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From YouTube: October 9, 2017 Board of Trustees Magnet Choice Workshop
Description
October 9, 2017 Board of Trustees Magnet Choice Workshop
B
Is
sort
of
a
follow
up
from
meeting
that
we
have
a
community
as
a
whole
a
couple
of
weeks
ago
and
we
were
beginning
to
present
our
idea
for
the
top
two
initiatives.
Expansion
in
dr.
poster
we've
got
maybe
a
really
good
opportunity
to
kind
of
workshop,
and
you
know
you're
asking
questions
and
are
moving
ahead
with
it
or
making
adjustments
and
revisions.
First
of
all,
let
me
thank
you
for
your
your
time.
B
I
know
it's
really
it's
precious
and
the
issues
that
you
guys
are
working
with
are
really
large
and
and
do
in
fact
lots
and
lots
of
students,
and
this
while
this
may
not
affect
affect
a
lot,
affect
a
lot
of
students.
It
does
affect
some
and
some
of
the
part
of
the
hall.
So
we're
going
to
take
a
look
at
that
in
the
fall
of
2015
I
can
ignite
NIT
Subcommittee
on
diversity
and
the
street.
B
C
B
I
think
there
were
two
threes
ins,
and
one
is
they're
both
listed
in
our
conversation
today.
One
is
that
the
top
two
was
done
after
all
of
the
school
choice.
Applications
were
done
online,
so
people
made
commitments
and
therefore,
probably
not
wanting
to
take
advantage
of
it
so
step.
One
that
we're
asking
for
is
that
we
run
the
top
two.
At
the
same
time
that
we
run
the
general
application
process
because
of
the
way
the
school
calendar
falls
this
year,
the
top
two
in
each
eighth
grade
will
be
identified
early
in
January.
B
So
we
really
can
do
that.
The
top
two
students
from
every
eighth
grade
are
determined
by
taking
a
look
at
their
seventh
grade
and
first
semester.
Eighth
grade
weighted
GPA
for
math
science,
social
studies
and
English,
and
the
top
two
students
out
to
three
or
four
decimal
points
would
be
invited
to
apply,
and
this
year
I
would
like
to
add
that
we
would
probably
be
meeting
with
those
with
students
any
principal
so
that
they
really
understand
the
top
two
and
the
value
of
that
invitation
and
encouragement
to
complete
the
application
process
and
assistance.
B
Especially
opportunities
for
students
scoring
between
twelve
point,
zero,
zero
and
twelve
point
nine
nine
on
the
15-point
rubric
and
inviting
them
to
take
part
in
an
academic
acceleration
program
so
that
they
we
could
take
a
look
at
what
kept
them
from
the
thirteen,
and
it
might
have
been
that
instead
of
85th
percentile
on
their
math
map,
it
might
have
been
82
percent.
It
might
have
been
that
their
writing
was
was
weak
in
one
area,
perhaps
organization
or
perhaps
syntax
a
variety
of
things.
B
But
we
feel
like
that,
the
the
potholes
in
their
application
with
a
12-point
zero
to
twelve
point.
Nine
nine
are
easily
and
positively,
as
through
an
acceleration
program
working
with
the
students
individually
on
their
particular
area
that
needs
strengthening
and
following
that
they
would
be
offered
a
seat
that
I
can
make
magnet
high
school,
and
we
would
expect
that
with
academic
support,
that's
across
the
board
at
academic
magnet
for
all
students.
These
students
would
be
quite
successful.
So.
D
That
would
have
been
the
second
reason.
Mr.
Nolan
said
we
looked
at
the
data
and
realized
that
a
lot
of
those
kids
didn't
even
make
that
13
and
I'll
give
you
a
specific
example.
We
had
a
scholar
of
that
ESL,
you
know
and
English
being
her.
Second
language
really
wanted
to
attend
academic
magnet,
but
of
course,
her
ela
scores.
You
know
which
is
kind
of
kept
her
out
of
there
so
and.
E
Think
that
can
draw
an
issue
same
thing
would
in
a
pit
lane,
because
that's
one
of
the
ones
that
has
the
highest
number
of
students
coming
to
academic
magnet.
But
what
happens
when
the
kid
number
three
at
Morningside
scores
higher
on
the
rubric?
Then
the
number
two
ranked
kid,
but
neither
score
13
and
one
gets
in
and
one
goes
up
so.
