Question #2
Vision 2027 addresses reading gaps for 5th graders and below in 2027, who are our current 1st graders. How should we support our current 2nd through 12th graders?
Doyle Costello District #1
We need to support all kids who are falling behind in reading. Bridge programs should be put in place for kids who fall behind. Once a child is identified they are placed into a 6-8 week program to help them get caught up. Studies show that kids who are involved in this program dramatically improve their reading scores. I also think we should have a study hall for the last period for all grades. This allows kids the opportunity to get extra help, teachers can provide extra time for evaluations and help sessions, and other kids can take the time to do their homework and get organized before going home.
Keith S. Gryboski District #1
In looking at the accomplishment of students, teachers and parents in District 1, there is proof that our students can be proficient in reading and math. The biggest complaints I hear from teachers and parents, is the district loves to set goals without their input as to what is working. I agree, the only goal we should ever talk about is 100%. There is plenty of data within the recent tests, which show the community, must provide our students with a safe learning environment, the teachers with the tools, and community support in providing mentors to those students that need help. We need to stop this revolving door of curriculums and flavor of the month buzz word initiatives. Get back to the basics. Get students to want to read books instead of the short cuts enhanced by social media and virtual learning tools. Bring hope to the students as to why they need an education. Identify the career opportunities and the tools necessary to be a productive member of society. This includes disciplinary requirements of and the enhancement of treating all individuals with respect. I work with students through out the state, from every financial and family situation. They can succeed if we do our jobs and provide them with hope.
Elizabeth Moffly District #2
In SC we have rigorous standards that are an inch deep and a mile wide. We teach first grade to kindergarten, first grade we teach as second... until middle school. The state is suppose to have seamless and aligned credits for higher ed. The Commission for Higher Ed requires graduating high schoolers to have 19 specific credits for college admission but you can't graduate from high school unless you have 24 credits. This needs to be adjusted. The cost of these electives is over a billion dollars. Additionally, school districts need to put industry standard certifications pathways for students who don't go on the higher ed with course requirements and compensation.
Sarah Shad Johnson District #2
The school district appears to be attempting to recover and rebuild as it reorganizes its Learning Services division with an emphasis on reading. A good first step I have observed is the placement of respected, seasoned, local leaders.
CCSD just adopted a new ELA curriculum, and it has mixed reviews. Some educators are excited to finally have something after so many years with nothing. Others are skeptical about how quickly it was approved and are concerned about a one-size-fits-all approach that might not have room for some teacher autonomy.
As a board member, my philosophy will be to work from the ground-up versus top-down. I will continue to listen to teachers, the experts, on what is and is not working in ELA and other subjects.
Seana J. Flynn District # 2
Effective literacy programs are a MUST. While we need to pull more resources for primary education in order to assure this, we tend to forget about those middle and high school students to whom we have done a disservice. Additional teachers, teacher aids, literacy coaches and interventionists are a must, particularly on the secondary level. We should begin to think outside the box and rely on the community for human resources and talent to provide support for our teachers. Lowering student-teacher ratio is essential.
Grace Bouldin Cowan District #2
Did not respond
Ed Kelly District #2
Did not respond
EJ Milligan District #2
Did not respond
Chris Collins District #3
Reading specialist and reading interventionist to work with our children. Dedicate more time to reading.
Pam Mckinney District #3
Did not respond
Thomas Ravenell District #3
Did not respond
Ashley Peele District #3
Firstly, we need an excellent superintendent with the experience, vision, and leadership to enact a structure that will enable success for all of our students. Secondly, we need top-class principals. Exceptional leadership attracts and retains exceptional talent. Thirdly, we need to hire and retain teachers that are invested in the success of our students, and we need to incentivize and reward teachers that are able to move the needle of performance. Lastly, we need to consider support for the whole student and understand the uniqueness of each child and the resources each child's individual circumstance might require.
Courtney Waters District #4
We need to set high expectations for all students and give them grade level work to ensure they are always aware of where the bar lies. We should couple that with effective reading intervention strategies where needed to help students meet that bar. We need triage type support for students who have already missed the opportunity to meet the 5th grade reading mark, but those in the lower grades still have an opportunity if we are intentional about supporting them system-wide. The problem is that we have never been intentional, using a sustained strategy for long enough to see results, and it causes students to fall through the cracks. I believe the new ELA curriculum will help all students. Paired with a strong set of goals guiding the district that the board monitors, it will make a difference.
