►
Description
One of the cameras (the one facing the staff and crowd) inside the Board Room is not working properly. Therefore, you will only hear the audio from staff presentations and public comments. We apologize for the inconvenience.
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B
I,
don't
know
am
I
doing
it.
Are
you
doing
it
to
me?
Okay,
all
right.
We
have
our
principles
on
Zoom
with
us.
Is
there
any
principal
present
in
in
the
audience
all
right?
So
we
are
excited
to
begin
this
meeting
by
recognizing
our
outstanding
principles
in
honor
of
national
principles
month
in
the
month
of
October.
B
B
Each
and
every
day
these
Educators
pour
their
hearts
and
Minds
into
our
children
across
the
country
across
the
county,
supporting
them
teaching
them,
leading
them,
encouraging
them
and
cheering
them
on
as
they
grow
and
work
hard
to
achieve
all
of
their
hopes
and
their
dreams.
The
job
of
an
educator
is
a
selfish
one.
It
is
one
which
requires
endless
dedication,
strength,
agility,
flexibility
and
resilience,
as
one
gives,
their
all
in
support
of
helping
each
and
every
child
that
graced
their
doors,
be
the
best
they
can
be
and
know
that
only
the
sky
is
the
limit.
B
Thank
you
for
all
that
you
do
for
going
above
and
beyond
and
For
Your
Love
of
the
profession
and
for
our
children,
as
we
recognize
you
today
this
month,
but
every
day,
just
not
only
in
October,
because
you
are
valuable
every
day
that
you
step
foot
into
our
buildings,
you're
planning
your
preparations
that
you
do
over
the
summer.
You
you
operate
12
months
365
and
we
just
want
to
say
on
behalf
of
the
Board
of
Trustees,
happy
National,
president
I
mean
principals,
Ma
and
President
right.
Thank
you.
B
B
Again
to
our
principals,
thank
you
so
much
and
we
look
forward
to
seeing
great
things
continuously
coming
out
of
our
schools
as
we
advance
into
this
school
year.
At
this
time
now
we're
going
to
take
a
motion
to
go
into
into
executive
session,
moved
by
Ms
Darby.
Second
bye,
Miss
green,
all
in
favor,
just
so
normally
saying
aye.
Thank
you!
So
kindly
we
will
now
convenient
to
Executive
session
board
members.
Do
you
want
to
go
in
the
back
again
for
that?
B
B
A
B
A
B
A
D
E
B
B
D
B
E
E
B
A
E
F
H
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B
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A
J
Thank
you.
My
name
is
Sherry
and
suttles
I'm.
The
founding
president
of
galagichi
Group
Incorporated
I'm,
here
to
invite
you
to
attend,
participate
and
promote
November
7th
2022.
It
happens
to
be
the
Monday
before
election,
but
for
us
it
happens
to
be
the
launch
of
a
program
that
we've
been
working
on
for
about
six
months
and
we're
starting
it
in
that
morning,
Mary
Ford
Early
Learning
Center,
with
the
little
kindergarten
age
children
and
in
the
afternoon
at
September,
P
Clark
Academy
we're
hoping
to
be
at
Daniel,
Jenkins
Academy
as
well.
J
J
She
has
held
that
position
executive
director
for
14
years
and
she's
still
on
the
board
as
a
presidential
Emeritus.
She
literally
recruited
me
from
Florida,
where
I
had
retreated
from
being
here
at
the
beginning
to
initiate
what
we
call
bridge
the
gap
and
that
Gap
is
students,
academic
level
down
here
and
their
prison
level
up
there,
we're
bridging
it
by
reaching
out
to
Our
Roots
American
Africa
to
including
Agricultural
and
arts
music,
which
Reverend
Jenkins
did
so
many
years
ago,
for
so
many
children.
J
This
is
an
international
program.
This
start
is
not
just
Charleston
I'm
wearing
a
dress
from
Sierra
Leone,
where
I
went
this
past
spring
again.
I
talked
to
some
of
those
folks
this
morning.
We're
trying
to
bring
them
here
for
this
particular
event.
After
the
school
time
is
over.
That's
just
for
the
children
and
the
teachers
reinviting,
the
public
I've
handed
out
some
flyers
from
one
to
six.
We
will
have
Artisans
a
Geechee,
Artisans
and
other
speakers
in
music.
J
What
else
in
my
two
minutes,
I
will
close
if
you
have
any
questions,
we're
thanking.
First
of
all,
Miss
Vanessa
for
helping
me
come
out
here
today
and
then
to
Mr
Donald
Kennedy
I
had
a
chance
to
meet
with
him
with
a
Howard
Coleman,
but
I
decided
to
oh
sleep
overnight.
I
think
that
day
at
the
slave
dwelling
project
the
day
that
he
met
with
you,
but
we
thank
you
for
entertaining
the
thought
of
taking
this
process
and
this
program
throughout
the
school
system.
J
K
Hello,
how
you
guys
doing
so,
I'm
detective
Rivera
I
work
with
the
North
Charleston
Police
Department
today,
I'm
just
going
to
give
you
guys
a
very
basic
overview
of
kind
of
the
violence
that
we've
been
seeing
throughout
the
year
and
how
it's
affecting
our
our
juveniles.
A
little
bit
of
background
on
myself,
I've
been
working
gang
since
2017.,
I
work,
federal
and
state
gang
investigations.
During
these
investigations,
we
like
to
see
the
demographic
kind
of
what
is
involving
these
gang-related
violence
in
these
crimes
that
are
being
committed
throughout
our
County.
K
Unfortunately,
in
recent
memory
within
the
last
year,
we're
seeing
an
uptick
in
gang-related
violence
within
the
juvenile
school
districts
So
within
Charleston,
County
school
districts,
and
what
we're
seeing
is
we've
been
reached
out
to
by
principals
in
the
area,
teachers
and
everyone's
trying
to
figure
out
a
way
to
combat.
You
know
these
gang-related,
you
know
crimes
and
when
I
say
gang-related
crimes,
we
actually
have
it
through
through
law.
That
says
what
a
gang-related
crime
is
and
that's
drug
dealing.
You
know:
burglaries
weapons,
violence,
relations,
any
type
of
Narcotics
violation.
K
That's
what
I
mean
when
I,
when
I
say
Gang
Related
crimes
and
our
juveniles
are
starting
at
the
age
of
as
early
as
14
years
old
onto
usually
around
26,
where
it
starts
getting
to
that
point.
You
know
this
is
something
that
we
can't
combat.
This
is
something
new
to
the
state
of
South
Carolina.
You
know
this
wouldn't
be
new
to
Los
Angeles
Chicago
New
York,
but
in
in
Charleston
County.
This
is
new
to
us.
So
this
is
stuff
that
we
are
combating.
We
do
need
help
with
the
school
district.
K
We
need
to
have
education
to
our
teachers,
our
principals
and
and
people
who
are
working
with
the
youth
and
trying
to
give
you
guys
tools
to
identify
and
and
pull
these
juveniles
out
of
the
life
before
it
turns
bad.
