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From YouTube: CCSD Board Workshop February 8, 2021
Description
In this CCSD Board Workshop presentations are given and discussions are held dealing with board priorities. This meeting was held February 8, 2021.
A
Uses
you'll
recognize
the
first
page
as
some
suggested
priorities.
I
wanted
to
show
you
on
the
second
page
what
additional
work
the
cabinet
is
doing
as
you
are
working
you're,
working
on
the
goals
that
match
board
priorities
and
looking
at
strategies
whether
or
not
given
what
you
know
now
we
have
the
right
strategies,
but
we're
also
working
on
how
we'll
know
if
that
strategy
is
working,
what
are
the
metrics?
What
staffing
will
it
take
to
do
that
work?
A
What
sort
of
budget
will
it
take
for
that
and
then
notes
that
we
need
to
remember
to
discuss
with
one
another?
We
just
put
two
or
three
pages
here
from
one
of
these,
to
give
you
an
example
of
what
we're
working
on
at
the
same
time,
you're
working.
So
as
you
make
modifications
in
the
work
we
are
resting,
trying
to
just
catch
my
breath,
we
will
go
back
and
make
modifications
as
well.
A
A
They
each
have
seven
minutes
and
no
more
than
seven
minutes
to
present,
and
then
you
have
the
remainder
of
the
time
for
discussion
and
feedback.
I
wish
we
weren't
constrained
as
we
are
by
having
to
to
socially
distance,
but
this
is
just
the
way
it
is
in
classrooms
right
now,
because
the
better
way
to
do
this
would
be
to
convene
board
members
in
small
groups
and
rotate.
So
everybody
can
talk
about
everything,
but
we
hope
next
time
to
be
able
to
do
that.
A
So
these
are
the
five
priorities
we
suggested
for
the
board's
consideration
at
the
end
of
the
last
meeting
or
under
the
superintendent's
report
in
the
last
meeting.
The
next
slide
simply
shows
you
the
agenda
that
I
just
talked
about
30
minutes
for
us
to
present,
then
35
minutes
for
the
board
discussion
and
then
next
steps.
After
today,
in
the
next
two
weeks,
we
will
work
with
principal
and
teacher
representatives
to
get
their
feedback
and
then
we'd
like
to
set
about
a
two
hour
board
workshop
to
work
on
these
priorities
on
february
22nd.
A
If
we
possibly
could,
because,
as
you
can
see,
our
work
for
next
year
needs
to
be
aligned
to
these
priorities.
So
today
we're
going
to
talk
about
the
coed
recovery
plan,
we're
going
to
talk
about
academic
improvement,
talk
about
community
communication
and
engagement
and
talk
about
talent.
Each
of
those
groups
has
no
more
than
seven
minutes
to
present
and
then
the
rest
of
the
time
is
for
board
discussion.
So
if
we
can
move
on
to
the
next
slide,
I
will
turn
it
over
to
carolyn
belcher
and
start
the
timer.
B
So
as
as
I
discussed
with
dr
frazier,
mr
vaughn
coates
and
ms
green,
I
think
one
of
our
biggest
challenges
in
the
covid
recovery
is
our
staff.
The
people
that
we
would
rely
on
to
do
a
lot
of
this
work
are
very
tired.
It's
been
a
long
period
of
time.
We've
had
to
be
hyper
vigilant
as
educators
to
keep
everyone
safe
and,
as
you
know,
when
people
are
out
for
either
quarantining
or
illness
or
other
things,
a
lot
of
folks
in
the
central
office
have
been
deployed.
B
So
central
office
staff
are
also
stressed
in
those
priorities.
So,
but
we,
as
I
hope
to
share
it
later
tonight
with
miss
roberts,
we
have
some
good
progress
made
in
terms
of
academic
achievement
because
we
stayed
open.
So
we
want
to
make
sure
that
we
can
capitalize
on
that
and
very
quickly
close
the
coveted
gaps.
B
So
that
is
the
goal
here
is
to
make
sure
that
by
the
fall
of
2023,
we
close
the
covet
achievement
gap.
As
you
will
see
when
we
go
through
the
data
this
evening.
The
good
news
is,
it's
not
district
wide,
it's
very
targeted
in
particular
places,
so
it
allows
us
to
be
more
precise
about
where
we
address
our
resources
and
we
have
a
couple
of
different
ideas
on
the
to
propose
to
the
board
to
discuss.
B
B
So
the
problem
is
that
every
program
that
you've
seen
in
high
doses,
tutoring
that
folks
have
done
some
of
them
can
have
as
much
as
a
quartile
gain
in
student
achievement
but
they're
also
expensive.
It
can
range
anywhere
from
2
000
to
3
000
per
pupil.
To
do
that
and
you
I
don't
want
to
invest
that
money
or
have
us,
invest
that
money.
If
it's
not
something
that
we
know
is
going
to
work
and
work
well.
So
the
challenge
I
think
on
that
is
finding.
B
Is
there
an
outside
provider
who
can
well
serve
the
district
and
really
target
one
of
those
areas?
Do
we
want
to
make
sure
that
we
offer
a
pot
of
money
so
that
individual
schools
can
customize
their
own
approach
in
order
to
meet
the
needs
of
their
particular
kids?
So
there's
a
wide
range
of
ways
in
which
we
can
set
that
up
strategy
b
is
straight
up
more
time
on
task.
