►
From YouTube: CCS BOE Meeting 9.12.2022 #2
A
They
will
get
this
power
of
one
award
and
they'll
also
get
a
gift
from
a
local
business
in
our
community
as
well.
So
without
further
ado,
I
will
share
with
you
this
month's
power
of
one
recipient.
Her
name
is
mrs
susan
hussey.
Many
of
you
know
her.
She
is
our
lead
power,
school
and
testing
specialist
she's
gonna
be
mad.
I'm
making
her
come
up
here.
A
If
you
don't
know
she
held
the
fort
together,
while
we've
had
two
director
changes
over
the
last
eight
months,
we
also
had
an
office
assistant
vacancy
in
that
office,
as
well
as
a
new
power
school
manager.
Needless
to
say,
she
was
the
constant
and
she
was
the
glue
that
held
the
office
together.
We
would
not
have
been
able
to
have
a
smooth
start
to
the
school
year
without
her
hard
work
and
dedication
and
leadership.
So
we
congratulate
her
for
being
our
first
recipient
of
the
power
of
one.
A
I'm
also
excited
to
get
to
invite
mrs
sarah
self
maddox
to
the
podium.
She
is
our
director
of
exceptional
children
and
aig,
and
she
will
tell
you
a
little
bit
about
our
very
first
in
chatham
ec
parents,
advisory
council
or
pac.
If
you
will-
and
I
just
can't
say
enough
about
her
leadership
in
developing
this
group
in
the
short
amount
of
time
she's
been
our
director
and
I've
had
such
a
great
time
getting
to
know
all
the
parents
that
are
here
with
us,
we're
going
to
make
you
all
come
up
too.
A
B
Good
evening,
mr
chairman,
superintendent,
jackson
and
members
of
the
board,
I
am
grateful
for
this
opportunity
to
recognize
an
amazing
group
of
parents
as
well
as
two
outstanding
ec
staff.
Members
like
dr
marin
shared
our
ec
parent
advisory
council
is
new
to
our
district.
We
started
in
may
with
a
steering
committee
and
we're
moving
into
full
implementation
this
school
year.
B
The
purpose
is
to
increase
two-way
communication
between
parents
of
students
with
special
needs
and
schools
and
the
ec
department,
as
well
as
for
parents
going
through
the
process
to
have
that
additional
support
from
someone
who's
been
in
their
shoes.
So
if
my
officers
who
are
present
would
come
on
up,
don't
be
shy,
so
we
have
laurel
ferrar,
who
is
the
parent
liaison
for
chatham
grove
elementary,
shannon
reese
parent
liaison.
B
For
pittsboro
elementary
school
katie,
porwick
parent
liaison
for
george
moses,
fort
middle
and
lauren
king
dillon,
apparently
liaison
for
bombly
school,
not
with
us
tonight,
are
maria
polito,
who
is
our
parent
liaison
for
pre-k
as
well
as
trisha
budd?
She
is
a
postgraduate
parent.
Her
children
have
already
graduated
and
found
success
and
she's
here
to
support
parents
who
are
approaching
the
transition
process
to
post-secondary
education.
B
B
I
wanted,
I
suggested
recognizing
one
teacher
and
maybe
getting
a
gift
card,
and
these
parents
said
no.
We
want
to
recognize
two
staff
members
and
we
think
they
need
a
whole
basket,
and
so,
if
you
go
to
our
website,
the
ec
program
does
have
a
tab
for
our
parent
advisory
council
and
you
can
see
the
newsletter
these
parents
have
created
with
a
photo
of
the
first
award
and
each
month,
they'll
be
recognizing
two
ec
staff
members,
as
well
as
a
spotlight
on
a
student
with
special
needs
and
they're
a
pleasure
to
work
with.
C
Thank
you.
Can
you
hear
me?
Okay,
okay,
all
right,
we'll
move
along
to
our
public
comments.
Time
and,
of
course,
there's
the
podium
our
guidelines,
our
each
speaker,
will
receive
three
minutes.
Public
comment
period
shall
not
exceed
30.
I
think
we've
got
10,
so
we
should
be
okay.
Speakers
may
not
donate
any
portion
of
their
time
to
another.
Speaker
is
unable
to
present
all
of
his
or
her
information.
You
can
email
it
to
us
or
give
it
to
ms
guthrie.
C
All
remarks
should
be
addressed
to
the
board
of
education
as
a
whole,
and
speakers
shall
refrain
from
common
behavior.
They
involve
disorderly
speech
or
action,
name
calling
or
personal
attacks,
obscene
or
indecent
remarks
and
derogatory
comments
on
personalities,
advertising
or
promoting
the
sale
of
product
services
or
private
enterprise,
or
promoting
a
contest
or
a
lottery.
C
Complaints
about
specific
employees
should
be
submitted
to
employee
supervisor
or
the
human
resources
division
and
concerns
about
school
matters.
Specifically,
them
are
encouraged
to
work
with
a
respected
principal
for
speaking
about
such
matters
during
public
comment,
and
I
will
start
with,
and
if
I
do
not
pronounce
your
name
right.
Please
correct
me:
if
you
don't
mind
don,
is
it
bonen
bonnie
come
on
up
mr.
C
D
Hi
everyone
don
bonnen
I've
been
living
in
chatham
county
for
almost
20
years
over
20
years,
one
of
the
best
places
to
live
in
this
in
the
world.
Actually,
I
always
tell
people
you
can
get
barbecue
here
and
you
can
get
bagels
here,
so
I
really
like
it
but
to
get
back
to
what
I
was.
My
concern
is:
what
are
the
students
learning
today?
D
D
D
D
D
D
F
Okay,
good
evening,
my
name
is
tim
moore,
I'm
a
resident
of
of
chatham
county.
I
live
in
solar
city
and
I'm
going
to
echo
that
same
statement
is
what's
going
on
with
our
education
and
he's
right.
I
did
my
own
research
and
you
can
do
it
yourself.
Pew
research,
not
a
left
or
right
group,
says
we're
not
in
the
top
20
in
the
world
on
any
of
those
topics
that
he
talked
about
about.
F
Reading,
comprehension,
writing
and
math
countries
like
macau
or
if
you
know
where
macau
is
it's
basically,
the
vegas
of
asia
are
much
higher
than
us.
So
I
think
that's
something
that
we
need
to
focus
on.
I
agree
with
mr
ham.
I
think
if
we
all
come
together
on
that,
then
I
think
we
can.
We
can
get
there
right,
but
I
think
probably
what
we
need
to
do
is
we
need
to
accept
that
and
work
on
that
and
decide
that
we're
going
to
do
better
at
that.
F
So
this
is
probably
the
seventh
or
eighth
board
of
education
board
that
I've
been
to,
and
I
don't
think
I've
yet
seen
a
academic
excellence
child
brought
forward
to
reward
them
and
call
them
out
for
their
academic
excellence.
We've
had
the
basketball
team
we've
had
the
tennis
team
we've
had
all
these
teams
come
up.
How
about
the
kids
that
are
making
a
straight
a's
their
entire
life
in
school?
Let's
bring
them
up
here,
because
those
are
the
ones
that
we
need.
We
need
to
recognize,
call
them
out
now,
I'm
not
against
athletics.
F
I
was
a
three-letter
sportsman
in
high
school.
I
played
college
athletics,
but
I
remember
the
most
impactful
thing
in
my
athletic
career
is
when
I
had
to
sit
out
a
year
for
academic
probation,
it's
the
best
thing
that
ever
happened
in
my
life.