So
the
goal
is
to
try
to
get
them
out
of
the
which
is
the
trend
of
being
a
gang
member
and
get
them
out
before
it's
too
late,
and
unfortunately,
you
know
over
the
the
last
year
we're
in
an
uprise
of
murders
within
North,
Charleston
and
Charleston.
K
County
and
majority
of
these
I
would
say
even
70.
80
percent
are
gang.
Related,
so
if
you
have
any
questions
within
this,
this
is
a
very
sophisticated
concept.
It's
it's
a
lot
that
goes
into
gangs,
it's
not
just
a
cut
and
dry,
you
know
type
of
situation,
but
if
you
are
interested,
we
can
reach
out
to
North
Charleston,
and
we
could
put
you
in
the
right.
We
could
put
you
in
the
right
areas
to
figure
out
what's
necessary,
for
you
specifically.
I
K
I'm
not
proposing
much,
the
biggest
thing
is,
is
education,
so
I
feel
like
we
have
a
lot
on
the
law
enforcement
side
that
we
cannot
provide
by
law
when
it
comes
to
individuals
names.
You
know
actual
gangs,
things
of
that
nature,
but
what
we
can
do
is
try
to
provide
you
information
on
how
to
identify
someone
who's.
K
We
consider
a
high
risk
high
risk
for
being
a
gang
member,
and
usually
that's
around
12
years
old
to
16.,
where
you
have
that
short
window,
where
you
could
start
identifying
different
things
that
they're
wearing
away.
You
know
graffiti
within
the
walls
of
the
schools,
and
we
could
you
know
intervene.
You
know
on
your
behalf,
just
to
give
you
the
guidance
of
hey.
This
is
a
guy
that
we
consider
a
high
risk
individual.
K
This
is
someone
that
you
know
is
was
involved
in
a
gang-related
crime
and,
and
the
biggest
thing
for
us
is
to
provide
the
intelligence
to
you
guys,
because
there's
things
that
are
going
on
in
the
streets
that
you
don't
know
about,
so
teachers
come
to
school
principals
come
to
school,
you
don't
know
what
happened.
You
know
at
11
PM
within
a
neighborhood
that
your
juveniles
are
are
from
and
those
are
different
things
that
we
want
to
educate
you
on.
K
So
it's
not
something
that
you
know
we're
withholding
it's
something
that
we
want
to
provide
and
then,
whatever
assistance
you
guys
need
whether
it's
education
classes
on
gangs,
how
gangs
are
started,
the
psychology
of
a
gang
member
and
the
specifically
a
juvenile
gang
member.
Those
are
things
that
we're
well
versed
in.
This
is
our
job,
and
this
is
kind
of
what
we
do
so.
K
Just
whatever
you
guys
need,
this
is
more
of
like
whatever
you
guys
need,
we
could
provide,
and
then
we
could
go
from
there
as
far
as
curriculum
or
things
that
are
going
because
again,
this
is
a
New
Concept
gangs
is
new
not
historically,
but
to
South
Carolina
Charleston
County.
This
is
a
newer,
newer,
Revival
of
violence
that
we're
dealing
with.
I
A
B
So
I
just
want
to
just
add
in
which
is
very
important.
Mr
Reichenbach
gave
a
very
extensive
security
update
some
few
meetings
ago
about
measures,
security
measures
that
needs
to
be
included
or
suggested
within
our
schools.
You've
heard
about
the
uptake
in
gang-related
issues
within
our
schools
that
are
on
a
horizon.
We
just
learned-
or
many
of
you
just
learned
today,
just
on
CNN,
where
a
shooting
occurred
at
the
high
school,
where
a
teacher
and
a
student
died
today
from
gun
related
activities.
B
So
you
know
it's
just
and-
and
we've
heard
you
know
the
uptake
in
guns
that
have
been
found
within
our
schools.
Just
this
school
year
alone
and
and
they
are
are
entering
into
our
buildings
I.
You
know
we.
We
have
not
made
a
decision
yet
on
the
security
measures
that
has
been
presented
to
us
and
it's
not
on
the
agenda
for
a
debate
or
discussion
tonight.
B
But,
however,
I
honestly
feel
that
as
a
board
that
we
need
to
look
at
these
security
measures
and
take
some
type
of
action
very
very
soon,
so
that
we
can
get
the
much
needed
security
within
our
schools.
I
do
know
that
we
we
talked
about
the
sros
and
I
believe
we
have
that
covered.
But,
however,
we
need
to
go
a
little
bit
further
in
in
securing
the
measures
that's
needed.
B
I
know
we
have
explored
scanners,
the
detectors
there
in
our
schools
trying
to
detect
some
of
those
items
trying
before
entering
into
the
building
we're
talking
about
locks
on
the
doors
we're
talking
about
bulletproof
doors.
We
talked
about
Radio
Systems,
so
there
are
a
number
of
things
that
we
have
talked
about,
but
yet
we
have
not
executed
any
of
those
security
measures.
We
just
had
them
on
paper,
so
I
I'm
asking
the
board
to
really
really
think
about.
B
How
do
we
move
the
next
step
in
making
sure
that
we
try
to
secure
schools
as
much
as
possible
before
we
have
to
encounter
any
any
measures
that
we
do
not
want
to
have
happen
in
any
of
our
schools?
So
I'm
asking
the
board
to
you
at
our
next
meeting
to
make
sure
that
we
take
some
type
of
action
in
security
measures
and
and
that
we
secure
our
schools
as
much
as
we
possibly
can
without
furthering
this
delay.
F
Yes,
I
think
it
I
think
and
if
I'm
not
misspeaking,
that
staff
is
looking
into
based
on
the
recommendations,
but
I
think
what
we
did
was.
They
were
to
go
back
and
look
at
cost
and
talk
about
the
funding
and
come
back
to
us
yeah.
So
that
was
my
understanding
of
where
we
were
right.
Is
that
right?
Okay,
so.
B
M
N
Person
good
to
see
you
again
good
afternoon,
board
chair,
Dr,
Robert
Mack,
ladies
and
gentlemen
of
the
board
and
superintendent
Kennedy.
It
is
the
recommendation
of
the
District
administration
that
we
approve
the
textbooks
that
were
presented
at
the
committee
of
the
whole
for
health.
Education
is
the
early
health
education
book
Fitness
for
life
for
human
genetics,
and
we
have
three
science:
four
science,
textbooks
earth,
science,
textbook,
environmental
science,
Marine
Science
and
the
astronomy
textbook
as
presented.
If
you
have
any
questions,
I'll
be
willing
to
take
questions.
L
G
D
B
O
O
O
The
focus
here
is
on
these
three
pillars:
rigors
and
great
level:
instruction
high
quality
teachers
and
leaders
in
wraparound
services
off
to
the
the
point
of
ensuring
that
all
students
able
to
read
on
grade
level
by
the
fifth
grade
by
the
spring
of
2027.
next
slide,
please
as
a
reminder
of
their
a
handful
of
slides
in
here
to
talk
about
why
we
need
to
be
doing
this.
