►
From YouTube: November 12, 2018 COW Strategic Education Committee
Description
November 12, 2018 COW Strategic Education Committee
A
B
E
Found
an
interesting
conversation:
it's
been
four
years
since
we've
had
reporter
Bates
last
night
work
Iranians
in
2014.
You
would
have
never
had
that
discussion
about
jobs,
careers,
post-secondary
education.
The
focus
was
on
just
high
school
graduation.
That
was
where
we
focus,
but
that's
the
end
point.
So
the
new
system
that
I'm
going
to
talk
to
you
about
is
for
the
different
aspirations
for
our
children
is
they
can
have
a
career
that
leads
to
a
living
wage
in
the
21st
century.
So
let
me
go
through
this
slide
and
I'm
willing
to
answer
questions.
E
E
All
seen
the
profile
of
a
South
Carolina
graduate.
This
is
what
state
law
requires:
the
accountability
system
to
be
based
on
the
world-class
knowledge
how
students
are
doing
in
English,
language,
arts
and
math
for
career
and
college
readiness,
stem
multiple
languages,
art
sciences,
Sciences
we've
got
a
good
handle
on
that
aspect
and
how
to
measure
it
not
fully
but
we're
getting
there.
But
the
other
two
are
very
hard
world-class
skills.
How
do
you
measure
creating
innovation
and
a
child?
How
do
you
measure
critical
thinking
problem-solving
as
well
as
such
things
as
integrity,
self
direction?
E
That's
hard
to
put
into
an
accountability
system
where
you're
going
to
rate
schools
on
the
performance,
because
you've
got
to
be
able
to
calculate
that
and
measure
that
very
independently
and
be
able
to
verify
it.
So
it
can't
be
just
a
teacher
signing
off.
Yes,
my
child
meets
those.
It's
got
to
be
something
that
we
can
substantiate
the
validity
of,
so
in
general,
simply
decided
that
we
would
stop
doing
two
separate
report
cards
we
used
to
have
use
you
remember
the
federal,
a
YP,
then
the
East
waiver
and
then
state
report
parts.
E
So
we're
gonna,
merge
the
two
systems
and
we're
now
going
to
have
one
accountability
system,
and
you
will
see
the
results
of
that
come
Thursday
first
round
of
this.
So
this
is
the
problem
in
merging
two
systems:
state
law,
schools
who
receive
ratings,
but
not
districts,
so
the
Charleston
County
School
District,
will
not
receive
a
rating,
but
each
individual
school,
elementary
middle
and
high
will
know
ratings
for
primary
schools
or
career
centers.
This
first
time
out,
the
rating
has
to
be
basically
point
scale,
that
is
in
state
law.
That
was
the
political
compromise
and
doing.
E
We're
going
to
do
a
hundred
point
scale.
Each
indicator
also
receives
a
rating,
so
you
could.
Your
schools
are
going
to
receive
an
overall
rating
and
then
each
indicator,
academic,
achievement,
graduation
rate
will
receive
an
individual
rating.
Those
ratings
have
to
be
excellent.
Good
average
below
average
and
unsatisfactory
state
law
requires
that
the
report
cards
for
the
first
time
are
going
to
be
online.
So
there's
going
to
be
a
lot
of
data
I'm
going
to
show
you
a
little
bit
of
that
data.
E
It's
gonna
be
online,
so
everything
will
be
online
so
for
your
parents
who
may
not
have
access
that
may
be
a
problem
this
first
year
we're
working
on
PDFs
of
that
going
forward,
but
if
state
law
it
has
to
be
online,
there's
a
lot
of
data
on
the
report
light
a
lot
a
lot.
It's
counted
and
a
lot
that's
just
reported,
so
you
as
a
school
board
member
will
have
access
to
a
whole
lot
of
data
for
your
schools
and
as
well
as
other
schools
in
mistake.
So
that's
the
state
law.
E
Then
the
federal
law
is
very
prescriptive.
So
when
es
si
was
up
with
the
law
in
2015,
we've
been
working
on
how
to
merge
it
ever
since.
So
when
you
click
on
academic
achievement
on
your
school's
report
cards
that
only
ela
and
math,
we
could
not
put
any
other
on
there.
So
no
science
and
social
studies
that's
on
a
different
subject.
For
the
first
time,
students
who
cannot
speak,
English,
come
into
the
country
and
can't
speak
English.
We
have
to
measure,
therefore,
efficiency
towards
being
English
speakers.
E
E
You
have
to
have
an
indicator
for
school
quality
instead
of
success,
and
we
have
to
report
subgroup
performance
on
all
indicators
if
a
state
uses
an
indicator
to
to
break
their
schools
and
has
to
shift
up
subgroup
reports
on
those
students
in
poverty,
disabilities,
race,
ethnicity,
gender,
that
is
a
federal
plan.