Kevin D Hollinshead District #4
Vision 2027 doesn't exclude 2nd -12th graders. The focus should be on all students with an emphasis on the targeted group as stated in the vision.
Vivian S Pettigrew District #5
I would address our current reading gaps for for students in 5th grade an below, first by:
1. having a clear understanding of what each school needs are
2. give teachers and principals resources to create true and allowing them to bring it to
the students
3. time spent with struggling students is very important.
4. strong teaching skills are needed
5. maintain positive attitudes and expectation's for students
Lastly, for us to bridge this GAP it is crucial that there is an active involvement between school, teachers, caregivers/parents and community. more help from home.
Melissa Couture District #5
We need to let teachers teach and remove tests and mandates that don't add value to the education.
Carlotte M. Bailey District #5
Did not respond
Erica Cokley District #6
Did not respond
Eric Thome District #6
Did not respond
Samuel Whatley II District #6
Did not respond
Lee Runyon District #6
I believe Vision 2027 is an educratic plan that will fall far short of getting reading levels to acceptable, on grade level performance. Your question points out - and I concur - that current students are for some reason not prioritized in this plan. I believe as a candidate that we must support every student with interventions as needed through reading across the curriculum, tiered interventions, the creation of focused Reading courses for students at all three levels, extended school time, lower student to teacher ratios in core academic classrooms K-12 and parent education / engagement relative to reading support strategies. I wholeheartedly support addressing improved reading outcomes, but I believe that every student in CCSD currently reading off grade level should be directly incorporated into a district wide plan for acceptable growth.
Sydney van Bulck District #7
One important place to start is by listening to our principals, school improvement councils, and empowering teachers to speak up and tell us what they need. The needs at one school may differ from the needs in another. Next, we really need to change how we view reading instruction. We know through research that students read better when they are reading about something that interests them. When students are only reading for scores, they lose the desire to want to read. We need to make sure that all of our classrooms are literacy rich. We also need to be careful to not allow the fear of test scores deter us from other critical areas such as science, social studies, and related arts. Reading is and should be integrated into all subjects.
Sydney van Bulck District #7
One important place to start is by listening to our principals, school improvement councils, and empowering teachers to speak up and tell us what they need. The needs at one school may differ from the needs in another. Next, we really need to change how we view reading instruction. We know through research that students read better when they are reading about something that interests them. When students are only reading for scores, they lose the desire to want to read. We need to make sure that all of our classrooms are literacy rich. We also need to be careful to not allow the fear of test scores deter us from other critical areas such as science, social studies, and related arts. Reading is and should be integrated into all subjects.
Jennifer Mieras District #7
Research from organizations, such as Science of Reading (SoR), shows that strong, phonics-based instruction that begins in the early years and continues throughout their elementary years gives students a sturdy foundation for reading instruction that can be built upon. If you teach a child to memorize 10 words, they’ll only know 10 words. When you teach that child the sounds of 10 letters, the result in their reading capability can be exponential.
Every teacher should provide students with high-quality, first instruction/teaching that supports access to the grade-level curriculum. Classroom teachers, specialists, administration, and guardians must work together to identify any gaps in instruction, strengths, and needs of students, and how to best support those students who need help beyond what the classroom teacher can provide. Resources, mostly through human capital, need to be applied to target the needs identified. A comprehensive, first-grade instruction should help all students develop the ability to decode almost any phonetically regular short words and to read a large number of high-frequency sight words.
As students enter 2nd grade, comprehension skills are important so they can monitor their own comprehension and address any confusion and uncertainty. As students advance through school, it is important to recognize the opportunities to explore content knowledge, reading comprehension, vocabulary, writing, and cooperative learning through other subjects beyond ELA, such as Science, Social Studies, and Math. Subject matter interest and curiosity can often help a child develop a love for reading.