This
line
graph
shows
the
the
proficiency
over
time
in
ela
or
reading
going
back
to
2006
to
2021.
O
Those
are
projected
numbers,
and
this
is
more
grades.
Two
two
through
eight,
the
top
lines
shows
the
this
is
about
by
by
racial
groups.
So
the
Top
Line
shows
the
performance
of
white
students
and
you
can
see
the
performance
over
time
on
that
Top
Line.
And
then,
if
you
go
down
to
the
bottom
two
lines,
you
can
see
the
same
time
period
performance
of
our
minority
students.
O
The
green
line
shows
the
historic,
the
historical
and
current
achievement
levels
and
reading
about
Hispanic
students
and
then
the
bottom
line.
The
Blue
Line
shows
the
same
time
same
data
for
African-American
students,
and
so
you
can
see,
there's
been
persistent
going
by
the
2006
going
up
in
2012.
You
can
see
some
growth
then
dropped
off
after
2012
and
since
then
the
rate
has
been
persistently
level
without
significant
academic
achievement
for
the
Hispanic
and
African-American
students.
O
The
next
slide
shows
over
that
same
time,
period
from
2006
to
2022
the
average
percentage
of
African-American
fifth
grade,
kids,
African-American,
fifth
grade
kids
and
their
level
of
reading,
and
you
can
see
that
82
percent
on
average
during
that
time
period,
African-American
kids
read
below
grade
level,
which
means
that
those
students
are
going
into
secondary
schools.
Next
slide,
please
really
unprepared
to
to
learn
at
the
levels
that
they
need
to
need
to
be
able
to
learn
in
a
second
of
Grace.
O
This
slide
shows
the
College
and
Career
Readiness
rates
based
on
the
state
indicators
for
College
and
Career
awareness.
I'm
gonna
go
through
the
table,
but
it
shows
all
the
different
types
of
Readiness
that
a
student
can
obtain.
Act
SAT
scores
advanced
placement,
dual
enrollment
Etc
down
at
the
bottom.
It
says
that
for
the
2021
graduating
class,
the
College
and
Career
Readiness
rate
for
CCSD
was
67.7
percent.
O
Now
we
just
last
week
got
the
update
for
this
past
year
and
that
number
has
gone
up
to
70.2
percent,
but
that's
when
the
state
was
prepared
for
to
establish
the
goals
it
was
67.7
and
when
you
break
that
down
by
racial
demographics,
you
can
see
that
African-American
students,
that
rate
was
41.9
or
42.
Essentially
58
of
the
students.
African-American
students,
not
college
career,
ready
once
they
graduate
for
Hispanic
that
percentage
itself.
50
next
slide.
Please,
and
what
that
looks
like
is
this.
O
So
for
every
six,
oh
every
six
of
our
10
graduating
seniors
African-American.
Six
of
those
are
deemed
not
to
be
College
and
Career,
ready
again,
as
as
indicated
by
the
state
indicators
and
for
Hispanic
students
that
percentage
that
the
number
is
five
out
of
every
ten
next
slide.
Please.
So
the
way
that
is
going
to
be
addressed
through
are
the
three
goals
that
the
board
has
established.
O
So
the
overall
overall
goal
is
African-American
and
Hispanic
kids
being
on
great
level
by
grade
five
and
then
over
the
next
three
years.
We
will
track
and
see
whether
or
not
we're
on
track
for
that.
So
the
first
interim
goal
is
the
percentage
of
African-American
Hispanic
third
grade
students.
Meeting
Ela
growth
targets
will
increase
some
X
percent
in
April
of
2023
to
1
in
April
2025.,
it's
measured
by
I
ready
now.
O
For
the
second
interim,
called
the
percentage
of
African-American
Hispanic
kindergartners
demonstrating
low
risk
will
increase
from
four
point.
Excuse
me
from
47
in
April
of
2022
to
63.9
in
April
2025,
as
measured
by
the
fast
Bridge
early
reading
and
I'm,
going
to
ask
Miss
Michelle
Simmons
in
a
minute
to
talk
about
the
fast
Bridge
reading
and
and
what
that
indicates
in
terms
of
low
risk
for
kindergarten
students.
O
Reason
wise
in
a
minute,
because
in
order
to
also
to
talk
about
the
third
interim
goal,
which
is
the
percentage
of
African-American
and
Hispanic
Pre-K,
students
who
score
score
in
tier
one
on
the
my
igd
in
both
alignment
and
sound
ID
will
increase
from
26.9
in
April
of
2022,
the
50.2
percent
in
April
2025.,
and
so
before.
Miss
Simmons
explained
a
little
bit
more
on
those
two.
O
The
intent
here
is
you
know
in
tonight
is
to
present
the
goals
and
the
interim
goals,
not
the
strategies
to
get
there.
So
the
last
two
here,
the
some
of
the
Strat
just
for
your
information.
Some
of
the
strategy
is
addressing
early
childhood
education,
so
we're
talking
with
principals
here
in
our
elementary
schools.
They
indicate
that
we
have
far
too
many
students
coming
into
kindergarten,
they're,
not
ready
to
learn,
and
therefore
we
need
to
figure
out
how
to
get
more
about
Pre-K
students
in
the
in
our
Early
Education
programs.
O
So
we
have
strategies
in
place
that
we
will
bring
to
the
board
to
to
indicate
with
those
those
approaches
are
the
same
thing
with
kids
that
are
already
in
elementary
schools
in
terms
of
their
ability,
the
teachers
ability
to
teach
them
to
read.
We
have
a
a
short
comment
in
in
our
schools
of
Education
colleges
and
universities,
not
adequately
training
teachers
how
to
teach
reading
until
we
have
an
approach
to
address
that.
So
at
that
rate
Michelle.
M
Yes,
sir,
so
for
both
fast
bridge
and
kindergarten
and
my
IDs
and
early
childhood,
we
thought
it
was
important
to
ground
a
lot
of
this
work
in
early
learning.
The
best
indicator,
the
best
chance
we
have
at
closing
these
gaps
and
getting
kids
on
grade
level
will
be
at
the
early
grades,
the
primary
grades.
And
so
we
want
to
see
more
kids
Meeting
those
milestones
and
those
indicators
of
early
learning
success
so
that
they
are
more
apt,
more
able
when
they
reach
the
Upper
Elementary
grades
to
be
able
to
negotiate
grade
level
standards.
M
And
so
we
settled
on
rhyming
and
sound
identification
for
my
IDs.
We've
noticed
over
time
that
those
are
two
indicators
that
start
off
rather
low
and
there's
a
lot
of
ground
to
cover
in
one
academic
year.
So
it
just
made
sense
to
us
to
put
our
time
effort
and
attention
on
a
couple
of
the
subtests
associated
with
my
ads
around
rhyming
and
sound
identification
as
some
of
the
work
that
will
anchor
students
and
long-term
long-term
reading
success.