B
E
C
Me
ask
you
guys
this
at
the
middle
school
level,
our
students,
how
are
we
promoting
in
encouraging
students
to
apply
academic
magnet
across
the
board
and
middle
schoolers
by
until
when
you
are
at
more
inside?
How
did
you
approach
what
was
your
approach
to
addressing
students
who
are
to
go
to
she
go
to?
How
did
you?
How
did
you?
How
did
you
determine
that?
Well,
because
I
think
across
the
board,
I
don't
know
if
every
single
middle
school
is
doing
the
same
thing
as
a.
G
H
D
Mean
I
think
that's
that's
a
good
point,
mr.
Miller,
and
it
would
be
a
little
different
for
me
because
Judith
and
I
have
always
had
a
relationship
with
looking
at
you
know.
Whatever
you
know,
we
felt
the
weaknesses
may
have
been
for
the
kids
at
Morningside
that
didn't
get
in
and
forming.
You
know
relationships
where
we
had
mentoring
programs.
You
know
as
far
as
M
cubed
and
different
things
of
that
nature.
We
also
had
you
know
a
couple
of
gentlemen
that
came
over
in
horn
to
math
club.
G
I
I
D
Yeah
I'm
pretty
sure
they
can
get
that
over
the
bike.
I
can
tell
you
from
my
experience,
just
being
at
Morningside
that
you
know
the
majority
of
our
kids
are
african-american
and
I'd
say
about
75%
of
our
kids
that
were
in
our
harness
program
would
apply,
for
acceptance
of
academic
magnet
well
will
apply
on
last
Union.
J
B
Think,
with
the
teachers
who
are
working
with
them
and
depending
on
what
the
area
was
of
weakness,
if
the
area
was
operational
according
to
math,
we
would
do
some
sort
of
assessment
there.
If
it
were
writing,
they
would
do
some
sort
of
assessment
there,
but
we
would
rely
on
the
teachers
and
come
to
communication
with
the
teachers
with
nobody
as
an
educator.
There's
nobody
in
this
and
the
dengle
who
wants
to
set
children
up
for
failure.
That
is
just
not
our
goal.
We
would
want
to
make
sure
that
they
were
that
they're.
K
Is
also
a
very
hot
topic
with
our
own
student
body.
They
want
a
more
diverse
student
body
and
working
with
groups
like
our
ambassadors
or
our
Black
Student
Alliance.
They
are
very
excited
to
be
a
part
of
this
process
to
be
a
part
of
this
bridge
program
to
help
with
tutoring
to
help
with
identifying
these
students
who
have
the
potential,
but
are
just
that
shy,
and
how
can
we
make
that
possible
for
them.
E
G
L
L
L
L
Concerned
about
dropping
the
qualifications
below
thirteen,
because
the
other
kids
are
scoring
Cobra
fourteen.
So
it's
kind
of
so
it's
a
big
difference.
I
would
I'd
like
to
get
some
being
lighten
a
little
more
on
how
many
kids,
when
I
was
talking
about,
because
I
mean
there's
the
one
example
of
the
kid
who
doesn't
speak
English
or
some
or
you
know
that's
not
first
language,
but
really
how
many
kids
are
we
talking
about
that?
They'll
make
a
difference
to
lower
the
standards
on.
E
E
L
B
Now,
students
from
Morningside
and
Tucker
come
north
with
West,
Ashley
middle
academy.
Academic
program
have
all
sent
students
to
I
can
make
magnet.
This
is
not
going
to
mean
gonna
be
realistic.
This
is
not
going
to
open
16
seats
for
American
students,
because
there's
right
when
I
was
looking
at
the
list.
From
a
year
ago,
there
were
like
nine
students
in
that
12
points
to
12
point
nine,
nine
scoring
area
that
would
be
from
schools
like
morning
sightings
and
North
Woods,
and
so
quick,
but
it
would
be
real
I
would
really
I
just
think.
C
G
L
G
C
Requirement
to
get
in
I
never
spent
a
lot
of
time
that
makes
this
before
we
spend
a
lot
of
time
on
the
school
on
a
rubric.
So
if
Algebra
one
is
one
of
the
prerequisites
for
issues
for
academic
magnet,
are
we
now
same
from
this
day
forward?
Every
single
middle
school
in
our
in
our
County
will
offer
act,
will
offer
Algebra
one
and
if
so,
how
will
it
be
offered?
