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From YouTube: CCSD Board of Trustees Committee of the Whole and Special-Called Meeting | November 8, 2021
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C
C
A
Okay,
that
motion
passes.
The
first
thing
on
our
agenda
is
public
comments.
We
do
have
two
in-person
public
comments.
Are
we
ready?
A
E
Hello,
everyone-
I
am
cheryl
cromwell,
excuse
me,
and
I
am
the
deputy
director
for
charleston
rise
and
I'm
the
parent
of
a
former
student
of
ccsd
who
graduated
in
june
yay,
but
I
moved
my
son
nine
times
throughout
his
time
with
ccsd,
because
I
wanted
the
best
environment
that
would
meet
his
needs
as
a
change
throughout
the
years,
and
I
didn't
feel
the
assembly
line
was
the
best
option
for
him.
I
just
wanted
a
better
option,
so
my
desires
were
not
unique
and
are
not
unique.
E
E
This
new
policy
around
schools
of
innovation
is
what
parents
have
been
asking
for.
I
stand
before
you
today
strongly
encouraging
you
to
move
forward
with
the
ihbhe
schools
of
innovation
policy,
allowing
individual
schools
to
create
the
best
academic
environment
for
their
students,
as
opposed
to
sending
them
through
the
assembly
line
or
having
a
parent
move.
Their
child
and
drive
across
district
to
find
the
best
option
is
a
huge
step
in
the
right
direction,
especially
for
acceleration
zone.
Schools
where
proficiency
rates
in
reading
and
math
are
14
and
11
compared
to
49
of
47
percent
district-wide.
E
A
Okay,
so
it
doesn't
look
like
she
is
in
attendance.
I'll,
take
a
moment
to
summarize
the
public
comments
that
we
received.
We
did
receive
seven
public
comments
that
were
submitted
online.
They
were
all
pertaining
to
either
masks
or
the
schools
of
innovation
policy,
both
of
which
we'll
be
taking
up
tonight.
A
F
Thank
you.
Thank
you,
miss
dangerfield
for
displaying
the
slides
for
the
superintendent's
report.
I'm
going
to
move
quickly
into
the
second
slide,
which
shows
the
latest
d
heck
metrics,
we're
delighted
that
we
are
in
the
low
spread
category
in
charleston
county
for
the
second
week
running.
The
next
slide
gives
a
little
more
detail
on
that.
F
Our
overall
rating,
as
I
said,
is
low.
Our
incident
rate
is
at
173.6
per
hundred
thousand,
which
puts
us
in
the
medium
range.
Our
trend
rate
is
low
and
our
positive
test
rate
is
low
at
3.8,
which
is
significantly
less
than
the
last
time
I
reported
to
you
on
october
25th,
the
report
for
the
week
prior
that
I
gave
on
october.
25Th
was
5.3,
so
there
at
the
bottom
of
the
page.
We
see
language
from
the
board's
policy
add
and,
of
course,
the
board
will
decide
today
whether
you
want
to
to
implement
some
language.
F
That's
in
this
policy
or
choose
some
other
option
on
the
next
slide
shows
the
coveted
positive
cases
by
week
in
charleston
county
schools.
We
are
delighted
that
for
the
first
time
in
many
months,
we
have
only
38
cases
among
about
50
000
students
and
teachers,
together,
students
and
staff
together.
So
that's
fewer
than
50
cases
in
our
school
district,
and
that
is
very,
very
good
news.
F
On
the
next
slide.
We
simply
revisit
the
october
11th
board
action
you
at
that
time
voted
to
extend
the
face,
mask
requirement
for
30
days
through
november
12th,
and
you
asked
us
to
work
with
public
health
experts
to
develop
guidelines
to
inform
mass
decisions
for
the
remainder
of
the
school
year.
So
on
saturday
we
received.
G
F
The
verbiage,
that's
in
italics,
on
the
rest
of
that
page
from
musd
back
to
business
division.
They
indicate
that
on
the
spectrum
of
safety,
the.
G
G
F
The
gamut
of
unvaccinated
indoors
at
the
highest
risk.
They
refer
to
their
performance
indicators
that
they
publish
right
now,
they're
showing
six
of
seven
of
their
performance
indicators
as
green.
F
The
one
thing
we
want
to
point
out
is
that
for
those
who
are
not
fully
vaccinated
and
who
do
not
wear
a
face
mask,
there
are
some
differences
in
whether
or
not
someone
has
to
quarantine
and
mr
burrow.
We
will
go
into
a
little
more
detail
about
that
as
we
turn
to
the
next
slide.
H
Thank
you,
dr
president,
just
to
close
that
last
portion
of
the
conversation
you
all
are
probably
aware
of
the
dhec
guidance
that
says,
if
you're
within
three
to
six
foot-
and
this
is
for
children
within
three
to
six
foot
and
the
person
that
is
a
close
contact
is
masked.
They
do
not
have
to
be
quarantined.
H
The
only
point
to
be
made
by
this
is
if
the
mass
mandate
is
lifted,
that
three
to
six
foot
distance
goes
away
for
those
that
are
unmasked
as
close
contacts
and
there's
a
there's
a
chance
that
those
corn,
the
number
quarantine,
will
potentially
increase
if
our
numbers
of
positive
stay.
The
same
two
points.
I've
got
on
this
slide.
Just
to
give
you
an
update
on
where
we
stand
with
faculty
booster
shots.
H
We
have
offered
that
at
most
of
our
campuses,
most
of
our
schools
in
large
part
due
to
our
local
pharmacies
that
supported
both
flu
shots
and
covet
boosters,
and
also
we've
taken
advantage
of
setting
up
separate
events
for
bus
drivers
and
for
the
district
staff.
So
we've
we've
taken
a
pretty
good
approach
to
that.
We've
got
a
lot
of
booster
shots
delivered
so
far.
We
will
offer
a
central
site
on
the
19th
of
november.
That
will
not
be
in
early
release.
Day
has
been
reported
as
potential
last
time
we
all
met.
H
We
are
looking
at
a
second
site,
possibly
in
west
ashley,
we'll
put
out
a
survey
to
find
out
what
the
extent
is
of
those
that
need
that
need
the
boosters
at
this
point,
but
we
can
guarantee
at
least
one
site
at
this
point,
possibly
two
to
close
out
the
booster
shots.
H
We
have
got
our
setup
complete
for
the
five
to
11
year
olds,
offering
that
to
parents
that
would
like
parents
or
guardians
that
would
like
their
children
vaccinated
we've
got
10
locations
set
up
starting
on
the
15th
in
november,
with
the
second
dose
that
follows
that
process
will
be
pushed
into
into
january
to
complete
the
the
shots
across
those
across
those
tent
sites.
F
Thank
you,
mr
veronica.
We're
moving
on
now
to
talking
about
closing
the
readiness
gap
that
is
the
primary
focus
this
year.
Well,
we
don't
want
kobe
to
define
us.
We
cannot
deny
the
fact
that
covet
is
influencing
and
impacting
our
practice.
We
want
to
look
at
three
aspects
of
student
achievement.
The
first
is
sharing
with
you,
the
high
level
of
the
detail
that
was
in
your
board,
packets,
on
the
the
second
quarter,
progress
you
adopted
goals
in
april,
so
believe
it
or
not.
This
is
the
end
of
the
second
quarter,
starting
from
april
forward.
F
We
want
to
talk
about
the
priority.
For
us,
the
priority
has
to
be
improving
life
options
for
children
of
color
and
poverty.
When
we
look
at
how
well
we're
doing
across
many
aspects
of
our
system,
we
realize
that's
the
one
consistent
area
where
we've
not
been
able
to
change
the
system
in
ways
that
respond
effectively
to
the
needs
of
children
of
color
and
poverty,
and
then,
finally,
we
want
to
take
a
look
at
the
feedback
we
received
from
various
teacher
and
principal
gatherings.
So
those
are
the
three
things
we're
going
to
look
at
now.
F
The
next
slide
we'll
look
at
the
priorities,
I'm
just
a
reminder
at
the
bottom
of
that
slide.
There
are
six
possible
rating
categories.
If
we
go
clear
to
the
far
right,
we
see
the
the
white
category
would
be
a
zero.
That's
not
started
red
is
not
on
track
and
there
are
major
impediments
that
we
would
assume
if
we
were
getting
points.
That
would
be
a
one.
The
next
lowest
category
is
not
on
track
but
track,
but
there
are
minor
issues.
F
So
none
of
our
goals
fall
into
those
three
categories.
They
all
fall
into
the
yellow
early
stages
or
mixed
progress,
progressing
on
track
or
completed.
So
as
we
look
at
your
five
goals,
the
first
goal
is
about
improving
readiness
and
it
is
the
first
aspect
of
that
was
achieved
charleston
and
it
is
progressing
on
track.
The
detail
again
was
in
your
packets.
F
The
overarching
readiness
goal
for
k-12
is
increasing
the
percentage
of
students
who
will
meet
career
and
college
readiness.