So
a
lot
of
times
we
had
measures
that
we
were
going
to
use,
but
if
we
couldn't
determine
separate
performance
on
those
measures
we
couldn't
use
it.
So
this
is
another
shot
that
you
can
kind
of.
Look
at.
E
This
is
the
federal
law,
so
you
see
how
your
elementary
schools
there's
middle
schools
and
your
high
schools
will
be
rated
real
important.
Every
indicator
has
to
meaningfully
differentiate
schools.
We
have
to
be
able
to
see
what
are
the
best
performing
and
in
schools
that
need
assistance.
So
all
of
this
has
to
be
in
there.
So
this
is
just
a
snapshot
to.
E
F
E
100
points
depend
upon
whether
your
school
has
a
separate
of
English
language,
learners
of
twenty.
So
if
you
have
twenty
students
in
your
school
that
have
not
yet
reached
proficiency
in
the
English
language,
you
will
get
the
points
based
on
the
width
ELP.
If
your
school
doesn't
has
fewer
than
20
its
the
column
without
ELP,
you
will
notice
on
here.
Academic
achievement
will
go
through
the
elementary
and
middle
schools.
Academic
achievement
counts.
Forty
points
out
of
the
hundred
or
thirty-five
preparing
for
success
is
your
science
and
social
studies
results.
Those
count.
Ten
points.
E
Student
progress
is
student
growth.
They
count
equally
to
the
absolute
academic
achievement.
Okay,
that
was
really
an
important
facet
for
the
ESC
room.
Approving
this
system
is
we
wanted
to
measure
growth
equally
to
absolute.
We
are
not
measuring
students
who
move
up
to
the
different
levels
anymore,
because
the
input
on
that
was,
we
focused
on
the
buckets
only
those
kids
that
were
close
to
being
to
that
next
level
of
proficiency.
We
focused
on
under
this
system.
We
focus
on
two
things:
we
focus
on
the
growth
of
all.
E
In
this
in
your
school
and
the
bottom
20%
to
start
closing
the
achievement
gap
so
that
they
count
equally
in
that
measure
and
and
to
explain
this,
it's
a
value-added
system
by
state
law.
We
compare
students
who
start
at
the
same
level
to
their
peers
throughout
the
state.
So,
with
this
way
of
measuring,
you
will
be
able
to
measure
schools
in
your
state
who
had
students
that
have
started
off
at
a
comparable
level
and
you
can
compare
them
to
students
across
the
state.
So,
if
you're.
C
E
F
E
Oh
well,
my
students
are
already
here
but
they're
not,
but
they
may
not
have
grown
but
I'll
say
we'll.
Look
at
some
other
schools
that
have
high
achieving
students.
Did
they
grow
and
chances
are
your
students
didn't
grow
as
much
as
those
others?
So
it's
really
important
to
focus
on
the
growth,
because
if
you
have
a
school,
that's
low-performing
and
the
growth
is
low-performing.
You
have
a
problem
because
that's
telling
me
you're
not
moving
to
keep
your
kids
English
language
proficiency.
E
C
E
You
just
had
the
conversation
about
the
jobs,
college
and
career-ready
measures,
the
percentage
of
your
students
who
graduated
last
year
in
spring,
but
who
met
either
college
or
career
metrics
that
we'll
talk
about
those
are
the
students
that
count,
not
the
ones
who
dropped
out.
So
this
is
college
and
career
ready
are
only
the
students
who
graduated
guys.
F
E
So
this
is
a
nutshell
in
this.
You
have
this
booklet
that
goes
through,
and
this
is
something
that
we
published
to
try
to
explain
this
in
the
most
layman
terms,
we
could
get
and
we
still
had
to
run
over
top
12
pages,
because
it's
so
complicated,
but
I
wanted
to
briefly
go
through
the
key
indicators
and
and
I
tried
to
put
my
hat
on.
E
I
live
this
and
dream
this
and
eat
this
all
the
time,
but
for
people
that
you're
going
to
be
coming
in
contact
with
on
Thursday,
it
says:
why
did
my
school
have
this
rating?
This
is
what
I
want
you
to
be
able
to
understand.
Academic
achievement.
Are
the
results
on
the
end
of
year
or
end,
of
course,
assessments
at
English,
Language
Arts
in
out
period?
That's
how
well
your
students
do.
Student
progress
is
that
year-to-year
growth,
I've
just
talked
about
with
the
value-added
system.
E
English
language
proficiency
is
the
percentage
of
students
who
met
their
targets
to
become
English
language
proficiency.
Preparing
for
success
results
on
the
end
of
your
assessments
or
into
course,
assessments
and
science
and
social
studies,
school
quality.
The
results
on
the
student
engagement
survey,
graduation
rates,
your
on-time
school
graduation
rate
and
college
and
career-ready
percent
of
graduating
seniors,
who
are
either
college,
we're
ready!
