
we
balance
out
those
numbers
moving
forward
and
and
how
do
you
establish
the
recruitment
areas
from
trying
to
recruit
more
afro-american
teachers,
preferably
more
males,
likewise
as
well,
because
there's
a
low
percentage
in
that
particular
area?
So
how
do
we
begin
to
move
the
bar
and
making
sure
that
we
have
those
type
of
diversity
across
the
board?
A
A
G
J
Roy
Jones
who's,
the
founder
of
call
me
mister,
is
on
faculty
at
Clemson,
so
we've
already
had
conversations
about
what
call
me
mister
could
look
like
as
part
of
this
initiative
as
well.
We
also
have
a
grant
a
federal
grant
with
Clemson
the
center
of
recruitment
retention
of
minority
educators,
and
so
four
of
our
schools
are
part
of
that.
Grant
which
we
were
just
awarded.
Clemson
was
in
November
December,
so
all
those
pieces
we
see
as
a
perfect
match,
because
we
know
we
need
to
increase
the
number
of
especially
african-american
male
teachers
in
our
classrooms.
C
O
As
we
begin
to
shape
this,
we're
talking
fall
of
2020
before
we
begin
to
put
something
into
place,
and
the
recruitment
effort
and
I'm
assuming
all
of
this
year
and
next
year
is
the
designing
phase
and
how
this
will
Charleston
will
shape
and
developing
the
type
of
program
and
the
type
of
teachers
that
we
need
to
develop.
Is
that
my
understanding
you.
A
Are
correct
that
the
goal
would
be
to
have
it
ready
to
implement
fall
of
2000
sign
team
would
be
part
of
that
would
be
to
identify
potential
master
or
leaf
teachers.
We
understand
that
the
representation
of
african-american
teachers
and
other
teachers
from
underserved
populations
need
to
be
addressed,
need
to
be
forefront
in
that
decision-making
in
thinking
about
the
lead
teachers,
as
well
as
resident
teachers
in
these
schools,
and
some
of
that.
A
We,
because
we
understand
the
unique
nature
of
of
of
Charleston,
some
of
that
information
will
be
from
the
school
district
and
we
will
work
with
the
school
district
and
take
some
of
our
lead.
There
Bill's
already
talked
about
our
two
major
initiatives
at
Clemson.
The
call
me
mister
program
and
our
Center
for
the
recruitment
and
retention
of
diverse
educators
and,
of
course,
we've
also
had
the
idea
of.
Is
there
a
way
to
enhance
the
number
of
misters
that
are
here
in
Charleston?
A
D
K
C
D
J
So
I
probably
need
to
look
at
mr.
Kennedy,
but
at
this
point
in
time
we
would
not
the
original
budget
I
proposed.
Of
course
it's
two
teachers
in
the
classroom,
so
there
was
a
master
teacher
and
a
resident
teacher.
You
know
we're
not
moving
forward
till
25
2020
I
would
not
have
to
budget
for
teachers.
Now
we've.
Our
two
teachers
are
an
additional
teacher.
Once
we
identify
the
school
depending
on
the
design
team,
we
made,
we
hope
to
identify
the
master
teachers,
probably
first
all
late-
to
fall.
I'm
not
saying.
C
D
A
G
Highly
produced
and
asked
the
American
teachers
that
they
sounds
going
to
statement
next
to
that,
so
you
know
reaching
that
diversity.
Life
of
America
teaches
something
critical
and
another
call
the
Vista
program.
One
time
is
a
great
program,
but
you
know
we
have
to
find
that
that
cohesiveness
to
be
able
to
work
with
historical
black
colleges,
to
kind
of
to
bridge
that
gap.
A
G
A
H
A
A
H
So,
okay,
so
here's
what
I
discovered
was
recruiting
teachers
when
I
visit
schools
that
have
American
principles,
I'll
find
the
Fairmont
Africa
teachers,
American
teachers
working
there.
So
then
I
go
to
other
schools,
I
find
maybe
one
or
two
percent
for
Megan
he's
working,
maybe
at
5,000
at
the
most
I
see
on
average.
So
the
sort
of
principles
have
found
ibly
to
the
to
recruit
black
teachers
so
whether
whether
they
doing
it
can't
be
rocket
science,
it
can't
be
so
hard
for
face
that
we
can't
figure
it
out.
P
P
Teacher
efficacy-
and
that
means
the
quality
of
every
teacher
in
every
classroom
in
front
of
our
students
every
day
so
last
year,
this
idea
for
coaching
at
the
high
school
actually
came
out
of
Burke
high
school
I.
Don't
even
know
if
mrs.
Witten
remembers
this
conversation,
but
we
took
a
team
inside
her
building
we're
looking
at
her
data
and
talking
to
her
about
strategies
for
improving
student
outcomes,
and
we
said
what
do
you
need?
P
What
will
make
the
biggest
difference
to
you
in
this
building
and
she
said:
I
need
an
instructional
coach
I
need
someone
to
work
with
my
new
teachers.
I
need
somebody
that
can
help
interpret
state
policy.
Who
can
look
at
the
academic
standards?
Who
can
look
at
assessment?
Data
I
need
somebody
on
the
ground
with
me
every
day,
so
we
listen
to
mrs.
