►
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
Hello
there,
my
name
is
josiah
gilliam
and
I
am
the
special
initiatives
coordinator
in
the
mayor's
office
and
we've
been
very
excited
about
summer
learning
this
year
and
a
partner
with
community
organizations
to
talk
about
how
it's
going
and
what
the
partnerships
are
that
make.
It
all
work
for
this
really
interesting
and
compelling
experience
for
young
people
throughout
the
city
and
the
county,
and
today
we
have
a
special
opportunity
to
talk
with
a
community
partner
that
has
some
pretty
compelling
and
exciting
things
going
on
with
their
youth
this
summer.
So
kashif.
A
Thank
you
for
taking
the
time.
Sir,
would
you
mind
introducing
the
neighborhood
learning
alliance
to
those
that
might
not
be
familiar
and
how
you
explain
the
work
that
you
do
in
community?
Thank.
B
You
josiah
the
mayor's
office
for
having
us
shouting
the
spotlight
on
neighborhood
learning
alliance,
our
work
spans,
k-12
education
in
coordination
with
learn
and
earn,
and
partners
for
work.
We
have
a
unique
partnership
between
learn
and
earn,
and
our
organization
where
students
are
able
to
take
a
college
class
and
also
engage
in
the
work
experience.
B
So
it's
great
to
see
our
students
from
our
community
they're
in
high
school
to
be
able
to
interact
with
youth,
to
look
like
them
and
they
get
to
see
mentors
from
their
communities.
So
it's
really
a
great
partnership
that
you
see
in
these
relationships
that
are
built
between
our
high
school
students
and
younger
students
throughout
this
collaboration,
with
students
being
able
to
take
some
college
courses
and
also
engage
with
younger
students
and
many
of
our
other
partners.
A
That's
really
exciting.
So,
let's
start
at
a
high
level
around
how
many
youth
are
you
guys
engaged
with
through
learn
and
earn
this
summer.
B
A
B
Yeah,
I
think
it's
been
great.
Coming
out
of
covet,
there's
been
some
challenges,
you
know
the
last
two
years
and
some
are
not
occurring
in
a
physical
space.
So
much,
but
more
of
a
virtual
space
is
just
adjusting
back
to
that
physical
space
right
and
adjusting
back
to
practices
that
are
best
practices
for
youth
in
our
program.
But
it's
been
great
overall
to
see
the
students
really
engage
in
courses
in
person
or
in
a
virtual
learning
hub,
which
was
whatever
was
best
to
meet.
B
A
B
Our
summer
camp
focuses
on
three
themes.
This
year
was
community
relationships,
stem
genius
and
then
healthy
eating
and
fitness,
and
so
our
students
pushed
into
those
summer
camps
with
those
three
things
with
our
camp
leaders,
but
we
also
position
our
students
to
be
leaders
themselves,
so
we
train
them
to
work
and
push
and
support
students
in
developing
their
thinking,
developing
just
activities
and
really
engaging
students
to
have
a
fun
summer.
B
So
we
know
we
want
them
to
learn
and
grow,
but
we
also
want
them
to
have
fun
in
the
summer
time,
so
that
balance
between
learning
and
just
really
having
that
true
authentic
summer
experience
and
that's
where
we
see
the
benefit
of
having
or
learning
earn
students
push
in
which
we
call
our
reading
warriors
or
stem
warriors
for
us
who
really
focus
on
those
skills.
So
we
can
build
them
early
and
often
for
our
students.
And
then
we
ask
essential
questions
such
as
you
know.
What
does
the
community
mean
to
you?
B
Who
are
the
people
in
your
community,
but
when
we
ask
them
that
we
do
it
through
a
unique
way.
So
we
engage
our
students
with
a
hands-on
activity.
We
have
these
legos
in
front
of
you.
We
want
you
to
build
this
community
with
your
high
school
student
mentor.
You
know
as
you're
building
this
community.
I
want
you
to
think
about
who
are
the
people
in
the
community?
B
How
would
you
design
this
community
right,
and
so
we
talked
about
active
play
with
active
learning
and
then,
when
you're
designing
this,
I
want
to
ask
you
some
questions
to
think
about
the
importance
of
relationships.