That's
a
lot.
It's
a
lot
of
metrics,
it's
a
lot
of
different
data,
but
then
I
want
to
show
you
what's
also
not
included
that
I
really
want
to
stress
on
academic
achievement.
E
We're
reporting
a
crime
instructional
time,
which
is
the
percentage
of
time
that
your
students
are
there
and
your
faculty
I
would
also
highly
suggest
you
look
at
your
absenteeism
rates
at
by
your
school.
What
a
lot
of
districts
and
schools
are
doing.
If
the
students
aren't
there,
they
can't
learn
so
chronic
absenteeism.
39
states
use
that
in
their
federal
system.
So
we
may
be
looking
at
that,
because
that's
a
measure
of
also
your
family's
engagement.
So
this
is
also
not
just
about
educators
being
accountable.
It's
about
parents
as
well
and
students.
E
So
look
at
your
absentee
isn't
right
under
preparing
for
success.
Look
at
this
is
gonna,
be
reported.
The
percentage
of
students
that
we're
ready
to
learn
based
on
your
KRA
results
in
your
elementary
schools.
If
you've
got
student,
Dudek
students
coming
only
20%
in
the
school
are
ready
to
learn.
Then
you've
moved
over
to
3035
percent.
By
a
third
grade.
You
can
see
the
growth.
E
E
K-3,
that's
where
the
whole
trajectory
starts
and
that's
where
we've
got
a
lot
of
room
to
make
up
percentage
of
students
passing
a
civics
test
is
going
to
be
on
your
high
school
report
under
college
and
career-ready
you're,
going
to
see
detailed
information
about
how
your
students
by
school,
performed
on
the
AC
T
the
SAT,
IB
AP
career
clusters.
If
you're
going
to
see
how
what
industry
credentials
they
earn
look
at
those
two
really
kind
of
what
you
were
doing
to
map
out
the
projectory
for
your
district
going
forward,
those
are
going
to
be
reported.
E
We
had
some
districts,
they
kind
of
had
a
perverse
use
of
that
metric
and
focused
a
lot
of
their
efforts
on
getting
kids
OSHA
certified,
not
a
good
effort.
If
you
want
your
kids
going
into
certain,
you
talked
about
their
their
interest,
not
all
kids
who
want
to
work
in
the
industry
like
that.
Look
at
that
and
we're
going
to
really
focus
on
changing
that
next
year,
but
look
at
where
your
kids
were
what
they
scored
there.
Their.
F
F
E
C
E
On
the
SAT,
did
they
earn
six
hours
in
dual
enrollment?
Did
they
pass
an
AP
or
an
IB
exam?
Those
are
the
ones
we
have,
but
the
bigger
issue
that
you
just
address
its
where
the
next
step
is-
and
this
accountability
system
is
where
were
those
graduates
the
next
year
and
how
well
did
they
do
that's
the
ultimate
measure
so
did
students
who
graduate
go
to
try
to
able
to
go
right
into
credit-bearing
courses
not
have
to
remediation
and
then
earn
15
hours?
E
That's
the
ultimate
and
we
want
to
see
or
where
they
employed
for
career
ready.
They
graduated.
Are
they
career
ready?
Are
they
employed?
Now,
that's
the
launch
of
a
system.
They've
got
a
lot
of
questions
are
in
the
budget
in
the
state
house,
but
that's
the
longitudinal
data
system
we're
creating,
because
that's
what
states
have
done.
The
state
of
Oregon
has
the
best
longitudinal
data
system
right
now,
I've
seen
they
can
track.
Kids
anytime
they're
born
all
the
way
through
the
system
through
age,
25,
I.
G
E
F
E
C
E
Some
students
may
not
think
they're
gonna
go
to
college,
but
by
the
time
they
get
the
senior
year.
I'm
gonna
have
any
guy
that
smell
suicide.
Said
students
come
to
me
senior
year,
I
think
I
want
to
go
to
try
I,
think
and
and
that
they
don't
have
that
benchmark
to
understand
where
they
are.
There's
a
problem.
There's
also
a
big
push
at
the
Statehouse
to
take
remediation
down
to
the
twelfth
right
here.
There
won't
be
a
big
policy
debate
this
year.
About
no
longer
will
remediation
happen
at
the
two-year
institutions.
E
We're
gonna
have
it
happen
during
the
senior
year
so
that
we
so
students
hit
the
ground
running
at
Trident
and
the
two-year
colleges
to
start
earning
credit
and
get
ready
for
that
workforce,
because
we've
got
a
big
gap
in
the
workforce,
so
I
would
incur
all
your
students
do
have
to
take
a
career
readiness
test
their
11th
grade
year.
That's
state
law,
but
it's
optional,
the
more
they
take
those
tests
and
the
makeup
the
better
their
scores
get.
