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From YouTube: March 12, 2018 COTW Open Session
Description
March 12, 2018 COTW Open Session
A
A
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B
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A
D
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B
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F
D
G
G
I
love
this.
Your
and
label
goes
as
always
rolling
those
five
your
process
probably
do
you
deserve
the
vehicles.
I
did
change.
I
had
things
in
my
conversation
about
possibly
go
to
is
something
that
she's
very
interested
in
a
lot
of
her
attention,
all
through
significant
city
of
students.
Reading
on
double
derivative.
We
all
know
what
he
can
prove
that
team.
You
can
move
a
lot
of
paintings
in
Europe,
so
that
was
one
to
change.
G
My
addition,
she
also
spoke
about
developing
teachers
and
leaders
in
the
organization
very
well
with
a
GTG
plan
and
data
goal
9.
She
is
talking
about
equity
in
terms
of
distribution
of
resources
throughout
the
system
and
accurate
going
I
mean
I
had
probably
490.
So
those
are
all
the
golden
goals
that
get
very
into
your
graduation
process.
Superintendent.
We've
talked
about
a
lot
of
things
to
speed
back
at
you,
TV,
whether
it
be
high
school,
graduation
and
dropout
rate.
Just
a
lot
of
bills
and
I'll
show
you
about
we
talked
about.
G
Also
and
that
that
built
another
himself
may
not
specifically
speak
for
some
things
outside
that's
the
moment,
therefore,
what
I
call
power
articles
and
if
you
sit
down
in
the
process
and
you
decide
the
successes
and
continuously
provided
from
the
previous
school
year
and
as
you
go
to
conventional,
there
may
be
some
specific
things
that
you
would
like
to
have
done.
So,
in
addition
to
those
of
adults,
you
may
have
the
conversation
Pacific
gender
countries
empowering
because
you
want
to
add
to
that
I-
will
caution
you
on
having
15
to
20
votes.
G
Process
Department
about
those
girls
I
think
that
their
deceive
indicate
indicators
without
the
goal
and
the
fact
that
they're
gonna
be
monitored.
Information
about
continuously
improved
in
the
district
and
provided
the
board
of
data
or
regular
basis
to
make
sure
those
first
two
bullets
that
punch
and
then
in
the
end,
use
an
SF
data.
Ask
assessment
through
facility.
G
Very
well,
as
you
like
to
see
last
night,
I
can
see
those
conversations
may
be
starting
to
end
of
June
front
ended
in
July,
and
that
Porsche
will
address
the
ongoing
goals.
Part
of
the
evaluation
that
may
conceive
it
is
in
it
with
you've
agreed
on
the
school
year.
You
can
make
that
a
part
of
the
evaluation
that
some
of
the
conversation
that
we've
had
is
a
signing
of
percentage
to
that
and
I
didn't
go
into
that.
G
G
G
G
G
Second
party
that
skateboard
Moonstar
superintendent,
progress
and
I
think
you
came
orally
and
I
would
even
say.
Maybe
they
hear
information
about
the
boat
to
attempt
to
provide
that
information
to
booth
if
there's
additional
documentation,
that's
needed
for
the
discussion
over
the
superintendent
know
that
every
time
I
submit
this
temporary
to
the
board.
G
H
Just
kind
of
getting
a
feel
for
that,
if
you
have
three
distinguished,
is
one
proficient
one,
not
demonstrated,
then
it's
an
economist.
So
you
get
the
feel
of
this.
It's
just
a
matter
of
sitting
down
and
assigning
each
dough
of
one
of
these,
and
then
you
go
through
and
kind
of
determine
whether
it
fits
where
they
fall.
And
then
you
look
here
and
you
get
an
overall
rating
of
economy,
but
that
that's
really.
G
Did
not
leave
agency
what
it
was
supposed
to
set
formation
reason,
and
we
have
say
meetings.