Witten
and
what
we
did.
We
did
not
have
the
funding
to
put
a
coach
in
every
high
school.
P
What
we
did
do
is
work
with
Michelle,
English,
Watson
and
and
figure
out
how
we
can
take
set
aside
money
and
put
them
at
our
neediest
schools.
So
last
I
think
was
last
month
or
the
month
before
you
heard
from
two
coaches
from
pepper
Hill-
that
second
coach
was
put
there
because
they
were
a
priority
school.
That
was
one
of
our
strategies
at
the
high
school
level.
These
are
the
only
schools.
Only
the
priority
schools
got
an
instructional
coach.
P
We
don't
have
an
instructional
coach
in
our
others,
but
we
want
to
talk
about
the
instructional
coaching
model.
We
want
to
talk
about
how
we
can
collect
data
and
metrics
and
you're
gonna,
get
to
hear
from
the
people
actually
doing
the
work
so
I'm
going
to
turn
it
over
to
mr.
endo
and
ask
for
the
introduce
the
team.
Q
Good
afternoon
my
name
is
Sharon.
Randall
I
get
the
great
joy
to
work
with
the
high
schools
in
Charleston,
County
and
Miss
Swinton,
we'll
be
right
back
the
principal
at
Burke,
high
school
and
with
her
is
her
instructional
coach,
dr.
Pamela
colon,
who
will
speak
in
a
moment
beside
dr.
Glenn
is
mrs.
Gwendolyn
bitten,
who
is
the
instructional
coach
at
Baptist
eel
High
School
and
mrs.
Vanessa
Brown,
who
is
the
principal
of
Baptist
Hill,
and
we
put
together
a
few
slides.
Q
Q
Know
that's
a
bit
wordy
up
there.
This
came
from
John
Hattie's
work
about
20
years
research
in
deciding
what
has
the
biggest
positive
impact
on
growing
student
achievement
and
the
well-being
of
students
in
schools
and
one
of
the
largest
predictors
for
a
positive
impact
is
collective
teacher
efficacy,
and
you
see
the
list
of
items
that
work
together
to
create
that
teacher
efficacy.
I'm
not
going
to
read
all
of
it
together.
But
the
point
in
bringing
this
up
today
is
this
is
exactly
what
instructional
coaches
can
do
inside
of
a
school.
Q
Again,
I'm
not
going
to
read
all
of
this
to
you,
but
our
wonderful
guest
speakers
are
going
to
be
hitting
some
of
those
components.
The
next
two
slides
just
pulls
out
some
of
those
areas
in
more
detail
and
as
I'm,
allowing
you
to
read
a
little
bit.
I'm
gonna
turn
this
over
to
mrs.
Swinton
and
dr.
Glenn
to
talk
quickly
about
how
coaching
helps
Burke
High
School.
M
R
A
school
leadership
perspective,
instructional
coaches,
that
the
high
school
level
are
invaluable,
in
addition
to
providing
support
to
teachers
at
Burke,
high
school
through
analyzing
and
using
data,
as
miss
Randall
mentioned,
they
also
inform
instruction
our
instructional
coach,
dr.
Pamela
Glyn
supports
students
as
well,
by
providing
school-wide
efforts
to
prepare
students
for
college
and
career
readiness,
and
if
I
may
cite
an
example
just
prior
to
spring
break,
we
launched
a
week-long
practice
in
preparation
for
when
testing.
R
This
is
the
ready
to
work
software
program,
our
instructional
coach,
assisted
with
training
the
teachers
and
setting
up
when
courseware.
This
was
a
software
program
to
practice
for
the
win
and
as
a
result,
we
found
significant
growth,
and
we
can
cite
that.
We
actually
have
a
graph
here
to
show
you
that,
unfortunately,
we
do
not
have
it
as
a
slide,
but
we'll
give
you
a
copy.
R
This
team
and
school-wide
approach
resulted
in
a
significant
level
of
growth.
We
were
also
able
to
increase
the
number
of
students
earning
certificates
by
17,
as
you
will
be
able
to
see
from
the
graph
that
you're
being
given.
Please
keep
in
mind,
though,
that
these
are
preliminary
results
they
were
done
manually.
The
company
has
not
released
the
final
scores
and
the
test
window
is
still
open.
R
In
addition,
our
graduation
rate
continues
to
increase
as
well
as
a
result,
the
work
that
our
instructional
coach
offers
and
she
assists
teachers
in
the
areas
of
professional
development,
professional
learning,
communities
and
collaboration.
She
works
with
teachers
to
bring
evidence-based
practices
into
the
classroom,
while
also
maintaining
a
professional
and
supportive
relationship
with
our
teachers.
R
S
Thank
You,
mrs.
Swinton
and
thank
you
Miss
Randall,
for
allowing
me
to
to
be
here.
I'm
excited
to
be
able
to
speak
to
each
of
you
about
a
job
in
which
I
am
extremely
passionate,
I'm,
a
literacy
specialist.
My
background
also,
a
special
education
teacher
I've
been
an
instructional
coach
literacy
coach
for
nearly
a
decade
and
I
absolutely
love
it.
S
I
have
many
many
responsibilities
as
Miss
Benton
can
tell
you
and
as
well,
but
first
and
foremost
is
my
job
is
to
do
everything
within
my
power
to
support
teachers,
parents,
students,
leadership
and
the
district
to
move
every
single
student
forward.
