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A
Hello,
everybody
I'm
Andy,
Pruitt,
Director
of
Communications
and
Technology,
with
Charleston
County,
School
District,
and
welcome
to
this
installment
of
CCSD
insights,
news
and
notes.
State
report
cards
recently
came
out
for
the
state
and
we're
going
to
speak
with
the
executive
director
of
the
elementary
schools
Michele
Simmons
Michele.
A
Thank
you
for
joining
us
to
talk
about
the
results
that
we've
seen
across
the
district
from
the
state
report
card
and
as
we
get
in
this
conversation
start
and
go
back
to
last
year
was
the
first
year
the
state
had
issued
state
report
cards
in
a
few
years
and
the
formula
was
different
than
what
it
had
been
a
few
years
before.
So
some
of
the
high
performing
schools
in
our
district
at
the
elementary
school
level
got
some
scores.
B
So
you're
absolutely
correct.
The
last
school
year
was
the
first
year
in
about
three
to
four
years.
We
had
received
a
state
report
card,
so
in
past
years
we
had
an
instrument
that
gave
an
overall
rating
to
the
district
itself
and
then
every
school
had
two
separate
readings.
They
had
what
we
called
an
absolute
reading
and
then
they
had
a
growth
reading
with
this
particular
instrument,
you're
going
to
get
one
overall
reading
but
embedded
in
the
framework.
You
have
categories
so
there's
a
category
that
evaluates
overall
achievement
in
reading
and
math.
B
There's
a
category
that
looks
at
science
and
social
studies
separately,
there's
another
category
that
looks
at
progress
and
growth
and,
at
the
same
time
we're
looking
at
how
our
English
as
a
Second
Language
students
are
doing
how
we're
growing
all
students,
how
we're
growing
the
lowest-performing
students
and
student
engagement,
so
in
and
of
itself.
The
new
instrument
has
so
many
different
components
than
our
past
instruments
had
I.
Think
that
was
a
big
adjustment
for
all
of
us
people
at
the
building
level
and
for
the
Andals
of
us
at
the
district
level
and.
A
Moving
forward
in
this
conversation
you
the
growth
factor,
you
mentioned
the
proficiency
factor
for
those
who
might
not
understand
the
difference
or
how
they're
related.
Can
you
give
me
a
brief
explanation
of
about
what
the
state
report
card
is
looking
at
when
it
comes
to
student
growth
and
what
it's
looking
at
when
it
comes
to
student
proficiency?
Sure.
B
So
I'll
start
with
I'm
student
proficiency,
so,
for
the
most
part,
achievement
and
proficiency
are
interrelated.
We're
talking
about
grade
level,
expectations
and
grade
level
standards.
Are
students
able
to
successfully
negotiate
grade
level
standards
and
master
them?
That's
achievement,
that's
proficiency.
At
the
same
time,
year
after
year,
we
want
students
to
grow.
That's
that
progress
indicator.
So
if
you
want
to
look
at
it
in
simple
terms
after
a
year
of
instruction,
are
we
adding
value
to
a
student's,
academic
and
educational
experience?
B
A
B
I
think
that's
a
valid
question,
so
you
can
look
at
it
this
way.
The
state
report
card
is
a
measure
and
I
think
it's
credible
and
it's
valid
and
it's
reliable
information
in
that
it
accounts
for
so
many
different
measures,
you're
looking
at
overall
achievement,
but
you're,
also
looking
at
growing
everybody's
accountable
for
growing
their
students
every
year
and
so
I
think
in
and
of
itself
it's
a
measure
that
we
should
pay
attention
to,
but
in
the
grand
scheme
of
things
is
still
one
indicator.
B
Our
state
report
card
doesn't
account
for
early
childhood
measures,
so
we
all
know
that
the
primary
grades,
our
students
in
the
four
and
five-year-old
age
bracket,
what
we
do
and
invest
in
them.
It's
gonna
allow
us
to
be
successful
in
the
letter
grades
and
so
the
report
card.
While
it
only
focuses
on
testing
grades
three
through
eight,
we
know
that
there's
a
lot
more
information
that
goes
into
the
overall
success
of
a
school
so
in
enlarge
I
believe
that
the
the
report
card
is
valid.
