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A
A
C
A
C
Most
I
think
Kate's
going
to
try
and
join
via
Zoom.
Unfortunately,
Miss
Waters
and
Miss
green
are
unable
to
make
it
and
I
haven't
heard
from
Dr
Frazier,
but
I
will
text
her.
She.
C
Gonna,
oh
she's,
not
coming
so
a
small
group
today,
but
it's
just
a
working
session.
We
don't
have
to
approve
everything.
We're
just
gonna,
be
working
through
the
goals
in
the
guardrail,
so
we
can
provide
an
update
for
the
board
prior
to
the
board
meeting
or
the
committee
of
the
whole
meeting
up
a
board
meeting
on
the
24th.
B
C
Thank
you,
rubber,
Mack,
Cindy,
I'm,
actually,
gonna
turn
it
over
to
you
as
we
go
through
the
goals
and
the
guardrails
and
make
tweaks
along
the
way
sure.
E
Okay,
so
I
believe
you
have
all
been
given
the
information
from
superintendent
Kennedy
regarding
the
goals
and
the
guard
rails,
the
interim
goals
in
interim
guard
rails
that
he
and
his
team
have
been
working
on
developing
I.
Think
what
the
best
route
for
going
through
this
would
be
would
be
to
just
go
one
by
one.
E
Just
take
one
goal
at
a
time
and
if
superintendent
Kennedy,
if
you
can
describe
how
those
interim
goals
are
correlating
with
that,
that
particular
goal
and
then
allow
the
board
members
to
ask
any
questions
regarding
your
Baseline
targets
regarding
how
that
information
correlates
whatever
whatever
that
it,
that
those
questions
are
that
helps
the
Board
understand
whether
or
not
the
goal
is
written
in
such
a
way
to
convey
the
the
vision
that
they
intended
for
it
to
convey.
Does
that?
Does
that
work
for
everyone?
F
F
So
we're
ready
to
present
to
the
board,
as
Senator
indicated,
the
the
work
that
the
staff
has
been
working
on.
The
last
couple
is
two
weeks,
probably
three
weeks
to
come
up
with
the
interim
goals
and
and
guard
interim
guard
rails
based
on
the
goals
and
the
guard
rails
that
were
produced
by
the
by
the
board
so
go
to
the
next
slide.
Please
so.
F
As
they're
moving
over
to
the
next
slide,
so
the
first
several
slides
here
is
just
to
reiterate
why
it
is
that
it's
important
to
have
these
goals
in
the
and
the
guard
rails
and
the
interim
guard
rails
and
interim
goals,
and
so
the
first
set
of
slides,
we'll
look
at
some
of
the
data.
That's
been
presented
to
the
board
over
the
summer,
even
going
back
into
the
spring.
That
was
present
data
that
was
presented
to
the
public,
which
the
public
gave
you
all
board
members
feedback
on.
What
what
they
thought.
F
We
should
focus
on
as
a
vision
around
academic
achievement,
and
so
I
just
want
to
reiterate
the
the.
Why
the
why?
Why
we're
doing
this?
So
we
we
want
to
ensure
as
an
organization
that,
when
all
of
our
children,
when
all
of
our
students
graduate
from
from
high
school,
that
they
are
ready
for
college
career
in
full
citizenship
when
upon
graduation
and
the
way
we're
going
to
focus
on
this
as
we
work
through.
F
All
the
goals
of
the
next
few
years
is
to
look
at
rigorous
grade
level,
instruction,
high
quality
teachers
and
leaders
and
and
support
services
and
wraparound
services
for
students
that
that
need
that,
and
so
we
have
this
Vision
about
that
by
2027
the
spring
of
2027.
All
students
will
be
able
to
read
on
grade
level
by
the
fifth
grade.
Next
slide,
please
yeah.
So
this
begins
about
three
slides
of
three
or
four
slots
of
data.
F
It's
not
necessary
for
you
to
be
able
to
read
the
the
numbers
on
this
line
graph,
but
just
let
these
these
lines
represent
different
racial
groups,
looking
at
percent
of
students
reading
on
grade
level
from
2006
up
to
2022
this
past
spring,
and
it
shows
the
Top
Line
there,
White
students,
you
can
see
where
you
can't
see
the
number
perhaps,
but
that
line
is
at
the
top,
is
77
77
of
our
students
in
2022
of
white
students
read
on
grade
level,
and
then
you
come
down
to
the
bottom
of
the
slide,
and
you
see
the
two
lines
at
the
bottom.
F
The
first
one
is
green,
that
represents
the
Hispanic
students
and,
over
the
same
time,
period
in
the
bottom
line.
The
Blue
Line
represents
African-American
students,
so
you
can
see
that's
a
huge
achievement,
Gap
in,
for
instance,
with
the
African-American
Blue
Line.
It
shows
that
in
2022
we
had
23
three
23
percent
about
African-American
students
of
Grace,
two
through
eight,
but
read
no
grade
level,
so
23
percent
reading
a
great
level,
so
that
means
77
77
reading
below
grade
level.
So
it's
so
the
history.
F
The
data
is
pretty
compelling
in
terms
of
the
the
the
achievement
gaps
and
the
persistence,
the
persistence
over
time
of
those
those
gaps.
That's.
F
D
It
says
on
the
2022
day
it
says
actual
at
the
previous
years.
It's
projected
from
the
nwe
analysis
is
that,
based
on
our
SC
ready
standards
that
they
did
that
projection
so.
F
Over
this
time,
period
about
from
2006
to
2022
in
the
state
of
South
Carolina
has
had
a
number
I.
Don't
know
what
that
number
is,
but
more
than
one
State
assessment
right
right,
okay,
and
so
what
what
we
asked
the
NWA
folks
to
do,
which
are
the
folks
that
that
administer
the
measures
of
academic
progress
assessment
map
that
we've
been
we,
the
district
has
been
using
since
2005
I
believe
when
we
first
purchased.
F
That
is
that
we
asked
the
the
NWA
and
the
abundance
of
other
districts
to
take
a
look
at
their
map
data
for
for
in
a
year,
and
we
asked
for
each
year
for
going
back
to
2006.
F
and
the
part
of
the
the
programming
of
that
software,
the
NWA,
who
was
the
company
that
owns
map
the
part
of
that
programming
in
the
software,
can
can
predict
predict
once
a
student
takes
the
map
assessment
things
in
the
winter
time.
Remember
this
winter,
the
spring,
but
they
take
the
assessment.
The
map,
assessment
and
NWA
can
take
that
assessment
and
predict
where
the
the
actual
student
achievement
would
be
done
on
the
state
test
and
so
what
they
did
they.
F
They
did
that
type
of
analysis
for
each
year
going
back
to
2006.
the
reason
why
they
had
we
had
to
do
it.
That
way
is
because
again,
there's
multiple,
multiple
assessments
that
the
state
has
done
over
the
years.
So
we
want
to
have
some
consistency
on
how
the
data
was
calculated
and
then
the
last
year
in
2022.
This
is
actual
data
versus
projected.
As
you
indicated,
okay.
D
F
D
F
So
so
that's
the
point
of
the
of
the
of
the
graph
is
not
to
get
into
to
for
for
us
to
say
you
know
this
this
particular
year.
It
was
absolutely
accurate,
okay,
and
so
so
it's
two
purposes
here.
One
is
to
show
again
what
I
just
said:
the
the
the
three
things,
the
Gap,
the
current
Gap
to
the
persistency
of
the
gaps
over
the
gaps
over
years
over
the
years
and
three
over
here
at
the
middle
here,
2012.
F
2012,
but
you
can
see
in
all
racing
groups,
were
increasing
from
2006
up
to
2012
and
then
there
was
a
drop
after
that,
and
so
you
know
what
what
was
going
on
that
allowed
that
increase,
and
then
what
happened
that
that
that
resulted
in
the
decrease
and
the
decrease
in
the
sort
of
like
the
flat
line
going
going
over
and
out
over
over
a
number
of
years.
F
Okay,
all
right
next
slide,
please
and
and
by
the
way.
So
by
the
way
up
here,
it
says:
India
NWA
announces
the
measures
of
academic
progress,
so
Maps.
So
in
this
presentation
there
would
be
a
number
of
acronyms
like
map
I
ready,
my
the
those
types
of
educational
terminology,
sales
and
appendix
in
the
board
docs
it's
because
of
the
metric
definition
that
actually
describes
what
each
of
those
those
measures
are
and
in
those
acronyms
so
sticking
with.
F
So
so
we
what
you'll
see
I
mean
I,
know
the
board
knows
this,
but
anyone
that
may
be
listening.
The
first
goal
that
we're
going
to
work
on
is
African-American
and
Hispanic
students
reading
on
the
great
level
about
grade
five
and
here's.
Why?
So?
If
you
take
a
look
at
this
slide
here
during
that
same
time
period,
that
I
just
talked
about
from
2006
to
2022
for
fifth
grade
African-American
students,
the
average
percentage
of
African-American
students
over
that
time
period
each
year
that
read
below
grade
level
is
82
percent.
F
The
number
the
average
number
is
1116
students,
so
82
or
8
out
of
our
out
of
10
students
leave,
have
left
a
consistently
consistently
left
Elementary
School
here
in
Charleston,
County,
School,
District
and
matriculated
into
middle
excuse
me
secondary
schools
not
prepared
to
learn
at
the
secondary
level,
and
that's
playing
that
plays
out
in
this
next
slide.
Next
slide,
please.
F
So
this
is
the
our
school
districts,
20
20
20,
20
20
21,
four-year
graduating
class,
causing
career
awareness
now
in
the
table
which
I'm
not
going
to
go
through.
It
lists
all
of
the
state
indicators
when
the
student
would
be
deemed
to
be
College
and
Career
ready,
and
we
have
that
broken
out
by
by
racial
groups.
Here
in
this
District
poverty
in
the
in
at
the
state
level,
so
I
won't
go
through
the
details
of
the
table,
but
what
I
do
want
to
point
out
at
the
bottom?
F
The
block
at
the
bottom
was
at
the
20
20
21
College
of
career
awareness
rate
for
CCSD
is
67.7.
Now
this
is
as
of
June
of
2021,
which
this
date
is
based
on
we're
just
getting
the
June
of
2022.
So
I
haven't
updated
this,
but
but
in
June
of
2021,
the
graduating
class
of
that
only
67.7
percent
were
causing
career
ready
and
they
look
at
the
the
number
of
the
percentage
of
African-American
students.
F
The
percentage
that
was
career
ready
was
42
and
a
41.9
of
the
graduating
class,
and
it's
not
the
graduating
class.
By
the
way.
It's
the
it's
this
cohort.
So
if
a
group
of
100
students
start
the
ninth
grade
together,
that's
a
cohort,
you
know
some.
Some
percentage
of
those
students
are
going
to
graduate.
Let's
say
it's:
80
I,
don't
know
what
it
is
if
it's
80
and
then
some
are
going
to
drop
out.