That's
what
we
need
to
focus
on
is
those
academics,
and
I
don't
think
we're
doing
that.
I
think
we're
doing
a
lot
of
social
experimentation.
F
I
had
a
I
had
a
discussion
this
week
with
a
teacher
which,
by
the
way
I
don't
see
it
mentioned
anywhere
in
here-
is
chatham
charter.
Where
my
my
granddaughter
goes,
and
I
asked
these
teachers,
I
said
so,
what
makes
this
place
so
good?
Why
are
you
so
much
of
your
score
so
much
better
than
any
other
place?
The
teacher
said
you
know
what
I've
been
a
public
school
teacher
in
this
area
for
20
years.
This
is
that
was
her
first
year
at
chatham
charter.
She
said
this
summer.
I
didn't
do
any
re-engineering.
F
I
didn't
do
any
re-education.
I
just
came
in
this
year
and
they
say
you
teach
these
kids
and
make
them
better.
That's
the
only
thing
she
did
and
that's
what
she
said.
That's
the
only
recommendation
that
she
had
from
her
from
her
school.
That's
what
we
need
to
focus
on
academic
excellence,
recognize
it
reward
it
and
let's
go
out,
and
let's
focus
on
that
and
let's
get
that
done.
Thank
you.
H
Hello
board
my
name's
sammy
mcneil,
I'm
not
from
chatham
county,
I'm
from
moore
county
and
I
work
with
the
moore
county
schools
for
20
some
years
formed
their
police
department
served
as
their
police
chief
and
investigated
any
complaints
against
teachers,
and
I
got
a
call
this
past
week
and,
like
I
said,
won't
mention
any
names,
but
just
I
want
you
to
understand.
As
a
board,
teachers
do
mess
up
teachers.
H
H
H
The
earth
is
round
columbus,
didn't
discover
that
isaiah
wrote
that
2
800
years
ago,
the
law
with
first
law
of
thermodynamics
in
genesis,
2
1.
Thus
the
heavens
and
earth
were
finished.
The
law
of
thermodynamics
states
that
neither
manner
nor
energy
can
be
either
created
or
destroyed.
The
bible
told
us
that
the
bible
told
us
when
matthew
murray
in
1850
read
psalms
8,
verse
8,
and
he
talked
about
the
paths
of
the
seas.
He
went
out
into
the
ocean
and
discovered
there
was
currents
running
through
our
ocean.
H
That's
how
we
have
our
modern
oceanography,
the
study
of
stars
where
men
used
to
count
them
and
think
there
was
1100
of
them,
but
the
lord
said
you
couldn't
number
them
man's
figured
that
out
now
our
first
president,
one
of
the
reasons
he
died
because
he
kept
cutting
him
and
letting
him
bleed
thinking
that
was
helping
him.
But
in
leviticus
3
500
years
ago
he
wrote
the
bible
said:
the
life
of
the
flesh
is
the
end
of
blood
blood
clotting
when
children
have
their
circumcision
eight
days.
Man's
just
recently
discovered.
H
That's
the
that's
the
peak
time
in
the
medical
terms
to
perform
that
on
a
child.
God
wrote
that
in
the
book
of
genesis,
the
law
of
hygiene,
a
doctor
decided
you
know-
maybe
I
shouldn't
keep
washing
my
hands
in
this
bowl
that
hasn't
been
that
many
years
ago.
Maybe
if
I
run
my
hands
under
running
water,
it'll
stop
the
spread
of
disease.
The
lord
wrote
about
that
in
3
500
years
ago,
in
leviticus,
15
and
the
law
of
quarantine.
We
went
through
that
with
cozy.
H
F
I
I
I
It
shows
that
all
you
all
y'all
are
good
for
is
telling
people
what
they
want
to
hear
while
you
sweep
it
under
the
rug.
There's
too
much
going
on
in
schools
that
we
don't
know
about,
do
us
all
a
favor
stop
wasting
our
time
our
tax
dollars
and
just
step
down.
So
we
can
have
an
advocate
for
our
children
and
their
rights.
I
I
J
J
J
J
C
J
K
K
K
You
know
it
says
a
lot
by
saying.
Bearing
witness
requires
courage,
not
perfection,
and
this
little
girl
did
that
she
tried
to
express
how
she
feels
what
she
liked
that
way.
Everybody
else
like
you
know
I
I'd
like
to
ask
if
people
wanted
to
raise
her
hand
in
support
of
the
board,
I
dare
say
that
it's
not
many
in
here.
That
would.
K
K
K
K
You
know
the
last
six
months
of
the
school
year
last
year.
It
was
multiple
more
I
can
count
on
both
my
hands
and
my
feet.
I'm
not
talking
about
kids
that
came
to
school
and
took
a
tylenol
we're
talking
about
life-saving
measures.
Cpr
narcan,
it's
time
for
us
to
stop
playing
around
with
these
kids
lives.
L
L
It's
the
lowest
of
the
lowest
that
we
can
ever
imagine
that
we
can
go
to.
You
know
there
was
a
time
where
the
bible
was
permitted
into
the
public
school
system
and
how
did
our
children
perform?
Then?
How
was
the
hearts
of
our
children
in
society
when
the
bible
was
allowed
to
get
into
the
school
system?
Well,
we
didn't
have
as
many
school
shootings
as
we
have
now.
L
L
L
The
bible
says
that,
let
god
be
true
in
every
man,
every
human
being
a
liar
and
to
make
black
students
feel
like
they
are
inferior
because
of
the
color
of
their
skin
is
an
affront
to
the
very
fact
that
I
have
three
beautiful
black
children,
two
boys
and
a
girl-
and
I
don't
teach
them
that
they're
inferior
to
anybody,
especially
someone
that
doesn't
look
like
them.
I
train
them
that
they
can
realize
the
american
dream
if
they
work
hard
if
they
invest
their
time
into
things
that
matter.
L
D
N
M
M
First,
I
want
to
thank
all
the
teachers
staff,
the
board
for
getting
my
children
through
school
and
they're
successful,
and
I
appreciate
especially
the
teachers
and
staff
these
past
few
years
have
been
incredible,
so
I
am
actually
coming
to
support
the
diversity.
Equity
inclusion,
training
that
you,
the
school
board,
has
asked
faculty
and
staff
to
complete
and
what
I
don't
speak
for
all
parents.
M
I
do
speak
for
a
lot
and
some
of
them
are
with
me
tonight
who
are
not
only
in
support
of
but
expected,
and
it
sounds
like
from
a
lot
of
the
speakers.
We've
heard
a
little
bit
earlier
that
that
diversity,
equity
and
inclusion
training
should
also
include
consider
religious
inclusion,
but
that
said,
I
want
to
share
about
why
I'm
grateful
for
the
board
and
then
I
haven't
asked-
and
this
is
my
timer
correct.
M
M
M
F
M
And
that
we
live
in
a
time
where
it's
been
like
the
past
400
years,
where
there's
a
lot,
there's
a
lot
of
tensions
that
continue
in
the
u.s
and
I'm
sure
I
feel
confident.
Most
teachers,
parents,
everyone
here,
staff
faculty
feel
like
we
are
trying
to
give
all
of
our
kids
a
basic
education,
but
we
there
are
unconscious
biases
until
I
went
through
a
racial
equity
training
five
years
ago.
M
You
I
asked
the
board
to
continue
with
addressing
some
of
these
issues
and
beyond
the
training,
to
look
at.
How
are
we
truly
going
to
close
these
disparities
between
black
white
children,
not
on
the
shoulders
of
just
the
teachers?