G
F
D
D
E
H
E
E
These
are
hard
criteria
to
measure
so,
but
we're
working
on
it
and
so
you'll
see
I've
already
gotten
pushed
back
when
I
say
this.
You
know
this
is
version.
1.0
next
year
will
be
2.0
well,
you're
changing
the
system
on
me.
We
know
the
system
means
amending
as
we
go
forth
and
look
at
the
data,
but
it
won't
be
dramatically
but
you'll
see
some
some
changes
coming
forward
now.
C
E
Already,
that's
the
one
the
parents
really
care
about
right.
What's
my
overall
rating
in
my
school,
the
EOC
and
December
of
seventeen
did
not
have
all
the
data
points
and
I'm
gonna
be
here
today
to
tell
you
we're
still
punching
numbers.
I
left,
Columbia,
we're
still
crunching
numbers,
but
we
looked
at
our
nape
scores.
Our
2015
state
nape
scores
so
nationally.
On
that
assessment,
our
fourth
and
eighth
graders
combined
twenty-five
to
thirty
seven
percent,
scored,
proficient
or
advanced.
That
means
college
or
career
ready.
C
E
56
out
of
a
hundred
we'll
get
you
an
excellent
ringing,
high
70
and
above
okay
on
the
bottom
end,
an
unsatisfactory
elementary
could
be
as
low
as
33
points
you
middle
27
and
lower,
and
a
high
43
and
73
right.
There's
zero
and
43
yes,
zero
for
you.
So
you
see
the
variation
we
have.
I
have
to
be
able
to
explain
to
the
public
on
Thursday,
why
60
or
50
or
70-
and
these
are
made
up.
We
were
honestly
still
crunching
the
numbers
why
it
isn't
90
to
100
as
we
great
students
right.
E
I
E
E
C
E
I
E
E
Statements
to
take
say
agency,
so
we
have
the
responsibility
for
setting
this,
so
we
set
it
so
that
a
third,
a
third,
a
third
third
of
our
schools,
to
be
excellent
or
good,
thirty,
five
percent
average,
and
on
down,
because
when
you
have
schools
that
are
less
than
ten
points
that
they
earned
out
of
a
hundred
point
scale.
We
have
some
challenges.
You.
E
At
fifty
percent,
those
are
gonna
be
sometimes
good
or
average.
Now
that's
gonna
be
hard
to
explain
to
the
public
how
our
schools,
out
of
a
hundred
point,
scale,
how
low
you
could
actually
get
and
what
the
EOC
is
gonna
say
is
here's
the
starting
point
and
we've
all
got
to
improve
we're
gonna
set
it
and
leave
it
for
five
years,
so
that
schools
will
know
I
can
move
up
as
long
as
I
move
up,
but
we've
had
some
years
for
our
math
scores
especially
have
not
lived
in.
I
Ourselves
see
so
to
me
it's
its
own
way.
It's
a
business
decision,
but
people
leave
a
kinder
fate
than
I.
Guess.
I
find
look
at
how
schools
already
they
see
a
lot
of
schools
that
I
average
would
be
based
on
this
system,
but
but
but
but
underneath
there,
the
children
suffer
they're,
not
learning
they're
making.
What
was
then
considered
are
doing
well
and
so
that
that's
that's
pregnant,
so
we're
so
sorry,
housing
to
decided
and
the
usage
was
one
important
how
they
appear.
E
You
have
a
very
good
point
and
that's
the
the
balance.
So
if
we
had
gone
with
say
a
19-point
scale
isn't
look
because
I'm
gonna
have
to
explain
to
legislators
when
they
call
them
thirsty.
Why
isn't
it
90
to
100?
That's
the
way
our
kids
are
and
I'm
gonna
say.
If
we
did
that,
then
we
would
have
had
seventy
five
percent
below
average
and
unsatisfactory,
and
then
the
public
perception
and
politics
and
receptions
would
have
just
taken
this
whole
system
down
the
tube.
E
I
E
And
then
we've
got
a
huge
teacher
shortage.
As
you
know,
it's
not
as
bad
here,
but
we've
got
twenty
or
twenty
percent
fewer
people
are
going
into
teaching
own
less
than
two
thousand
students
come
out
with
the
teachers
to
grab
our
public
colleges
today
and
then
they're
leaving
35
percent
more
in
the
first
five
years,
so
doesn't
matter
how
many
more
we're
gonna
put
in
this
pipeline.
I
G
C
E
Done
a
lot
of
research
in
that
I
think
there
multiple
reasons.
If
you
look
at
the
national
trends,
it
really
started
after
the
Great
Recession
in
2009
it
just
completely
tanked,
because
for
the
first
time
teachers
were
laid
off,
we
had
never
seen
nationally
educators
laid
off,
but
in
2009
it's
started
and
then
I
don't
know.
If
you've
seen
the
latest
PDK
survey,
the
parents
are
telling
their
their
children
don't
go
into
teaching
it's
less
than
50
percent.