You
look
at
your
own
morning
go
over
strategies
message
for
those
to
be
here
importantly
beach
to
update
that
information
all
the
way
down
to
the
final
evaluation
month,
all
previous
state
assignment.
What
would
be
different
is
that
at
that
final
read
the
information.
The
report
will
be
provided
by
the
superintendent
on
all
the
goals
that
in
late
after
that
school
year,
and
that
would
be
presented
to
the
board
executive
session.
G
G
So
that
is
a
process
that,
when
I've
talked
to
you
the
last
time
I
was
here
was
very
good.
I
said
two
minutes
and
I'll
say
it
again:
this
new
computer
dictionaries
they're
going
to
sit
down
conversation
about
thanks
to
the
forum,
where
other
things
that
are
not
going
well.
How
we
could
work,
then
that's
valuable
information
for
not
only
those
who
turn
it,
and
then
you
know
so
that
also
will
be
an.
G
F
D
F
F
D
F
A
A
D
I
We
were
looking
forward
and
not
that
I
guess
when
you're
gonna
consider
a
teacher
for
teacher
evaluation
and
then
what
they
go
through,
that
they
have
the
rubix,
they
had
the
death
program
and
they
evaluative
own
on
their
overall
performance
of
how
they're
doing
and
the
district
hasn't
really
said,
they
either
just
identify
why
person
sees
that
score?
That's
the
word!
So
I'm
thinking
has
it.
They
have
to
kind
of
lead
a
similar
pattern.
Teacher
in
Surbiton
have
to
kind
of
eat
something
similar.
Well,
that
will
be
generic
from
the
head
on
down.
I
J
A
E
In
schools
takes
three
to
five
years
and
program
to
take
three
to
five
years,
sorry
to
say,
but
that's
how
long
it
takes
in
it.
There's
a
lot
of
working
parts
so
to
make
the
superintendent
have
to
answer
to
a
73%
or
whatever
is
pretty
impossible,
not
that
it
couldn't
be
done.
But
you
got
to
get
everybody
on
board
and
50,000
kids.
We.
E
I
E
F
F
We
approved
so
that's
what
you
approved
as
a
goal
in
the
strategic
plan.
If
you
don't
want
that
to
be
a
goal
in
the
evaluation,
then
we
write
goals
for
the
evaluation
or
we
change
the
strategic
plan
or
tell
them
not
to
follow
the
plan.
We
approve
this
I
agree
with
you,
I
you
and
I
are
on
the
same
page
with
how
it
looks
just
know
that
this
was
created
because.
D
F
I
So
I
mean
it
might
be
about
the
SC
rated
schools
could
be
a
subfield
in
the
core
schoolers
map
schoolers,
some
something
that
we
look
at
for
growth.
Some
we're
gonna,
look
sorry
for
group,
or
we
can
just
take
a
small
percentage
of
where
we
are
in
our
district.
So
let's
try
to
make
this
cold
for
this
coming
year.
Let's
go
for
the
for
one
year,
some
kind
of
percentage,
that's
positive,
yep.
K
When
a
superintendent
is
hired
and
brought
in,
she
said
it
takes
them.
She's
right.
It
takes
three
to
five
years
to
establish
himself
I.
Think
the
evaluation
needs
to
be
altered
within
the
first
three
to
four
years,
the
state.
What
realistic
goals
that
you
want
to
see
the
superintendent
teeth
in
that
first
year
and
that
second
year
and
that
30
year,
because
instance,
that
we
went
to
a
couple
of
seminars.
K
They
come
in
and
put
forth
their
implement
their
plans.
All
that
needs
to
be
a
cop
out
a
couple
into
the
evaluation,
because
one
when
it
comes
time
to
evaluate
that
superintendent,
you
have
to
look
at
how
effectively
that
person
dealt
with
the
staff
in
general,
the
teachers
in
general.
She
may
come
up
with
their
operational
plan
and
she
wants
to
develop
and
implement.