We
have
to
maintain
a
very
professional
and
supportive
and
empathetic
relationship
with
our
teachers.
We
listen,
we
advise
we
reflect
and
we
celebrate
their
successes.
We
observe
them
in
order
to
identify
strengths
and
needs,
and
then
we
work
together
to
formulate
a
plan
and
implement
strategies
to
make
sure
that
we
are
moving
our
students.
S
Data
is
something
that
I
am
also
very
passionate
about.
I
provide
each
and
every
ninth
grade
teacher
with
very
comprehensive
data
on
our
just
not
having
a
slide
of
this,
but
I
provide
them.
This
data,
so
that
they
know
who
is
in
front
of
them.
What
do
these
learners
look
like
in
terms
of
reading
ability,
historic
grades,
absenteeism
and
so
forth?
We
begin
there
our
relationship
them
explore
and
then
exploring
this
data
and
sending
out
a
plan
by
which
the
teacher
can
make
sure
that
each
child,
who
has
received
the
exact
same
effective
instruction.
S
We
work
together
to
make
sure
that
we
have
effective
and
rigorous
strategies
to
meet
all
of
our
standards,
and
then
we
teach
teachers
how
to
set
a
purpose
for
data.
How
to
obtain
analyze,
interpret
and
then
use
that
data
and
to
implement
effective
instruction.
One
of
the
most
successful
things
that
I
see
within
the
job
is
finding
the
Lexile
of
a
textbook
you'd,
be
amazed
at
how
many
teachers
are
not
aware
of
the
reading
complexity
of
the
text
that
they
assigned
to
students,
and
then
they
wonder
why
students
can't
read
it
so.
S
T
Good
afternoon,
thank
you
for
the
giving
me
this
opportunity
to
speak
to
you
this
evening,
but
I
would
like
for
my
principal
first
to
give
a
little
background
about
what
we
do
at
Baptist
Hill
and
in
addition
to
what
dr.
Glen
has
said.
I
just
have
one
other
item
that
I'm
going
to
add
to
it
and
it
deals
with
how
we
use
our
time,
because
this
is
something
that
many
people
will
probably
be
questioning.
What
do
we
do
as
instructional
coaches?
T
U
You
everyone,
the
most
important
thing
for
the
board
to
understand-
is
that
the
role
of
the
principal
is
constantly
changing
the
responsibilities
that
are
on
our
desk,
make
it
extremely
hard
for
us
to
do
the
thing
that
we
actually
got
into
education
for,
and
so
without.
My
instructional
coach
I
would
not
really
have
the
ability
to
really
understand
the
depth
of
what
is
going
on
at
my
school.
U
My
instructional
coach
is
analyze
the
results
of
test
map
tests,
every
test
that
is
taken,
Lexile
scores,
the
information
we
get
from
our
digital
content
and
and
make
it
meaningful
not
only
to
the
administration
but
also
to
teachers.
I
think
it's
also
important
for
us
to
understand
that
education
is
changing
or
has
changed
so
much
that
even
those
people
who
came
through
very
progressive
programs
of
Education
don't
understand
how
it's
changed
and
what
the
expectation
now
is
for
teachers.
U
They're,
okay,
looking
at
it,
but
the
next
step
is
often
the
Dare
and
headlight
look,
and
so
that's
where
my
instructional
coaches
come
in.
They
meet
with
our
teachers
weekly
for
professional
development
sessions.
They
assist
them
with
their
instructional
calendars.
They
assist
them
with
their
data
notebooks
and
progress,
monitoring
which
a
lot
of
teachers
were
not
familiar
with
that
process
and
as
Miss
wenton
mentioned,
being
able
to
look
at
the
data
and
then
pull
my
students
in
small
groups
and
get
them
prepared
for
the
tests
that
they
are.
They
have
to
take.
U
As
you
all
will
probably
remember.
Last
year
my
middle
school
was
listed
as
a
priority.
School
and
I
want
to
give
the
success
of
us
being
able
to
move
from
out
of
priority
status
to
my
instructional
coaches,
because
we
also
as
a
rural
school.
The
majority
of
my
teachers
are
either
first
second
or
third
year
teachers
and
they
don't
have
the
knowledge
that
they
need
when
they
are
dealing
with
kids
from
in
high
poverty.
U
So
that
brings
a
whole
different
set
of
issues
and
also
I
think
the
most
important
role
from
my
instructional
coach
has
been.
They
are
not
evaluators,
and
so
teachers
are
comfortable
speaking
to
their
coaches,
about
their
concern.
When
a
coach
walks
in
the
room
they're
not
worried
about
being
evaluated,
and
so
there
ends
the
dog-and-pony
show.
U
Our
instructional
coaches
actually
get
to
see
what's
going
on
in
the
classroom,
and
they
get
to
see
it
even
more
often
than
I
do
as
a
principal
because
they're
in
there
every
day,
and
then
they
meet
with
us
weekly
at
our
admin
meeting
to
provide
us
feedback
about.
What's
going
on
in
the
building,
what
we
may
not
be
seeing
what
issues
our
challenges
our
teachers
are
having
what
teachers
are
sharing
with
them.