These
are
systemic
problems.
This
isn't
just
the
teacher's
problems
and
I
thank
you
and
I'll
submit
the
rest
of
my
comments
via.
P
P
Really,
I'm
just
kind
of
you
know
all
my
feelings
have
already
been
expressed,
but
I
guess
that
as
a
teacher
right,
I've
taught
sunday
school
and
dance
teaching
and
I
do
substitute
teaching
as
well,
but
really
our
our
children
are
at
school
right
to
learn,
reading,
writing
and
arithmetic
right
or
else
how.
How
can
they
succeed
right?
So
the
the
quickest
point
from
a
to
b
is
straight
right
and
we
know
that,
and
so
you,
you
don't
need
to
bog
down
their
minds.
P
C
Q
Q
It
has
continued
since
there's
been
20
plus
years
of
research
related
to
this,
and
it
indicates
strong
connections
and
correlations
between
the
results
of
the
teacher
working
condition,
survey,
student,
achievement
and
teacher
retention.
So
this
evening,
we'll
present
a
bit
of
a
high
level
overview
of
some
of
the
pieces
of
this
working
condition.
Survey
and
then
point
out
what
are
some
next
steps?
We
can
use
this
data
for
this
next
slide.
Q
This
next
slide
just
indicates
the
117
indicators
that
are
used
it's
more
than
117
questions,
but
this
gives
you
a
sense
of
the
categories
that
are
associated
with
this.
My
colleague
mr
blice
is
now
going
to
walk
through
some
of
the
indicators
we've
selected.
Just
to
give
you
a
sense
of
what
was
included
this
year.
N
N
N
We
were
above
the
state
in
97.4
and
we
were
only
below
the
state
in
three,
so
our
teachers
are
indicating
a
very
high
level
of
satisfaction
with
chatham
county
schools
and
with
the
conditions
in
our
schools.
The
significance
of
that
is
that
this
survey
is
aimed
in
two
main
categories
and
one
is
teacher
retention,
which
is
a
big
topic
in
the
world
today
in
education.
N
So
there
were
a
number
of
elements
that
we
felt
were
notable
and
the
first
was
the
physical
environment
of
classrooms
in
the
school
supports,
teaching
and
learning,
and
you
can
see
at
chatham
county
schools
we're
at
92.3
percent.
The
state
was
at
86.5
the
faculty
work
in
school
environments
that
are
safe,
93.6
for
chatham
county
schools,
88.5
for
the
state
this
in
this
school
we
take
steps
to
solve
problems,
87.9
percent
for
chatham,
county
79.9
percent
for
the
state.
N
The
district
has
a
clearly
defined
mission
and
vision
for
all
of
our
schools,
100
for
chatham
county
schools,
91.7
for
the
state,
the
one
element
that
has
been
for
years,
the
gold
standard
and
every
time
the
survey
comes
up.
This
is
always
the
very
first
place
that
you
go
and
look,
and
I
can
tell
you
as
a
former
high
school
principal.
This
was
always
the
first
element
that
I
always
looked
at
overall.
My
school
is
a
good
place
to
work
and
learn
91.6
to
84..
N
Sorry,
my
eyes
are
getting
bad
5
for
the
state
at
this
school,
all
students
are
treated
equitably,
justly
and
fairly.
82.72
percent
80.2
for
the
state
and
the
school
provides
effective
and
ongoing
training
and
safety
procedures
to
the
state,
because
that
has
become
excuse
me
to
the
staff,
has
become
a
very
important
concept
in
this
day
and
age
96.15
compared
to
92.8
percent
for
the
state
all
right
next
slide.
N
Q
Thank
you,
sir.
We
listen
to
teachers
during
conversations,
and
so
this
data,
even
before
it's
officially
released
by
the
state
and
we're
able
to
hear
from
them
and
so
going
to
this
year.
Just
as
a
reminder,
the
board
approved
a
partnership
with
ess
ess
recruits
substitutes,
provides
benefits
to
substitutes
that
participate
even
for
minimal
hours
during
a
month.
There
are
also
gift
cards
and
other
work
incentives
for
the
substitutes.
Q
Through
ess,
we
have
approximately
a
93
percent
fill
rate
for
our
substitute
positions,
and
this
is
in
comparison
to
a
mid
80s
as
far
as
percentage
from
this
same
time.
Last
year
there
are
long
term
subpositions
through
ess,
as
well
as
short-term,
daily
positions
that
are
available
now.
Clearly,
I'm
spending
a
few
extra
minutes
because
there's
an
audience
in
attendance,
and
I
want
them
to
write
down
e-s-s-com
com,
many
opportunities
available
to
support
our
schools.
Q
Q
This
particular
piece
we've
now
been
able
to
see
out
of
the
169
new
hires
73,
were
referred
by
current
employees,
so
about
43
percent
of
new
staff
hired
in
chatham
county
heard
the
story
of
chatham
county
from
colleagues
and
what
they
heard
was
on
the
previous
slide.
You
know:
91.6
percent
believe
that
chatham
county
schools
is
a
good
place
to
work
and
learn
so
they're
telling
that
story
and
their
colleagues
are
coming.
So
definitely
an
item
that
we
want
to
celebrate.
Q
R
S
S
S
S
C
A
Good
evening,
mr
chairman,
members
of
the
board,
we
are
excited
to
get
the
opportunity
to
share
our
story
with
you,
but
not
through
pictures,
but
through
some
graphs
and
charts.
You
know
we
love
some
graphs
and
charts
and
academic
services.
We
want
to
celebrate
our
20
21
22
accountability
results
we
have
much
to
celebrate
tonight.
I'll
have
with
me
miss
susan
hussey
and
darlene
rick
klosty,
who
will
both
help
in
sharing
this
information
with
you?
A
You
do
have
access
in
your
board
items
to
the
slides,
as
well
as
the
accountability
website
will
be
updated
tomorrow
for
the
public.
We
will
start
with
an
overview
of
the
accountability
model
and
please
keep
in
mind.
This
is
kind
of
the
twenty
thousand
foot
view.
It's
a
high
level
presentation
of
the
data.
There
are
hundreds
of
spreadsheets
on
the
department
of
public
instruction
website
and
we'll
have
those
linked
as
well
on
our
website
tomorrow
and
I'll
turn
it
over
to
miss
hussey.
To
start
us.
T
T
Some
slides
will
also
reference
the
performance
composite.
This
percentage
is
determined
by
calculating
the
number
of
students
who
met
grade
level
proficiency
compared
to
the
total
number
of
students
tested
in
that
grade
level
or
subject,
area
grade
level
proficiency
or
glp
is
the
percentage
of
students
who
earn
a
level
3,
4
or
5.
On
their
assessment
level,
3
students
are
considered
to
have
a
sufficient
understanding
level,
4
a
thorough
understanding
and
level
5,
a
comprehensive
understanding
of
the
curricular
content.
T
Here
we
explain
the
school
performance
grades
and
the
components
that
are
used
to
factor
in
those
grades
at
each
different
level.
So,
in
the
left
hand
column.
We
can
see
that
for
our
elementary
and
middle
schools,
we
use
the
results
obtained
from
their
reading
math
and
science
eog
scores,
as
well
as
any
nc
math
1
eoc
scores
for
that
school
also
considered
is
the
progress
of
our
english
learners
and
the
growth
for
all
students
at
that
school.
A
A
A
A
You
can
see
here
our
schools
are
each
given
a
growth
index.
The
growth
index
is
measured
in
both
negatives
and
positives
and
anything
considered
above
a
point.
