►
From YouTube: Board Workshop February 22, 2021
Description
Board Workshop 2 22 2021
C
A
Are
a
couple
of
handouts
at
your
table?
The
ones
we'll
be
using
during
the
workshop
simply
says,
proposed
2123
for
a
result,
strategy
and
what
you'll
see
on
the
slides
are
the
same
words
that
are
on
this
paper.
We
try
to
find
some
way
to
make
it
simple,
so
you
could
go
back
through
once
again
that
it
would
be
easy
for
you
to
sort.
We
saw
a
lot
of
refining
to
do,
but
this
is
a
start.
C
C
A
We
won't
spend
time
talking
about
that
today
because
you
offer
your
own
workshop
on
that
later,
probably
next
month,
and
then
erica
will
finish
it
out
talking
about
the
communication
and
engagement
piece
again,
this
should
just
be
a
quick
fly
by
two
to
three
minutes:
each
and
the
remainder
of
the
time
before
it's
time.
For
me
to
talk
about
the
revisions
of
refinements,
you
need
so
carolyn.
D
Reading
was
behind,
where
it
had
been
historically,
and
also
our
fast
foods
results
showed
that
a
majority
of
our
kindergarten
students
and
a
majority
of
our
first
grade
students
are
at
some
are
at
high
risk
of
being
off
track.
So
that's
a
clear
place
where
we
need
to
put
some
extra
energy
as
early
childhood
became
two
additionally,
given
the
importance
of
mathematics
and
the
fact
that
we
are
seeing
a
higher
failure
rates
than
we
would
like
to
see
in
terms
of
forces.
D
There's
the
question
around.
Should
we
dig
in
at
the
system
level
to
algebra,
given
that's
a
gatekeeper
where,
as
act
said
recently
like
59
of
the
216
to
2016,
high
school
graduates
were
twice
as
likely
to
apply
and
complete
college
when
they
completed
successfully
pass
out.
So
it's
a
key
thing.
I
think,
from
the
the
three
strategies
that
we've
outlined
here,
there's
a
lot
of
energy
among
principals
and
teachers
who
are
having
a
pool
of
money
that
allows
teachers
and
principals
to
customize
the
solution
for
their
particular
campus.
D
So
specifically,
for
example,
a
teacher
raised
the
idea
that
sometimes
the
meetings
that
they
do
take
a
lot
of
time
when
they're
waiting
for
the
buses
in
the
morning
or
waiting
at
lunch
time
if
they
can
use
that
time
for
tutoring
and
learning
differently.
That
might
be
a
way
for
us
to
accelerate
instruction
and
use
folks
like
teaching
assistants
or
classified
staff,
to
supervise
somebody.
So
some.
C
D
D
D
Then
I'll
go
to
the
second
priority:
around
access
to
mental
health
service,
from
informed
instruction
and
support
to
remain
healthy,
social
and
emotionally.
I
think
in
general
folks
really
see
this
as
important.
I
think
one
of
the
things
that
we
need
to
do
is
the
data
analysis
that
shows
given
the
board's
investment
in
the
mission
critical
priority
around
social
emotional
learning.
How
much
of
a
win
did
we
see
with
that
additional
investment?
And
what
does
that
likely
mean
for
what
we're
going
to
have
for
the
next
stage
of
this
work?
D
So
jennifer
coker,
who
leads
the
department
of
alternative
programs,
ran
some
numbers
and
we
are
able
to
see
that,
and
I
got
all
this
data
on
my
desk.
Can
I
find
the
right
piece
of
data
into
the
question
with?
I
cannot
know
if
that
we've
seen
real
reductions
in
the
number
of
discipline,
offenses
and
reports
and
suspensions
in
places
where
we've
had
the
social,
emotional
learnings
in
place.
D
D
Program
on
a
budget
ask
we
want
to
be
able
to
show
you
the
data
of
the
value.
Add.
But
again,
I
think
the
general
response
of
principals
and
teachers
is.
This
is
definitely
needed
and
in
fact,
wanted
to
ensure
that
the
adults
were
also
prioritized
given
they've
also
gone
through
through
trauma
and
want
to
make
sure
there's
some
space
for
them
to
express
their
own
mental
health
needs
either
within
the
school
day
or
within
some
existing
structures.
F
Okay,
good
afternoon,
everyone,
so
this
next
big
area
of
academic
improvement,
we
believe,
is
anchored.
It's
grounded
in
proficiency
and
growth,
making
sure
that
our
boys
and
girls
are
growing
at
an
appropriate
pace
and
rate
every
year.
The
three
strategies
that
we
want
to
feature
in
this
presentation:
center
around
curriculum
and
instruction.
So
what
do
we
teach
and
how
do
we
teach
it?
F
So,
first,
we
are
focusing
on
math,
with
our
bridges
curriculum,
our
illustrative
math
for
the
middle
grades
and
then
our
ongoing
assessment
project,
which
we
call
ogap
it
kind
of
frames
for
teachers
and
educators
to
how
we
teach
just
solid
practices
of
instruction.