T
If
you
will
look
at
the
chart
that
you've
been
given,
there
are
four
divisions,
and
this
I
took
from
my
documenting
what
I
have
done
from
August
to
the
end
of
January
of
2019,
just
to
see
where
I
was
performing
and
what
I
was
doing.
Spending
most
of
my
time
with
for
40%
of
the
time
is
the
teacher
coach
interaction.
This
is
where
I'm
in
the
classrooms
with
the
teachers
are
modeling
lessons.
T
We're
writing
lesson
plans
together,
we're
team
teaching
with
them
doing
coaching
cycles,
which
takes
a
while,
because
from
the
coaching
cycles
they
I
give
them
a
data
display
of
what
I
observed
and
then
we
talk
about
it,
but
it
is
developing
a
relationship
and,
of
course,
the
coaches
looking
at
how
they
performed
and
they
are
coming
up
with
their
own
conclusions
and
summaries
I'm
not
telling
them
I'm
just
showing
them.
The
data
and
data
speaks
for
itself.
Also
I
do
PDS
with
the
with
the
teachers.
T
Sometimes
it's
an
individual,
sometimes
a
small
group,
and
sometimes
it
is
done.
School-Wide
I
work
very
closely
with
the
reading
coach,
who
is
the
middle
school
coach.
We
have
an
advantage
at
Baptist
Hill,
because
we
don't
have
to
worry
about
vertical
articulation
by
going
to
the
middle
school
that
feeds
into
us.
Our
middle
school
is
right
there,
so
our
teachers
also
meet
together
in
the
PLC's.
T
T
Okay
quickly,
30
percent
is
for
the
data
collection,
analysis
segment
and,
of
course,
we
have
so
many
digital
content
experiences
that
our
students
are
having.
There
is
so
much
data
to
be
collected,
but
also
it
comes
from
our
map
testing.
It
comes
from
the
EOC
and
any
other
type
of
assessments
we
have
so
like
dr.
T
Glenn
said:
I
collect
the
data
analyze
it
and
then
the
teachers
and
I
will
sit
down
and
talk
about
it
together
and
we
plan
from
there
using
the
data
so
that
70%
of
the
time
is
worked
with
directly
working
with
the
teachers.
The
other
15%
deals
with
district
and
state
PDS
that
I
attend
to
help
me
better
myself
as
a
coach
and
to
take
back
to
the
teachers
and,
of
course
the
final
15%
is
school,
based
team
planning
and
professional
development
that
we
have
at
the
school.
Thank.
M
T
Q
D
Clearly,
thank
you
because,
having
the
four
of
you
here,
it
tells
us
what
you
do
so
now
when
we
hear
instructional
coaches,
we
have
a
visualization
of
what
they're
actually
doing
in
the
school
and
how
they
complement
the
work
and
I.
Think
it's
brilliant!
Is
this
in
your
budget
to
expand
this
to
other
schools?
Is
it
part
of
gof
or
other
funds
in.
D
P
Used
that,
if
you
think
of
those
puzzle
pieces,
we
have
used
some
of
the
special
revenue
to
give
additional
four
if
they're
needy.
If
they
have
needs,
we
have
built
in
some
funds
there
to
put
a
second
coach
but
we'd
like
to
have
a
as
a
basis
we'd
like
to
have
an
instructional
coach
in
each
high
school.
Thank.
I
P
P
Gonna
do
that
item
and
I
can
do
it
in
five
minute
great.
Each
year
we
bring
to
you
a
request
for
locally
board
approved
courses,
and
those
are
courses
for
which
the
course
code
does
not
exist
in
the
state
course
code
manual.
For
example,
last
year
we
had
a
request
at
a
high
school
for
a
real
estate
course.
Our
teachers
and
our
district
staff
work
collaboratively
together
and
develop.
That
course,
and
we
just
need
your
approval.
I.
C
M
P
P
V
Good
afternoon,
we're
happy
to
be
here
today
to
present
some
of
the
work
that
we
do
in
the
department
of
alternative
programs
and
with
me
today
to
share
this
information.
We
have
members
from
the
department,
as
well
as
school
representatives
from
Charleston
progressive
Academy
from
military
magnet
from
Wando
from
communities
in
schools,
and
we
also
have
partners
from
Charleston
Dorchester
mental
health
and
the
Safe
Schools
Project.
So
as
we
moved
through
the
presentation,
I'll
just
ask
them
to
identify
themselves
and
in
their
role
and
then
they'll
move
through
the
slides.
L
The
first
like
we'd
like
to
share
with
you
this
afternoon,
speaks
about
our
work
with
positive
behavior
interventions
and
supports
currently
all
CCSD
elementary
and
middle
schools
are
in
year,
three
of
PBIS
implementation
work,
that's
aligned
with
embedded
training
and
coaching
supports
our
high
schools,
as
you
can
see
our
in
year.
Two
of
this
work
in
order
progress
monitor
the
extent
to
which
our
schools
are
implementing
those
core
features
of
school-wide
PBIS
and
to
assist
schools
with
database
decision-making.
An
action
planning
schools,
complete
the
tiered
fidelity
inventory
or
you'll,
hear
TFI.
L
We
complete
this
at
least
annually
each
spring.