That
has
to
be
reviewed
by
the
board,
but
that's
to
be
incorporated
into
for
evaluation.
K
You
should
just
have
just
a
rubix
of
five
generic
things
that
you
want
to
say,
but
it's
not
tailored
to
the
first
year,
it's
not
tailored
to
the
second
year,
it's
not
tailored
to
the
fourth
one
nor
fifth
year.
So
that's
just
something
I'm
observation.
That
was
a
good
observation.
You
made
Priscilla
and
that's
what
I'm
kind
of
interested
in.
A
G
You
know
if
you
say
that
your
directional
system
is
entities,
a
plan
to
put
how
gather,
then
that
needs
to
be
met
and
if
you
often
community,
to
provide
work
to
develop
that
five,
your
plan,
it's
a
isn't
it
more
patience
to
direct
resistance.
So
if
you
want
to
say
that's
over
here,
we're
gonna
measure
it,
but
there
are
other
things
that
we
won't
look
at.
G
D
D
G
C
Bridgette
step
I
guess
I'm
I'm,
looking
at
it
a
little
differently.
If
we
affixed
a
number
or
percentage
to
these
go
zones
on
the
superintendent
side,
then
that
means
on
the
board
responsibility
side.
Those
are
responsibilities
community,
well
simply
because
if
we,
if
we
say
okay
superintendent,
you
have
to
make
sure
95%
or
at
that
level,
well,
the
superintendent
will
say
well.
C
Are
you
going
to
make
sure
that
I
have
the
tools
that
I
need
to
get
there,
so
it
becomes
the
field,
a
budgetary
and,
on
the
other
side,
tuck
separates
that
that
miss
Ambrose,
says
I'm,
going
to
put
I
want
a
certified
teacher
to
certified
teacher
than
every
third
grade
class,
while
cops
kidneys.
Only
mr.
Kennedy
well
how
they
don't
buy,
met
where's.
C
Know
we
can
time
all
the
percentages
we
want,
but
on
a
board
responsibility,
side,
I
believe
that
we're
going
to
have
some
fiduciary
responsibility
in
making
sure
that
the
funding
is
there
and
the
tools
is
the
air
for
the
superintendent,
so
I.
Just
the
boards
need
to
keep
that
in
mind
and
as
we
make
changes
on
one
side.
G
G
G
So
it's
a
conversation
on
both
sides
because
resources
are
not
always
just
money.
You
know
technology
information
and
the
ability
to
like
fools
and
simple
office
to
use
those
resources
differently,
which
means
sometimes
you're
going
to
fail.
We'll
get
a
manifestation
and
it's
not
going
to
work
out.
But
you
can't
not
do
something,
because
we
feel.
J
J
B
D
B
B
B
This,
for
whatever
the
reason
we
cannot
be
can't
do
that
this
does
not
go
money
right.
You
can't
generate
so
then
all
me
now
saying
that
that
goal,
that
initiative
will
never
be
reached,
no
matter
how
many
three
to
five,
you
begin
because
financially,
we
can't
do
it,
though.
So
if
that
been
unfair
to
the
superintendent
to
the
system,
our
party,
is
it
unfair
that
every
single
child
in
the
district?
B
Because
what
we
want
to
do,
we
can't
do
because
a
month
right
so
I
don't
know
if
we
should
necessarily
use
the
three
to
five
year
scenario
as
the
litmus
test
or
the
management
stick,
but
what
we,
what
done
it
were
going
to
be
handicapped
or
handcuffed
by
a
budget
based
alone,
like
you
said,
because
sometimes
it's
not
just
about
matters
of
our
personnel
staff
technology,
information
sort
of
so
forth.
So
so
so
should
we
be
think
right
how
they're
right
now
and
what
that
should
be
out
of
me
and
it
hard
to
deliver.