So
when
you
got
that
and
in
South
Carolina
I
believe
the
big
part
is
the
tuition.
E
E
Sense
and
then
you
have
all
this
boom
in
the
economic
developments
we're
in
Charleston
and
in
the
Upstate,
so
there
are
other
options,
so
our
children
do
have
more
options
now,
so
we've
got
to
do
a
lot
of
things.
We've
got
to
make
it
more
it's
more,
financially
viable
for
them
to
enter
the
teaching
job
and
we've
got
to
address
the
working
conditions
when
they
get
there,
because
millenials.
C
K
K
E
C
E
Far,
we
haven't
gone
there,
but
when
you
do
go
there,
then
it's
going
to
be
even
harder
on
teachers,
because
that's
the
one
thing
that
we
can
hold
them
with
now,
so
I
think
we're
just
in
one
of
those
situations
where
we've
got
to
look
at
the
whole
system
and
make
sure
everything
we're
thinking
school
shootings.
That's
another
reason:
why
would
you
want
to
go
into
so
where
all
the
teacher
strikes
it
was
happening
during
the
parkland
shooting
and
everything.
So
it's
a
whole
cultural
issue.
E
E
C
E
Underneath
there
you
will
have
academic
achievement
and
parent
for
success,
English,
learners,
progress,
student,
progress,
school
quality
and
you
can
click
on
those
and
it
will
upload-
and
you
will
see
all
the
information.
So
you
see
these
are
all
be
rated
and
the
ones
that
don't
will
not
be
rated
I
will
tell
you
the
first
site
your
parents
will
go
to.
E
Is
the
one
that's
his
student
safety,
because
that
is
the
most
important
thing
and
all
the
focus
groups
we've
seen
that's
the
first
site
if
it's
not
going
to
be
rated,
but
that's
the
first
thing:
they're
going
to
go
to
student
safety.
I
know
we're
working
on
getting
that
data
cleaned
up
and
getting
the
most
current
data
high
schools,
it's
going
to
be
the
same
way
except
you're,
gonna
see
at
the
bottom.
It's
gonna
have
grad
rate
and
college
and
career
readiness.
Once
you
go
on
the
site,
there's
a
lot
of
data.
E
You
can
click
on
and
go
down,
go
together
the
subgroups
performance,
but
this
just
gives
you
a
real
good
idea
and
I
wanted
to
again
really
sighs
this
booklet
that
we
provided
it
to
the
press
today.
So
that
when
they
start
looking
at
the
report
cards,
they
will
go
to
this
site
and
explain
it.
There
are
a
lot
of
questions
in
here.
If
I
were
a
parent
questions
to
ask
of
your
schools,
we've
shared
this
with
principals
throughout
the
state.
E
We've
helped
like
ten
meetings,
regionally
to
explain
that
to
principals
that
they're
going
to
be
on
the
front
line
when
these
reports
come
out
to
explain
them.
So
it's
a
complicated
system
when
you
go
to
multiple
metrics
on.
If
you
remember
the
oldest
state
system,
it
was
just
on
how
kids
did
on
that
end,
of
course,
and
how
they
grew
from
one
year
to
the
next.
E
This
is
a
different
system,
so
it's
going
to
be
a
little
bit
more
complicated
this
first
year
to
explain
it
to
the
public,
but
it
does
measure
more
things
and
you
will
be
able
to
see,
especially
in
the
example
high
school
I
had
a
high
grad
rate.
Maybe
but
I
had
most
percentage
of
students
who
are
biologically
ready.
C
D
I
just
want
to
mention
why
ask
dr.
Williams
and
Michelle
Simmons
and
Miss
Roberts
I
miss
Buffy
Roberts
to
come
to
the
table,
because
they've
been
working
with
our
schools
and
miss
Randall
snide
will
be
with
us
this
afternoon.
She's
been
working
as
well,
but
they've
been
working
with
our
schools
to
look
at
those
data
prior
to
the
release
and
they've
also
been
working
with
our
schools
to
understand
this
system
and
making
sure
that
we
understand
it.
L
Well,
I'll
just
say
in
the
past,
as
Melanie
described,
we
had
an
absolute
reading
in
a
ghost
rating
and
for
our
particularly
high
achieving
school
schools.
They
had
a
formula
right,
and
so
the
formula
has
changed,
and
so
our
focus
is
on
growth.
We
feel
like
if
we
do
a
solid
job
at
growing
students,
the
achievement
the
proficiency
will
come
and
so.
L
I
visited
three
schools
today
because
on
last
evening,
stuff
principals
had
access
to
their
report
card
readings,
cuz,
I'm,
really
high
achieving
school.
We
were
not
expecting
the
ratings
they
got,
they
were
really
unnerved
and
so
I
went
to
3,000
buildings
this
morning.