So
that's
a
premier,
a
premier
focus
for
us
next
is
ela.
We
know
we
have
to
invest
in
a
viable
and
guaranteed
curriculum,
which
just
simply
states
that
every
child,
all
children,
have
access
to
quality,
curriculum
instruction
and
materials,
and
so
we
have
work
to
do
with
ela.
F
We
are
working
now
with
a
committee,
a
task
force
to
help
build
out
and
frame
for
us
what
that
curriculum
will
be
moving
forward.
But
for
the
last
several
years,
at
least
at
the
elementary
level,
we
have
put
intentionality
around
creating
a
phonics
program
to
make
sure
that
our
students
have
a
strong
background
and
phonics
phonemic
awareness
and
early
literacy
literacy
skills.
And
we
believe
that
a
comprehensive
bla
package
program
will
only
complement
and
further
our
efforts
with
ela
and
then
finally,
you've
heard
about
the
long
beach
college
promise
before.
F
F
F
F
Community
exacting
the
work
is
a
function
of
that
professional
learning
community
and
then
strategy
b
speaks
to
building
capacity
in
our
leadership,
and
so
we've
been
working
as
you've
heard,
with
the
university
of
virginia
to
support
some
of
our
building
level
leaders
with
the
skills,
the
knowledge,
the
disposition
required
to
lead
some
of
our
more
challenging
environments.
And
so
we
are
rounding
out
year,
one
of
that
partnership
and
looking
forward
to
more
successful
years
to
come
with
them
and
then
strategy
c
speaks
of
the
acceleration
team.
F
To
do
the
good
work,
and
so
that's
our
executive
director,
a
coach
and
miss
belcher
and
then
strategy
c
speaks
to
that
regular
coaching.
So
how
do
we
get
better
every
day
at
what
we
do?
We
believe
in
continuous
improvement,
refining
our
skills,
addressing
where
learning
gaps
are
addressing
the
problems
of
practice
lie
and
then
coming
up
with
the
right
strategies
to
address
them
and
then
finally,
d
reducing
the
number
of
chronically
struggling
schools
by
partnering.
F
F
No,
I'm
not
done
sorry
and
goal
three
under
academic
improvement
speaks
to
increasing
kindergarten
readiness.
How
did
I
forget
that?
So
we
have
already
started
the
process
of
adopting
a
comprehensive
ela
component,
our
curriculum
that
and
bad
social,
emotional
and
events
physicality
and
embed
some
math,
and
we
couple
that
with
hegarty's.
Now.
Hegerty's
is
a
program
that
embeds
that
phonics
anemic
awareness
on
a
daily
basis
to
give
our
boys
and
girls
those
early
literacy
skills
that
are
critical
and
crucial
to
them
being
successful,
solid
readers
and
then
strategy
d
speaks
to
developing
at
least
two.
C
F
Of
the
early
childhood
programming
like
what
we
have
at
mary
ford,
so
you
will
find
as
soon
as
mr
borrowing
is
prepared
to
roll
out
capital
program
options
that
we
will
have
another
opportunity
to
duplicate
and
replicate
what
we've
done
at
mary
ford
at
either
latin
or
lambs.
So
we're
excited
about
that
and
truly
this
time.
H
E
Slide
here
so
priority
three
talent
to
so
the
principals
and
teacher
groups
that
we
met
with,
of
course,
were
very
supportive.
I
did
not
have
a
reason
for
my
conversations
to
modify
anything
that's
on
here,
so
I'll
do
a
quick
recap
from
what
we
discussed
last
time,
but
to
the
first
goal
to
attract,
retain
and
reward
educators,
leaders
and
all
staff.
E
So
many
of
you
may
recall,
we
were
on
a
three-year
plan
and
this
year
was
put
on
hold,
so
we're
basically
reviewing
that
schedule
see
where
we
would
have
been
and
where
should
we
be
for
next
year?
Also,
we've
received
board
directive
through
audit
and
finance
to
bring
all
non-instructional
positions
to
98
percent
of
market.
So
we're
working
through
that
as
well.
E
Strategy
b
in
developing
our
pipeline
for
principals
really
want
to
work
with
our
current
assistant
principals
and
develop
a
plan
so
that
those
professionals
grow
into
becoming
our
principals.
So
that's
a
strategy
with
carolyn
belcher,
with
learning
services,
with
michelle
simmons
and
dr
williams
as
well.
The
diversity
in
our
teaching
force,
that
is,
that
is
huge.
That
is
a.
E
For
hr
and
the
cultural
competency
team
in
partnership,
I
know
last
time
I
talked
about
grow
our
own
opportunities,
which
I
feel
very
strongly
about.
I
won't
get
into
all
those
details,
but
teach
charleston
teach
local,
a
residency
program
for
elementary
teachers
of
color
for
males
and
strategy
d,
just
continuing
to
improve
upon
our
hiring
and
recruitment
processes.
E
You
go
to
the
next
slide
goal
to
improving
the
retention
of
effective
teachers
and
leaders,
basically,
strategy
a
b
and
c
talks
about
scts
south
carolina
teaching
standards
4.0
through
the
state.