B
You're
right,
kill
the
kid
you
can't
move
the
goalposts
and
we
can't
keep
getting
these
because
the
p25
gear
comes
up
consumer.
You
know
three
years
four
years
should
be
done
anytime.
That's
what
I
need
three
to
five
years.
All
of
our
students
are
not
being
the
goals
without
being
met,
academically
we're
not
where
we
need
to
be
and
we're
sitting
there
playing
the
25
year
gaining
impasse
and
students
are
playing
the
school
choice
option
because
they
don't
want
something.
I
just
don't
know
when
and
where
it
begins.
F
I
think
there's
two
conversations
and
much
like
what
Michael
said:
we've
sat
around
this
board
table
and
we've
had
that
conversation
every
single
six
months,
nine
months
a
year
for
the
last
seven
or
eight
years,
and
we
haven't
come
up
with
an
answer.
So
we've
got
to
come
up
with
that
answer.
If
we're
going
to
take
that
answer-
and
you
tell
somebody
it
becomes
their
job
to
meet
that
answer
so
either
I
quit
talking
theory
at
this
table
or
understand
that
as
long
as
we
keep
talking
theory
we're
not
telling
anybody
to
go,
do
tangible.
F
The
two
things
that
I
think
that
come
to
my
mind
is
I.
Know
that
there's
not
there's
there's
something
that
we
say
in
this
at
CCSD
is
what
evidence
will
we
accept
to
show
that
what
we
want
to
be
happening
is
happening.
I,
don't
think
we're
gonna
have
to
put
something
tangible
on
something.
We're
gonna
have
to
have
some
some
level
of
evidence
that
we're
willing
to
accept
to
say
this
is
being
being
done.
F
I
think
we
started
that
Chris
and
Michael
about
five
years
ago,
when
you
two
were
on
this
board
before
the
last
cycle,
and
we
did
pretty
good
in
the
beginning,
but
then
we
did.
We
took
in
pilot
seven
more
goals
on
top
of
four
and
we
would
let,
through
that
cycle
we
created
that
cycle
and
we
led
through
it.
So
we've
got
to
get
very
disciplined
on
our
ability
to
stick
to
something
for
more
than
one
to
two
meanings
and
decide,
because
you
can
set
any
goal
for
any
length
of
time.
F
I
First
up
to
get
that
good,
Oh
Michaels
direction,
that's
not
bad
I,
think
which
I
think
to
me.
If
you
have
a
three
year
goal
or
three
to
five
vehicle
or
to
your
gold
within
that
you
break
it
down
about
you,
yeah
deferred
the
first
year
you
look
at
one
percent,
let's
say
for
example,
next
year,
if
I
get
another
percent
and
then
and
then
until
we
get
what
we're
going,
that
we
can
adjust
that,
but
I
think
you
put
it
in
smaller
increments.
I
You
don't
sit
back
five
years
and
see
where
we
are
that's
too
late.
Let's
say
you
had
you
have
little
mini
goals,
but
but
I
like
when
you
say
it
up
not
having
a
whole
bunch
of
goals,
and
so
so
my
thoughts
is
this
board
with
whatever
we
focus
our
efforts
on
this
reading
and
math,
it's
just
two
subjects
and
and
to
some
type
of
goals,
to
support
those
there's
reading
a
math.
Only
don't
we
get
to
reading
we
get
to
math,
we
get
everything
together.
I
E
So
in
your
three
to
five
years,
you
have
two
superintendents
and
I
know
things
start
over,
and
so
that's
just
one
piece
of
it.
The
other
piece
is
things
have
been
added
in
a
little
over
a
year
that
I've
been
here
like
the
Jennifer
Coker's
job
is
relatively
new.
There's
things
that
have
been
added
in
more
recently
to
get
to
the
goals
that
maybe
you're
established
five
years
ago
that
we
haven't
seen
so
I
think
it
is
an
ongoing
thing.