Now
it's
just
we're
just
saying
it's
early,
it's
very
early
to
to
report
any
data
on
that
acceleration,
schools,
increase
percentage
of
student
kindergarten
students,
achieving
readiness
again
it's
early
in
the
process.
F
The
second
goal
is
about
successfully
returning
all
students
to
in-person
instruction.
We've
done
a
good
job
on
that.
We
gave
ourselves
a
mixed
progress,
primarily
because
we
don't
know
yet
whether
the
interventions
that
we
are
providing
are
really
targeted
to
address
the
academic
and
social
emotional
needs
of
those
students.
F
F
The
third
goal
is
progressing
on
track.
It's
about
keeping
attracting
and
keeping
a
talented
staff.
Our
hr
division
did
a
tremendous
job.
We
opened
this
school
year
with
only
25
vacancies
in
a
district
this
size
and
that's
pretty
much
unheard
of
across
the
nation.
So
they've
done
a
great
job
with
that.
F
The
next
goal
is
about
the
building
program.
One
aspect
of
it
has
been
completely
met.
The
next
aspect
is
progressing
on
track
and
then
finally,
the
fifth
goal
is
about
communication.
One
aspect
is
progressing
on
track.
The
one
that
has
to
do
with
engaging
stakeholders
face
to
face,
of
course,
is
in
in
the
early
stages.
We're
hoping
the
following
covered
rates
will
really
help
us
be
able
to
begin
convening
community
meetings.
G
F
F
It
was
our
realization
that,
while
we
have
in
business
terms
one
product
line
or
one
key
customer
and
that's
our
students,
it's
unclear-
we
don't
have
integrated
resources,
we've
not
integrated
all
of
our
resources
in
a
steady
and
discernible
way
to
support
students.
F
So
we
have
all
these
different
things
going
on
and
as
we
move
forward
planning
the
budget
for
next
year
and
looking
at
the
sr,
2
and
3
funds
on
the
next
slide,
we
want
to
make
sure
that
we
are
identifying,
as
our
number
one
priority,
improving
life
options
for
children
of
color
and
poverty.
This
doesn't
mean
we
won't
continue
to
address
needs
of
all
the
children
in
our
system,
but
clearly
this
group
of
students
is
not
thriving.
F
We
want
to
note
that
this
document
is
illustrative,
we're
beginning
to
build
it
out,
we're
looking
at
five
main
areas.
The
first
two
have
to
do
with
the
core
academic
areas
that
are
essential.
The
next
the
middle
column
has
to
do
with
talent.
Under
that
column,
we
would
certainly
point
out
that
we
want
to
focus
on
having
very
strong
teachers
at
our
high
needs
schools,
and
we
want
our
teachers
and
principals
to
have
a
sense
of
well-being,
self-confidence,
self
and
collective
efficacy.
F
Two
things
we
haven't
talked
a
whole
lot
about
our
student
well-being,
how
we
know
that
our
students
are
actually
feeling
as
though
they
belong,
there's
someone
to
go
to
when
they
need
help
that
they're
getting
the
support
they
need
and
that
the
people
care
and
believe
in
them
care
about
them
and
believe
in
them.
So
we've
listed
several
things
in
that
column
and
the
final
column
we've
called
at
this
time.
Parent
to
satisfaction
extent
do
parents
feel
as
though
we
are
serving
their
children.
Well,
if
we
get
down
to
the
next
to
the
last
box.
F
That's
something
we
think
we
need
to
focus
on
in
november,
as
we
come
into
the
board
meeting
next
week,
we'd
like
to
talk
a
little
bit
more
about
that
and
see
if
we
can
get
some
active
engagement
of
parents
in
the
communities
starting
either
in
december
or
the
first
of
the
year,
particularly
around
the
schools
that,
as
tonight's
speaker
discussed,
need
to
be
need
to
have
an
opportunity
to
rethink
the
way
they
do
business.
F
We've
all
heard
from
various
teacher
groups,
from
teachers
of
the
year
to
kitchen
cabinet
of
teachers
to
the
cta
survey.
We've
heard
it
from
our
parents
cabinet
our
principal's
cabinet
that
teachers
simply
don't
have
enough
time
to
get
the
work
done.
So
at
this
time,
we're
just
generally
saying
we're
working
on
the
feasibility
of
giving
some
early
dismissal
days
just
to
teachers,
so
they
have
a
more
time
to
collaborate.
F
It's
the
work
is
just
more
difficult.
The
challenges
are
exacerbated
by
covid.
Children
came
back
to
school
further
apart,
the
gaps
are
wider
than
ever
before,
and
many
students
have
simply
lost
lost
the
sense
of
how
to
come
to
school.
They've
lost
a
lot
of
ability
to
self-regulate
and
that's
creating
a
lot
of
stress
and
disruption
for
everyone,
who's
trying
to
support
those
students
and
to
teach
all
the
other
children
in
the
classroom
at
the
same
time.
F
So
we
know
that
thanksgiving
week
we
are
going
to
recoup
some
e-learning
days,
we'll
be
back
with
a
recommendation
for
calendar
modification
so
that
in
february
march
and
april
there
will
be
e-learning
days,
which
will
give
teachers
an
opportunity
to
get
more
work
completed
at
school
and
to
collaborate
with
one
another
in
planning
the
kinds
of
interventions
and
responses.
Students
need
difficult
to
implement
the
new
curriculum.
This
impacts
some
schools
more
than
others,
but
ms
belcher
is
meeting
with
teacher
representatives
from
those
schools
that
are
most
impacted
to
review
and
recommend
some
adjustments.
F
The
classroom,
disruptions
and
discipline
issues
again
impact
some
schools
more
than
others,
and
although
there
is
already
a
standing
committee
that
works
to
give
feedback
on
the
disciplinary
procedures
in
place
the
progressive
discipline
plan,
there
will
be
another
attempt
to
specifically
target
those
schools
that
our
own
survey
results
show
where
that
teachers
feel
that
disciplinary
practices
that
we
have
in
place
are
not
effective.
F
So
ms
belcher
again
is
going
to
take
a
look
along
with
miss
roberts
at
the
number
of
assessments
that
we
are
giving
and
what's
really
useful.
What's
not
the
state
added
some
additional
assessment
requirements
at
the
same
time
that
we
were
trying
to
to
get
more
targeted
in
our
assessments
and
the
result
has
been
too
many
assessments
and
finally,
the
safe
schools
training?
I
don't
think
board.
F
Members
have
to
complete
it,
but
it's
many
hours
of
sitting
in
front
of
a
computer,
watching
the
videos
and
answering
the
questions
and
as
those
of
us
who
take
it
year
after
year
after
year,
we'll
be
very
relieved
that
miss
pinkney,
reese
and
her
team
members
are
going
to
review
what
is
absolutely
essential
and
whether
or
not
some
of
us
who've
taken
these
tests.
Multiple
these
courses,
multiple
times,
can
simply
take
the
test,
and
then
finally,
we
want
to
mention
supporting
school
leaders.
This
has
been
a
most
stressful
time.
F
F
So
we
want
to
take
a
moment
to
to
acknowledge
that
and
to
thank
our
principals,
as
well
as
our
teachers
and
other
staff,
and
to
assure
everyone
we're
going
to
make
adjustments
in
any
way
that
we
can
to
keep
focused
on
the
priority,
but
to
let
let
work
that
is
not
well
timed
to
put
in
place
this
year.
Wait
a
bit
until
we
can
stabilize
them
so
that
concludes
the
superintendent's
report.
F
A
B
B
Right
and
then
you
mentioned
booster
shots
for
staff.
Are
you
also
offering
opportunities
for
unvaccinated
staff
to
go
ahead
and
get
vaccinated?
Mr.
B
Okay,
as
long
as
they're,
not
continuing
opportunities-
that's
that's
so
good!
That's
good,
and
I
did
just
have
one
question
about
the
disruption
we
were
talking
about,
trying
to
handle
disruption
of
discipline,
and
I
do
know
that,
yes,
in
some
schools,
the
discipline
issues
are
within
the
school
or
sometimes
not
handled
as
well
as
the
teachers
might
like.
But
I'm
also
wondering
are
you
also
going
to
review
data
that
includes
disruptions?
We've
had
from
adults
this
year
because
that's
been
a
very
impactful
issue
for
some
of
our
schools.
F
Actually,
when
ms
coker
reviewed
the
data
that
the
data
collection
shows
fewer
disruptions
this
year
than
in
previous
years,
but
to
your
point
that
the
kinds
of
disruptions
that
have
occurred,
whether
they've
occurred
from
youth
or
from
adults,
have
been
different
in
nature
than
many
of
those
that
have
occurred
in
previous
years.
They've
taken
up
a
lot
of
time
of
staff
here
at
the
office
and
in
schools.
So
we're
trying
to
review
the
whole
gamut
of
what
kinds
of
supports
or
interventions
or
proactive
strategies
might
have
helped.
B
A
Okay,
miss
darby.
I
Good
afternoon,
I
don't
have
any
questions
right
now.
Thank
you.
A
Thank
you,
mr
green.
Miss
herderick,
no
questions.
Miss
coats,
no
questions.
Okay.
I
do
just
have
a
couple
questions.