Will
it
be
offered
online?
Will
it
be
made
a
building?
Will
they
have
to
go
to
another
school
to
opportunity.
A
That
so,
what
we're
currently
doing
is
trying
to
get
a
roster
of
where
those
courses
are
offered
with
me
being
new
to
see
CSD
I,
don't
have
that
information
with
me
today,
nor
do
I
know
it,
but
dr.
Williams
and
I
have
been
meeting
we've
also
been
meeting
and
looking
at
other
options.
What
are
some
options
besides?
If
we
can't
get
a
teacher,
we
have
and
we're
going
to
talk
about
that
when
we
talk
about
targeted,
supports
for
schools
later
this
afternoon,
we
have
shortages
right
now
in
math.
A
J
H
D
B
C
C
It
anything
that
we
can
do
that
the
district
level
to
supplement
the
fact
that
they
don't
have
my
algebra,
my
teacher
on
that
campus
and
there
may
be
students
who
may
deserve
an
opportunity
to
attend
academic
magnet,
but
because
you
don't
have
the
opportunity
to
take
out
someone,
they
can't
that's
completely
taken
off.
What's.
C
B
B
L
H
E
J
E
E
G
E
A
H
L
H
F
B
Right
not
just
it's
that's.
Why
we're
here?
Because
the
top
two
initiative
came
out
of
the
meeting
was
affirmed
by
the
Board
of
Education
at
13.0,
we're
just
asking
for
those
young
people
that
will
do
it,
because,
because
we
are
not
yet,
we
are
working
towards
it.
But
we
are
not
yet
at
a
place
where
every
single
eighth-grade
student
has
had
the
same
experiences
and
if,
if
we
can
fix
the
little
I,
don't
pop
marks
in
their
in
their
academic
life.
No.
G
G
I
For
many
years,
something
did
not
allow
diversity
in
that
school
for
some
for
some
former.
So
what
you're
trying
to
do
is
to
make
the
playing
field
a
little
bit
even
the
kind
of
greater
than
round
to
the
21st
century.
I,
don't
see
where
there's
a
problem
trying
to
diversify
it
stood
that
the
students
meet.
The
criteria
are
our
steps
to
get
into
the
school.
These
are
kids.
I
They're
actually
do
not
have
that
opportunity
in
their
freshman
school
and
want
to
get
on
a
higher
playing
field,
so
we
should
be
able
to
support
them
in
doing
so.
So
I
don't
want
to
throw
a
red
herring
in
there.
What
if
we
move
forward
talk
to
our
legal
staff,
what's
right
and
wrong
and
to
see
what
happens?
I
wouldn't
try
to
throw
a
monkey
wrench
in
this,
because
you
think
some
other
parent
will
get
mad,
but
the
child
didn't
make
it.
We
just
have
to
see
how
far
it
goes.
All.
C
L
C
Can't
say
that
it
was
due
at
this
fault,
for
it's
gonna,
be
the
new
customers
phone,
but
there's
a
culture
at
magnet.
That
would
be
adamantly
against
this
right
and
I
think
for
the
fact
that
they
may
say
well,
you're
changing
the
scale
to
let
black
kids
and
Hispanic
kids
in
but
you're,
not
holding
white
kids
to
the
same
stamp
right.
So
the
same
issue
that
we
dealt
with
with
the
watermelon
situation
right
is
that
under
current
that
we
gotta
consider
you
got
african-american
kid
going
to
a
campuses.
C
Predominately
white
is
that
a
healthy
environment
for
also
do
not
just
copy
American
kids.
So
having
a
conversation
about
what
the
rubric
should
look
like
to
incentivize
some
kids
who've
shown
good
standing
in
their
school,
but
under
the
normal
circumstances,
what
they've
been
scoring
and
have
been
scoring
would
not
allow
them
the
opportunity
or
for
that
opportunity
to
get
into
magnet.
So
what
we
said
we
know
up
here.
C
We
applaud
your
work
and
applaud
what
you've
been
doing,
and
even
though
what
you've
done
thus
far
hasn't
gotten
you
to
where
you
would
like
to
be,
which
is
magnet.
We
want
to
give
you
a
little
bit
of
more
support
and
in
that
support
we
believe.
If,
given
that
support,
you
could
be
on
that
campus
and
you
can
survive
and
thrive
like
every
other
student.