B
We
know
that
kids
lose
learning
over
the
summer,
so
we
want
to
make
sure
that
we
are
creating
opportunities
to
extend
learning
and
just
more
of
lots
of
kids
were
not
able
to
get
the
same.
Just
straight
up
hours
of
instruction,
given
virtual
instruction
and
the
gaps
that
we
had
last
spring,
so
exploring
things
like
an
extended
day
extended
year.
Saturday
program
can
be
a
very
viable
strategy.
I
think
the
challenge
with
that
is
structurally.
B
B
Essentially
this
coming
summer
to
the
summer
of
2022
rather
than
2021,
and
then
the
last
piece
is
a
summer
acceleration
program.
So
we
have
a
different
approach
where
we
experiment
with
lots
of
different
strategies
to
really
get
kids
learning,
but
also
get
them
excited
about
school.
That
could
be
a
nice
bridgeway
or
segway
into
a
year-round
program
idea.
B
So
I
think
the
idea
is
we
might
pilot
small
programs
this
summer
to
see
if
we
get
any
ideas
that
are
really
working
but
then
really
think
about
it
again
having
the
school
come
together
on
what
might
work
over
the
long
term.
So
those
are
the
three
different
ways
that
we're
thinking
about
this,
and
I
know
that
we
talked
dr
frazier.
Mrs
bond
coats
and
miss
green.
Had
some
reactions-
and
I
don't
know
if
you
want
to
share
so
that,
rather
than
just
me,
present.
B
And
that's
making
sure
that
we
are
continuing
the
investment
that
we've
already
made
in
in
mental
health
trauma-informed
instruction
and
supports
her
students
to
remain
healthy,
social
and
emotionally.
So
that
may
mean
adding
additional
staff.
Given
we
know
the
level
of
trauma
is
higher
right
now,
so
thinking
strategically,
where
that's
needed,
I
think
our
hope
is,
as
we
talked
about
in
the
training
just
now,
that
the
panorama
survey
will
give
us
a
better
sense
of
how
kids
and
adults
are
feeling.
So
we
can
better
pinpoint
our
resources.
B
A
C
Yeah,
I'm
here
great
to
everyone,
so
the
next
priority
which
michelle
simmons
I
will
simmons
and
I
which
we'll
be
covering,
is
academic
improvement.
And
what
we
are
talking
about
under
academic
improvement.
Is
we
want
to
increase
scholar,
performance
in
english,
language,
arts
and
math,
and
what
we
mean
by
that
is.
We
want
to
accelerate
the
learning
of
all
our
scholars
and
especially
in
those
schools
where
we've
seen
persistently
low
performance
and
what
we
propose
to
do.
That
is.
C
And
we
know
that
we're
there
in
math
in
the
fact
that
we
have
bridges
at
the
elementary
level
and
we
have
a
lesson
of
math
at
the
middle
school
level,
and
we
also
have
what
we
call
ogap,
which
is
an
ongoing
assessment
project
which
teaches
teachers
how
to
get
kids
more
in
the
mindset
of
a
conceptual
way
of
thinking,
as
it
relates
to
math
versus
procedural,
which
is
probably
how
the
majority
of
us
of
us
have
learned.
Math.
C
If
you,
my
age,
are
a
little
bit
older,
but
we
know
we're
there
with
math
and
we
have
some
work
to
do
in
the
ela
area.
Though,
and
what
we
mean
by
that
is,
we
do
not
feel
that
we
have
a
guaranteed
a
viable
curriculum,
but
we
do
not
have
a
guaranteed
of
a
viable
curriculum
and
ela,
and
so
what
we've
done
to
address
that
is.
We
have
a
task
force
that
we've
created
and
we've
met
twice
already
to
focus
on
number
one.
C
So
the
next
thing
we
want
to
focus
on.
If
the
board
is
willing
to
lead
this
work
is
we
would
like
to
focus
on
what
we
have
researched
and
found
out
about
the
long
beach
promise,
and
what
that
does
is.
Is
it
ensures?
Can
you
go
back
okay?
It
ensures
that
all
scholars
are
college
and
career
ready
and
that's
what
they've
done
in
that
district
and
what
they
want
to
ensure
on
top
of
that
is
that
that
college
is
an
option
for
all
all
kiddos
in
the
district.
C
So
this
is
something
that
we're
interested
in
working
on.
If
the
board
again
is
interested
interested
in
us
doing
this
work,
if
you
want
to
lead
this
effort
next
slide,
please
so
next.
The
next
priority
we
want
to
speak
about
under
academic
improvement
is
our
focus
on
acceleration
schools
and
when
we
think
about
our
acceleration
schools,
we
have
some
schools
that
we've
identified,
where
the
scholars
in
that
school
need
to
make
up
more
ground
than
they
typically
would
in
a
school
year.
C
In
order
for
us
to
celebrate
their
learning,
and
in
order
to
do
that,
we're
proposing
that
we
provide
some
professional
learning
from
our
leading
educators
to
focus
on
what
we
call
plcs
and
our
plc's
of
our
professional
learning
communities.
And
this
is
where
the
magic
happens
for
us,
our
kiddos,
where
our
teachers
kind
of
look
at
their
data.
They
kind
of
look
at
the
data
to
decide
what
they're
going
to
teach,
how
they're
going
to
teach
it.
C
They
look
at
assessments
and
decide
if
whether
or
not
what
they've
taught
has
worked
if
they
need
to
go
back
and
revisit,
and
so
we
want
to
make
sure
that
we
have
some
some
experts
in
the
field
assisting
us
with
that.