So
who
are
the
people
you
put
in
your
community?
How
do
they
interact?
How
do
they
talk
with
each
other?
Let's
take
a
field
trip
dave.
How
would
you
cross
this
street?
B
How
would
you
get
on
this
bus
right
and
we
put
these
students
in
these
thinking
spaces,
because
what
are
we
going
to
do
in
our
camp
we're
going
to
interact
with
each
other
we're
going
to
play
with
each
other
we're
going
to
go
on
field
trips?
We
put
our
students
in
learner
space,
but
we
leverage
our
high
school
students
to
help
to
lead
those
activities.
This
is
a
small
sample
of
something
we've
done.
Yesterday
was
an
amazing
day.
Actually,
we
took
the
students
to
urban
hilltop
farm,
and
this
week
really
has
been
exciting.
B
So
last
week
of
camp
is
the
last
week
of
learning
there,
and
so,
with
this
health,
healthy
eating
focus
and
fitness,
we
were
able
to
take
our
fourth
and
fifth
grade
student.
So
we
graduated
a
program
to
stillers
training
camp
where
they
were
able
to
do
some
activities
on
the
field,
but
about
one
of
the
coaches.
There.
B
They
were
able
to
do
a
high
five
line
with
distillers,
but
to
be
able
to
apply
like
some
of
that
fitness
that
they
were
learning
about
throughout
camp
healthy
eating
will
come
in
for
us
who
comes
and
push
in
and
teaches
our
students
how
to
lead
the
healthy
eating
activities
with
our
student
and
then
we
go
to
the
farm,
and
we
have
the
hilltop
urban
farm
adagio
would
help
eating
activities.
Our
students
empower
housed
who
partner
to
bring
bees
and
animals.
B
The
students
have
been
studying
health
and
anatomy,
but
we
also
look
at
it
through
animals,
as
well
with
our
students
and
just
to
see
all
these
things
come
together
towards
the
end
of
camp
and
be
able
to
bring
all
the
sites
together.
It
was
really
exciting,
but
to
see
the
high
school
students
really
lead
also
with
these
organizations
and
grow.
It's
just
like.
I
said
the
examples
and
models.
We
want
to
see
right
as
we
move
forward
as
a
city
to
be
able
to
leverage
our
students
early
enough.
A
Absolutely
it's
so
great
to
hear
it's.
It's
immersive,
it's
engaging,
but
it's
also
very
practical
you're,
not
just
talking
about
these
themes,
they're
engaging
with
them
in
the
real
world,
and
then
you
know,
I
think
it's
important
also
to
highlight
that
learning
earn
in
many
cases
is
a
young
person's
first
or
an
introductory
work
experience.
But
what
you're
talking
about
you
have
older
students
engaging
with
younger
students
too?
You
know
building
those
organic
relationships
and
helping
each
other.
That's
really
wonderful,
really
wonderful
to
hear
about.
A
You
also
mentioned
when
we
were
talking
about
this
before
that
some
of
the
students
had
an
opportunity
to
work
with
a
startup.
Can
you
talk
a
little
bit
about
what
that's
been
like
this
summer?
Yeah.
B
So
we
have
students
working
with
outreach
as
a
startup
company
here,
an
area
with
students
and
students
are
testing
products
that
they're
working
on
and
being
able
to
learn
that
development
process,
that
startup
process
and
really
engage
and
have
this
experience,
where
they're
able
to
work
with
professionals
who
are
startup
company
and
students
are
able
to
test
the
consumer
experience,
get
feedback
for
them
and
participate
in
learning
the
the
design
methods
of
development
right
and
the
importance
of
developing
products,
the
importance
of
the
consumer
experience
and
oftentimes.
B
You
know
we
are
the
consumers
right
and
sometimes
we
might
not
think
about
all
the
intricacies
that
it
took
place
before
it
came
to
us
to
ensure
as
consumers
that
this
might
target
a
certain
audience
that
might
meet
our
needs
and
we
started
putting
that
in
the
heads
of
a
high
school
student.
It's
like
that
aha
moment
right.
It's
like
wow.
B
I
never
had
to
think
about
all
this
when
I
was
designing
something
and
understanding
your
audience,
what
we
call
consumer.