Two
or
a
plus
two
excuse
me
is
considered
exceeded
growth,
and
you
can
see
here
some
of
our
schools
that
exceeded
growth.
They
had
very
high
growth
indexes.
A
You
can
see
perry,
harrison
and
c4
there
at
the
top
with
eight
and
six
respectively.
What's
noteworthy
here
is
that
it
is
often
hard
like
many
of
these
schools,
when
you
have
high
proficiency
to
also
get
that
high
growth.
So
it's
exciting
to
see
that
even
our
students
who
are
already
proficient
are
continuing
to
grow.
A
We're
also
proud
to
report
that
89.5
percent
of
our
schools
increase
their
overall
performance
composite
and
that's
right
about
90
of
our
schools.
Now
what's
noteworthy
here
is
that
a
gain
of
about
three
to
five
points
is
considered
considerable
and
we
had
schools
that
had
five
10,
15
and
20
point
gains.
A
A
Not
only
did
our
composites
grow,
as
we
just
showed
you
in
the
previous
slides,
but
every
single
grade
and
every
single
subject
in
chatham
county
schools
increased
their
composites.
These
are
just
a
few
of
the
noteworthy
composite
shifts.
There
was
not
room
to
put
all
of
them
on
the
slide,
but
again
anything
above
that
three
to
five
increase
range
is
considered
considerable.
Our
grade
three
eight
math,
you
can
see
gained
almost
20
points
this
past
year.
U
Good
evening,
mr
chairman
and
members
of
the
board,
as
my
colleague,
miss
hussey,
mentioned,
the
schools
received
a
performance
letter
grade.
We
haven't
received
these
grades
in
several
years
due
to
the
lack
of
testing
because
of
covid
and
last
year,
because
there
was
no
testing,
there
was
no
growth
scores.
So
these
are
the
first
grades
we've
received
in
a
couple
of
years.
You
can
see
the
composite,
the
integers
that
are
there
and
it's
kind
of
cross-referenced
to
the
letter
grade.
U
U
For
the
high
school
performance
grades,
once
again,
you
can
see
our
chatham
school
of
science
and
engineering
is
an
a
level
school
which
is
amazing.
We
have
one
school
jordan
matthews
that
received
a
letter
d
grade,
but
they
are
very
close
to
reaching
that
integer
of
55
and
moving
up
to
a
level
c.
Something
to
keep
in
mind
is
that
across
the
state
there
were
a
pre-covered.
There
were
about
480,
488,
low
performing
schools,
and
in
this
past
year
that
doubled
to
over
800
nearly
double
to
over
800.
S
U
U
So
some
really
spectacular
highlights
that
we
have
is
the
actual
numbers.
This
is
percentage
points
of
increase,
the
one
that
jumps
out
is
eighth
grade
math,
so
we
had
an
increase
in
23.6
percent
of
students
that
were
proficient
on
that
exam
this
last
year
compared
to
the
previous
year,
and
you
can
see
our
fourth
grade
reading
and
our
fifth
grade
science.
We
have
had
some
fantastic
growth
in
a
lot
of
areas
to
be
really
proud
of.
U
So
this
is
also
for
the
performance
composite
you
can
see.
We
took
the
schools
that
had
these
are
our
top
five
top
schools
with
the
most
growth,
so
it
kind
of
is
highlighting-
and
you
can
see
that
what's
great
about
this-
is
that
it
occurred
across
the
district.
So
it's
all
of
our
schools
all
the
way
from
our
seller
city
schools,
as
well
as
our
schools
on
this
side
of
the
county
and
js
waters
down
in
goldston.
So
it's
it's
beautiful
that
it's
occurring
everywhere.
U
This
slide
is
probably
one
of
my
favorite
slides.
So
you
can
see.
What's
highlighted
in
green,
is
the
state
growth
average
so
as
an
average
across
north
carolina,
the
performance
composite
was
a
plus
six
and
you
can
see
how
many
of
our
schools
were
above
that
state
average
and
then
our
average
as
a
district
was
plus
nine.
But
you
can
see
all
of
the
schools
and
their
growth
and
again
in
all
areas
of
the
county.
U
So
we
we
made
a
couple
of
different
graphs
to
get
some
different
views.
This
represents
the
numbers
that
you
saw
in
the
previous
diagram,
but
this
just
shows
bar
graph
and
we
have
all
of
north
carolina
is
represented
in
the
first
set
and
then
chatham
county
and
the
second,
so
it
just
showcases
you
can
see.
The
second
line
from
the
past
year
is
much
higher
than
last
year's.
So
you
can
see
the
growth
that's
occurred
across
all
the
county.
U
U
So
this
I'm
not
going
to
kind
of
show
everything.
The
important
thing
about
this
chart
is
the
county
we
that
we
are
above
the
state
average
in
all
grades
when
we're
looking
at
schools
that
are
around
70
or
higher.
That
means
that
we're
doing
a
fantastic
job
and
having
our
children
learn
to
read.
So
you
can
see
again
it's
kind
of
all
over
the
county.
We
have
chatham
grove
in
fourth
grade,
that's
86.6,
and
then
we
have
bennett
who,
in
the
eighth
grade,
had
75.8
percent.
So
just
some
highlights.
U
The
third
grade
read
to
achieve
is
state
legislation
that
requires
us
to
report
how
our
third
graders
do
with
reading
proficiency.
This
is
posted
on
our
district
website,
as
required
by
law,
and
this
just
is
also
very
telling
and
interesting.
The
one
thing
to
keep
an
eye
out
is
the
total
number
of
students
obtaining
third
grade
reading
proficiency
on
the
bottom,
so
you
can
see
even
post
covid
that
we're
at
79.2
percent
most
goals
would
be
if
we're
at
80,
we
feel
like
we
would
be
doing
a
great
job
and
we're
really
close
to
that.
U
So
something
that
that
we
like
to
do
is
to
just
take
a
different
lens,
so
the
previous
bar
graphs
have
representation
of
where
our
schools
are
when
we
create
a
scatter
plot.
This
tells
us
grade
level
wise
how
our
grade
levels
are
doing.
It
lets
us
see,
trends.
It
also
lets
us
see,
highlights
so
just
with
a
slightly
different
lens.
So
with
this
slide,
you
can
see
the
one
thing
about
reading.
U
U
Some
other
big
signs,
as
you
can
see,
that
in
eighth
grade
proficiency,
we're
above
the
state
average
and
also
there's
an
hour
band
you'll,
be
able
to
see
that
on
the
scatter
plot
really
clearly,
but
chatham
middle
in
this
case
too,
had
significant
gains.
From
last
year.
They
increased
by
17.1
percent.
U
U
U
U
And
here,
when
we're
looking
at
fifth
grade
eighth
grade
in
biology
again,
our
schools
are
performing
closer
together.
We
have
these
amazing
integrated
dual
language
units
that
our
dual
language-
schools
use-
that
focus
a
lot
on
vocabulary
and
content,
and
we
think
that's
what
helps
kind
of
shrink
that
wide
range
that
occurs
with
the
reading
data.
U
U
So
while
it's
students-
it's
not
necessarily
just
students
in
this
one
year
that
did
not
graduate
within
four
years,
it
could
have
been
that
they
dropped
out
two
years
ago.
So
it's
accumulation
of
students
not
graduating
our
fifth
year.
Graduation
numbers
are
actually
something.
I
think
that
we
should
really
celebrate,
because
you
can
see
that
we
have
more
students
that
are
graduating
in
five
years,
which
means
that
they
are
feeling
connected
to
our
schools.