I
kind
of
like
to
use
the
analogy
that
I
have
a
cousin
who
works
on
some
hvac
units
and
he's
pretty
good
he's
decent,
but
he's
not
the
best,
and
sometimes
he
has
to
refer
us
out
to
someone
else.
C
That's
an
expert
and
that's
okay,
because
if
it's
good
for
kids,
we
know
it's
the
right
thing
to
do
so
they
are.
Are
experts
in
that
area.
So
we
want
to
make
sure
that
we
have
these
schools
specifically
focusing
on
that,
because
it's
going
to
be
critical
to
accelerating
the
learnings
of
those
scholars
in
those
schools.
C
The
next
thing
we
want
to
make
sure
we
build
capacity
of
district
leadership
and
select
school
principles
on
effective
school
turnaround
and
what
we
mean
by
that
is
we
hear
that
word
transformation.
All
the
time,
but
in
order
to
be
a
transformational
leader,
you
really
need
a
skill
set,
that's
keeping
you
as
an
instructor
leader,
first
and
foremost,
and
we
have
partnered
with
uva
and
they're,
currently
working
with
some
of
our
acceleration
schools,
not
all
of
them
and
two
schools
that
wanted
to
partake
in
that
program.
And
what
they're
learning
is.
C
What
they're
learning
are
all
the
skills
that
they
need
to
actually
be
transformational
leader
in
their
buildings.
They
actually
focus
on
what
they
call
90-day
plans,
because
I
believe,
and
they
believe
in
order
to
do
something
and
do
something
well,
you
need
to
do
it
in
small
increments,
take
on
small
things
and
do
them
in
small
increments.
Instead
of
taking
on
really
large
projects
and
tasks
which
we
know
we
all
kind
of
get
caught
up
in,
and
we
really
don't
get
the
gains
that
we
like
to
see
when
we
do
that.
C
A
Thank
you,
dr
williams.
So
the
next
item,
as
it
relates
to
acceleration
school,
really
anchors,
some
of
our
work
in
terms
of
having
a
team,
singular
or
soul
focuses,
is
prioritizing
acceleration
schools.
So
this
is
one
of
carolyn
belcher's
main
priority,
ensuring
that
we
have
the
leadership.
We
have
the
programming,
the
curriculum
instruction
and
assessment.
A
That
really
will
make
our
priority
schools
a
focus,
and
so
we
have
an
accelerated
school.
The
executive
director,
jackie
haynes,
if
you
haven't,
met
her
yet
as
well
as
a
coach
whose
primary
focus
is
on
supporting
principals,
so
they're
inside
the
buildings
attending
plc's
inside
the
classrooms
side
by
side
with
leaders
examining
instruction
for
the
purpose
of
fortifying
teaching
and
learning,
and
so
one
key
area,
that's
important
to
all
of
us
centers
around
reducing
the
number
of
chronic
and
struggling
schools,
and
that
may
entail
partnering
with
proven
providers
or
entrepreneurial
educators
within
ccsd
to
operate.
A
A
Thank
you
and
finally,
under
academic
improvement,
priority
three
increasing
kindergarten,
readiness
across
the
system,
a
few
key
strategies
centers
around
that
guaranteed
and
viable
curriculum.
You
heard
dr
dr
williams
mentioned
so
we
have
rolled
out
and
are
in
the
process
of
rolling
out
creative
curriculum,
which
is
a
comprehensive
program
centered
anchored
in
literacy.
Numeracy,
some
social
emotional
aspects
as
well
alongside
creative
curriculum,
is
hegerty
which
helps
us
with
that
phonics
and
phonemic
awareness.
That's
so
important
to
all
of
our
students,
including
our
esol
population.
A
Next,
is
creating
at
least
two
models
of
early
childhood
programming
like
that
at
mary
ford.
So
we
will
have
an
opportunity
you'll
find
out
if
you
haven't
already
in
the
building
program
that
there's
an
opportunity
potentially
at
lessons
in
the
upper
area
of
north
charleston
and
potentially
at
lambs,
to
recreate
what
we've
done
at
mary
4,
which
we're
really
proud
of.
We
started
off
really
strong
at
mary
ford
and
we
believe
that
this
focus
on
early
childhood
will
pay
dividends
in
terms
of
our
entire
program
in
the
long
run
and
then
finally,
strategy
c.
A
C
A
However,
we
must
ensure
that
all
family
email
addresses
and
phone
numbers
are
in
our
system
and
we
must
increase
the
number
of
people
who
routinely
use
our
website
for
social
media
and
mobile
app.
It's
critically
important,
especially
as
the
pandemic
continues
and
makes
face-to-face
contact
more
challenging.
So
our
goal
one
is
to
increase
the
number
of
stakeholders
for
indirect
communication
with
ccsd,
so
our
strategy
a
includes
increasing
the
number
of
ccsd
mobile
app
downloads.
Currently,
there
are
8
500
downloads.
We
want
to
increase
that
to
20
000.
A
strategy
b
is
to
increase
the
percentage
of
accurate
telephone
numbers
and
email
addresses
that
we
have
for
mass
notifications
for
all
of
our
families.
Strategy
c
is
to
increase
the
number
of
ccsd
social
media
followers
that
facebook
and
twitter
and
our
goal
is
to
increase
by
10,
and
currently
we
have
about
26
000
followers.