The
strategy
a
is:
we
have
to
continue
to
support
our
induction
teachers.
That's
our
brand
new
teachers
in
the
classroom.
That's
critical!
We
have
a
mentoring
and
support
program
for
first-year
teachers.
E
Strategy
b
is
around
the
evaluation
process
to
really
give
objective
feedback
to
our
teachers,
so
they
can
grow
and
learn,
and
strategy
c
is
to
continue
offering
professional
development
for
our
administrators
and
our
principals,
who
are
responsible
for
teaching
and
learning
in
their
building.
Thank
you.
I
We've
had
two
goals
for
the
apple
holding
program.
First
of
all,
to
do
you
also
approve
the
project
articles.
That's
essentially
the
ways
that
you've
all
seen
three
of
those
will
be
presented.
Each
car
was
three
to
four
years,
covering
the
16
projects
that
are
very
good
approved
for
funding
under
the
strategy
we've
completed
all
those
action
items
short
of
bringing
forward
that
list
next
month
within
mr
kennedy's
budget
bond
anticipation
notes
include
the
funding
at
the
end
of
the
week.
I
Until
we
have
that
new
committee
established
we'll
currently
utilize
the
current
committee
on
board
for
the
phase
four
program.
Much
like
we
did
last
time
that
phase
five
committee
will
eventually
phase
out
the
phase
four
committee
after
we
get
it
up
and
up
and
running.
I
expect
that
to
happen
later,
this.
I
A
Good
afternoon,
much
like
mr
bergman,
when
we
went
through
our
goals
and
strategies
with
our
school
principals
and
teachers,
not
much
significant
change
in
the
slides
that
I've
prevented
before
so
I'll.
Just
give
you
some
high
level
a
high
level
overview,
and
one
just
before.
One
is
all
about
increasing
our
stakeholder
communication
and
making
sure
that
we
have
two-way,
effective,
two-way
communication.
A
So
we
want
to
increase
the
number
of
followers
who
have
downloaded
our
app
and
the
number
of
social
media
followers,
and
we
want
to
increase
that
by
10
and
we're
going
to
monitor
our
analytics.
But
one
of
the
things
that
we
we
will
do
in
addition
to
the
to
the
strategies
outlined
here
is
be
creative
and
making
sure
that
we
reach
those
parents
who
aren't
reaching
using.
I
C
A
A
A
That's
all
I
have
thank
you
and
we
will
turn
it
back
over
to
you.
That
was
just
a
quick
reminder
of
what
we
put
on
the
table.
There
are
four
priorities
that
we
would
like
the
board
to
to
reach
some
agreement
on,
to
the
extent
that
you
can
today
replying
or
reviewing,
and
those
are
the
copic
relief,
the
academic
improvement,
the
talent
strategy
and
the
communications
and
engagement
again,
we'll
come
back
to
the
phase
biological
building
program
goal
in
future
meetings.
So
thank
you.
Everyone.
H
A
C
A
There's
just
one
more
committee,
the
whole
meeting
and
then
there's
the
march
meetings,
but
we
have
to
make
some
of
we
have
to
move
forward
with
some
of
our
personnel
decisions
and
at
least
where
we
think
you'd
like
to
head
with
our
budget
recommendations.
So
we
have
now
in
the
committee
as
a
whole,.
A
A
A
C
A
H
A
Well,
as
we
continue
to
refer
those
we
can
redefine
these,
I
would
prefer
that
this
board
not
get
in
a
position
where
we
make
decisions
that
bind
the
budget
through
the
process
of
goal,
setting
that
we
at
least
have
some
knowledge
of
that,
and
I
appreciate
that
it'll
be
worked
on
intensely
because
it's
it's
extremely
important.
If
we're
going
to
have
to
make
those.
A
But
as
we
did
a
couple
of
years
ago,
you'll
have
to
come
back
and
prioritize
things.
It
seems,
like
you
know,
as
we
said
last
time,
designing
a
house.
There
are
certain
things
you
want,
but
in
the
process
of
making
the
budget
fit
the
wants,
some
people
have
to
take
foreign
process,
which
takes
a
little
longer
right.
I
think
this
is
unique,
because
these
coveted
plans
are
expensive
and
need
to
be
immediate.
A
A
A
A
Okay,
so
my
main
question
you
mentioned:
referrals
have
gone
down
where
you
have
the
sel
curriculum
in
place,
and
that
sounds
really
good.
But
what
what
tools
do
we
have
to
assess
the
mental
health
and
trauma
issues
that
are
happening
right
now?
That
may
be
our
different
ending
years
past.
So
they
know
what
tools
are
necessary
to
support
those
students.
D
Question
it's
not
on
the
clinical
side,
it's
not
my
expertise,
so
I
don't
want
to
project.
I
do
think,
as
I've
said
in
a
previous
workshop,
we
are
looking
into
making
sure
that
there
is
a
access
to
medical
professionals
for
all
students,
because
there's
a
there
is
a
gap,
so
some
students
are
covered
by
medicare
medicaid.
