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C
Good
afternoon
I'm
Christian,
French
and
I
am
in
love,
MS
herderick
running
the
meeting
for
the
ad
hoc
committee
to
run
our
work
session
today
for
a
special
called
work
session.
So
I'm
calling
this
session
to
order,
Miss
herderick
will
be
joining
us
shortly.
Ms
Waters
is
on
Zoom
Reverend
Mac
is
on
Zoom
Miss,
Darby
and
Miss
green
are
here
in
person
as.
C
C
C
H
C
A
B
C
All
right
you're
on
Cindy,
okay,
so
everyone
received
both
two
different
reports
on
community
input.
The
first
was
the
synopsis
of
the
community
vision
and
values
survey
and
then
the
other
was
a
synopsis
of
the
notes
that
you
all
submitted
from
your
listening
sessions
that
you
did
throughout
the
community
over
the
last
several
weeks.
C
I
On
both
stop
on
either
documents
and
either
document,
it's
a
couple
things
that
stood
out
to
me
is
is
in
the
sessions
that
I
did
same
kind
of
things
were
were
what
people
were
saying:
college
career
a
lot
of
Next
Step,
ready
a
lot
about
being
on
academic
grade
level.
I
feel
like
there
was
probably
in
the
in
the
sessions
I
did.
There
was
probably
more
discussions
about
mental
health
support
and
students
being
able
to
know
where
to
go,
how
to
get
those
kinds
of
supports,
and
definitely
a
lot
about.
I
You
all-
have
it
under
middle
a
lot,
just
in
general
of
conflict
resolution
being
able
to
work
with
work
with
students-
you
don't
just
you
don't
agree
with,
but
being
able
to
work
with
them.
So
I
I
wasn't
sure
that
we
that
or
I
feel
like
there
was
more
input
about
mental
health.
Then
maybe
it
showed
up
in
here,
but
that
was
just
from
the
meetings
I
did
and
then
the
other
thing
was
no
one-size-fits
all
lot
a
lot
of
input
at
the
community
sessions
about
no,
you
know
please
stop.
One
size
fits
all.
C
C
On
the
surveys,
as
well
as
the
top
three
mentions,
yeah,
so
I
think
that's
definitely
something
that
we
can.
We
need
to
frame
our
goals
around.
There
may
be
some
other
issues
related
to
the
something
that
I
think
that
was
interesting
is
the
approach
of
looking
at
the
whole
child,
but
also
recognizing
that
all
of
our
students
are
in
different
situations
and
have
different
goals
for
themselves
so
that
it
shouldn't.
D
C
And
when
I
was
looking
at
some
the
data
that
we've
been
getting
from
the
staff,
that's
really
apparent
that
that's
an
area
we
need
Improvement,
we
don't
have
as
much
CTE,
certification
and
internship
or
you
know,
accomplishment
for
our
students
is
others
as
the
average
for
the
state.
So
that's
an
area
where
we
could
obviously
improve
and
support
that
group.
C
C
C
I
But
I
was
amazed
about
how
people
talked
about
things
that
a
lot
of
things
that
we're
already
doing,
and
they
didn't
know
that
and
why
don't
you
replicate
the
things
that
are
working
well
in
other
schools
or
a
lot
of
concerns
that
we
weren't
putting
enough
funding
into
schools
that
were
behind
and
some
just
some
things
that
I
would
bought.
People
would
would
know,
but
they
didn't
so
it
was
good.
It
was
good
opportunity
for
us
too
that
to
give.
F
But
what
does
it
look
to
look
like
to
build
that
self-advocacy
muscle
for
all
students,
because
actually
the
students
who
were
sort
of
the
top
and
who
were
selected
like
they
know
about
self-advocacy
like
they
were
they
they
said
very
clearly
like
Center,
our
voices.
Stop
not
listening
to
us,
stop
not
letting
us
into
the
conversation
and
they
just
I
found
in
like
a
session
or
two.
You
know
as
adults.
We
tend
to
walk
into
spaces,
believing
that
we
know
it
all
so.
I
I
found
people
in
the
sessions.
F
C
Yeah,
that's.
That
is
a
point
that
can
be
carried
forward
as
you
all
continue
and
as
the
next
iteration
of
the
board
continues
with
the
an
ongoing
Community
engagement
and
Outreach
processes
through
your
implementation,
who
else
anyone
else
have
anything
to
add
to
the
conversation
about
what
you've
noticed
with
the
community
input
that
was
gathered
via
survey
and
listening
sessions.
C
Concerns
about
the
whole
child
and
more
that
included
things
about
more
extracurricular
activities,
more
electives,
more
broad
view
of
Education,
and
that
and
I
felt
like
that
involved
the
soft
skills
as
well,
because
it
came
up
so
much
that
was
a
much
higher
percentage
of
responses
than
anything
else
we
got.
It
was
almost
double
of
this.
The
second
highest
response,
so
I
thought
that
was
really
interesting.
A
C
Then
the
next
thing
I
want
to
do
before
we
actually
get
into
the
into
working
on
actually
drafting
goals
with
with
using
this
community
input
is
just
to
talk
about
the
student
student
performance
data
that
you
all
also
received
from
the
superintendent
and
his
team,
and
first
would
like
to
give
superintendent
Kennedy.
Is
there
anything
in
that
data
that
you
would
like
to
take
an
opportunity
to
highlight
anything.
J
I
I
think
I've
been
pretty
consistent
on
from
the
last
few
months
on
where
I
think
the
the
issues
are,
as
indicated
by
the
data
that
I
presented
to
the
board
several
times,
do
I
I,
don't
think
that's
anything
else.
I
would
would
highlight
at
this
point
other
other
than
to
say
in
the
presentations
that
I've
made
and
when
I
talked
about
the
College
and
Career
awareness,
I
mean
I.
J
C
Thank
you
board
members.
Do
you
have
any
questions
or
clarification
needed
regarding
the
data
and
information
you've
been
provided?
You
received
the
it
was
the
same
charts
and
and
graphs
that
you
actually
used
in
your
community
listening
sessions
as
well
as
executive
summary
of
A
needs
assessment
along
with
two-page
highlight
sheet
on
that.
Is
there?
Are
there
any
questions
that
you
have
or
any
clarification
you
need
regarding
that
information.
A
F
C
F
C
C
C
J
Well,
first,
first
of
all,
I
think
the
numbers
that
that
you're
holding,
if
it
like,
for
instance,
on
Ela
53.2
percent
of
our
kids
reading
a
great
level,
that's
up
from
the
49
I
think
it
was
that
we
have
previously
been
presenting,
but
the
two,
the
the
the
lower
number
was
the
20
20
21
school
year.
So
the
the
latest
numbers
that
fit
what
that
you're
holding
that
we're
looking
at
now
2021-22
school
year.
Okay,
so
that's
not
that's
the
difference!
It's
two
different
years!
It's.
C
C
B
J
C
Question
about
College
and
Career
ready
indicators.
I
know,
that's
not.
This
is
not
on
the
sheet,
but
I
wanted
to
ask.
If
we
have
ever
looked
at
whether
students
have
a
plan
directly
after
graduation
like
have
we
ever
done
anything
informal
or
formal
to
find
out,
do
they
have
a
job
lined
up?
Are
they
enrolled
in
a
college
Etc,
and
would
that
be
something
that
we
could
use
to
assess
whether
or
not
we're
getting
our
students
on
track
for
their
next
step?.
K
K
C
C
Just
Lauren
just
joined
us.
Yes,
that's
right!
Miss
herderick
is
here
now
so
jump
in,
if
you
have
anything
to
say
because
I'm
having
a
hard
time
keeping
up
with
everybody's,
face
sorry
to
be
running
late
Warren.
As
of
now
we
we
discussed
the
just
talked
about
what
what
board
members
notice
from
the
community
input
information
and
then
right
now,
just
looking
back
at
the
data
to
make
sure
everybody
is
clear
on
that
before
we
continue.
Okay,.
C
F
One
of
the
some
of
these
items,
that
kind
of
came
up
one
off
that
kind
of
didn't
emergeous
things,
but
we
know,
but
we
know
they
may
be
significant.
How
do
you
handle
that?
Because
I
know
it's
supposed
to
be
about
centering
on
what
came
from
the
community
and
the
data?
But
what?
If
there
are
like
some
some
undercurrents?
That
really
would
impact
the
ability
for
the
goals
to
to
be
realized
that
that
only
came
out
as
like
one-off
comments
here
or
there
and
did
an
emergency.
F
You
know
so
I'm
not
looking
at
it
right
this
second,
but
I.
I
would
say:
I
know
that
in
a
in
one
of
my
sessions
there
was
a
student
well
actually,
in
a
couple
of
my
sessions,
there
was
like
a
student,
and
there
were
you
know
a
couple
of
council
members
that
talked
about
the
need
to
like
teach
true
history
in
school.
F
You
know
this
was
this
was
their
term
but
I'm,
not
sure
that
everybody
would
say
that
across
the
board
it
could
be
a
one-off
thing,
but
we
are
in
the
midst
of
a
moment
where
a
lot
is
happening,
sort
of
controversially
and
so
like.
How
do
you
like
in
the
in
the
in
the
media,
for
instance
like
we're
having
bookstand
and
all
of
these
other
things?
How
do
you
account
for
what
some
folks
identify
as
keys,
but
maybe
they're
in
the
minority
in
that
type
of
example,
and.
D
C
Then
the
the
Community
Vision
survey,
the
survey
summary
history
was
mentioned.
You
know
12
of
the
time,
so
it
was
definitely
on
people's
minds
more
more
information
about
history
that
didn't
necessarily
capture
that
concept
of
true
history
or
but
I.