This
tool
is
a
comprehensive
self-assessment
that
includes
a
walkthrough
portion
completed
by
our
coaches.
These
graphs
display
implementation
percentages
from
initial
assessment
to
the
spring
of
2
18.
As
you
can
see,
there's
been
growth
at
all
levels.
Since
initial
implementation,
it
is
noted,
there's
a
slight
decline
in
our
elementary
in
middle
schools
from
2017
to
2018.
L
This
could
potentially
be
explained
by
school,
based
teams,
better
understanding
the
tool
and
its
indicators
and
having
consistent
use
of
the
walkthrough
portion
of
the
tool.
The
spring
window
for
completing
the
TFI
is
currently
open
and
we're
predicting
an
increase
in
those
scores,
but
will
certainly
provide
the
board
with
an
update
as
soon
as
it's
complete.
V
C
V
W
Pretty
much
the
author
of
our
PBIS
and
our
leader
in
me
coach.
So
what
we
have
done
has
taken
that
both
principals
and
initiatives
and
correlated
them
so
that
our
teachers,
it's
a
seamless,
effortless
implementation
for
our
teachers,
so
the
seeker
will
speak
more
since
she
is
the
author
of
the
implementation.
X
Data
feeds
problem-solving
and
evidence-based
intervention
marrying
what
we
do
academically
is
the
framework
for
effectively
implementing
our
leader
me
and
second
set
curricula.
It's
about
teaching
and
reaching
explicit
expectations
and
procedures
that
lead
to
routine
and
positivity
effective
academic
engagement
when
we
can
positively
affect
our
learning
environment
that
leads
that
academic
achievement.
V
Y
What
was
the
question,
what
we
did
that
was
successful?
First
of
all,
we
confronted
the
the
whole
concept
in
the
high
school
of.
Why
should
we
reward
good,
behavior
I?
Think
a
lot
of
teachers
felt
like
well.
Students
should
just
do
the
right
thing,
but
all
of
us
get
paid
I,
guess
y'all,
don't
I'm,
not
sure.
Y
Most
of
us
are
rewarded
on
a
you
know,
a
regular
basis,
so
rewarding
students
for
good
behavior
is.
It
is
certainly
a
worthwhile
thing
also.
We,
we
certainly
had
great
leadership,
great
guidelines
from
our
coach,
Aaron,
Matheson
who's,
fantastic
and
giving
us
guidelines
on
to
follow,
and
we
followed
those
by
the
letter.
We
started
with
a
student
advisory
team
and
made
sure
that
the
students
were
involved
in
as
we
as
we
evolved
our
program.
Y
We
developed
the
Eagles
pride,
it's
our
matrix.
We
are
the
military,
magnet
Eagles,
and
so
each
letter
of
that
matrix
stands
for
something
in
those.
Those
areas
were
already
in
place,
many
of
them
with
the
military,
magnet
excellence,
accountability,
leadership,
grit.
Those
are
things
that
are
already
in
place,
so
we
didn't
reinvent
the
wheel.
We
use
the
the
things
that
were
already
there
layered
in
our
program
and
roll
those
into
PBIS.
Y
Also
we
have
a
school
store,
that's
run
by
our
our
ec
students,
resource
students
who
do
a
wonderful
job
and
they
took
it
on
so.
Students
are
seeing
other
students
running
the
store,
they're
getting
all
kinds
of
store.
Experience,
management,
experience,
retail
experience.
So
that's
really
exciting.
Also,
we've
got
a
very
positive
administration.
Z
Hello,
my
name
is
talita
tree
and
I'm
the
prevention
intervention
insurance
coordinator,
as
you
all,
are
aware,
chose
the
impacts.
Our
graduate
our
graduation
and
our
dropout
rate,
poor
attendance
lead
to
is
a
leading
warning
indicator
of
predicting
dropouts
student
is
considered
to
be
true
and
when
the
when
a
they,
they
have
three
consecutive
unexcused
absences
or
five
accumulative
unexcused
absences.
Z
Since
2016,
we
have
gone
from
a
choice
report
data
report,
that's
going
from
13,000
to
nine
thousand
to
seven
thousand
so
far
this
year,
although
we
see
a
decline
in
our
jersey
on
data
that
was
due
to
me,
focusing
on
on
screen
line
in
the
reporting
process
and
I'll
provide
insurance
ii
trainings,
as
well
as
providing
training
on
how
to
report
accurate
data.
So
we
can
get
clean
data
for
an
example.
Z
Middle
school
in
high
school
data
is
kind
of
difficult
because
you
have
to
take
attendance
in
every
period
and
legal
definition
for
choices
that
we
have
to
have
a
full
day
on
use,
accesses
and
identify
those
students
between
the
age
of
six
up
to
the
age
of
17.
Our
initial
report
included
all
ages
and
then
those
students
who
look
like
they
were
cutting
or
skipping
plan.
Z
One
of
those
programs
that
we
develop
is
the
Jersey
hearing
panel
and
we
have
been
getting
referrals
rapidly
this
year,
so
we
had
to
create
another
Jersey
Hearing
Panel,
the
Jersey
hearing
panel
consists
of
outside
agency,
and
those
individuals
are
representative
from
the
Department
of
Social
Services,
our
representative
from
community
in
school,
a
representative
from
2
1
1,
a
representative
from
Department
of
Juvenile
Justice.