D
A
G
Under
the
achievement
gap
and
I'm
looking
at
other
goals,
that
is
it
possible,
I
could
say
the
twos
that
we're
measuring
for
a
social
emotional.
Is
it
possible
to
to
switch
those
around?
Can
we
prioritize
like
social,
emotional,
over
academics
right
now
it
took
like
once
we
move
those
forward.
Can
we
focus
more
on
the
social
emotional?
G
D
D
Given
that
we
have
a
lot
of
resources
coming
into
the
district
from
the
federal
government
in
the
state,
we
can
put
more
resources
towards
those
priorities,
both
of
them
the
academic
priority,
as
well
as
the
social
emotional
health
priority
simultaneously,
and
I
would
argue,
I
think
that
they're
somewhat
related,
because
the
extent
to
which,
like
lessons,
are
engaging
and
fun-
and
the
teacher
knows
the
kid
in
a
real
way,
an
authentic
way.
That
obviously
continues
to
academics,
but
also
contributes
to
social
emotional
health
as
well
is
asus.
D
Heard
it
yes
in
terms
of
an
assessment
of
it's,
it's
an
instrument
used
to
assess
what's
going
on
at
home.
We
are
using
that.
But
it's
not
my
expertise.
Can
I
follow
up
with
you
in
terms
of
how
we're
using
that,
because
it
is
the
general
way
of
assessing
trauma
and
making
sure
that
we're
thinking
about
trauma-informed
instruction,
but
it's
not
my
expertise
and
I
don't
want
to
speak
when
I
don't
know
what
I'm
talking
about.
A
D
We
would
keep
revisiting
that
as
we
think
about
other
interventions,
so
something
like
the
eighth
grade:
algebra
tutoring,
that's
looking
at
kids
who
are
at
risk
of
failing
and
then
the
stl
and
other
interventions
around
that
some
of
it
is.
We
don't
have
it
everywhere,
because
we
made
it
in
the
mystery
critical
work.
D
We
increase
the
number
of
social
workers
and
behavioral
interventionists
and
others,
but
not
to
every
school,
so
we're
in
part
going
to
add
capacity
in
places
where
they're
holes,
and
that
is
less
about
particular
students,
as
it
is
making
sure
that
we've
got
the
resources
because
we
feel
like
a
lot
of
kids
across
all
of
our
schools,
have
suffered
trauma
and
need
space
to
process
what
they've
gone
through
and
reconnect
with.
What
it's
like
to
be
in.
A
A
Okay,
when
you
talk
about
the
long
beach
college
promise,
you
know
this
would
be
our
own
project
that
we
would
develop
for
this
more
specific
to
our
district.
I
assume-
and
could
we
look
at
including
apprenticeship
programs?
There
are
a
lot
of
different
trades
that
offer
these,
where
students
can
start
a
junior
in
high
school.
C
A
And
then
for
the
the
second
section?
Well,
actually,
I'm
thinking
I'm
looking
at
all
these
percentages,
and
I
I
kind
of
feel
lost
about
how
we
decide
what
percentage
of
students
we
want
to
achieve
at
a
certain
level
and
it
looks
like
you've
broken
it
into
the
whole
district
and
into
acceleration
schools.
I
was
looking
at
the
2018-2019
report
cards.
It
looks
like
28
of
our
elementary
schools
are
below
50
on
ela,
for
instance.
So
that's
a
lot
more
than
the
acceleration
is
great
and
then.
A
Need
to,
I
feel,
like
we
need
a
different
way
to
look
at
this
data
than
just
oh
there's,
a
subset
of
schools
that
we've
already
identified
that
need
help,
but,
like
you
were
saying,
with
the
kobe
looking
in
the
mental
health,
looking
where
kids
are
everywhere
and
understanding
how
to
help
them
more,
how
do
we
set
these
targets
in
a
reasonable
way
and
yet
to
have
really
ambitious
goals
over
the
next
two
years?
Do
you
have
any
any
guidance
for
us
on
that.
A
F
F
J
Part
of
training
yeah
each
school-
I'm
sorry
michelle!
I'm
sorry!
You
know
each
student
is
going
to
have
their
own
specific
position
to
enroll.
No,
you
can't
hear
it
so
so
each
school
is
going
to
have
their
own
proficiency
and
growth.
On
top
of
what
the
district
goes
on.
So
at
that
individual
school
level,
then
they're
going
to
have
to
kind
of
dig
deeper
into
that
data
and
then
identify
those
kids
that
you're
talking
about
so
is
that.
J
F
Absolutely
so
our
idea
is
to
start
with
acceleration
schools
in
the
upcoming
school
year,
but
by
2324
have
a
segment,
so
it's
usually
a
rollout
starting
with
about
a
dozen
schools
and
then
another
dozen
so
on
and
so
forth.
But
we
do
intend
to
allow
schools
to
often
who
feel
like
they're,
positioned
and
ready
to
do
so.
D
To
opt
in
or
will
it
be
around
the
implementation
strategy,
so
it
may
make
sense.