Just
to
talk
about
the
focus
it
has
to
shift
and
has
to
change
to
a
focus
mindset
and.
J
I'll,
piggyback
on
what
Michelle
just
said,
the
reality
has
kicked
in
and
I
think
that
a
lot
of
principals
are
frustrated
and
with
their
seen.
But
here
again
you
have
to
have
a
plan
on
how
you're
gonna
you're
going
to
improve
that's
what
a
good
leader
does,
and
so
we've
been
having
those
types
of
conversations
and
and
what
I
do
like
as
well,
is
that
you
know,
along
with
the
academic
piece
in
that
growth,
we're
also
looking
at
that.
J
You
know
the
school,
the
school
quality
and
I
think
that's
another
piece
that
they
got
feedback
on
in
the
past,
but
it
really
wasn't
a
part
of
the
actual
system
where
they
were
getting
it.
You
know
they're
being
evaluated
on
it.
It
was
just
a
set
of
questions.
This
Senator
kiss
feels
this
way.
This
percent
of
the
kids
feel
that
way,
but
here
again
it's
looking
at
you
know,
you
know
how
do
kids
truly
feel?
Do
you
feel
they
can
coming
to
your
building?
J
It's
a
great
learning,
environment
and
they're,
actually
being
that's
a
part
of
the
actually
evaluation
process
with
the
school
report,
concert
I.
Think
that's
a
good
piece
for
them
to
focus
on
as
well,
so
a
lot
of
them
in
looking
at
it.
It
was
the
growth
in
that
piece
there
that
really
concerned
a
lot
of
them,
because
here
again
you
had
a
lot
of
schools
that
in
the
past,
but
used
to
seeing
certain
results
as
an
overall
rating,
and
now
they
don't
see
that,
but
it
lets
them
know
exactly.
D
I,
don't
know
if
we
miss
Roberts
I,
don't
know
if
you've
come
to
the
table
before
committee
of
the
whole
Miss
Roberts
works
an
assessment
and
she
works
hand
in
hand
with
these
level.
Leaders
and
she's
been
taking
calls
all
day
and
cleared
her
calendar
today
to
help
principals
get
in
there
and
look
at
that
school
quality.
That
seems
to
be
the
one.
They
have
the
most
questions
about:
Melanie
the
school
quality
rating
and
then.
L
F
I'm,
a
little
puzzled
by
the
fact
that
principals
were
unnerved
by
the
lack
of
progress
of
their
students.
I
would
think
if
you're
the
principal
of
a
school.
Not
only
would
you
be
looking
for
proficiency
measures,
but
you
would
equally
be
focused
on
growth
as
well,
and
just
because
your
school
may
have
been
performing
at
a
pretty
decent
level
based
on
how
we
grade
and
rate
stories.
F
Does
the
state,
or
is
the
state
looking
at
ways
to
addressing
those
schools,
one
two
or
they're,
looking
at
ways
to
provide
a
new
professional
development
for
teachers,
because
I
think
changing
the
metric
in
the
rubric
in
which
we
grade
schools
is
fine.
But
if
we're
not
giving
teachers
new
or
professional
development,
if
we're
not
growing
their
leaders
in
in
the
principalship
and
in
classroom,
because
the
magic
happens
in
the
classroom
so.
E
E
E
Can
do
that
at
your
school
level,
with
your
leg
size
anymore,
but
but
but
not
how
I
didn't
estimate,
that's
the
difference.
So
now
what
we're
finding
is,
for
example,
Thursday
when
we
did
the
big
release,
we're
going
to
hopefully
be
at
a
school
that
had
average
academic
achievement,
but
they
kicked
it
out
of
the
parking
growth
and
they
had
a
high
ELP
population
and
high
poverty.
Well,
what
did
they
do?
That's
the
question
that
we're
gonna
be
asking
after
Thursday.
Is
we're
gonna
be
able
to
identify
these
schools
that
had
this
level?
E
So
what
did
they
do
and
then
we're
gonna?
Take
it
back
to
the
districts
and
share
what
happened
and
on
your
issue
about
the
ten
percent.
It
is,
but
it's
quality,
professional
learning
opportunities,
I'm
gonna
say
that
if
some
are
not
as
good
as
others,
it's
just
anything
you
buy
like
a
good
hair.
That's
not
as
good
in
one
place
is
another,
so
you
gotta
figure
out.
F
F
K
K
E
I
I
E
Gonna
be
that
they're
gonna
be
the
same
they're
going
to
be
the
same,
so
we're
going
to
be
the
federal
report
card
that
also
has
to
meet
state
law,
so
we
could
design
our
owns.
The
federal
law
gave
States
the
opportunity
to
design
their
own
systems
that
get
approval.
So
we
merge
these
two
systems
into
one
model
and
any
changes
have
to
be
federally
approved.
So
it's
technically
the
federal
so.