Think
that
that
that
that
does
get
to
the
point
that
academics,
the
interest
in
academics
is
not
just
about
reading
and
math
there
there's
also
science
also
got
a
similar
percentage,
so
those
academics
are
considered
very
important
as
well.
M
C
C
That's
the
ability
to
achieve,
or
not
the
other
place
that
you
may
want
to
represent.
Some
of
those
things
would
be
in
the
guardrails
about
what
showed
or
what
should
not
be
ignored.
What
what
their
those
type
of
those
type
of
examples
that
you
gave
might
might
have
opportunity
to
be
covered
in
a
guardrail?
M
F
C
Right,
and
so
that's
that
is
where
then
you're
relying
on
the
data
as
well.
That's
why
you
have
the
student
performance
data
to
couple
with
that,
and
then
you
also,
regardless
of
whether
or
not
you
are
the
superintendent,
will
also
be
charged
with
creating
an
implementation
plan
around
these
goals
and
guard
rails
and
we'll
have
the
opportunity,
if,
if
he
sees
fit
to
that's
where
some
of
those
strategies
in
order
he'll
be
developing
the
strategies
in
order
to
actually
realize
those
goals.
N
G
G
In
addition
to
that,
I
just
wanted
to
share-
and
this
is
sort
of
addressing
your
your
question-
not
exactly
it's
a
little
tangential,
but
you
when
you're
also
creating
goals,
it's
not
necessary
necessarily
to
create
a
goal
that
covers
every
aspect
of
what
you
could
possibly
address.
What
you
recognize
and
I'll
use
algebra
1.
To
get
an
example,
you've
got
some
data
that
was
shared
with
you
around
Algebra
1
course
taking
percentages,
those
who
are
taking
algebra
one
at
earlier
grade
levels.
G
L
C
N
H
C
C
Of
all
fifth
grade
students
on
grade
level
from
a
baseline
percent
in
June
of
2022
to
a
goal,
the
goal
that
was
mentioned
was
75
in
June
of
2027..
So
we're
going
to
have
a
real
specific
time,
points,
time,
bound
goals
and
we're
going
to
try
to
have
some
population
of
students.
It
doesn't
necessarily
have
to
be
fifth
grade.
C
M
C
Didn't
realize
that
you
were
going
to
run
the
meeting.
That's
okay,
just
yeah,
I!
Think
totally
fine,
because
we
made
you
running
the
meeting
on
the
ground
while
we're
not
in
in-house,
so
I.
Very
much
appreciate
it
and
love
that
you
have
the
sample
goal
up
there,
so
that
everyone
remembers
the
components
of
a
goal
which
you
just
explained
around.
Having
that
specific
pop
for
it
being
specific,
measurable,
achievable
results,
oriented
and
time-bound.
C
So
it
would
need
that
specific
population
of
students
to
be
impacted,
the
measure
which
is
the
tool
that
they
would
that
the
goal
is
using
the
instrument
or
what
have
you
for
measuring,
whether
that
be
a
certain
like
the
SC,
ready
or
the
end
of
course
exams.
Or
what
have
you?
The
Baseline,
which
we're
going
to
say
just
keep
that
at
X
right
now,
X
percent
or
X
number
or
whatever.
C
M
C
Remember
those
smart
components
if
you,
if
there's
not
five,
that
you
think
are
important
to
you,
don't
write
five,
you
don't
have
to
have
five
one,
just
no
fewer
than
one,
no
more
than
five
and
then
but
go
ahead
and
prioritize
them
with
that.
First
being
your
top
priority,
what
you
think
is
most
important
and
then
list
and
descending
order
of
prioritization,
so
I
do
think.
I
have.
C
A
A
B
A
A
A
A
H
B
H
B
A
K
C
H
I
C
What
we
have
a
process
and
if,
if
you
all
report
out,
then
we'll
have
a
report
out
from
each
of
you
after
that
point,
we'll
take
a
break
so
that
we
can
review
the
commonalities
and
then
come
back
to
you
with
some
recommendations
or
with
that,
as
a
jumping
off
point
for
the
discussion
of
honing
in
on
what
the
language
actually
will
be
and
what
the
measures
actually
will
be
and
and
how
to
consolidate.
So,
rather
than
each
of
you
trying
to
agree
right
now
on
what,
in
that.
C
A
M
A
A
M
A
C
J
M
H
H
C
L
I
personally
found
this
a
little
difficult
without
talking
it
out,
I
mean
I
felt
felt
like
the
consensus
in
most
of
the
meetings
were
kind
of
around
those
foundational
aspects
of
ela
and
math,
and
then
looking
Beyond
into
more
of
that
College
and
Career
readiness,
but
I
do
think.
It's
think
we
have
to
focus
on
a
subgroup
of
students
and
I.
Don't
know
if
that
was
actually
Apparent
from
all
of
our
community
sessions
and
so
I'm
not
really
sure
how
to
kind
of
dive
in
to
identify
the
goals.
L
I
mean
I
think
from
a
priority
standpoint.
It
is
making
sure
those
foundational
pieces
are
there
from
an
Ela
and
a
math
perspective
and
then
honing
in
on
that
College
and
Career
Readiness
that
might
Encompass
the
financial
literacy
piece
that
we
heard
so
much
different
career
opportunities.
But
I'm
really
not
sure
how
to
get
to
this
and
I'm
not
sure.
L
C
So
if
you
are
seeing
and
and
and
this
is
where
superintendent
Kennedy's
collaboration
on
this
as
well
will
be
helpful
if
there
is
a
lower
performing
student
group,
that
is,
that
is
a
high
need
area
where,
if
resources
were
targeted
there,
that
it
would
leverage
achievement
in
the
organization
and
really
move
the
needle
for
kids,
then
that
that
is
where
the
looking
at
that
data
and
really
coupling
it
together
will
come.
Because
that's
what
you
know,
that's
what
and
that's
what
the
the
superintendent
contributes
as
well.
I.
I
L
C
I
F
G
F
F
F
The
assignment
wrong
I
had
little
time
to
write
it
down,
so
we
can
chop
it
up
as
we
need,
but
the
main
goal
was
that
in
listening
to
what
was
shared
earlier,
I,
don't
remember
by
whom
it
was
said
that
oh
I
think
Mr
Kennedy
just
had
mentioned
like
starting
that
kind
of
career
exposure
early
and
since
students
have
to
opt
into
like
the
cases
by
high
school,
they
needed
to
have
been
exposed
to
some
things.
So
group
feel
free
to
chop
it
up.
G
J
G
We
okay
and
then
one
other
question.
My
second
question:
if
no
one
else
has
something
similar.
My
second
question
is:
do
you
currently
measure
anything
like
that
apprenticeships
or
job
shadowing?
Do
you
currently
have
a
measure
in
your
data
systems
for
what
that
for
that
measure,
or
is
that
something
we
need
to
create?
We
do
have
that.
J
I
So
can
I
just
I
I
have
I
didn't
write
it
all
the
way
out,
because
I
need
somebody
else,
but
I
I
think
one
of
our
three
at
least
one
of
our
three
goals
should
be
a
college
career,
Next,
Step,
ready
and
I
kind
of
I
was
thinking
about
apprenticeships
and
better
utilizations
of
our
center
for
advanced
studies.
As
what
did
we
call
them
gold
underneath
those
or
interim
goals
that
interim
goal
so
I
could
see
those
being
interim
goals
to
make
to
get
our
kids
to
be.
It.
H
I
G
Yeah,
that's
my
suggestions.
The
superintendent
was
to
say
how
we
get
to
that
goal,
so
that
was
that
would
be
his
job.
Anyone
else
have
something
similar
to
that
all
right.
Without
putting
Courtney
on
the
spot,
I'll
see.
If
anyone
else
does,
anyone
else
have
one
goal
that
they
like
to
read
that
they
thought
was
important.
If
not
Courtney
will
go
back
to
you.
H
D
D
D
C
G
G
H
B
C
G
Yeah,
so
we
don't
have
to
merge,
we
don't
have
to
merge
the
goals
just
yet.
We
don't
have
to
merge
the
goals
just
yet.
What
we
want
to
do
first
is
get
what
are
all
the
ideas
that
you
have
around
an
algebra
one
goal:
if
you
had
it,
let's
get
all
those
ideas
on
the
table
first
and
then
we'll
work
on
the
language
of
kind
of
merging
and
blending
into
a
into
an
ultimate
goal.
Does
that
make
sense.
F
G
Sounds
good
so,
just
to
let
you
know,
performance
and
percentage
of
kids
enrolled
in
are
two
separate
things
and
they
could
be
uniquely
defined.
It
could
be
jointly
defined
jointly
defined
might
be
a
little
difficult,
but
they
are
two
unique
things.
So
I
hear
you
making
sure
we
get
down
both
one
there's,
an
achievement,
expectation
and
then
two
there's
a
an
enrollment
or
percentage
expectation
in
those
courses
as
well.
Is
that
is
that
correct?
Yes,
all
right,
anyone
else
have
an
algebra
goal.
G
J
J
N
A
J
So
so,
if
I'm
and
so
I
say
I'm
a
seventh
grade
student
going
to
the
eighth
grade,
I
may
not
realize
the
importance
of
the
of
having
taken
algebra.
In
terms
of
my
my
college
preparation
and
when,
by
the
time
I
do
that,
maybe
by
the
time
I
come
to
that
realization
and
11th
grade
might
be
too
late.
Well,.
D
C
I
M
C
F
C
F
Add
something
so
going
back
to
this
algebra
goal.
I
should
also
mention
I
I'd
erase
this,
because
I
thought
y'all
would
say.
No.
You
have
too
many,
but
I
the
in
my
mind.