For
example,
the
early
childhood
open
court
phonics
is
relatively
new
for
some
schools,
so
changing
that
in
early
childhood
may
not
make
sense
for
next
year,
but
maybe
it
makes
sense
to
do
it
in
the
third
fourth
and
fifth
grade
in
an
acceleration.
So
the
execution
should
be
driven
on
what
the
school
thinks
is.
The
right
combination
and
our
hope.
A
D
I
think
one
clear
place
is
around
the
idea
of
partnership
schools
and
if
we
do
decide
that
we
want
to
pursue
outside
partners
within
schools,
that's
got
to
be
a
collaborative
decision
with
community
and
family.
That
folks
feel
like
that's
a
good
option
for
that
care
school
community
and
it's
offering
something
that
they
weren't
getting
before.
So
that
feels
like
a
very
clear
place
where
family
and
community
engagement
absolutely
needs
to
matter.
D
I
think
on
all
of
these
things,
as
we
talk
about
academic
supports,
so
much
of
it
is
also
helping
the
parents
understand
ways
in
which
they
can
support
their
child's
work
at
home.
So
the
the
beauty
I
think
of
any
new
ela
curriculum
is
that
everything's
in
sort
of
one
place,
but
the
idea
of
still
being
able
to
practice
reading
at
home
practice,
fluency
of
math
facts
making
those
connections
to
real
life.
We
still
need
family
support
on
that
and
so
bringing
in
ways
that
the
curriculum
isn't
a
different
language
to
them.
H
C
A
Does
that
mean
we
have
unimplemented
the
old?
Are
we
getting?
I
want
to
know
you
know,
we've
always
had
an
issue
in
the
district
that
there's
confusion
over
what
is
being
taught?
Are
we
system-wide
going
to
be
doing
these
math
programs
and
if,
yes,
are
we
there
today,
and
that
would
be
the
same
question
with
the
ela?
Is
this
going
to
be
system-wide
and
and
being
the
system-wide
as
opposed
to
having
pockets
elsewhere?
At
the
end
of
your
implementation
program?.
F
Yes
ma'am,
so
when
we
phase
in
a
program
like
bridges,
then
we
phase
out
the
old.
So,
for
example,
because
of
our
covert
year
there
were
some
schools
that
were
due
to
start
fridges
this
year
that
won't
start
until
the
upcoming
year.
So
it's
still
phasing
in,
but
that's
the
intention
to
have
an
exclusive,
a
sole
program.
That's
our
core!
Now
will
they
have
other
programming
to
supplement
to
enrich
to
sometimes
remediate
they
will,
but
bridges
is
exclusive
for
elementary
illustrative
is
exclusive
to
the
middle.
A
And
if
I
heard
you
correctly
just
trying
to
clarify
your
answer,
students
get
bridges
period,
but
if
they
need
something
else,
they
get
bridges
and
they
don't
get
an
ore
and
they
not
get
bridges.
Everyone
gets
bridges
and
then
there
are
supplements
that
are
ants
on
top
of
that.
So
this
system,
where
you
live,
doesn't
determine
whether
you
get
bridges
or
not.
There
will
be
supplements
on
top
of
it.
F
A
F
How
long
will
it
take
to
build
out
the
entire
ela
program
for
all
school
students?
We,
I
don't
think
we
have
a
pinpoint
timeline,
could
be
three
to
four
years,
but
we
always
start
with
a
like
a
pilot
size
to
understand
the
nuances,
the
intricacies
around
programming,
professional
development.
What
does
training
and
support
look
like,
and
so
we
thought
it
would
behoove
us
to
start
with
the
acceleration
schools
and
others
who
can
opt
into
the.
A
A
D
We
could
put
together
a
foreign
update
again.
The
criteria
right
now
is
that
leading
educators
is
helping
us
look
at
the
the.
What
else
is
that,
internationally,
along
with
education
reports
or
to
tears
curricula,
and
then
we're
also
making
sure
we
consider
other
things
that
are
important,
as
reflected
by
the
poor
priorities
like
cultural
competency
within
that
selection.
D
As
a
reminder,
part
of
the
reason
for
the
phase,
and
also
is
that
we're
ahead
of
the
state
on
this.
So
the
state
is,
we
are
state
adoptions,
state
and
next
year,
they're
looking
at
the
standards
again
and
then
the
following
year.
They
anticipate
looking
at
curriculum
so
we're
in
communication
with
the
state,
because
we
don't
want
to
get
out
in
front
of
them
similar
to
the
rule
of
math,
but
it's
been
over
eight
years
and
they're
behind
so
waiting
longer
is
not
it's
not
helping
kids,
so.
G
A
A
Because
I'm
finding
too
not
able
to
quite
put
together
how
it
all
works
and
it
sounds
like
several
others.
I
have
questions
about
that
too.
So
just
a
thought
and
then
the
second
thing
this
has
come
up
for
me
recently
and
it's
not
here
explicitly
and
I'm
not
trying
to
put
it
here
explicitly
because
I
know
we've
got
to
tackle
certain
things
at
times,
but
after
we've
been
on
the
school
tours
and
I've
gone
into
other
schools,
but
I
think
they
keep
coming
that.