M
O
Thank
you
very
much
next
slide,
please
the
goal
to
the
algebra
one
Readiness
and
achievement
the
percentage
of
all
CCSD
students
enrolled
in
eighth
grade
achieve
and
C
are
higher
on
the
algebra
one
and,
of
course,
exam
by
the
end
of
eighth
grade
will
increase
from
24.9
percent
in
May
2022
to
60.3
percent
in
May
2027..
What
what
you
see
here
with
the
the
red
and
the
strikeouts?
O
O
Is
that
we're
measuring
two
things
we'll
measuring
both
the
number
of
students,
the
percentage
of
students
across
the
district
in
eighth
grade
who
are
ready
to
take
algebra
one
and
so
the
how
we're
doing
that
is,
including
all
8th
grade
students
in
the
denominator
of
this
calculation
of
this
metric
and
then
the
second
thing
that's
been
measured.
The
number
of
students
that
are
enrolled
in
eighth
grade
algebra
algebra,
one
and
eighth
grade
achieving
C
or
higher.
So
that's
the
achievement
level.
O
So
this
one
goal
is
measuring
two
separate
things
for
eighth
grade
kids
and
then
interim
goals
are
here.
The
percent
next
slide,
please
the
percentage
of
sixth
grade
students
that
are
projected
to
be
ready
for
algebra
one
will
increase
from
49
in
April
of
2022
to
65.2
percent
in
April
2025,
as
measured
by
the
map
map
assessment,
the
measure
of
academic
progress,
which
is
an
assessment
one
of
the
assessments
that
the
district
uses.
O
So
the
second
interim
goal
is
similar
to
the
first
one,
except
it's
measuring
seventh
grade
students
Readiness.
Now
we
recognize
that
in
order
for
our
students
for
the
most
part
to
be
ready,
either
in
sixth
grade
or
seventh
grade
to
take
out
the
one
there's
a
a
focus
on
high
expectation
and
that
rigorous
instruction
in
math
in
the
elementary
schools.
O
So
this
is
measuring
not
on
what's
Happening,
what's
happening
in
in
middle
school,
but
also
assessing
our
efforts
in
the
elementary
schools
with
math
and
then
the
third
interim
goal
here
for
algebra
one.
The
percentage
of
eighth
grade
students
who
are
in
a
c
or
higher
on
the
eligible
one
Benchmark
will
increase
from
X
percent
in
December
of
2022.
When
that
Benchmark
is
given
this
year
to
X
to
y1
in
May,
2025
and
The.
Benchmark,
then,
is
the
it's
an
assessment.
O
O
O
The
calculation
includes
100
of
those
students
at
the
end
of
the
12th
grade,
even
the
ones
that
may
have
dropped
out,
not
just
the
graduates,
the
area
of
gold.
We
have
three
interim
goals
for
the
College
of
career
awareness.
One
is
the
percentage
of
all
high
school
pupils
in
poverty
who
score
C
or
higher
and
Avid
will
increase
from
X
percent
to
one
percent
from
May
2023
to
May
2025.
So
Avid
is
a
program
that
provides
additional
supports
if
it's.
O
If
it's
rolled
out
correctly
and
implemented
correctly,
additional
supports
to
typically
Force
you
first
year,
College
goers,
goers
and
I
was
I
was
fortunate
to
be
over
at
the
Earl
college
high
school
early
today
to
see
Avenue
in
action,
so
I
thank
Miss,
Danny
I'm,
going
to
actually
just
speak
a
little
bit
about
the
the
benefits
of
avid
since
I
think
I
indicated
Friday.
You
were
the
the
foremost
authority
in
the
expert
in
the
district
on
on
this
program:
Miss
Danny,
yes,.
P
Sir,
so
Avid
is
a
a
program
designed
to
be
delivered
to
first
generation
College
goers.
It
can
be
delivered
as
early
as
Elementary
School
in
CCSD.
We
currently
have
some
middle
schools
who
are
delivering
Avid
and
it's
primarily
located
in
our
high
schools
and
it's
two
things:
one:
it's
a
curriculum
where
you
intentionally
teach
students
the
successful
skills
that
they
need
to
be
a
successful
student.
Those
things
might
be
note
taking
communication
collaboration.
The
other
thing
it
is.
P
Is
it's
really
a
framework
for
school
in
in
how
to
provide
professional
development
for
teachers
to
offer
highly
engaging
strategies
for
students
how
to
provide
sort
of
an
Insight
of
a
student
that
is
looking
at
them
as
an
avid
student
which
stands
for
advancement
via
individual
determination
and
so
providing
students
with
the
necessary
skills
in
order
to
set
goals,
meet
goals
Benchmark
themselves
regularly?
And
so
in
my
previous
work
at
Early
College.
We
really
do
believe
that
avid's
Been
instrumental
in
providing
students
a
necessary
support
that
they
need.
O
Thank
you,
Miss
Danny,
so
the
second
goal,
the
interim
goal,
yeah
interim,
goes
the
percentage
of
African-American
Hispanic
10th
graders,
who
score
a
c
or
higher
on
the
English.
Two
Benchmark
will
increase
from
9.3
percent
to
38.2
percent
during
this
time
period.
So
The
Benchmark,
then
again
is
an
indicator
of
of
a
potential
of
the
potential
success
of
a
student.
O
So
the
English
two
Benchmark
and
then
the
third
item
I'll
go
is
the
percentage
of
11th
grade
African-American
Hispanic
students
who
are
college
and
not
career
ready,
will
increase
from
11.3
in
May
2022
So,
currently
only
11.3
percent
of
this.
These
two
subgroups
of
these
two
groups
of
students
only
11.3
this
year
were
college
and
career
career
ready
by
the
level
great
and
so
the
intent
to
increase
that
is
39.5
by
may
2025..
O
O
Q
Q
So
we're
looking
at
is
increasing
those
work
based
experiences
for
kiddos
and
or
Scholars
Miss
green,
and
so
what
we
want
to
do
is
maybe
start
in
eighth
grade.
We
have
Scholars
completing
their
individual
graduation
plans
where
they
start
talking
about
the
things
they
need
to
complete
in
reference
to
their
career
goals
aspirations,
but
we
thought
if
we
could
look
at
our
fourth
graders
and
start
having
some
conversations
as
far
as
how
we,
you
know,
assess
their
interests,
how
we
expose
them
to
career
opportunities
that
we
could
have
a
better.
Q
O
Thank
you,
Dr
Williams
next
slide,
please.
So.
Moving
from
the
three
goals
we're
now
moving
into
the
five
guard
rails
that
the
board
hopefully
will
adopt
guard
wheel
number
one
graduate
skills,
the
superintendent
Shelton.
So
just
a
pause
here.
So
the
the
goals
are
established:
the
division,
the
vision
of
the
community,
so
the
board
members
have
gone
out
over
a
period
of
time
and
I
think
had
as
well.