The
goal
was
actually
for
black
latinx
and
special
education
students,
because
they
all
are
always
lagging
behind.
I.
Don't
know
how
you
work
that
in,
if
you
can
do
that,
many
so
I,
like
scribbled
it
out
on
my
paper,
because
I
was
like
they're
going
to
tell
me
that's
too
many
too
many
Democrats,
but
I
do
want
to
lift
up
that.
F
G
So
again,
this
is
just
getting
the
ideas
on
the
table
and
then
we'll
go
through
and
work
through.
What
the
specifics
look
like
what
grade
levels.
What
so,
what
specific
student
groups
you're
you're
targeting,
because
you
one
person
used
the
term
underserved
students,
you
could
Define
underserved
students
as
black
latinx,
special
ed,
if
you
like,
but
that's
we
can
debate
that
okay,
so
any
others,
any
others
have
something
on
algebra
one
just
on
algebra
one
foreign
other
than
Courtney.
G
I
D
J
G
L
L
L
G
N
G
F
L
F
So,
if
we're
talking
about
reading
on
grade
level
by
fifth
grade,
like
we
get
into
this
situation,
potentially
of
only
reading
passages
and
excerpts
that
are
directly
correlated
to
the
test,
and
so
it
would
be
nice
if
there
could
also
be
something
in
the
goal
about
the
the
quality
of
reading
that
students
are
doing
so
just
wanted
to
throw
that
out.
There.
J
O
Hi
Miss
Simmons,
hello,
I,
would
agree.
I
went
to
the
West
Ashley
Community
engagement
with
Miss
Hedrick
and
Miss
Darby
and
that
Rose
to
the
surface
as
well.
We
want
students
to
be
thankful,
critical
thinkers
and
that's
the
shift
we're
making
with
the
new
curriculum
and
so
embedded
in
our
SC
ready
scores.
You'll
find
comprehension
writing
the
gamut
of
reading
skills,
but
that's
the
end.
We're
trying
to
arrive
at
with
El.
F
H
G
G
However,
we
Define
that
from
x2y
by
a
certain
point,
I've
got
an
algebra
one
goal
and
we'll
Define
it
later,
but
it
could
be
around
grades,
it
could
be
around
performance
or
it
could
be
around
enrollment,
but
an
algebra
one
goal,
and
then
I've
got
a
fifth
grade.
Reading
achievement
goal
and
again
how
we,
the
specifics
that
we
add
to
it,
will
be
added
later,
but
I've
got
apprenticeships,
algebra
one
fifth
grade
reading.
Does
anyone
have
another
goal
that
they'd
like
to
to
share.
K
K
And
Ables
are
ready
to
tackle
life
challenges,
Real
World
skills.
We
heard
that
a
lot
from
the
students
like
financial
literacy,
communication
skills,
critical
thinking,
skills,
so
I
I,
would
think.
Maybe-
and
this
might
be
tied
in
to
the
career
exposure.
But
that's
ninth
grade
and
I'm
looking
at
seniors,
I'm
thinking
seniors
that
graduate
should
be.
We
should
make
sure
they
have
these
skills
when
they
graduate
so
that
they
are
ready
to
go
out
and
do
what
they
need
to
do.
M
G
It
doesn't
have
to
doesn't
have
to
be
smart.
Do
you
have
a
so
you
mentioned
several
different
things,
but
is
there
a
measure
in
the
district?
Currently
it
doesn't,
you
don't
have
to
have
it.
It
could
be
something
that
you'll
have
to
develop,
but
is
there
a
measure
in
the
district
for
the
skills
that
seniors
graduate
with
so.
J
Indicates
which
our
state
indicators,
which
we
do
track
and
state
track
I
mean
in
addition
to
the
academic
stuff
like
ACT
SAT,
there
are
the
Dual
credit
courses,
there's
the
career
and
Technology
certification.
So
that's
those
that's
the
certificates
in
different
areas,
state
approved
work-based
learning,
experience
and
internships.
So
that's
tracked
the
what
you
refer
to
work
keys,
that
we
present
that
at
the
the
board
meeting
recently
and
then,
of
course,
there's
the
Services
vocational.
O
N
G
G
Have
a
measure
for
but
the
district
had
to
go
back
and
figure
out
how
we're
going
to
measure
this?
How
we?
What
would
it
look
like
Etc
so
that
that's
perfectly
fine
but
I
want
you
to
think
about?
How
do
we
measure
what
students
know
or
are
able
to
do
based
on
the
goal
we've
set?
Does
that
make
sense?
G
Did
anyone
else
have
a
goal
related
to
graduation?
So
we've
got
graduation
this
one's
more.
What
students
are
able
to
do
when
they
graduate,
but
did
anyone
have
anything
similar
related
to
graduations,
graduation
I
think
that's
it's
hard
to
see
because
you're
a
long
way
away
but
I,
think
I
see
two
hands
up.
F
So
actually
it's
not
four
seniors.
It's
really
a
in
my
mind,
a
plan
that
a
student,
a
family
would
need
to
be
like
settling
on
around
fifth
grade
and
deciding
like
what
does
Middle
School
and
High
School
look
like
so
that
they
know
where
they're
going
to
arrive
by
senior
year
and
where
they're
going
to
go
after
so
very
similar
to
like
the
achieve
Charleston
piece
that
Joyce
brought
up
earlier.
D
G
G
F
Don't
know
if
it's
a
measure
of
what
they're
able
well
yeah
I
actually
do
I
think
it's
a
measure
of
whether
they
know
why
they're
in
school
and
where
they're
going,
and
also
that
they're
able
to
navigate
the
school
system
effectively,
which
a
lot
of
people
really
don't
like
that
came
up
in
our
our
community
engagement
sessions,
where
parents
were
like
there's
one
group
in
particular
that
kept
mentioning
it.
They
kind
of
came
to
several
sessions,
but
they
represent
a
large
group
and
they
were
like
you
know.
F
Students
are
not
meeting
with
guidance
counselors
to
actually
get
informed
about
the
process
of
what
they
should
be
doing
in
school
and
how
to
get
from
point
A
to
point
B
and
so
I.
Don't
think
that
it's
it
neatly
fits
and
fits
into
that
box.
But
I
think
that
one
it
is.
It
is
a
concern
and
knowing
in
aggregate
how
to
navigate
the
school
system
impacts
the
ability
to
do
all
of
the
rest.
G
H
G
G
M
N
G
J
So
we
have
measures
for
that
and
so,
for
instance,
well,
I'm,
not
good.
For
instance,
I
just
getting
the
list,
the
ACT
composite
score,
the
SAT
composite
score,
advanced
placement
score
a
three
or
higher
dual
credit
hours:
career
technology,
education
with
certification
state
approved
work
based
learning
experience.
I
was
going
to
cause
Tre
Readiness
assessment
on
the
work
keys.
Then
the
ask
Fab
for
the
for
the
armed
services
and.
G
J
J
M
J
G
L
J
That's
correct,
so
first
is
going
back
to
the
idea
of
having
more
students
in
in
internships
apprenticeships,
so
we
have
a
team.
That's
working
on
the
working
with
eighth
grade
students
this
year
to
plan
out
their
college,
their
High
School
careers.
That
will
allow
them
to
do
that.
So
so
that
would
not
for
us
that
our
way
of
thinking
right
now,
the
the
number
of
his
in
eighth
grade
as
an
example
that
are
participating
would
not
be
the
goal.
I
I
I
was
trying
to
get
at
I've
heard
a
lot
from
people,
including
even
the
students
that
need
for
those
kind
of
mental
health
supports
and
and
knowing
how
to
how
to
access
those
too,
while
they're
in
school,
knowing
how
to
say
I
need
some
help
and
here's
the
resources
then
did
we
did
have
one
person.
Michelle
was
at
that
session,
a
woman
who
said
not
to
do
any
SEO,
but
she
had
just
moved
here
from
Oregon
and
didn't
have
her
kids
in
our
system,
and
we
talked
to
her
afterwards
and
and
everybody
else.
G
F
Yes,
but,
but
now
you
got
me
thinking,
I
just
made
up
I
did
make
up
some
stuff,
but
I,
but
I
was
like
it
might
be
doable.
So
mine
said,
students
will
be
able
to
demonstrate
a
an
essay,
a
SEL
score
of
blank
by
2027.
So
there
have
been
a
lot
of
conversation.
A
lot
of
students
do
online
SEO
programming,
I,
don't
know
if
there's
actually
a
test
or
anything
so
I
definitely
made
that
up.
But
I
was
like
what.
N
F
G
I
C
We
could
look
at
recognizing
that,
even
though
this
skill
isn't
specific
to
ELA
that
you
know,
communication
skills
are
going
to
come
out
of
that,
and
that
would
have
to
be
something
that
students
are
are
doing
or
learning
throughout
High
School.
In
order
to
be
able
to
be
good
at
conflict
resolution.
But
we
also
have
other
inputs.
J
J
G
G
G
Then
that
value
really
goes
around
guard
rails
for
the
goals,
we're
going
to
stick
to
those
things
that
students
know
or
able
to
do
so
recognizing
that
their
parents,
the
parental
involvement,
is
a
critical
part
of
that
we're
going
to
separate
from
the
goals
what
the
students
are
able
to
do
from
the
other
things
that
we
want
to
try
to
accomplish
as
a
community.
Does
that
make
sense?
G
G
Any
other
any
other
suggestions
about
what
students
know
or
able
to
do
and
I
think
what
we
do.
I'm
going
to
turn
it
over
to
Cindy,
because
I
she
and
I
are
kind
of
piggybacking
and
I
I
jumped
on
her
on
her
piggyback.