A
G
C
F
F
We
have
hegerty
that
we
couple
with
the
creative
curriculum,
so
that's
a
standard
that
will
be
present
and
evident
among
all
early
learning
programs,
whether
it's
mary
ford
or
a
new
one
coming
online,
like
the
lambs,
are
latin
they'll
all
have
that
standard
curriculum,
instructional
base,
and
so
the
family
and
child
component
is
the
idea
that,
particularly
with
the
smallest
students,
we
absolutely
need
that
partnership
and,
if
we're
going
to
serve
students.
Well,
we
have
to
be
able
to
engage
their
families
as
well.
F
H
F
So
that's
the
build-out
that
I
just
described
so
creative
curriculum
has
taken
on
some
iterations
some
different
packages
over
the
years,
and
so
our
team,
headed
by
kim
foxworth
under
the
under
the
leadership
of
michelle
english
watson,
have
decided
and
defined
creative
curriculum
as
the
gold
standard
for
early
learning.
So
that
would
encompass
head
start
and
early
learning
programs
across
the
county.
D
Particularly
for
three
and
four
year
olds
and
and
kay,
and
the
one
thing
is,
the
sport
knows
who
paid
for
that.
Curriculum
too,
is
partners
in
critical,
so
there's
a
phase
in
of
us
actually
being
able
to
afford.
So
we
did
it
with.
I
think
it's
30
classrooms
this
past
year,
including
mary
ford,
and
then
the
idea
is
to
grow
that
this
year,
as
we
buy
more,
both
the
hagerty
and
the
creative
curriculum
across
the
cd
classrooms
and
the
three
four-year-olds
have
had
start,
because
we
also
honestly
have
earlier.
A
A
B
B
D
From
that
process
and
related,
some
of
the
organizations
ended
up
partnering
anyway.
So,
for
example,
engaging
creative
minds
has
been
working
with
sanders.
Clyde
they've
expressed
some
interest
that
partnership
just
happened
more
organically
michelle
had
ms
simmons
had
reached
out
to
uva
as
a
strategy
around
supporting
who
continued
to
pursue
that
and
now
they're
supporting
leadership,
development
and
really
school
turnaround
for
district
leaders,
ms
simmons
and
I
and
dr
williams
included
as
well
as
principals.
D
I
think
a
lot
of
that
focus
was
around
the
idea
of
partnership
schools
that
would
come
in
and
potentially
work
with
a
school
and
similar
to
meeting
street
and
ultimately
sort
of
become
a
community
school
model.
We
didn't
find
a
partner
through
that
process
and
have
not
solicited
new
applications
since
that
period
of
okay.
A
I
really
like
to
understand,
if
there's
any
correlation
between
the
students
that
are
not
performing
well
academically
and
whether
or
not
they
are
receptional
students,
because
if
that's
part
of
the
that's
a
big
part
of
the
problem
in
our
district,
then
we
might
need
a
different
strategy
for
how
to
address
it.
So
I
just
wonder
if
you
can
get
into
that.
D
I
don't
at
this
point
we
haven't
broken
out
our
map,
or
I
haven't.
Perhaps
this
whole
could
be
released.
That
department
has
by
exceptionally
so
I'll,
make
sure
I
look
at
that
before.
We
remember
our
next
board
meeting
to
see
if
there
were
any
trends
and
when
I
talked
about
the
curriculum,
most
kids
are
going
to
get
bridges
and
any
ela
curriculum.
There
are
some
kids
who
have
severe
and
profound
needs
or
unique
needs
like
in
some
ways.
D
Some
some
of
our
ela
curriculum
are
not
built
for
kids
with
dyslexia
and
having
a
different
approach
still
to
the
same
goals
of
learning.
How
to
read
and
and
corporate
texts,
learn
knowledge,
but
there's
a
more
structured
approach,
and
I
would
love
to
be
able
to
tell
you
the
name,
but
today
it
seems
like
navy
college
is
gone.
D
Just
because
it's
more
appropriate
for
that
and
then
some
of
our
severe
and
profound
learners
have
different
kinds
of
goals
for
their
readiness,
which
might
be
more
life
skills
related
than
academic.
But
that
is
a
very
small
percentage
of
our
overall
student
population
or
overall,
exceptional
education.
K
K
D
About
this
so
feel
free
to
jump
down.
If
I'm
saying
something
that
you
know
better
than
I
do,
I
think
what
we're
trying
to
do
is
make
sure
that
we
have
the
classes
where
we
have
the
need
and
frankly,
both
because
of
facilities
constraints
as
well
as
clothing
constraints,
because
we're
trying
to
spread
classrooms
out
in
different
buildings.
We
do
have
some
disconnect
between
where
they're
most
needed
and
where
we're
offering
some
of
our
head
start
classes
receiving
classes.
So,
for
example,
north
north
charleston
we've
been
talking
about
the
lads
and
lambs
place.