So
if
you
look
at
the
high
school,
often
in
time
most
likely
in
english
class,
they
would
say
you
know
who
is
your
audience,
but
now
we
look
at
that
in
a
real
world.
We
say
here
for
a
startup.
You
know
who's
our
consumers,
who
are
maybe
our
target
consumers.
Maybe
who
are
not
our
target
consumers?
How
do
we
design
experience
for
those?
B
We
know
that
will
meet
our
data
points,
but
then
how
do
you
also
design
experience
to
get
new
consumers
in
that
process
and
understanding
the
difference,
and
then
how
do
we
make
sure
that
our
product
also
is
able
to
sustain
that
the
base
that
we're
targeting
and
maybe
encourage
them
to
get
other
people
to
consider
this
product?
So
it's
really
great
experience
for
our
students.
A
That's
terrific.
We
talked
a
little
bit
also
about
social
emotional
work
that
some
of
your
students
have
been
working
on
partnership
with
a
great
community
partner.
Can
you
speak
a
little
bit
about
that
with
5a
elite
yeah,
so.
B
B
Sometimes
there's
a
stigma
attached
with
it
between
certain
communities
and
not
really
being
able
to
acknowledge,
or
even
sometimes
have
the
language
to
understand
knowledge
and
explain
what
somebody
might
be
experiencing
personally
right
or
what
the
community
might
be
experienced,
and
so
nate
leads
these
students
through
a
process
of
community
building,
right
relationship,
building
understanding.
You
know
the
communities
that
we
live
in
understanding
who
we
are
understanding.
B
How
do
we
really
take
in
this
local
information
and
start
to
design,
because
during
the
design
process
of
how
we
can
educate
youth,
how
we
educate
our
communities
and
understanding
our
social
well-being
and
that's
really
cool,
because
it's
from
a
pittsburgh
lens,
so
they're
doing
research?
That
would
include
research
from
national
conversations
and
local
conversations,
but
then
really
looking
at
you
know
when
you
gather
this
information
when
we're
looking
to
create
a
tool,
a
resource
or
product,
that
we
want
to
share
to
help
youth
and
communities.
B
How
do
we
look
at
that
from
the
lens
of
a
local
communication,
local
viewpoint
of
the
communities
that
are
being
served?
How
do
we
even
include
and
incorporate
right
the
voice,
the
input
and
expertise
of
those
communities
and
understanding
that
our
communities
are
valuable
and
our
communities
bring
information
and
knowledge
and
that
we
are
not
the
ones
with
all
the
knowledge?
But
we
there
were
all
pieces
in
this
design
for
us
to
grow
and
strengthen
ourselves
in
this
state
and
make
ensure
that
we're
taking
care
of
our
social
well-being.
A
That's
wonderful
to
hear
about
you
mentioned
it
at
the
beginning
of
our
conversation
here,
but
you
this
idea
that
some
young
people
that
are
working
with
learner
this
year
with
you
all,
are
getting
college
credits
for
their
time
and
completing
the
experience.
This
is
very
exciting
to
me
and
really
wonderful
to
learn
about,
and
I
had
the
pleasure
of
seeing
you
at
carlow
university.
Some
young
people
were
going
through
a
statistics
course,
and
it
was
a
cool
moment
for
me
as
someone.
B
Partner
with
carlo
university
ccac
and
also
chatham
university
for
our
students,
so
each
university
will
offer
a
unique
set
of
courses
and
chatham
is
our
newest
partner
and
they're,
really
focusing
on
our
teaching
program
and
partnership
for
high
school
students.
So
that
program
is
really
designed
to
address
a
need
and
we're
looking
at
an
of
building
a
brown
and
black
teacher
pipeline,
and
this
summer
actually
was.
The
first
course
that
was
offered
is
perspectives
of
education
and
bringing
different
experiences
so
starting
with
the
students,
experiences.
What
what
has
been
your
experience
in
education?
B
You
know
what
would
be
your
ideal.
You
know,
educational
experience,
what
does
education
systems
and
models
look
like
here
in
our
city,
even
in
our
state,
in
our
country
at
large
and
in
that
times,
even
internationally,
to
start
to
build
your
different
perspectives?
And
what
are
those
experiences
like
for
students?