D
E
E
K
Going
back
to
what
Michael
was
saying,
never
just
separate
this
for
a
second,
you
might
not
like
what
I'm
saying,
but
but
it
has
a
little
merit.
You
know
as
I
wish.
The
superintendent
like
I
said
again
go
ahead,
you're,
not
saying
similar
things,
but
it
should
be
changed
and
altered
year
by
year,
based
upon
the
achievable
goals,
blood,
the
job
of
the
school
district
and
the
mission
statement
of
the
district
should
not
be
placed
upon
the
superintendent.
Then
we
taking
why
the
district
should
have
its
directional
goals
set.
K
K
Sacramentary
should
have
a
particular
educational
plan
based
upon
the
needs
of
his
constituents.
Wando
shall
have
an
academic
plan
based
upon
the
needs
of
his
constituents
that
go
to
attend
that
school.
Now
the
superintendent
comes
in
and
just
asked
the
administrative
part
to
run
the
district,
but
the
structure
should
always
remain
to
sing,
because
when
we
get
caught
up
and
still
attend
again,
even
though
school
must
be
realigned,
you
changed
three
different
superintendent's
and
every
time
the
superintendent
come
in
a
seminar
we
went
to
together
the
structure
playing,
always
changes.
A
Thanks
to
dr.
bridges
and
forever
Mack
and
all
of
us,
because
this
is
now
a
format,
the
structure
that
we
have
that
we
haven't
had
before
and
before
we
had
policy.
That
said
one
thing
and
the
superintendent's
contract.
That
said
the
other
thing
and
nine
of
us
who
all
wanted
to
do
for
think
so.
I
think
this
is
a
really
good
template
for
us,
whether
we,
you
know
put
the
percentage
goals
in
there
or
not.
However,
we
decide
to
do
that.
I
think
if
we
follow
this
format
in.
I
I
And
modern
workplace
skills
when
I
get
dollar
Pope,
you
probably
have
to
help
us
to
be
able
to
discern
how
to
do.
Probably
the
father
board
wouldn't
know
that
we're
reaching
the
mark
of
a
monomer,
CLE
skills
and
interest
in
talents
I
wouldn't
know
how
to
measure
it
myself,
but
if
it
bet
they
may
be
apart
in
here,
that.
B
D
B
My
concern
and
fear
is
that
I
don't
want
to
see
us
get
to
the
point
where
the
goals
that
we
desire
over
our
children,
it's
hinged
upon
the
button
right
like
if
you
can't
say
I,
guess
if
you
can't
say
let's
say
we
said
that
the
only
way
we
can
raise
achievement
is,
if
you
put
two
teachers
in
every
classroom
and
so
because
we
can't
afford
to
do
that.
Does
that
mean
that
our
mission
and
our
vision
as
it
pertains
to
what
our
outcomes
on
the
need?
B
We
can't
make
it
you
see,
I,
don't
want
and
I
know
it's
tied
to
the
budget,
but
I
don't
want
the
successes
of
our
students,
ergo
the
teachers,
principal
superintendent,
that
be
solely
based
on
amount
of
money
that
we
have
actually
said
that
we
can't
control
became
poor
more
in.
We
have
we
have
and
we
have
to.
We
have
to
pull
the
results
from
that
pot
so
that
part
that
it
broke.
Does
it
mean
that
results
don't
grow
in
the
pot
grows?
If
the
pot
grows?
Does
that
mean
our
results
world
and
about
results?
B
B
B
F
D
F
Absolutely
correct:
in
the
seven
years
six
years
you've
been
on
the
board
and
in
the
seven
years
I've
been
on
the
board.
Neither
you
nor
I
know
how
much
money
it
takes
to
mean
a
90
percent
reading
on
grade
level.
If
we
don't
know
how
much
money
it
takes,
then
we
don't
know
if
we
have
enough
or
not
enough
and
very
much.
Yes,
it
takes
a
1
to
15
student
to
teacher
ratio
in
order
to
get
90%
proficiency.