They
come
back
and
they're
willing
to
graduate,
even
though
it's
not
in
the
normal
track.
A
Steps,
thank
you,
ladies.
As
you
can
tell,
we
have
quite
a
few
areas
that
we
can
certainly
stop
and
celebrate,
but
we
also
know
that
we
have
some
areas
that
we
need
to
provide
some
specific
focus
on.
So
in
the
bottom
quadrant
you
see
areas
to
target
there,
high
school
math
1
our
students
who
are
considered
ell.
We
want
to
continue
to
raise
their
vocabulary
and
reading.
A
We
also
want
to
look
at
our
federal
long-term
goals,
which
is
looking
at
achievement
gaps
amongst
different
groups
of
students.
We
also
want
to
continue
to
focus
on
grade
3
reading
and
grade
8
math
and
our
graduation
rates
as
well.
One
of
our
district
goals
is
to
make
sure
that
our
graduation
rate
is
above
90
percent,
some
of
the
things
that
we
hope
to
be
able
to
do
to
focus
on
those
areas.
A
We
also
will
be
utilizing
our
dropout
prevention
coordinators
to
follow
and
track
students
and
make
sure
that
we're
not
missing
them
throughout
their
years,
we'll
also
be
doing
more
instructional
visits
in
schools
during
covid.
Many
of
our
academic
staff
were
filling
in
classrooms
or
serving
as
principals
when
principals
were
out,
and
so
we're
excited
to
be
able
to
get
back
into
classrooms
and
monitor
instruction.
A
We
also
will
be
focusing
on
the
state
rollout
of
the
science
of
reading,
which
is
comprehensive
college
level
courses
for
all
of
our
k,
through
5
teachers
in
the
science
of
reading.
How
do
children
learn
how
to
read?
Our
teachers
have
just
started
that
process
at
the
start
of
this
school
year,
and
that
will
be
an
ongoing
professional
development
over
the
course
of
the
next
two
years.
A
We
also
want
to
continue
to
focus
on
culturally
respectful
teaching
practices
to
make
sure
all
of
our
students
feel
welcome
and
included
in
school,
and
we
also
want
to
increase
fidelity
to
our
principal
instructional
priorities.
We
set
as
a
district
the
types
of
things
that
we
expect
from
each
one
of
our
principals
for
monitoring,
quality
instruction
and
so
we'll
be
visiting
with
each
one
of
our
principals
to
monitor
that
for
any
of
our
schools
that
were
considered
low
performing.
A
U
A
District,
I
love
this
quote
that
dr
jackson
had
when
he
sent
out
the
accountability
data
to
our
teachers,
and
while
we
do
have
a
lot
to
celebrate,
we
can't
just
celebrate
that
alone.
That
was,
from
the
hard
work
of
parents
helping
their
students
at
home,
recover
from
pandemic
learning
loss,
it's
a
hard
work
and
testament
of
our
teachers
and
the
extra
time
and
effort
that
they
put
into
helping
our
students
catch
up
as
well
and
I'll
leave
you
with
this
last
quote.
A
This
is
why
we
do
what
we
do,
each
and
every
day,
every
single
student
in
chatham
county
schools
matters,
and
we
want
to
make
sure
that
while
we
stop
to
celebrate,
we
also
want
to
push
forward
towards
continuous
improvement.
We're
happy
to
answer
any
questions
that
you
have
and
we're
excited
about
these
results,
and
thank
you
so
much
for
your
support
of
all
of
the
hard
work
that
our
teachers
have
put
in
over
the
last
year.
A
V
A
A
Refer
to
my
experts
over
here,
as
far
as
how
the
mathematical
equation
works,
but
essentially
the
bottom
line
is
that
we
want
every
single
student
to
have
a
year's
worth
of
instruction
and
a
year's
worth
of
learning.
And
so,
when
you
look
at
growth,
it
looks
at
where
they
were
and
how
far
we
move
them.
U
So
there's
a
company
right
down
the
road
in
kerry
sas
that
has
a
magic
formula
and
they
take
historical
data
and
they
calculate
where
our
student
should
be
expected
to
be,
and
they
also
do
that
with
our
el
progress.
So
they
say
this
is
where
student
we
expect
them
to
be
the
next
year
and
they
take
those
scores
and
they
make
comparison
to
determine
if
they
did
and
they
turn
it
into
an
integer.
They
put
it
on
a
it's
really:
a
scale
of
minus
10
to
plus
10.
S
S
It's
secret
and
if
they
want
to
change
it,
they
change
it
to
fit
things
so,
but
it
the
growth,
how
a
child
improves
in
the
year.
It
doesn't
matter
where
they
started,
but
then,
where
they
end
is
their
growth.
But
that
is
only
a
20.
Am
I
still
right?
That's
still,
their
growth
is
only
20
percent
of
the
overall
magic
formula
and
forever.
S
A
A
Look
at
them
on
a
scatter
plot
of
every
school
in
the
entire
state
of
north
carolina
they're,
an
outlier.
They
have
higher
growth
than
any
other
school
in
the
state
of
north
carolina.
That
has
a
population
considerable
and
but
yet
because
their
school
performance
grade
is
only
20
percent
calculated
by
that
growth,
their
proficiency
score,
which
is
lower,
causes
that
to
be
a
lower
grade.
A
I
would
put
this
the
teachers
at
virginia
cross
up
against
any
in
this
state,
but
unfortunately
the
grade
calculation
rubric
that
the
state
utilizes
does
not
celebrate
that
extreme
growth,
so
they're
in,
in
my
opinion-
and
I
think
just
based
off
of
the
way
that
the
growth
calculation
works,
they're,
actually
moving
students
further
and
faster
than
many
schools,
not
only
in
this
district
but
across
the
state.
So
we
certainly
want
to
make
sure
we
continue
to
celebrate
that.
Okay,.
E
A
So
you
may
recall
that
in
the
past,
we've
typically
not
shared
this
information
with
you
until
october,
so
we
felt
really
compelled
this
year.
We
wanted
to
get
it
out
to
you
as
quickly
as
possible.
Much
of
this
information
was
just
released
last
week
and
there
are
hundreds
and
hundreds
of
charts
for
us
to
sift
through
which
we'll
continue
to
do.
We
will
send
you
the
link
and
we'll
post
it
on
our
website.
A
C
A
They
have
not
released
the
individual
teacher
data
at
this
point,
only
the
district
and
the
school
as
soon
as
we
receive
that
data
principals
work
to
share
that
with
individual
teachers,
and
then
our
team
begins
to
work
to
provide
professional
development
to
any
teacher
who
is
not
meeting
growth
expectations.
But
I
believe
that's
scheduled
to
come
out
this
week
or
early
next
week.
The
19th
okay.
W
W
But
it's
a
timing
that
really
is
a
little
off
and
I
wish
that
we
could
come
up
with
a
better
way,
because,
wouldn't
it
be
great
if
they
had
that
in
july,
maybe
and
could
plan
for
the
opening
of
school
and
teachers
could
really
plan
their
instructions.
So
right
now,
teachers
are
having
to
do
some.
Some
really,
you
know
rebuy
revisions
that
if
they
end
up
with
the
you
know,
students
in
their
class
who
need
something
that
they
didn't
plan
for
they've
got
to
revise
that
to
meet
those
needs.
It.