One.
Mr
burrowie.
You
had
mentioned
the
increased
quarantine
time
if
we're
not
wearing
masks.
What
were
the?
I
know
there
was
a
lot
of
sort
of
things
unsettled
at
the
beginning
of
the
year,
but
where
the?
What
were
the
compliance
rates
with
quarantines
before
the
mass
mandate
was
put
in
place.
A
So
when
we
had
to
quarantine
students
for
those
longer
periods
of
time,
were
we
getting
pushback
or
were
people
actually
observing
the
quarantine
periods.
H
So
to
so
to
clarify
we
actually
from
last
year
we
decreased
our
quarantine
period
up
until
up
into
last
year,
we
were
quarantining
for
14
days.
We
dropped
that
to
10,
and
we
maintained
that
10
throughout
the
process.
So
the
length
of
quarantine
hasn't
changed
since
early
last
year,
this
entire
school
year
we've
maintained
10
days
quarantined.
H
A
K
Good
afternoon
and
thank
you
for
providing
some
time
for
us
today
so
that
we
can
discuss
and
share
some
of
our
results
for
the
previous
administration
of
three
of
our
high
school
college
and
career,
ready
placement
exams,
act,
sat
and
advanced
placement.
K
In
the
most
recent
years,
breakdown
of
average
a.c.t
composite
by
race
and
ethnicity,
for
the
district
state
and
nation,
ccsd
outperforms,
the
state
and
nation,
in
its
subgroup
of
white
asian
native
hawaiian,
other
pacific
islander
and
two
or
more
races,
ccsd
also
outperforms,
the
state
in
the
hispanic
and
american
indian
alaska
native
subgroups
and
the
district,
as
well
as
the
state
both
perform
below
the
national
average
in
its
black
african-american
subgroup.
In
the
most
recent
year
of
administration.
K
While
both
the
state
and
nation
have
seen
decreases
since
2017,
our
districts,
hispanic
and
latino
subgroup
has
remained
relatively
constant,
as
well
with
the
exception
again
of
2020,
where
the
district
had
its
highest
average
composite
over
the
five
years,
while
the
state
again
remains
fairly
constant
and
the
nation
experience
decreases
over
the
past
five
years.
The
district's
subgroup
of
two
or
more
races
has
actually
shown
increases
over
time,
while
the
state
also
remained
relatively
constant
and
again,
the
nation
has
experienced
decreases
in
performance
of
its
white
subgroup
population.
K
Act
has
also
established
college
and
career
readiness
benchmarks
to
indicate
the
likelihood
that
students
will
be
successful
in
corresponding
college
courses.
These
benchmarks
predict
students
who
meet
them
will
have
a
50
chance
of
earning
a
b
or
higher
and
a
75
percent
chance
of
earning
a
c
or
higher
in
their
college
classes.
K
On
stem
benchmarks
or
those
that
are
related
to
those
college
and
credit
career
readiness
benchmarks
that
are
related
directly
to
science
and
math
ccsd
has
again
steadily
increased
the
percentage
of
students
who
are
meeting
these
benchmarks
over
the
past
five
years,
and
the
district
has
consistently
exceeded
the
state
percentage
and
has
caught
up
with
and
exceeded
the
nation.
In
the
past
two
years
of
testing.
K
So,
like
act
sat
is
taken
again
during
that
third
year
of
high
school
and
during
the
12th
grade
year,
if
not
taken
previously
and
like
act,
students
have
a
choice
of
taking
this
assessment
as
their
college
entrance
exam.
So
in
the
next
few
slides
we'll
again
review
the
cohort
results
for
the
most
recent
2021
graduating
class
and
again,
look
at
some
trends
over
time.
K
K
K
K
Although
the
district's
hispanic
latino
subgroup
has
shown
a
decrease
in
performance
over
time,
ccsd
does
outperform
the
state
in
four
of
the
five
years
of
administration
and
outperformed
the
nation
in
all
five
years
of
administration.
For
this
subgroup,
it's
important
to
note.
The
state
and
nation
have
also
seen
decreases
over
time,
while
ccsd
actually
has
seen
increases,
while
ccsd's
white
sub
group
exceeded
the
state
nation
all
the
past
five
years.
K
K
In
2021,
ccsd
exceeded
the
state
and
nation
in
meeting
s.a.t
college
and
career
readiness,
benchmarks
on
evidence-based
reading
and
writing
and
math,
as
well
as
students
meeting
both
of
these
benchmarks.
This
again
indicates
that
a
higher
percentage
of
students
are
actually
achieving
college
and
career
readiness
and
ccsd
than
they
are
in
both
the
state
and
the
nation.
K
K
The
district's
percent
of
passing
exams
for
its
asian
subgroup
was
3.3
percentage
points
above
the
state
and
4.6
percentage
points
above
the
nation
white
and
two
or
more
races,
subgroups
outperform
other
subgroups,
with
the
exception
of
the
asian
subgroup
in
all
years,
with
the
exception
of
2018,
where
the
hispanic
subgroup
actually
outperformed,
two
or
more
races,
ccsd's,
hispanic
or
latino
subgroup
has
exceeded
the
state
and
nation
percent
of
passing
exams
within
that
subgroup
over
the
past
three
years,
with
ccsd
being
3.8
percentage
points
above
the
state
and
14.4
percentage
points
above
the
nation
in
2021,
the
district's
two
or
more
races
subgroup
exceeded
the
state
nation,
the
percent
of
passing
exams
within
the
two
or
more
racist
subgroup
over
the
past
three
years
and
ccsd
is
performing
12
points
above
the
state
and
10.2
percentage
points
above
the
nation.
K
So,
though,
a
substantial
achievement
gap
remains
for
the
black
african-american
subgroup.
The
district
has
shown
an
overall
increase
in
the
percent
of
passing
exams
in
its
black
african-american
subgroup
over
the
past
five
years,
and
for
the
most
recent
year,
2021,
the
same
population
had
a
rate
of
passing
exams
with
that
exceeded.
Both
the
state
and
the
nation.
K
K
And
that
concludes
our
our
presentation.
B
K
J
B
I
guess
that
doesn't
give
us
a
clear
picture
of
the
percentage
of
students
achieving
per
se,
because
students
can
opt
not
to
take
it.
K
Students
have
an
opportunity
to
take
either
one
of
those
assessments,
ac2
or
sat
on
parents
and
students
are
provided
information
by
their
schools,
so
they
can
make
a
choice
as
to
which
assessment
they
do
take.
Some
students
do
choose
to
take
both,
but.
B
Okay-
and
I
really
would
I
guess,
because
we're
on
the
time
limit-
I
think
this
would
be
a
great
presentation
to
present
again
but
from
a
standpoint
of
not
how
we
do
against
everybody
else.
But
how
could
we
do
better?
I,
I
think
I
I
applaud
any
any
increase,
but
our
gap
is
incredibly
large
and
where
we
list
you
listed
a
whole,
a
whole
series
of
supports,
but
I
don't
know
that
it's
working
if
the
gap
continues
to
remain
that
large.
B
Why
do
we
continue
to
do
these
supports
that
continue
not
to
work,
and
I
also
think
that
a
I
mean
we
have
to.
We
have
to
look
at
these
for
what
they
are.
B
Only
39
of
the
kids
who
took
the
a.c.t
met
a
benchmark
that
says
they'll
get
a
b
in
that
corresponding
course
in
college,
and
that's
I
mean
we
need
to
look
at
that
and
acknowledge
that
and
likewise,
when
you
go
to
the
ap,
I
mean
we
have
up
to
70
of
kids
that
are
sitting
in
ap
courses,
not
mastering
the
content,
when
you
only
have
thirty
percent
that
get
the
three
four
or
five.
B
So
I
think
maybe
I
would
appreciate
if
we
took
this
report
and
cut
out
the
comparisons
and
looked
at
the
real
issues
that
for
our
I'm
looking
at
ap
placement,
ap
test
in
2021
and
only
29
of
the
african
american
students
who
took
the
course
made
three
four
or
five
and
only
52
percent,
who
took
the
course
made
three
four
five,
which
means
there's
a
vast
percentage
of
kids
sitting
in
those
courses
that
aren't
mastering
the
skills.
And
I
think
that
needs
to
kind
of
be
looked
at.
B
L
So
my
only
question
and
thank
you,
miss
roberts
for
for
your
report.
However,
I
guess
I
guess
my
question
is:
how
are
we
preparing
these
students
that
are
taking
the
sat
and
the
act,
because
we
see
and
now
thank
you
for
being
transparent
with
the
data,
the
consistency
and
the
low
number
of
scoring?
L
As
far
as
afro-americans
are
concerned,
and-
and
I
guess
my
question-
is-
I
want
to
get
a
little
deeper
as
to
how
and
this
may
be
a
question
for
doug
or
miss
belcher
or
dr
poster-
wait
how
we're
preparing
students
in
preparation
of
taking
these
tests-
and
I
know
the
answer-
may
come
back
and
say:
well,
they
do
do
the
psat.