Some
people
might
say
that's
a
great
thing
to
do.
We
ought
to
be
doing
more
of
that,
but
Chris
just
said
it.
When
Priscilla
asked
about
diversity,
I
said.
C
People
are
going
to
look
at
this.
This
is
not
about
diversifying
school.
It's
about
a
benchmark
that
this
school
district
created
when
they
created
academic,
magnet
and
I'm,
not
saying
that
this
was
how
I
don't
know.
This
is
what
they
thought
of
when
they,
when
the
my
name,
birth,
academic,
magnet
into
life
years
ago,
but
damn
it
that's
what
we
are
now.
So
the
question
becomes.
C
What
do
we
do
at
this
point
to
address
the
low
diversity
numbers
at
magnet
that
it's
fair
for
the
children
who
are
working
hard
and
fair
for
the
children
who
are
going
to
meet
the
rubric
as
it
was
sent,
because
when
you
change
the
rubric
or
when
you
change
the
criteria
to
get
in
we're
gonna
be
the
push
back
and
we're
all
gonna
get
pushback.
Some
might
say
we
miss
much
a
great
idea.
C
Cuz,
you
got
kids
who
went
the
hawk
happened
last
year,
those
same
kids
didn't
get
in
and
out
again
and
you
might
have
some
parents
for
summer.
So
wait
a
minute.
My
kids
go
to
13
he's,
not
gonna
get
additional
support,
so
he
can
get
in.
Where
is
it?
Fairness,
equity
and
equity
and
equity
and
accountability
are
two
different
things.
Access.
C
Are
two
different
paths:
howdy
as
a
board
addressed
those
four
separate
topics?
That's
gonna
be
a
power
charge
because
Priscilla
is
right
and
Christians
right.
It
is
about
diversifying
our
schools,
because
our
schools
are
grossly
disproportionate
when
it
comes
to
a
person
and
it
is
about
educating
children
and
there
are
some
children
who
don't
have
that
same
access
and
opportunities
as
other
children,
even
though
there
are
all
under
the
same
CCSD
umbrella.
C
So
that's
a
much
larger
kind
of
scope
of
how
you
need
to
be
looking
at
this
I'm
glad
that
we
gave
you
some
opportunities
to
look
at
some
potential
steps
moving
forward,
but
I
think
Cindy's
right
we've
got
to
look
at
the
overarching.
Do
you
got
to
be
silver?
Christmas
thing
is
actually
to
play
a
part,
but
Priscilla
is
also
perfect
about
the
diversity
piece.
L
I
think
it
will
find
about
knowing
somebody
I
can
imagine
kids
as
they
will
be
welcoming
to
the
idea
of
ever
more
diversity.
They
are
curious
right
now,
because
someone
made
a
decision
to
I,
guess,
there's
foreign
exchange
students.
They
said
that
they
can't
be
there
and
they
are
up
in
arms.
They're
saying
you
get.
This
is
a
great
experience
to
be
with
kids
of
other
cultures
and
I.
Don't
know
who
came
up
with
that
idea,
but
we
ought
to
reverse
it
whatever.
L
That
is
so
that
there's
that
issues
number
to
the
people
who
will
be
upset
will
be
the
parents
that
are
trying
to
push
their
kids
in
there.
My
experience
on
this
is
it
a
lot
of
times
the
parents
who
are
the
ones
who
will
really
want
their
kids
to
apply
as
much
or
more
than
the
kids?
So,
with
the
question
of
whether
schools
are
promoting
the
schools
or
not,
I
think
that
it's
really
the
kind
of
parents
that
are
doing
it
versus
you
know
this
middle
school
with
that
middle
school.
L
Our
experience
over
the
Mount
Pleasant
areas-
we've
really
felt
like
kids
were
kind
of
pushed
towards.
Wando
is
the
first
choice.
The
other
was
just
kind
of
an
afterthought.
Next,
this
kind
of
goes
back
to
some
of
the
complaints
that
we
got
from
parents,
and
this
may
be
a
little
different
from
this
discussion.
But
you
know
what
is
weighted,
GPA
mean
and
does
you
know
the
GPA
or
whatever
you
come
up
with
for
the
kids
who
are
applying?