A
Strategy
d
is
to
monitor
our
analytics
regarding
readership
and
reach
for
all
ccsd
communication
tools,
and
that
simply
is
to
increase
our
website
traffic
to
our
desired
links.
Strategy
e
is
to
increase
the
number
of
e-newsletters
targeted
for
stakeholder
groups,
I.e
all
staff,
but
we've
been
contacted
by
other
departments
who
would
like
for
us
to
help
them
create
even
e
newsletters
as
well,
and
then
strategy
f
to
increase
the
number
of
regular
communications
to
our
legislative
delegation
and
our
constituent
boards.
A
D
A
That
we
must
have
a
communication
and
engagement
strategy
built
into
all
of
our
ccsd
priority
areas
in
order
to
be
effective.
So,
as
I
talk
about
goal
2,
our
goal
is
to
increase
the
number
of
stakeholders
who
are
engaged
in
dialogue
with
district
and
schools
and
organized
sessions
within
safety
conditions.
Strategy.
A
is
to
create
a
tiered
engagement
strategy
that
is
coordinated
and
aligned
between
the
various
departments.
A
Strategy
c
is
to
increase
the
number
of
sessions
and
participants
for
each
constituent
district
for
parents
in
the
community
strategy
b
is
to
increase
the
number
of
teachers
and
employee
sessions,
that's
in
person
and
virtual,
so
that
we
can
hear
from
our
teachers
and
employees
strategy
d.
I'm
sorry
e
is
to
to
hold
and
host
superintendent
sessions
in
our
communities
for
parents,
both
in
person
and
virtual
as
the
opportunity
presents
itself
and
strategy
f,
is
to
hold
q
and
a
sessions
on
a
regular
and
more
frequent
basis,
and
that's
virtual
until
safe.
A
Now
we
need
creative
ways
of
engaging
families
and
other
stakeholder
groups
that
involve
face-to-face
and
remote
sessions.
We
know
that
it's
time-consuming
and
labor-intensive,
but
we
need
engagement
strategies
that
have
dialogue
and
the
opportunity
to
listen
to
families
and
community
members,
as
well
as
sharing
information
to
improve
and
understanding
and
support
so
goal
three.
We
we
talked
about
the
use,
the
increased
use
of
technology
tools
to
listen
and
respond
to
stakeholder
issues
and
concerns
strategy.
A
E
You
thank
you
so
on
talent,
a
couple
of
quick
strategies
I
want
to
cover.
First
of
all,
we
must
hire
early
and
when
I
say
that,
especially
for
teachers
and
for
school-based
leadership
positions,
our
certified
staff
are
under
contract.
As
many
of
you
know,
so,
early
hiring
is
very
critical
for
us
to
start
making
decisions.
E
So
sometimes
our
principals
are
a
little
reluctant
to
hire
early
because
they're
not
sure
with
their
needs.
Yet
rewarding
talent.
We,
we
all
know
the
cost
of
living
in
charleston.
The
cost
of
housing
is
a
barrier
sometimes
to
attract
talent
to
charleston
county,
especially
our
young
new
teachers,
who
are
not
always
the
top
paid
positions
in
our
district.
E
So
our
traditional
ed
programs.
We
cannot
be
dependent
on
traditional,
ed
programs
for
more
diverse
teaching
staff.
So
I'm
going
to
mention
a
little
bit
about
some
of
our
grow,
our
own
strategies
here,
the
next
slide,
so
some
of
what
charleston
county
school
district
already
has
in
place
that
will
help
us
address
a
more
diverse
teaching
population.
E
I
know
that's
not
me.
No!
It's
not!
I
know
I
talk
a
lot,
but
okay,
we
have.
We
have
several
strategies
that
are
already
in
place
and
we're
working
with
don
kennedy's
group
with
a
cultural
competency
team
to
really
dig
a
little
deeper
into
some
of
these
strategies,
but
one
I'm
quite
proud
of
and
the
district
should
be
proud
of,
is
teach
charleston.
E
You've
heard
me
talk
about
this
initiative
before
I
believe
it's
one
of
only
two
district
sponsored
teacher,
alternative
certification
programs
and
alternative
certification
programs.
Allow
us
to
have
a
more
diverse
teaching
group
coming
through
a
cohort.
We're
wanting
to
continue
to
expand
that
initiative.
We're
going
to
ask
for
resources
for
that
expansion
for
2022.
E
Part
of
that
is
also
a
adjunct,
residency
program
specifically
geared
to
recruit
more
african-american,
males
or
teachers
of
color
at
the
elementary
level.
Now
one
piece
of
that
will
include
additional
permission
from
the
state
department
of
ed
to
add
elementary
certification
to
the
alternative
route
pathway.
E
Our
teach
local
program
is
already
in
place
at
early
college,
high
school
and
basically
our
high
school
students
that
are
that
are
part
of
teach
local
are
able
to
graduate
with
an
associate's
degree
and
transition
right
into
the
college
of
charleston
into
a
teacher,
ed
program
and
eventually
become
teachers
in
charleston
county
school
district.
We
offer
them
an
open
contract
upon
graduation
and
continuing
to
work
with
our
call
me
mister
program.
E
Many
of
you
who've,
been
on
the
board
for
a
few
years,
know
that
the
board
had
in
the
18-19
school
year
we
were
going
towards
a
three-year
phase-in
for
a
teacher
salary
structure
with
a
starting
salary
for
teachers
of
40
000
a
year
that
40
000.