F
So
if
a
child
can
start
a
student,
can
start
in
the
ninth
grade
and
drop
out
in
the
11th
grade
and
never
get
to
that
graduation
point,
but
they're
still
counted
in
this
college
of
career
Readiness
standpoint
and
so
for
Hispanic
students
during
that
same
time
period
that
at
the
graduation
2021
it
was
almost
50
that
were
students
that
were
College
and
Career
ready.
D
F
No,
not
necessarily
I
mean
I
mean,
obviously
all
students
don't
take
the
ACT
nor
the
sat
right.
G
This
is
Anita
I.
Thank
you
all
for
for
your
work
around
this
and
it's
a
really
good
question.
I
I
think
I
might
be
able
to
offer
a
little
clarification
there.
Mr
Kennedy,
Dr,
French
kids
in
the
11th
grade,
do
take
this
assessment
and
as
you,
but
as
you
know,
not
all
kids
score
at
the
level
that
would
be
commensurate
with
College
and
Career
Readiness,
so
they
are
able
to
retake
that
in
in
their
senior
year.
Does
that
does
that
help.
D
G
You
and
we,
and
we
we're
not
really
not
sure,
Dr
French
what
the
assessment
will
be
this
year.
As
you
know,
there's
been
some
transition
between
assessments
at
the
state
level
on
the
college,
readiness
assessment,
and
so
what
we're
able
to
to
to
confirm
right
now
on
this
season
is
somewhat
questionable.
D
A
F
B
F
F
Understand
yeah
I
understand
all
right
next
slide,
please,
okay,
so
this
is
a.
This
is
a
follow-on
on
on
just
the
preceding
slide.
So
I
said
that
42
percent
of
African-American
students
that
graduated
in
20
at
the
cohort
in
2021
I,
read
on
I
mean
we're
causing
causing
career
ready.
That
means
the
inverse
of
that
58.
Almost
6
out
of
every
10
students
that
graduated
6
out
of
10
out
of
the
cohort
were
not
constant
career
ready.
That's
a
that's
a
that's
a
traveling
number
and
same
thing
with
Hispanics.
F
So
half
of
you
know
five
out
of
every
10
are
not
not
prepared
for
post
post
Kate.
F
Well,
next
slide,
please
now
we'll
get
into
so
that's
that
that's
something
I
consider
the
compelling
reasons
why
we
need
to
be
doing
this
so
I
100
data
on
here
today
on
literacy
in
College
and
Career
Readiness
in
very
high
level
and
and
so
I
was
just
a
a
state
though,
although
I
don't
have
data
here
that
looks
at
math,
but
if
you
were
to
take,
if
I
were
to
show
you
and
I
think
I
have,
if
I
were
to
show
you
that
the
historical
line
graph
of
of
map
I'm-
not
excuse
me
not
about
math
mathematics,
you
would
see
you
would
see
the
same
pattern.
F
You
see
me
saying
gaps.
You
would
see
the
same
growth
from
2006
to
2012.
You
will
see
the
drop
off
and
then
you
would
see
that
consistent
stat
status
quo
after
2012.
F
all
right.
So
then
the
goal
one,
the
percentage
of
that
Black,
slash,
African-American
and
Hispanic
fifth
grade
students
reading
on
grade
level
will
increase
from
25.5
in
July
2022.
So
that's
what
it
is
right
now.
F
So
that's
our
Baseline
starting
point
to
60.7
in
over
this
time
period
that
we
measuring
is
about
you
know,
2027
by
the
state,
English
language,
arts,
assessment,
annual
assessment
and
and
so
there's
there's
a
way
that
we
we
arrived
and
arrived
at
60.7
and
by
the
way
it's
pretty
it's
pretty
it's
pretty
aggressive
goal
and
you
know
we'll
lay
out
what
what
those
those
well.
Let's
take
a
look
at
the
next
slide.
Please
it's.
F
And
so
so,
each
goal
then,
has
an
interim
a
set
of
interim
goals
that
are
predictors
of
whether
or
not
this
District's
on
track
to
to
maintain
now
to
reach
the
the
overall
goal,
and
so
these
income
goals
then
are
needs
to
predict
and
we
need.
F
We
staff
need
to
come
to
the
board
on
whatever
that
recurring
schedule
is
to
show
you
all
how
you
know
where
we
are
on
this
on
these
interim
measures,
so
the
first
one
sticking
with
the
African-American
Hispanic
students
so
with
so
the
goal
is,
is
fifth
grade
and
so
we're
going
to
do
a
check
at
the
third
grade.
The
third
grade,
students
now
and
so
yeah
I'm,
sorry
I'm,
making
a
little
note
to
myself.
But
anyway,
a
third
grade.
Students,
meeting
Ela
growth
growth
targets,
growth
targets.
F
So
this
is
not
in
the
year.
This
is
looking
at
on
our
interim
assessments
and
as
you,
as
you
know,
we
are
switching
for
for
most
of
our
students
from
at
least
from
all
of
us
most
of
our
students,
Elementary
School,
from
map
to
I-Ready,
and
so
we
don't
have
the
a
baseline
for
already
at
and
therefore
we
won't
and
we
will
not
have
that
Baseline
until
the
Assessments
in
the
spring,
which
is
a
spring,
is
coming
spring,
April
2023.
F
So
then,
whatever
those
whatever
that
those
numbers
are,
then
then
we
would
have
that
as
a
as
a
Baseline
and
move
forward
and
measure
from
based
on
I,
ready,
again
now
ready
is
is,
is
can
be
used
as
a
predictor
how
students
are
going
to
perform
on
the
on
the
on
the
state
assessment.
So,
presumably,
if
we,
if
we
meet
this
goal
here,
this
interim
goal,
that
means
that
more
more
of
our
kids
will
be
on
track
to
be
on
great
level
by
the
state
state
measures
in
the
fifth
grade.
C
I
mean
for
me
personally,
this
goal
is
very
sound.
The
interim
goal
is
in
place
childhood
assessment,
along
with
that
third
grade
piece
to
make
that
fifth
grade
goal
achievable
I,
have
no
issues
or
have
any
recommended
tweaks
for
a
disco
or
interim
goal.
All.
D
I
do
want
to
ask
one
quick
question
when
you
say
a
percentage
of
kindergarteners.
F
F
D
At
low
risk,
are
you
talking
about
at
the
end
of
kindergarten
or
the
beginning,
I.
F
D
F
For
instance,
so
I've
mentioned
a
few
minutes
ago,
your
strategies,
so
one
so
so
one
of
our
strategies-
that's
being
developed,
is
to
is
to
get
more
of
our
students,
our
Pre-K
students
into
high
quality,
Pre-K
classes,
and
so
so
we
know
I
know
because
principal
has
told
me
that
Elementary
School
principles
that
when,
when
students
come
into
kindergarten,
they
they
are
not
prepared.
They
are
high
risk.
F
Then
this
it's
become
extremely
difficult
in
some
cases
impossible
to
catch
them
up
and
that
we
need
to
be
able
to
bring
them,
bring
more
and
more
kids
into
kindergarten
prepared,
and
so
we
have
we
have.
F
We
have
parents
that
have
students,
kids,
there's
children
on
waiting
lists
to
get
into
our
to
our
programs,
and
so
one
of
the
ways
we're
addressing
that
is
that
we've
been
more
thoughtful,
more
aggressive
and
try
and
more
creative
on.
How
do
we
create
more
classroom
space
facilities
right
now
versus
waiting
until
we're
building
the
schools,
and
so,
for
instance,
I
think
you
all
are
aware
that
we
we
it
looks
like
we're
gonna,
be
able
to
get
two
additional
Pre-K
classes
in
now
in
mid
and
use.
F
We
already
have
one
solidified
and
we're
waiting
to
work
sort
of
like
the
facilities
piece
where
exit
door
or
whatever
we
have
to
have
to
have
to
do
with
you
know
with
the
state
requirements,
but
we're
close
to
that.
So
that
would
be
another
16
students,
not
you
know
young
people.
F
Six
months
after
four,
four
years
old,
we
have
we're
going
to
do
this.
Early
Childhood
Summit
next
month,
November
30th.
We
we
have
a
team
on
that.
F
There's
there's
this
vast
Outreach
across
the
community
to
bring
people
together,
bring
organizations
together,
bring
them
private
providers,
because
we
recognize
that
that
there
are
a
lot
of
a
lot
of
entities
that
are
provided
child
care
services
where
the
the
staff
may
not
may
not
have
been
trained
on
how
to
prepare
kids
to
enter
kindergarten
so
forming
Partnerships
with
them,
not
not
to
take
the
kids
from
them
because
that's
their
livelihood
but
Highway
foreign
Partnerships
to
be
able
to
support
their
development
so
that
the
benefit
to
us
is
when
their
kids
come
into
us
into
kindergarten,
they're
better
prepared.
F
So
it's
those
types
of
things
that
we're
looking
at
that's
going
to
drive
kindergarteners
I've
been
able
to
demonstrate
low
risk.
F
Then
the
last
one
here
is
this:
my
my
igd.
You
can
take
a
look
at
that
in
the
in
the
appendix
that
talks
about
the
metric,
the
definition,
but
it's
it's
taking
a
look
at
the
kids,
young,
kids,
young
kids.
These
are
pre,
Pre-K,
kids
and
pre-kindergarten.
You
know
Pre-K,
kids
and
how
they
are
able
to
hear,
sounds,
listen,
sound,
ID,
rhyming,
and
so
our
academic
folks
are
saying
they're
I
think
like
five
of
these
measures,
so
we
select
they
selected.
F
A
F
All
right,
then,
this
go
to
is
algebra
one
awareness
and
achievement,
and
so
this
it
says,
percent
of
all
the
percent
of
all
enrolled
eighth
grade
students
achieving
C
or
higher
on
as
one
and,
of
course,
exam
at
the
end
of
eighth
grade
would
increase
from
24.9
to
60,
60.3
percent.
Now,
I.
F
Think
last
time
we
talked
in
the
you
know,
in
a
setting
like
this,
we
talked
about
having
this
goal
to
embrace
both
Readiness
students
that
are
ready
and
demonstrated
Readiness
they're
able
to
take
algebra
one
and
then
also
achievement
the
ones
that
percentage
that
are
in
the
course
successfully
and
so
by
by
having
all
all
in
the
in
the
in
the
measure,
all
students
all
8th
grade
students
in
the
denominator
of
the
calculation
that
that
that
helps
measure
that
will
help
us
measure,
readiness
and
then
the
other
piece.
F
Then
the
top
piece
that
numerator
would
we
indicate
that
there
was
success,
a
lack
thereof.
C
My
concern
with
this
goal
and
interim
goals
is
I,
have
no
doubt
that
you
can
increase
the
percentage
for
those
enrolled,
but
we
we
have
acknowledged
many
times.
We
have
access
issue.
F
D
Well,
isn't
this
worded
to
include
all
8th
grade
students,
not
just
those
that
says
all
enrolled?
Oh
well,
they're
enrolled
in
eighth
grade
I
guess,
but
I
thought
that
was
the
point.
20
25
right
now
is
not
the
number
of
students.
That's
not
the
percentage
of
students
taking
algebra
one
that
made
a
c
or
higher
that
number's
higher
than
that.
Okay,
yeah!