We
also
have
a
representative
police
department.
Z
We
also
have
an
individual
from
the
solicitor,
that's
on
the
panel
and
representative
from
our
department,
which
are
just
district
social
workers
and
myself
and
we
serve
on
both
panels.
We
are
very
appreciative.
I
know,
I
am
of
having
outside
agency
working
with
us
and
partnering
with
us.
Attendance
is
very
important
as
a
daunting
task
and
as
me,
being
the
only
person
needed
to
leave
this
work.
The
collaborative
effort
is
the
only
way
we
can
see
it
different,
we'll
make
it
different.
E
Good
afternoon
my
name
is
Robin
Haggard
and
I'm,
one
of
two
program
managers
with
communities
in
schools.
It's
been
our
pleasure
to
participate
in
this
truancy
panel
as
part
of
a
collaborative
problem-solving
effort
for
our
families.
We
know
that
our
families
have
very
complex
needs
and
coming
to
these
panels
gives
our
students
our
families
an
opportunity
to
share
with
us
what
are
their
barriers
to
success
so
that
we
can
work
together
with
the
district
and
other
agencies
to
meet
their
needs
so
that
they
can
attend
school
and
be
successful.
Thank
you.
AA
Know-
and
thank
you
so
much
for
having
us
here.
I
too,
am
extremely
passionate
about
this
particular
program.
I'm
Linda,
Allen
and
I
run
deep
I'm
calling
drug
alternative
program
for
teens,
which
is
also
known
as
adapt
we
initiated
at
about
three
years
ago,
and
since
that
time
we
had
initially
152
people
participate
in
the
program
and
then
the
next
year
we
kind
of
went
down
a
little
bit
to
150
this
year
alone.
AA
Just
for
first
semester,
our
he
had
191
students
that
I
was
working
with
at
the
end
of
January
22nd
that
has
gone
over
to
200
students
right
now.
The
way
that
the
students
get
involved
in
the
program
is
that
they've
received
any
type
of
substance
use
infraction
for
tobacco
alcohol
marijuana.
Anything
like
that.
They.
AA
Referred
to
adapt
I
go
in
and
do
a
screening
with
these
students
to
determine
what
the
next
level
of
care
is
going
to
be,
whether
we're
going
to
stay
with
them
at
the
school
and
do
monthly
meetings
with
them
called
motivational
interviewing.
If
they
screamed
a
little
bit
higher
on
a
tier
2
level,
then
we'll
look
at
getting
some
outside
agencies
involved
and
just
as
the
straiten
was
saying
we
fit
not
if
it
wasn't
for
the
collaborative
efforts
with
charleston
center
MUSC.
AA
Several
agencies
kennedy
center
that
we're
working
with
it
would
not
be
a
doable
job.
Those
students
that
screen
high
are
referred
to
outside
agencies
for
treatment
and
we've
had
very
good
success
with
students
going
into
treatment
and
completing
that.
As
I
said,
we've
had
over
191
students
that
have
attended
and
they're
also
coming
in
to
now
from
guidance,
counselors
and
principals,
and
parents
are
wanting
every
question
that
their
team
get
help.
If
they're
engaging
in
some
risky
behaviors,
such
as
early
rebellious,
'no
scan
that
the
student
could
have
some
other
issues.
AA
Early
first
use
low
commitment
to
school,
and
those
are
all
the
things
that
I
look
at
when
I
go
and
speak
with.
The
student
is
just
kind
of
check.
Their
grades
check
their
discipline
records
because
it
all
goes
hand
in
hand.
The
substance
abuse
is
just
a
symptom
of
a
much
bigger
problem,
and
so
my
goal
is
to
kind
of
peel
that
onion
back
to
find
out.
What's
going
on,
we
used
the
PBIS
coaches.
We
do
some
things
with
them
as
well.
AA
I
definitely
get
involved
with
our
social
workers
and
getting
them
to
look
at
things.
Misdirect
and
I
work
together
because,
generally,
when
there's
a
substance,
use
problem,
there's
also
a
truancy
issue
going
on,
so
it
all
kind
of
goes
together.
One
of
the
problems
that
I
am
seeing,
though,
is
that
it's
kind
of
a
good
thing.
AA
It's
a
double-edged
sword
is
because
the
records
that
I
have
don't
always
what
corroborate
with
what's
in,
for
these
three
sixteen
actual
numbers
of
referrals
coming
in
for
substance
use
or
alcohol
use,
or
the
number
one
thing
I'm
seeing
now
they
fee,
so
they
don't
always
coincide
with
that
and
what
I'm?
Finding
is
it's
a
good
thing
because
of
the
fact
that
there's
only
one
of
me
and
I
don't
have
enough
people
to
serve
that
population
that
we're
not
getting.
But
it's
also
a
sad
thing
because
of
the
fact
that
these
students
do
need
services.
AB
AC
Afternoon,
everybody
nonviolent
crisis,
intervention,
I'm,
sorry,
my
name
is
Antoine
clay,
nonviolent
crisis
intervention
and
prevention
and
prevention
and
intervention
better
known
as
CPI
as
you
can
see.