L
B
H
B
B
L
G
H
H
H
G
J
I
A
K
A
A
G
E
I'm
sure,
again,
even
against
my
own
North
Charleston
board
members,
I
voted
to
build
and
fund
and
staff
North
Charleston
creative
arts
elementary
schools,
specifically
because
I
wanted
children
in
North
Charleston
exposed
to
arts
to
have
a
shot
at
SOA.
Even
Reverend
Collins
voted
against
that.
So
there's
no
denying
that
I
have
always
supported
anything
that
will
get
our
Norton
Charleston
kids
up
on
the
same
playing
field.
My
vote.
H
E
Votes
reflect
that
not
just
my
rhetoric,
but
we
have
to
talk
about
the
truth
here
and
separate
it
from
the
emotion
here
and
Kevin.
You
did
not
say
a
correct
statement
just
so
we
can
clarify
before
y'all
got
on
the
board.
We
created
something
that
said,
if
you
are
in
the
top
two
in
the
eighth
grade
and
you
qualify
for
academic
magnet,
we're
going
to
put
you
at
the
top
of
the
waiting
list
and
you
get
in
automatically.
That's
there
we're
not
talking
about
what
you
said.
E
E
E
E
G
E
Benchmark
and
they
don't
know-
that's
not
it,
it
says
it
does
not
say
that
they're
going
to
take
the
test
again
in
score
13
on
the
rubric
it
says
by
the
conclusion
of
the
summer
session.
Students
must
demonstrate
academic
skills,
desire
and
motivation
that
are
likely
to
lead
to
success.
I'm,
not
saying
that's
wrong,
but
we've
got
to
talk
about.
What's
really
on
the
table,
it's
not
retesting
them
at
the
end
of
this
program.
It's
saying
so
I'm
not
opposed
to
any
of
that.
E
Score
below
qualification,
who
will
get
into
academic
magnet,
high
school
and
we've
got
children
3
through
642,
who
scored
12
point
9
9
and
are
told
they
don't
get
an
opportunity.
I,
just
wanna,
make
sure
we're
doing
it.
Fair
and
legal,
and
the
real
way
to
solve
this
problem
is:
is
the
benchmark
patently
exclusionary?
What.
B
Well,
I
I
can
say
answer
two
questions.
One
is
I
think
that
we
can
put
together
a
statement
at
the
end
of
the
achievement.
I
can
excess
acceleration
that
will
make
it.
It
will
help
everybody
understand
where
we
expect
these
students
to
be
about
that's
easy.
The
second
question
is,
the
answer
is
yes,
there
are
things
out
there
that
we
are
going
to
be
recommending
for
the
board
to
look
at
in
terms
of
what
we
need
to
do
as
a
district
to
I.
B
E
C
I
think
you
touched
on
it
a
little
bit.
Remember
what
my
question
is:
can
you
guys
let
us
know
of
the
students
to
come
into
academic
magnet
and
they
score
of
14
or
better
on
the
ruling?
Can
you
tell
us
how
many
of
those
eighth
graders
took
ninth
grade
courses
in
eighth
grade?
One
number,
two
I
think
the
point
is.
C
If,
if
students
in
middle
schools
have
opportunities-
oh
my
god,
my
point
you
can
test.
That's
given
for
academic
magnet.
Is
that
based
on
a
ninth
grade
or
eighth
grade,
or
how
does
that
define?
The
reason
why
I
ask
is
because
you're
asking
them
to
have
algebra
coming
in
right,
which
would
tell
me
that
there
must
be
something
about
that
test.
That's
focused
along
the
ninth
grade
meeting
9th
grade
curriculum,
explain.
C
F
F
Only
point
is
just
putting
it
in
perspective:
we're
talking
about
nine
kids
that
what
I
fainted
last
year
we've
got.
So
let's
say
that
rolls
out
for
the
next
four
years,
a
row
36
kids
total
we're
talking
about,
and
we've
got
over
40
that
are
out
of
County
kids,
that
I
could
have
magnified.
So
this
is
just
all.
C
H
D
L
D
H
G
B
Was
just
our
first
steps
as
far
as
the
challenge
to
really
design
I
think
the
words
but
to
look
at
the
magnet
towards
program
for
the
entire
district
in
the
first
step.
That
we
would
like
to
do
is
to
take
a
close
look
at
all
the
partial
magnets
and
examine
the
efficacy
of
all
of
these
programs
and
bring
back
to
you
a
recommendation.
B
The
first
two
steps
of
your
recommendation
that
we
can
bring
forward
not
necessarily
a
vote
today.