So
I
appreciate
you
letting
me
jump
in,
but
so
the
ones
that
I've
got
to
get
are
apprenticeships,
slash
job
shadowing
career
exposure,
particularly
for
ninth
graders
algebra,
one,
a
goal
around
algebra
one.
We
will
decide
whether
it's
specific
to
demographic
groups.
G
Unders
are
students
what
grade
level,
if
there's
a
particular
grade
level
and
then
again,
I
said
underserved
students,
fifth
grade
reading
goal
around
and
again
we'll
talk
about
the
details,
but
a
fifth
grade.
Reading
goal
a
graduation
goal
for
students
particularly
related
to
their
skill,
their
real
world
skill
sets
speaking
work
keys
and
it's
I'm
going
to.
If
you
don't
buy
superintendent,
Kennedy
I'm,
going
to
kind
of
Join
one
of
the
goals
that
you
shared,
but
that
is
around
career
Readiness
indicators.
G
Is
it
okay
to
take
the
career,
Readiness
indicators
and
kind
of
merge
it
with
that
goal
around
real
world
skill
sets?
Or
do
you
all
want
to
keep
those
separate?
Does
that
question
make
sense?
Because
when
we
talked
about
the
skill
sets
for
the
real
world,
we
talked
about
CTE
certification,
ACT,
SAT,
workkeys,
ASVAB,
financial
literacy.
Those
are
the
things
that
you
listed
under
that
one.
But
then
later
we
came
back
to
a
College
and
Career
ready
indicators
goal,
and
is
it
okay
to
merge
those
two
or
do
you
want
to
keep
those
separate
I.
G
Okay,
then,
we've
got
students
I'm
going
to
translate
this
a
little
bit
because
it
started
off
as
a
family
generated
School
career
plan,
but
the
family
generated
School
career
plan
is
really
what
the
family
can
do
or
what
the
family
has
suggested.
But
what
you
share
was
students
knowing
how
to
navigate
the
school
system,
so
I'll
translate
a
little
bit
so
that
we're
really
focused
more
on
what
students
are
able
to
do.
But
I
heard
that
one
and
then
related
to
that
that
graduates
have
a
plan
post-graduation
and
that
again
we
can.
G
I
Question
before
we
go
in
the
workplace
done
on
this,
so
one
of
the
things
that
has
bothered
me
the
entire
time
I've
been
on
the
school
board,
is
obviously
we
have
to
designate
groups
of
students
like
because
of
the
state
like
I'm.
Looking
at
this,
the
Charleston
yeah,
the
demographic,
so
we
have
how
how
the
state
does
it,
but
then
we
as
a
district.
I
We
all
talk
about
it
kind
of
differently
and
wanted
it,
and
so
I
wonder
how
you
all
in
the
work
that
you've
done
recommend
to
school
districts
because
how
to
school
boards
how
to
categorize
or
maybe
categorize
it
into
the
right
word.
But
one
of
the
things
that
came
up
in
a
couple
of
my
sessions
were,
you
know
the
kids
who
are
in
poverty.
That's
not
their
choice
to
be
in
poverty,
that's
that
they
are
and
and
so
and
not
to
I
think
this
was
actually
came
up
with
the
ones
we
were
doing.
I
Dr
Frazier
is,
you
know
not
categorizing
them,
kids,
so
much
as
pupils
in
poverty.
So
I,
just
wonder
and
y'all
don't
have
to
answer
this
right,
but
I
wanted
to
throw
it
out
there.
You
know
I'd
love
it
if
the
board
could
come
up
with
some
terminology
that
is,
is
either
Proactive
or
positive
or
just
doesn't
seem
to
put
a
student
in
a
in
a
category
that
they
really
can't
control
kind
of
a
thing.
Does
that
make.
G
Sense
so
I'll
answer
that
I'll
answer
that
a
couple
of
ways
I'll
give
you
two
examples:
it's
gonna
be
a
longer
answer
than
you
really
want
to
hear
so
I
apologize.
But
the
first
thing
is:
we
don't
recommend
to
you
how
or
who
in
the
district
you
want
to
Target,
so
you
as
a
board
will
decide
who
you
want
to
Target
in
the
district.
G
How
and
what
goals
you
want
to
set
for
those
specific
student
groups,
but
I
will
tell
you,
is
that
there's
a
difference
between
supporting
students
and
targeting
the
support
of
students
based
on
demographic
factors,
Etc
and
labeling
them,
or
setting
lower
expectations
for
those
students?
So
I'll
give
you
an
example.
You
may
set
goals
around
students
who
are
students
who
are
highly
transient
in
the
district,
many
those
students
who
have
a
tendency
to
be
highly
mobile
and
go
from
one
school
to
another
throughout
the
school
year.
G
You
can
Target
Target
specific
supports
for
those
students.
It
doesn't
mean
you're
labeling
those
students,
but
you
can
say
as
a
goal
these.
This
is
a
group
of
students
that
we
know,
or,
let's
say,
homelessness.
This
is
a
group
of
students
that
we
know
need
additional
supports
and
so
we're
going
to
set
a
goal
around
providing
additional
supports
for
those
students.
G
The
second
thing
I
will
share
as
you're
setting
goals
is,
it
is
perfectly
fine
to
say
we
want
to
Target
to
lower
low-income
students
if
you
will,
or
we
want
to
Target
African-American
males,
based
on
what
your
data
suggests
Etc.
That
is
something
that
our
school
districts
do
quite
often,
and
sometimes
you'll
have
to
explain
to
the
community
why
you
set
those
targets.
G
You'll
have
to
share
the
data
with
the
community
about
why
you
set
the
targets
and
the
goals
the
way
you
did,
but
that
is
your
job
as
a
school
board
to
say
we
looked
at
the
data,
we
listened
to
your
input
and
then
we
decided
these
were
the
goals
that
we
want,
that
you
wanted
to
have
for
the
school
district
based
on
what
we
scene,
where
we
understand
and
where
we
think
the
community
needs
to
go
to
support
kids.
Does
that?
Does
that
make
sense?
Does
that
answer
your
question?
Yeah.
G
Do
you
have
anything,
however?
You,
however,
you
choose
to
Target
the
goals,
what
you're
doing
you're
saying
to
the
superintendent?
This
is
the
this
is
the
goal
we
want
you
to
accomplish,
and
you
know
based
on
where
we're
going,
where
we
see
the
district
going.
What
we
believe
is
important
for
the
district.
This
is
where
we
want
you
to
focus,
and
this
is
the
goal
you
want
to
accomplish:
it's
not
exclusive
of
everyone
else.
G
G
C
So
I
think
what
we'll
do
right
now
is
take
about
a
15
minute
break
I,
don't
know
if
it's
possible
for
to
provide
a
breakout
room
for
our
coaching
group,
because
what
we'll
do
is
go
through
the
feed,
the
what
you
all
have
just
shared
and
then
after
the
break,
come
back
and
use
that
as
a
jumping
kind
of
try
to
consolidate
and
organize
what
we've
heard
and
come
back
to
you
all.
So
we
can
start
honing
that
honing
that
down.
C
That
needs
to
be
protected
or
honored,
so
a
value
that
needs
to
be
protected
or
honored
and,
if
possible,
the
corresponding
guard
rail.
For
that
you
get
five
individually
and
we'll
do
a
similar
process,
and
then
so,
if
you
can
be
thinking
about
that,
while
we're
on
break,
is
it
possible
for
us
to
go
into
a
break
breakout
room
for
our
coaching,
no
Maggie's.
E
B
M
A
A
H
D
H
B
C
C
First
I'll
go
through
I'm,
going
to
read
down
everything,
and
then
we
can
start
at
the
top
with
Goal
one.
What
we
heard
was
the
want
for
a
literacy
goal
for
fifth
grade
students
and
measured
by
SC,
ready
and
Ela,
and
then
the
decision
points
are
is
it
for
all
students,
students
who
are
English
Learners
students
who
are
black
students
who
are
latinx
students
with
IEPs
or
students
in
poverty,
or
some
combination
of
that?
C
F
I
do
have
a
question
that
came
up
in
the
sessions
that
I
I
feel
like
at
some
point.
It
was
mentioned,
but
I
didn't
have
an
answer
so
and
we
don't
have
to
answer
it
today,
but
in
terms
of
messaging
there
was
concern
around
students
who
have
passed
the
fifth
grade
at
this
point
and
what
what's
going
to
be?
What's
going
to
be
done
for
them
over
the
next
several
years,
and
so
either
messaging?
G
I
think
one
of
the
things
we
shared-
and
this
is
up
to
you
again-
you
can
make
the
adjustment
in
the
grade
level.
One
of
the
things
that
we
shared
earlier
was
that,
even
though
you're
setting
a
goal
at
a
particular
level
or
a
particular
grade
level,
in
order
to
achieve
that
goal,
it
doesn't
mean
that
the
superintendent
and
the
district
might
not
set
goals,
leading
goals
that
are
established
at
earlier
grade
levels
because
they
know.
G
J
J
One
is
third
grade
reading
levels,
let's
measured
by
probably
our
radio
map,
excuse
me
and
then
in
second
interim
goal
is
related
to
kindergarten,
kindergarten,
Readiness
assessment,
so
kids
coming
in,
so
we
have
a
major
effort
to
try
and
figure
out
how
to
get
more
kids
enrolled
in
more
rigorous
BK
education.
So
we
are
not
going
to
focus
only
on
the
fifth
grade
and
then
another
rationale
on
the
fifth
grade
is
that
we
have
kids
right
now.
Second
and
third
grade
fourth
grade
that
are
below
grade
level
that
we
won't.
