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From YouTube: July 16, 2018 CCSD COW Open Session and SEC
Description
July 16, 2018 CCSD COW Open Session and SEC
A
A
A
C
C
D
A
A
A
A
F
I'm
happy
to
do
that,
we
are
going
to
ask
you
to
hold
a
session
on
July
23rd
to
do
that
and
also
to
receive
the
quintessence
diversity.
Inclusion
reported
late,
not
sleep
by
legal,
to
say
one
of
the
key
members
of
their
team
now
will
not
be
able
to
be
here
on
July
23rd.
So
we
would
like
to
pull
this
item
from
the
agenda.
Bring.
G
F
B
I
understand
completely,
but
can
we
I
don't
want
to
go
too
much
further
torch
August
without
getting
some
student
achievement
data?
So
if,
if
the
diversity
group
is
not
ready
by
about
August,
I
would
be
willing
to
have
two
separate
meetings.
But
I
think
it's
time
that
we
got
the
sum
achievement
data,
and
that
was
a
lot
of
the
goals
for
1718.
F
We're
happy
to
do
it
on
the
23rd,
if
you'd
like
we're
just
trying
to
be
thoughtful
for
members
with
summer
schedules
and
it's
frankly
a
little
challenging
to
work
around
some
of
your
schedules,
particularly
in
the
summer,
but
point
well
taken,
and
we
can
look
at
the
the
end
of
July
or
first
week
of
August.
If
that
work.
A
F
F
C
C
A
F
H
So
we
have
really
two
things
to
come:
tell
you
about
today
that
are
huge
celebrations
for
the
district
and
they
relate
to
equity
and
access
issues
which
are
priorities,
of
course,
for
us
in
the
strategic
plan.
The
first
is
some
work
with
the
Jack
Kent
Cooke
foundation.
This
is
a
major
foundation
in
this
country
and
jack
kent
cooke.
Perhaps
I
am
a
fan
so
I
just
he's.
The
furnace
just
sees
the
governor.
H
And
so
upon
his
death
there
was
established
a
foundation
to
do
work
with
education
specifically
to
try
to
help
students
meet
their
full
potential.
That's
really
what
the
foundation
is
about.
As
you
can
see
on
this
second
page
here,
they
typically
award
student
scholarships,
one
hundred
and
seventy
five
million
dollars
to
this
point,
and
then
they
also
have
grants
of
ninety
seven
million
dollars.
That's
been
awarded
in
grants
and
some
more
detail
there
about
why
they
exist
in
the
work
that
they
do.
How
this
connects
to
Charleston
County
are
two
things.
H
H
I
We
have
identified
34
students
in
grades,
7
and
8
range
44%
of
them,
35
percent
of
african-american.
The
remainders
are
Hispanic
and
Asian,
and
so
it
represents
pretty
well
the
composition
of
the
district.
Our
first
goal
will
be
to
get
people
together
and
think
positively
about
this
grant.
The
second
piece
of
it
is
quarterly
meetings
with
the
students
and
their
parents
to
develop
a
community
spirit
of
team
building.
I
Tutoring
study
groups
be
remembering
Summer,
Scholars,
Institute
and
scholarships
for
participation
grade
levels,
field,
trips
and
field
experiences.
It's
not
unlike
those
of
you
who
are
familiar
with
Upward
Bound
gear
up
the
college
program
called
Posse.
It's
taking
the
elements
of
all
of
these
very
successful
programs,
melded
them
together
through
the
grant
and
job
seeker
foundation.
Technical
foundation
said
we
believe
in
you.
We're
excited
to
make
sure
that
their
belief
in
us.
C
I
C
I
I
C
I
I
C
H
D
C
I
I
B
I
B
I
B
You
talked
about
field
experiences
and
peer
mentoring.
Have
these
students
been
I,
guess
I'm
just
trying
to
get
the
logistics
of
it
have
have
they
been
told,
they've
been
identified
as
potential
candidates
to
apply
to
academic
magnet,
you've
identified
the
students,
but
you
haven't
contacted
them
and.
B
So
then,
you're
going
to
put
together
this
coalition
of
kids
and
then
spend
the
next
two
years
doing
very
specific
things
to
not
only
foster
their
obviously
because
she
said
they
had
to
meet
the
the
Cooke
foundation
criteria
for
gifted
and
talented,
but
foster
their
desire
to
attend
academic
magnet.
Does
this
does
this
is
a
plant
or
complement
the
top
to
eighth
grader
program,
because.
I
B
We
have
26
kids
in
the
number
one
and
number
two
in
those
schools
is
the
first
and
second
ranking
and
then
the
35
you
now
you're,
starting
to
put
together
a
nice
number,
have
y'all
thought
about
that
in
your
identification.
To
make
sure
that
the
35
you've
identified
are
not
don't
include
the
first
a
second
ranking
of
last
year,
because.
B
I
guess
what
I'd
like
to
do
is
get
a
back
and
is
to
get
a
follow-up
when
this
starts
that
clearly
idea,
because
we're
not
talking
about
35
we're
talking
about
50
or
so.