Is
that
right.
F
F
Yeah,
so
so
that's
right,
so
you
so
we
have
so
we
know
I
mean
I've,
showed
the
data
before
I
know
it's
back
in
the
wintertime.
I
showed
it,
but
this
is
the
data
that
was
analyzed
by
education,
resource
strategies,
and
so,
if
they
had
like
nine
different
dimensions,
they
allows
data.
We
presented
on
that
specifically
on
algebra
one,
and
so
it
showed
to
your
point
that
we
had
students.
You
know
specifically
minority
students
that
were
deemed
eligible
to
take
asthma
one,
but
they
were
never
enrolled
for
whatever
reason.
F
So
so
they
could
be
so
we
so
we
we
will.
We
will
find
out
what
the
various
reasons
are.
My
my
speculation
is
that
some
of
some
of
it
is
how
we
schedule
if
a
facilities
space
and
so
those
types
of
things
we
can,
we
can,
we
can
determine
and
and
and
work
towards
correcting
some
of
it
is
the
level
of
expectation.
So
we
got
plans
for
that.
So
I
think.
F
If
I
understand
the
question
is
that
how
do
we
make
sure
that
we
actually
have
students
have
access
so
that,
though,
so
the
fact
that
so
access
is
not
embedded
in
the
goals
nor
the
interim
goals,
but
it's
a
recognition
that
the
part
of
the
problem
is
access
and
then
just
like
I
talked
about
with
the
kindergarten
there
that
I
don't
in
the
goal.
It
doesn't
say
that
we're
gonna,
we're
gonna,
have
more
Pre-K
students,
but
that's
part
of
the
strategy.
Okay,.
D
E
I
think
I
think
that
sounds
great
I
I
think
that's
what
we
were
trying
to
do:
Kristin
but
I,
think
or
Dr
French,
but
I
think
I
think
the
way
you've
ordered
the
words
is
better
I.
H
F
So
so
the
interim
goes
around
the
algebra
one
then,
or
you
know
structurally,
like
the
end
of
goals
for
the
for
the
for
the
reading.
When
we
have
the
when
we
have
the
the
the
interim
assessment,
so
the
first
one
here
percentage
of
sixth
grade
students,
so
that
the
goal
is
eighth
grade
students
and
algebra
one
successfully,
and
so
we
started
at
military
at
the
sixth
grade.
F
F
Although
this
integral
said
we're
going
to
take
a
look
at
sixth
grade,
we
know
that,
in
order
for
sixth
grade
students
to
be
successful
to
do
to
meet
this,
then
we
have
to
start
back
in
the
earlier
grades
in
elementary
school
on
by
how
we're
going
to
handle,
handle
map
math
instruction
and
so
so
part
of
the
strategies
that
we
that
we're
implementing
for
reading,
in
terms
of
expectation
for
students,
expectations
for
staff.
That
sort
of
stuff
would
be
we'll
have
some.
F
It
has
have
some
we'll
have
a
lot
of
similarities
and
then
going
into
the
seventh
grade.
Then
the
percentage
of
seventh
grade
students
that
are
projected
to
be
ready
for
algebra
one
will
increase
so
the
same
thing.
So
we
look,
we
look
at
them
at
sixth
grade
here's
their
algebra.
They
will
look
at
look
at
the
students
again
in
seventh
grade
to
see
their
their
eligibility
and
then
the
last
one,
the
percentage
of
eighth
grade
students
scoring.
F
So
we
actually
look
at
this
one
is
on
the
benchmark
assessments
that
that's
given
for
Osborne
the
benchmarks
being
a
way
to
to
compare
a
student's
performance
on
some
assessment
based
on
the
state
standards,
and
so
you
you
get
this.
We
get
an
indication
whether
or
not
based
on
this
assessment.
It's
it's
linked
to
the
state
standards.
How
well
a
student
may
may
do
on
the
standard.
G
I
hope
that
this
helps
address
somewhat
your
fault
or
concern
and
or
concerns
earlier
about
access,
because,
as
you'll
see
here,
we've
tried
to
be
really
thoughtful
and
this
this
process
has
really
challenged
our
thinking,
a
lot
about
how
we
do
things
and,
if
we're
able
to
when
we're
able
to
pull
some
of
these
things
to
be
successful.
G
But
that's
why
we
developed
these
interim
goals,
beginning
at
the
mid
at
the
beginning
of
the
middle
school
years,
so
that
those
teachers
are
tracking
that
all
along
and
increasing
that
those
those
student
groups
towards
the
eighth
grade
does
that
make
sense
or
alleviate
some
of
your
con.
Your
maybe.
C
C
D
Too
and
I
think
that
it
also
really
helps
us
to
see
that
part
of
the
issue
is
whether
or
not
students
are
being
encouraged
to
take
it
when
they're
actually
ready,
because
you
have
a
higher
your
Baseline
percentage.
For
these
interim
goals
is
higher
than
the
percentage
of
students
who
are
taking
algebra
in
7th
and
eighth
grade,
so
creating
more
access
for
students
that
are
eligible
that
are
ready,
but
also
making
sure
that
we're
not
pushing
students
that
aren't
ready
to
take
it
before
they
are
seems
pretty
important.
I'm.
G
So
glad
you
brought
that
point
out:
Dr
Branch
as
the
mother
of
three
children
myself,
who
all
have
varying
abilities
and
strengths
in
different
areas.
I
think
that's
critical
I
had
one
child,
for
example,
who
took
algebra
in
the
seventh
grade
and
and
again
all
children
are
different.
So
we
we
want
to
make
sure
the
public
knows
that
we're
not
going
to
push
students
into
algebra
one
if
we
don't
think
developmentally
they're
ready
yet
because
that
could
end
up
doing
damage
right.
G
So
so
I
think
that's
why
we
looked
at
the
inner
goals
and
situated
them
as
we
have
to
ensure
we're
adequately
preparing
groups
of
students
along
the
way
who
we
believe
can
be
successful.
So
thank
you
for
bringing
that
point
up.
Dr
French
sure.
D
And
I
I
just
wanted
to
add
that
it
looks
like
right
now.
The
vast
majority
of
our
students
are
taking
algebra
one
in
the
ninth
grade
and
that's
not
necessarily
a
bad
thing,
but
having
them
ready
more
than
a
year
before
ninth
grade
means
they
could
take
it
in
eighth
or
ninth
grade
the
main
point
being
that
we
want
them
to
have
it
early
enough
that
they
have
acts,
have
more
options
in
high
school
to
choose
from
and-
and
it
recognizes
that
it's
on
the
district
to
make
sure
that
they're
ready.
F
Okay,
next
slide:
oh
right
there,
so
the
last
goal
is
College
and
Career
Readiness.
The
percentage
of
students
in
the
four-year
cohort
to
graduate
college
in
our
career
ready
will
increase
from
67.7
over
the
last
August
2021
to
86.2
percent
in
August
2027.
So
the
I've
talked
about
this
a
few
minutes
ago
about
what
67.7
means.
What
causing
career
awareness
means.
F
It's
all
all
students
in
the
four
in
a
four-year
cohort,
the
group
of
cohort
being
the
group
of
students
that
start
off
together
in
the
ninth
grade
four
years
later,
how
many
have
graduated
and
I'm
four
years
later,
I've
100
that
started
in
the
ninth
grade,
who
were
who
were
College
and
Career
ready,
while
they
graduated
I
did
not
graduate
so
so
that's
why
the
a6.2
percent
is
here
as
opposed
to
a
hundred
percent.
F
The
professor
to
pull
that
out
why
she's
pulling
that
out?
Actually
so
miss
Danny?
You
might
hold
on
a
second,
because
I'm
asking
you
to
talk
about
the
first
interim
goal
here
for
College
and
Career
Readiness.
F
So
this
this
this
this
address
is,
is
giving
you
some
indication
of
of
a
strategy
that
we're
looking
at.
So
it
says
the
percentage
of
all
high
school
pupils
and
properties
are.
These:
are
students
in
poverty
who
score
a
c
or
higher
on
on
Avid
will
increase
from
whatever
percent
to
whatever
percent
from
May?
F
So
we
don't
have
the
Baseline
yet
May
2023
to
May
2025.,
and
so
a
couple
things
on
this,
so
I
asked
Miss
Danny,
so
miss
Denny
is
I
would
say
it's
the
foremost
expert
in
the
in
the
in
this
District
on
Abbott
and
has
had
the
most
Success
With
It
over
at
Early
College,
High
School,
and
the
reason
why
we're
focused
on
pupils
and
poverty
is
because
we'll
talk
for
the
most
part,
first
generation
students
to
potentially
attend
college.
So
that
means
their
their
parents.
F
If
they're
in
poverty
there's
a
high
likelihood
that
that
would
don't
have
experiences
of
the
parents
of
researching
colleges
doing
the
application
supporting
the
students
through
the
application
process
and
the
students
themselves
may
not
have
certain
skills
that
would
that
would
that
would
lend
lend
skills
that
would
help
them
be
prepared
for
college,
and
so
with
this
AVID
program
that
that's
been
very
successful.
F
All
the
Early
College
High
School
and
been
in
this,
and
we
we
have
rolled
it
out
more
sporadically
across
the
rest
of
the
district
and
that's
why
we're
not
we're
waiting
till
May
or
next
year
to
get
the
Baseline,
because
we
have
not
put
this
in.
We
have.
F
We
have
plans
on
how
we
would
roll
this
out
more
systematically
across
the
district,
but
if
I,
if
I
can
get
understanding
to
talk
a
little
bit
about
the
component
of
Abbott
and
what
what
what
those
components
are
provide
for
students
and
parents
in
poverty
thanks.
H
H
It's
for
elective
credits,
but
it's
also
a
curriculum,
the
class
and
a
way
of
teaching
that
the
way
of
teaching
is
based
on
something
that
Avid
calls
wicker,
writing
inquiry
organization,
re
reading
and
writing
a
great
organization
and
reading
there,
that's
all,
that's
all
it
is,
and
so
having
that
is
the
underpinning
for
how
a
math
class
or
a
history
class
is
taught.
I
think
really
supports
that
level
of
student
engagement
and
high
expectations.
F
So,
in
order
to
be
effective
have
forever
to
be
effective
in
more
and
more
schools,
we
have
to
revamp
high
schools,
some
schools
think
about
the
use
of
habit,
and
how
do
you
use
guys
school
counselors
to
to
guide
students
into
the
program,
but
then
also
there's
a
a
component
where
teachers
have
to
be
trained
on
the
curriculum
itself,
and
so
that's
a
part
of
the
strategy.
F
Also
so
with
over
at
the
Early
College
High
School
I,
don't
know
what
percentage
I
I
know
a
lot
of
high
percentage
of
your
students
of
the
teachers
at
Earl.
College
are
trained
instructors
right
at.
F
Part
of
this
is
it's
not
just
guiding
students
into
that
through
that
payoff,
but
also
having
trained
teachers
on
how
to
how
to
instruct.
H
So
added
some
of
the
best
professional
development
I've
ever
attended,
so
it
doesn't
take
much
once
the
teacher
attends
to
to
have
buy-in
our
teachers
have
always
at
Early.