In addition to language literacy, financial literacy should become an integral part of the curriculum beginning in middle school and continuing through 12th grade. Learning how to budget, save and borrow will empower kids to make healthy financial decisions that will lead to more freedom, help to protect their future, and benefit our entire community.
Joy Brown District #7
Educators have always tried to help their students, but they haven't always had the support they need. We need to give ELA programs the time needed before switching to new programs. These programs need 3-5 years to get results. It is also helpful to encourage reading at home with free books to students.
Leah Whatley District #7
Did not respond
Travis Bedson District #8
Did not respond
Helen Davis-Frazier District #8
We should utilize a "state of emergency" and declare a war on the lack of attention and support that our failing schools were able to languish in a dysfunctional state for such a long period without attention in terms of staffing and funding. In order to ensure that this does not happen in the future, all failing schools should be earmarked for additional funding resources. This should incorporate a cornucopia of nurturing and academic interventions. Let's begin by placing transformational teachers and administrators at these schools, curriculum materials that stimulate the students desire to learn, after school tutoring, extended school days, programs for increasing parental involvement, and periodic evaluations to determine effectiveness of our interventions.
Doris Johnson District #8
We offer critical reading courses, sciences and math.Challenge the children a grade above their current level.
We should support them by ensuring they have all the necessary resources available to enhance their learning ability.
We support them by making available every resource necessary to aid in their success.
Darlene Dunmeyer District #8
Implementing literacy intervention systems with fidelity, providing professional learning for teachers to build instructional capacity and consistent progress monitoring.
Dr. Carol Tempel District #9
To start with, we must fully fund public schools and increase teacher pay. The Base Student Cost has not been met since 2008. SC has the Profile of a South Carolina Graduate, yet fails to support teachers and schools to ensure resources are there to support quality instruction. If we have a high quality, effective teacher in every classroom with reasonable class sizes, SC could make advances. We are learning more that students and schools need access to support services that include nurses, counselors, mental health professionals, social workers, student resource officers, bus drivers, and good nutrition. A philosophy of “minimally adequate” is not characteristic of high expectations
Forest Bjork District #9
Did not respond
Graham Smith District #9
Did not respond
Vision 2027 addresses reading gaps for 5th graders and below in 2027, who are our current 1st graders. How should we support our current 2nd through 12th graders?
Doyle Costello District #1
We need to support all kids who are falling behind in reading. Bridge programs should be put in place for kids who fall behind. Once a child is identified they are placed into a 6-8 week program to help them get caught up. Studies show that kids who are involved in this program dramatically improve their reading scores. I also think we should have a study hall for the last period for all grades. This allows kids the opportunity to get extra help, teachers can provide extra time for evaluations and help sessions, and other kids can take the time to do their homework and get organized before going home.
Keith S. Gryboski District #1
In looking at the accomplishment of students, teachers and parents in District 1, there is proof that our students can be proficient in reading and math. The biggest complaints I hear from teachers and parents, is the district loves to set goals without their input as to what is working. I agree, the only goal we should ever talk about is 100%. There is plenty of data within the recent tests, which show the community, must provide our students with a safe learning environment, the teachers with the tools, and community support in providing mentors to those students that need help. We need to stop this revolving door of curriculums and flavor of the month buzz word initiatives. Get back to the basics. Get students to want to read books instead of the short cuts enhanced by social media and virtual learning tools. Bring hope to the students as to why they need an education. Identify the career opportunities and the tools necessary to be a productive member of society. This includes disciplinary requirements of and the enhancement of treating all individuals with respect. I work with students through out the state, from every financial and family situation. They can succeed if we do our jobs and provide them with hope.
Elizabeth Moffly District #2
In SC we have rigorous standards that are an inch deep and a mile wide. We teach first grade to kindergarten, first grade we teach as second... until middle school. The state is suppose to have seamless and aligned credits for higher ed. The Commission for Higher Ed requires graduating high schoolers to have 19 specific credits for college admission but you can't graduate from high school unless you have 24 credits. This needs to be adjusted. The cost of these electives is over a billion dollars. Additionally, school districts need to put industry standard certifications pathways for students who don't go on the higher ed with course requirements and compensation.