D
The
facilities
are
so
tight
that
it's
hard
to
fit
a
cd
classroom
in
those
buildings,
and
that
makes
it
a
little
less
successful.
Part
of
the
reason
that
we're
moving
towards
trying
to
integrate
it
into
the
new
facilities
as
we
build
it
out.
One
of
the
things
that
I
don't
know
about
bussing.
So
I
can
ask
that
question
and
come
back
around
head
start.
D
We
are
definitely
trying
to
make
sure
that
there's
not
a
different
instructional
program
for
three
four-year-olds
of
head
start
versus
three
four-year-olds
in
any
of
our
cd
or
four-year-olds
in
our
cd
program,
which
is
why
we're
moving
to
the
creative
curriculum
and
using
the
hagerty,
more
broadly
and
in
mary
ford.
That's
where
we
modeled.
We
were
some
of
our
best
early
childhood
teachers
across
the
district.
The
principal
there
used
to
lead
early
childhood
and
was
able
to
recruit
some
very
talented
folks
and
that's
from
zero,
really
decay.
D
And
so
one
of
the
things
is
most
of
those
folks
are
certified
or
have
extended
education
in
early
childhood.
That
is
our
aim
over
the
next
few
years
is
to
pivot
towards
more
of
a
professionalization
of
that
workforce,
but
using
our
and
our
current
people
and
we're
trying
to
figure
out,
which
I
believe
is
coming
to
the
board
on
a
vote
for
head
start
that
we
would
actually
give
professional
learning
opportunities
to
those
educators
to
move
towards
a
college
degree
to
move
towards
licensure
to
support
their
development.
H
K
Before
now,
we
wouldn't
have
a
problem
right
now,
school's
not
having
full-time
personal
placement.
My
community
students
are
suffering-
I
think,
you're
not
here,
because
we
do
not
have
a
full-time
staff
person
at
school.
So
I'm
happy
to
see
this,
but
unless
this
meeting
that
it
didn't
come
by
soon.
A
Yeah,
I
think
I
don't
think
I
have
any
questions
except
we
have
to
keep
figuring
out
full
market
value.
The
only
market
for
certain
educational
jobs
in
charleston
county
is
charleston.
County
charleston
county
is
the
market.
So
if
we're
using
parallel
markets
or
comparatory
markets,
we
need
to
know
what
that
means.
When
you
say
full
market
value,
especially
in
the
district
in
which
the
entire
county
is
the
market.
A
Just
one
second:
is
there
any
thought
around
what
we
can
do
to
get
more
high
school
students
interested
in
teaching?
And
I
know
this
is
probably
like
at
the
university
level,
but
I'm
also
wondering
on
the
local
level
what
we
could
do
just
for
the
you
know,
the
viewers
you
were
both
actually
interested
in
entering
the
teacher
and
program,
certainly.
E
So
looking
at
whether
we
should
actually
centralize
components
of
that
as
well
as
like
I've
mentioned,
the
teach
local
piece
that's
embedded
in
early
college
high
school,
which
I
won't
call
that
a
pilot.
But
of
course
it's
in
a
small
school
for
us
to
certainly
see
how
many
students
would
consider
careers
in
education
and
this
year
there
are
probably
12
graduating
first
graduating
class
coming
out
of
early
college
high
school,
so
hoping
to
enhance
that
and
that's
a
direct
partnership
with
trident
tech
and
the
college
of
charleston.
E
A
A
E
H
H
B
I
I
C
G
K
K
I
So
the
answer
to
the
first
question
is:
it
is
a
procurement
action.
They
established
the
procurement
strategy
for
that
I
participated
in
the
selection
last
time
and
I
would
stand
up
the
fairness
of
that
process
to
anybody.
I
was
one
of
the
panel
members
that
was
part
of
that
process.
It
isn't
one
person
that
picks
the
contractor,
there's
a
selection
criteria
based
on
experience
previous
experience,
the
team
you're
going
to
bring
forward
minority
participation,
and
so
there
are
a
number
of
selection
criteria
that
are
established
by
the
procurement
officer.
I
I
A
A
Check
that,
but
I
do
want
to
say
that
to
say:
can
we
sooner
rather
than
later,
because
I
know
this
isn't
what
we're
talking
about
right
now
go
ahead
and
create
the
citizens
oversight
committee
for
this
capitol
building
program.
I
don't
know
why
why
we
wouldn't
go
ahead
and
do
that
almost
as
soon
as
we're
doing
the
waves.
If
for
no
other
reason,
then
they
become
as
well
versed
in
this
program
as
us,
while
we're
getting
ready
to
roll
it
out.
I
I
A
I
A
A
K
I
Last
year,
when
the
board
approved
the
project
projects,
which
was
based
on
a
capital
master
plan
that
was
published
and
approved
by
the
board
last
july,
that
plan
looked
at
life
safety,
which
included
seismic
conditions
of
buildings
that
looked
at
build
sites
that
had
trailers
that
needed
additional
capacity.