College
really
enjoyed
the
training
they
enjoy.
H
I
think
also
the
collaboration
it
Avid
tends
to
break
down
barriers
that
are
sort
of
departmental
barriers
that
might
be
present
at
a
high
school.
You
know
you
you're
less
of
a
science
teacher
or
history
teacher
or
a
math
teacher.
You
become
a
teacher
of
avid
students
regardless
of
the
subject.
H
H
F
Remind
me
Miss
Danny
is:
it
is
the
figure
100
of
your
students,
error,
contestant
student
graduated
College
of
career
ready?
Yes,.
H
H
F
Right
and
then
the
next
thanks
understanding.
So
next,
the
interim
goal
here
is
the
percentage
of
African-American
Hispanic
10th
grade
students
who
scored
C
or
higher.
So
this
is
on
the
English
two
Benchmark
and
so
again
is
using
the
Benchmark
on
on
a
particular
course,
in
this
case,
English
two
and
so,
and
we'll
talk
in
a
minute,
probably
under
the
guard
rails,
about
some
of
the
strategies
we're
looking
at
and
and
get
in
there
and
then
the
third
one
is
the
percentage
of
11th
grade.
So
this
one.
G
Yeah
Miss
harder
again,
this
goes
back
if
I
may.
This
goes
back
to
some
of
the
questions
you
you
posed
earlier
about
how
we
work
with
counselors,
because
this
is
going
to
require
strategy,
forethought,
Advanced,
preparation
to
make
sure
kids
are
ready
for
and
have
access
to.
G
So
if
we
were
to
go
back
a
couple
of
slides
and
I,
surely
don't
want
to
slow
us
down
and
look
at
the
demographics
and
how
many
students
were
African-American
and
Hispanic
are
successful
on
AP
exams
and
or
have
access
to
dual
credit
and
demonstrate
College
and
Career
Readiness
on
one
of
these
two
paths,
you'll
see
those
numbers
are
significantly
lower
for
African-American
students,
even
then
for
Hispanic
students,
if
I,
if
I
recall
from
thank
you.
Thank
you.
G
Miss
Denny
look
look
there
at
the
AP
line
for
African-American
students,
five
percent
of
students
in
our
system.
Well,
we
could
round
it
up
to
six
I'm,
a
recovering
English
teacher.
So,
let's
round
it
up
to
six,
six
percent
of
African-American
students
in
our
system
demonstrate
readiness
through
a
three
on
an
AP
exam.
So
the
the
strategy
here
is
to
make
students
ready
and
provide
more
access.
Why,
for
example,
aren't
we
enrolling
more
African-American
students
in
courses
like
human
geography
in
some
of
our
schools?
G
We
don't
even
offer
that
yet
so
again,
all
of
these
things,
particularly
the
ones
on
this
slide.
If
you
look
back
at
avid,
these
really
are
transformative
strategies
that
are
going
to
take
a
lot
of
effort.
They're
going
to
take
the
reworking
of
our
budget
they're,
going
to
challenge
the
way
we
think
about
school
allocation
and
how
we
provide
resources.
G
I
mean
this
process
has
really
been
powerful
in
that
it
allows
us
to
think
about
what
we
could
do
if
we,
if,
if,
when
we
really
put
student
outcomes
first,
so
I
hope
this
helps
explain
a
little
bit
about
how
this
will
require
us
to
work
more
strategically
with
school
counselors,
both
in
the
middle
and
in
the
high
school,
when
I
can
say,
Dr
Williams.
G
We
who,
as
you
know,
is
our
associate
for
middle
school
and
Dr
applesheimer
just
last
week
met
with
Jackie
Haynes
associate
for
acceleration
school
and
some
Partners.
We
have
in
in
our
local
Institutes
of
higher
ed
to
talk
about
readying
students
in
middle
school,
and
it
was
such
a
powerful
conversation.
So
thank
thanks
for
asking
those
questions,
because
it's
something
that
I
really
get
excited
about,
as
you
probably
can
tell
yeah.
D
That
does
concern
me
that
you're
expecting
students
to
take
dual
credit
before
11th
grade
and
I
see
that
you're
not
trying
to
get
that
really
high.
It's
the
the
goal
is
39.5,
but
you
know
what
I
have
seen
going
on
in
a
lot
of
now.
D
I
know:
early
college
is
an
exception,
is
most
of
the
time
dual
credit's
not
happening
until
11th
grade,
maybe
12th
grade
and
so
I
don't
know
if
it's
appropriate
to
push
students
to
take
College,
actual
college
classes
and
Ninth
or
10th
grade
I
mean
it
obviously
should
be
an
opportunity,
but
it
I'm
just
a
little
concerned,
because
those
really
are
college
classes
and
I
want
to
make
sure
our
students
are
prepared
for
college
and
I
I
know
if
programs,
where
students
can
take
an
a
college
level
English
class
during
their
you
know
11th
or
12th
grade
year,
and
it's
obviously
their
English
credit
for
high
school.
D
But
it's
also
really
a
college
credit
that
makes
sense
to
me,
but
when
you,
if
you
are
pushing
it
too
soon,
then
I'm
not
sure
what
the
point
of
that
is
in
terms
of
getting
the
vast
majority
of
our
students.
You
know
we
have
so
many
students
who
just
really
aren't
able
to
make
a
c
in
their
regular
classes
and
not
honors
or
AP
and
I'm
very
concerned
about
that
group
and
I
see
what
you're
trying
to
do
here
to
help
with
that.
D
F
Let
me
start
off
and
then
I've
been
talking
to
miss
Danny
can
weigh
in
on
it
where
you
know
so
the
way
I
read
this
is
it's
not
to
have
9th
and
10th
grade
students
taking
dual
credit
is
to
have
students
in
11th
grade
taking
dual
courses
again
dual
credit
and
that
the
intent
here
is
to
prepare
a
student's
to
make
sure
that
by
time,
students
reach
the
11th
grade.
F
They
are
prepared
to
take
a
these
types
of
courses,
so
so
the
the
preparation
happens
before
the
11th
grade,
but
to
make
sure
that
students
my
assumption,
my
assumption
is
that
we
have
many
students
whatever.
F
That
number
is
that,
intellectually,
if
they
were
prepared
once
they
got
into
the
11th
grade,
they
would
be
able
to
enroll
and
be
successful
in
a
dual
credit
course,
and
my
assumption
also
is
that
well
I'm,
probably
that
assumption
the
data
will
show
that
we
have
a
lot
of
our
students
that
we
still
have
a
great
that
they
have
not
been
prepared
for
that.
So
Vanessa.
H
H
What
we,
what
we
really
talked
about
as
a
team
and
and
I
think
we
coalesced
around-
is
that
any
student
in
our
system
who
who,
as
Mr
Kennedy
said,
has
has
the
intellectual
ability,
by
their
the
time
they're
in
the
11th
grade,
to
really
be
successful
in
in
courses
where
there
are
high
high
levels
of
expectation,
I.
Think
combined
with
the
supports,
like
we
see
in
in
interim
goal
number
one.
D
G
G
G
We
changed
it
to
by
the
end
of
the
11th
grade,
for
some
of
the
very
same
reasons
that
you
brought
up
and
in
consideration
of
what
you
said
earlier
about
algebra
one,
because
we
want
to
ensure
that
students
are
ready,
which
is
where
that
piece
this
hurt
has
brought
up
is
going
to
be
key,
that
school
counselor
role
is
going
to
be
instrumental
in
ensuring
that
we
accurately
and
adequately
plague
students
wear
their
best
set
up
for
Success,
and
so
we
will
pay
particular
close
attention
to
this
to
ensure
that
we
do
just
that.
G
It's
all
about
giving
kids
access,
particularly
in
areas
of
our
district,
that
they
may
not
have
access
compared
to
peers
in
other
parts
of
of
the
district,
but
I
do
want
to
be
completely
transparent,
as
I
know.
Does
Mr
Kennedy
that
we
had
that
same
robust
conversation.
In
fact,
Cindy
on
this
call
was
such
a
great
facilitator,
because
she
she
helped
us
frame
our
thinking.
We
paused
on
it
and
actually
Revisited
it
the
next
day.
G
So
thank
you
for
bringing
up
those
your
thoughts
and
I'm
glad
Ms
Danny
was
able
to
to
share
some
of
her
thoughts
about
placement
and
and
how
access
is
so
important
for
kids
that
we
might
not
typically
have
it.
Okay.
Thank
you.
C
F
Okay,
so
that
takes
care
of
the
three
goals
and
their
the
interim
goals
so
that
going
into
the
guard
rails
guard
so
they're,
five
guard
rails
guard
rail,
five
graduate
skills.
The
superintendent
shall
not
allow
students
to
graduate
without
the
soft
skills
and
financial
literacy
proficiency
needed
for
post-secondary
Success.
So
two
interim
goals
here,
one
the
percentage
of
of
excuse
me:
two
income
guard
rails,
one,
the
percentage
of
graduating
senior
seniors
seniors,
who
have
successfully
earned
the
microburst
certification,
will
increase
from
6.5
in
April
22
to
36.3
percent
in
April
2025..
F
So
a
couple
points.
So
if
micro
bird
certification
is
Michael,
burson's
actual
course
in
that
we're
planning
on
expanding
the
there
I
think
there
are
10
components
to
it,
because
he's
component
being
a
soft
skill
and-
and
so
there
are
various
ways
to
to
administer
the
the
certification
of
the
course
we
have
with
our
CTE
teachers,
I
think
the
majority
of
them
are
certified
in
in
the
microburst
training
or
instruction
we're
looking
at
other
options.
F
In
terms
of
like
this
is
one
once
one
district,
one
of
the
districts
in
the
Low
Country
here
require
microburst
training
or
or
construction
a
class
for
all
of
the
English
English
one
students,
I
believe,
and
so
so
part
of
the
work
is
actually
getting.
Teachers
like
to
have
it
and
teachers
trained
in
the
certification
process
or
the
instruction
process.
Now
this
says
36.3
percent
of
seniors,
so
that
that
indicates
that
that
you
don't
have
a
student
doesn't
have
to
assume
to
take
the
certification.
F
So
you
could
be
being
you
take
it
in
your
sophomore
year.
Take
it
in
your
junior
year
and
so
so
we're
not
focused
exclusively
on
on
seniors,
taking
the
course
and
successfully
passing
it,
but
over
time,
all
students
being
able
to
take
the
certification.
F
Oh,
they
may
have
taken
in
the
senior
they
may
have
taken
in
the
senior
senior
year,
and
then
there
may
be
students
that
have
taken
in
the
ninth
ninth
grade
now,
if
we,
if
but
depending
on
what
strategy
we
roll
out,
you
know
we
may
have
a
requirement
that
all
students
in
the
ninth
grade
as
an
example
in
a
particular
course
that
that
that
might
take
the
microburst
class
I,
don't
know
yet
we
haven't
fully
develop
those
the
strides
for
that.