I
think
it
was
20,
something
Community
meetings,
26
to
understand
what
the
you
know,
what
what?
What?
What?
O
What
the?
What?
What
types
of
approaches
to
goals
that
the
community
wanted
the
board
to
take?
And
so
that's
what
that's?
How
the
board
came
came
up
with
those
three
goals:
all
academic,
reading,
alzberg
or
math,
and
College
and
Career
awareness,
all
academic.
What
students
know
and
able
to
able
to
do
and
then
the
guard
rails
then,
are
the
the
values
that
the
community
has
established
and
sort
of
like
parameters
around
how
we
approach
getting
the
the
goals
accomplished.
O
So
five
guard
rails,
the
superintendent
one
guard
rail,
one
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
two
inner
guard
rails
here,
the
percentage
of
Juniors
who
have
successfully
earned
microburst
certification,
will
increase
from
5.4
percent
in
April
2022
to
35.5
in
April
2025
and
the
Micro
Burst.
Is
it's
a
course?
O
That's
been
led
by
Mr
Rich
Gordon
here
to
figure
out
how
that
we
roll
those
out
more
broadly
across
the
district.
Currently
we
have
some
of
those
right:
reverse
certification
classes
within
the
CTE
around
on
the
district.
There
are
some
districts
that
I
think
a
DD
District
Dorchester
District
4
is
an
example
required
I.
Think
100
of
their
English.
Ninth
grade
students
to.
O
Soft
and
so
we're
looking
at
strategies
here
locally
how
we
can
so
right
here.
It
says:
35.5,
that's
over
a
three
year
period.
So
when
we
look
at
the
the
process
and
interim
measure
versus
the
five
year,
but
we
will
be
expanding
this
throughout
throughout
the
district
and
then
the
second
inner
guard
rail.
The
percentage
of
high
school
students
who
successfully
complete
a
financial
literacy
course
with
a
CR
higher
prior
to
graduation
will
increase
from
five
percent
in
May
2022
to
35
point
three
percent
of
May
2025.
O
So
there's
a
couple
things
here:
we
do
have
within
the
district
across
the
district.
Some
limited
financial
literacy
instructions
that's
taking
place,
and
the
second
point
is
that
the
state
is
developing.
We're
not
developing.
There's
a
state
mandate
that
all
students
across
the
across
South
Carolina
at
some
point
in
high
school
I,
receive
a
literacy
course.
That
course
the
state
is
developing.
O
The
the
standards
for
that
question
now
is
that
we
don't
have
an
implementation
date,
but
that'll
be
a
part
of
our
strategies
in
terms
of
making
sure
that
all
of
our
kids
graduate
financially
literate
guardrail
too
social
emotional
learning
is
superintendent,
shall
not
allow
students
to
go
without
social,
emotional
learning.
Three
guard
rails
here,
the
percentage
of
elementary
schools
achieving
an
average
of
70
percent,
a
high
on
the
Sam
TFI
will
increase
by
15
from
the
Baseline
of
X
in
May
next
year
to
one
percent
of
May
20
27th.
O
So
just
a
heads
up,
Miss,
Huggins
I'll:
ask
you
to
join
in
here
a
minute
to
talk
about
these
three
in
them
guard
rails,
but
the
same
the
same
and
the
TFI
relate
to
the
multi-tier
system
of
support.
That's
been
in
place
in
the
district
for
some
time
the
sound
is
more
of
a
self-assessment
and
so
we're
going
to
we're
not
going
to
already
working
on
creating
a
tool
that,
in
addition
to
the
self-assessment,
we
have
a
way
to
go
in
and
and
do
a
Fidelity
check.
O
That's
where
the
the
F
stands
for
in
the
TFI.
So
we
have
some
outside
assessment
of
how
effective
the
mtss
program
has
been
implemented
in
our
schools
and
the
operationalizing.
It's
a
it's
a
technical
term
as
part
of
this,
this
program
and
and
so
the
population,
a
lot
operationalizing
represented
a
certain
level
and
I
think
there's
like
five
levels
of
from
low
too
high
in
operationalize
and
I.
Think
it's
the
fourth
level
from
the
top
at
the
top.
O
So
same
thing.
So
that's
the
elementary
school
same
thing
with
the
with
the
middle
schools
and
then
the
the
last
one
here,
the
percentage
of
high
school's
achieving
an
average.
Oh
I'm,
sorry,
this
is
all
the
same
tool
and
same
measure,
one
at
the
elementary
school
one
in
middle
school
and
one
at
the
High
School,
so
miss
Huggins.
S
Yes,
sir,
thank
you
Mr
Kennedy
and
thank
you
board.
Members.
We've
spent
a
lot
of
time
around
these
guard.
These
guard
rails
and
goals
talking
about
what
will
make
the
most
significant
impact
in
our
system
and
we
collectively
believe
on
the
learning
Services
side
of
the
house,
which
includes,
as
you
know,
both
the
chief
academic
office
and
the
chief
of
schools
office.
S
That
mtss
is
one
of
the
Key
Systems
that
is
necessary
to
ensure
Student
Success
both
for
Universal
support,
but
also
for
tier
two
and
tier
three
support
which
helps
us
to
identify
students
who
have
the
most
needs,
both
academically
and
behaviorally,
and
provide
to
them
the
support
that
they
need.
So
the
self-assessment
measure,
the
Sam
and
the
tier
Fidelity
inventory.
The
TFI
has
been
used
in
our
system
for
the
last
few
years
to
allow
teams
to
self-assess
their
progress
with
PBIS,
which
is
our
system
for
Behavioral
support
and
with
mtss.
S
What
we're
doing
as
Mr
Kennedy
stated,
though,
is
working
on
a
collective
tool
that
we
can
use
to
help
teams
progress,
monitor
their
implementation
inside
of
the
school
and
to
provide
them
with
the
support
that
they
need.
Lisa
Allison
and
our
department
of
school
support
is
working
on
that
now
with
other
key
members
of
her
team
to
ensure
that
we
have
the
best
system
in
place
to
begin
monitoring
these
processes.
As
early
as
second
semester.
O
Foreign
next
slide,
please,
which
is
the
third
guard
rail
stakeholder
engagement.
The
superintendent
shall
not
present
major
initiatives
to
the
board
without
engaging
schools
that
includes
our
parents,
Guardians
students
and
staff,
without
engaging
schools,
district
and
Community
stakeholders
who
are
most
impacted
by
the
initiative
and
our
decision
next
slide.
So
there
are
three
interim
guardrails
here:
one.
The
percentage
of
secondary
schools
that
have
a
representative
student
advisory
team.
O
A
group
holding
three
or
more
meetings
per
year
will
go
grow
from
less
than
five
percent
in
May
2022
to
75
percent
by
May
2025,
and
the
feedback
from
those
groups
will
be
provided
to
the
district
via
the
superintendent's
cabinet.