They
looked
at
future
growth
when
new
homes
were
coming
and
proven
permitted,
and
we
looked
at
individual
programs
like
montessori,
like
athletics
things,
things
like
that
that
was,
that
was
bored
that
was
put
in
the
master
plan.
I
E
I
The
list
that
was
hopefully
put
on
the
referendum
for
the
waves,
as
I
presented
to
each
of
you
separately,
related
to
how
we
developed
the
three
to
four
year
increments.
For
the
three
waves.
We
used
those
same
criteria
from
the
capital
master
plan,
but
we
also
looked
at
the
current
facility
condition
which
buildings
will
wear,
are
wearing
out
faster
than
others
and
weighed
that
in
with
with
the
prioritization,
as
well
as
those
that
have
already
been
approved
by
the
mission
critical
process
through
the
through
the
previous
board.
I
As
far
as
equity
across
the
district,
we
have
tracked
use
of
the
funding
from
the
year
2000
from
the
capitol
building
program.
And
if
you
look
at
the
number
of
students
to
the
number
of
dollars
spent,
I
can
I
can
provide
an
updated
table
to
you.
The
current
table,
up
until
now
is
in
the
master
plan,
there's
a
table
in
there
that
shows
constituent
districts,
amount
of
money
spent
in
each
building
program
and
the
number
of
pupils
to
see
the
number
of
dollars
spent
across
the
district.
I
I
have
that
same
data
for
capital
maintenance,
which
is
a
big
slug
of
money
as
well,
so
both
of
them
have
to
be
used
together,
because
capital
construction
provides
more
newer
buildings.
The
capital
maintenance
provides
the
upkeep
the
existing
building,
so
those
two
tables
put
together,
you
can
look
at
and
say:
that's
that's
how
we've
spent
our
money
across
the
district
for
the
last
the
last
20
years,
and
we
expect
to
continue
to
do
that
so
for
the
way
ahead.
I
C
A
So
right
now
our
strategy
for
communicating
with
with
families
who
are
not
connecting
with
technology,
especially
for
those
students
who
are
in
person
to
send
those
documents
home
with
them.
But
we
are
really
trying
to
do
a
really
good
job
of
making
certain
that
we
have
email
addresses,
as
well
as
correct
telephone
numbers
for
parents,
so
that
we
can
reach
them
in
real
time.
So
we've
been
working
very
very
closely
with
our
school
leaders
to
make
sure
that
we
do
have
accurate
phone
numbers
and
email
addresses
for
their
poor
parents.
A
A
A
So
so
you
don't
want
to
use
a
paper
model
at
all.
No,
no
I
if,
if
we
had
to
we
would
we
would,
but
we
know
that
using
technology
is
just
is
the
most
efficient,
effective
and
quickest
way
to
get
information,
and
so
we're
we're
trying
to
get
gather
as
much
information
from
the
parents
whose
information
we
don't
have,
so
we
can
send
it
yeah.
I'm
just
worried
that
when
you
survey
only
through
technology
that
one
of
the
groups,
that's
not
getting.
A
H
K
H
H
So
I
strongly
think
that
the
communication
piece
is
definitely
something
we
need
to
make
sure
that
we
clean
up
as
much
as
possible
in
order
to
be
able
to
get
that
real
information
out
as
quickly
as
we
call
it
again,
because
there's
a
lot
that's
happening
within
the
district
that
does
not
get
out
to
our
community,
and
you
know
parents
and
a
lot
of
it
has
to
do
with
you
know.
Phone
numbers
are
not
right.
A
A
A
A
And
that's
good
and
you've
brought
them
from
different
departments,
so
I
don't
see
one
that
rises
above
the
other
as
much
as
I
expect.
You
know,
pedal
to
the
metal
work
in
all
of
these
areas
simultaneously
and
if
because
excel
the
academic
improvement
and
the
coven
recovery
kind
of
are
the
same,
certainly
the
same
students,
the
same
teachers,
the
same
staff
and
they
also
incorporate
mental
health
supports
as
well
as
academic
achievement.
If
you
don't.
A
Bandwidth
to
do
all
of
these
equally
as
intensely:
let's
have
that
conversation
before
we
start
prioritizing
one
over
the
other
is
if
we
don't,
I
feel
like
we're
fighting
with
five
major
goals,
and
one
of
them
is
carved
off
into
building
programs,
which
has
its
own
subset
that
we
all
need.
I
think
these
are
all
excellent
plans
to
be
moving
forward
and
I'd
like
to
see
them
all
get
equal,
immediate
result,
driven.
D
A
A
H
K
My
priority
right
now
is,
and
I'm
not
sure
whether
it's
in
any
of
the
other
parties
but
locating
law
students-
and
I
know
that
it's
not
just
a
fiscal
problem
but
nationally
and
I've
been
keeping
the
rest
of
school
districts
who
cannot
locate.
Children
have
not
implemented
a
plan
for
locating
those
children
and
basically
have
not
hired
the
staff
to
make
sure
that
we
are
locating
those
students.
Whatever
the
problem
is
we
need
to
find
those
students
and
so
that
they
can
have
access.