F
What
we
do
know
is
that
the
mic,
if,
if
a
student,
has
a
microburst
certification
that
there's
a
clear
indicate
indicator,
that
is
that
they
have
the
soft
skills
needed,
and
this
has
been
demonstrated
by
the
local
employers,
so
they
put
Place
high
value.
F
You
know
the
large
corporations
Place
high
value
on
that
certification.
In
fact,
I
was
to
even
late
one
afternoon.
I
can't
remember
I
think
it
was
Tuesday.
I
was
in
a
meeting
over
at
the
West
Ashley
Cas
that
included
some
some
business.
F
People
included
Rich
Gordon,
who
runs
our
CTE
program,
included
two
principals
from
Cas
Vanessa,
Brown
I
bet
the
East
Cooper,
it's
cool
for
Cas
and
then
Dale
meskin
from
down
at
the
West
asking
Cas,
and
so
the
president
of
the
West
Ashley
CS
said
he
had
two
students
that
were
interviewing
for
a
job
and
their
their
skill
sets.
That's
all
seals
did
what
they
were.
What
what
the
requirements
are.
The
job
in
terms
of
not
knowing
soft
skills
were
pretty
much
identical
in
that
the
employer
told
me.
F
We
selected
this
particular
student,
because
this
student
had
the
Michael
Michael
burst,
certification
versus
the
other
one
that
did
not
and.
D
Oh,
that's
good,
so
I
guess
I'm
just
trying
to
understand
why
36
percent
is
it?
Is
it
because
we
just
don't
have
enough
teachers
ready
to
teach
this
or
because
you're
talking
about
students
who
have
some
at
some
point
in
high
school
have
gotten
the
certification
but
you're
it
so
is
36
percent
of
seniors
who
have
gotten
it
at
some
point,
not.
A
D
Their
senior
year,
but
just
at
some
point
and
I
was
just
wondering
if
and
I
know,
that's
just
until
2025.,
so
you
hope
to
continue.
Yes.
F
So
part
of
part
of
we
don't
have
the
infrastructure
in
place.
Yet
so
we've
got
to
identify
teachers,
we've
got
the
teachers
have
to
be
trained,
they
have
to
be
the
teachers
have
to
be
certified
to
teach
okay.
So
that's
that's
a
lot
of
work
that
has
to
go
that
has
to
take
place
to
get
there.
So,
as
you
indicate
this
is
April
2025.
So
over
time,
by
the
time
we
get
to
April
2027,
you
know
that
that
percentage
will
be
significantly
increased.
C
F
So
so
the
the
discussion
that
we
have
had
has
been
exclusive
exclusive,
with
High
School,
okay,
as
opposed
to
the
elementary
schools
and
the
middle
schools.
F
Well,
so
Perhaps,
Perhaps,
and-
and
so
if,
if
part
of
the
part
of
the
discussion
in
terms
of
strategy
taking
as
NK
a
few
minutes
ago,
we
looked
at
one
District
I
think
it
was
the
Dorchester
two
I
think
it
is
that
they
have
a
requirement
that
all
of
their
ninth
graders
I
believe
is
they're.
Taking
a
particular
course
I
think
it's
one
of
the
English
course
English
won
I,
guess
that
they
have
to
they
have
to
take
this.
Take
the
course.
F
That's
a
part,
the
microburst
course
that's
a
part
of
that
English
course,
and-
and
so
we
may
take
that
that
tact
I
don't
know
yet,
and
certainly
certainly
we
won't
take
that
tack
next
year.
Of
course,
it
won't
have
the
infrastructure
in
place.
So
then
we
would
have
to
work
with
students
in
11th
grade
next
year
or
12th.
Students
are
in
12th
grade
now,
and
students
in
12th
grade
next
school
year,
but
over
time,
perhaps
we
can
have
have
them
all
certified
before
12th
grade
I,
just
I.
Don't
we
don't
have
enough?
C
C
A
C
Especially
in
and
some
of
our
schools
that
don't
have
these
resources
as
we're
ramping
up
algebra
access
and
you're
having
to
put
a
bunch
of
these
points
together
to
have
these
budgeting
skills
and
I
just
worry
that
getting
this
off
the
ground
even
focusing
on
seniors
that
we're
gonna
we're
gonna
miss
a
lot.
D
F
I
think
we
will
brief
the
board
that
the
state
state
has
a
curriculum.
A
financial
literacy
curriculum,
that's
going
to
be
mandatory,
that's
being
developed
now
and,
and
so
so
part
of
us
part
of
our
work
on
this
is
understanding
what
that
curriculum
is
what
the
requirements
are,
which
they
haven't
been
rolled
out
yet
they're
still,
the
standards
are
still
being
developed
by
the
state.
C
I
was
on
a
call
this
week,
or
one
of
my
staff
members
was
and
actually
Junior.
Achievement
here
locally
has
a
great
training
program
for
financial
literacy.
It
might
be
worth
exploring
I,
don't
know
how
comprehensive
is
in
comparison,
what
the
state's
developing
but
worth
a
look
at
how
we
could
potentially
partner
with
local
organizations
to
assist
until
that
curriculum
is
built
out.
B
Don
I
just
wanted
to
add
I
I
didn't
want
to
interrupt
because
everyone
just
was
going
back
and
forth,
but
that
the
thought
that
Lauren
just
gave
on
that
graduation
rate
and
I
know
you
made
note
of
that.
I
was
going
to
allude
to
that,
but
Lauren
kind
of
covered
it
for
me,
but
I
fully
support
that
that
approach
as
far
as
the
the
year
I
think
Lawrence
a
2023.
Instead.
G
So
that's
herderick
if
they
would
be
open
to
maybe
us
looking
at
changing
that
goal
to
11th
grade,
but
maybe
establishing
annual
targets
versus
changing
the
the
year
on
on
that,
because
it
is
it's
going
to
take
us
some,
it's
going
to
take
us
some
time
to
build
it
out,
but
I
I
still
I'm
hopeful
that
we'll
be
able
to
maintain
a
robust.
G
You
know
a
projection
that
our
our
annual
targets
would
have
to
be
almost
dependent
upon
what
strategy
we
use
and
we're
already
rich
Gordon
and
Sherry
applesheimer
are
already
working
with
our
high
school
principals
on
this
I
I,
just
I
think
setting
annual
targets
might
help
us
accomplish
the
goal
a
little
bit
better,
but
I
mean
we
could
we
we
could.
We
could
still
revise
the
goal
to
focus
on
the
11th
grade
and
am
I
making
any
sense
on
that.
E
E
E
So
the
expectation
that
that
yeah,
that
it
is
probably
going
to
be
some
slow
growth
in
the
beginning
until
such
time
that
they
can
get
built
up
so
I
know
you
don't
have
those
interim
are
those
yearly
Targets
in
front
of
you,
but
that
that
would
be
part
of
how
they
will
be
strategizing
around
honoring.
The
start
rail.
C
I
guess
I
just
have
a
question
around
microburst.
It
seems
like
a
pretty
comprehensive
curriculum
and
it
seems
like
if
we
start
senior
year
that
there's
going
to
be
some
gaps,
and
so
that's
just
my
question
around
building
these
skills,
so
students
are
truly
College
and
Career
ready.
How
do
we
do
that
in
the
12th
grade
year?
G
I
think
that's
part
of
our
strategy:
Miss
herderick,
because
you're
you're
spot
on
I
think
Miss
Waters
actually
mentioned
that
she
might
have
gotten
to
observe
this
over
at
the
West
Ashley
or
the
Cooper
River
Cas,
and
it
is
but
our
strategy.
Our
our
plan
right
now
is
to
have
high
school
principals
help
us
determine
how
best
we
fit
this
into
how
we
schedule
kids,
because
again
this
is
another
one
of
these
guardrails
or
strategies
that
potentially
really
really
impacts.
G
How
we
do
things
in
CCSD
when
you
start
talking
about
children's
schedules
and
how
you
change
the
traditional
schedule.
The
fit
in
pieces
like
this
so
like
Mr
Kennedy
said
is
this
you
know:
are
these
skills
and
modules
pieces
that
for
of
microbursts
that
you
you
build
in
you
begin
building
in
early
on
in
the
ninth
grade,
we
know
of
districts
that
have
a
like
a
freshman
seminar,
type
course
where
these
things
are
embedded
you're
right.
You
know
what
do
we
do
for
the
graduating
classes?
G
Up
until
the
point
we
build
out
the
system,
we
have
to
think
about
that
and
other
ways
they
can
get
this,
but
that
that
is
really
something
that
we
have
to
use.
Our
experts,
who
we
consider
to
be
our
principals
on
this,
to
figure
out
what
it
looks
like
for
four
kids
and
particularly
in
schools,
particularly
again
with
how
we,
okay.
C
G
You
and
brought
that
up
and
I,
because
I
on
all
these
pieces,
the
annual
targets
for
me
are
going
to
be
key
because
those
are
the
targets.
We
then
build
our
our
internal
evaluations
on
how
we
work
with
our
principles
and
determine
what
sort
of
supports
we
need
for
them
and,
and
that,
of
course,
goes
down
to
our
classrooms.
Ideally,
in
order
to
support
you
know
the
student
outcomes
and
achievement
and
growth
for
all
kids.
F
So
let
me
just
reiterate
what
not
the
major
Point
she
you
are
talking
about,
but
a
point
that,
and
he
just
made
about
principal's
goals.
So
in
addition
to
the
work
that
we've
been
doing
centrally
here
in
terms
of
establishing
interim
goals
to
support
the
goals
and
then
guard
rails
to
support
those
did
that
academic
team
has
also
been
working
with
principals
to
start
establishing
their
goals.
That's
a
lie.
F
We'll
so
we've
done
a
lot
of
communicating
across
the
district,
so
next
month
with
in
November,
when
we
have
the
lead
meeting
other
principal's
monthly
meeting,
we
will
focus
probably
exclusively
if,
if
not
exclusively
most
of
the
meeting
on
on
these
goals,
getting
to
make
sure
alignment
is
there
because
they
they
have
seen
the
goals.
F
They've
seen
some
high-level
discussions
about
the
interim
goals,
but
they
haven't
seen
all
these
details,
so
they
will
in
the
over
the
next
few
weeks
and
then
when
we
meet
with
them
in
November,
we
will
go
through
these
and
then
also
like
I
said
at
the
Academic
Teams
already
started
working
with
customers
on
on
their
goals
that
we
build
that
online
and
will
be
aligned.
F
So
we'll
we'll
see
how
that
plays
out
next
next
month
and
then
some
of
the
strategies
which
you'll
see
here
in
in
the
next
guard,
rail
I
think
it
is
about.
How
do
we
put
strategies
in
place
to
to
support
schools
coming
on
board
with
all
all
of
the
the
work
associated
with?
So
this
is
really
you
know
part
of
this
work.
Significant
part
of
this
work
is
really
creating.
High
expectations
for
all
students,
and
so
so
so
so
we're
going
to
talk
about
that
in
in
a
minute
next
latitude.
F
Next
slide,
please,
oh
there.
It
is
all
right
so
guardrail
to
social
emotional
learning.