What
are
those
experiences
like
for
teachers
who
are
working
their
administrators?
B
What
are
those
experiences
like
for
the
communities
that
are
currently
being
served
and
thinking
back
also
what
it
was
experienced
like
for
the
people
who
went
through
those
education
systems
and
how
does
that
design?
People's
perspectives
and
take
on
education
in
pittsburgh,
right
education,
pa
education,
united
states,
now
how
that
impact?
The
way
we
view
education
and
the
way
we
consider
education
in
need
and
our
students
in
that
class
have
taken
that
course
engaged
in
those
conversations.
B
We've
also
had
them
being
able
to
go
to
a
workshop
seminar
this
year
and
their
interns.
Experience
is
actually
at
the
urban
league
charter
school,
where
they
went
through
professional
development,
as
if
they
were
teachers
led
by
the
administrative
team
there
and
they
were
trained
and
given
some
responsibility
with
a
teacher
to
really
dial
in
with
one
to
two
students
and
build
a
mentoring
relationship,
but
also
not
just
being
there.
For
that
mentoring
side,
understanding
that
we're
working
with
our
precious.
B
You
know
tools
and
minds
and
understanding
the
importance
of
being
there
on
time
being
ready
being
prepared
and
helping
this
student
grow.
So
it
was
the
academic
side
of
the
piece
they
had
to
learn
as
well
in
helping
those
students
in
the
summer
time
grow
and
then
at
carlow
university
we
have
several
courses
to
occur.
Next,
we
have
public
speaking
this
summer.
We've
had
a
statistics
course,
and
I
am
missing
one
more
off
the
top
of
my
head,
I'm
so
sorry.
B
Psychology
was
there
as
well
for
our
students,
students
take
one
class,
and
you
know
psychology.
The
students
are
really
learning
you
know
about
themselves
and
who
they
are
and
they're
learning
about
just
interactions.
B
Those
personalities
as
well
just
thinking
of
who
we
are
the
various
personalities
we
might
have
as
people
in
our
interactions
to
and
public
speaking,
which
most
people
know
but
might
not
know,
is
a
fair
for
a
lot
of
people
getting
up
and
being
able
to
speak
in
front
of
an
audience
right
that
nervousness
that
time,
the
anxiety
that
might
come
there,
but
in
high
school
learning
the
skill
sets
skill
sets
that
come
with
speaking
in
front
of
an
audience.
The
preparation.
B
Before
that
understanding,
the
different
types
of
speeches
you
might
get
or
the
different
conversations
you
might
engage
in
understanding
your
audience
and
being
able
to
take
this
learning,
apply
and
engage
in
that
method,
and
you
saw
the
stats
class.
You
know
reflecting
back,
like
you
said,
seeing
some
high
school
students
taking
a
college
level
stats
class
in
the
summer
time
I
die,
you
know
it's
all
amazing
pieces
and
then
that
ccac
we
have
students
who
are
engaging
in
english
courses-
english
one-on-one
course,
which
is
usually
our
entry
level
course
for
all
students.
B
When
they
come
to
the
program.
We
have
an
understanding
that
your
writing
skills,
your
speaking
skills,
your
reading
skills
is
going
to
help
support
your
foundation
for
any
of
the
courses
you
go
to.
So
we
want
to
really
ground
those
skills,
but
in
those
classes
they
really
engage
in
deep
discussions,
writing
pieces,
engagements
and
tied
to
what
is
happening
around
them.
So
it's
not
like
it's
a
drill.
B
Skill
kill
you,
but
it's
really
looking
at
why
this
is
necessary
and
how
it's
going
to
help
you
later
in
your
life
in
your
trajectory
and
then
we
also
have
a
biology
course
in
the
summer
for
our
students
they
take
a
ccac
and
with
that
at
ccac,
I'm
missing
the
third
class
had
to
add.
Is
we
have
a
business
class
which
is
the
second
offering
and
I'll
talk
about?
Our
pathways
in
a
minute
in
a
business
class,
was
a
marketing
class
for
our
students.
B
So
a
lot
of
students
have
this
entrepreneurship
interest,
the
spirit,
and
so
how
do
we?
The
question
we
had
to
ask
ourselves
here?