A
Yeah-
and
one
thing
I
know
the
board
has
asked
us
about
in
the
past-
that
I
did
not
put
on
a
slide
was
how
are
ways
that
we
can
improve
for
families
that
might
not
understand
the
testing
information,
and
so
our
accountability
office
has
made
videos
that
help
walk
a
parent
through
each
of
the
testing
reports
in
both
english
and
spanish,
so
that
families
will
be
able
to
access
those,
and
we
are
have
plans
for
some
additional
videos
as
well.
I
think
ms
allen
you'd
ask
about
that.
Last
year,.
C
A
So
as
we
shared
with
you
during
the
last
meeting,
we
wanted
to
continue
to
provide
you
with
some
enrollment
updates,
because
this
information
drives
a
lot
of
what
we
do
for
planning
and
getting
ready
for
school,
but
it
also
impacts
our
budget.
Of
course,
after
the
10th
day,
numbers
well
today
happens
to
be
the
magic
10
day
window.
So
if
you
look
at
the
chart
here,
it's
a
little
bit
different
than
the
last
one
we
showed
you,
but
as
of
today,
we
have
8
964
students,
that's
up
17.
A
A
S
The
people
we
work
with
at
ored-
I
can
remember
years
year
after
year.
I
would
pick
it
pick
at
them
and
say
well.
My
gosh
y'all
really
messed
up
your
projection
because
we
were
three
over
what
you
said
were
gonna,
be
and
dudley,
mr
dudley
and-
and
he
would
give
me
a
little
smile
and
probably
want
to
hit
me,
but
they
do
a
fantastic
job
and.
G
S
I'm
gonna
go
to
bat
form
that
just
shows,
even
with
all
their
crunching
of
the
numbers
and
all
our
new
neighborhoods
and
everything
else
happening
around
here.
I'm
just
kind
of
thankful
at
this
point
in
time
that
we're
only
off
by
339,
because
they're
doing
they
have
historically.
Mr
bliss
is
looking
at
me,
grinning
historically,
they
have
just
nailed
it
year
after
year
after
year
and
to
no
fault
to
theirs.
S
This
is
probably
the
worst
miss
that
they've
ever
had,
but
we've
never
had
what's
going
on,
like
we've
had
before
so
and
and
for
the
most
part
I
don't
haven't
heard,
we
don't
have
anybody
hanging
from
the
ceilings
right
now,
so
we're
able
to
accommodate
and
take
care
of
this
and
just
keep
crossing
our
fingers
of
how
long
we
can
do
that.
Mr
bliss.
E
A
S
S
A
So
I'm
glad
you
mentioned
this,
because
that
also
does
explain
what
we
see
happening
at
chatham
central
typically,
their
projections
are
a
little
more
stable
and
this
year.
If
you
remember,
because
of
the
state
law
change,
we
had
to
have
a
separate
school
number
for
our
virtual
students,
which
means
they're,
not
a
part
of
the
chatham
central
high
school
or
bennett
student
number
enrollment
numbers
they
have
their
own
separate
line.
So
when
you
look
at
the
number
of
virtual
students
over
here,
you're
also
seeing
that
that
could
be.
A
Why
we're
seeing
that
shift
at
chatham
central
we
have.
We
don't
see
quite
as
many
students
in
our
virtual
program
this
year,
it's
down
slightly,
but
we
still
have
a
demand
for
that
for
our
students
k
through
12..
So
we
are
continuing
to
offer
that
so,
while
it
is
under
one
school
number,
the
k-8
students
are
still
being
served
at
bennett
and
the
912
students
are
still
being
served
through
chatham
central,
but
they
do
have
to
be
identified
as
a
separate
school
number.
A
C
A
Still
can
do
that,
so
we
have
some
homeschool
students
who
might
come
to
us
for
a
seated
class
like
a
biology
lab,
but
they
can
also
be
enrolled
in
their
home
school
as
well.
They
have
to
take
two
classes
with
us
in
order
to
be
considered
a
chatham
county
school
student
and
for
that
to
count
in
our
enrollment.
C
A
All
right
so
year-round
schooling
is
something
that,
over
the
years,
research
has
has
really
proven
to
be
a
beneficial
model
for
closing
achievement
gaps,
and
it
has
continued
to
come
up
in
chatham
as
an
area
of
consideration
or
interest
that
people
have
had
over
the
years.
But
we've
really
not
taken
any
steps
to
study
this
and
what
it
would
mean
for
our
district
specifically.
So
what
we
have
for
you
tonight
is
just
a
proposal
to
do
just
that.
To
figure
out
would
this
be
feasible
for
our
county
and,
if
so,
how?
A
Where
and
when?
We
always
want
to
ground
things
in
the
y,
and
we
know
that
priority
one
in
our
district
is
related
to
curriculum
and
innovation,
making
sure
that
we're
increasing
third
grade
reading
making
sure
that
all
of
our
schools
are
meeting
and
exceeding
growth
and
also
making
sure
that
our
students
have
a
graduation
rate
of
90
percent
or
higher,
and
we
believe
that
looking
at
year-round
schooling
could
be
just
one
way
to
do
that.
So
how
in
the
world
did
we
get
here?
A
We
have
chatham
middle
virginia
cross
and
siler
city,
but
we
have
not
yet
utilized
any
of
that
calendar
flexibility.
Our
principals
of
the
these
three
schools
specifically
have
asked
about
this
option
for
a
couple
of
years,
but
it's
something
that
obviously
with
the
pandemic,
it
was
not
something
that
we
were
able
to
continue
to
move
forward
with.
It
also
came
up
in
our
listening
tour
and
some
of
our
focus
groups
with
community
members
and
parents,
and
then
we
continue
to
find
ways
that
we
can
support
our
students,
particularly
in
the
seller
city
feeder
pattern.
A
A
They
also
do
policy
research
and
assist
in
designing
programs
just
like
what
we're
looking
at
keep
going.
So
here's
just
a
short
overview
and
we
did
meet
with
some
of
our
principals
during
our
leadership
institute
this
summer.
This
information
has
not
been
discussed
with
staff
at
this
point
or
really
anyone
we
just
wanted
to
see
if
this
was
something
our
principals
were
still
interested
in
looking
into.
A
So
this
is
just
a
little
bit
around
the
research
for
why
year-round
schools
are
an
option
that
many
districts
look
at.
It
has
been
shown
that
they
can
help
address
achievement
gaps.
Year-Round
schools
also
can
be
an
effective
model
for
adding
additional
intervention
time
and
instructional
time
into
the
school
calendar.
A
It
also
can
provide
a
staggered
schedule
that
can
increase
staff.
Morale
can
reduce
summer
learning.
Loss
for
students
and
breaks
are
evenly
staggered
throughout
the
year.
Instead
of
that
really
long
summer,
break
which
can
help,
particularly
in
areas
that
may
have
low-income
students
who
may
not
have
that
support
over
the
summer,
that's
just
a
few
of
their
way
away.
S
From
iran,
the
first
one
is
the
biggest
one,
I
think,
because
the
late
80s
when
I
was
looking
into
this
when
I
was
in
pittsburgh
in
california,
arizona
where
the
big
ones
doing
all
the
year-round
stuff,
then
the
research
did
not
say
it
was
going
to
improve
your
test
scores.
And
so
it
was
really
hard
to
go
and
tell
your
parents
that
you're
going
up
turn
their
schedule
upside
down
to
a
nine
week
segment
session.
S
A
So
this
is
just
a
little
bit
of
a
timeline
for
some
of
the
types
of
things
that
rti
would
do
with
us.
We
wanted
to
make
sure
that
we
had
an
outside
perspective
on
this,
some
folks
who
have
done
this
work
in
other
districts,
who
have
helped
lead,
year-round
school
models
and
then
also
someone
who's
unbiased,
who
can
help
lead
the
parent
groups,
the
staff
groups,
even
student
interest
groups,
so
that
we're
not
leading
that
process.