Superintendents
shall
now
allow
students
to
build
without
social,
emotional
learning,
so
the
interim
guard
rails
here
are
three
the
first
one,
the
percent
of
elementary
students
I
mean
schools
achieving
an
average
of
70
or
higher
on
the
Sam.
Slash,
slash,
TFI,
operationalizing
I'll,
explain
that
will
increase
by
15
from
the
Baseline
of
whatever
percent
it
made
next
year
to
whatever
percent
in
May
of
2027..
F
So
the
the
the
Sam
and
the
TFI
are
tools
currently
largely
self-assessment
tools
that
takes
a
look
at
the
the
efficient.
The
effectiveness
of
implementation
of
our
support
systems,
structures
that
the
multi-tier
system
of
support,
support,
mtss,
our
PBIS,
positive
behavior
of
strategies
and,
and
so
what
what's
being
developed
what's
being
developed,
is
a
a
a
tool
that
so
right
now
these
tools
are
in
self-assess
self
assessment
tools.
F
I
take
the
tool
I
take
the
instrument
in
the
same
the
rate
myself,
so
we're
revamping
the
two
instead
of
being
used
as
the
self
self
assessment,
but
also
a
strategy
that
the
district
office
would
use,
principles
to
use
and
level
leaders.
Would
use
to
actually
do
it
an
independent
assessment
on
how
effective
we
are
supporting
students?
Classrooms
are
supporting
students,
the
schools
of
supporting
students
and
so
for
the
percent
for
the
first
one
is
at
elementary
schools
and
the
operationalizing.
It's
it's
a
term.
F
So
it's
a
technical
term
that
I
believe
is
described
in
the
the
definition
of
metrics
in
the
appendix
so
the
same
thing
with
the
middle
school
student,
middle
schools
and
then,
and
also
with
the
the
high
schools.
D
So,
thank
you,
since
we
don't
know
what
the
Baseline
is
at
all
it's
hard
to
predict
how
much
you
want
to
increase
it
not
just
concerned
I'm
sure
you
talked
with
Cindy
about
this
needles
burned
about
this,
but
are
these
going
to
really
stretch
people
to
change
their
adult
behaviors,
because
these
are
all
about
adult
behaviors,
right
and
and
and
also
to
help
me
understand
better
how
the
independent
assessment
will
help
to
prevent
self-assessment
from
being
too
biased.
G
G
G
This
again
is
another
example
of
we
really
are
going
to
need
more
hours
in
the
day,
because
this
is
requiring
us
to
merge
two
tools
together:
the
Sam
which
is
the
self-assessment
for
mtss
and
the
TFI,
which
is
the
tiered
Fidelity
inventory,
which
monitors
How,
We
Do
PBIS,
our
Positive
Behavior,
Support,
Systems
district-wide.
We
we're
merging
those
interests
and
to
a
tool
that
helps
us
at
the
central
level.
G
Formatively
monitor
how
schools
are
implementing
mtss
and
to
what
extent
their
efforts
are
done
with
Fidelity
to
support
students,
particularly
students
who
are
at
tier
two
and
tier
three,
and,
as
you
know,
those
are
typically
our
most
marginalized
or
most
needy
students.
So
the
self-assessment
is
still
needed.
It's
important
for
schools
and
school
teams
to
self-assess
where
they
are
before,
so
that
so
that
they
can
say
hey
Anita
or
Haley
to
Allison
or
Hey
Joe
Williams
we're
here
and
for
our
growth
and
development.
We
need
X,
Y
and
Z.
G
We
need
these
supports
in
our
schools.
We've
got
X
number
of
students
who
are
we're
doing
thread
assessments
all
who
are
ranking
high
for
Suicidal
Tendencies.
We've
got
this
number
of
students
doing
this,
so
that
self-assessment
is
critical
for
them
to
be
able
to
identify
first
of
all,
what
supports
they
need
at
the
school
level,
but
then
the
formative
tool
that
we
will
use
to
be
able
to
go
in
and
sit
alongside,
mtss
teams
and
PBIS
teams
to
assess
how
those
things
are
going
and
how
successful
things
are.
G
We'll
use
student
data
to
determine
some
of
that
we'll
use
some
of
their
anecdotal
data
to
determine
that
will
help
us
being
more
strategically
Provide
support
at
the
district
level
provide
change
our
budget
at
the
district
level
and
it
will
make
us
accountable
at
the
district
level
for
ensuring
those
school-based
teams
are
successful.
This
guard
rail
requires
us
to
do
a
level
of
support
and
strategizing
boots
on
the
ground
with
folks
that
we
not
had
the
bandwidth
to
do
before.
G
So
as
a
result,
we're
going
to
have
to
change
the
way
we
do.
Some
things
and
I
I
hope
that
answered
both
your
questions.
I,
don't
I,
don't
know
whether
it
did
we
because
the
tool
doesn't
exist.
Yet
we
don't
have
a
Baseline,
but
we
do
believe
that
that
15
percent
will
stretch
significantly
because
the
level
of
work
and
thought
and
support
that
we'll
have
to
offer
to
move
teams
will,
in
some
ways
be
quite
significant,
based
on
what
we
currently
know
about
mtss
structures
across
our
system,
which
vary
widely.
F
And
another
piece
of
that
is:
there's
a
team,
that's
taking
a
look
to
start
start
recently,
taking
a
look
at
our
enrollment
and
registration
process
of
students,
so
that
we
can
try
to
try
to
figure
out
how
we
can
go
about
identifying.
F
What
specific
needs
of
individual
students
are,
what
those
needs
are
before
school
start,
whether
it's
in
the
spring,
when
registration's
taking
place
or
sometime
leading
into
the
summer,
so
that
we
can
start
putting
these
these
support
structures
in
for
students
using
the
mtss
framework
at
the
very
beginning
of
school,
because
we
know
as
a
system
we
know
as
as
a
school
what
those
these
are
organic
on
individual
student
level.
So
that's
another
example
of
a
body
of
effort
and
work
that
has
to
be
really
built
out.
F
All
right,
so
that's
social,
emotional
learning.
Next
get
guard
rail.
Three
stakeholder
engagement,
the
superintendent
shall
not
present
major
initiatives
to
the
board
without
engaged
in
schools
that
includes
parents,
Guardians
students,
staff,
then
the
district
and
Community
stakeholders
who
are
most
impacted
by
the
initiative,
our
decision,
so
the
interim
guard
rails
on
that
the
percentage
of
secondary
schools,
they
have
a
representative
student
advisory,
so
that's
student
advisory.
So
this
would
be
student
stakeholders,
student
stakeholders,
what
what
do
students?
F
How?
How?
How
do
they
react
with
any
major
initiative
that
that
that
the
staff
may
be
presenting
to
to
the
school
board
so
that
have
a
representative
student
advisory
holding
three
or
more
meetings
per
year
will
grow
from
less
than
five
percent.
Today,
in
May
22
to
75,
by
May,
2025
and
then
feedback
from
those
advisory
groups,
student
advisory
groups
would
be
provided
to
the
district
via
the
superintendent's
student
cabinet.
F
That's
that
that
addresses
the
student
voice
student
agency.
It
starts
at
startup
starters
and
then
the
path
to
about
have
success.
There
number
two
in
the
number
of
public
facing
stakeholder
interactions
to
solicit
feedback
on
District
initiatives
will
increase
from
less
than
10
in
May
of
2022
to
40
in
May
2025.
F
And
then,
finally,
the
numbers,
the
number
of
times
the
superintendent
will
solicit
feedback
from
the
Board
of
Trustees,
to
identify
for
the
board
to
identify
and
with
the
student
attendant
major
decisions
to
guide
quarterly
roundtables
will
increase
from
zero
times
currently
to
40
times
in
May
2025.
So
those
round
tables
are
are
the
Affinity
type
group.
So
we
have
a
teacher
Roundtable.
We
have
a
principal
Roundtable,
so
those
those
exist.
F
Now
in
the
past,
we've
had
external
round
tables
that
we
have
already
reached
out
to
the
constituent
CC
of
people,
individuals
in
these
communities
to
re-establish
so
those
would
be
like
a
Business
Roundtable,
a
faith-based
Roundtable,
and
then
we
will
create
A
literacy,
Roundtable.
D
You
say,
40,
do
you
mean
per
year
or
during
the
time
period
the
the
whole
cycle.
D
E
F
So
guardrail
4
treatment
and
expectations
of
students,
the
superintendents
shall
not
allow
disparate
treatment
nor
lower
expectations
for
any
students,
so
they
got
rails.
F
We
have
one
so
the
percent
of
teachers
related
proficient
or
higher
on
the
expectations
domain
of
the
classroom,
walkthrough
to
increase
from
X
percent
in
May
2023
to
wide
percent
of
May
2025..
So
I'm
gonna
ask
Miss
Huggins
to
talk
about
this
walkthrough
tool.
So
it's
a
tool,
that's
currently
being
developed,
and
the
purpose
of
it
is
for
for
for
it
to
be
used
in
schools
in
classroom
to
monitor
how
the
students
are
approach
in
terms
of
their
their
expectations
about
learning
so
Anita.
E
Real
quick,
sorry
I'm
going
to
interrupt
Anita.
If
you
don't
mind,
I,
think
I'm
having
a
little
recall
on
that
last
interim
guardrail
and
I'm
wondering
if
it
was
supposed
to
be
a
four
rather
than
a
40
and
that
that
was
could
that
have
been
possibly
a
typo
so
seeking
four
times
per
year.
Oh.
D
E
Okay,
that's
I
was
I'm
thinking.
That
was
the
conversation
that
I
was
recalling
so
yeah,
so
seeking
seeking
feedback
increasing
from
zero
times
a
year
to
four
times
per
year.
Okay,.
E
D
E
C
G
We'll
be
happy
to
do
that,
miss
her
great
yes,
ma'am,
thanks
for
that
suggestion,
so
this
this
guardrail
for
on
the
walkthrough
tool,
we're
currently
in
the
process
of
we're
working
with
a
partner,
a
whetstone,
to
develop
an
electronic
tool
that
focuses
on
two
key
domains:
the
most
important
domain
in
regards
to
teaching
and
learning
which
are
classroom,
instructions.
G
I'm
sorry
Dr
French,
please
forgive
me.
The
point
is
to
develop
a
tool
and
we're
close
to
being
complete
completely
done
with
the
tool
that
focuses
on
two
key
domains.
The
most
important
we
consider
in
regards
to
teaching
and
learning
which
are
classroom
instruction
and
in
classroom
environment,
and
so
we're
currently
planning
to
vet.
G
This
with
our
teacher
Roundtable
group
and
our
principal
cabinet,
our
Prince,
our
teacher
Roundtable
group
next
week
and
our
principal
cabinet,
at
our
next
meeting
with
them
to
to
talk
more
about
the
ratings
associated
with
key
indicators
in
each
of
those
areas,
again.
Rigorous
instructions
which
points
to
holding
all
students
accountable,
having
high
expectations
for
students
asking
challenging
questions,
providing
aligned,
standards-based
grade
level
content
and
in
that
environment,
authentically
engaging
students,
Beyond
just
original
compliance.