I
When
you
must
use
what
I
can
achieve
me,
the
link
video
in
my
English
language
proficiency.
Let's
leave
these
racks
through
true
measurements
right,
yes,
sir,
so
what
confuses
me?
I
was
going
to
get
this
and
I'm
not
going
to
put
on
the
bow
the
vicinities
of
snooze
over
the
excellent
Avenue
below
average
I,
don't
see
how
straight
it.
C
E
C
I
C
G
In
this
is
this
has
been
what
two
years
to
making
three
years
of
the
mentee,
so
it
would
be
multiple
legislative
sessions.
There
have
been
multiple
EEO,
C's,
State
Department
of
Education,
the
Michael
said
what
happens,
and
what
do
you
do
for
the
schools
that
are
in
the
bottom
10%?
But
let's
be
real
specific?
What
does
the
state
have
in
mind?
Are
their
waivers
additional
funding
for.
G
Issues
you
working
off
the
theory
that
if
you
have
a
district
and
their
schools
are
doing
this,
they
don't
have
more
money
or
they
would
have
been
putting
it
there
or
they
don't
have
the
ability
to
extend
the
teacher
contractor
that
would
have
been
doing
it.
Is
the
state
prepared
to
make
real
contributions
to
there's.
E
G
E
E
Do
you
know
that's
at
the
state
level,
so
the
state
has
to
set
aside
a
portion
for
the
title
one,
so
they
will
be
using
those
the
office
of
school
transformation
at
the
Department
of
Ed
will
have
a
plan.
They
are
supposedly
notifying
the
districts
this
week
before
the
release
with
what
schools
will
fall
into
the
categories
needing
comprehensive.
E
G
C
C
C
J
Also,
there
is
a
everyone,
so
thank
you
all
for
giving
us
an
opportunity
on
today
to
hear
some
scholar
forces.
So,
as
you
all
know,
on
last
year
we
had
a
number
of
what
we
sought
to
a
seat
more
of
stakeholder
voice
and
we
created
a
parent
cabinets.
We
created
business,
partner,
cabinets
teacher,
cabinets
and
also
our
scholar
cabinets.
So,
with
the
scholar
cabinets
we
had
four
meetings.
Last
year
we
had
about
25
scholars
for
middle
and
high
schools
that
participated
and
what
we
charge
them
with
it.
J
Looking
at
our
strategic
plan
and
pulling
out
the
things
they
felt,
if
we
focused
on
them
up
with
intention
that
all
scholars
will
be
successful.
So
as
a
result
of
our
meeting
on
that
our
meeting
last
year,
they
came
up
with
three
areas
that
they
felt
like
we
focused
on
those
with
intentionality
that
we
would
help
all
scholars
in
the
district
be
successful
and
those.
C
J
More
access,
the
social-emotional
learning,
also
arts,
implementation
and
inclusive
and
since
earnest
for
all
so
I
know
you're
here
to
hear
them
and
not
me,
so
that's
not
going
to
step
away,
but
I
want
to
say
if
you
think
pulling
him
up
number
one,
they
are
a
little
nervous.
So
let's
go
ahead
and
pump
them
up
when
I
get
up.
In
my.
J
C
M
In
order
to
improve
arts
programs
in
the
district,
all
scholars
and
all
schools,
you
have
access
to
the
Arts.
We
know
that
scholars
having
access
to
arts
classes
improve
academic
outcomes
as
snakes.
In
order
to
have
successful
schools.
Do
you
must
have?
You
must
have
better
access
to
more
social
emotional
support,
every
opportunities?
This
could
be
done
with
guidance,
counselor's
discreet
thumbs
with
desk
without
guidance
counselors.
We
need
the
ability
to
vent
and
discuss.
Things
are
going
on
in
our
lives
with
professionals,
always.
C
N
Chuckle
rezone,
we
punch
the
dirt
and
thought
about
what
the
expected
outcomes
should
be
for
each
area,
not
just
how
they
seem,
but
how
they
would
look
on
a
scale
from
a
desire
to
design
results
from
all
the
submissions.
You
can
collaborating
Pinker
by
limited
what
expected
outcome,
because
I
recently
all
concerns
from
these
areas.
M
We
would
we
would
like
to
see
the
arts
opportunities
all
schools
in
the
district.
We
know
that
research
points
to
scholars
being
exposed
to
the
arts
do
perform
better
academically
in
the
red
zone
is
no
arts
programs
in
the
school?
The
yellow
is
untrue
to
one
to
two
parts.
Perkins
in
this
in
the
school
green
are
probably
three
to
five
school
arts
programs
and
in
the
rural
schools
of
Arts
program
of
distinction,
five
or
more.
M
Expensive
components,
social,
social,
lots,
more
understanding
and
acceptance
of
others.
One
of
the
biggest
issues
we
see
in
schools
now
is
the
lack
of
understanding
of
all
scholars
and
their
differences.