M
It
gives
a
lot
of
very
specific
feedback
on
interventions
that
should
be
in
place
and
things
that
that
particular
student
can
do
to
show
up
their
scores
so
making
sure
that
we
follow
up
on
that
that's
a
thousand
times
better
than
it
used
to
be
and
giving
a
road
map
for
individual
kids
and
I'm
calling
that
out
so
that
parents
can
make
sure
to
pay
attention
to
that
and
work
with
the
school.
On
that
particular
plan.
That's
outlined
for
the
child,
but
the
broader
answer.
Reverend
mack
is
the
same
answer.
M
I'm
giving
on
the
acceleration
schools
and
everything
else.
We've
got
to
keep
doing
the
work,
we're
doing
and
approving
early
childhood
upping
the
rigor
in
the
elementary
school,
so
they're
more
prepared
as
they
go
into
the
middle
school,
upping
the
rigor
and
engagement
in
the
middle
schools.
We
don't
lose
those
kids
and
they
stay
on
track
and
then
ensuring
all
kids
have
access
to
honors
rigorous
courses
so
that
they're
more
likely
to
be
well
prepared.
L
So
so
I
get
that
that's
the
long
range
and
preparation
in
getting
kids
to
that
point
and
we'll
see
that
over
a
course
of
time
in
years
down
the
road.
But,
however,
we
have
students-
that's
currently
in
the
ninth
grade
right
now
in
the
tenth
grade
right
now
getting
ready
to
take
that
psat,
I
mean
how
we
how
we,
using
that
data
to
help
those
kids
be
more
readily
prepared.
I
mean.
N
N
Is
that
and
looking
at
some
of
the
funding
that
we
have
now,
we've
looked
into
a
program
that
would
provide
tutoring
after
hours
for
a
lot
of
those
high-level,
rigorous
courses,
because
what
we
do
realize
that
a
lot
of
these
kids
are
coming
from
working
families
and
may
not
have
access
to
any
type
of
tutoring
centers
after
school,
our
parents
that
can
assist
them
so
we're
in
a
partnership
with
a
program
called
paper
tutoring
and
that's.
N
The
premise
of
this
is
we're
looking
at
those
kids
who
we
are
in
honors
levels,
classes
or
even
in
some
classes
that
high
school
make
where
they
may
want
to
matriculate
into
api,
currently
in
ap
classes,
provide
that
extra
support,
24
7
in
a
number
of
different
languages.
So
that's
one
of
the
things
innovative
and
new
that
we're
doing
right
now
and
ironically,
we
just
got
the
approval
on
last
week
for
that.
N
L
O
C
B
Yes,
I
think
it
is
going
to
be
really
important
to
understand
if
the
percentages
are
really
different
among
the
different
demographic
groups
that
are
taking
ap
that
are
taking
sat
and
act,
but
I
also
I
noticed
that
on
the
ap
testing
it
does
seem
like
this.
The
percentages
are
a
little
bit
higher
for
performance,
then
on
the
act,
I'm
not
seeing
the
same
comparison
on
the
s.a.t,
and
so
that
is.
Is
that
not
translating,
or
is
that
a
different?
Maybe
a
more
self-selected
group
of
kids?
B
That's
taking
ap,
that's
maybe
more
motivated,
for
instance,
in
studying,
and
if
the
students
aren't
getting
the
instruction
they
need
all
along
and
and
if
we're
not
intervening
at
middle
school
now,
for
instance,
for
10th
graders
and
11th
graders
in
a
few
years.
It's
it's
also
still
a
problem.
We
know
that
the
reading
gap
is
part
of
that
issue
for
all
of
the
testing.
B
M
M
I
think
one
of
the
actions
that
the
board
has
taken-
that's
been
really
helpful.
Prior
to
this
point,
is
we've
moved
more
of
our
honors
courses
and
access
to
gifted
and
talented
programs
earlier,
which
gives
those
students
who
have
an
interest
in
ap
more
of
an
access
question.
So
that
was
a
that's
a
big
deal
to
ensure
that
kids
have
readiness,
the
middle
school
level
in
terms
of
honors
readiness
to
go
into
an
ap
level
course.
So
they
have
the
prerequisites.
M
I
would
also
say
that
the
effort
to
make
sure
that,
along
the
way
that
the
ap
that
we're
paying
attention
to
those
results
in
order
to
intervene,
if
the,
if
the
the
course
isn't
delivering
on
the
promise,
so
that
which
courses
are
actually
resulting
in
kids,
passing
at
the
three
four
and
five
level,
ensuring
that
we're
learning
from
those
courses
and
spreading
it
more
broadly
what
those
teachers
are
doing
that
might
differentiate
this.
M
G
J
I
Good
afternoon
I
just
wanted
to
so.
Thank
you.
Thank
you
for
the
presentation
and
listening
to
everything,
but
I
kind
of
want
to
echo
what
everybody
else
said.
It's
always
good
to
see
things
increase,
but
it
was
just
kind
of
you
know,
heart-wrenching
to
know
that
african-american
people
are
always
you
know
in
the
bottom.
You
know
half.
So
how
do
we?
You
know?
How
do
we
get
there?
How
do
we
figure
that
part
out,
like
reverend
mack
asked,
you
know,
supports
for
the
children
in
the
ninth
and
tenth
grade?
I
What
do
we
have
more?
You
know
other
than
just
the
tutoring,
but
also
like
dr
french
said
you
know.
Are
we
giving
it
to
them
before
we
get
to
ninth
and
tenth
grade
and
if
we're
giving
it
to
him
in
middle
school?
What
is
it
that
it
exactly
looks
like
also,
I
keep
hearing
the
word
rigorous.
I
What
do
we
mean
by
rigorous
if
our
children
aren't
already
learning
and
we
feel
like
they're,
not
gaining
something,
then
why
do
we
keep
offering
rigorous
things
to
them
at
a
point
where
they're
not
quite
capable
or
either
giving
it
to
them?
I
Without
the
supports
that
are
necessary,
rigorous,
I
don't
mind,
but
if
we're
going
to
give
it
to
them,
what
kind
of
supports
are
we
actually
given,
not
just
the
students,
but
actually
the
parents
that
make
sure
that
this
stuff
is
not
getting
this
hard
on
them
in
ninth
and
tenth
grade
and
then
just
trying
to
shove,
tutoring
into
them
to
make
sure
that
they're
getting
it
and
then
when
we
give
it
to
them,
we
don't
want
to
give
them
the
supports
and
say:
okay,
we're
giving
it
to
them.
K
So
I
think
dr
williams
and
miss
belcher
alluded
to
a
few
of
those
practices
that
we're
currently
putting
in
place,
although
it
will
take
some
time.
The
shoring
up
of
that
that
viable
and
guaranteed
curriculum
for
ela
and
math
in
our
earlier
grades
will
make
a
difference
once
we're
able
to
to
really
have
that
strong
curriculum
in
place.
K
Providing
those
enrichment
opportunities
is
a
lot
easier,
because
your
core
is
solid
and
firm
and
students
are
are
going
to
get
all
the
the
grade
level
supports
that
they
need,
in
addition,
as
students
increase
or
progress
through
through
high
school,
providing
opportunities
for
students
to
take
the
honors
courses
so
that
they
can
get
the
materials
that
they
need
and
the
content
and
skills
that
they
need
in
order
to
be
able
to
access.
Ap
courses
is
very
important
college
board.
K
Also,
just
as
a
side
note,
one
of
the
things
that
college
board
tries
to
remind
us
all
of
is
the
fact
that,
just
by
taking
an
ap
course,
students
are
better
off
because
they
are
exposed
to
a
level
of
curriculum
and
content
and
skills
that
is
far
beyond
what
they
would
see.
In
a
regular
classroom
and
students,
you
know
it's
research
proven
that
students
will
be
more
successful
in
in
college,
just
based
on
being
able
to
be
exposed
to
that
curriculum.
Just
just
a
side
note.
B
N
Ready
great
day,
everyone
a
great
day
reverend
dr
eric
mack
ford
chair,
ms
courtney
waters
vice
chair
board
members,
dr
pulsarate.
We
like
to
thank
you
all
so
much
for
giving
us
an
opportunity
today
to
have
two
of
our
middle
schools,
share
the
state
of
their
schools
to
include
their
successes,
their
areas
of
opportunities
and
the
strategies
they're
going
to
put
in
place
to
address
those
areas
of
opportunities.
N
So
we
have
with
us
here
today
to
amazing
principals
and
principal
maike
porter
from
the
ce
north
campus
and
principal
kevin
smith
from
the
ce
south
campus,
we're
gonna
start
with
ms
porter
and
they're
gonna,
give
you
a
five
minute
presentation
each
and
then
we're
going
to
conclude
with
10
minutes
of
questions
that
you
may
ask.
So
let's
welcome
them
and
without
further
ado,
we'll
get
started.
Q
At
ce
williams,
north,
our
overall
goal
is
to
increase
readiness
levels
of
all
scholars
in
our
building.
In
order
to
do
this,
our
main
focus
areas
are
using
data
to
improve
instructional
practices
and
solidifying
practices
that
address
the
social,
emotional,
social,
emotional
learning
for
our
scholars,
which
in
turn
create
a
more
positive
learning
environment.