A
Right
so
looking
at
the
results
from
this
year,
significant
gains
made
in
elementary
school
learning
community,
which
I
know
you
the
principals
all
have
to
really
be
excited
about,
and
maybe
starting
from
the
schools
that
received
unsatisfactory
ratings
last
year.
So
all
of
the
elementary
schools
there
were
unsatisfactory
in
2018,
all
of
them
moved
up
by
at
least
one
rating
level,
some
moved
up
to
rating
levels.
How
did
that
happen?.
B
There's
no
one
indicator
or
one
level
of
support
that
impacts,
that
kind
of
growth
and
achievement,
but
I
think
a
serious,
intentional
and
deliberate
focus
on
curriculum
instruction
and
assessment
is
a
big
part
of
what
we
do
as
building
level
leaders
in
terms
of
ensuring
that
students
have
a
guaranteed
and
viable
curriculum.
That
means
everybody
has
an
equal
opportunity
to
be
successful
in
a
classroom
and
then
using
our
assessments
to
drive
and
to
inform
instruction.
B
So
we
can't
get
around
testing
an
assessment,
because
it's
gonna
allow
us
to
understand
where
scholars
start
and
where
we
need
to
get
them
to,
and
so
I
believe
that
intentionality,
our
setting
goals
being
strategic
with
our
strategies
and
our
interventions,
whether
it's
enrichment,
whether
it's
remediation
or
acceleration,
we
have
a
solution.
I
should
say
for
every
student
and
groups
of
students
in
every
respective
grade
in
every
respective
building,
another.
B
A
B
Language
arts
reading
writing-
all
of
that
is
embedded
in
that
English
Language
Arts
component,
so
that
standard
for
every
one
three
through
eight
to
take
math
and
ela,
but
the
science
and
the
social
study
is
divvied
up
between
the
grade
levels.
So,
for
the
last
year
grades,
four
six
and
eight
took
the
science
&
Greets
five
and
seven
took
the
social
studies
indicator,
but
for
the
upcoming
school
year,
we're
going
to
just
continue
the
social
studies
altogether
so
we'll
be
focused
on
the
reading
ela,
the
math
and
the
science
moving
forward
and
a
large
part.
B
We
should.
We
showed
progress.
We
do
have
gaps
and
indicators
of
readiness
that
are
still
lagging
district-wide,
but
in
large
part
we
showed
progress
at
every
indicator
in
terms
of
overall
for
science,
our
science
was
lagging
behind
social
studies,
but
that
coincides
that
relates
to
math.
Math
has
been
a
struggle
for
us
district-wide
and,
as
we
shore
up
our
math
curriculum
science
will
lend
itself
to
more
improvements
as
well
and.
A
That
kind
of
leads
into
my
last
question.
Overall
again,
the
the
data
the
report
card
results
show
that
there
has
been
an
improvement
made
district-wide,
but
there
is
always
room
for
and
I
think
in
education,
more
so
than
maybe
other
career
fields
and
other
areas
of
our
society.
We're
always
looking
to
improve,
always
looking
to
grow,
always
looking
to
become
more
proficient.
Where
can
we
as
a
district
at
the
elementary
school
level,
improve
so
that
the
schools
continue
to
move
in
the
right
direction?
B
So
the
elementary
middle
and
high
school
learning
communities
are
housed
under
the
umbrella
of
learning
services,
so
our
division
has
been
intentional
on
shoring
up
our
curriculum
in
terms
of
making
sure
that
every
student
has
a
guaranteed
and
viable
curriculum.
So
at
the
elementary
level
we
have
rolled
out
the
bridges,
math
curriculum
and
in
ela
we're
rolling
out
the
open
court
phonics
component,
because
we
understand
that
early
literacy,
a
foundation
and
a
strong,
phonics
and
phonemic
awareness
program
is
going
to
allow
students
to
become
stronger
readers
moving
forward.
B
So
I
feel
like
that
intentionality
around
our
curriculum,
giving
school
leaders
a
framework
for
continuous
improvement.
How
do
we
get
better
at
this
work
every
year?
I?
Don't
think
we
master
it
because
the
education
feel
is
constantly
evolving.
We
don't
master
it,
but
our
intention
our
goal.
Our
priority
is
to
improve
every
year,
so
we've
had
a
focus
on
curriculum,
continuous
improvement
and
just
getting
better
every
year
and
right.