If
we
do
these
things
concurrently,
so
we'd
like
to
see
that
you
we
don't
want,
will
be
the
names
and
we
certainly
need
to
know,
they've
been
identified
and
how
it
affects
the
number
one
in
two
rankings.
C
I
We
would
we
would
want
these
34
students
to
be
alien,
strengthen
the
comprehension,
activate
nine
high
school
or
another.
You
know
the
high
level
of
highest
level
of
academic
achievement
for
them
and
another
high
school,
and
we
would
want
to
see
that
working
with
young
people
in
these
cohorts
would
establish
an
ongoing
sustainable.
D
I
We
want
them
to
be.
We
want
them
to
know
about
these
opportunities
throughout
the
reckoning,
magnet
high
school
because
we're
finding
them
many
students
do
not
know
about
it,
particularly
children
of
low-income
communities
and
then
to
be
able
to
say
that,
where
you're
starting
you've
got
really
good
potential,
we're
going
to
strengthen
that
potential
in
confidence
and
get
you
ready
for
the
next
step.
I
I
C
So
he
had
my
thoughts
when
some
people
might
not
like,
but
to
me,
then,
if
a
student
goes
through
that
program
for
a
year
trying
to
appear
interested
in
at
school,
this
year
earned
some
type
of
credit
for
the
time
they
spent
learning
and
studying
interfering
instead
of
just
being
tossing,
they
have
everybody
else,
as
I
said
it
that
they
score.
Thirteen
is
for
fourteen
I'm
thinking
that
maybe
they
should
have
a
maybe
a
half
point
rate
or
off
point
rated
or
some
kind
of
credit
for
the
preparation
to
get
into
the
school.
C
C
I
understand
yeah
because
I
think
if
a
student
at
the
end
result
increase
enrollment
on
a
piece
of
art
at
that
school,
then
so
those
kids
if
they
have
to
have
something
I'm
late,
that's
going
to
help
them
get
into
that
school.
To
take
over
you
can
program
and
prove
they
can
do
the
work
they
can
compete
on
a
high
level
Timmy.
It
would
be
fair.
A
I
D
I
E
B
E
I
was
I
was
thinking
a
to
Cindy,
but
then
Jesus
said
that
not
necessarily
attended
an
academic
magnet.
She
also
said,
may
be
attending
their
their
their
traditional
home
school
home
high
school,
but
taken
advance
of
rigorous
courses.
So
my
question
again
is:
have
we
identified
exactly
what
this
grant
looks
like
from
a
successful
standpoint.
E
I
Students
to
apply,
we
would
want
them
to
be
qualified
to
be
accepted,
and
then
there
the
choice.
Would
they
there's
and
by
being
accepted,
thankee
beating
the
admissions
requirement.
Then
they
do
have
a
choice
that
they
can
make.
They
can
hit
based
on
some
personal,
like
it
personal
and
academic
success.
Ten.
I
E
I
I
E
Pina,
Zone
and
I
want
to
echo
what
city
said
earlier
about
potentially
cross-referencing,
the
top
to
middle
school
students
with
the
students
who
were
selected,
but
in
this
program
I
think
I
think
it'd
be
good
to
know
whether
or
not
there
is
a
cross
section
and
if
there
isn't,
they
may
be
moved
for
more,
but
I
think
that
would
be
good
information
and
I
like
that.
I
like
to
participate
in
some
level,
whether
or
not
just
sitting
in
or
parts
of
the
conversation
as
a
grant
starts.
I
G
Michael
makes
a
good
point
because
I
could.
This
seems
like
one
of
the
issues,
maybe
that
some
of
our
low-income
students
don't
see
people
who
resemble
them
at
the
academic
magnet
high
school,
and
it
would
be
nice
to
show
our
community
that
everyone
is
accepted
and
invited
to
participate
and
apply
today.
I
can
imagine
in
high
school.
E
Will
say
one
more
thing,
not
necessarily
about
the
grandpa.
There
was
a
conversation
to
me
that
we
had
when
we
went
to
even
to
lunch,
but
some
folks
before
and
he
talked
about
the
ability
of
students
being
able
to
take
advanced
courses
and
and
just
being
exposed
to
those
courses,
sometimes
triggers
something
within
them
to
want
to
take
those
closer.
B
E
That
they
may
have
not
have
taken
before.
So
what
I
would
also
like
to
see
as
a
second
layer
of
this
two-year
grant
is
maybe
the
district
do
something
that
mirrors
this,
but
kind
of
homegrown
it
in
a
way
not
like
the
top
two,
but
in
the
same
kind
of
peer
mentoring
initiative.
Maybe
the
district
could
Crees
like
that.
I
I
E
A
couple
of
people
I,
don't
know
if
that
committees
already
I,
don't
know
if
that
to
me,
has
already
filled
with
there's
a
gentleman
who
was
the
principal
at
Burke
high
school,
when
academic
magnet
first
became
a
program
on
the
campus,
then
he's
expressed
to
me
his
willingness
to
support
the
district
in
that
and
I
think
I
also
know
they
she's
my
best
friend.