Q
Q
As
a
result,
we
saw
a
significant
decrease
in
the
number
of
office
referrals
to
the
previous
year
for
our
sixth
grade
learners
and
to
add
to
this
hot
off
the
press.
Our
data
this
year
doesn't
look
too
bad
either
it's
it's
pretty
awesome.
Our
disciplined
data
is
looking
really
good.
Q
Last
year
was
a
year
of
immense
change
nationally,
but
especially
for
middle
schoolers.
In
west
ashley,
we
had
five
different
times
that
groups
of
students
entered
the
building
for
in-person
learning
throughout
the
year.
We
spent
a
considerable
amount
of
time
and
energy
building
and
maintaining
positive
relationships.
Q
Over
the
summer,
we
developed
a
strategic
plan
to
ensure
that
all
learners
were
placed
into
a
learning
pod
that
was
conducive
to
learning
and
with
the
students
from
with
students
from
different
elementary
schools
and
neighborhoods.
In
an
effort
to
diversify.
Not
only
our
campus,
but
also
each
one
of
our
classrooms.
Q
Being
fully
transparent,
I
must
say
that
initially,
the
transition
and
of
west
ashland
middle
school
of
the
merge
was
a
bit
tough
on
everyone.
Due
to
the
pandemic
and
circumstances
that
were
out
of
everyone's
control.
We
realized
that
we
had.
We
have
a
considerable
amount
of
ground
to
cover
in
order
to
catch
up
our
sixth
graders,
both
academically
and
socially.
Q
Q
We
are
consistently
consistently
increasing
outcomes
in
reading
and
mathematics,
with
targeted
intervention
supports
for
students
scoring
does
does
not
meet
and
approaching
on
sc
ready.
We
started
the
beginning
of
the
school
year,
specifically
targeting
students
who
struggled
through
the
pandemic,
with
virtual
learning.
O
Q
Q
We
are
focusing
on
students,
involvement
and
accountability
and
owning
their
own
data
through
the
use
of
data,
trackers
and
pbs
online
rewards
creating
a
safe,
culturally
responsive
learning
environment
through
strategic
master
scheduling
we
created
learning,
pods
teaming
a
flex
period
and
after
school
clubs.
In
addition,
we
created
two
new
related
arts
classes
in
order
to
provide
safe
spaces
for
teachers
to
work
with
learners
on
social
skills
and
social
emotional
learning
in
smaller
group
settings.
G
Q
Closing,
I
would
like
to
say,
although
we
do
not
know
what
the
future
holds
for
our
sixth
grade
concept,
we
are
confident
that
we
are
changing
the
trajectory
for
many
of
our
young
learners
by
providing
opportunity
and
access
to
high
quality
learning
opportunities
and
social
emotional
support.
On
an
added
note,
I'd
love
to
have
you
all
come
out
and
visit
we'd
love
for
you
all
to
see.
What's
going
on.
Thank
you.
R
So
you'll
hear
me
talk
a
little
bit
more
about
that.
As
I
go
into
my
presentation,
so
some
of
our
points
of
pride
we
see-
and
we
also
are
looking
at
our
spring
2021.
R
Some
of
our
points
of
pride,
though,
are
wide
range
of
course,
offerings
for
our
students,
that
includes
geometry,
honors,
algebra,
1,
honors,
english,
1
honors.
We
have
a
variety
of
what
we
call
encore.
Some
people
call
them
exploratory
courses
as
well.
We
also
have
opportunities
for
students
to
engage
in
both
math
and
reading
acceleration.
R
Two
other
points
of
pride
include
our
data
seventh
grade
reading
scores
show
that
58
percent,
so
almost
60
percent
of
our
students
based
on
nwea,
which
is
where
we
get
our
map
data,
our
students
scoring
at
average
or
above
with
almost
40
percent
of
them,
scoring
a
high
average
to
high
for
our
eighth
graders
in
reading
as
well.
R
Over
sixty
percent
of
those
students
based
on
their
based
on
their
percentile
band,
are
scoring
at
average
or
above
with
almost
40
percent
of
them,
scoring
at
high
average
to
eye
to
high
excuse
me
now
the
data
we
have
to
own-
and
this
is
our
data
as
well.
Unfortunately,
when
we
look
at
our
math
scores
for
the
same
year,
we
only
see
45
percent
of
our
seventh
graders
and
only
50
percent
of
our
eighth
graders.
R
By
the
same
measure
scoring
at
average
or
above,
we
also
as
well
at
our
school
as
well
as
you
see
in
our
district
in
our
state
in
our
nation.
Unfortunately
experience
performance
gaps,
but
we
see
those
disparities
amongst
our
groups,
most
specifically
with
our
african-american
students
going
not
doing
as
well
as
some
of
their
counterparts,
and
we
also
know
that
growth
in
reading
and
math
have
to
be
accelerated,
because
we
know
that
several
students
were
not
in
person
for
instruction
for
at
least
one
and
a
half
years.
R
R
We
will
be
able
to
do
that
through
adaptive
software
again,
those
acceleration
forces
some
people
call
it
intervention,
we
like
to
say
acceleration
and
we
were
able
to
now
have
two
teachers
who
can
provide
math
acceleration
for
our
eighth
graders,
still
one
teacher
providing
those
for
both
seventh
and
eighth
for
seventh
graders
as
well,
and
we
do
the
same
for
reading.
We
have
reading
acceleration,
both
seventh
and
eighth
graders.
R
We
also
know
that
the
instructional
design
focus
has
to
be
on
increasing
student
engagement
in
tasks
at
the
depth
of
knowledge
to
level
or
above
so
there
was
a
question
about
what
do
we
mean
by
rigor
and
what
does
that
look
like?
So,
at
the
school
level,
when
we
see
the
state
assessments,
we
know
that
sc
ready
test
students
mostly
had
a
depth
of
knowledge
too,
at
least
for
those
questions
and
definite
dollars,
too,
includes
questions
such
as
asking
students
to
identify
and
summarize
describe
or
solve
multi-step
problems.
R
So
some
of
our
promising
initiatives
include
our
asap.
We
call
it
asap
is
after
school,
academic
partners,
that's
happening
at
the
school
level
and
also
saturday
academy.
This
is
our
second
year
having
been
designated
a
title
one
school,
so
we
receive
funds
for
title
one
from
the
federal
government
now
which
allows
us
the
opportunity
to
extend
our
school
day
for
targeted
students.
R
Next
lunch
learning
center
llc
is
what
you
would
hear
us
talk
about.
Llc
is
where
we
have
students
in
our
school,
unfortunately,
who
are
not
doing
well,
even
while
they're
in
person,
so
that's
an
opportunity
for
a
40-minute
period
of
time,
rather
than
those
students
going
to
lunch
in
recess
those
students
who
we've
targeted
as
a
small
group
have
to
they
will
get
their
lunch.
R
Of
course,
they'll
be
able
to
eat,
but
we
need
to
get
them
caught
up,
and
so
they
would
work
with
their
teachers
during
that
time,
so
that
we
don't
have
to
allow
them
to
continue
to
slide
further
further
behind
on
their
school
work.
So
that's
what
llc
is
and
then,
during
our
whatever
I
need
period
win
period.
That's
a
25
minute
period,
that's
throughout
the
day
for
several
of
our
on
our
bell
schedule,
and
during
that
time
students
are
working
on
adaptive
software.
R
That's
also
where
our
students
scooping
our
teachers
are
delivering
the
second
step:
social,
emotional
curriculum,
but
during
the
time
that
they're
doing
adaptive
software
teaching
them
pulling
those
students
and
having
those
one-on-one
conferences
with
them
for
about
five
to
seven
minutes
until
they
can
get
through
a
cycle.
Usually
that
cycle
will
take
two
or
three
weeks.
They
continue
to
do
that
with
those
students.
That
also
helps
us
not
only
try
to
keep
students
on
track.
R
When
we
looked
at
our
panorama
survey,
we
realized
that
students
said
that
they
did
not
have
really
good
connections
with
their
teachers,
and
we
we
can
talk
about
why
that
might
be
from
last
year,
with
a
lot
of
students
in
person
or
not
in
person,
school
and
virtual,
and
then,
of
course,
these
masks
and
things
like
that,
of
course,
that
we
have
to
experience.
So
we
want
to
really
try
to
help
continue
to
overcome
that
barrier,
that
we
experience
and
so
in
saying
all
that,
as
we
conclude.
R
We
know
that
we
have
to
create
a
school
culture
that
has
high
expectations,
provides
high
levels
of
support
and
engage
students
in
curricular
and
extracurricular
activities
that
get
them
excited
about
school,
and
I
think
we
cannot
understate
the
need
to
get
students
excited
about
school.
Again
more
than
ever,
we
must
be
relentlessly
focused
on
student
learning,
while
we
grow
to
meet
the
challenges
that
we
are
experiencing
for
the
sake
of
our
children.