A
We
want
to
make
sure
that
we're
getting
authentic
feedback
and
not
feel
like
we're
pushing
any
particular
thing
on
any
of
those
groups.
So
you
can
see
here
we
did
have
a
kickoff
over
the
summer,
just
with
our
leadership
group
and
our
three
principals
we'll
have
some
design
sessions
that
they
will
lead.
The
rti
group
will
lead
that
includes
parent
groups,
student
group
groups,
community
members.
A
A
This
is
just
another
way
to
look
at
what
was
on
the
previous
slide,
it's
putting
it
into
buckets
a
kickoff
and
design
meeting
listening
sessions
and
then
also
the
final
piece
which
would
be
a
feasibility
study
and
then
a
final
recommendation
to
the
board.
If
it's
deemed
that
it's
something
we
would
like
to
move
forward
with,
so
those
are
kind
of
the
three
buckets
that
they'll
help
us
with.
A
Three
is
the
one
that
we're
potentially
looking
at,
which
would
be
dividing
the
school
year
into
about
five
nine
week
sessions
that
requires
each
student
to
attend
and
then
would
provide
those
staggered
breaks
and
if
you'll
go
to
the
next
slide,
it
kind
of
shows
you
kind
of
that
broken
down.
The
blue
is
our
traditional
calendar,
which
is
governed
by
start
and
end
times
with
legislation.
A
The
green
is
what
we
would
be
potentially
looking
at,
which
means
we
would
have
a
calendar
that
would
run
from
july
1
through
june
30th.
There
would
be
four
nine
week
blocks,
which
is
about
43
to
47
days,
followed
by
a
break
of
13
to
18
days,
so
much
different
than
the
one
big
break
that
we
typically
have
in
the
summer.
A
There's
also
a
model
called
the
multi-track
which
you
hear
about
mostly
in
larger
districts,
like
wake
where
they're
having
to
look
at
having
students
share
a
school
where
one
group
of
teachers
and
students
track
out,
and
another
group
tracks
in
my
brain
has
a
hard
time.
Thinking
about
how
that
would
work,
and
so
the
model
that
we're
particularly
looking
at
right
now
is
the
model
that's
in
the
center,
but
they
will
provide
us
kind
of
pros
and
cons
for
each
of
these
models,
but
these
are
the
models
that
are
allowable
by
current
statutory
requirements.
A
So
how
does
this
fit
within
the
context
of
chatham?
We
currently
have
three
restart
schools
that
already
have
calendar
flexibility
and
that
again
is
seller
city
elementary
virginia
cross
elementary
and
chatham
middle.
We
so
the
calendar
legislation
does
not
apply
to
those
three
schools,
even
though
we've
continued
to
have
them
on
the
traditional
calendar,
other
flexibilities
that
fall
for
those
schools
are
some
budget
flexibilities
which
we
do
utilize.
Now
we
have
employment
requirements
that
we
can
waive.
A
Also,
we
can
change
the
way
that
students
are
assessed
and
the
type
of
curriculum
standards
that
they
have
to
follow,
and
we
can
also
look
at
class
sizes.
If
it's
beneficial
to
students,
we
can
have
larger
classes
and
group
students
accordingly,
so
lots
of
flexibility,
much
more
like
charter
schools
and
how
they
can
structure
their
school
day.
Jordan
matthews
would
be
another
school
in
this
feeder
pattern.
They
are
currently
not
a
restart
school,
and
so
they
would
be
required
to
follow
the
academic
calendar
requirements
by
legislation.
A
A
So
the
proposed
feeder
pattern
that
we're
wanting
rti
to
particularly
focus
in
on
and
study
is
our
styler
city
theater
pattern.
What
would
be
yet
to
be
determined
is
if
that
would
be
a
k-12
year-round
pattern
or
just
a
k-8,
most
high
schools.
I
don't
think
I
know
of
many
and
dr
jackson,
I
don't
know
if
you
do.
High
schools
are
particularly
hard
to
do
year
round
because
of
the
athletic
schedules,
so
they
will
outline
the
pros
and
cons
for
us
on
that.
But
right
now
we're
looking
at
the
siler
city
zone.
A
V
A
M
A
Are
some
of
the
considerations
that
they
will
certainly
be
bringing
forward
when
we
look
at
pros
and
cons?
We
also
know
that
we'll
have
to
bring
on
community
partners
to
look
at.
You
know
during
those
windows
of
time
that
students
are
not
in
school.
What
types
of
services
can
we
offer
as
a
community
so
we'll
definitely
have
boys
and
girls,
club
communities
and
schools,
and
some
of
our
local
churches
and
things
like
that?
A
part
of
this,
so
that
we
know
that
we
have
opportunities
for
students
during
that
break.
A
V
Question
I
have
is
about
daycare
and
after
school,
and-
and
so
I
realize
we
may
not
have
the
answers
to
this
tonight
but
and
it
probably
is
embedded
in
the
in
the
study
and
the
work
that
rti
is
doing.
But
one
thing
I
would
be
particularly
concerned
about
and
want
to
know
about,
is
you
know
with
child
care
being
so
expensive?
V
In
fact,
you
know,
counsel
for
women
does
a
report
on
the
status
of
women
every
year
and
a
few
years
ago
it
was
determined
that
the
cost
of
child
care
in
the
triangle
which
includes
our
county
now
is,
is
as
much
cost
as
much
as
seeing
a
kid
to
college.
But
you
save
for
college,
you
don't
save
for
daycare
and
we
don't
have
a
lot
of
daycare
options,
and
so
you
know
when
I
think
about
you
know
what
happens
with
pre-k
or
I
think
about
like
families
with
kids
in
multiple
age
groups.
V
You
know
on
kids,
and
just
I'm
just
I'm
just
trying
to
figure
out
how
they
would
handle
after
school
and
how
that
might
correspond
with
other
programs
and-
and
you
know,
grandparents
schedules
all
of
that,
so
just
I
would
want
to
know
more
about
that
when
I
think
about
the
community.
I
live
in
the
seller
city.
Certainly,
okay.
Thank
you.
E
S
A
A
So
we
are
no
longer
required
to
provide
a
full
report
and
have
that
presented
to
the
state,
but
we
do
have
to
show
that
we
have
made
our
public
and
the
board
aware,
so
we
fall
below
the
state
average
for
that
now,
and
so
what
we
have
here
is
just
what
we're
required
to
submit
to
the
department
of
public
instruction
for
the
type
of
assessments
that
we
have
here
in
the
district.
Mrs
reed
plasti.
Do
you
have
anything
to
add
for
that
or.
A
Most
of
these
you've
seen
before
this
is
actually
just
a
printout
of
the
survey
we
have
to
submit.
It
tells
the
funding
source
for
any
of
these
assessments.
As
you
know,
we
have
dual
language
assessments.
We
also
do
screeners
for
students
to
be
able
to
catch
them
early,
instead
of
just
waiting
for
eog
to
tell
us
that
students
are
not
doing
well,
and
so
those
are
local
assessments
that
we
provide
for
our
students
above
and
beyond
what
the
state
requires.
A
So
that's
the
the
full
report
there.
Most
of
those
you've
heard
us
talk
about
are
a
part
of
our
mtss
work
as
we
work
to
provide
interventions
for
students
and
catch
kids
early
in
reading
and
math
in
particular,
so
you'll
see
the
name
of
the
assessment.