How
do
we
help
give
them
the
tools?
Because
the
interest
is
there,
the
spirit
inside
them
is
there,
but
how
do
we
have
them,
given
the
tools
and
language
so
that
they're
able
to
start
connecting
with
the
business
world
at
this
age?
B
Because,
right
now,
with
everything
you
have
with
the
social
media
tools
that
they're
able
to
reach
these
audiences
across
the
globe
and
these
marketing
skills
that
they'll
learn
to
be
able
to
apply
that
if
I
want
to
make
a
youtube
station-
and
if
I
want
to
have
you-
know,
leverage
my
instagram
or
tick-tock
or
if
I'm
just
thinking
about
doing
a
small
startup
traditional
business
is
in
the
brick-and-mortar
understanding.
B
You
know
the
importance
of
marketing
so
that
when
we
look
at
the
college
classes,
that's
the
classes
that
we
offer
this
summer,
but
within
those
classes
we
also
have
students
who
are
focused
on
career
pathways.
B
So
we
have
a
group
of
students
who
are
in
the
english
who
are
in
a
psychology
who
are
in
the
stats
in
biology
classes,
who
are
going
to
west
penn
to
take
internship
experience
because
they're
interested
in
nursing
or
they're
interested
just
in
the
health
career
in
general,
and
they
go
there,
the
other
half
of
their
day
as
part
of
this
career
pathway
and
they're,
shadowing
nurses
and
doctors
and
they're
in
the
various
units,
and
they
go
through
rotations
to
learn
about
various
jobs.
B
So
the
question
most
students
are
asked
is:
what
do
you
want
to
be
in
life
instead
of
having
this
general
questions,
where
students
give
back
responses
that
we
typically
typically
hear
we're
looking
at
nla
is
how
do
we
give
them
experiences
so
when
somebody
asks
them
that
I
would
say
well,
I
went
through
this
one
this
one
this
one,
this
one
and
this
and
I
have
now
a
library
of
resources
up
with
or
some
potential
career
experiences
that
I've
engaged.
In
already,
I
can
start
to
draw
information
from
to
say
you
know.
B
I
really
like
this.
I
didn't
like
that.
The
business
pathway
is
the
second
newest
pathway
and
we're
really
looking
to
expand.
So
if
somebody's
watching
this
we're
really
looking
for
some
business
partnerships
for
our
students
to
expand,
as
we
continue
to
build
throughout
the
year
for
for
from
learn
and
earn,
and
coming
back
to
next
summer,
for
our
students
to
really
partner
them
with
corporations,
small
businesses
right
now,
one
of
our
businesses
is
partnering
with
us
and
it
came
from
a
former
student
of
ours,
who's
in
a
nursing
pathway.
B
But
his
mom
owns
a
restaurant
in
squirrel
hill
african
cuisine,
which
is
one
of
our
learning
iron
work
sites
and
our
students
learn
from
the
owner
directly.
How
does
she
start
a
business,
a
restaurant
business?
What
is
that
process
of
starting
a
restaurant
business
and
then,
if
you're
interested
in
a
restaurant
field
while
you're
here,
let's
talk
about
food,
prep
management
safety,
while
you're
here
as
well?
But
you
know
on
top
of
that
customers
matter
right
and
so
what
is
customer
service?
What
does
customer
service
look
like?
How
do
you
build
that
into
your
model?
B
The
customer
service
experience
for
a
student,
so
that's
been
engaging,
and
then
we
also
have-
and
I
went
back
a
little
bit
and
talked
about
the
teaching
experience
which
is
the
newest
one
and
we'll
be
building
that
as
well
looking
for
some
more
schools
to
partner
with
so
that
we
can
have
schools
that
are
closer
to
the
students
live
across
the
city.
So
they
don't
have
to.
You
know,
take
long
rides
and
so
forth,
but
we
also
want
to
show
students
different
experiences
for
education.
B
So
what
does
a
private
school
students
experience
of
like
so
we're
looking
to
plan
expanding
to
some
of
the
private
charter
schools?
What
does
experience?
Look
like
across
pps
schools
for
students
so
that
when
we
build
this
educator
base
in
the
future,
we're
building
a
base
that
has
some
foundational
experiences?