For
short
there's
a
national
model
that
see
Charleston
County
school
district
has
adopted.
It
has
two
components:
one
is
a
verbal,
they
teach
them
how
to
verbally
deescalate
and
how
it
effectively
communicate
with
individuals
in
crisis,
and
they
have
a
physical
component
which
helps
them
to
disengage
and
also
use
a
therapeutic
holding
techniques.
AC
All
right,
we
usually
require
that
three
to
ten
people
be
on
the
team
at
each
school,
depending
on
the
size
and
the
severity.
Usually,
we
have
like
four
CPI
instructors
with
the
district
currently
now
and
you
can
look
at
the
numbers.
We
have
three
forms
of
CPI
that
we
offer.
One
is
de-escalation
training,
and
these
numbers,
ladies
and
gentlemen,
are
from
August
to
January.
AC
The
escalation
usually
takes
anywhere
from
one
and
a
half
to
three
hours,
and
we
have
the
CPI
foundations,
which
is
a
two-day
course
for
people
who
are
new.
Who
are
new,
the
CPI
are,
they
certification
may
have
elapsed
and
we
have
the
refresher,
which
is
a
one-day
where
those
who
are
already
certified
get
trained
and
again.
N
I'm
Erin
shorter
on
my
district
climate,
coach
and
I'm
here
to
begin.
The
discussion
on
mental
health,
with
an
obvious
need
to
provide
our
students
with
mental
health
supports.
Our
goal
is
to
support
the
social,
emotional
and
mental
wellness
of
every
student
in
the
buildings.
This
diagram
represents
the
mental
health
and
wellness
framework
and
place
to
ensure
we
have
varying
levels
of
support
available
based
on
student
need,
traditionally
mental
health
agencies
partner
with
school
districts
to
provide
tier
three
or
intensive
interventions
only
therapy.
N
N
Additionally,
we
have
started
providing
access
to
trauma-informed
training
for
schools
as
a
universal
support.
This
semester,
through
training,
school
staff
of
mental
health
partnering
with
community
health
agencies
and
creating
an
interconnected
system,
will
provide
support
and
access
to
mental
health
services
for
all.
AD
Students,
thank
you
good
afternoon,
I'm
Megan
Mokena,
the
interim
climate
coordinator
with
the
department,
we're
gonna,
highlight
some
of
the
work
with
Charleston
County
and
our
different
community
mental
health
agencies.
This
table
specifically
talked
about
the
number
of
cert
schools
that
are
serviced
by
the
various
partners,
so
just
for
some
comparison:
data,
the
Department
of
Mental,
Health
or
DMH
in
April
this
time
last
year,
2018
was
in
67
of
our
schools
across
the
district
and
now
are
in
71
schools.
AD
Musc
telemon
mental
health
in
April
last
year
was
in
13,
Charleston's,
County
Schools
and
now
has
students
being
served
in
seven
and
communities
in
schools.
Cis
continues
to
serve
the
same
14
elementary
middle
and
high
schools,
as
they
did
last
school
year.
We're
gonna
go
into
a
little
bit
more
detail
and
have
some
put
and
feedback
from
some
of
those
partners
today,
but
just
kind
of
important
to
note
that
Department
of
Mental
Health
and
communities
and
schools,
or
do
our
costs
for
the
schools
or
grant
funded
and
for
DMH
Department
mental
health.
AD
There
is
an
additional
cost
for
the
students
and
families
being
serviced
through
that
billing
of
Medicaid
or
private
insurance
and
MUSC
telemental
health
currently
is
a
grant
project.
So
it's
actually
a
free
service
if
aligned
to
the
provement
appropriate
treatment
criteria
for
the
schools
and
students
and
families.
AB
AB
An
additional
seven
pending
referrals
right
now
that
we
expect
to
be
picked
up.
It
is
of
note
that
2016-2017
is
there
13
students,
2017
2018.
We
have
28
and
currently
12
with
those
seven
pending,
so
that
numbers
a
little
bit
lower.
We
do,
as
a
team
meets
with
staff
from
mus
D
telemental
health
program
to
discuss
some
new
changes,
appropriate
therapies,
any
new
ways
that
we
need
to
refer
so
that
we
are
up
to
date
and
make
sure
that
appropriate
kids
are
being
sent.
AB
It
is
of
note
that
it's
very
specific
kids,
because
it's
grant
funded
that
they're
gonna
receive
trauma,
focused
cognitive,
evil
therapy.
So
if
we
do
send
a
referral
and
they're
not
appropriate
for
that
program,
they
make
sure
they
get
to
one
of
our
other
services,
so
they
are
picked
up
and
receive
mental
health
and
again,
there's
no
cost
no
insurance,
and
we
don't
have
any
of
those
barriers
to
address.
AB
V
As
far
as
our
students
connecting
with
the
Department
of
Mental
Health,
we
have
our
numbers
here
from
April
of
last
year
to
March
15th
of
this
year,
and
you
can
see
that
we're
pretty
consistent
in
the
numbers
of
students
served.
We
also
provided
a
breakdown
by
school,
so
you
can
see
with
the
agenda
item
that
came,
and
then
this
is
actually
by
constituent
district.
So
you
can
see
where
the
services
are
across
the
district.