The
grade
span,
the
time
that
is
allotted
for
each
of
those
assessments,
the
number
of
students
it
impacts
and
the
amount
of
time
that
is
used
as
well
as
the
budget
source
for
how
we
provide
funding.
V
Yeah,
just
just
just
also
for
the
sake
of
public
information,
because
I
get
I'm
sure
the
other
students
get
questions
a
lot
about
testing
like.
Why
is
there
so
much
testing?
And
so
can
you
share
like
what
y'all
have
done
to
help
make
testing
efficient
and
productive?
Just
for
the
sake
of
the
people
that
ask.
A
Sure
so
one
we've
reduced
the
the
number
of
assessments
so
anytime
we
had
duplicates
of
things
we
tried
to
condense
down,
so
one
of
the
things
we're
really
proud
of
now
is
that
we
have
assessments.
We
can
use
k-12
so
that
we
can
monitor
students,
kindergarten
all
the
way
through
12th
grade.
We
use
the
star
assessment
in
particular
for
reading
and
math
in
k-8.
We
use
that
pretty
much
with
every
student
in
high
school.
A
We
use
that
for
students
who
maybe
are
struggling,
but
what's
nice
about
that
is
you
can
track
them
across
all
grade
spans
and
the
eog
doesn't
really
allow
us
to
do
that
because
each
year
it's
a
new
set
of
skills
right.
So
that's
one
thing:
we've
done
is
condensed
down
the
number
of
assessments.
In
the
past
we
had
things
kind
of
in
different
testing
programs,
and
we
had
things
that
kind
of
duplicated.
The
same
skill
sets
also.
A
Just
as
your
doctor
would
check
you
every
time
you
come
in,
we
want
teachers
to
be
monitoring
students
along
the
way
versus
waiting
until
the
end
of
the
year,
so
using
our
interventionists
and
some
of
the
curriculum,
coaches
and
other
staff
that
we
have
has
also
helped
alleviate
some
of
that
time
being
used
with
teachers
core
instruction
time.
So
the
vast
majority
of
what
we
do
test
is
state
required,
with
the
exception
of
those
mtss
assessments,.
C
O
Good
evening,
members
of
the
board,
mr
chair,
I'm
bringing
you
tonight
a
memorandum
of
understanding
between
china,
county
schools
and
department
of
social
services.
Chatham
county
we've
had
agreements
in
the
past
that
spoke
specifically
to
looking
at
transportation.
This
is
the
first
time
we've
had
an
mou
to
kind
of
bring
forward
to
you
under
every
student
succeeds
at.
O
I
did
ask
miss
jennie
christensen,
she's,
our
director
of
social
services
for
chatham
counties,
and
I
asked
her
to
come
just
to
really
just
publicly
kind
of
thank
her
for
the
the
support
and
the
collaboration
that
we
have
they're.
Always
there.
Yes,
we
kind
of
work
through
difficult
situations
with
students
and
knowing
that
we
have
this
partnership,
that
we
can
kind
of
work
together
to
make
sure
that
we're
supporting
students
in
foster
care.
C
G
R
Good
evening,
mr
chairman
and
members
of
the
board,
tony
sends
his
apologies
that
he's
not
able
to
attend
tonight,
but
I
thank
you
for
the
opportunity
to
present
the
budget
resolution
to
you.
The
resolution
is
a
total
reconciled:
initial
budget
of
128
million
hundred
thirty
five
thousand
fifty
dollars.
R
R
Non-Certified
employees
received
an
increase
of
fifteen
dollars
an
hour
minimum
or
four
percent.
Whichever
was
higher
of
the
two
two
more
things
that
are
really
affecting
our
budget.
This
year,
retirement
increased
to
24
and
a
half
percent
from
22.89
last
year
and
hospitalization
increased
from
to
seven
thousand
three
ninety
seven
per
employee
from
seven
thousand
nineteen
dollars
last
year
from
the
county.
This
is
just
a
reminder:
we
received
an
increase
for
the
current
fiscal
year
of
925
000
in
local
current
expense.
R
R
The
funding
sources
for
the
current
year,
excluding
child
nutrition
because
they're
on
their
own
separate
fund
state,
is
about
50
percent.
Local
is
40
percent
and
our
federal
are
10.
All
of
our
federal
funds
haven't
have
been
budgeted,
except
for
title
1
so
far
this
year
and
all
the
grants
to
follow
it.
S
That's
you
know,
I
don't
think
gary
heard
me,
but
mr
messer
looked
at
the
agenda
and
saw
that
he
was
last.
That's
probably,
why
he's
not
here
so
you
got
blessed.
You
did
a
great
presentation
and
I
do
have
a
question,
but
I
really
thought
tony
was
going
to
be
here,
but
you
probably
have
the
answer
anyway.
You
crunched
the
numbers.
S
I'm
not
asking
for
the
exact
thing,
but
there's
a
lot
of
talk
in
the
news
about
how
the
covered
money
I'm
not
going
down
the
road
of
misspent
it.
Just
hadn't
been
spent
and
and
there's
you
know
when
you
said,
look
at
that
a
national
average
of
seven
percent
has
been
spent
of
all
the
gazillions
of
dollars.
S
E
S
X
C
T
C
C
C
X
C
C
C
C
C
She
has
announced
that
she
would
be
resigning
from
the
board
because
of
personal
reasons,
job
reasons,
family,
all
kinds
of
things,
and
she
talked
to
me
over
the
weekend
and
I've
really
enjoyed
serving
with
her
she's,
been
wonderful,
her
expertise
on
all
kinds
of
things.
She
cuts
the
chase
really
really
well
and
that
helps
in
any
kind
of
meeting,
and
I
know
I
speak
for
the
board-
we're
going
to
miss
her
tremendously,
but
I'm
going
to
let
her
speak
now
so
turn
around.
X
X
This
was
a
very
difficult
decision.
It's
also
hard
to
walk
away,
especially
from
such
a
cohesive
and
collaborative
board,
where
we
all
respect
each
other's
opinions,
where
we
all
care
where
we
all
have
different
opinions,
and
I
expect
that
once
I
avail
my
seat
that
that
same
characteristic
will
continue.
X
I
wish
everyone,
the
best
luck,
I'm
still
a
parent.
I
have
two
kids
here,
I'm
very
proud
of
chatham
county,
proud
of
our
growth,
proud
of
what
we've
been
able
to
accomplish
collectively,
and
I
expect
the
board
to
continue
to
do
great
things
when
in
fact,
bigger
leaps
and
bounds,
given
the
population
growth
and
the
explosion
in
the
economy
that
we're
going
to
see
over
the
next
10
years
or
so
in
particular,
I
want
to
thank
gary
for
his
leadership.
X
As
I
know,
the
rest
of
the
board
feels
the
same
way.
So
thank
you
for
making
this
on
some
days
a
little
less
painful,
because
we
know
that
these
are
very
difficult
decisions.
We
stuck
together
through
some
really
challenging
times
and
we
all
had
to
lean
on
each
other
during
that
time.
This
is
not
an
easy
job.
Many
times
people
say
it's
a
thankless
job.
X
X
C
C
We've
done
this
a
couple
times
in
my
tenure.
Actually,
I
was
also
involved
in
a
turnover
in
the
middle
of
a
term.
Just
like
miss
lavik
was-
and
I
remember
the
process
we'll
advertise
the
for
the
for
the
board
position
in
district
one.
Am
I
correct
on
that
in
district
one
and
we'll
do
that
dr
jackson's
gonna
work
on
a
timeline
on
that?