G
That
tool
will
then
be
used
to
train
principals
to
and
teacher
coaches
and
other
District
leaders
who
will
in
turn
go
into
classrooms,
give
teachers
feedback
and
in
real
time
it
can
be
utilized
as
a
coaching
tool
by
which
teachers
can
exchange
the
text
with
the
person
who
came
in
to
provide
them
formative
feedback
again.
The
the
goal
here
is
to
provide
this
formative
tool
for
coaching
to
focus
on
these
two
areas,
which
will
assess
the
level
of
expectations
in
the
class
room
and
how
engaging
the
classroom
environment
is.
G
So
once
we
have
the
tool
assessed.
I'm
sorry,
once
we
had
the
tool
developed
and
put
on
the
electronic
platform
called
Whetstone
get
our
folks
trained.
Do
some
iterator
reliability
type
things
to
ensure
that
what
looks
like
high
expectations
in
one
part
of
our
County
looks
like
high
expectations
in
another
part
of
our
County.
We
will
execute
this,
hopefully
at
the
beginning
of
the
second
semester,
and
begin
utilizing
this
to
provide
that
feedback
to
teachers.
One
thing
we
constantly
hear
from
teachers
is:
we
want
feedback.
G
We
want
to
know
what
you're
seeing
we
want
to
hear.
You
know
the
the
areas
that
you
think
were
strong
again
and
where
you
think
we
could
we
could.
We
could
have
some
support.
We'll
then
use
those
results
for
a
lot
of
different,
a
lot
of
different
things,
but
primarily
to
determine
what
sorts
of
pressure
professional
development
we
offer
teachers
and
how
we
provide
support
to
groups
of
teachers
who
may
be
struggling
in
some
of
the
similar
areas.
So
Mr,
Kennedy
I,
hope
that
gave
a
thorough
enough
overview.
G
G
So
you
can
see
what's
going
on
in
classrooms,
provide
feedback
and
then
align
professional
development
of
what
people
need
again,
a
really
heavy
lift
on
our
part
because
we're
we
got
Miss
Simmons,
our
our
CAO,
we're
working
with
her
team
and
then
again
our
stakeholders
to
develop
the
tool,
make
sure
it's
found
and
then
that
inner
rate
of
reliability
is
going
to
be
key
to
ensuring
that
what
Mr,
James
Dallas
Sees
at
Ellington,
for
example,
which
is
rigorous,
is
the
same
thing
that
you
know:
Mr
Michael
Antonelli
over
at
Carolina
Park
and
you
know
same
thing
at
South
Point.
G
F
C
There's
an
after-school
assessment
tool
where
there's
and
this
would
be
a
huge
lift
but
there's
two
people
that
go
in
for
the
observation
and
they
rate
on
the
tool
and
have
to
equally
score
80
percent
for
it
to
be
valid.
So
could
look
at
something
like
that,
obviously,
to
people
assessing
would
be
hard,
but
you
train
a
broad
staff
to
kind
of
go
in
and
assess
on
every
level
that
way
you
are
providing
feedback.
That's
consistent!
That's.
F
G
I
breaking
up
again
I'm!
So
sorry,
my
internet
is
spotty
I,
miss
Herbert.
That
is
spot
on.
We've
done
some
of
this
work
in
the
district
before
where
we
took
in
groups
of
four
or
five,
and
we
came
out,
everybody
shared
their
ratings.
What
they
saw
why
they
thought
the
lesson
rated
as
it
did
and
discussed
those
sorts
of
things
that
only
through
that
type
of
professional
development
for
principals
and
leaders.
G
Can
you
truly
attain
a
standard
of
Excellence,
a
a
Common
Language
across
the
district,
and
we've
done
exactly
what
you
what
you
you've
suggested,
and
the
state
has
done
that
some
in
the
past,
which
has
shown
videos
and
asked
readers
to
rate
based
on
what
they
saw
and
yeah.
D
D
Yeah,
okay
I
do
want
to
ask
a
question
about
this
guard
rail
though
so
on
your
other
guard
rails,
you
had
two
or
three
interim
guard
rails,
and
one
thing
and
I
also
realized
that
you
have
woven
this
guard
rail
into
some
of
your
interim
goals.
D
So
right
now,
because
algebra
you
know,
we
did
to
decide
to
to
focus
on
all
of
the
students,
because
there's
an
awful
lot
of
students
that
aren't
taking
algebra
but
I
want
to
make
sure
that
we
are
keeping
an
eye
on
the
data
that
shows
whether
we're
not
we're
not
allowing
the
system
to
continue
to
allow
dis.
You
know
the
racial
disparities
that
we
see
in
our
student
learning.
D
F
I'll
start
off
so
the
way
I
think
about
it
is
that
we
have
the
academic
structural
component.
You
know,
so
you
have
to
have
the
right
curriculum.
We
have
that
with
El.
You
got
the
other
right
curriculum
had
that
with
math,
and
then
then
it
becomes.
How
are
those
has
has
that
has
the
do?
We
have
the
rigorous
instructions
associated
with
those
curriculums.
F
In
many
cases
the
answer
is
no,
and
so
these
two
guard
rails.
Two
and
four
then,
are
the
tools
that
are
being
developed.
That
will
allow
the
appropriate
staff,
along
with
school-based
staff,
to
assess
how
those
instructions
that
instruction
is
being
carried
out
in
classroom.
So
you
mentioned,
are
algebra
one.
The
hours
will
go
well.
We
know
that
we
have
to
have
kids
prepare
in
math
before
they
get
to
algebra
one,
and
so
these
types
of
guard
rails
here
will
allow
for
us
to
make
sure
that
that
the
classroom
instruction
is
rigorous.
F
Classroom
instruction
is
on
grade
level
and
and
I've
been
in
classrooms.
I
have
been
in
classroom
since
I've
been
as
well.
I
know
for
my
observation
that
the
answer
to
that
is
no,
and
so
the
tools
will
will
allow
for
that
and
then
with
the
the
instructional
piece
with
the
curricula.
Then
then,
and
we
just
make
sure
that
we
Implement
and
so
then
the
data,
then
on
the
under
the
goals
not
on
the
guard
rails,
the
data
on
the
under
the
the
measures
that
they
don't
measures
interim
goals
under
the
goal
section.
F
It
will
tell
us
whether
or
not
we're
making
progress.
So
that's
the
way,
I
think
about
it.
Anita
and
I.
Don't
know
if
you
you're
still
in
internet
range
or
not,
can.
F
G
So
Dr
Branch,
you
again,
your
question
is
helping
me
to
think
I
think
what
Mr
Kennedy
said
is
spot
on
that
this
tool
will
have
a
key
component
in
that
instruction
domain
that
deals
with
expectations
will
help
us
determine
whether
teachers
are
maintaining
and
be
able
to
support
them.
G
Those
high
expectations
for
all
kids,
whether
that
be
you
know,
kids
with
special
needs,
kids
of
color
kids
in
poverty,
but
if
we
think
back
and
it's
something
we
may
want
to
consider
adding
Mr,
Kennedy
and
Cindy
and
those
the
folks
on
this
call
this
Whetstone
tool.
We
are
already
building
out
for
both
English
and
math,
the
tool
that
looks
at
El
and
our
illustrative
math.
And
how
will
teachers
are
teaching
Dr,
French,
the
core,
and
so
that
might
get
to
some
of
what
you're
talking
about?
G
If
we
add
some
interim
guard
rails
here
that
help
us
to
study,
English
and
math,
because
then
we'll
be
able
to
break
down
that
data
to
see
where,
in
those
particular
content
areas
to
work
towards
the
goal,
does
that
make
sense?
Does
that
does
that
address
some
of
your.
D
Thoughts,
I
think
it
does
I
just
I
guess:
I
want
to
also
make
sure
that
we're
clear
in
our
guardrail
language
that
that
we
want
to
will
probably
always
the
board
will
probably
always
want
to
see
disaggregated
data,
even
when
the
goal
says
for
all
students,
because
we
know
that
we
have
a
historical
issues
and
we
don't
want
to
perpetuate
that.
So
I'm
thinking
about
that-
and
maybe
that's
something
that
will
come
out
of
the
development
of
data
reports
on
all
of
these.
D
That
will
make
sure
that
they
always
look
the
same
for
instance,
and
hoping
that
we
might
have
a
minute
to
talk
with
Cindy
about
the
next
steps.
For
that
part,.
F
Okay,
so
moving
to
the
last
guard
rail
guardrail,
5
climate,
the
superintendent
shall
not
allow
negative
or
unsupported
staff
climate.
So
we
have
two
inner
guard
rails,
one,
the
district's
percentage
of
non-teaching
school-based
staff
that
respond
favorably
regarding
their
perceptions
of
overall
social
and
learning
climate.
So
this
terminology,
social
and
learning
climate.
That
terminology
is
from
the
Panorama
survey.
F
E
I'm,
here
and
and
I
think
that
the
interim
guardrails
we
were
looking
at
2025,
however
I'll
defer
to
the
team
as
to
whether
or
not
that
Target
percentage
actually
correlates
with
the
2027
or
a
2025
end
date.
G
I
think
I
think
we
better
look
at
that
with
Miss
Allison
Mitchell
Community.
If
you
can
hear
me
my
internet
maybe
fly
again.
Can
you
hear
me.
G
F
G
We
might,
we
might
want
to
look
at
that,
but
you're
spot
on
and
all
of
our
other
interim
guardrails.
We
did
look
at
it.
The
three-year
trajectory
I
just
want
to
look
at
that
data
point
and
make
sure
that
that
that
is,
that
would
be
a
three-year
versus
a
five-year
but
I
think
or
we
can.
We
can
adjust
that
before
we
post
for
our
Monday
meeting,
perhaps
foreign.
C
I
have
a
question
on
this
I
hear
from
teachers
a
lot
that
they're
afraid
to
be
transparent
in
these
surveys,
because
they
feel
like
that
they're
going
to
be
tracked.
Even
though
it's
synonymous
would
this
be
something
that
we
should
work
with
an
outside
entity
on
like
Jody
Stallings
group
or
a
teacher
Association.
That
has
a
wide
reach
that
can
send
out
surveys
where
teachers
can
give
honest
feedback.
C
Perhaps
Jody
or
other
groups
would
be
willing
to
work
with
the
district
to
create
the
questions
but
they're
not
using
their
CCSD
emails.
Ccsd
doesn't
house
the
data
that
that
could
be
produced
by
I
keep
bringing
Jody
up,
for
instance,
just
because
that's
the
one
I'm
more
familiar
with
and
provide
that
data
to
the
district
as
we
work
to
improve
the
culture
overall.
F
So
so
I
hear
the
third
yeah
and
then
I
also
the
question
I
would
have
and
I
don't
know
the
answer
so
I'll
have
to
explore
it
with
you
know,
with
the
proper
staff
and
maybe
Joey
also
I,
don't
the
Panorama
survey
is.
Is
a
survey.
That's
that's
developed
by
survey.
People.
C
F
And
and
and
it
provides
a
comparison
to
other
parts
of
the
country,
other
school
districts
and
whereas
I
I,
don't
I,
don't
I
value
the
survey
that
I
get
from
the
teacher
group
for
through
Joey
in
this
group
and
I
and
I.