We
talk
about
first
year
teachers
that
it's
definitely
impacted
every
sale
on
the
schedule.
If
you
might
add
that
was
delayed
slightly
this
year,
we
were
we'd
already
completed
year.
One
and
two
this
year
we
were
asked
to
freeze
the
teacher
salary
structure,
so
my
team
in
compensation.
A
A
D
A
Sure
that
we
have
enough
comfort
with
the
board
before
we
do
something
like
that
and
then
come
back
to
the
board
for
a
much
longer
workshop.
So
this
is
sort
of
iterative
we
didn't
want
to
get
out
in
front
of
the
board
involving
principals
and
teachers.
So
this
is
the
only
workshop
time
we
could
work
out
for
today.
So
it's
the
floor
is
yours.
The
first
question
I
think
we
would
ask
you
to
consider
is
whether
you
think
we
have
missed
any
huge
strategy.
A
A
F
So
we
can
swiftly
move
this
first.
Let
me
just
thank
the
board
members
for
participating
in
a
small
session
and
staff
for
bringing
together
this
presentation
to
us
today.
So
what
I'm
actually
going
to
go
around
and
allow
board
members
to
if,
if
they
have
questions
and
what
we
will
do
is
just
for
the
sake
of
time
to
make
sure
that
we
capture
everyone,
we're
gonna,
allow
each
board
member
to
ask
two
questions.
F
G
E
So
we
do
use
for
alternative
route,
whether
it's
international
teachers
or
alternative
route,
a
few.
So
if
you're
specifically
asking
I
mean
we
do
have
international
teachers,
we
do
have
an
outsourcing
also
for
special
ed
special.
That
is
a
it's
been
a
really
difficult
content
area
to
recruit.
So,
yes,
ma'am,
we
do
some.
E
F
A
A
I
mean
because
right
now
that
sounds
like
50,
000,
kids
and
then
it
sounds
like
of
those
50
000
25
000,
already
we're
below
achievement
that
we've
got
to
focus
on,
so
we
we're
kind
of
bad.
You
know
swat
and
flies
here
trying
to
figure
out
how
you
think
you're
talking
about
the
same
or
different
people
just
kind
of
help
us
through
that.
A
Why
is
it
not
a
worthy
goal
specifically
and
not
to
beat
up
on
hr
which
I've
done
for
10
years,
but
goal
number
four
sorry
bill
go
number
four
attract,
develop,
retain
and
reward
talented
teachers,
principals
and
staff
for
every
school
and
division
in
the
organization,
competitive
salary
structure,
a
recruitment
and
training
and
cultivation
plan
for
top
leaders,
and
at
least
five
schools
piloting
a
testing
curriculum
leader
in
planned
manager,
school
you're,
almost
saying
the
exact
same
thing.
So
let's
put
some
synergy
into
those
two
things.
A
If
they're
this,
you
don't
have
time
to
answer
if
they're
the
same
thing
next
time
around,
let's
say
they're
the
same
thing
or
why
are
they
different?
This
is
you
need
more
money
than
you
needed
for
this
kind
of
etc,
but
they're
sounding
very
similar,
and
that
sort
of
goes
to
a
couple
of
the
other
things,
as
I
would
overall
say,
of
course,
I'm
trying
there
are
no
questions
because
they
don't
have
time
to
answer
they're,
I'm
telling
them
to
get
these
questions
ready.
If
he
spends
two
minutes
answering
I'm
done.
H
A
I'm
asking
him
to
bring
that
to
the
next
table
and
and
the
same
with
the
number
one
which
was
maximizing
the
learning
opportunities.
I
want
to
see
how
y'all
blend,
what
used
to
be
the
top
the
first
goal
into
what
your
new
things
are,
but
I
think
you're
close
it's
almost
as
if
you're
paralleling
some
things
that
could
be,
we
don't
need
any
new
monies.
We
already
put
new
monies
into
it
and
we
need
to
keep
doing
it
or
we
did.
B
I
think
the
the
only
thing
I
would
say
in
response
is
that
some
of
the
work
that
we
started
from
the
mission
critical
work
is
not
done,
and
probably
this
is
the
next
phase.
So
the
good
news
specifically
aligning
curriculum
instruction
and
a
regular
assessment
system
and
then
having
wraparound
supports.
B
So
the
good
news
is
when
we
go
over.
The
student
achievement
results
that
we've
got
tonight,
which
is
again
just
one
test
for
one
for
each
group
of
students,
we're
seeing
some
wins
in
mathematics,
which
I
think
reflects
the
investment
that
this
board
and
the
district
made
in
mathematic
curriculum,
real
professional
development
and
then
other
extension,
things
like
zearn
in
this
time
of
covid.
So
we
have
less
gaps.
B
We
actually
don't
have
it
at
the
district-wide
level,
a
significant
covet
gap
in
mathematics
now
anything
that
we
talk
about
a
system
for
45,
000,
kids,
there's
lots
of
gaps
in
individual
schools
within
individual
grade
levels.
So
in
many
ways
the
coven
strategy
is
to
meet
those
gaps,
and
then
we
should
stay
the
course
and
some
other
interventions,
because
our
el,
our
english
language
arts,
is
not
as
strong
and
we
do
have
more
gaps
and
that's
clearly
a
place
where
we
need
to
invest
in
terms
of
curriculum,
professional
development
and
real,
meaningful
support.