F
Then
we
are
the
people
who
were
elected
to
stand
up
and
say
that
is
not
going
to
happen.
We
will
not
have
90
proficiency
reading
on
grade
level,
because
we
have
studied
everything
and
we
know
it
takes
a
15
to
1
ratio
and
the
state
of
South
Carolina
will
only
fund
us
at
25,
I
guess
yet.
So,
yes,
money
does
determine
outcomes.
If
you
trust
your
professionals
to
say
this
is
what
it
takes
and
we
are.
Our
job
is
to
take
that
information
understand.
It
believe
it
enough
to
go.
F
Tell
people
absolutely
and
as
long
as
you
want
to
keep
funding
us
1
228
on
4th
graders,
when
we
know
that
it
takes
1
to
15
and
we've
got
tangible
proof
either
within
our
system
or
within
other
systems
that
that
doesn't
then.
Yes,
you
have
to
understand
every
time
you
don't
change,
how
you
fund
us
and
you
don't
provide
a
1
to
15.
This
is
this
is
how
we
got
90%
in
17
districts
across
the
country,
you're
not
giving
it
to
us.
F
F
We're
gonna
have
to
make
things
work
within
the
diet
within
what
we
have,
but
we've
got
to
get
very
specific
about
what
it
takes,
so
we
can
ask
for
what
it
takes,
but
I
do
want
to
know
what.
How
are
we
going
to
determine
from
today's
discussion
what
adds
or
changes
to
this
are
being
done?
What's
your
what's,
our
next
step,
so
I
mean
there's
been
some
questions
and
some
ideas
and
all
that.
So
what
what's
next
to
saying
how
we
get
for
this
to
the
evaluation
tool
we're
going
to
use
so.
J
J
Kids,
who
are
succeeding
and
I
know
that
when
you
guess
about
great
to
the
test
or
whatever
want
to
pull
money
away
from
things
that
are
succeeding,
they're
just
because
I
know
there
isn't
I
just
want
to
point
that
out.
We,
we
would
still
expect
this
school
district
to
continue
to
do
what
it's
doing
well,
while
trying
to
achieve
the
goal
that
will
hopefully
be
something
we
all
agree
is
something
that
we
all
want
and
then.
C
C
B
D
C
C
Okay
selves,
so
if
you've
heard
some
questions
that
have
came
from
the
board
as
to
some
next
step
or
so
kind
of
the
rationale
of
where
the
thinking
is
on
some
of
these
goals
and
steps.
So
why
don't
we
allow
the
board
to
take
this
week
to
digest
is
even
more
and
by
close
of
business
whilst
I
bite
you
on
Friday,
if
there's
any
questions
or
any
additional
concerns,
you'll
submit
those
two
portion
and
then.
G
C
D
C
He
said
you've
heard
the
comments
coming
back
from
the
board.
I
think
it
would
be
great
to
kind
of
hear
back
from
staff
what
they
think
about
this
process
and
how
will
be
forwarded,
maybe
some
things
that
we
need
to
consider
in
this
discussion
in
this
process.
We'd
wait
to
hear
back
from
you
guys.
We
also
talked
about
the
pulse
with
the
vessel.
If
we
can
move
in
that
direction,
that
they
are
sent
those
feedback
to
information
back
to
us,
so
you
get
seconds
of
your
games,
unfortunately,
can
compile
those
it.
C
I
That
beat
it
if
you
did
also
put
your
finest
bad
that
you
would.
You
would
also
give
us
your
your
suggestion.
What
you
think
reasonable
goals
are,
that
you
make
it
that
are
attainable.
Nice,
abs
epidermis
it,
but
we
want
to
see
your
side
too.
They
have
someone
we
can
meet
in
the
middle.
Maybe
you
might,
you
might
feel
like
you
can
do
50%
improvement
next
year.
You
know
everything.