J
G
H
C
B
F
Also
fine,
if
you
all
want
to
put
them
in
as
interim
goals,
but
I
really
think
when
you've
got
77
percent
of
your
population
performing
and
then
there
are
other
populations
that
are,
you
know:
23,
10,
24
and
frankly,
when
I
look
at
the
fact
that
students
who
are
learning
English
for
the
first
time
are
performing
better
than
black
students
that
that's
actually
ridiculous
and
so
I
do
think.
The
focus
should
be
there.
Yeah.
G
If,
if
I
may
add
one
additional
thing
completely
up
to
you
again
to
decide
how
you
want
to
do
it,
the
number
of
students
in
each
of
your
student
groups
also
makes
a
difference
if
you
have
a
small
number,
for
example,
of
white
students
who
are
performing
at
77
percent,
and
you
set
an
improvement
goal.
Moving
them
from
77
to
87
percent,
isn't
going
to
put
a
dent
in
the
overall
District
performance
unless
you
move
other
student
groups
as
well.
G
N
F
F
H
K
H
J
N
J
I
G
C
J
F
J
Right
well
well,
for
me:
if
it's
all
students,
then
the
strategies
that
we
are
already
working
on
to
put
in
place
are
will
addressing
the
students
where
the
the
lowest
performing
lowest
performance,
so
that
would
be
our
Title
One
school.
If
you
take
in
in
non-tire
one
schools,
we
have
low
performance
relative
to
the
entire
population,
so,
for
instance,
over
at
Carolina
Park,
they
have
77.7
of
the
entire
School
is
reads:
meats
are
exceeds
grade
level
in
ela,
whereas
40
on
44
of
African
Americans.
H
F
F
L
F
C
J
M
J
Well,
my
preference
is
that
what
we
use
the
terminology,
that's
aligned
with
the
state,
and
so
when
the
state
reports
out
they
report
out
on
Black,
slash,
African-American
and
then
Hispanic.
Can
you
talk
about
those
two
populations
of
black
black
and
brown
students
so
that
that
way,
we're
we're
completely
aligned
with
what
the
state,
because
the
data
that
we're
going
to
be
reporting
on
the
SC
Reddit?
That's
going
to
be
the
goal.
K
J
In
that
somehow
so
the
majority
of
our
multilingual
Learners
are
Hispanic
the
we
have
a.
We
have
a
dysportality
on
identifying
African-American
students,
a
special
ed,
so
we
will
focus
on
on
those
and
then
pupils
pupils
in
poverty
I
mean
the
reality.
Is
that
the
majority
I
think
in
the
district
are
minorities,
families,
okay,
okay,.
H
J
And,
and
also
the
you
know,
with
the
the
El
curriculum
which
we
put
in
a
lot
of
confidence
in-
is
that
that's
that's
being
rolled
out
into
none
Taiwan
schools
also
so,
for
instance,
Carolina
park
over
up
in
Mount
Pleasant.
They
are
a
pilot
school.
They
were
pilot
school
for
the
second
semester
this
year,
this
past
year
and
they're
they're
they're
expanding
that
this
year,
so
so
that
that
curriculum
is
for
all
students.
C
C
We'll
bring
the
percentages
to
his
shorts
yep
we're
not
going
to
worry
about
the
percentages
right
now,
we're
just
going
to
get
them
the
goal.
We're
going
to
just
try
to
get
the
goal.
States
statements
minus
the
percentages
right
now,
so
we're
not
worried
about
that
at
the
moment.
Okay,
the
algebra
ready.
C
C
H
L
G
I
think
the
challenge.
Okay,
we
can
I
think
the
challenge
is
that
if
you
have
the
percentage
of
students
completing
algebra
one
with
AC
or
better,
you
can't
divide
that
by
any
other
denominator
than
all
the
other
kids
who
are
taking
algebra
one
because
you're
only
looking
at
the
completers
okay.
So
it's
not
it's
not.
I
C
L
That's
why
we
have
gold
too.
So
if
we
are
looking
at
this
from
a
goal
to
perspective
of
getting
students
enrolled
potentially
from
students
in
poverty
who
we
know
that
there
are
limited
courses
within
Title,
One
schools,
this
is
only
a
goal
of
2027..
Potentially
we
might
be
able
to
reduce
these
goals.
D
H
F
Yeah
I
think
I
think
in
the
goal
too,
having
them
be
ready
by
a
certain
age
is
appropriate
and
then
in
the
achievement
goal.
Maybe
you
take
it
off.
You
know
what
I
mean,
because
if
you,
if
they're
ready
by
eighth
grade
or
seventh
grade
or
whatever
whatever
the
district
recommends,
then
we're
at
least
opening
up
the
opportunity,
and
then
we
deal
with
the
achievement
later
so
I
do
like
that.
They're
two
explicit
goals:
okay,.
J
Let
me
ask
Vanessa
when,
if
y'all
don't
mind
so
Vanessa,
if
we
increase
the
percentage
of
students
that
are
prepared
to
take
they're
ready
to
take
algebra
one,
so
they
have
that
increase
by
the
seventh
grade,
then
that
then
gets
to
both
sets
improvements
for
both
for
students.
Seventh
grade
ready,
eighth
grade
successfully
completing
assuming
assuming
assuming
they're,
assuming
that
as
the
interim
goal,
we
would
have
the
the
actual
something
around
enrollment.
C
C
N
J
C
J
G
It
could
be,
it
could
be
the
SC
ready
yep
it
could.
You
could
make
it
SC
ready
as
well.
You
could
make
it
either
one
of
them
again.
The
interim
goal
could
be
based
on
map
or
I
or
I
ready,
that's
what
the
superintendent
can
determine.
But
if
you
say
by
the
end
of
seventh
grade,
then
you're
selecting
an
assessment
at
the
end
of
seventh
grade
could
be
anyone
else.
L
C
L
C
J
H
D
J
F
C
I
think
and
Ray
you
can
jump
in
here.
I
think
that
if
there,
if,
if
you
have
a
Readiness
measure,
it
a
Readiness
measure,
that
is
a
triangulation
of
three
data
points
that
the
district
uses
to
determine
to
determine
that
measurement
that
you
look
at
at
the
by
the
end
of
seventh
grade.
I.
Think
that
that
is
fine.
G
N
G
Only
thing
I'll
add
the
only
thing
I'll
add
to
that
is
you
know:
you've
got
The
Language
by
the
end
of
seventh
grade,
but
you
don't
have
to
keep
in
the
goal
by
the
end
of
seventh
grade.
So
if
you
chose
to
do
a
mid-year
measure,
that
would
say
a
January
measure
and
that
January
measure
was
predictive
of
success
in
algebra,
one
that
you're
perfectly
fine
using.
G
C
C
Whenever
you're
measuring
it,
then
it
we
need
to
have
a
month,
and
we
also
need
to
do
that
on
all
the
goals
they
also.
They
need
to
not
just
have
a
year.
They
need
to
have
a
month
and
a
year,
so
that
that
will
be
something
that
when
the
superintendent
brings,
those
data
points
when
those
are
measured
specifically
will
need
to
be
in
there
Okay.
So
we've
got
seventh
grade
students,
our
algebra,
ready
by
that
their
the
district's
algebra
ready
Readiness
indicator.
F
I,
just
go
back
to
my
point
of
same
point
about
the
about
Ela
about
literacy.
We
have
so
few
students
of
color
in
general
enrolled
in
algebra
one
ready
for
algebra
one.
We
don't
even
have
it
offered
in
all
you
know
at
in
in
all
the
middle
schools.
In
enough,
you
know
like
in
enough
on
a
high
enough
quantity
proceed.
C
F
Think
it's
the
same.
I
also
think
that
the
white
student
number
should
be
higher
I,
absolutely
I
actually
think
on
this
one.
Maybe
it's
a
little
bit
different,
just
because
it's
all
so
low
but
I
do
Mr.
Kennedy
I
mean
what
would
your
recommendation
be
in
that
sense
because
it's
really
low
across
the
board.
Obviously
we
have
another
significant
disparity
Gap,
but
it's
it's
quite
low
in
general,.
J
E
E
So
my
question
would
be
sort
of
related
to
the
specific
goals.
I
would
agree
with
your
assessment
and
then
my
next
question
would
be.
Is
it
a
preparation
issue
or
a
scheduling
issue,
and
so
that
might
be
where
your
incremental
goals
come
in,
so
are
there
students
who
would
have
otherwise
been
offered
the
course,
but
aren't
because
of
scheduling
or
Staffing,
or
are
we
not
offering
a
course
for
other
reasons,.
H
F
G
That's
a
separate
goal
so
you're.
If
you
want
to
increase
the
percentage
of
students
from
X
to
Y.
That's
one
thing:
if
you
want
to
reduce
the
gap
between
students
from
X
to
Y
by
wind
is
a
separate
goal.
So
it's
two
different,
so
you
can
have
a
gap
goal,
reducing
the
Gap
goal
or
you
can
have
kind
of
a
percent
of
kids
ready
goal,
but
reducing
the
Gap
is
a
different
goal.
F
A
G
G
F
F
C
F
That's
interesting
because
it
was
seen
then,
that
we
would
have
another
goal
potentially
I'm
not
saying
we
do
I'm
not
trying
to
complicate
things,
but
if
it
seems
like
we
have
an
access
issue,
which
is
why
only
43
are
getting
in,
but
we
very
clearly
have
a
significant
disparity
gap
on
SC
ready
that
is
more
significant
than
that
43.
So
I
would
agree
with
with
what's
been
said
before.
Just.
H
F
I
know
we're
sort
of
going
around
and
around
on
this,
but
I
do
think
it's
it.
It's
kind
of
clear
to
me
that
we
need
some
additional
data.