A
Kids
and
shout
out
to
dr
williams
and
you
you're
the
only
two
people
who
actually
reference
something
we
did
approve
and
pay
for
and
you're
still
doing
it
and
you're
doing
something
different.
I
was
very.
I
saw
that
math
in
there
and
then
we're
moving
to
ela.
That's
exactly
how
it
should
work.
We
did
the
math
it's
working,
we're
staying
the
course
we're
adding
to
it.
We
need
to
take
on
the
next
challenge
so
knocked
out.
Show
your
peers,
but
thank.
I
A
Making
sure
that
those
two
things
align,
so
it's
not
really
so
it's
a
question
when
we
think
about
overall
achievement,
so
we
have
individual
goals
for
every
child
to
be
grade
level,
ready,
system-wide,
so
that's
overall
and
then,
when
we
see
gaps
and
deficiencies
of
students
struggling
with
numeracy
and
literacy
literacy
skills,
that's
another
subgroup
that
we
will
target
as
well,
and
so
the
oak,
like,
I
think,
was
miss
vancouver
too
said.
Wait.
A
Where
are
the
differences
or
how
do
we
discern
overall
achievement
versus
the
coveted
gap
and
for
the
most
part
we
want
all
students
to
be
on
grade
level?
Some
just
have
a
farther.
You
know
way
to
go
than
others,
and
so
it's
all
embedded.
But
when
you
see
the
data
presentation
from
ms
belcher
and
mr
robertson
a
few
moments,
you
get
a
better
set.
H
C
C
We
have
your
approval,
so
we
feel
it's
a
it's
a
good
effort,
so
we
we
we'd
like
to
do
it,
but
we
want
to
know
if
you'd
like
to
lead
the
effort
and
what
we
meant
by
that
is
going
to
have
to
take
some
it's
going
to
take
direction
from
you
all.
As
specifically,
what
are
the
things
that
you
think
we
should
be
focusing
on
to
ensure,
or
you
think
we
should
be
focused
on
to
ensure
our
kids
are
college
and
career
ready
when
they
leave
the
system?
C
Some
of
the
things
that
they
did
were
like
they
started
at
at
grade
level.
Four,
with
exposing
kids
to
what
college
means
what
it
looks
like
they
provide
this
intensive
intensive
support
for
families
as
they
kind
of
matriculate
through
the
system,
as
it
relates
to
filling
out
financial
aid
forms,
taking
kids
on
college
business
and
college
campuses.
So
a
lot
of
that
stuff,
of
course,
requires
additional
funding.
So
out
of
all
the
things
that
they've
done,
we
could
put
together
something
for
you
all
and
let
you
look
at
it
and
see.
C
Okay,
we
feel
this
is
important
as
it
relates
to
making
sure
our
colleagues
are
calling
our
kids
are
college
and
career
ready
versus
this.
So
because
there's
going
to
be
some
financial
pieces
that
that
go
along
with
it.
So
that's
what
we
mean
by
if
you
would
like
to
leave
the
effort
man,
if
that
makes
sense
to
you.
A
H
H
E
So
explosive
is
a
great
word
there.
It's
a
great
word,
so
I
look
at
it
in
two
different
ways.
So
as
far
as
we
have
an
amazing
recruitment
team-
I'll
be
honest,
it's
probably
some
of
the
best
recruiters
that
have
ever
worked
with
me
and
I've
been
in
the
department
for
a
long
time
now,
they're
very
aggressive
when
they
find
candidates.
E
Our
challenge
that
we
that
we're
facing,
like
all
districts,
is
around
the
diversity
piece.
I
I'm
you
know,
continue
to
be
frustrated
that
we're
not
seeing
out
of
our
traditional
ed
programs,
more
diverse
teachers
coming
through
we're
struggling,
of
course,
with
content
area
regardless
of
ethnicity
or
gender
as
well,
and
so
I
think,
charleston
county
school
district,
like
many
districts
across
the
nation,
we're
really
having
to
we're
being
put
in
a
position
to
really
grow
our
own
teachers.
E
So
that's
been
going
on
for
some
time.
We've
been
planning
for
that.
We've
known
that
that's
what
we're
facing
so
that's
kind
of
so
the
recruitment
team
is
amazing
and
again
they're
very
I'll
use
the
word
aggressive.
They
they
really
market
candidates,
and
I
think
most
principals
would
tell
you
that's
the
case
that
that's
my
expectation
that
we
don't
let
any
candidate
slip
through
the
cracks.
E
I
mentioned
the
early
hiring
piece
so,
for
example,
last
february,
prior
to
covid,
so
to
speak,
because
we
were
kind
of
approaching
covid.
We
had
almost
600
candidates
come
to
a
saturday
event
to
try
to
attack
and
I
believe
we
offered
about
80
contracts.
At
that
event,
I
would
like
to.
We
certainly
could
have
offered
probably
300
contracts
to
that
event,
but
we
what
we're
working
with
with
principals
as
principals,
not
knowing
what
their
needs
are
at
that
point,
so
they're
sometimes
reluctant
to
hire
and
then
the
budget
process
as
well.
E
D
One
thing
I
want
to
say
about
communication
and
engagement
is,
I
think
we
really
need
to
have
a
high
high
priority
on
engaging
the
people
who
we
are
not
engaged
with
right
now
it
is
not
about
who
else
we
can
get
on
social
media.
Even
if
you
have
a
lot
of
followers
on
social
media
that
doesn't
mean
they
read
anything
you
put
there.
D
D
I
hope
you'll.