B
That's
growing
their
knowledge
that
we
can
start
to
change
the
landscape
of
our
city
and
continue
to
grow
our
city
with
rich
experiences
with
students
who
are
coming
in
resources
and
tools
either
aligned
to
the
study
of
the
books,
but
all
but
also
ties
to
like
hey.
I
had
some
experience,
but
I
also
was
taking
classes
this
summer
too,
and
building
that
together,
it's.
A
So
encouraging
and
inspiring
to
hear
about.
Thank
you
for
sharing
all
that.
You
mentioned
so
much
meeting
students
where
they're
at
providing
pathways
to
institutions,
adults,
resources
that
can
help
them
navigate
their
lives
and
move
on,
but
then
also
checking
back
in
with
them.
You
know
on
it
and
then
you
know
also
making
sure
that
they're
having
like
this,
this
robust
diversified
experience
where
they
can
learn
more
about
themselves,
but
then
also
about
the
broader
world.
A
That's
out
there
so
exciting
a
couple
wrap-up
questions
here,
you
know
all
these
things
take
partnerships
to
do
it,
how
how
were
you
able
to
cobble
together
and
align
partnerships
and
funders
to
make
this
work?
Anyone
you
want
to
mention
that
helped
make
it
happen
this
summer.
B
B
You
know
what
pathways
they
believe
are
best
for
them
through
experience
and
engagement,
and
so
some
of
my
partners
are
jp,
morgan
and
chase
the
grebel
foundation
united
way
high
mark
and
then
even
when
we
look
at
just
that
hands-on
experience
I
like
to
throw
west
pin
in
there
and
and
what
they
provide
ourselves.
It's
just
been
so
rich
and
making
sure
that
we
are
able
to
provide
our
students.
B
An
experience
is
free
right,
they're,
not
paying
for
these
college
classes
at
chatham,
ccc
or
carlow,
and
even
at
those
three
partners
that
we
have
they've
also
looked
at.
How
do
they
work
with
us
on
tuition
and
also
just
other
fees,
to
make
sure
that
we
can
offer
something?
That's
reasonable
between
us
all
as
partners
for
our
students?
I
just
really
like
to
highlight
them
all
for
the
financial
compute
contributions.
A
B
The
students
and
the
staff
coming
out
of
a
time
for
two
summers
covet
being
able
to
pivot
covert
19
vaccinations,
and
I
look
back
in
june
where
we
were
really
backs
against
the
wall
or
we'll
be
able
to
offer
a
program
not
offer
program
with
all
that
was
happening
and
seeing
profit
levels
rise.
The
student
staff
and
even
community
partners
just
said
all
right,
we'll
create
virtual
hubs
so
that
students
can
continue
to
take
a
college
class.
It
was
the
university's
pivoting
as
well,
so
we'll
offer
this
virtual
opportunity.
B
So
we
can't
so
we
don't
have
to
drop
the
student
because
they
can't
come
in
person,
it's
students
and
parents
for
being
patient
during
that
process.
You
know
it
was
like
two
weeks
before
and
said
we're
still
in
we're
still
dialing
down
and
we're
here
to
go.
We're
gonna
still
have
you
know,
we're
gonna
participate
and
engage,
and
so
it's
still
exciting
to
see.
You
know
with
all
these
challenges.
B
You
can't
control
at
times
during
this
pandemic,
we're
still
kind
of
experiencing
that
the
students
are
literally
finishing
up
classes
right
now,
as
we
speak
today
for
some
of
the
courses.
Next
week
will
be
the
last
ones
a
week
from
today
will
be
the
last
course
this
offer-
and
I
think
back
to
yesterday
when
we're
at
the
field
trip,
and
we
give
the
green
light
for
the
kids
to
say,
hey,
you
don't
have
to
go
to
tutoring.
B
A
There
amazing
kashif
thank
you
for
your
leadership
and
taking
the
time
to
share
with
us
today,
neighborhood
learning
alliance,
a
wonderful
community
partner
and
thanks
to
all
the
partners
that
have
made
this
summer,
a
special
experience
and
ultimately,
thanks
to
all
the
young
people
that
dedicated
themselves
and
invested
their
own
time
into
this
program.
Thank
you.
So
much.