Some
aggregation,
some
disaggregation
of
data,
because
it's
very
difficult
to
is
very
difficult
for
me
to
commit
to
focusing
on
all
students
in
this
Readiness
instance.
If
our
students
are
ready
and
the
issue
is
access,
because
it's
a
separate
problem
entirely,
but
I
also
don't
want
to
step
over.
If,
if,
when
we
disaggregate
that
data,
there
is
not
as
significant
again
I'm
just
I'm
just
a
little
bit.
J
So
so
we
we
have
the
data
for
eighth
grade
Algebra
that
that
shows
by
demographic
through
the
the
mouse.
The
percentage
of
students
that
are
enrolled
are
the
number
of
students
that
are
enrolled
in
the
in
the
percentage
are
the
number
that
are
that
group.
That's
successfully
completing
what
we
what
their
analysis
did.
It
showed
that
in
some
cases
that
we
have
an
access
problem,
but
we
haven't
explored
that
across
the
entire
District.
Yet
you
know
in
enough
details
available
to
provide
that
information
right
now.
G
I
think
also
just
as
a
reminder,
once
you
establish
a
goal
and
if
you
establish
the
goal
for
all
students,
the
superintendent
May
identify
in
his
interim
goals
that
there
are
different
solutions
to
this
problem
for
different
groups
of
students.
I.E
some
might
be
an
access
concern.
Others
might
be
a
student
achievement
concern
coming
out
in
seventh
grade,
but
once
you've
establish
the
goal,
you
again
it's
their
job
to
go
back
and
say:
okay,
what
are
the
issues
and
how
do
I
make
sure
this
gets
addressed?.
C
I
Are
the
whole
reason
is
really
talking
about
the
eighth
grade,
kids,
taking
it
and
making
sure
we
have
access
for
it
was
because
it
makes
such
a
difference
in
what
they
can
then
do
in
high
school.
So
I
think
we
do
we
really
need
to,
but
we,
if
that's
going
to
be
a
focus
for
third.
Fourth,
fifth.
Sixth,
you
know
all
of
those
groups
I
think
we
do
need
a
ready
use.
I.
A
C
H
J
So
we're
talking
about
algebra
one,
you
know
so
we
have
like
four
or
three
percent
of
our
white
students
across
the
district
that
are
in
eighth
grade
that
is
they're
enrolled
in
algebra
one
at
least
last
year
or
whatever
year.
It
was
yeah
last
year
and
is.
Is
that
that's
relatively
I
think
low
number?
And
would
you
say
that
that's
attributable
to
access?
We
don't
have
eligible
one
programmed
enough
schools
or
we
don't
have
you
know
the
scheduling
or
something
else
or
is
it
a
Readiness.
Q
It's
a
Readiness
piece
because
we
do
have
that
honors
rubric,
that
we
utilize
to
identify
kiddos
who
are
ready
for
algebra
or
geometry,
our
English
one.
So
if
there's
an
instance
where
we
have
kids
in
a
school
that
don't
have
that
access,
we
provide
that
either
through
distance
learning,
some
type
of
virtual
opportunity,
because
we
currently
have
those
opportunities.
Now
for
kids,
for
instance,
in
a
school
where
they're
qualifying
for
geometry,
they
don't
have
a
teacher,
that's
certified
in
Geometry
or
the
schedule
doesn't
allow
for
the
kids
to
take
geometry.
Q
C
C
D
A
M
G
Was
going
to
add
that
if
you
make
this,
if
you
made
the
denominator
here
all
students,
then
you
actually
address
the
enrollment
challenge
for
eighth
grade
from
the
preparedness
perspective,
because
what
you're
really
saying
is,
if
you
divide
by
all
students
the
percentage
increase
into
C
or
better,
it's
the
quality
of
the
student
instruction
in
algebra
one,
as
well
as
increasing
the
percentage
of
students
who
are
at
that
place
in
algebra
one.
So
you're
actually
accomplishing
two
things
in
one
goal.
F
I
F
I
C
H
H
Q
I,
don't
know
if
you
all
took
this
into
consideration.
Currently
we
do
have
Algebra,
1
and
7th
grade
for
kids
that
are
on
that
Advance
math
pathway.
So
when
you're
creating
a
goal,
are
we
saying
that
for
the
majority
of
our
kiddos,
this
is
what
we
want
outside
of
that
group.
That's
already
been
identified
in
sixth
grade
or
fifth
grade.
We
should
say,
as
those
advanced
math
track
Scholars
just
something
to
consider.
I
H
I
C
And
I
think
what
we
heard
was
that
many
of
the
indicators
that
everyone
had
raised
up
around
financial
literacy
around-
not
everyone
is
going
to
choose
to
go
to
college
and
also
around
those
life
type
skills
would
be
would
be
encompassed
in
this
goal
and
I
guess.
Let
us
know
if
you
heard
different
if
we
heard
wrong,
if
you
heard.
F
There's
no
there's
nothing
wrong
in
it.
My
only
concern
is
whether
somewhere,
we
can
explicitly
name
those
other
things,
because
I
think
the
way
we
think
about
College
and
Career
Readiness
in
South
Carolina
doesn't
take
into
account
like
communication
skills,
financial
literacy
and
all
of
that,
and
so
I
just
would
want
to
explicitly
state
it
somewhere
else
that
we're
talking
about
a
well-rounded
student
and
not
just
like
this
one
indicator
that
they
have
to
to
meet,
which
might
be
an
act
which
has
nothing
to
do
with
those
those
other
soft
skills
and.
C
J
I
Knowledge
world-class
skills
and
life
and
career
characteristics.
So,
but
is
there
any?
Is
there
any
way
where,
like
in
those
life
and
career
characteristics,
Integrity,
self-direction,
Global,
Perspective,
perseverance,
work,
ethic,
interpersonal
skills,
but
is
there
any
way
we're
measuring
that,
or
is
that
just
the
ideal
profile.
Q
Q
So
maybe
it's
just
worth
having
a
conversation
with
him
to
say
outside
of
what
they
may
do,
our
our
Master
as
a
part
of
work
keys
right
if
they
don't
master
that,
like
Mr
Kennedy
gave
us
an
example,
but
they
passed
the
ACT.
How
can
we
ensure
that
those
kiddos
have
those
skills
as
well,
so
I
think
it's
worth
having
a
conversation
to
see
how
we
could
possibly
do
that
because
you
know
that's,
that's
a.
G
May
I
make
another
suggestion
as
well:
I
think
it's
in
line
with
what
was
just
in
line
with
what
was
just
shared,
and
that
is
perhaps
considering
two
goals
here
again,
one
on
the
college
career
Readiness,
as
measured
by
the
state's
college
career
Readiness
assessment
and
then
adding
a
goal:
five
and
exploring
the
possibility
of
adding
a
goal.
Five
that
has
those
soft
skills,
specifically
measured,
that
you've
shared
earlier
right.
Now,
you
don't
have
a
measure
for
it,
but
it
would
be
a
physical
that
you
would
create
a
measure
for.
J
K
J
I
think
y'all
I'll
defer
here
to
Joe
and
Michelle,
but
I
think
it
it
might
be
it.
We
might
be
able
to
get
there
quicker
if
we
do.
The
guardrail
I
mentioned
earlier
that
we
have
the,
but
we
have
this
task
force,
that's
working
on
what
students
need
to
be
able
to
know
do
including
soft
skills
that
is
great,
and
so
we
can
carve
out
of
that
as
the
guard
rails
associated
with
it.
I
think.
G
C
O
J
J
C
C
Wonderful,
okay,
so
the
next
steps
that
will
happen
with
these
goals
is
that
the
superintendent
and
his
team
will
will
get
those
Baseline
and
Target
measures
put
in
there,
as
well
as
the
starting
date
ending
date,
the
specificity
around
the
month
and
then
also
begin
working
on
the
interim
goals.
For
those
and
then
I
see
we
have
about
51
minutes
left.
Can
we
get
started
on
a
guardrail
conversation.
L
C
Do
you
have?
Is
there
a
measurement
for
scl,
Knowledge
and
Skills,
and
and
if
they're,
if
there
is
great
and
if
there
isn't
that's
still,
okay
and
a
goal
could
still
be
written?
However,
it
would
probably
need
to
have
a
pushed
out
Baseline
date
and
ending
yeah
until
such
time
as
a
measure
could
be
established.
If.
F
We
made
it
a
goal,
could
we
do?
Could
we
make
the
goal
around
students
having
completed
coursework
on
it,
because
I
know
like
at
the
West
Ashley
Cas
when
I
was
there,
like?
The
kids
were
so
so
well
versed
in
it,
and
so
I
asked
the
principal?
How
do
they
know
this,
and
he
said
oh,
it's
it's
this
x
program
that
they
all
take
and
it's
online
and
they're
engaging
with
it.
So
maybe
it's
like
them
having
taken
that
course
or.
F
A
mental
health,
it's
like
a
it's
social
and
emotional
learning
curriculum,
but
that
they're
doing
online
and
and
maybe
like
not
having
it
localized
to
that
one
school
but
having
it
across
the
system
would
be
really
important.
I
mean
Dr.
Frazier
was
there,
the
kids
were
phenomenal
and
they
understood
very
well
at
each.
That
second
question
like
what
should
they
be
able
to
do
after,
whatever
you
know
all
the
levels
they
were
like
regulate
oneself
at
elementary
school?
G
So
the
goal
that
you
suggested
I'll
take
you
back
to
I,
think
you've
already
had
I
wasn't
a
part
of
it,
but
I
think
you've
already
had
a
conversation
about
inputs,
outputs
outcomes,
and
if
you
say
that
you
want
students
to
have
taken
a
course,
what
you're
basically
doing
is
counting
how
many
kids
went
through
a
course
which
is
really
an
output,
not
necessarily
a
measure
of
what
the
kids
now
know.