Sarah Shad Johnson District #2
The school district appears to be attempting to recover and rebuild as it reorganizes its Learning Services division with an emphasis on reading. A good first step I have observed is the placement of respected, seasoned, local leaders.
CCSD just adopted a new ELA curriculum, and it has mixed reviews. Some educators are excited to finally have something after so many years with nothing. Others are skeptical about how quickly it was approved and are concerned about a one-size-fits-all approach that might not have room for some teacher autonomy.
As a board member, my philosophy will be to work from the ground-up versus top-down. I will continue to listen to teachers, the experts, on what is and is not working in ELA and other subjects.
Seana J. Flynn District # 2
Effective literacy programs are a MUST. While we need to pull more resources for primary education in order to assure this, we tend to forget about those middle and high school students to whom we have done a disservice. Additional teachers, teacher aids, literacy coaches and interventionists are a must, particularly on the secondary level. We should begin to think outside the box and rely on the community for human resources and talent to provide support for our teachers. Lowering student-teacher ratio is essential.
Grace Bouldin Cowan District #2
Did not respond
Ed Kelly District #2
Did not respond
EJ Milligan District #2
Did not respond
Chris Collins District #3
Reading specialist and reading interventionist to work with our children. Dedicate more time to reading.
Pam Mckinney District #3
Did not respond
Thomas Ravenell District #3
Did not respond
Ashley Peele District #3
Firstly, we need an excellent superintendent with the experience, vision, and leadership to enact a structure that will enable success for all of our students. Secondly, we need top-class principals. Exceptional leadership attracts and retains exceptional talent. Thirdly, we need to hire and retain teachers that are invested in the success of our students, and we need to incentivize and reward teachers that are able to move the needle of performance. Lastly, we need to consider support for the whole student and understand the uniqueness of each child and the resources each child's individual circumstance might require.
Courtney Waters District #4
We need to set high expectations for all students and give them grade level work to ensure they are always aware of where the bar lies. We should couple that with effective reading intervention strategies where needed to help students meet that bar. We need triage type support for students who have already missed the opportunity to meet the 5th grade reading mark, but those in the lower grades still have an opportunity if we are intentional about supporting them system-wide. The problem is that we have never been intentional, using a sustained strategy for long enough to see results, and it causes students to fall through the cracks. I believe the new ELA curriculum will help all students. Paired with a strong set of goals guiding the district that the board monitors, it will make a difference.
Kevin D Hollinshead District #4
Vision 2027 doesn't exclude 2nd -12th graders. The focus should be on all students with an emphasis on the targeted group as stated in the vision.
Vivian S Pettigrew District #5
I would address our current reading gaps for for students in 5th grade an below, first by:
1. having a clear understanding of what each school needs are
2. give teachers and principals resources to create true and allowing them to bring it to
the students
3. time spent with struggling students is very important.
4. strong teaching skills are needed
5. maintain positive attitudes and expectation's for students
Lastly, for us to bridge this GAP it is crucial that there is an active involvement between school, teachers, caregivers/parents and community. more help from home.
Melissa Couture District #5
We need to let teachers teach and remove tests and mandates that don't add value to the education.
Carlotte M. Bailey District #5
Did not respond
Erica Cokley District #6
Did not respond
Eric Thome District #6
Did not respond
Samuel Whatley II District #6
Did not respond
Lee Runyon District #6
I believe Vision 2027 is an educratic plan that will fall far short of getting reading levels to acceptable, on grade level performance. Your question points out - and I concur - that current students are for some reason not prioritized in this plan. I believe as a candidate that we must support every student with interventions as needed through reading across the curriculum, tiered interventions, the creation of focused Reading courses for students at all three levels, extended school time, lower student to teacher ratios in core academic classrooms K-12 and parent education / engagement relative to reading support strategies. I wholeheartedly support addressing improved reading outcomes, but I believe that every student in CCSD currently reading off grade level should be directly incorporated into a district wide plan for acceptable growth.