But
the
next
Co
TW
meeting
is
to
categorize
all
of
our
Montessori
x'
as
constituent
magnets,
because
we
do
have
one
now
in
every
constituent
district,
and
that
would
be
a
an
easy
step
to
take
and
they
may
be
put
in.
K
B
And
then
one
of
the
other
things
that
we
are
thinking,
but
this
is
just
so
that
you
can
begin
to
see
our
thinking.
We
would
like
to
establish
constituent
magnets
for
also
elementary
school
integrated
arts,
and
we
have
North
Charleston
Creative
Arts
is
a
partial
magnet
if
it
in
your
sheets
is
to
a
constituent,
magnet
even.
B
Hear
their
say
that
those
are
those
first,
two
steps,
I,
think
ours
are
logical
and
we
will
bring
them
as
a
recommendation
to
you
have
been
for
the
next
CEO
DW
okay.
But
that's
where
we're
thinking
down
the
line.
We're
thinking
a
lot
about
preparing
kids
all
over
the
county
for
access
to
whatever
magnet
like
opportunity
or
neighborhood
high
school
program.
They
want
to
pursue
and
to
prepare
them
for
that,
and
we
are
looking
also
that
the
admission
pieces
with,
hopefully
a
goal
to
say,
there's
more
than
one
way
to
skin
a
cat.
C
C
Yeah
you're
on
the
other
side
of
it,
man
I,
think
we
need
to
be
very
careful
about
options,
because
options
can
be
good
for
some.
At
the
end
of
the
day,
it
might
be
detrimental
for
potentially
all
to
Chris's
point
if
magnet
is
taking
the
top
percent
of
kids
Italian
every
school
middle
school
when
they
go
there
and
then
SOA
takes
the
artsy,
kids
and
then
magnet
magnet
takes
the
military
students
and.
L
C
Our
traditional
schools
are
left
with
our
traditional
students,
and
then
you
see
the
fluctuation
in
the
numbers,
and
then
the
mindset
then
becomes
the
mother
left
of
my
kid
to
get
a
good
education
you
have
to
go
to.
One
of
my
Magnus
was,
which
is
something
that
the
district
created
years
ago
about
this
whole
school
choice
of
issue.
Right.
E
J
J
Well
in
here
we're
talking
about
choice
options.
So
so,
if
we
have
a
Montessori,
we
have
a
math
themed
concept
or
we
have
a
mouth.
It
comes
like
what
we're
talking
about
choices
within
the
Constituent
district,
to
where
kids
don't
have
to
go
to
23
yards
210
or
2,
for
they
can
stay
right
within
9,
because
there
are
choice
options
and
it
goes
it.
You
know
it
just
goes.
I'm.
E
Totally
worried
with
that
I
think
in
my
term,
on
the
board,
we've
had
a
communications
man,
school
I
thought,
that's
what
we
taught.
We
had
a.
We
had
a
an
organization
based
on
the
Stephen
Covey
magnet
school
and
arts
magnet
school
and
science
magnet
school
and
then
a
stem
magnet
school.
It's
not
that
we
shouldn't
have
some
magnet
options,
but
how
many
do
we
need
a
communications
English
magnet
school
in
seven
different
constituent.
G
Happens
in
your
night
at
school,
an
idea
that
I've
heard
Judith
talk
about
right,
jus
talk
about
is
that
we
need
to
be
increasing
the
rigor
and
all
of
our
schools
and
instead
of
necessarily
having
all
these
choices,
perhaps
perhaps
in
middle.
You
know
high
elementary
school
to
a
fourth
or
fifth
grade
and
then
in
middle
school
were
exposing
kids
across
the
board
to
arts
high
academics,
the
leadership
military
right.
So
then,
that
way
all
of
our
schools.
G
If
a
student
gets
that
exposure
and
then
maybe
they
decide
to
go
to
school,
the
arts,
but
if
they
don't
they
go
to
they're
hung
high
school,
then
that
just
builds
that
art
program
there,
so
I
think
yeah
I
think
that's
where
we're
trying
to
get
okay,
any
other
questions
for
for
magnet
team
here,
so
you're
bringing
the
the
top
two
to
us
at
the
October
board
meeting
right.
If
we
can
yeah,
okay,
great
okay,
any
other
questions.
Michael,
it's
Kevin
y'all
have
any
other
questions.
Okay,.