You
know
take
action
on
those,
but
I.
Don't
know
how
to
how
that
survey
is
developed
and
I,
and
certainly
I
can't
compare
and
use
that
to
some
comparison
standpoint.
So
I
hear
what
you're
saying,
and
so
let
me
talk
with
starting
with
Anita
at
some
point.
F
G
This
Roderick
I
I
hear
what
you're
you're
saying
I
think
anytime,
we
complete
a
survey.
I
just
did
one
for
one
of
my
children's
schools.
You
always
you
worry.
Oh,
should
I
really
hit
send
on
this,
although
I
I
was
very
nice
in
my
comments
on
the
survey.
Well,
the
Panorama
survey
is
a
third
party,
so
we
might
need
to
do
a
better
job
building
capacity
internally
so
that
our
stakeholders
understand
that
it
is
a
third
party
and
that
we
don't
track
responses.
G
I
know
Buffy,
Roberts
I
think
is
on
this
call.
There's
a
lot
of
work
been
done
around
ensuring
validity
and
reliability
of
that
were
Miss
Roberts.
Do
you
have
or
you're
Dr
Gilmore
you're,
you're,
more
astute
on
validity
and
reliability
in
regards
to
surveys,
do
you
do
you?
Can
you
add
anything
about
panorama.
I
The
Panorama
survey
is,
it
is
produced
by
an
outside
vendor,
and
so
that
data
is
captured
through
the
the
vendor
Services.
It's
not
something
that
we
would
necessarily,
you
know
be
able
to
pull
actual
identifiable
information.
We
would
if
we
would
have
to
actually
reach
out
to
the
vendor
to
have
that
happen.
So
that
could
be
a
closed
survey.
I
We
also
were
able
to
identify
students
for
the
purpose
of
being
able
to
assist
them
with
any
type
of
trauma
or
any
type
of
an
emergency
need
or
something
along
those
lines,
but
it
would
not
be
for
the
purpose
with
the
teacher,
if
that
makes
sense,.
C
Yeah
I
think
it's
just
the
perception
of
it
and
I.
Don't
know
if
we
do
a
combination
of
things
where
we
are
listening
locally
to
I.
Think
it's
ultimately
a
series
of
questions
that
more
of
these
teacher
alliances
are
asking
if
it
could
be
a
combination
of
things
as
we
kind
of
work
to
improve
culture
and
climate.
F
So
Anita,
what?
If
we
were
to
do
this,
that
we
would
put
that
on
as
a
topic
with
the
the
teacher,
Roundtable
and.
G
Yeah,
yes,
sir
I
think
that's
a
great
idea
and
and
Jody
and
Michelle
and
Mr
Adrian
King
who's
with
the
ccea
here
locally
are
all
part
of
some
of
our
focus
groups.
Right
now
that
as
we're
looking
at
how
the
as
we're
looking
at
teacher
conversation
and
how
we
make
teachers
work
experience
the
best
they
can
be,
and
so
I
think
we
can
Mr
Kennedy
have
a
conversation
with
them
and
maybe
look
Miss
herderick
at
you
know
the
potential
of
adding
a
third
guardrail
here
to
help
help
us
track
that.
D
Thank
you,
yeah.
Thank
you.
I
wanted
to
I'm
sure
that
our
intent
was
clear
because
I'm
not
sure
I'm
understanding
what
you
mean
by
overall
social
climate,
for
instance.
So
I
was
also
concerned
that
some
staff
have
expressed
that
they
feel
and
that
this
doesn't
have
anything
to
do
with
surveys.
They
don't
feel
comfortable
in
their
school
or
between
their
school
and
the
in
central
office
that
they
feel
concerned
about
bad
behaviors
between
adults
that
affect
adults
as
well.
D
F
Of
yeah
this
this,
my
understanding,
this
part
of
the
survey,
addresses
what
you
are
you
are.
You
are
asking
it's
not
about
students
here,
it's
about
the
climate
within
a
department
or
this
case
within
within
the
school
building,
so
Buffy.
I
I
Would
have
to
go
back
and
look
at
specific
questions,
but
there
are
questions
about
leadership
and
that
sort
of
thing
as
well:
okay,.
F
So
that
concludes,
then
the
the
information
on
the
guard
rails
and
the
and
the
goals
and
all
the
you
know
there
are.
F
Really
Anita
and
I
talked
earlier
today
about
engaging
with
Cindy,
so
Cindy
is
probably
like
first
time
you
heard
this
I'm
assuming
assuming
this
first
now
you
heard
this
so
I
know
a
part
of
the
student
governance
framework.
F
A
critical
component
of
it
is
how
how
the
modern
training
process
is
implemented
and
and
follow
through
on.
So
what
Anita
and
I
talked
about
is
the
next
step
for
us
is
staff
to
start
in
addition
to
cleaning
up
the
this,
you
know
the
guard
rails
and
all
that
stuff,
Next
Step
would
be
to
start
developing.
F
What
that
looks
like
for
CCSD,
based
on
on
the
on
the
government's
framework,
so
Cindy,
since
your
own
I
have
I,
didn't
reach
out
to
you
to
talk
with
you
about
this
ahead
of
time.
Do
you,
but
you
within
the
framework
and
how
we
lay
out
the
timing
of
how
this
rolls
out
and
that
within
the
within
the
framework
itself,
I'm
not
talking
about
within
the
district
in
the
framework
with
the
with,
with
this
being
the
most
next
logical
step,
trying
to
figure
out
the
monitoring
process?
Yes,.
E
Definitely
so
it
will
be
around
figuring
out
the
both
the
monitoring
calendar
so
that
Cadence
of
all
of
those
monitoring
reports
where
you
will
track
the
interim
goals
and
term
guard
rails
and
that
will
follow
a
you'll
have
a
calendar
that
goes
for
as
long
as
your
goals
do
so.
E
It'll
it'll
be
a
long-term
calendar
that
that
Maps
out
when
the
board
would
actually
receive
those
reports
and
and
then
that
you
would
have
the
convert
the
monitoring
conversation
with
them
and
then
actually
developing
the
monitoring
report,
template
itself
and
and
I
think
Dr
French
alluded
to
this
a
little
bit,
but
that
typically
the
template
is
going
to
look
fairly
the
same
for
each
you
know.
E
So
so
it's
in
a
consistent
format
and
there
are
various
components
that
need
to
be
present
within
it
and
so
we'll
work
on
on
that
as
well
and
then
later
later,
a
little
bit
later,
but
not
too
much
later.
E
E
Well,
they'll
practice
with
with
the
data
that's
available,
I
know
some
of
your
monitoring
metrics,
some
of
your
interim
goals
and
interim
guard
rails.
Don't
have
baselines
yet,
but
with
what
you
have,
we
would
do
some
practicing
and
that
gets
that
gets
people
familiar
with
the
monitoring
report
itself
and
that
template
and
it
helps
Administration
and
the
board,
decide
if
that's
going
to
be
the
best
most
readable
format,
Etc
and
then
just
getting
familiar
with
with
that.
E
There
are
definitely
more
effective
monitoring
questions
that
that
can
be
asked
than
others
and
again.
Dr
French
got
a
little
exposure
to
this
through
the
cohort
that
she
she's
been
involved
in
so
it'll
it
it's
it's
a
muscle
to
build
so
I
think,
but
the
immediate
next
steps.
You
are
absolutely
right.
It's
around
the
the
monitoring
calendar
and
the
monitoring
report,
template
and
I
am
yes
happy
to
be
a
resource
and
support
for
that
as
well.
E
Just
before
I
forget
the
things
that
I
marked
down
as
needing
attention
for
what
you
have
here
is
changing
the
wording
on
the
percent
of
all
CCS
students
enrolled
in
eighth
grade
on
on
that
goal.
E
The
guard
rail
changing
that
from
40
to
four
times
per
year
and
then
looking
at
the
potential
of
another
interim
guard
rail
to
cover
the
disparate
portion
of
that
guard.
Rail
and
then
making
sure
that
the
climate
for
the
climate
guard
rails
interim
guard
rails,
that
the
percentage
actually
corresponds
to
2025
and
getting
that
year
corrected.
E
And
then
it
sounds
like
staff
is
going
to
explore
some
another
possibility
in
addition
to
what
they
already
have
there
with
the
Panorama
survey,
did
I
miss
anything
as
far
as
noting
what
what
needed
to
be
addressed
and
what
was
just
presented.
C
I
just
think
one
of
the
questions
will
come
up
from
the
microburst
and
exploring
how
that's
implemented
across
High
School
in
general
versus
just
in
senior
year,
and
obviously
that's
right
ownership
of
that
guardrail,
but
but
just
looking
at
that
for
future
years.
If
that
goal
starts
in
2023,
so
we
can
look
at
further
development.
D
G
F
Well,
I
think
so
so
so
we
will
be
taking
another
look
at
that.
The
Microsoft
Microsoft
Michael
burst
right
all
right
in
the
good
clarification
and
and
make
sure
that
we,
where
how
where
we
can
be
I
mean
all
of
this
is
pretty
aggressive.
All
of
this
is
really
aggressive
yeah.
But
how
are
we
going
to
be
more?
F
We
can
celebrate
some
of
the
some
of
the
work.
We're
certainly
do
that.
So
we'll
look
at
the
I
understand
I'm,
sorry
about.
We
have
students
right
now
in
order
to
graduate
here
eight
and
a
half
months,
yeah.
C
Yeah
I
can't
thank
you
all
enough.
This
is
you
know,
Cindy
I
know
you've
been
in
a
conference
all
day
and
have
been
blocking
out
time
for
us
over
the
last
several
months.
Can't
thank
you
enough
for
your
guidance
and
Mr
Kennedy
for
your
leadership,
and
this
I
mean
your
whole
team
is
bought
into
this
process
and
pushed
it
forward
and
truly
it
would
not
be
moving
forward
without
all
the
work
that
you
guys
have
put
in.
So
thank
you
so
much.
This
was
incredibly
thorough
and
just
super
exciting
for
the
district.
Well,.
F
Thank
you
and
my
own
personal
thanks
to
Cindy
and
her
team
out
of
council
real
estate
schools
and
my
personal
appreciation
to
all
the
staff
work
that's
going
in
through
to
into
this.
So
so
thank
y'all.
E
Yeah
and
I
just
want
to
I
just
want
to
say
it's
been
my
pleasure
to
support
all
of
you
and
to
con,
and
will
be
my
pleasure
to
continue
supporting
you
and
the
staff
did
have
all
of
those
robust
and
very
thorough
conversations
and
have
just
really
really
come
together
and
Anita
was
absolutely
right.
It.
It
is.
This
work
is
a
challenge
to
the
way
folks
are
used
to
thinking
and
that's
and
that's
the
beauty
of
it,
and
these
are
aggressive
goals.
E
They
are
aggressive
interim
goals
and
interim
guardrails,
but
you
know
the
the
energy
that
this
team
has
around
round
making
that
reality
match.
The
vision
is
very
inspiring,
so
just
wanted
to
mention
that
that,
to
you
all
as
well.