R
What
you
see
on
up
there
is
a
collage
of
montage
collage
of
some
of
the
images
around
our
school
things
that
we
have
been
able
to
start
doing
this
year
so
that
we
can
again
get
students
excited
not
only
about
learning
but
also
excited
to
come
to
school
each
and
every
single
day.
Thank
you.
So
much
for
this
opportunity.
O
B
Initiatives
are
just
absolutely
amazing,
and,
mr
smith,
I
love
yours.
Yours
are
just
astounding.
70
of
the
kids.
Sixth
graders
last
year
did
not
show
growth
and,
and
while
we
realized
a
lot
of
that's
coveted,
did
anybody
go
back
and
compare
that
to
the
number
of
sixth
graders
in
d10
in
the
1819
school
year
I
mean
did.
G
C
G
B
R
R
This
porter
wasn't
here
you
know
last
year
was
her
first
year
in
our
district
and
before
that
was
classical
her
second
year
in
the
district,
but
her
first
year
in
the
district,
she
was
at
west
asheville
middle
school,
and
I
was
a
senior
ladies.
So
going
back
and
doing
those
comparisons
was
a
little
bit
more
difficult
because
the
schools
were
even
in
a
different
configuration.
But
to
answer
your
question
and
really
without
a
doubt,
no,
that's
not
good.
B
Q
I
can
definitely
answer
that
question.
We
are
confident
that
our
numbers
will
be
way
better
than
that
based
on
having
all
of
our
students
in
person
from
day
one
that's
huge.
We
had
80
students
that
started
the
beginning
of
the
year
last
year
and
our
last
group
of
students.
We
had
two
about
a
hundred
and
I
would
say
about
a
hundred
that
came
in
in
february,
so
that
was
a
huge.
Q
J
A
Miss
waters,
yes,
thank
you,
ms
herder,
miss
porter
in
your
impact
on
student
outcomes,
section
you're
number:
three:
you
talked
about
creating
a
safe,
culturally,
responsive
environment.
Can
you
talk
about
what
that
looks
like
in
practice
sure.
Q
Approximately
90
of
our
teachers
are
trained
in
capturing
kids
hearts.
We
also
have
about
46.
Q
I
believe
that
we're
trained
in
restorative
practices
at
this
point-
and
that
is
a
goal
of
ours-
to
have
100
of
our
faculty-
that's
willing
to
go
through
that
training
and
they
all
seem
very
eager
and
wanting
to
to
have
that
training
just
to
support
the
things
they're
already
doing.
If
you
walk
through
my
building
right
now,
you'll
see
restorative
circles
going
on.
Q
We
have
people
that
are
coming
to
visit,
just
to
see
those
great
things
that
are
happening
not
just
for
the
social
emotional
learning,
but
we
have
teachers
that
are
extending
that
as
a
practice
in
their
classroom
to
review
review
materials
in
a
social
studies
class,
or
I
pop
in
I'll,
see
math
a
beach
ball
going
across
the
room
and
just
really
interactive.
Q
So
I'm
confident
that
that
you
know
these
changes,
these
little
changes
and
tweaks
that
we're
making
are
going
to
have
a
great
impact,
we're
seeing
it
now.
I
just
had
our
data
pulled
this
morning.
We
had,
I
believe
I
want
to
say,
with
67
referrals
first
quarter
and
now
we're.
I
think
92
total
for
the
entire
year,
which
is
huge
for
a
middle
school
and
and
I'm
I
I
can
tell
you
on
one
hand
the
amount
of
altercations
or
hit
hit
strike
punch.
Q
You
know
those
that
we've
had
in
comparison
to
other
years
even
last
year.
It
was
a
much
larger
number,
so
we're
we're
really
seeing
the
benefits
paying
off
now.
At
this
point,.
L
Yes,
thank
you
miss
porter
and
mr
williams,
so
miss
waters.
I
was
going
to
touch
on
miss
porter
and
mr
williams
with
a
quick
question,
but
miss
porter
since
you've
already
answered
part
of
it.
That's
great
so
I'll
go
to.
Mr
williams.
Tell
me
about
walk
me
through
one
of
those
promising
initiative
and
actually
the
one.
L
Two
and
three
I
mean
I
like
all
three,
but
I
tell
you
what
tell
me
walk
me
through
number
three:
the
the
student
conferences,
doing
the
the
whatever
I
need
when
period
and
the
reason
I'm
asking
that
question,
because
I
heard
you
said
something
about
the
student
and
the
teacher
bonding
together
or
connecting
with
one
another
which
is
critical
and
important.
I
believe
in
learning
environment,
but
tell
me
about
that
wind
period.
R
So
when
period
is,
is
a
lot
of
people
have
flex
periods?
A
lot
of
people
have
like
30
minutes
for
40
minutes.
For
us
it
just
kind
of
worked
at
about
27
minutes
during
that
time.
It's
a
time
where,
essentially
it's
it's
called
academic.
It's
academic
intervention
on
this
student's
schedule,
but
it's
called
when
because
it's
the
opportunity
for
students
during
that
time,
but
they're
not
being
graded
but
they're
able
to
do
the
adaptive
software
on
wednesdays.
R
We
do
the
second
step
delivery
of
the
lessons
we
track
when
teachers
are
getting
those
completed.
So
that's
the
social
emotional
piece,
but
as
they're
working
on
alex
as
they're
working
on
any
other
adaptive
software
getting
caught
up
so
essentially
during
the
class,
while
students
working
independently,
the
teacher
would
say:
hey
can
you
come
here
and
let's
sit
down
in
my
desk
and
then
they
would
have
that
five
to
seven
minute
conference.
R
So
what
we
did
was
we
created
a
few
questions
to
be
the
leading
questions
to
help
the
teachers
get
started,
because
we
know
some
people
honestly
have
a
little
bit
more
of
an
ability
to
have
those
one-on-one
conversations
and
they'll.
Do
it
very
organically
and
some
people
need
a
question
starter
with
students,
so
that's
what
that
looks
like
teachers
have
a
binder
where
they
should
be
tracking
that
conversation
with
the
students
and
so
like.
I
said
on
everybody
every
two
to
three
week
cycle.
R
G
R
L
L
It
did
so,
I
guess
I'm
trying
to
gather
two
and
and
within
that
win
period
it
gives
that
teacher
an
opportunity
to
have
a
more
in-depth
conversation
that
students
should
may
need
additional
service.
Maybe
mental
health
or
or
anything
that
may
be
going
on
with
them
outside,
so
it
just
gives
them
an
opportunity
to
really
explore
different
avenues
and
to
be
able
to
assist
them
in
areas
that
they
may
need
helping.
Am
I
correct.
R
That's
correct,
but
I
also
want
to
just
add
another
layer
which
I
didn't
do
in
the
time
frame
that
we
that
we
we
initially
had
the
other
layer
of
that
is.
I
have
three
school
counselors
and
they
are
amazing
and
what
they
have
been
doing
is
what
they
call
minute
meetings.
Unfortunately,
those
meetings
actually
take
about
15
to
20
minutes.
R
So
what
they
have
been
doing
is
meeting
with
every
student
on
their
caseload
as
well,
and
so
not
only
do
they
have
the
win
conferences
with
the
teacher,
but
our
school
counselors
are
also
meeting
with
the
students
to
make
sure
they
have
some
face
time
and
that
we
told
our
teachers
and
our
students
how
they
can
actually
request
a
school
counselor,
and
so
they
actually
use
a
google
form
where
the
students
have
access
to
it
when
they
need
to
see
a
counselor.
R
G
P
Yes,
mr
wheeler
and
owning
the
data,
I
noticed
that
you
presented
the
percentages
in
your
spring
2021
math
scores,
but
when
you
came
down
to
the
ethnic
subgroup
battle,
we
didn't
see
any
any
percentages,
and
it
just
only
shows
that
there's
a
significant
performance
disparity
is
there
a
way
that
we
can
get
that
information.
R
Absolutely
that's
on
nwea
I
mean
I
don't.
I
don't
have
it
with
me
right
now,
but
I
could
easily
access
it.
I
didn't
put
it
in
there
because
I
could
go
very
deeply
into
it,
but
I
can
tell
you
this
and
just
again
I'll,
be
very,
very
honest
with
where
we
see
our
african-american
students
scoring
and
where
we
see
some
of
their
counterparts
scoring
it's
not
even
about
the
comparison.
Let
me
be
very
clear:
it's
not
about
the
comparison
of
a
subgroup
against
a
subgroup.
R
We
know
that
where
our
african-american
students
are
scoring
is
not
it's
not
acceptable,
and
so
what
we
all
have
to
do
not
only
as
practitioners
but
also
in
some
cases,
researchers
where
we
try
to
figure
out
what's
happening,
we
can
talk
about
the
knowledge
gap
by
natalie
wexler,
a
book
that
was
provided
to
us
where
I
shared
with
my
teachers.
If
you
don't
understand
these
words
and
you're
asked
to
read
the
reading
passage
and
you've
never
been
exposed
to
them,
you're
going
to
have
a
very
difficult
time.