Now
you
may
feel
like
they
know
a
lot,
but
it's
not
really
a
measure
of
what
they
know.
G
I
L
J
So
let
me
ask
the
council:
did
I,
hear
one
of
y'all
say
a
couple
minutes
ago
a
few
minutes
ago
that,
although
they
may
be
permissible
to
establish
a
goal
now
without
having
created
without
having
a
set
of
measures
that
we
can
readily
attached
to
the
golden
that
we
would
create.
We
had
an
opportunity
to
to
create
the
goal
and
then
be
able
to
establish
the
measure.
J
C
It
is
what
they
actually
know
or
are
able
to
do.
We
don't
right
now
there
aren't
a
lot
of
tools
in
existence
that
actually
measure
social,
emotional
learning
or
mental,
well
mental
well-being
as
a
what
students
know
early
or
are
able
to
do.
It's
often
like
the
Panorama
surveys-
and
you
know
around
Castle
competencies
and
various
things
like
that,
and
so
those
are
not
measures
of
what
students
know
and
are
able
to
do
so.
C
What
we
often
advise,
because
there
are
many
districts
who
have
who
run
into
the
same
issue,
because
around
social,
emotional
learning
and
and
mental
health
and
well-being
and
some
districts
do
I,
think
I'm,
not
sure
if
this
is
what
Ray
was
referring
to
earlier.
There
wasn't
isn't
a
tool
to
measure
it,
and
so
the
superintendent
can
figure
out
what
it
would
take
to
measure
that
and
the
price
tag
you
know,
because
you
can
measure
anything.
C
It's
just
a
matter
of
how
much
is
it
going
to
cost,
to
develop
the
tool
and
and
then
come
and
and
is
the
board
willing
to
you
know?
Is
it?
Does
it
rise
to
the
priority
level
of
taking
that
amount
of
resources
to
develop
that
tool
and
measure
it
that
way,
or
is
it
something
that
can
be
achieved
and
and
we've
had
maybe
just
one
or
two
districts
who
have
determined
that
that
they're
going
to
go
ahead
and
do
that?
I
F
And
it
may
still
be
a
guard
rail,
but
one
of
the
things
I'm
wondering
is
in
terms
of
what
students
know
and
be
able
should
know
and
be
able
to
do.
Does
that
come
out
in
like
disciplinary
infractions
like?
Is
that
a
way
to
measure
you
know
if,
if
students
are
not
having
altercations
among
one
another,
if
there's
certain
types
of
offenses
I'm
thinking
also
about
the
data
on
all
the
students
with
the
vaping
and
how
they're
correlating
that
to
like
inability
to
cope
with
what's
happening
around
them?
Are
there
some?
F
G
You
yeah
I
think
you
could,
for
example,
let's
say
discipline
referrals.
You
could
say
we're
going
to
increase
SEL
to
decrease
dis
referrals.
Discipline
referrals
could
decrease,
because
teachers
stop
referring
kids
to
the
office
or
principals
say
you
can't
refer
kids
to
the
office,
but
you
really
haven't
developed
in
the
kids,
improved
social
skills
for
conflict
resolution
Etc.
So
you
can
change
some
outcomes
without
actually
addressing
what
you're
trying
to
address,
which
is
why
the
focus
is
on
measuring
what
students
are
able
to
do
so,
even
with
conflict
resolution.
G
F
C
H
C
D
J
H
C
M
J
And
now
also
with
I
want
to
make
sure
I
understand
what's
happening.
Council
across
the
country,
I
think
I
heard
you
say
that
there
aren't
many
districts
that
many
that
have
actually
created
a
set
of
measures
in
this
in
this
area
and
I
I
I
I
mean
I,
don't
want
to
take
on.
You
know,
put
a
man
on
the
moon
type
thing
by
by
going
through
a
lot
of
research
and
development
and
creating
a
tool
that
may
not
get
us
there
well.
I
C
G
I
wish
I
think
if
you're
going
to
create
it
as
a
guard
rail.
What
you
really
want
to
do
is
make
sure
that,
for
example,
the
superintendent
shall
not
let
a
student
go
into
or
exit
Middle
School
without
having
access
or
a
course
around
high
quality,
social,
emotional
learning
that
sort
of
thing
and
then
that
what
you're
essentially
saying
is
we
value
social,
emotional
learning?
We
want
kids
to
get
that
experience.
G
G
I
I
I
C
G
I
I
F
A
F
When
it
comes
to
parent,
the
parent
piece,
I,
think
parent
engagement
has
to
be
the
thing
because,
like
the
involvement
is
them
coming
back?
Yes,
and
we
can't
necessarily
be
accountable
for
that
part.
But
I
do
think
that
we
need
something
around
parent
engagement
and
it
does
need
to
be
stronger
than
just
like
surveys
and
phone
calls,
because
people
made
it
very
clear
that
they
wanted
to
be
to
be
brought
into
more
understanding
of
what
the
district
is
doing
and
how
their
children's
education
is
going.
But.
C
C
I
C
H
F
Needs
to
be
specific
yeah
could,
would
it
be
something
like
the
superintendent
shall
not
or
Thou
shalt
yeah
shall
not
allow
parent
engagement
well
I'm,
trying
to
think
about
a
measure
like
if
parents
need
to
be
able
to
check
a
box
and
say
they've
been
engaged
and
there's
like
we
don't
have
to
can't
fall
below.
Oh,
it
doesn't
have
to
be
measurable.
C
C
C
That's
right,
so
the
guardrails
are
written
as
Thou
shalt,
not
statements
you
or
do
not
statements
and
there's
some
examples,
and
these
are
just
examples
not
suggesting
that
any
of
them
are
a
fit
for
all
of
you,
but
or
for
your
community,
but
the
it's.
What
the
superintendent
is
not
allowed
to
do
as
they
are
working
toward
achieving
the
goals,
so
a
parent
engagement,
one
might
be
do
not
do
not
operate
without
a
robust
and
robust
engagement
of
of
parents
across
all
demographic
groups,
say.
C
F
Could
it
this
may
be
so?
Could
there
be
something
about
the
superintendent
shall
not
make
like
decisions
about
the
the
goals
and
guard
rails
or
I?
Don't
know
I'm
trying
to
figure
out
how
to
make
sure
that
the
superintendent
has
to
get
parent
feedback
and
input
before
making
certain
educational
decisions,
but
not
go
I'm,
afraid
to
say
it
because,
like
I,
don't
want
it
to
go
to
the
level
of
like
the
classroom
but
like
broad
sweeping
goals
that
really
do
need
to
get
buy-in
like
what
we
just
did.
J
F
Because
I'm
gonna
be
honest
with
these
Community
engagement
sessions
really
Unearthed
for
me
is
that
that
we
have
a
hard
time
pulling
in
parents
and
students,
just
really
it
and
I'm
saying
not
saying
the
district,
the
board
did
I
would
say
the
board
did,
but
but
the
students
and
the
parents
had
the
the
you
know
like
I
said
earlier.
The
richest
things
to
say
so.
F
J
So
here's
here's
the
way,
I
think
about
students,
so
you
mentioned
early
on
in
this
meeting.
Mrs
Waters.
That
I
think
you
termed
used
with
student
agency,
and
that
is
something
that
we
do
not
do
a
good
job
on.
So
I
would
propose
that
we
actually
have
a
separate
okay
guardrail.
That
specifically
calls
out
student
agency.
Yeah
I
mean
you
guys
talked
a
few
minutes
ago
about
all
the
input
you
got
from
West
Ashley
Cas
from
students.
That's
driving
some
of
this
work
right
here
today,
so
I
would
offer
that.
That's!
C
C
Decisions,
but
there
are
obviously
important
operational
decisions
for
specific
schools
where
that
school
needs
to
be
involved.
I
I'm
trying
to
figure
out
how
to
do
it
and
Ray
might
remember
what
I
was
talking
about.
Oh
no
wait,
maybe
maybe
Cindy
would
remember,
because
I
came
up
in
one
of
our
cohort
trainings.
C
Right
I
saw
that
now
so
I
think
what
I
think
that
a
couple
of
things
here,
one
that
the
superintendent
will
bring
back
those
interim
measures
to
that
indicate
what
his
interpretation
of
that
mean
means
or
what
he
believes.
The
interpretation
of
your
guard
rail
is,
and
so
you'll
be
able
to
see
when
he
brings
those
back
if
it
hits
on
what
it
is
that
the
board
is
trying
to
protect
an
honor
through
their
guardrail
right.
If,
if
so,
what
I
heard
superintendent
Kennedy?
J
C
H
F
G
A
H
D
I
A
G
C
What
typical
language
you
use
around,
do
you
say
parents,
or
do
you
say?
Parents
and
caregivers
or,
however
parents,
Guardians
parents
and
Guardians
I,
think
it
would
be
good
to
say
parents
and
Guardians,
yeah,
okay
and
then
engaging
okay.
This
different
tenants
shall
not
prevent
present
major
initiatives
to
the
board
without
engaging
schools
with
that
defined
in
an
definition
in
there
and
then,
after
the
parentheses,.
G
G
A
C
A
H
H
H
D
C
F
Not
taking
issue
with
it,
the
only
thing
I
keep
thinking
about
is
just
the
environment
that
we're
in
and
whether
this
is
going
to
be
thrown
out
anyway,
because
I
mean
I
hope,
I
certainly
hope
not,
and
that
and
I
say
if
it
came
up
it
came
up,
but
you
know
the
word:
Equity
is
almost
like
not
even
allowed
in
South
Carolina.
No,
not
also.