Let
us
know
what
you
need
and
then
the
second
thing
that
I
wanted
to
to
emphasize
is
on
the
kobe
19
recovery.
Where
you
talk
about
social,
emotional
issues
and
trauma,
I
think
that
this
needs
to
be
a
primary
focus,
so
this
kids
come
back
a
little
bit
better
ready
to
learn
in
the
fall,
because
all
of
this
trauma
is
impacting
their
ability
to
learn.
D
Now
and
will
continue
to,
and
if
there
are
ways
that
we
can
help
you
implement
this
over
summer
programs
leverage
any
any
the
grants
that
we
have
or
any
of
the
resources
that
we
have
to
make
that
happen.
Work
with
community
based
programs
like
the
city
of
north
charleston,
has
a
lot
of
child
allow
summer
camps,
so
they
know
they
already
have
the
facility
they
need
to
have
students
there.
D
Why
don't
we
work
with
them
to
see
what
they
need,
and
just
my
main,
you
know,
I
know
we're
going
to
be
ramping
up
the
restorative
practices,
training,
which
is
fantastic,
and
that
might
be
another
way
to
engage
people
at
that
level.
I'm
not
trying
to
tell
you
exactly
what
to
do.
I
just
want
to
say
there's
some
ideas.
D
I
A
B
B
I
think
it's
an
expectation
that
new
teachers
would
get
trained
in
cultural
competency
and
then
maximizing
the
opportunity
of
the
federal
grant
that
we
get
smarter
as
a
system
building
on
our
local
assets
around
cultural
competency,
because
what
I
think
is
so
great
about
the
grant
that
mr
kennedy
and
others
in
this
district
wrote
is
that
it's
it's
about
better
setting
goals
of
what
you
want
to
accomplish
as
a
school
in
that
area
and
then
seeking
out
local
resources
and
people
who
have
real
expertise
to
help
build
that.
So
you
can
do
better
by
kids.
E
If
I
can
comment
as
well
we're
we're
partnering
with
the
cultural
competency
team
in
hr,
so
back
in
the
fall,
I
took
forward
our
the
grower-owned
strategies,
I
shared
to
the
competency
team
and
just
and
discuss
those
strategies
and
really
look.
We
actually
all
attended
a
conference
in
december
many
of
the
cct
members
in
hr,
looking
at
best
practices
across
the
nation
and
looking
at
what
we
are
proposing
as
well.
So
I
feel
like
that.
Partnership
is
really
important
for
hr
with
the
cct
team.
J
J
I
would
say
that
in
terms
of
what
how
this
cultural
competency
fits
into
the
overall
strategies
here,
as
you
know,
we
have
because
of
confidence,
competency
team
that
is
working
through
that
this
is
something
that's
that's
the
dish,
that's
new
for
the
district,
and
so
we've
been
feeling
our
way
through
it.
There
are
some
challenges
out
in
schools
and
throughout
the
throughout
the
district,
in
terms
of
how
to
fence
decide
to
communicate
around
race,
and
so
we
we're
having.
So
we
have
a
team
about
12
or
14
people.
J
We've
expanded
that
to
another
group
cross
collaborative
collaboration
group
to
better
understand.
So,
let's
so
let
me
give
you
one
example:
without
the
challenges
I
mean,
you
know
dr,
I
mean
miss.
She
talked
about.
You
know
this.
What
she
observed
here
today,
the
team,
the
cultural
competency
team-
has
been
working
together
for
a
year
over
a
year
and
we
meet
regularly
every
friday
morning
and
about
three
weeks
ago.
Maybe
four
weeks
ago,
right
after
the
actual
three
weeks
ago
after
the
incident,
the
the
the
insurrection
at
the
state
capitol.
J
So
we
had
a
conversation
and
it's
strictly
about
race.
And
so
we
have
you
know:
african-americans
whites
on
the
team,
latino
and
the
conversation
was,
did
not
go
well
and
we
have
been
working
together
and
have
built
relationships
for
a
year
a
little
over
a
year.
And
when
we
got
into
really
the
hard
conversation
difficult
conversations
about
race,
and
then
we
didn't
have
the
tools
within
our
group
to
be
able
to
figure
that
out.
J
So
part
of
this
work
is
trying
to
figure
out
how
to
get
the
the
right
tools
within
the
district.
So
they
wouldn't
have
the
right
conversations
and
be
able
to
move
things
forward.
So
we
do
not
have
that
framework
in
place
yet
and
but
we
are
working
hard
to
get
that
and
then
once
we
get
the
position
higher,
I
feel
confident
that
we'll
make
up
additional
progress.
I
F
A
I
A
F
You
so,
yes
thank
you,
staff
for
preparing
this
document,
and
this
is
the
first
step
to
getting
us
to
where
we
need
to
be
still
deeper
diving.
This
discussion
no
question,
but
I
do
would
like
to
see-
and
I
don't
know
mr
briggman-
you
talked
about
the
recruitment
process,
but
I'd
like
to
see
a
more
robust
approach
toward
recruiting
minorities,
because
that's
been
a
conversation
that
we've
been
kicking
the
can
down
the
road
about,
and
how
do
we
improve
that?
F
We
we
just
need
to
take
another,
a
higher
step
or
higher
approach.
However,
that
may
be,
or
a
partnership
and
making
sure
that
we
do
reach
trying
to
increase
those
numbers.