Sydney van Bulck District #7
One important place to start is by listening to our principals, school improvement councils, and empowering teachers to speak up and tell us what they need. The needs at one school may differ from the needs in another. Next, we really need to change how we view reading instruction. We know through research that students read better when they are reading about something that interests them. When students are only reading for scores, they lose the desire to want to read. We need to make sure that all of our classrooms are literacy rich. We also need to be careful to not allow the fear of test scores deter us from other critical areas such as science, social studies, and related arts. Reading is and should be integrated into all subjects.
Sydney van Bulck District #7
One important place to start is by listening to our principals, school improvement councils, and empowering teachers to speak up and tell us what they need. The needs at one school may differ from the needs in another. Next, we really need to change how we view reading instruction. We know through research that students read better when they are reading about something that interests them. When students are only reading for scores, they lose the desire to want to read. We need to make sure that all of our classrooms are literacy rich. We also need to be careful to not allow the fear of test scores deter us from other critical areas such as science, social studies, and related arts. Reading is and should be integrated into all subjects.
Jennifer Mieras District #7
Research from organizations, such as Science of Reading (SoR), shows that strong, phonics-based instruction that begins in the early years and continues throughout their elementary years gives students a sturdy foundation for reading instruction that can be built upon. If you teach a child to memorize 10 words, they’ll only know 10 words. When you teach that child the sounds of 10 letters, the result in their reading capability can be exponential.
Every teacher should provide students with high-quality, first instruction/teaching that supports access to the grade-level curriculum. Classroom teachers, specialists, administration, and guardians must work together to identify any gaps in instruction, strengths, and needs of students, and how to best support those students who need help beyond what the classroom teacher can provide. Resources, mostly through human capital, need to be applied to target the needs identified. A comprehensive, first-grade instruction should help all students develop the ability to decode almost any phonetically regular short words and to read a large number of high-frequency sight words.
As students enter 2nd grade, comprehension skills are important so they can monitor their own comprehension and address any confusion and uncertainty. As students advance through school, it is important to recognize the opportunities to explore content knowledge, reading comprehension, vocabulary, writing, and cooperative learning through other subjects beyond ELA, such as Science, Social Studies, and Math. Subject matter interest and curiosity can often help a child develop a love for reading.
In addition to language literacy, financial literacy should become an integral part of the curriculum beginning in middle school and continuing through 12th grade. Learning how to budget, save and borrow will empower kids to make healthy financial decisions that will lead to more freedom, help to protect their future, and benefit our entire community.
Joy Brown District #7
Educators have always tried to help their students, but they haven't always had the support they need. We need to give ELA programs the time needed before switching to new programs. These programs need 3-5 years to get results. It is also helpful to encourage reading at home with free books to students.
Leah Whatley District #7
Did not respond
Travis Bedson District #8
Did not respond
Helen Davis-Frazier District #8
We should utilize a "state of emergency" and declare a war on the lack of attention and support that our failing schools were able to languish in a dysfunctional state for such a long period without attention in terms of staffing and funding. In order to ensure that this does not happen in the future, all failing schools should be earmarked for additional funding resources. This should incorporate a cornucopia of nurturing and academic interventions. Let's begin by placing transformational teachers and administrators at these schools, curriculum materials that stimulate the students desire to learn, after school tutoring, extended school days, programs for increasing parental involvement, and periodic evaluations to determine effectiveness of our interventions.
Doris Johnson District #8
We offer critical reading courses, sciences and math.Challenge the children a grade above their current level.
We should support them by ensuring they have all the necessary resources available to enhance their learning ability.
We support them by making available every resource necessary to aid in their success.
Darlene Dunmeyer District #8
Implementing literacy intervention systems with fidelity, providing professional learning for teachers to build instructional capacity and consistent progress monitoring.
Dr. Carol Tempel District #9
To start with, we must fully fund public schools and increase teacher pay. The Base Student Cost has not been met since 2008. SC has the Profile of a South Carolina Graduate, yet fails to support teachers and schools to ensure resources are there to support quality instruction. If we have a high quality, effective teacher in every classroom with reasonable class sizes, SC could make advances. We are learning more that students and schools need access to support services that include nurses, counselors, mental health professionals, social workers, student resource officers, bus drivers, and good nutrition. A philosophy of “minimally adequate” is not characteristic of high expectations
Forest Bjork District #9
Did not respond
Graham Smith District #9
Did not respond