So
this
is
the
staff's
approach
to
ensure
that
we
have
a
a
structure
structure
in
place
that
that
allows
for
student
voice
number
two.
O
O
In
terms
of
what
concerns
are
and
what
initiatives
might
come
be
coming
down
the
pike,
the
teachers
Roundtable,
there's
the
so
those
two
already
exist.
We're
going
to
reestablish
The,
Business
Roundtable,
looking
out
out
with
me
reestablish
the
faith
based
Roundtable
I
think
that
the
first
meeting
has
been
set
up
for
that
already
and
then
there's
of
course,
the
student
student
Roundtable
and
and
the
oh,
the
literacy
so
reestablishing
the
literacy
time
time,
Round
Table
associated
with
our
reading
goal
and
guardrail
for
a
treatment
expectation
of
students.
O
The
superintendents
shall
not
allow
disparate
treatment
nor
low
expectations
for
any
students
in
the
two
guard
rails.
We
had
one
guard
rail
that
we
presented
Friday
and
based
on
discussion
with
board
members.
We
have
added
a
second
one,
so
the
first
one,
the
percentage
of
teachers
rated
proficient
or
higher
on
the
expectations
domain
of
the
classroom,
walkthrough
tool
will
increase
some
X
percent
in
May
2023,
while
percent
in
may
2025..
O
So
this
hug
and
someone
ask
you
to
come
in
one
more
time
here
in
a
second
and
the
second
one.
The
second
goal-
income
guard
rail,
rather
the
percentage
of
school
and
District
instructional
teams
that
were
participating
in
four
or
more
learning
walks
designed
to
develop
a
common
expectation
of
the
learning
environment
will
increase
from
X
percent
to
why
percent
and
again
the
reason
why
we
don't
have
these
measures
in
for
either
of
these?
You
know
interim
guard
rails
on
these
two,
because
these
tools
are
being
developed
right
now.
O
S
Absolutely
thank
you
Mr
Kennedy.
We
want
to
ensure
that
day
to
day
in
our
classrooms,
we're
seeing
consistent
measures
across
the
district
and
implementation
of
high
expectations
for
all
students,
and
we
believe
that
this
walkthrough
tool
will
allow
our
principals
and
our
coaches
to
be
able
to
do
so,
and
our
District
staff
to
be
able
to
give
feedback
to
teachers
in
real
time
and
the
tool
that
we're
looking
to
house
this
on
is
Whetstone,
which
allows
teachers
to
exchange
with
us
back
and
forth
in
a
coaching
like
way.
S
We
added,
as
you
see
that
bottom
piece
and
housed
also
on
that
wet
stone
platform.
In
addition
to
this
General
walkthrough
tool
will
be
El
and
bridges
and
or
illustrative
math
tools
that
also
helps
us
ensure
consistency
across
the
district.
In
regards
to
our
implementation
of
the
core.
Again,
that
was
feedback
from
some
of
you
all
that
we
took
to
heart
and
added
here
here.
O
Thank
you
next
slide,
please,
the
last
guard
rail
is
climate.
The
superintendent
shall
not
allow
a
negative
or
unsupported
staff
culture,
and
so
this
is
in
two
categories:
non-teaching
and
teaching.
The
first
interim
guard
rail,
the
district's
percentage
of
non-teaching
school-based
staff
that
respond
favorably
regarding
their
perspectives
of
overall
social
and
learning
climate
of
the
school
is
measured
by
the
school
climate
topic
on.
The
Panorama
survey
will
increase
from
62
percent
in
April
2022
to
66
percent
in
may,
2025.
O
excuse,
yeah,
May
2025
and
a
similar
guard
rail
for
the
the
teaching
staff
in
each
each
school,
and
we
did
have
a
conversation
with
the
board
last
week
about
whether
the
Panorama
Panorama
survey
would
be
the
appropriate
survey.
So
initially
we
will
use
this
the
Panorama
survey
and
take
a
look
at
other
options
as
we
as
we
move
down
the
path
of
using
these
guard
rails.
So
that
concludes
the
the
five
guard
rails.
O
The
last
slide
here
next
step
on
working
with
the
the
Consultants
with
Council
gray
City
schools
in
the
in
the
student
outcomes,
governance
framework.
The
next
part
of
this
process
is
develop.
Progress
monitoring
protocols
whereby
staff
will
interact
with
the
school
board
on
how
to
monitor.
So
that's
a
formal
way
to
do
that
that
monitoring
process
that's
laid
out
in
this
in
the
governance,
student.com
governance
framework,
and
essentially
it
has
three
fundamental
concerns.
B
A
I
O
S
S
Then
what
we'll
do
is
through
that
Whetstone
platform
is
be
able
to
generate
quantitative
feedback
and
data
for
the
board
to
progress,
monitor
along
the
way
to
see
where
teachers
are
in
the
district
and
we'll
use
that
data,
then
to
determine
what
source
of
professional
development
and
other
supports
districts
communities
need
through
our
chief
of
schools
office.
Again.
Those
observations
is
something
that
the
state
is
something
that
the
the
nation
has
battled
with
in
regards
to
how
to
make
them
as
objective
as
possible.
S
I
Thank
you
so
as
a
follow-up,
just
pertaining
to
the
same
guardrail
is
that
there
are
many
ways.
So
that's
the
high
expectations
piece,
but
in
terms
of
the
disparate
treatment
of
students,
ways
that
shows
up
in
a
number
of
ways,
and
it's
not
always
just
through
what
you
can
see
in
a
classroom
observation
and
certainly
those
are
moments
when
folks
typically
put
on
there.
That's
you
know
performances
and
so
the
concern
that
I
have
on
the
disparate
treatment
pieces.
Are
you
monitoring
anything
else
in
the
district
like
behavioral?
I
O
So
so
the
multi-tier
system
of
support,
which
has
been
a
part
of
the
district's
work
for
for
a
number
of
years.
Now
we
we
have
a
recognition
that
there's
some
there
have
been
some
implementation
challenges
where
some
of
those
that
some
of
some
of
the
implementation
has
not
been
done
with
with
Fidelity,
and
so
a
part
of
this
work
under
the
guardrail.
O
That's
one
of
the
reasons
why
I
went
over
the
urban
college
high
school
today
to
see
how
Abbott
approaches
that,
and
so
in
conjunction
with
the
mtss
that
we're
going
to
use
that
that
Fidelity
inventory
Tool
to
develop
that
more
more
politically
and
then
also
with
an
expansion
of
the
Avid
outside
of
Early
College
High
School
into
other
grades.
We
talked
about
in
fact,
even
starting
that
in
some
of
our
middle
schools.
So,
yes,
those
all
those
tools
and
strategies
have
not
been.
O
T
I
S
S
Neither
Cindy
nor
Kim
from
the
council
is
on
this
call
today,
but
it
might
be
that
the
board
Reverend
Mack,
wants
to
add
some
clarity
around
what
what
I
heard
her
say
on
Thursday's
call
and
I
hate
to
speak
for
her,
but
it
might
be
that
the
board
might
want
to
add
if
it's
the
will
of
the
majority
of
the
board.