Many
times
the
bullying
which
has
negative
effects
on
individuals
and
mental
health.
This
will
lead
to
a
tighter
knit
school
community,
more
trust
between
parents
and
schools,
my
Everest
friendships
and
schools.
In
the
red
zone.
N
Expected
outcomes
I'll
provide
a
safe,
happy
understandings,
learn
it
where
everyone
it's
as
if
learn
first
again,
because
we
want
to
stress
the
acceptance
and
how
birth
it
is
schools.
Today,
things
are
changing
rapidly
over
the
years
and
we
must
ensure
that
everyone
is
equipped
to
deal
with
individuals,
differences
in
our
schools.
It's
not
fair
for
individuals
to
come
to
school
and
feel
like
an
outsider
where
everyone
there's
very
education,
of
course,
but
yeah
commute.
C
N
The
red
slide
we
there
is
no
training
on
romantic
diversity
and
acceptance
for
scholars
and
staff
at
the
schools.
There
are
no
opportunities
for
college
to
promote
diversity,
for
the
yellow.
Is
diversity
is
just
mentioned
in
the
school
staff
handbook
and
Isis,
but
there
is
an
opportunity
for
schools.
Only
scholars
for
college
to.
N
N
F
With
with,
as
nice
I
based
on
the
colors,
what
color
do
you
think
would
be
good
for
each
school
I
know?
Obviously,
the
red
is
something
that
we're
not
doing
at
all,
there's
no
feathers
so
which
other
of
the
three
other
colors,
where
do
you
think
I
lose,
ought
to
be
going
yeah
like
the
progress
of
the
outcome.
M
C
M
When
I
was
in
sixth
grade,
they
had
theater
and
then
it's
not
great
to
get
it,
but
then
they
had
like
Moses,
oh
gosh
of
bands
and
arts,
which
is
like,
in
my
opinion,
not
that
much
and
and
then
when
they
went
away,
is
some
grade.
I,
don't
know
her
like
people
who
would
say
how
they
thought
about
theater
being
one
because
I
have
Kara
memory.
It
was
like
in
the
middle
of
the
year,
but
it
started
itself
good
to
think
if
it
was
like
sconces
and
so
I
feel
like
this
should
I
be
more.
M
N
N
N
And
I
think
it's
there's
a
lot
of
activities
going
on
there.
So
I
don't
really
have
much
worse
stainless
something
bad
happens,
but
you
know
it's
pretty
good.
Isn't
it
raining,
that's
mean,
but
we're
kind
of
we're
almost
there
little
since
I've
seen
a
bunch
of
students
interacting
with
it
and
the
diversity.
F
N
N
G
G
C
H
C
B
J
B
Changes
to
the
board
by
your
December
meeting,
you
would
vote
on
the
changes
and
then
we
have
to
have
give
parents
a
30
minute
notification
because
of
that
requirement
that
we
bring
the
recommendations
to
you
and
then
we
have
30
days
to
notify
parents
before
we
open
up
the
magnet
choice
process.
The
application
process
will
be
delayed
this
year.
So
if
you
have
parents
to
a
contacting
you
about
wanting
to
know
in
a
portal,
we
may
do
a
combination
of
online
plus
paying
for
application
process
this
year.
C
B
I
just
want
everyone
to
know
that
those
are
our
ideas
under
consideration
by
a
committee
review
the
practices
at
all
magnets
and
make
changes
to
practices
such
as
class
size,
continuation
of
students
reading
as
appropriate
some
of
the
class
sizes
when
our
choice,
schools
are
very,
very
small
compared
to
class
highs,
except
teachers
of
general
populations
can
consider
phasing
out
some
of
our
partial
magnet
schools
and
again
simplify
the
application
process.
That
the
one
thing
that
isn't
on
here
that
you'll
go
show
up
in
your
goals.
B
Those
ideas,
innovative
and
there's
a
committee
now
of
parents,
educators
and
other
student
representatives
on
that
committee.
Yet
who
will
refine
and
bring
to
you
by
your
December
17th
board
packets?
So
you
don't
have
time
to
look
at
their
recommendations
and
their
recommendations
will
be
changes
we
can
make
to
the
coming
school
year
with
the
understanding
that
there's
more
work
to
be
done
for
future.
B
G
N
B
B
I
I
All
right,
I,
read
through
earlier
a
couple
of
goals,
was
suggesting
project
number
four
was
talked
about:
advance
status
programs
all
assess
elementary
schools,
other
strengthen
the
core
would
relay
difficult
offerings,
but
they
want
to
drop
that
into
the
fire.
I
said:
I
talked
about
common
reading,
math
curriculum,
Colin,
awesome,
no
schools.
So
our
question
is:
why
would
we
fire
the
West
actually
getting
advanced
studies
but
North
Charleston
schools
and
then
why?