F
F
J
K
J
So
when
I
think
about
inequities
in
our
system,
I
I
think
by
the
student
achievement
Gap
the
academic
achievement,
Gap,
that's
an
example.
So
that's
there's,
there's
so
much
and
so
much
inequities
here
and-
and
you
just
take
a
look
at
our
Title
One
schools
in
in
the
the
level
of
experience
that
our
teachers
have
the
turnover
yep
that
is
inequitable
to
our
students
and
so
I
think.
J
That's
a
way
to
address
this
without
being
explicit
with
the
term,
because
you're
right,
it's
going
to
get
actually
shot
down,
you
will
you
know,
and
so
how
do
you?
How
do
you
say
that
we're
going
to
treat
kids
appropriately
and
I
I?
Don't
yes
about
well
I
thought
about
this,
though
so
I'm
thinking
about
it
from
the
kids
standpoint,
I'm,
not
sure
how
I
think
about
it
right
now:
I'm,
not
addressing
how
I
think
about
it
by
adults,
but
for
students
we
are
certainly
not
a
system
of
equity.
Well,.
I
So
some
of
the
so
a
couple
of
these
examples
where
I
think
are
ways
that
we've
done
this
well
like
we,
the
superintendent
and
it
will
not
allow
underperforming
campuses
to
have
principals
or
teachers
who
rank
in
the
bottom.
Two
quartiles
of
principal
or
teacher
District,
Five
performance
or
something.
I
G
I
think
one
of
the
things
that
you'll
get
from
this
one
is
you
ask
the
superintendent?
How
do
you
see
this
particular
guard
reel
you'll
know
when
the
superintendent
creates
his
measures
for
this
guardrail,
how
he
sees
it,
so
you
don't
really
need
to
Define
it
for
him
right
now.
If
he
doesn't
see
it
the
same
way,
you
see
it.
When
he
comes
back
with
his
measures,
then
you
can
adjust
the
wording
as
necessary
to
make
it
clear
for
him.
No
here's
what
we
actually
meant.
M
M
J
C
J
C
O
O
Q
I'm
gonna
say
we
kind
of
started
having
these
conversations
in
general,
going
back
to
what
you
say
about
sport
is
about.
You
know
just
mentioning
that
word
Equity
right
and
how
that
just
kind
of
like
puts
into
the
environment,
something
that's
really
not
true,
we're
not
speaking
of
equity,
the
way
that
other
people
may
view
it,
but
we
had
a
conversation
in
cabinet
last
week,
Mr
Kennedy
talking
about
the
expectations
like
Michelle
just
mentioned
and
just
rigorous
standards.
You
know
rigorous
classroom
instruction,
that's
Equity,
but
most
people
don't
see
it
that
way.
Q
So
that's
a
start
making
that
up
a
way
that
we
open
the
door
for
the
conversations
and
I
think
if
we
do
that,
then
that
gives
us
a
platform
to
kind
of
have
some
deeper
conversations
about
equity
in
general,
but
I
do
think.
We
need
to
really
keep
it
simple
at
this
point.
Talking
about
the
expectations
as
far
as
instructions
concerned,
because
that's
an
equity
issue
in
our
district.
C
D
F
A
O
Information
I
received
last
week
was
that
with
the
incoming
ninth
graders
starting
next
school
year,
they
will
be
required
to
earn
a
half
credit
of
financial
literacy
to
graduate,
and
so
they
did
not
allude
to
Virtual
or
online,
but
that's
starting
for
the
upcoming
school
year.
So
that
would
make
sense
for
this.
Okay,.
D
C
G
That's
what
I
was
that's.
What
I
was
going
to
suggest
is
again
keep
in
mind
that,
under
the
soft
skills
issue,
you're
going
to
have
the
superintendent
telling
you
how
he's
going
to
measure
progress
around
that
guard
rail,
and
so
what
was
just
suggested
around
the
financial
literacy
course
and
the
quality
of
it
might
be
a
way
of
addressing
it.
H
H
J
Well,
I
mean
I'm,
assuming
that
that
the
the
state
is
developing
the
course
now
or
going
out
to
you
know
to
to
procure.
So
we
won't
know
until
they
do
that,
how
rigorous
it
is,
but
I
do
know
across
the
state,
because
in
the
superintendents
around
tables
up
in
Columbia,
this
comes
up,
and
so
it's
a
Statewide
issue.
So
my
assumptions
that
scde
is
paying
close
attention
enough
attention
to.
It
then
make
sure
it's
it's.
It
prepares
our
kids.
F
F
We
talked
about
this
when
we
were
in
like
the
workshop,
but
staff
culture,
culture
throughout
the
district
being
a
piece
she
also
mentioned
teacher
supports
I,
know
we
hadn't
said
anything
about
that
and
then
high
expectations,
the
rest
of
them
I,
think
we've
addressed,
but
high
expectations,
culture
and
then
teacher
supports
were
one.
She
wanted
to
call
out.
J
A
A
C
J
O
J
C
We
want
to
know
about
them
too,
so
so
what
that?
What
that
might
mean,
then,
is
if
the
board
were
to
write
a
guard
rail
around
employee,
the
the
superintendent
will
not
shall
not
allow
culture
of
low
employee
satisfaction,
I,
don't
know
there
might
be
better
wording
than
then
that
might
cause
the
adult
Behavior
change
such
that
those
the
other
staff
that
currently
is
not
given.
The
Panorama
survey
is
given
opportunity
to
to
fill
that
out
as
well.
F
K
Q
I'm
wondering
if
this
is
one
of
those
things
we
can
kind
of
like
get
back
to
you
all
on,
because
I'm
wondering
if
Panorama
could
be
extended
to
those
individuals
instead
of
developing
something
different
or
new
right,
because
they
do
ask
about
well-being
as
a
part
of
that
Panorama
Panorama
survey
for
the
adults,
so
I
don't
know.
We
may
want
to
look
into
that
and
see
if
we
can
just
extend
that
versus
trying
to
look
for
something
new
at
the
point
I'm
trying
to
make.
H
H
D
I
Well
that,
but
that
would
be
covered
I,
think
in
in
this
one
that
we're
just
doing
about
culture
and
a
lot
yeah
I
think
that
would
I
think
that
I
mean
that's
all
overall
satisfaction.
I
mean
one
thing
that
I
that
came
up
in
some
of
the
ones
I
did
too
and
I've
seen
this
in
the
gosh
25
years
that
I've
been
around
here
is.
I
There
is
a
group
of
teachers
who
give
us
a
lot
of
feedback,
but
then
the
re
then
so
many
who
are,
who
are
afraid
of
I
mean
they'll,
they'll,
say
I'm,
afraid
of
Retribution
I
can't
tell
you
what
my
issue
is
because
I'm
afraid
of
Retribution
I'm,
like
who's
gonna,
you
know,
but
anyway,
so
I
I
would
I
would
hope.
We
would
address
that
through
the
culture.
So.
J
So
yeah
so
one
thing
so
on
that
with
teachers
specifically
like
in
the
leadership,
expanded
leadership
team
meeting
last
week.
Thank
you
guys
for
there.
Where
we
talked
about,
we
had
the
the
presentation
we
had
the
Mia
Pace
at
the
end
that
talk
about
all
the
things
that
we
think
that
we
we
the
district
could
do
to
improve
t-shirt
supports
including
planning
time.
So
perhaps
we
could
staff
to
take
that
the
teacher
part
and
and
make
sure
that's
a
component
of
the
culture
here
guardrail
to.
C
C
If
somebody
else
has
a
suggestion
for
how
to
word
that,
please
let
me
know
now,
otherwise
we
can
make
a
recommendation
to
a
recommendation
for
that
to
capture
what
we've
heard
that
I
just
can't
quite
and
and
I
think
we
want
what
I
hesitate
around
is
the
words
satisfaction
or
even
dissatisfaction,
because
what
we
want
is
a
we
want.
What
you're
valuing
is
is
a
positive
climate
and
and
a
positive
and
supportive
climate,
but.
I
C
M
F
I
also
think,
though,
that,
as
as
they
go
back
and
develop,
the
interim
pieces
like
we
actually
may
have
and
overwhelmed
like.
Let's
say,
employee
satisfaction
is
at
40.
Well
we're
striving
and
then
it'll
be
to
get
from
40
to
48,
or
you
know,
40,
like
I,
think
I
think
there.
It
may
not
be
positive
at
the
outset,
and
maybe
it
is
but
like
if
it's
if
it
goes
the
way
we're
talking
about,
and
it's
not
positive
right
out
of
the
gate.
Then
then
we've
just
gotta
yeah.
J
C
K
K
C
H
D
C
D
C
D
C
O
O
D
Q
H
C
H
I
Q
Expectations
in
general
and
take
that
piece
out
just
have
guard
row.
Number
four
would
be
high
expectations
for
both
staff
and
students,
and
then
we
kind
of
word
it
to
where
it
speaks
to
high
expectations,
because
it
seems
like
that's
where
you
all
are
going
with
this.
You
know
it
could
be
about
the
high
expectations
in
the
classroom.
It
could
be
about
the
expectation
that
we
have
these
qualified
or
veteran
teachers
in
schools
that
traditionally
don't
have
them.
I
mean
it's
just
a,
but.
I
C
H
C
C
J
H
D
J
I
Your
schedule
is
to
see
if
it's
doable
now,
if
the
boards
we
we've
got
to
understand,
we're
not
going
to
have
so
we'll
have
to
make
sure
the
boards-
and
you
know
we're
not
going
to
have
everything
for
us
to
look
at
on
Thursday.
You
know
they're
still
working
on
it.
We
may
get
stuff
over
the
weekend
of
what
those
interim
goals
are
right.
But
if
it's
not.