Some
clarity
around
that
guard
rail.
S
If
it's
disparate
treatment
in
regards
to
academics
and
behavior,
then
that
that
might
be
a
friendly,
Amendment,
Mrs
Waters
to
the
guardrail
from
the
board,
and
then
staff
might
go
back
and
determine
if
there
are
measures
that
we
might
include
as
interim
guard
rails,
to
focus
on
I.
Think
where
you're
going
with
this
Miss
Waters
is
the
disproportionality
of
discipline
data
between
groups
of
students.
So
again,
if
it's
the
will
of
the
board,
there
might
want
to
be
some
specificity
added
to
that
guard.
I
S
Absolutely
I
hope
that's
helpful,
because
I
I
hear
what
you're
saying
and
we
we
focused
on
this
specific
guardrail.
We
focus
most
of
our
time
and
energy
on
the
academics
and
making
sure
students
had
access
to
Quality
education
across
the
system
and
that
what
we
saw
from
teachers
and
students
in
the
classroom
and
administrators
and
monitoring
that
was
equal
regardless
of
your
ZIP
code,
regardless
of
where
you
are
right.
S
I
A
I
Last
one
might
be
a
little
easier
for
the
climate
guard
rail,
the
progress
here
moving.
You
know
four
percentage
points,
five
percentage
points
over
that
amount
of
time.
You
know
three
years
looks
pretty
low
to
me
and
I.
Think
climate
is
incredibly
important
and
so
I'm
wondering
why
such
a
low
goal
or
just
a
low
increase
on
that
guard,
rail.
U
It's
my
understanding
when
the
conversation
occurred,
that
they
were
looking
at
the
2027
year
and
looking
at
a
10
percentage,
Point
increase
when
that
changed
on
Friday
I
think
it
was.
We
simply
looked
at
that
end
of
what
72
I
think
on
that
goal.
I
don't
have
in
front
of
me,
I'm,
sorry
and
just
basically
took
the
the
middle.
U
Q
O
T
I
Think
particular
concern
in
general
that
when
you
said
an
audition
goal,
I
realize
it
has
to
be
realistic,
but
this
is
climate.
It's
it's
literally
just
how
someone's
doing
in
the
system.
Then
it
encourages
you
to
encourage
you
to
actually
put
the
measures
in
flights
to
up
to
reach
that,
but
if
you've
only
got
to
move
four
percentage
points,
I
mean
what
are
you
really
doing?
I
That
could
be
a
matter
of
you
know
attrition
and
you
know
something
happening
and
there's
a
number
of
new
teachers
in
the
district
and
they're
just
happy
to
be
here,
and
they.
You
know
that
we
just
don't
I,
don't
know
that
we
will
really
know
that
we
made
a
difference
with
this,
which
is
a
very
small,
incremental
change.
E
O
G
So
I
did
I
wanted
to
follow
up
on
this
with
Miss
Waters
said
I
thought
that
when
we,
you
were
changing
that
the
dates
on
guardrail
five
that
originally
the
date
was
a
typo
and
that
the
goal
or
the
percentage
change
was
actually
2025,
because
that's
what
you
had
for
all
of
your
other
interim
guard
rails
and
goals.
So
I
am
disappointed
as
well
that
this
this
change
is
so
small.
G
It
doesn't
feel
like
a
stretch
and
it
almost
feels
like
something
that
could
fall
within
the
margin
of
error
or
something
that's
not
as
objective
as
other
measurements.
So
I
hope
they'll.
Look
at
that
again,
but,
as
you
say
you
own
those.
But
one
of
the
questions
that
I
had
going
back
to
the
goals
is
that
you
had
a
couple
of
benchmarks
that
you
mentioned
the
algebra
Benchmark
and
the
English
Benchmark
are
those
those
are
not
dependent
on
the
student
being
enrolled
in
algebra
or
the
specific
English
class
correct.
A
D
G
Let's
look
at
goal:
two:
okay
algebra
one
Readiness
and
I'm.
Looking
at
interim
goal,
2.3
the
percentage
of
eighth
grade
students
scoring
is
C
or
higher
on
the
algebra.
1
benchmark
will
increase
and
we
don't
have
the
percentages
yet.
So
my
understanding
is
you're
developing
a
benchmark
in
what
okay,
the.
U
Benchmarks
have
been
created
and
those
are
students
who
would
be
enrolled
in
the
algebra
1
course.
Those
would
be
the
only
students
who
had
actually
taken
out
of
one
Benchmark,
because
the
purpose
of
that
assessment
is
to
certainly
measure
what
the
student
is
learning
in
class,
so
that
we
can
make
sure
that
they're
on
track.
For
that
end,
of
course,
assessment
at
the
end
of
the
year.
G
G
U
We
do
have
a
benchmark
for
illustrative
math,
which
is
the
grade
level
content
for
the
or
grade
level
curriculum
for
that
you
know
for
eighth
grade.
Also,
seventh
and
sixth,
the
other
thought
here,
our
seventh
any
seventh
grade,
students
who
are
enrolled
in
outer
one,
would
also
be
taking
that
particular
Benchmark
in
your
seventh
or
eighth
grade
students
this
year,
who
were
enrolled
in
the
course
would
be
taking
it,
but
there
would
be
no
way
to
I'm,
not
sure
I,
understand
why
we
would
provide
that
measure
for
all
students.
S
French
I
appreciate
your
question:
Ms
Roberts
I
appreciate
you
stepping
in.
If
you
don't
mind,
I
might
try
to
interject
I,
don't
know
if
I
can
help
Dr
French
I
certainly
understand
where
you're
coming
from
the
point
of
this
goal
is
both
Readiness
and
achievement.
But
the
goal
is
for
all
students
for
us
to
increase
the
number
of
all
students
by
the
end
of
great
eighth
grade,
eight
scoring
a
c
or
higher.
S
So
we
selected
a
goal
for
sixth
and
seventh
grade
to
ensure
students
are
ready
for
eighth
grade,
but
once
they're
enrolled
in
eighth
grade
in
algebra,
one,
hopefully
they'll
be
enrolled
in
the
seventh
but
once
they're
enrolled
in
eighth
grade.
The
goal
also
has
part
of
it
to
get
them
to
a
c
or
higher.
S
So
we're
going
to
monitor
that
in
the
eighth
grade,
because
at
the
point
they're
in
the
eighth
grade,
we
have
to
monitor
how
well
they
are
progressing
towards
achievement
of
a
c
because
that's
the
goal
does
that
help
offer
any
explanation
again.
Sixth
and
seventh
grade
get
more
and
more
kids
ready,
but
once
you
get
in
eighth
grade
you're
in
the
course
we've
got
to
make
sure
you're
progressing
and
meeting
the
standards.
Mastering
the
standards
to
make
a
c
or
better
right.