Actually
she
was
the
first
I
think
valedictorian
academic,
magnet
in
92,
I,
believe,
and
so
she
may
also
be
willing
to
lend
some
support
in
someone's
some
in
this
endeavor
as
well.
E
H
I'd
mentioned
one
other
thing
about
the
Jack
Kent
Cooke
foundation,
so
they
will
also,
we
have
written
into
two
of
our
federal
grants.
Title
1
and
title
4
Jack
foundation
supports
equal
to
opportunity,
schools,
which
is
a
national
strategy
initiative
to
again
increase
access
to
more
rigorous
coursework
for
students.
So
that's
a
second
way
that
we've
engaged
with
this
foundation
should
back
up
and
say
that
academic
magnet
is
one
of
only
four
schools
in
the
country
that
was
awarded
that
a
grant
from
that
foundation
this
year.
So
it's
really
prestigious
work.
H
That's
going
on,
so
the
other
big
celebration
happened
this
weekend.
So
we've
come
and
talk
to
you
in
the
past
about
new
tech
at
Burke,
high
school
and
Robin
was
able
to
be
there
this
weekend.
Their
national
conference
is
called
intact
and
it
was
in
st.
Louis
this
weekend
over
3,500
participants
from
all
over
the
country,
and
the
great
news
is.
J
A
homework
from
Burke
high
school,
a
cohort
from
Simmons
Pinckney,
attended
and
two
or
three
district
staff
members
who
walk
with
them
specifically,
and
we
were
thrilled
to
be
there
not
only
to
learn
more
about
him.
The
new
tech
network,
which
I've
had
some
exposure
but
I've,
got
really
into
the
planning
pieces
of
every
how
they
wanted
new
schools.
Every
year
we
Charleston
County
Schools
are
were
thrilled
to
be
there
with
with
two
students
and
two
staff
members
who
were
selected
as
the
best
in
network
for
2018.
B
J
The
conference
to
do,
let's
be
a
part
of
the
presentation
and
the
Tropic
Johnson
opening
and
I
mean
a
little
and
to
students,
assemble
met,
Samantha,
presented
in
front
of
these
3,500
people
and
represented
Charleston
County
in
there
and
their
their
project
called
finding
a
voice,
which
was
a
collaboration
with
Johnson
County
from
library,
and
it
was
infused
with
videos
from
the
library
staff
talked
about
a
wanted.
What
would
the
student
and
how
the
students
to
tell
beautifully
in
how
they
found
this
presence
their
second
project
and
of
all
the
projects.
J
J
J
B
J
The
best
in
network
new
project,
because
of
many
schools,
New
Tech,
is
a
collaboration
of
schools.
It
is
a
network
of
schools
who
use
project-based
learning,
to
teach
our
disciplines
and
in
a
cross-curricular
kind
of
way
and
where
they
can
get
passionate
about
something.
So
there
are
all
kinds
of
projects,
but
they
have
a
bank
of
projects
that,
as
you're
starting
in
your
new
school,
you
might
go
to
the
bank
of
projects
and
and
go
to
in
practice
and
kind
of
practice.
So
this
was
an
original
project
and.
B
J
And
the
project
was
presented
in
a
series
of
video
clips
and,
and
you
know,
in
a
slide
deck
that
was
infused
with
with
you
know,
and
it
with
with
T
people.
Speaking
and
think
of
it
goes
through
the
library
to
talk
about
collaborate
because
building
about
new
tickets,
about
collaboration
with
your
community
and
with
the
experts
out
there
and
understanding
that
the
world
is
greater
than
just
their
class
and
that
they
can,
they
have
those
resources
available
to
them.
So.
F
D
D
J
B
J
It
at
the
end
thinking
I
was
going
to
run
out
of
memory
before
they
actually
receive
their
their
awards,
and
then
they
have
a
second
video
where
there
was
a
from
the
audience,
a
question
to
answer
to
the
students
and
the
teachers,
so
that
went
on
for
another
20
minutes
now,
I'm
gonna
be
the
final
hard
to
send
this
file
I.
Have
it
download
anymore.
J
What's
Jocelyn
said
they're
coming
back
today
and
students
and
their
parents
were
there
progestin
the
day
before
and
then
and
they
left
the
next
day
the
team
teachers
that
were
there
to
mostly
go
back.
If
I
came
with
that
small
group
and
I
think
the
principal
enough
you
keep
people
weren't
returning
today,
so.
J
B
J
And
in
the
end,
the
tip
so
every
ten,
the
greater
I
think
it
was
10th
grade
because
they
worked
on.
This
is
the
tenth
of
Glarus
really
who's
in
the
course
of
the
classes.
I
should
say
that,
because
the
tutor
super
said
I
think
one
was
the
10th,
among
still
everything,
I
might
have
that
wrong.
So
it's
it's
really
not
a
great
level
thing,
but
we
did
start
this
year.
There's
a
study.
Last
year
they
started
this
year.
Simmons
picked
these
study
this
year,
they'll
be
launching
this
coming
school.