I
believe
that
we
do
have
about
3
600
teachers
on
staff,
maybe
out
of
that
3
600,
we're
probably
looking
at
about
500
of
us,
afro-american
roundabout.
So
so
you
can
see
the
the
numbers
are
are
not
close
to
the
measure
of
the
students
that
we
have
in
the
population.
F
When
we,
when
we
look
at
our
50
000
students,
the
number
of
students
we
have
of
the
different
ethnicity,
you
will
see
that
you
know
it
does
not
match
our.
Our
teachers
that's
inside
the
classroom,
so
we
have
to
look
at
how
do
we?
How
we
change
that
that
that
pyramid,
so
that
we
can
make
sure
that
we
are?
We
are
reaching
that,
so
I
I
want.
E
Well,
I
certainly
can
comment.
I
I
really
stand
behind
this
idea
of
growing
our
own.
I
I'm
not
seeing
that
there's
going
to
be
much
opportunity
coming
out
of
traditional
college,
ed
programs,
there
definitely
are
opportunities
to
recruit
other
teachers
of
color
that
are
already
experienced,
but
I
think
the
pipeline
is
part
of
the
problem,
so
part
of
my
ask
for
the
board
would
be
to
invest
in
those
ground
programs.
F
F
We
had
some
great
conversation
on
how
we
look
about
look,
look
around
the
communication
piece
and
what
areas
we
can
improve
and
making
sure
that
we're
reaching
the
masses,
so
that
is
going
for
me,
I
should
say,
is
a
top
priority.
I
believe
if
we
can
find
the
right
tool
and
the
measure
of
pushing
and
getting
the
communication
out
quicker
real
time,
I,
like
real-time
information
going
out
partic,
particularly
with
the
covet
situation
that
we're
in
right
now
and
the
adjustments
that
we
had
to
make.
F
Quick,
not
you
know
at
the
end
of
the
week,
but
if
it's
on
a
friday
they
can,
they
can
go
to
the
school's
website
and
be
able
to
find
any
information
real
time
that
may
have
went
out
on
a
friday
afternoon,
and
how
does
that
happen?
And
that
means
that
we'll
have
to
have
school-based
individuals.
That's
committed
to
doing
that
work
and
helping
to
to
update
that
information
on
a
real-time
basis.
F
Yeah
absolutely
yeah,
remember
this,
so
so
so
as
we
and
I'm
looking
at
the
top
time
because
we
do
have
until
3
15.,
so
so
those
are
some
of
some
of
the
areas
and
and
I'll
get
more
into
that
so
I'll
yield
to
as
I
as
I
said,
to
other
board
members
to
that.
But
I
I
will
finish
that
up
to
say
that
there.
F
F
E
F
And-
and
I
believe
it's
important
for
us
to
look
back
at
this
information,
particularly
those
of
you
that
participated
in
the
various
groups,
if
you
have
additional
questions,
if
we
can
go
ahead
and
send
it
so
that
some
of
these
questions
can
be
answered
prior
to
our
next
workshop,
and
that
way
we
can
have
a
more
better
understanding
of
some
of
the
other
conversations
that
are
being
held
in
the
various
groups.
So
we
can
better
be
able
to
address
those
questions.
D
Of
our
board,
members
has
to
pick
up
a
student
from
school,
so
having
meetings
at
this
time
of
day
is
difficult
for
that
board.
Member,
and
so
that's
why
I'm
asking
we
could
try
to
find
a
different
time,
preferably
a
different
day,
since
people
would
want
to
come
in
the
morning
and
then
come
back
later
in
the
afternoon.
F
F
I
A
Can
can,
I
think,
help
us
with
that?
Yes,
reverend
mack
and
I
think
miss
vaughn
coach
participated
in
the
committee
yep
that
vetted
partnerships
right
before
our
covid
and
can
speak
to
the
process
in
detail,
but
our
idea
would
be
before
we
move
forward
further
with
any
inquiry
or
approach
investigation
about
partnerships.
A
The
board
would
be
involved
for
sure,
okay,
so
just
to
be
very,
very
clear
on
what's
happening
from
the
district
side
when,
when
or
if
we
get
out
of
this
next
meeting,
with
some
agreement
on
priorities,
have
you
just
encumbered
the
first
30
40
percent
of
our
budget
in
increases
you're
going
to
ask
for
for
next
year?
How
does
this
tie
because
we're
not
talking
budget?
You
guys
are
talking
things
that
are
going
to
cost
money.
You
don't
do
them
aligned
or
align
us,
and
we
get.
A
A
In
terms
of
what
you
think
that
means
to
increasing
the
budget
expenses
over
last
year,
it
really
wasn't
a
question
it
just
unless
you
guys,
unless
you
guys
are
coming.
Are
you
guys
thinking
that
this
is
going
to
encumber
the
budget?
No,
no
ma'am,
it's
to
plan
the
budget
and
then
to
bring
the
budget
to
the
so.
D
A
A
I
A
A
A
F
So
if
that
is
the
case,
as
these
things
come
back
to
us,
then
it
is
staff
responsibility
to
say
to
us.
Okay,
this
is
gonna,
require
a
line
item
to
support
this
initiative,
and
we
at
that
point
in
time
will
determine
if
that
is
something
we
deem
necessary
at
a
given
point
in
time.
So
so
I
think
it
is
important
that
you
know
this
ahead
of
time
and
we
not
be
surprised
later
on,
and
you
know
where
we
stand.
Okay.
This
concludes
our
portion
of
the
workshop
for
today.