V
We
do
see
the
increase
based
on
the
global
mental
health
contract
we
signed
last
year
and
as
we
predicted,
we
are
maintaining
those
numbers
and
believe
by
the
end
of
the
year
that
we'll
have
more
students
being
served
with
the
Department
of
Mental
Health
than
last
year.
We
do
have
some
partners
for
mental
health
with
us
here
today,
as
support
I,
think
they're
still
in
the
back,
I
think,
and
we
have
David
Gere
and
Sonia
Jenkins
and
Jennifer
Roberts
they're
the
team
that
we
collaborate
with
to
do
all
this
planning.
V
If
they'll
great,
please
wave
their
hand
they're
available
for
questions
when
we
have
them
in
a
moment
they
are
great
collaborators
for
us.
We
just
want
to
make
sure
that
you
understand
that
mental
health
is
funded
in
several
ways
in
our
district
schools
can
directly
fund
mental
health
counselors.
If
they
choose,
we
do
have
the
global
mental
health
contract.
That's
funded
out
of
special
revenue.
V
We
have
grants
and
partnerships
currently
with
links
and
integrated
systems
framework
both
of
those
are
ending
this
year
and
then
mental
health
also
has
internal
grants
and
they
fund
several
counselors
in
schools.
This
is
a
service
that
can
be
funded
in
a
lot
of
our
special
revenue
sources,
so
we
do
see
continuing
these
services
of
the
same
level
for
next
year.
V
We
also
wanted
to
note
that
we're
moving
forward
in
our
next
steps
with
our
mental
health
partners
and
particularly
kudos
to
the
three
folks
I
just
introduced,
and
if
they
want
to
come
up
and
say
aware
they
certainly
are
welcome
to.
We
are
working
as
a
group,
the
three
of
them
and
a
small
group
for
my
department
to
really
design
a
model
that
will
increase
supports
beyond
those
two,
your
three
students
to
the
tier
2
level
and
work
with
our
MTS
S
teams.
We
feel
like
that.
Will
be
an
innovative
model
across
the
state?
V
V
Currently
the
doctor
goes
to
a
school
and
has
appointments
throughout
the
day
and
families
have
to
come.
We
are
working
to
bring.
They
are
working
to
bring
telepsychiatry
next
year,
so
the
doctor
stays
at
the
clinic
and
can
serve
students
in
any
school
across
the
district.
So
it
saves
time
and
travel
and
I
think
will
really
increase
the
amount
of
families
that
can
be
seen
on
a
daily
basis
by
the
doctors.
V
So
we
just
have
to
work
through
some
of
the
kinks
with
IT
and
tech
and
some
rules
and
that's
going
to
be
a
huge
addition
and
support.
As
far
as
the
partnership
with
MUSC,
we
did
discuss
that
we're
just
working
on
outreach
to
schools
and
trying
to
increase
the
usage
of
that
service,
and
then
we've
also
started
collaborating
with
the
Safe
Schools
Project
and
Patrick
Martin.
The
table
is
a
teacher
at
Wanda
who's,
very
supportive
of
the
efforts
of
mental
health
services
for
students,
and
we
appreciate
his
work
and
the
other
folks
in
that
groups.
F
Thanks
everybody,
my
name
is
Patrick
Martin
High
School's
project.
It's
a
group
of
teachers
and
community
stakeholders
and
education
were
formed
in
the
wake
of
the
parkland
massacre.
To
respond
to
some
of
the
trauma
that
we
saw
on
our
students
faces
in
those
days,
primarily
we're
a
group
focused
on
advocating
for
a
metro,
Boston
mental
health
supports,
and
we
work
on
the
ground
to
combat
stigmas
that
we
feel
deter
students
from
seeking
help.
F
V
M
Just
have
a
general
question:
maybe
Jennifer
you
can
answer
this
mean
what
one
this
is
just
amazing
when
I
would
know
those
were
elected
in
2014.
So
much
has
changed,
I
mean
I.
Remember
you
sharing
data
with
us
about
SEC
meetings
and
50%
of
our
students,
and
many
of
our
high
schools
were
being
suspended.
So
we've
made
tremendous
progress
and
thank
you
to
all
of
you
and
the
folks
who
are
working
in
your
schools.
M
V
As
I
mentioned,
a
lot
of
the
supports
that
we
need
can
be
funded
through
special
revenue,
so,
as
miss
Ambrose
talk
about
those
puzzle
pieces,
we
have
certainly
thought
about
our
needs
and
including
them
in
a
lot
of
those
puzzle
pieces.
So
our
supports
are
really
to
be
at
the
school
level.
Our
folks
in
our
office
spend
most
of
their
time
in
schools,
with
folks
in
the
schools
and
kids,
and
so
just
allowing
us
to
continue
to
do
that.
V
Work
and
supporting
our
folks
and
whatever
things
we
bring
forward
and
I
think
just
sticking
to
the
cause.
This
is
not
a
short-term
solution.
When
you
talk
about
mental
health,
you
talk
about
social,
emotional
learning.
This
is
a
marathon
not
a
sprint,
and
it
takes
time
to
change
that
culture
in
that
environment.
So
just
patience
with
us
and
all
the
folks
on
the
ground
doing
the
work
I
think
would
be
the
most
important.
Yes.