R
If
you,
I
would
say
that
to
answer
your
question
about
data,
it's
I
can
tell
you
that
sometimes
it's
a
50
percentile
difference
between
where
we
see
our
highest
subgroups
growing
or
we
saw
african-americans
something
small.
The
question
is:
why
are
our
african-american
students
going
where
they
are
knowing
that
some
of
those
african-american
students
are
in
the
higher
levels,
so
every
every
black
student
is
not
underperforming
as
a
group,
black
students
are
underperforming.
R
Why
and
that's
what
we
have
to
become
curious
and
we
have
to
become
practitioners
who
are
trying
things
that
we
haven't
either
tried
before
or
keep
doing
things
that
we've
seen
that
promise.
So
to
answer
your
question,
the
answer
is
yes,
I
can
get
that
data
for
you,
it's
very
it's
accessible
through
nmea
and
no,
it's
not
acceptable,
but
yes,
we're
going
to
do
something
about
it.
Now
I
don't
know
if
everything
that
we
do
is
going
to
work,
but
I
can
tell
you
that
we
have
to
do
the
work
to
see
what
works.
Okay.
P
And
I
guess
my
second
question
to
you
is
when
you
send
us
that
data,
could
you
just
let
us
know
what
you're
doing
at
the
school
level
to
mitigate
those
differences?
Absolutely.
R
You
know
what
I
mean:
it's
not
that
we
say
we're
going
to
just
try
to
work
for
the
black
students,
but
when
we
look
at
our
students
who
are
underperforming,
a
lot
of
those
students
are
black
they're,
not
all
black,
and
so
yes,
we
definitely
will
share
that
with
you.
But
I
want
to
also
say
that
some
of
those
initiatives
like
if
we
target
students
that
come
to
our
after
school
academic
partners
a
lot.
B
I
I
I
love
the
presentation
and
I
love
what
we're
doing
with
the
the
three
counselors
and
how
we're
reaching
out
to
these
children,
and
just
like
dr
french
said,
you
know,
if
there's
ever
a
barrier
that
you
feel
like
you're
running
into
as
far
as
implementing
something
that
you
feel
like
is
going
to
work,
don't
ever
be
afraid
to
come
to
us
and
thank
you
very
much
and
I
will
be
visiting
you
guys
soon.
I
promise
I
will
be
over
there
visiting
you
guys
soon.
R
Q
Absolutely
just
to
go
back
again.
We
have
six
different
feeder
schools
coming
from
different
places
in
west
ashley,
some
very
affluent
some
very
title
one
and
I'm
having
the
opportunity
to
bring
all
of
the
students
into
one
campus,
we're
not
just
teaching
them
the
reading.
Writing
arithmetics
right,
we're
teaching
them
life,
we're
teaching
them
how
to
to
get
along
with
with
people
that
don't
look
like
them,
people
that
don't
may
not
act
like
them,
but
we're
all
the
same.
Q
We're
one
person
right
we're
we're
just
one
we're
humans
and
so
we're
teaching
that
we're
giving
them
space
and
we're
explicitly
teaching
things
throughout
the
day
in
our
lessons
through
social
emotional
learning.
Q
But
just
everything
that
we
do
is
about
whole
child
and
teaching
children
these
concepts,
in
addition
to
all
the
things
that
we
said
already,
we
have
15
teachers
that
are
on
our
campus
right
now
that
are
currently
in
the
university
of
south
carolina
cohort
and
they're
earning
their
masters
of
education,
a
master's
degree
in
education
with
a
multi-multicultural
context,
so
they're
really
in
the
work.
Their
researchers,
like
mr
smith,
said
they're
delving
in
what's
working
their
current
class.
Q
R
And
I'll
say
this
haven't
been
to
c.e
williams,
when
you
were
in
sixth,
seventh,
eighth
grade
school
and
having
in
love
with
and
love
sixth
graders.
I
do
knowing
that
what
the
intent.
The
intention
of
intention
excuse
me
having
these
campus
separated
to
provide
all
students
in
west
ashley
the
same
and
equitable
opportunities
has
been
accomplished.
R
There's
no!
I
want
to
go
to
that
school.
I
want
to
go
to
this
school
that
has
been
accomplished
and
it
does
provide
us
a
little
bit
more
opportunity
to
hone
in
on
being
much
more
responsive
to
middle
level
adolescence.
You
know
in
a
way
that
that
we
weren't
able
to
do
before
now,
once
we
get
to
coleman
and
continue
to
cope
with
that,
I
heard
a
little
bit
a
bit
challenging
to
merge
two
schools
move
into
a
new
building
and
have
about
five
first
days
of
school
last
year.
R
F
Ms
frederick,
yes,
this
is
a
picture
we
made
copies
and
we'll
pass
it
out
to
board
members
in
a
moment,
but
this
is
what
the
attendance
lines
in
west
ashley
used
to
look
like
all
of
the
students
who
lived
in
the
area.
That's
brown
went
to
this
red
dot
school.
F
All
the
students
who
lived
in
this
area.
That's
blue,
crossed
this
area
and
went
to
the
blue
dot
school,
and
so
we
we
want
you
to
see
what
that
attendance
area
used
to
look
like
before
the
board
made
the
decision
to
at
least
pilot
the
schools
in
in
the
current
configuration.
So,
dr
williams,
if
you
would
help
make
sure
each
board
member
gets
a
copy,
I
would
really
appreciate
it
because
the
new
board
members
would
not
have
seen
that
chart.
D
O
Thank
you
so
much
miss
patrick.
You
presented
a
report
to
the
board
at
the
last
meeting
and,
of
course
you
have
the
compliance
plan
in
your
packet,
so
I
would,
along
with
miss
rush.
If
there
are
any
questions
we
we
can
take
them.
We
did
get
one
question
and
all
the
board
members
have
a
response
at
their
at
their
table.
So
if,
if
there
are
questions
we
will
respond,
if
they
are
none,
then
we
ask
that
you
thank
you.
B
The
motion-
I
was
wondering-
and
maybe
I'm
sorry,
I'm
miss
rush.
Ms
rush
is
she
here
she
is
here.
The
compliance
plan
looks
really
well
thought
out,
and
I
appreciate
you
answering
my
question
that
I'm
also
looking
forward
to
what
we're
going
to
do
above
and
beyond,
and
I
hope
that
you
can
come
back
at
some
point
and
give
us
more
information
about
that,
because
it
shouldn't
just
be
compliance
but
to
to
go
all
out.
I
hope.
B
O
K
O
G
G
Have
three.
D
Action
items
and
four
information
items
and
the
information,
if
you
have
any
questions
about
it,
just
let
us
know.
B
Thank
you
miss
waters,
so
we
have
on
our
agenda
the
policy
ihbhe
schools
of
innovation.
This
is
a
recommendation
from
an
ad
hoc
committee
on
schools
of
innovation.
I
was
the
chair,
lauren
herderick
and
courtney
waters,
who
are
also
on
the
committee
and
we've
brought
this.
We
know
that
this
is
a
rather
detailed
policy.
B
We
just
wanted
to
explain
that
there
were
the
changes
in
the
law
were
rather
complicated
and
there's
a
lot
of
information
that
we
were
able
to
research
about
the
the
waiver
application
process
at
the
board
state
board
level
that
we
felt
really
helped
to
inform
this.
B
So
we
did
try
to
incorporate
some
of
the
language
in
the
law
and,
in
that
waiver
form
to
help
people
understand
better
what
this
policy
will
help.
Our
schools
do-
and
I
think
one
thing
that
we
all
came
to
this
with-
was
that
a
school
of
innovation
doesn't
have
to
be
the
entire
school,
changing
everything
it
can
be
a
program
within
the
school.
B
Some
of
the
ideas
that
you
heard
today
are
very
innovative,
but
if
they
had
run
up
against
an
issue
like
we
need
more
time
for
our
teachers
to
work
on
this,
they
are
already
overworked.
How
can
we
approach
that,
then?
The
district
can
help
them
determine
if
they
need
a
state
waiver
or
if
they
can
do
it
through
another
means.
So
this
attempts
to
address
these
issues
and
once
we
have
a
motion
I'll
be
happy
to
answer
any
questions.
O
B
B
So
I'm
going
to
read
the
the
motion
move
to
approve
policy,
ihbhe
schools
of
innovation
and
exhibit
ihbig-e,
with
the
understanding
that
administrative
rule
I-h-b-h-e-a-r
is
under
development
and
we'll
come
back
to
the
ad
hoc
committee
for
a
review
and
recommendation
to
the
board
and
that
last
part
of
the
motion
is
unusual.
Administrative
rules
are
written
by
staff
and
generally
are
not
subject
to
a
vote
from
the
board.
B
However,
in
this
case,
we,
the
ad
hoc
committee,
was
obviously
very
interested
in
a
lot
of
the
details
of
what
will
happen
with
the
administrative
rule
we
actually
had.
You
know
took
some
things
out
of
policy
that
we
realized
were
more
appropriate
in
the
administrative
rule,
so
we
wanted
a
chance
to
look
at
that
make
sure
we
felt
that,
like
it,
aligns
with
the
policy
in
the
law
since
everything's
so
complicated.