G
S
So,
along
the
way,
those
benchmarks
are
set
up
along
the
way
to
tell
us
whether
students
have
mastered
the
content
along
the
way.
So
if
Anita
takes
the
first
Benchmark,
let's
say
in
October,
because
typically
in
Middle,
Schools
Dr
French,
the
the
algebra
I'm
sure
you
already
know
this,
but
just
in
case
in
Middle
School,
the
algebra
courses
typically
taught
as
on
a
year-long
versus
a
block.
S
Some
some
high
high
schools
do
it
as
a
skinny,
which
means
you're
wrong,
but
The
Benchmark
monitors
progress
along
the
way
to
tell
whether
Anita
has
mastered
the
concepts
related
to
the
the
curricula.
At
that
point,
so
the
student
at
the
first
Benchmark.
If
we
see
that
Anita,
has
a
problem.
Oh
gosh
I'm
recovering
an
English
teacher,
so
I'm
going
to
grab
in
the
dark.
We
did
talk
about.
S
Yeah,
yes,
yes,
ma'am.
If
Anita
has
problems
along
the
way,
mastering
certain
topics,
I
can't
even
a
squared
plus,
b
squares,
C
I
mean
if
Anita
hasn't
matched
with
these
things.
So
we
need
to
determine
what
to
do.
Do
we
need
to
go
back
and
reteach?
Does
it
need
to
need
one-on-ones
so
that
helps
us
track?
The
progress
of
students-
and
it
predicts
it
is-
is
a
is
a
very
close.
I,
don't
know
the
scale
Mrs
Roberts,
but
those
benchmarks
are
a
solid
predictor
of
how
students
will
perform
on
the
EOC.
G
E
E
A
lot
of
people
don't
take
it
right,
but
so
it's
not
all
eighth
grade.
It's
the
we're
gonna,
hopefully
with
the
Readiness
and
the
other
parts
of
the
interim
goal,
we'll
be
getting
the
kids
ready
and
more
kids
will
be
taking
it.
But
the
goal
of
the
kids
in
eighth
grade
taking
that
in
the
fourth
exam.
So.
L
L
S
I'm
happy
to
talk
to
you,
Dr
French
offline
offline,
about
it
I
think
Miss
herderick
is
I.
Think
one
miss
herderick
stated
is
you
know
in
in
the
goals
the
prior
goals
regarding
math
and
the
sixth
and
seventh?
That's
about
getting
more
kids,
all
kids,
hopefully
ready
for
eight.
But
let's
talk
about
it
offline
and
we
may
be
able
to
bring
back
some
sort
of
adjustment
to
the
board.
L
B
L
L
Additional
thing
to
add
on
the
climate
piece
we
did
discuss
in
the
Thursday's
meeting,
utilizing
groups
and
I'm
saying
this
because
I
just
know
of
this
group
more,
like
Jody
stylings
from
the
Charleston
teacher
Alliance,
to
really
capture
that
we're
improving
from
client
in
from
a
climate
perspective.
So
I'd
love
to
still
I
know
that
you
own
the
interim
guardrails
but
still
consider
that
option
as
we're
looking
to
improve
climate
and.
O
L
O
O
And
some
highlights
here
first
bullet
shows
that
the
percentage
of
excellent
good
and
average
ratings-
you
know,
schools
that
is
increased
from
six
to
nine
point:
seven
percent
in
2019
we
didn't
have
their
ratings
in
2020
and
2021
because
of
the
October
270
6.4
percent.
In
2022
of
a
particular
note
on
the
in
the
bullets
up
here.
It's
the
last
bullet
no
ratings
of
unsatisfactory
in
any
CCSD
middle
schools.
O
In
2022
down
at
the
bottom.
In
the
table
you
can
see,
the
buy
is
stratified
by
the
percentages
around
excellent
good
average.
Again
the
increase
on
those
three
from
six
to
nine
point.
Seven
percent
to
76.4
percent
excellent
about
25
of
our
schools
were
already
excellent.
We
had
an
increase
on
the
good
from
16
to
18
schools,
average
went
from
3
24-28
and
blue
below
average
dropped
to
10
from
24
to
10
and
unsatisfied
three.
We
did
have
a
increase
there
from
that
three-day
schools
and
unsatisfactory
unsatisfactory
next
slide.
O
The
the
block
over
to
the
right
says
opportunities
student
progress,
that's
a
measure
of,
but
it's
a
growth
measure
comparing
CCSD
to
South
Carolina,
and
so
you
can
see
for
that
includes
both
English
and
Mathematics
for
CCSD.
That
growth
measure
for
our
students
was
from
fourth
grade
to
through
eighth
grade,
and
it
shows
a
49.1
growth
measure
versus
the
state
at
51.1.
O
Please.
This
shows
the
district's
ranking
versus
the
state
and
the
in
the
rankings
in
the
in
the
Tri-County
area.
In
these
three
areas
here,
academic
achievement
for
South
Carolina
Ela,
we
were
in
math.
We
were
number
one
number
two
on
English
one
and,
of
course
examination
and
number
three
on
Alpha
One.
In
the
fourth
examination,
the
next
three
slides
shows
the
performance
in
the
graphical
Point.
These
are
elementary
schools.
O
O
O
B
B
D
B
B
F
B
F
B
F
B
B
F
R
Yeah,
yes,
sir
review
that
with
with
Miss
Williams
CFO
and
the
audit
and
finance
committee
does
not
require
the
chair
to
be
the
the
chair
of
this
committee
to
be
on
the
audit
and
finance
committee.
But
our
Charter
was
a
carryover
from
the
last
Charter
and
and
did
say
that
so
I
I
think
we
would
abide
by
the
audit
Finance
Charter
on
this
one.
R
F
B
B
T
Thank
you,
Mr,
chairman
good
afternoon
board.
This
item
is
an
update
for
our
disparity
study.
As
of
right
now
we
since
we
last
engaged
we
had
a
a
community
Forum
which
the
Consultants
Miller
Theory,
have
there
in
the
process
and
have
Consolidated
the
information
from
that
Forum.
Our
final
report
will
not
be
present
and
ready
until
October
31st.
T
B
B
And
an
item
passes
I
do
want
to
acknowledge
one
condolence
that
I
did
not
acknowledge
at
the
beginning
of
our
meeting.
Just
I
know,
everyone
is
trying
to
pack
up
and
ready
to
go,
but
just
give
me
a
few
more
minutes
here
so
board
members
and
members
of
the
audience.
I,
sadly,
must
announce
the
passing
of
one
of
our
staff
members.
B
Today,
Jeff
Phipps,
the
athletic
director
at
West,
Ashley
High
School,
passed
away
earlier
this
month
he
was
a
beloved
member
of
the
Wildcat
faculty
and
Community.
It
will
be
greatly
missed
by
all
in
our
hands.
O
Lord
we
humbly
entrust
our
brothers
and
sisters
and
in
this
life
you
embrace
them
with
your
tender.
Love,
deliver
them
now
from
every
evil
and
bid
them
Eternal
rest.