So
I
hope
that's
clear,
so
I
guess
I'll
go
around
mr
harder.
Do
you
have
any
questions?
No
questions,
ms
coakley.
O
J
So
I
guess
my
only
question
is:
is
what
happens
if,
like
the
sixth
grade
academy,
at
c
williams,
which
appears
to
be.
B
So
we
felt
like
that,
anytime
that
a
school
wants
to
apply
for
innovation,
that
they
need
to
show
that
they're
also
addressing
academic
progress
and
improvements
for
students.
We
felt
that
you
know
social,
emotional,
physical,
education,
mental
health,
education
are
all
very
valuable
components
of
meeting
the
needs
of
the
whole
child
and
will
impact
academic
progress.
G
O
B
Thing
that
that
is
was
really
interesting
to
us
is
that
the
waiver
form
that
the
sea
department
of
ed
developed
does
require
signature
from
the
board,
obviously
because
we
have
to
approve
it
with
a
two-thirds
vote,
signature
from
the
principal
and
for
the
school
improvement
council
chair,
and
so
we
really
wanted
to
emphasize
that
piece
of
it,
because
we
know
that
school
improvement
councils
are
where
all
of
the
school
community
can
really
participate,
and
I
felt
like
it
was
important
to
emphasize.
B
B
And
I
I
think
I
need
a
point
of
clarification.
Maybe
from
the
parliamentarian
I
was
discussing
with
legal
that
we
may
need
a
couple
of
small
edits
in
the
legal
references
section.
Would
we
need
that
to
come
back
for
a
vote
at
the
board
meeting
next
week
for
first
reading
or
can
okay
all
right?
Thank
you.
B
A
French
next
we'll
move
on
to
section
six.
It
was
just
other
business.
First,
we'll
have
reverend
mack
with
an
update
to
the
board
appointees
to
the
esther
3
advisory
team.
Yes,.
L
So
at
the
last
board
meeting
I
indicated
that
I'll
have
three
names
to
report
today.
I
do
have
one
out
of
the
three
to
report
just
waiting
on
the
other
two
for
a
confirmation
in
making
sure
that
there's
no
conflict
of
interest
there,
but
the
one
of
the
names
out
of
the
three
is
rainy
sias,
has
agreed
and
does
not
have
any
conflicts.
A
S
Thank
you,
mr
chairman,
and
the
board
for
our
legislative
update.
I
want
to
provide
a
brief
overview
of
the
2021
post-session
report
that
we
provided
to
you
just
to
give
you
an
overview
of
not
only
what
just
passed
in
this
past
legislative
session,
but
the
bills
that
are
pending
and
in
consultation
with
dr
taylor
and
by
the
postal
weight.
We
want
to
make
sure
you
understand.
You
got
a
description
of
the
bill
and
the
requirements
to
make
sure
the
district
is
in
compliance
with
those
laws.
S
If
you
go
through
pages
one
through
five,
you
will
see
that
the
key
bills
that
were
passed
this
year
and
the
description
of
course
when
a
bill
becomes
a
law,
it's
an
acting
law
and
has
an
act
number.
Of
course
you
have
the
the
sponsor
that
bill
and
the
school
district
requirements.
S
Page
six
of
the
post-session
report
each
year,
the
most
important
piece
of
legislation
that
passed
the
general
assembly
is
the
general
appropriation
bill,
the
budget.
So
what
we
did
provided
here
was
the
key
funding
items
that
were
in
the
budget
this
past
year.
S
Also,
there
are
several
pages
on
provides.
Those
provisos
are
generally
temporary.
That
also
has
the
act
of
law.
Of
course,
the
mass
mandate
prohibition
was.
There
was
a
lot
of
discussion
on
that,
but
there's
this
other
key
provides
those
that
are
passed.
For
example,
on
page
16,
1.53
1.35
of
the
proviso
was
a
reporting
of
student
report
cards
and
accumulated
gpas
for
grades
9
to
12..
S
That's
another
key
proviso:
point
1.38,
there's
a
proviso
that
requires
that
or
prohibits
the
department,
education
and
school
districts
from
selling
advertisements
for
on
school
buses.
So
there
are
numerous
provisos
in
the
general
appropriation
bill
that
carry
over
for
from
year
year
from
time
to
time.
Sometimes
those
are
amended
and
we
certainly
keep
our
eyes
on
those
as
well.
S
On
page
33
of
the
post-session
report,
within
a
second
of
a
two-year
session,
so
those
bills
they
maintain
their
status,
whether
in
committee
on
the
house
or
senate
floor,
and
they
also
have
a
chance
of
passage
of
this
year
as
well.
And
so,
if
you
as
you,
read
it
on
page
34
throughout
the
rest
of
our
report,
you
will
see
those
key
pieces
of
legislation
that
have
a
chance
of
passing
this
year
and,
of
course,
of
course,
there's
an
importance
to
you.
S
The
house
has
already
selected
their
dates
for
pre-filing
of
legislation,
which
is
november
10th
through
the
17th.
We'll
know
later.
Maybe
this
next
couple
weeks
about
when
the
senate
pre-filings
are
going
to
be
and
what
we'll
do
we'll
do
an
ounce
of
those
bills
and
bring
them
back
to
your
legislative
committee,
so
you'll
be
ready
for
the
next
letter,
so
legislative
session
determine
whether
or
not
you
want
to
be.
You
remain
neutral
on
some
of
these
bills
or
you
want
to
actively
participate
in
the
lobbying
process
this
week
on
november
11th.
S
A
Thank
you,
mr
campbell.
We
will
turn
it
over
to
questions
I'll
go
around
what
river
meg
do
you
have
any
questions,
miss
darby.
B
D
J
G
S
Bills
out
there
now
that
they
were
part
of
a
major
legislative
package.
B
S
I
agree
with
you
on
that.
On
that
point
I
think
it's
enough
on
the
intended
for
us
to
say
grace
over
as
they
say
thank.
L
A
All
right:
next,
we
have
our
consent
agenda
items,
items
4c
and
5b,
which
were
both.
A
Of
the
update-
yes,
okay,
do
it
parliamentarian,
mr
parliamentary?
Do.
Q
D
A
No,
I
I
got
it
okay,
okay,
that's
fine!
All
right!
So
4c
is
on
the
consent.
Agenda
and
5b
will
be
tabled.
A
Okay,
all
right,
so
the
upcoming
meetings
november
8th,
we
just
finished
november
15th.
We
do
have
a
board
meeting
and
then
just
for
a
point
of
reference
december
13th
will
be
a
combined
meeting
where
we'll
do
the
committee
of
the
whole
and
the
regular
board
meeting
on
the
same
day.
L
A
special
call
meeting
is
tentatively
set
for
3
30.,
so
if
we
can,
that
is
2
45.
Now,
if
we
can.
L
It
is
2
45.
Now
we
can
resume
in.
Q
L
L
L
Okay,
we're
going
to
call
our
special
call
board
meeting
to
order
entertain
a
motion
for
the
adoption
of
the
agenda.
B
L
And
I'm
sorry,
miss
darby,
miss
coakley.
D
Oh,
we
didn't
hop
up.
Yes
did
you.
D
L
Right
are
you
we
just
vote
we're
just
voting
on
the
adoption
of
the
agenda.
Have
you
had
an
opportunity
to
log
into
city
agenda.
L
G
G
L
We're
going
to
reconvene
back
into
open
session
item
4a.
Is
there
a
motion.
D
Ahead,
no
I'm
sorry
it's
in
reference
to
full
review.
L
Okay,
all
right
all
right
after
we
after
we
make
this
motion
here.
Let
me
just
indicate
what
we're
about
to
do
here.
Item
4b
is
the
face
mask
requirement.
Ms
darby,
you
were
saying
something.
C
I
have
a
motion
I'd
like
to
move
to
have
the
mass
mandate
expire
on
wednesday
november
10th
2021
continue
offering
vaccines
to
eligible
students
and
follow
policy
add
as
to
when
the
mass
mandate
needs
to
go
into
effect
period.
L
Seconded
by
dr
frazier
moved
by
miss
darby
second
by
dr
frasier
too.
If
I'm
reading
it
correctly
I'll.
G
D
No,
I've
changed
them.
Okay,.
J
C
L
J
C
No,
I
don't
I
don't
mind
we
could
just
add
at
the
end
of
as
to
when
the
mask
mandate
needs
to
go
into
effect.
C
Or
maybe
we
could
say
and
follow,
follow
policy
add
as
to
when
the
mass
mandate
needs
to
go
into
effect
period.
The
board
will
convene
as
needed
or
the
board
will
convene,
because
I
don't
want
to
say
it's
just
on
the
medium
high
because
our
numbers
might
be
high.
Can
we
just
say
the
board
will
convene
as
needed
in
that
sentence.
L
All
right,
everyone
clear
on
the
motion
all
right
hearing
the
motion.
It
has
been
properly
moved
by
ms
darvey
seconded
by
dr
frazier
hearing,
no
further
questions.
We
ask
that
you
please
cash!
Your
vote,
I'm
sorry,
dr
french,.